Key Implications

Guidance Tools

Based on the data acquired, we have reached the conclusion that it would be sensible to upgrade those tools that enable counsellors to perform their guidance tasks effectively by designing a more generic aide-mémoire for the preparation and implementation of one-to-one sessions, or a scheme for guidance interviews with questions tailored to the type of guidance being provided, and a standardised and simplified personal education plan. The GOAL monitoring questionnaire would serve as the basis for this. This would enable a uniform model of monitoring, as it would provide different types of institution providing adult education guidance with a standard tool and, at the same time, serve as a recommendation for high-quality interviews.

Implications for future programme development

It would make sense to implement, at specific intervals, the three-stage model for the monitoring of the use of guidance tools used during the GOAL programme (tools-mapping, selection and monitoring) across the entire network and for other projects as well that make use of a guidance process. This would eliminate those tools that are not used or that do not serve their purpose, and add new tools and enable their use to be monitored; moreover, those tools that are actually in use could be evaluated and upgraded where required. This would create and upgrade the database of tools, which would be available to everyone in the network.

Policy implications

Implications of policy

There have, up to now, been no incentives from policy actors regarding the use of guidance tools. The decision on the use of guidance tools is left to the experts.

Implications for policy

Evaluation of the use of tools in the way presented in this chapter would also present an opportunity for standardised guidance procedures to be secured not only at the regional but also at the national level – or at least the procedure applying to the first guidance session, in line with the type of institution involved. In this way we would guarantee an increase in the quality of guidance sessions, or ensure the quality of those sessions, and help to define adult education guidance by considering the specifics of different types of adult education organisations.

A DAY IN THE LIFE OF A COUNSELLOR

Iceland
Iceland

"GOAL interview: a client came to discuss a program for validation of employability skills, in which she is going to participate."

"In-house discussions with other counsellors and project managers on an unexpected issue with a student. We tried to solve the issue together. We had to contact another school."

Lithuania
Lithuania

“Presentation for unemployed people about possibilities to get involved into the Goal project and get free of charge orientation and guidance.”

“Orientation and guidance of adult people. 2 clients are consulted: they are unemployed and have plans for learning a new profession in order to find a job.“

Netherlands
Netherlands

“The prison population and educational needs of the detainees are far from homogeneous.”

 “Usually, there are 6 to 8 detainees at a time, each with an individual program. I guide them. The guidance can be focused on basic education, vocational education or specific courses detainees are taking at that time”

Slovenia
Slovenia

"Working with clients gives me energy and brings me joy, because between individual sessions I can see progress, changes, new beliefs, enrolment in education programmes and I can build good relationships with my clients."

 

"The feeling that I do a lot of good for my clients is priceless."

Czech Republic
Czech Republic

“At the start of every session, counsellors try to gather information about the client, his or her position within the family and wider friendship circles, and his or her health. They also explore the client’s feelings, ideas and motivation.”

“Based on the client’s answers, the counsellor selects ways to proceed in order to meet the client’s needs and goals.”

Flanders
Flanders

"All information, agreements made and steps taken during sessions are written down in the registration system"

“Even the names of persons clients have been talking about are registered in order to remember the whole communication line and, more importantly, to avoid them having to say things twice. It creates a sense of trust with our clients.”

TESTIMONIALS

from clients, counsellors and stakeholders

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