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.
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.