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Example of good practice in vocational education training guidance. - Craiova : Else, 2014 Bibliogr. ISBN 978-606-635-145-4

37

3

Introduction

Most of the students who are on the edge of selecting their ways

for their future education are unsure and indecisive about which occupation

is convenient for themselves and which school to attend. They choose their

vocations with inadequate guidance and without tests, questionnaires or

with weak implementations. Also they don't know which career

opportunities they have in front of them. Any wrong decision that they have

made affects their Life Long Learning Process negatively.

To avoid from such situations, in the project "Development of

guidance and counseling instruments in vocational education", no.

22012-1-TR1-LEO04-35830, coordinated by Seyhan İlçe Milli Eğitim

Müdürlüğü, from Adana- TURKEY and in partnership with:

1. Comune di Sant’Angelo in Vado, ITALY

2. Avanos Kiz Teknik Ve Meslek Lisesi, Avanos-TURKEY

3. Liceul Tehnologic Transporturi Auto, Craiova-ROMANIA

4. Liceul Teoretic Tudor Arghezi, Craiova-ROMANIA

5. Professional High School of Electronics and Electrical Engineering

"Marie Curie", Sliven-BULGARIA

6. Profesionalas Izglitibas Kompetences Centrs ―Liepajas Valsts

Tehnikums‖, Liepaja- LATVIA

7. Kadis, Ljubljana-SLOVENIA

8. Fundacion Para El Desarrollo De La Ciencia Y La Tecnologia En

Extremadura (FUNDECYT), Badajoz-SPANIA

9. Fundacja Rozwoju Inicjatyw Edukayjnych I Społecznych, Rzesnow-

POLONIA

4

We have developed this book in which we present Vet Guidance

System from each partner country and different software and programs that

are implemented in the project countries as a methodology how to assist

students to choose the right profession for their future and to help

psychological counselors to help the students to choose right career.

The programs and software could easily implemented, adapted

and transferred to other countries.

The examples of Good Practice in Vocational Education Training

presented in this book were provided by the partners of this project without

a national study evaluation research, only taking in consideration the

collaboration with these organizations that implement these software.

This book is a result of the project

"Development of guidance and counseling instruments in

vocational education", no. 22012-1-TR1-LEO04-35830

and is financed by the European Commission.

The book reflects only the view of the authors and the

Commission cannot be held responsible for any use which may be

made of the information contained therein.

5

INDEX

Page

1 Terminology 7

2 Transnational comparison of Vet Guidance Systems

9

2.1 History 9 2.2 Legal framework/legislation 18 2.3 Organization of vet guidance 25 2.4 Activities 31 2.5 Providers 40 2.6 Some examples of GOOD PRACTICE as an activities or

software 44

3. Example of good practice in Vocational Education Training

49

3.1. Bulgaria

3.1.1. KakviDaStanem.bg 50 3.1.2. MyCompetence.bg 54 3.1.3. Selfinvest Кариерно Консултиране 59 3.2. Italy

3.2.1. Employment Centre Of Senigallia 64 3.2.2. Guidance In Pre-Primary And Lower Secondary School 72 3.2.3. School & Enterprise: Learning by doing 78 3.2.4. Guidance In Italian Upper Secondary School 82 3.3. Latvia

3.3.1. Prakse.lv 87 3.3.2. Profesiju pasaule 88

6

3.4. Poland

3.4.1. Activities of OHP (Voluntary Labour Corps) in development of vocational guidance for youth in Poland.

89

3.4.2. Give-guidance in vocational education for students in rural areas

93

3.4.3. From School to Career. 96 3.5. Romania

3.5.1. Central Test, Presentation Of The BASC-2 Test 99 3.5.2. Cognitrom Career Planner Platform ( CPP online ) 103 3.5.3. Research tools regarding vocational counseling and

career guidance services offered to students within the educational background

107

3.6. Slovenia

3.6.1. E.guide 112 3.6.2. CPT – Career Path Test 118 3.6.3. Kam In Kako 126 3.7. Spain

3.7.1. www.todofp.es 130 3.7.2. El Orienta 136 3.7.3. APOEX.es 141 3.8. Turkey

3.8.1. Iskur 146 3.8.2. Megep 151 3.8.3. Mbs 153 More informations on

http://www.leonardovocationalguide.blogspot.ro/

7

CHAPTER 1. TERMINOLOGY VET GUIDANCE

VET Guidance consists of different guidance and counselling activities

taking place in VET – Vocational Education and Training. Guidance and

counselling / information, advice and guidance (IAC) is defined as a range

of activities designed to help individuals take educational, vocational or

personal decisions and carry them out before and after they enter the

labour market.

Furthermore, guidance and counselling may include:

1. – counselling (personal or career development, educational guidance), 2. – assessment (psychological or competence-/ performance related), 3. – information on learning and labour market opportunities and career

management, 4. – consultation with peers, relatives or educators, 5. – vocational preparation (pinpointing skills/competences and

experience for job seeking), 6. – referrals (to learning and career specialists).

Guidance and counselling can be provided at schools, training centres, job centres, the workplace, the community or in other settings. TARGET GROUP The transnational comparison of guidance systems in participating

countries (Latvia, Turkey, Poland, Romania, Spain, Italy, Slovenia and

Bulgaria) will be done at two different levels:

ISCED 2: lower secondary level - last grade before high school (pupils)

ISCED 3: upper secondary level - all grades (students)

8

ISCED 1997:

Level Educational Program

Level 0 Pre-primary education

Level 1 Primary education; First stage of basic Education

Level 2

Lower secondary education; Second stage of basic education

Level 3

(Upper) secondary education

Level 4 Post-secondary non tertiary education

Level 5

First stage of tertiary education (not leading directly to an advanced research qualification)

Level 6

Second stage of tertiary education (leading to an advanced research qualification)

ISCED2:Lower secondary education; Second stage of basic education Completing this level of education (ISCED 2) often coincides with the completion of compulsory education at least. In general, it is aimed at refining basic skills and preparation for lifelong learning. ISCED 3: (Upper) secondary education Such programs (ISCED 3 level) usually begin at the end of primary education and compulsory education. At this level of specialization is greater than on ISCED 2 level, teachers are generally better trained and more specialized to teach certain subjects at this level. There are many different types of programs and at different levels (2 year, 3 year-vocational programs, 4 or 5 years technician programs …). In general, the completion of the 3 ISCED level is the minimum requirement for entry into tertiary education. Vocational education at this stage usually trains students for employment in posts of technicians. Programs last from 2 to 5 years. At the end of this level, students are generally aged 17-19 years.

9

CHAPTER 2. TRANSNATIONAL COMPARISON OF VET

GUIDANCE SYSTEMS

2.1 History Guidelines: In this section please describe the historical development of guidance and counselling system in your country.

Latvia Accordingly the change of the political system in 1991 and the transition from a planned economy to a market economy, as well as the change of guidance paradigm, in Latvia conceptually developed also support from "professional orientation" to "career guidance." During the Soviet-era in Latvia professional orientation questions in the education system were carried out with activities that focused on student promotion and orientation to action in a given profession. The evaluation of results of professional activities associated with the implementation of plans, i.e., how the demand is fulfilled and how the redirection of graduates to certain areas of employment is accomplished.

Since 2005th the main concept is “career development support system‖ which consists of three key building blocks: Information, Career Education, Career counselling

The political responsibility for the implementation of the concept delegated to the Ministry of Welfare and the Ministry of Education and Science according to the Cabinet Order No. 214.

In 2010 the Cooperation Council of Guidance and Counseling began to work, that is interdisciplinary consultative and coordinating institution which aims to developing and promoting quality of career development support service, to enhance each individual's skills and interests adequate development direction (direction of education, occupation) choice in context of lifelong learning. Council's main tasks are to develop proposals in development of legislative and policy planning documents, recommend concrete steps for the implementation of inter-institutional cooperation, to provide exchange of information , make proposals for the representatives of the Council institutions in accordance with public interest. The

10

Cooperation Council fulfills the functions of information exchange, and its decisions are recommendatory in nature.

Ministry of Education set up a working group to develop a concept new career development support system - deadline 01.08.2013

The deadline of development of the new concept was extended to 2014

Turkey

The first guiding system started in 1950 in Turkey by the effect of politics, economics and social problems in the world. First it started as the guiding system at schools and then at universities. The graduaters started to work at schools and departments of guiding.

In 1951-and 1952 professor Rus from The USA came to Turkey and gave seminars to teachers and directors. We can say that the first guiding system started with this conference. During these years in 1955 the Ministry of Education adopted the guiding system into the curriculum to Atatürk Girls Vocational high school in Istanbul and in 1956 to Ankara Deneme high school and started to apply the lessons.

Poland In May 1956 the initiative of Central Office of Vocational Training (CUSZ) took place. At the same time, the Commission of Education, Science and Culture of the Parliament called on the communist education authorities to organize counselling for youth and their parents.

Parliamentary Committee came to the assumption that a significant screening of students in vocational schools was caused by the wrong choice of profession.

At the beginning of 1957, the guidance has been incorporated into the education system. The first facilities - psychological and vocational (or psychological-pedagogical) were created. For the first time in the history of education in Poland guidance has been included in the law and obtained a permanent material base, which ensured systematic development.

The Association of School and Professional Advisors was established in 1991, bringing together experts in the subject of vocational guidance in various institutions and ministries

11

Romania The beginning of career counselling was set by the foundation of the Institute for Experimental, Compared and Applied Psychology in Cluj in 1922 and by the activities of the first Psycho technical Laboratory within the Tram Company in Bucharest in 1925.

After the 50s there is evidence of serious concern with school counselling and guidance, with an uncertain evolution by 1989.

After 1989, a new institutional mechanism - the Psycho pedagogical Assistance Centres - is founded

During the last decade of the 20th century, school and professional guidance has been influenced by:

o The re-foundation in 1990 of the Institute for Educational Sciences,

o The creation in 1995 of the National Agency for School and Professional Guidance;

o The establishment of Information and Professional Guidance Offices by the National Employment Agency in every county;

o The creation of the National Centre for Resources in Professional Guidance in 1999.

In 1997 the Romanian Government started a project related to career information and counselling

The year 2005 witnessed the creation of the County Centers for Psycho pedagogical Resources and Assistance.

Spain 1914: Educational training for the working people firstly established in Spain. Its aim was to offer guidance and counseling to young people about those jobs which were more demanded.

In the period of the Civil War (1936-1939) there was a parenthesis in the guidance activity in the country.

1967: The Ley Villar Palasí was the first law that considered counseling as an essential activity. It was offered by the Spanish School Guidance Service (Servicio de Orientación Escolar)

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1977: Provincial services of educational and vocational guidance were established in every region of the country. They were external services appointed to the centres. This was the first attempt to institutionalize guidance and counseling in the country.

1985: According to the Royal Decree 334/1985, a students’ basic right is to receive counseling and vocational guidance at school, specially in secondary education.

1990: Experimental guidance plans were established in every school in Spain. There were plans carried out by teachers aimed at guiding students into the labour market.

1992: The General Directorate of Pedagogical Renovation of the Ministry of Education and Science of the Central Government regulated the structure of the new Guidance and Counseling teams (called EOEP). They offer guidance to people outside school centres. In 1994, this service got sectored; each Autonomous Community in Spain has its own guidance vocational system.

2002: The Constitutional Act 5/2002 on Vocational Qualifications and Training establishes the purpose and organization of career information and guidance in the following terms:

- to provide information on employment opportunities, the possibilities of acquiring, evaluating and certifying occupational skills and qualifications and upgrading them throughout life.

- to provide information and counseling on the various training offers and possible pathways to careers to enhance employability and re employability.

Italy The orientation concept has been formalized in 1995 by the Rectors's Conference which establishes the importance of guidance for the following educational processes:

13

a) knowledge of characteristics of young people b) the identification of personal motivations of young

people c) educational activities

In 1997, Legislative Decree 469/1997 has entrusted regions the task of organizing the regional employment systems. Regions and provinces, as well as arranging the new centers, also absorbed the peripheral structures of the Ministry of Labor and staff. This arrangement does not apply to special-status regions.

In 1997, the Ministry of Education issued a directive (N. 487) which provides actions in order to prevent the phenomenon of early school leaving and promote educational success. Orientation - as institutional activities of schools of all levels - is an integral part of the study curricula and, more generally, of the educational and training process since preschool.

In 1997, the Ministry of Education issued a decree determining the general criteria and procedures to regulate and streamline access to university courses in order to increase students opportunities to consciously determine their training, also in view of future job opportunities, setting the orientation guidelines.

By Decree of the President of the Council of Ministers in 1999, functions concerning human resources, exploitation and finances for the labor market have been transferred to the regions and local authorities. Hence the birth of employment centers (which are headed by the Provincial Directorate of Labor) which replace the old employment agencies and integrate them with new and innovative information services, counseling and career guidance.

The Legislative Decree of 21 April 2000, n. 181 "Measures to facilitate the matching between labor demand and supply". Employment centers must also offer guidance interviews for young people and adolescents within six months from the beginning of unemployment.

The Legislative Decree 297/2002 amends the unemployment definition by enhancing the user active

14

attitude in the job search. It highlighted the orientation role of the centers. In addition, Law n.196/97 defined the reorganization principles of vocational training and established the execution of training activities by regions and provinces.

Decree n. 276/2003 gives the possibility also to privates to carry out intermediation activities between demand and offer and also sets forth qualification systems and cooperation among public subjects.

In 2004 the national guidance committee was established.

In 2005, the national guidance committee puts into effect the guidance national plan, designed to prevent the phenomenon of early school dropout, to promote the success of education and training and to ensure maximum social inclusion for everyone. In 2005, through a special regional law (LR 2 / 2005), Marche’s employment centers were given the name "Employment, Vocational Guidance and Training Centers” – known with the acronym CIOF.

In 2008, the Department for Education promotes a National seminar on guidance. For trainers.

Legislative Decree dated 14th January 2008, n. 22:

"Defining guidance paths finalized for professions and jobs.

In 2009 MIUR establishes the National Forum of guidance throughout the course of life, which is connected to the European Policy Network on Lifelong Guidance, with the aim of ensuring effective cooperation and coordination between those responsible at national, regional and local level for the supply of guidance services.

July 2009, the Department for Education, the General Directorate for the student, integration, participation and communication - Office IV - enacts the Guidance National Plan: "Guidelines on guidance throughout the course of life". Actions at regional level.

15

In 2010 the action plan or employability of young people through integration between learning and work, called "Italy 2020 ' is enacted.

In 2011, law no. 11 of 15th July 2011 provides the

opportunity for secondary school institutes of second degree and to Universities to operate as "Brokerage Agencies" between labor supply and demand, after enrollment in the Computer register.

In May 2012 the monitoring of actions under the Guidance National Plan takes place.

In 2013 the development of the project "Italialavoro - FIXO - SCHOOL & UNIVERSITY”.It is a program sponsored and supported by the Ministry of Labor and Social Policy, with the technical assistance of ―Italian Labor Spa‖. The purpose of the program is to support high schools and universities to provide placement services with the intent to reduce the time of entry into the labor market for young people and increase their chances of finding a job in line with studies performed.

The long-term strategy - whose guidelines have been identified by Europe-2020 and by cascade from ―Italy' 2020, Action Plan for employment of young people'' defined jointly by the three Ministries of Labor, Education, University and research and youth - is:

contribute to the progressive convergence of employment rates of young Italian graduates to the EU average;

improve the quality of jobs for skilled human capital (post-graduate, graduate students and doctorate PhD).

Slovenia In year 1938 the first Vocational counselling centre and agency was established, with two main functions: they offered counselling service and as an ―agency‖ it took care of the rational distribution of professions.

After the Second World War the Vocational counselling centres and agencies were closed down and were only restored in 1951

16

In 1956 first school counsellor was employed. In the 60’s and 70’s counselling services were introduced in primary and secondary schools.

After 1960 career guidance rapidly developed in the Employment services,

In the 70’s the Slovenian Employment service prepared a uniform program of vocational guidance which predicted activities for the whole generation of pupils in primary schools (tests for intellectual abilities, survey on their occupational choice, individual counselling, team conferences...

In 1996 new school legislation was accepted and in the same year the curriculum committee has prepared and adopted official National Guidelines for Schools Counselling Service.

The current state of vocational guidance in Slovenian schools: Counsellors in schools provide a broad range of counselling services; they also work with others, including teachers, parents and school management.

National Guidelines for School Counselling Services define the guidance programmes in primary and secondary schools. The national programme is largely implemented by school counsellors with the assistance of the Employment Service of Slovenia (ESS), providing guidance services through Centres for Information and Vocational Counselling now known as Career centres.

17

Bulgaria The establishment of a Career Guidance System in school education was started in 2011, under the Operational Program „Human Resources Development‖ of the Ministry of Education, Youth and Science.

Since October 2012 were opened career guidance centers in all district towns in Bulgaria. This is a Project called “Career Guidance System in School Education‖. The project is implemented with the financial support of the Operational Program "Human Resources Development" and the European Social Fund of the European Union. Twenty-eight regional career guidance centers, with 150 career consultants, were established.

The main providers of career guidance at school level should be the school counselors. In the 90’s the first school counselors were employed. But only one third of the Bulgarian schools have a school counselor. The number of the students in the school should be up to 500, to be appointed a school counselor. There are no legal requirements for this job and the schools have to decide whether to appoint counselors within the delegated budget. Currently, the school counselors are engaged in other issues and less with career guidance.

The current state of vocational guidance in Bulgaria: Lack of a national system for VET guidance. Lack of enough coordination between the official institutions, providers of and those in need of vocational guidance. At this stage there are some attempts and initiatives under different projects but it is still too early to talk about a unified system for VET guidance.

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2.2 Legal framework/legislation

Latvia The Vocational Education Law (1999) determines the

competence of those institutions responsible for the organization of VET

The Cabinet of Ministers: determines the state’s political and strategic areas in VET; it funds VET providers according to criteria established by the Ministry of Education and Science; it sets the framework for issuing state-recognised qualifications and determines the recognition of qualifications obtained in other countries.

13% of specialists in schools have a career consultant professional qualification.

In schools career support personnel is assigned from 0.2 to 0.5 rates.

Availability of career support in schools is variable, because it is up to the individual school management decisions and certain local government decisions.

Individual and group consultations are carried out at schools, meetings with employers, the identification of information materials for education and careers.

Turkey On 5/6/1986 with the law number 3308 it was called as “apprenticeship and vocational training law” but with the date 29/6/2001 and law number 22 it has been changed as “Vocational Education Law”

On 17.4.2001 published on the official journal with the number 24376, it is added as MINISTRY OF NATIONAL EDUCATION GUIDANCE AND COUNSELING SERVICES REGULATION - It will be applied at the first grades and after 5

th grade in the secondary schools after the year 2012-

2013.It will not be applied as a lesson but will be applied separately from the schedule.

20.07.2010 number 75 board of education and discipline Poland Constitution of 2.04.1997r. (Article 65) basic act, which

demonstrate the need to organize and promote vocational guidance.

Act of 7 September 1991 about the education system - requires from schools "to prepare students to enter the

19

profession and field of study.

The Maastricht Treaty of 7 February 1992. in art. 126 and 127 of the cooperation: This document expanded scope of vocational guidance to issues related to education (Article 126), tying them tightly to the educational process training and preparation for the labor market (Article 127).

The legislation regulating the issue of practical vocational training concerns practical vocational training in school workshops, school laboratories, continuing education centers and practical training centers, with employers and on individual farms; it applies to student of public upper secondary schools offering vocational education as well as young workers/apprentices doing traineeships as part of their job preparation course.

Romania Law no. 1/2011of the romanian national education. It stipulates in some articles (350, 351, 352 and 353) that career counselling should be a lifelong activity;

The order of the ministry of education, research, youth and sports no. 5555/2011- the regulation related to the organization and functioning of the county centres for resources and educational assistance and for the similar centre in bucharest. Guidance is just a part of a counsellor’s activity. It also includes individual and group counselling sessions. These specific activities take place mainly in the counsellor’s office, which is coordinated by the county centre for psych-pedagogical resources and assistance.

The order of the ministry of education, research, youth and sports no. 6552/2011 related to the assessment, psycho-educational assistance, school and professional guidance for children, students and young people with special educational needs;

Law no. 76/2002 related to the system of unemployment insurances and stimulation of the work force

The legal framework regarding the lifelong career orientation issued in 2012 regulates how the lifelong career counselling should be performed, how the counselling services should be organized and what exactly these activities should be and what abilities a career counsellor should have.

Spain In 2002, the Qualifications and Vocational Education and Training Act marked the starting point for a number of

20

changes that have taken place in Spain. This Act established the existence of an integrated VET system, which means that there must also be an integrated guidance system covering the following items:

o Guidance departments at integrated VET schools o Validation of work experience and non-formal learning

process, A guidance working group formed by the Ministry of Education together with the autonomous regions

o A guidance platform, Provision of guidance services for open and distance VET

o Guidance tools for counsellors, Guidance counsellors for Employment offices, Guidance at universities.

Constitutional Act 1/1990 on General Governance of the Education System (LOGSE) established the structure and organization of the non-university education system, acknowledging educational and career guidance to be one of the basic principles of educational activity, one of the student body’s basic rights. The general framework, in which educational guidance should be delivered, as established in the LOGSE, is divided into three levels around which education is organized:

- the classroom or group of pupils, - the school or educational institution - and the school system, defined within the bounds of a

district or sector. Firstly, the responsibility for guidance in the classroom is

mandatory for form masters/mistresses - teachers (each group of pupils has one form master/mistress).

At the second level, the school guidance departments must be established or there must be at least one guidance counsellor.

The third level of guidance entails the creation of sector- or district-wide guidance teams. Each Autonomous Community regulates educational guidance within its own territory on the grounds of this triple structure, with minor variations from one Community to another.

Constitutional Act 5/2002 on Vocational Qualifications and Training establishes the purpose and organization of career information and guidance to be offered within the public

21

education system. The guidance and counseling subjects and activities can only be imparted at schools by specialized teachers with psychological, pedagogical or social background who have passed the Civil Service Examinations (so called Oposiciones) under the following terms:

- To provide information on employment opportunities, the possibilities of acquiring, evaluating and certifying occupational skills and qualifications and upgrading them throughout life. Provide information and counseling on the various training offers and possible pathways to careers to enhance employability and re employability.

- Services administered by the education and labour authorities, local governments and the social partners, among others, may take part in career information and guidance, with coordination upon the central government.

- Governmental career information and guidance services must provide information to pupils in the education system, their families, unemployed and employed workers and society at large. The various levels of government must also provide the social partners with information on the system that can serve as a guide in collective bargaining, without prejudice to the independence of the parties involved.

Italy In 2005, through a special regional law (LR 2 / 2005), Marche’s employment centres were given the name "Employment, Vocational Guidance and Training Centres” – known with the acronym CIOF

Agreement between the Government, the Regions and local authorities on the establishment of the national lifelong guidance. Repertoire acts n. 152/CU of December 20, 2012: Note no. 29/0006436/L of 13 December 2012 in which the Ministry of Labour and Social Affairs has transmitted the proposed agreement between the government, the regions and local authorities on the establishment of the national lifelong guidance, together with the concert by the Ministry of Education, Universities and research, December 14, 2012, was circulated to the regions and local authorities;

22

Agreements between the Government and the Regions and Local Authorities, as follows:

Agreement, pursuant to Article 9, paragraph 2, letter. c) of Legislative Decree 28 August 1997. 281. Legislative Decree 19 December 2002, n. 297 "Provisions amending and corrective legislative decree of 21 April 2000, n. 181 laying down provisions to facilitate the matching of demand and supply of labour, in compliance with article 45, paragraph 1, letter a) ";

Legislative Decree 10 September 2003, n. 276 "Implementation of proxies in respect of employment and the labour market, including the Law of 14 February 2003, no. 30 " and subsequent amendments;

Legislative Decree 14 January 2008, n. 21 on "Guidelines for the definition of career guidance to higher education and advanced training in art, music and dance, the link between schools, universities and institutions of higher education in art, music and dance, as well as the enhancement of the quality of the academic performance of students for admission to graduate degree programs planned access referred to in Article 1 of the Law of 2 August 1999 n. 264, to accordance with art. 2, paragraph 1, letters a9, b) and c) of the Law of 11 January 2007, n. 1‖

Ministerial Decree of 21th July 1997, n. 245: concerning general criteria and procedures to regulate and streamline the access at the university courses in order to increase students opportunities to consciously determine their training, also in view of future job opportunities.

Directive n. 487 of 6th August 1997, provides measures to prevent early school leaving and to promote educational success. The guidance - as institutional activity of schools at all levels - is an integral part of the study curricula and, more generally, the educational and training process since preschool.

Decree Law of 14th January 2008, n. 22 "Defining

23

guidance paths related to professions and work": determines the realization of guidance courses aimed at the degree courses's choice.

Law no. 111 of 15th July 2011 (which replaced the Article. 6 of Legislative Decree no. 276/2003): it offers the possibility to the institutes of secondary school (second degree) and to the University to operate as "Brokerage Agencies" between labor demand and supply.

Slovenia There is no explicit coordinated policy for career guidance and its providers in Slovenia, and no cross-sectorial coordination body exists.

Some of the rare laws that tackle guidance are:

The Organization and Financing of Education Act says that school guidance service and ESS should be connected when performing career counselling and guidance. One of the goals of this act is also gaining the possibility for further educational and professional path with the emphasis on qualifications for LLL. The Act states that school counsellors can only become specialists who have graduated from university studies: psychology, pedagogy and andragogy, social work, social pedagogy and defectology (children and youth with special needs)

The Vocational Education Act mentions that social partners and ministries should cooperate with schools when dealing with guidance and planning the curriculum.

Nationally defined minimal standards for guidance in schools declare what activities regarding career guidance should be executed in every elementary and secondary schools.

Bulgaria Vocational Education and Training Act. It is the act of providing advice to students and other persons with regard to the choice of profession and career development. According to the Vocational Education and Training Act the system for vocational guidance is ratified as part of the vocational education system. It is stated that: „Vocational guidance is the act of providing advice and counseling to

24

students and other persons with regard to the choice of profession and career development‖. The main task defined by the law is providing assistance to trainees in their free choice of education, training and vocational qualification for the acquisition of the required knowledge and skills, corresponding to the requirements of the labor market.

National Lifelong Learning Strategy (2008 – 2013). A unified national lifelong guidance system should be implemented for the period up to 2013. It is also required to develop programs for education and qualification of the personnel engaged with vocational guidance related services. The provision of accessible and high quality services for vocational guidance to all students in Bulgaria is defined as a key priority. The national strategy aims to assist/enable individuals in/to better plan and manage their own career path and skills, to further develop their knowledge and skills, and to improve their employability.

25

2.3 Organization of Vet Guidance

In this section please state how is career guidance organized in your country on ISCED 2 and 3 level. Make clear distinction between the two levels.

Latvia Till August 2013 the working group of Ministry of Education has to develop a concept of new “Career development support systems” with three key building blocks: Information, Career education, Career counselling

At national level, guidelines and recommendations are recommendatory in nature.

Decisions on funding for the providing guidance counselors are taken at the local level.

Decisions on the planned guidance are made by each school, up to it career planning support through different regions and different schools is different.

Consultations also provide guidance counselors who work individually (paid service).

Consultations are also provided by State Employment Agency guidance counselors, but they can be used for the registered unemployed only.

Turkey 1 hour in elementary school as guiding and the following week as social activities and following like that applied by the class teacher.

In secondary schools it is one hour per week and it is named guiding/counselling and planning career applied by the class teacher and help of the guiding teacher of the school.

Poland Vocational guidance education is part of the basic national curriculum as a cross-cutting subject that is executed within subjects as civil education (ISCED level 2) or compulsory subject introduction to entrepreneurship (ISCED level 3).

Schools also organize seminars and workshops related to vocational guidance with cooperation with professional world. Students can also participate in

26

activities organized by School Career Centers.

Romania Guidance is an educational activity performed:

Within curriculum, executed by head/form/class teachers during their counselling and guidance classes. Each class teacher has one class a week with their own students. There are generally approximately 36 school weeks, therefore that teacher will have 36 hours a year, during which they have to cover five different modules. Career guidance is just one of those modules, and the teacher doesn’t have a clear order of the topics or a specific topic-related number of classes. All class teachers have taken career guidance classes themselves, so they have acquired the necessary skills to cover this topic. Additionally they can also enlist the assistance of the school career counsellor or other specialist in order to provide relevant information to their students.

In the psycho-pedagogical assistance offices (individual and group sessions) located in some schools

Career information and counselling centres like Employment services

Trough projects in partnership with the community aiming at counselling young people concerning their career.

Spain There are two guidance subsystems in Spain: one for education and the other for employment. But, there has been a process of decentralisation with regard to career guidance, and now both systems coexist. The personnel of the Guidance departments at schools are formed of different specialised teachers, and they are usually directed by a psychologist or a pedagogue.

There is at least one school counsellor in every school

In general the background for this type of education covers three areas — a core set of subjects, applied science and practical technology. The emphasis lies on practical technology, taking up to approx. 50 % of the weekly timetable. This type of training therefore combines academic and

27

vocational subjects and is equipped with a system of validation and equivalences with those courses leading to the unified baccalaureate.

Guidance in ISCED level 2 is an activity with limited hours per year (1 hour or less per week). It is taught by teachers (tutors) and is formally defined as a cross cutting subject. Some schools have extracurricular activities and skills regarding career guidance, as visits to companies, speeches…

In ISCED level 3 (VET), there is a compulsory subject taught by a specialist (teacher specialized in teaching guidance and counseling). Students get a deeper understanding of the chances they can have in the labour market according to their possibilities.

Italy Guidance system in Italy is decentralised. Schools (primary and secondary) all have guidance counsellors but the accessibility of guidance services is lower than expected. There are different bodies performing guidance functions. First of all, there are ―Employment, Vocational Guidance and Training Centers” (CIOF), structures managed by the provinces which have replaced the previous placement offices and whose task is to promote the meeting between labor demand and supply. Several guidance activities are also carried out by middle and high school institutes. Even the universities are involved in guidance, especially for students in their final years of high school. Along with these public services other entities, both

public and private operate: - Municipalities and Chambers of Commerce - Employers and workers associations - Patroneges, bilateral agencies and nonprofit associations - Managers of specific internet sites - The recruitment consultants national order - The National Welfare and assistance for workers in the entertainment and professional sports. - All employment agencies and companies for

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research and selection of personnel. Guidance in secondary school (ISCED 2) The career guidance is, certainly, the most important objective of the school. It has to begin from pre-primary school. The main aims are:

Creating a curriculum for career guidance starting from pre-primary to lower secondary school

Helping teenagers to know themselves, in terms of: Aptitudes/ability - Knowledge - Skills - Competences

Promoting, organizing and managing activities between the comprehensive school and high schools: the students have the chance to meet in schools, teachers, headmasters, etc… of secondary upper schools, and then they can visit these schools, whit their parents, during the open days.

Providing additional support for students that have any difficulties For example: whit mentoring and tutoring actions.

Provided by: School, teachers Responsibility and administrative control: Headmaster, one or two teachers responsible for project, School and Teachers Council. An evaluation procedure is adopted in order to monitoring results.

Guidance in secondary school, further education and upper secondary schools (ISCED 3)

―Training‖ guidance aimed at enhancing self-knowledge (personal attitudes, expectations, motivations, potentialities and limits).―Information‖ guidance dealing with the training offer available and its connections with the labour market.

Provided by: schools (teachers), vocational training agencies (trainers and guidance practitioners), private and public guidance centres, social partners/enterprises and professional associations.

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Target group: Students from public schools and students from vocational training institutes (age range: 14/19 years) Responsibility and administrative control: School headmasters, directors of the vocational training agencies, guidance offices of local bodies Municipalities and Provinces) and of the Regions. Usually, guidance activities are provided using the internal human resources of the schools and of the vocational training agencies. Sometimes, the involvement of external guidance centres is financed by Local Bodies, Regions, Associations of Enterprises, and by other players in the labour market.

Slovenia Nationally defined minimal standards for guidance in primary and secondary schools.

Every school has at least one school counsellor but usually there are two (psychologist and pedagogue or social worker).

Career education in primary schools (ISCED 2) is a cross-cutting subject that can be executed within basic subjects, class teacher’s lectures or as an after school activity. School counsellor are encouraged to cooperate with other organizations when organizing job shadowing visits in companies, working experiences, presentations of different vocations and other activities. Team meetings are also taking place where Slovenian Employment Services’ counsellors, school counsellors and teachers and sometimes even school doctor discuss educational-vocational intentions of pupils.

Guidance is an activity with limited hours per year but career education is formally defined as a cross-cutting subject. Some schools have extracurricular actives regarding career guidance;

In VET (ISCED level 3) we have a cross-cutting subject called Career planning skills that states learning objectives but not implementation procedure.

Schools also cooperate with Information and vocational counselling Centre which operates under Slovenian Employment Service.

Some schools execute guidance activities within

30

international projects or in cooperation with local organizations/companies.

A lot of vocational secondary schools are included in a project called Learning Achievements portfolio run by Institute of Republic of Slovenia for Vocational Education and Training.

Bulgaria There is no unified national system for VET guidance, only some attempts under different projects.

Since October 2012, schools cooperate with Career guidance centres which are established under the project ―Career guidance system in school education‖. The centres organise training courses in vocational guidance for the school counsellors. The participation in the courses is optional and there isn’t a law that determines the duties and competences of the school counsellors.

At the moment a network of 28 regional career guidance centres is launched. All young people have the opportunity to receive free career guidance services. The schools are visited by the career counsellors from the centres. This is an extracurricular activity, which is supported by the school management and school counselors.

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2.4 Activities Please state which career guidance activities are executed on ISCED 2 and 3 Level in your country. Below you can find the list of most often career guidance activities identified.

Individual counselling

Group counselling

Psychological Assessment, ability tests

Self-help guidance tools

Lectures or workshops

Visits of companies

School Project work

Traineeships, practical training classes, work trials

Team sessions with parents, teachers, counselors and students

Watching films

Selection exams are not part of guidance services but they determine one’s further educational/vocational path

Latvia Information (preparation and presentation)

Career Education (services, courses, programs)

Career counselling (assistance in career planning, professional suitability of work trials, job search, and remaining at work skills)

Each school’s and the municipality's situation is different, because the suggestions are recommendatory in nature.

Turkey Different activities regarding:

self-knowledge (characteristics, interests and expatiations)

recognition of professions (professional environment sectors, areas and professions and learn about the features of professional staff)

determination of characteristics and expectations of the person with the overlap of spots crafts

OKS / SBS - a student selection and placement exam

Pre-registration Form, Orientation Recommendation Form (9th grade students)

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Poland At ISCED level 2, the compulsory subject called civic education (3 teaching hours per week in a period of 3 years)

At ISCED level 3, introduction to entrepreneurship is the compulsory subject which is most related to vocational guidance (2 teaching hours in a period of 3 years). Its objectives related to career guidance: preparation for active participation in economic life; shaping of the attitude for reliable work and entrepreneurship; developing communicative skills and teamwork; developing skills for active job searching and the suitable choice of career

Traineeships and practical training clases

International (LdV) projects

Contacts with the professional world

Classes in School Career Centres are implemented in various forms: - activating group classes - lectures, questions and answers, brainstorming and workshops - individual educational and vocational guidance - diagnose students' needs for information and assistance in career planning through interviews, surveys and other methods - dissemination and discussion with the students the information

- watching films - access to Internet, borrowing books and publications of SZOK and use of other pedagogical materials - publishing and editing newsletters or school addition - organizing trips to places connected with the world of education and work - secondary schools, universities, offices and private companies to present various professions, trips to job fairs, learning how to use office equipment

Romania Individual counselling – it takes place in the school counsellor’s office or in specialized centres and it is based on volunteering. The student cannot be forced to

33

have individual counselling.

Group counselling – it can be done by the school counsellor either during a class teacher’s class (whole-class activity: 25-30 students or half of the class, which can prove more efficient) or in the students’ free time. It is also based on volunteering. Students cannot be forced to attend group counselling sessions.

Psychological Assessment, ability tests – they can only be done by those school counsellors who are trained and certified to apply and interpret ability tests. Should they not have the necessary training and certification, they must enlist the help of their certified colleagues in the county centres.

Self-help guidance tools – they can be used either during individual or group counselling sessions.

Visits of companies – they can be done either by the class teachers or by the counselling teacher. They aim at making the students familiar with the respective company and its activities, in order for them to make sure that their preferences about working in that company are based on true facts or that they would really like working there in the future.

School Project work – they can be either personal portfolios or school projects. Students may conceive their own CVs or cover letters. On the other hand, the students can get involved in school projects along with local partners, such as companies or work force agencies.

Traineeships – they take place in technological high schools, wherein students have traineeships in local companies the activity of which has something to do with the profile of that school.

Team sessions with parents, teachers, counselors and students – they can be either lectures during parents’ meetings, especially in the final year of study, consisting of various information about the way the students can evolve in their professional life, or other meetings related to career counselling topics held by the school counsellors and/or a specialized person. School counselors themselves are offered training courses

34

related to career guidance, so that they get the necessary abilities in order to conduct career guidance.

Spain

ISCED level 2: 1 hour per week Carried out by Staff working at the High school. Main activities:

To carry out the students educational and vocational guidance

To support the learning-teaching process

To take part in curricula developments, especially those related to psycho-pedagogical aspects and diversity support

Psycho-pedagogical evaluation of students, and further work plan

Teachers guidance on students support

To carry out the tutoring action plan in coordination with tutors and management staff

Speeches and visits to companies, VET schools and universities

Web-based tutorials to teach students on jobseeking...

ISCED level 3: At least 3 hours per week There are special teachers for Career Guidance and Job Training (subject called ―FOL‖ in Spanish). It is a compulsory subject in all VET courses. Besides classroom-based or distance learning courses, these may be classed under other headings, such as • Broad-based courses: Targeted at young people aiming to provide them with knowledge and skills of a general nature and common to a number of occupations, so as to assist them in finding employment, but without providing them with a qualification sufficient to perform a specific occupation; • Occupational courses: Aimed at those not holding any qualification, the principal objective being to provide knowledge and skills sufficient to permit the person concerned to perform a certain job; • Occupational adaptation courses: These are courses aimed at skilled workers who, either because they have lost their job or because its

35

disappearance is planned, need to acquire training and knowledge sufficient to carry out another job or profession; • Specialization courses: These courses, aimed at skilled workers, are designed to assist them in improving and updating their skills and thus contribute to their career advancement. Also:

International (LdV) projects offering training placements abroad

The COPOE (Professional Organisation of Counsellors), organises varied activities to help students decide about their work plans for the future. Counsellors working in school centres belong to this organisation. There is, at least, one counsellor in every school in Spain. They usually hold meetings and speeches in order to guide and advise students, and organize conferences, symposiums, and even publish books on guidance to VET students. (see www.copoe.org/)

Italy

Regional Employment, Vocational Guidance and Training Centres (CIOF) provide information and career counselling for youth in compulsory education, high schools’ and universities’ students. Regional Guidance sector is in charge for provision of information, training and technical support.(not for students) Employment services offer different guidance services:

information on the labour market

counselling to the proposal of traineeships and guidance

courses/guidance labs to choose from, labs on techniques to actively search for a job

balance of competences for students and unemployed…

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Guidance in comprehensive school (ISCED 2) The career guidance is, certainly, the most important objective of the school. It has to begin from pre-primary school. The activities on ISCED 2 level are aimed at helping pupils to know themselves. Pupils can also attend so called ―open days‖ on secondary schools. Additional support is also provided for pupils with difficulties. Guidance in secondary school In the school (ISCED 3), the guidance activities are:

Professional and academic guidance (in high schools).

Meeting with professionals

Projects with companies

Military career guidance For what concern the academic guidance, schools make use of the initiatives in this direction promoted by the universities themselves.

Slovenia

ISCED 2: National Guidelines for Schools Counseling Service in primary education defines vocational guidance as a process in which teachers, pupils, parents, school counselors and school management cooperate with the aim to facilitate pupils’ educational and career decision making. National guidelines also state that every school counselor should set their priorities and prepare their work plan according to their professional capacity as long as they carry out guidance according to Minimal standards. Guidance activities include information, assessment, counseling, career education, placement, advocacy, feedback/follow up. According to Minimal Standards every school should:

ensure all pupils have access to the information they need to decide on further education and career choices trough different information sources, such as school libraries, boards, boards, as well as personally from school counselors and teachers;

execute 2 hours long lecture/workshop per year for

37

pupils in last two grades in primary schools provide access to at least one individual counseling

session for each pupil before they finished primary school wherein pupils can decide whether they wish to have counseling;

collect data on pupils for the purpose of career guidance: in 8

th grade psychological testing with

multifactor battery was applied till 2012, pupils also fill in the Questionnaire on learning habits (VUN). In the 9th grade pupils fill in the Questionnaire on vocational path (SDS-R – Holland) and try to find more career options with the help of an e-tool Where and how.

execute at least one lecture for parents of children in last two grades of primary school (children being 13, 14 years old) regarding their role and influence on children’s’ educational and vocational choices. Beside that school counselors should provide access to individual counseling for parents where they can discuss pupil’s career choices.

All schools provide group session to help pupils filling in the application forms for secondary schools. Beside that schools organize a visit to local Vocational Information and Counseling Centre. ISCED 3: National Guidelines for Schools Counseling Service in secondary education state that school counselors should provide:

Group lessons on career guidance (1st and 2st year = 2 hours, 3rd year = 3 hours, 4th year = 4 hours)

at least one individual counseling session for each student in the last grade

up to date materials in the library with cooperation with other relevant institutions

Minimal Standards for Guidance in Secondary Schools define guidance program in secondary schools in Slovenia which should include:

various information activities

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lessons on career-related issues (such as career development, further education and employment possibilities)

work with self-help guidance tools

psychological testing

individual career counselling

visits to employers In the past (till 2012) students of primary and secondary school were able to participate in job shadowing activities (presentations of certain vocations and professions on sight), financed by Employment Service and organized by Kadis. Within ―Information days‖ organized by all secondary schools and Universities in February pupils and students can visit different secondary schools/universities and familiarize with educational programs. Some secondary schools especially those offering three years vocational programs organize additional presentations and practical activities with the aim to attract more students. Some more enthusiastic school counsellors organize additional activities like portfolios, summer camps, company visits and workshops, beside that some VET schools participate in international projects. Learning Achievements Portfolio (Mape učnih dosežkov) is a national project run by Institute RS for Vocational Education and Training in which many vocational secondary schools are included.

Bulgaria

The career guidance centers provide:

Group and individual counseling.

Lectures and workshops.

Team sessions with students, teachers and counselors.

Psychological tests for diagnostics of interests, attitudes and reasons for choice of profession.

Interactive methods and training on skills for decision-making.

Skills for making a portfolio and work application

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/CV, a cover letter, a behavior job interview /.

Relationships between schools and labor market. The time spent for group VET guidance is 4 hours per year for the students who finish elementary /7, 8 grades – ISCED 2/ and secondary /11, 12 grades – ISCED 3/ education. The rest of the Bulgarian students have group VET guidance 1 hour per year.

The schools provide:

Visits of companies.

Practical training classes.

School Project work.

Information days.

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2.5 Providers In most countries there guidance services are divided on

educational sphere and employment sphere although the last sometimes also provide services for youth (pupils, students) but in many cases their target group are unemployed.

Latvia

Operational level:

Career consultants in schools

Career consultants in State Employment Agency

Individual private consultants – for charge Policy level:

The Ministry of Education and Science (MoES) – framework and regulations for VET, accredits providers, organizes guidance and counseling service and research demands on the labor market

The Department of Vocational and Continuing Education

The State Education Development Agency (SEDA)

Ministry of Welfare (MoW)

The State Employment Agency

Turkey

Operational level:

Class advisor

School guidance counsellor

Introduction and Orientation teachers

National vocational information centre of national Ministry of Education

Counselling services in every national educational directorate

Policy level

Ministry of Education and it’s directorates for education

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Poland

Operational level:

Teachers

361 School career centres at lower and upper secondary level

Psychological and Pedagogical Counselling Centres

Educational and Labour Centres and Mobile Vocational Information Centres - Youth Career Centres under OHP – Voluntary Labour Corps

Policy level:

Ministry of National Education and Sport

Ministry of Economy, Labour and Social Policy – for unemployed youth (Centres for Vocational Information, Information and Career Planning Centres, Units for Information and Group Counselling existing at the District Labour Offices

Romania

Operational level:

Head teachers

School counsellors form school Psycho-Pedagogical Assistance Offices

Career information and counselling centres

Counselling Offices and the County Educational Resource Centres in each county

NGO’s Policy level:

Ministry of Education trough County Psycho-pedagogical Resources and Assistance Centres

National Employment Agency

Spain

Operative level:

COPOE (Professional Organisation of Counsellors) and their school counsellors working in every VET school

SEXPE (labour offices in Extremandura region)

Staff of Public educational Institutions Policy level:

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Central Government

Regional Governments of the Autonomous regions

Italy

Operational level:

Guidance counsellors

Regional Guidance sector

Regional Employment, Vocational Guidance and Training Centres (CIOF)

Trade Unions, Umbrella organizations and Human Resource Management private providers and employment agencies

Policy level:

IX Commission for education, work , innovation and research of the Autonomous Regions and Provinces

Education, Vocational Training and Labour Policies Unit (IFL)

Slovenia

Operational level:

Primary schools, secondary schools, high schools all have guidance counsellors.

University career centres offer their service not only to students but more and more often also to secondary schools’ graduates who wish to gather more information about certain faculty/educational program.

Employment service of Slovenia - 12 regional offices and in the Information and Vocational Counselling Centre (CIPS).

HRM private providers and employment agencies – for charge

Policy level:

Ministry of Education, Science and Sport

Ministry of work, family and social affairs

National Education Institute of the Republic of Slovenia

Institute of Republic of Slovenia for Vocational Education and Training (CPI)

43

Bulgaria

Operational level:

Schools – teachers, class advisors and school counselors.

28 Regional Career Guidance Centers, which work under a project.

The National Employment Agency and its local subdivisions: the Labor offices.

Private advice centers, which provide paid vocational guidance services.

Web-based services for vocational guidance and advice, established in 2011, which receive their financing from European projects.

Specialized literature – books, manuals, reference books and brochures containing information about the process of career development.

Policy level:

Ministry of Education, Youth and Science. /The Euro guidance Centre functions within the Human Resource Development Centre of the Ministry of Education, Youth and Science and provides information and services for career guidance in the field of education/.

Education Inspectorates.

The National Agency for Vocational Education and Training (NAVET). A road map called ―Development of career guidance in Bulgaria 2009 – 2013‖ was created and aims to facilitate the interaction between the different sectors. This is a national document, which identifies the main objectives and key priorities for the development of the policies and the practices in the field of vocational guidance and career development in Bulgaria for a time period of 5 years.

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2.6 Some examples of GOOD PRACTICE as an activities or software Latvia

National data base for chances: www.nidl.lv The World of Professions: www.profesijupasaule.lv www.prakse.lv possibility to assess virtually their knowledge about the profession www.nva.gov.lv possibility to identify their individual strengths and relevance of the profession completing the tests in the virtual environment.

Turkey

http://mbs.meb.gov.tr/ National vocational information centre of National education ministry where you can find all the relevant information of Vocational education. Every students and counselling teachers are registered on this web link and have a password and user name and have to do it online. Also in every national education directorate there is a counselling service for the students and they can get benefit from these centres for free.

Poland

1. www.cdzdm.pl Vocational Guidance center for Youth-provide services for schools, teachers and students.

2. http://www.irp-fundacja.pl/know-how-portal/publikacje.php International project (EEA Grants) concerning vocational guidance, career planning and empowerment of human capital in professional context. The partnership built online platform for vocational guidance specialists, psychologists and people working with young students and helping them to choose the right career path.

3. http://www.doradztwozawodowe.koweziu.edu.pl/aktualnosci/90-na-dobry-poczatek.html

EU Project „Elaboration of vocational guidance model and online information and education system‖ .

In frames of the Project the following activities are being realized: - Analyses of vocational guidance in PL and some EU

45

countries; - Vocational guidance model; - Piloting of the model; - Online Information and Educational System.

4. http://www.dobrepraktyki.pl/index.php?p1=5&p2=18&art=35

9&s=2 Vocational and social activization of disabled and young people in danger of social exclusion.

5. http://www.doradca-zawodowy.ecorys.pl/index.php?option=com_content&task=view&id=56&Itemid=45

Vocational guidance online. Information and good practices in Poland.

Romania

1. ”Informing and counselling high-school students as for their career”, a project coordinated by the Dolj County Centre for Educational Resources and Assistance.

2. “Job Shadow Day”, a project aimed at students in the final years of high school, coordinated by Junior Achievement Romania, the Dolj County School Inspectorate and other local, national and multinational companies;

3. “CONSEL– counselling students for an easier transition from school to an active life”, a project which was co-financed by the European Social Fund POSDRU

Spain

1. RAYUELA, an educational online tool, is a platform for education management, teachers, students, counselors, parents and associations of parents.

http://www.educarex.es/web/guest/presentacion/ 2. A guidance booklet for students finishing secondary level

including a self-evaluation questionnaire to be filled, in order to determine their interests, abilities, motivation, etc… Once completed, they hand it over to the counselor at school for a final interview

http://www.todofp.es/decide/ServletDecideIt 3. ORIENTA is an online guidance test implemented by a

private company and it is available for the high schools to buy it and customize it according to their preferences. For example, the school ―Instituto Albarregas‖ in Merida town, Badajoz.

http://www.elorienta.com/or/

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Italy 1. Regione Marche takes part of Euroguidance Italy;

2. GIRC Leonardo project – technical guidance liaison device is a contribution from a technical and methodological point of view and a point of reference for the development of specific actions addressed to a plurality of guidance practitioners and stakeholders. GIRC ended in 2007

3. GIANT Leonardo project – based on GIRC, confirmed its potential in terms of adjustment of the model to the local needs, proving to be able to provide a significant contribution to the improvement of the existing situation. Giant ended in 2009.

4. SORPRENDO career guidance software, has been mapped and adapted to national context, together with GIANT project. The software performance is similar to KAM IN KAKO in Slovenia. Since 2010 Marche Region has adopted SORPRENDO In all CIOF centres.

5. Career Guidelines Leonardo project - Information and Guidance on new careers and training pathways. The project Career Guidelines aims at improving the quality of vocational and educational guidance services through the transfer of an English model of career guidance, created by CASCAiD Ltd and already diffused at international level. The model, based on the use of a career profile database, allows the young customers of the employment and guidance services to define their interests and aims on career opportunities better and helps them to build their career plan. Ended 2011. Web Site : http://career.guidelines.it

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Slovenia 1. Web page: www.mojaizbira.si (my choice)

It was started as a project founded by EU commission and Slovenian Ministry of Education in 2008. The target group are pupils, students, school counsellors, parents, participants in adult education. CONTENT of the webpage mojaizbira.si: CAREER SIGNPOST: information and presentation of educational programs on secondary level (more than 300 formal and non-formal programs) and schools, presentation of more than 428 occupations (343 even with video), presentation of Slovenian system of APL (accreditation of prior gained knowledge), materials for counsellors, legislative and useful links, presentation of different projects in the area of career guidance and VET

2. INTERACTIVE COMPUTER PROGRAM KAM IN KAKO – WHERE AND HOW which is an interactive computer program that helps users when choosing their profession/occupation. Target group are pupils and students making their first career decision, as well as those who are looking for new ideas regarding their careers. Program originates from the UK and was adapted to Slovenian conditions in 1998/99 during the PHARE project Experimental Centre for Vocational Guidance. Nowadays more than 400 primary and secondary schools, Employment services and other institutions are using it to help their students to make optimal career choices. Content: job descriptions, possibilities of researching specific occupations, photos, interviews with individuals engaged in a particular profession, self-evaluation of skills, which occupations are not appropriate when having certain health problems...

3. Learning Achievements Portfolio which supports the process of collecting evidence for the purpose of identification of knowledge acquired through formal or non-formal education and work experience. In learning Achievements Portfolio, the students store their products and supporting documents showing the acquired knowledge and skills acquired in school and outside of school or other documents which

48

show the development of personality and skills of lifelong learning, personal learning plan, monitoring progress, career guidance, and the like. It is an interactive tool consisted out of different worksheets which enable students to create their own individual portfolio.

4. Career Centre in schools (School Center Celje): Project Career Centre in schools (2011/2012) is an ACES (Academy of Central European Schools 2006) project. Students participated in different workshops: How to write an application form and CV, Job Interview, Job seeking skills, Information seeking, Informal ways of job searching (network), Which are our values and why are they important, Identification of personal characteristic, Individual career plan – portfolio Volunteering as a successful career start. They have also created a short movie with a simulation of a job interview.

Bulgaria

1. Innovative web-site for on-line career guidance, which has been functioning since 2011. It contains exercises, useful tips and instruments for self-assessment of those looking for a job or those choosing a profession: http://www.zakarierata.com

2. Information on how to choose the right profession; career guidance toolkits; links to career centers: http://www.kakvidastanem.bg

3. On-line test МАРР for vocational motivation and self-assessment: http://www.mappbg.com

4. Private organisation for career advice. Individual advisory sessions to choose a profession and on career development; Information workshops at schools providing career guidance: http://selfinvest.eu

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Chapter 3.

Example of

Good Practice in

Vocational Education Training

in each country partner in the project: 1. Bulgaria

2. Italy

3. Latvia

4. Poland

5. Romania

6. Slovenia

7. Spain

8. Turkey

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3.1.BULGARIA

3.1.1 KakviDaStanem.bg

ИЗБЕРИ

КАРИЕРА

Новини

Кариерно консултиране

Полезни връзки

За нас

Въпроси и отговори

Библиотека

Пишете ни

Карта на сайта

Какви да станем?

Ако си задавате този въпрос или искате да помогнете на някого, на когото предстои да вземе решение за своето бъдеще, добре

дошли в нашия сайт!

Official site: http://www.kakvidastanem.bg/

Producer: KakviDaStanem.bg was launched in February 2007 on the initiative of

the ―Labor Market Project ―of the American Agency for International Development

as part of the ―National Internships Program." It is created by Job Tiger

http://www.jobtiger.bg/about.php?ln=1, a member of Job Tiger Business Group

http://www.jobtiger.net/?ln=1. The company was established in November 2000 by

the Bulgarian-American Enterprise Fund.

The website is supported by the Business Foundation for Education

http://www.fbo.bg/?ln=1. BFE is an organization for public benefit created by Job

Tiger, in order to strengthen the links between academic institutions and employers

in Bulgaria. The Foundation works also with Ministry of Education to create capacity

for career counseling in secondary schools.

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The website is owned by Job Tiger Ltd., registered as per company No 12937/1999.

Social headquarters and office: 53 Tsar Simeon, 1000 Sofia, Bulgaria

VAT number: 130175259

Contact: Business Foundation for Education

Address: 3 Shipka, 1504 Sofia, Bulgaria

Phone: +359 (2) 9 444 349 +359 (2) 49 18 027 +359 (2) 49 18 028 Fax: +359 (2) 49 18 029

E-mail: fbo@jobtiger.bg

General terms of use of KakviDaStanem.bg:

http://www.jobtiger.bg/stat_pages/agreement.php?ln=1

The content of this site is permitted for noncommercial, personal use.

All information, design, layout and the name are protected by copyright and related

rights. This website or parts of it may not be reproduced, imitated, copied, sold,

resold or used for any commercial purpose without the consent of Job Tiger Ltd.

Short description:

This website is for young

people, who finish their

secondary education, their

parents and teachers, and

all who are interested in

issues related to guidance,

counseling and career

development.

The website offers:

Information about labor market, professions, specialties and universities;

www.kakvidastanem.bg

Website for professional (career) orientation of young people: choosing a profession or/and university, career planning and professional development. Confucius once said ―Choose a job to love and you will not need to work a single day‖.

52

Articles and useful advices for choosing career, possibilities to continue

education, applying for internships/jobs as well as different career

development initiatives.

KakviDaStanem.bg is created for a better relationship between the education

system and the labor market in Bulgaria, more opportunities for the young people to

be informed in the choice of profession and be successful. Its goal - a flexible and

efficient labor market in Bulgaria in which human capital is realized successfully

meeting the needs of the economy. This website helps young people to grow and

be competitive by providing them with timely, accurate and useful information and

free, modern and reliable services related to career choice and opportunities for

continuing education.

SITEMAP: 1. News - news in the field of career counseling. 2. Career counseling - a list of all career centers at universities that have a crucial role in vocational guidance and training of students.

All Career Centers Students Services Employers Services Bulletin Hot Lines http://www.jobtiger.bg/career-counseling/?ln=1

3. Useful links – links to institutions and sites for job, internship and career development: http://www.fbo.bg/links.php 4. Professions – a list of 254 professions and their description. 5. Universities and professions – a list of 58 universities and specialties in Bulgaria. 6. Plan your career – useful, practical advices for creating and using application documents, guidelines for successful performance during the interview, and how to assess what you are offered in terms of professional opportunities.

Steps for career planning.

How to plan a successful choice of career?

Seven myths of the career and the truth about them.

How to decide what I want to do?

53

Can tests help in the choice of profession?

CV adviser - useful advices and examples to guide you when creating your CV: http://www.jobtiger.bg/stat_pages/CVAdviser.php?ln=1

Cover letters - create and edit your cover letters to send them together with

your CV: http://www.jobtiger.bg/konsultant/kak-da-napishem-motivacionno-

pismo?ln=1

Job interview - helpful information about the preparation before the

interview and successful performance:

http://www.jobtiger.bg/stat_pages/Interview.php?ln=1

Getting an offer - how to discover what is hidden behind the job offer:

http://www.jobtiger.bg/konsultant/kogato-poluchim-oferta?ln=1

References – here you can find information about who can provide

references, what is their structure like and how to ask for them:

http://www.jobtiger.bg/konsultant/preporaki?ln=1

7. Library – useful materials about career guidance and

counseling and internships programs.

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3.1.BULGARIA

3.1.2. MyCompetence.bg

COMPETENCE

ASSESSMENT

INFORMATION SYSTEM

Official site of the producer:

Bulgarian site: http://mycompetence.bg/home/

English site: http://en.mycompetence.bg/home/

Producer: MyCompetence.bg is created within a project "Development of a

Workforce Competence Assessment System by Sectors and Regions" carried out

by the Bulgarian Industrial Association (BIA) in partnership with the Confederation

of the Independent Trade Unions in Bulgaria (CITUB) and the Confederation of

Labour „Podkrepa‖ and the financial assistance of the European Social Fund.

Contact: National Centre for Competence Assessment

Address: Sofia, 16-20, Alabin

Telephone: tel +359 2 987 19 90

Email contact: office@competencemap.bg

Short description: MyCompetence is an information system in the field of human

resources management which processes data on job description, allows

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standardized information exchange, provides tools and other specialized services

for competences assessment of Bulgaria’s work force.

The main users of MyCompetence are:

Students

Vocational schools, licensed centres for vocational training, higher

education institutions

Organisations (managers, HRM specialists, competence assessors)

Ministries, agencies and other institutions and organisations related to the

labour market and the spheres of education, continuous learning,

recruitment and employee leasing, career guidance

Organisations providing services in the spheres of recruitment,

management, training and development of human resources

Workers and employees legally employed by organisations.

The main elements of MyCompetence are:

A sector competence models support improvement in qualifications by providing

transparency with regard to the qualifications needed for working as a professional

in a particular role in the sector or in a particular organisation. It acts as link

between an employer, an employee and a student by describing the competences

necessary for workplace success.

http://en.mycompetence.bg/sector

The selection and description of competencies is done according to the

qualification levels set out in the National qualifications framework (NQF). Each

competency is related via a code to the clusters created in MyCompetence and the

respective NQF qualifications.

http://en.mycompetence.bg/compcatalog/view/sector/3

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Knowledge and skills included in the job description are organised and

classified on the basis of specially developed customized MyCompetence

classifiers. In addition to education requirements, degrees and education institutions

recommended for work in the sector (specific universities and vocational schools)

are listed along with the corresponding NQF qualification level.

http://en.mycompetence.bg/shortposition/3-7e4b-job.html

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Job position model

The information system encompasses 370 job position models in 20 leading

economic sectors and around 1700 similar positions (synonymous titles). The

system’s database is to be constantly expanded and expected to comprise 570

position models and around 2200 synonyms in total by the end of 2014.

The competence model in MyCompetence has two main components:

Job description – objectives, tasks, working environment, minimum wage,

knowledge and skills required, qualification level, work experience, and

additional training needed;

A competence framework consisting of 9 to 12 competencies, each

featuring a definition, type, level of demonstration and behavioural

indicators. The competencies are classified into three groups – general for

the sector, job specific and managerial ones whenever the position

requires such competencies.

The assessment tools that can be used online at MyCompetence include:

Self-assessment in accordance with the sector job position model

Tests and questionnaires for assessing specific competencies (group of

competencies) : „Managerial skills test‖; „Emotional intelligence test‖;

„Social competencies test‖; „Loyalty assessment questionnaire‖;

„Questionnaire for assessing development potential‖; „Questionnaire for

measuring motivation and satisfaction (motivational profile)‖;

Tests for assessing key competencies acquired after taking an e-training

course in the system: „Digital competencies‖; „Skills for assessment and

audit of positions within the company‖; „Skills for developing and

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introducing competence models; „Quality management‖; „Work

performance management‖; „Team management‖; „ Applying systems for

the assessment of employee training requirements‖; „Applying systems

and models for managing corporate social responsibility‖.

National Competence Assessment Network

The functioning and effectiveness of the competence assessment system entitled

MyCompetence is provided by the National Competence Assessment Network

which encompasses employers, managers, advisors, consultants, experts from

governmental bodies and other institutions. This is a specific organisational body

which consists of a National Competence Assessment Council, Sector Skills

Committees and Regional Competence Assessment Centers.

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3.1.BULGARIA

3.1.3. Selfinvest Кариерно Консултиране

Official site of the producer:

http://www.selfinvest.eu/index.html

Producer:

Selfinvest is a private organization for career counseling and career development,

established in 2009 in Sofia. It offers individual career counseling and group

programs to develop skills for career management. Selfinvest, over the years,

actively initiated various socially responsible campaigns aimed primarily at students.

The initiatives mainly support young people in their first steps towards career

development. The Website is owned by "Selfinvest" LTD.

Contact:

Telephones: +359 887 09 80 09, +359 2 483 19 61

Skype: selfinvestcareerconsulting

E-mail: office@selfinvest.eu

tanya@selfinvest.eu

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How does Selfinvest work? :

Working with the clients starts from the initial and completely free first meeting. The

collaboration begins with an analysis of the situation and clarifying the desired

target of the customers. Then an action plan and scheduled meetings are prepared.

During the meetings, the consultant talks, discusses, analyzes the situation with his

client, a variety of tests and international methodologies are used.

Short description:

1. Career counseling:

http://www.selfinvest.eu/career-counseling.html

The career counseling is a service which is

performed individually between a specially

trained consultant and a client who has

difficulty or needs support in order to decide on

his career.

It aims to help people of all ages and stages of

their career, as very often making these decisions is accompanied by fear,

insecurity or just need of additional information.

Stages of life and career development of the individual, when he may be

needs of guidance:

• Choosing a school or university;

• Choosing profession;

• Changing profession;

• Career development within the structures of the same company;

• Changing the workplace;

• Returning to work after maternity leave;

• Retirement.

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2. School for a career:

http://www.selfinvest.eu/school-career.html

School for a career is a specialized service

for the acquisition of skills to select, develop

and manage the personal career.

School for a career is a system of

interactive and simulated trainings to

prepare young people in mastering the necessary skills. Through the program, they

learn about the nature of the working environment, to be able to make an

appropriate choice of profession and to succeed in the personal development.

The objectives of the school for a career are:

• To support and facilitate the students in making the transition from school

to professional life;

• To support students to cope with the new and unfamiliar challenges related

to the choice of appropriate career;

• To provide an opportunity to master and improve new skills to manage life

and career;

• To learn about and prepare for the responsibilities and the nature of

working life.

3. Latest news and events:

http://www.selfinvest.eu/blog/category /

4. Video presentations and trainings:

http://www.selfinvest.eu/video.html

The team of Selfinvest works actively on the development of a variety of video

resources of presentations and trainings on topics related to personal development

and effective career planning.

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Among the videos there are topics that focus on skills development. Others present

interesting ideas and initiatives in the field of career counseling and guidance.

Time management

5. Guide to a successful career:

http://www.selfinvest.eu/guide-successful-career.html

The ―Guide to Successful Career" is named after a campaign in February, 2010. It

contains exercises and tasks to identify the best career opportunities for each active

seeker of professional success and personal satisfaction.

The publication aims to help students and young people in

the difficult task of drawing up a personal career plan and

identify goals that they would like to achieve.

6. The program "Journey Through Indian Lands" is specially designed for

students aged from 16 to 18 years. The training is aimed at developing skills for

selecting, planning and career management. http://selfinvest.eu/jurney.html

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Learning Objectives:

• Developing skills for planning long-

term, specific and measurable

professional purposes;

• Teamwork;

• Acquiring and developing skills for

flexible behavior in dynamic, rapidly

changing environment and changes

in the personal strategy;

• Acquisition of basic knowledge about labor market and its opportunities;

• Strategy for personal and professional development;

• Distinguishing the types of factors influencing the successful professional

development;

• Setting goals for the realization of a successful career.

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3.2.ITALY

3.2.1. Employment Centre Of Senigallia

The province of Ancona, qualified for training, guidance and the job market

offers activities through centers called C.I.O.F. (Centers for employment, Vocational

Guidance and Training).

C.I.O.F. are structures which take care of local users living in the relevant

area. They are appointed to foster the match between supply and demand through

the integration of a variety of activities, functions and services. Such integration is

carried out according to the needs of the users.

C.I.O.F. users are: unemployed; Long term unemployed; Women with job

re-insertion; Young people; Disabled; Non EU Residents; Students; Redundancy

worker in exemption; Employed looking for another occupation; People with

redundanct funds. Furthermore, enterprises, Trade Associations, employment

consultants and temporary job agenzie are also beneficiaries of the offices.

The centres offer the users:

INFORMATION Information related to call for tenders periodically

announced that finance research/work experience

through E.S.F. or training courses financed by E.S.F.

EXPERT ADVICE -

INDIVIDUAL GUIDANCE

A path with more than one meeting to carry out

together with a guidance expert finalized to: define

personal professional goal, to help in making the right

university choice most suitable to personal

characteristics, support the user in looking for a new

job. Paths for people with redundancy funds and social

support funds.

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GROUP GUIDANCE PATH

EDUCATIONAL GUIDANCE

Group meetings finalized to improve personal

knowledge in order to define own professional goal

and to enhance own abilities to be active in finding a

job.

Guidance activity for students that are studying.

LABORATORY FOR

TECHNICAL RESEARCH

FOR JOB HUNTING

Group meetings finalized to explain, through the use of

practical exercises, how to look for information, the

main techniques in job hunting, the tools to prepare a

curriculum vitae and face a job interview.

THEMATIC MEETINGS Periodical meetings dedicated to in depth study of

topics: employment contracts, mobility, self-

employment, etc.

ASSISTANCE IN FILLING

OUT A CV

Individual assistance to create own Curriculum Vitae.

SELF EMPLOYMENT

SERVICE

This is a service to help those who want to implement

a personal activity/job, it offers information related to

standards and funding

PRESELECTION Service finalized to establish a database with curricula

of workers looking for a job in relation to the demand

and offer. Managing public administration start ups.

INTERNSHIP Consultancy service for young people that want to

complete their training with a job-training experience in a

company

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UPDATING DATA BASE Constant updating of Job Agency database (data

updating, quarterly renewals, variations…)

E.S.F. TRAINING

COURSES

Managing training courses financed by E.S.F.:short

courses with reserved resources, qualification courses.

APPRENTICE TRAINING Mandatory training courses for apprentices

MANAGING LISTS Keeping lists of qualified people: family social workers, in

the future list of home daycare operators.

MANAGEMENT OF E.S.F.

FUNDING

ANNOUNCEMENTS

Autonomous management of public E.S.F. funding

announcements. (Reconciliation of life-work projects with

municipalities)

SERVICE FOR MATCHING

OFFER AND DEMAND

The CIOF, by selecting people from its databases, offers

employees names that have the requested requirements

to companies

MANAGING ENTERPRISE

COMUNICATION

The enterprises are obliged to communicate to CIOF,

using the appropriate form, all movements concerning

workers: hiring, layoffs, transformations, etc.

ENTERPRISE SERVICE This is a service to help those who wish to start up a

business and wish to have a business plan; it offers

information related to regulations and financing.

The official website of Istruzione Formazione e Lavoro of the Province of Ancona:

http://www.istruzioneformazionelavoro.it/

The website allows access to services offered by the four provincial C.I.O.F..

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Enhancing one of the activities carried out by C.I.O.F.:

Individual guidance expert advice.

The Individual expert advice supports the user during the process of choosing and

working transition through a path which usually foresees 2-3 meetings of 2 hours

each meant to increase the levels of knowledge in relation to own abilities and

capability. The user is helped in building/choosing a project to develop

working/training professionality.

INDIVIDUAL EXPERT ADVICE GUIDANCE ALLOWS TO:

Acknowledge and evaluate own abilities and aspirations

To know and choose among the possible alternative training or the

different employment possibilities and or career choices

To face psychologically the training and or working transition (first

employment, working re-insertion, educational-professional choices etc.)

To understand which are the best tools to search for a job and for the

development of an individual entrepreneurial idea

During the path different dimensions are investigated and accordingly several tools

are used, chosen each time according to the user.

Examples of some tools are listed below.

DIMENSIONS TOOLS

Coping and management of

stress, locus of control

and personal and professional

satisfaction

OSI – Occupational stress Indicator -Italian

adaptation done by S. Sirigattiand C. Stefanile

(1996, 2004)

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Self-effectiveness Scaleselicide by G.V. Caprara (a cura di)

―La valutazione dell’autoefficacia‖ (2001)

Professional values WIS/SVP – Italianrealization of Work

ImportanceStudy di G. Trentini, M. Bellotto e

M.C. Bolla (1999)

Work motivation and motivational

guidance

TOM – Test di orientamento motivazionale di

L. Borgogni, L. Petitta, C. Barbanelli

Coping Io di fronte alle situazioni di Grimaldi,

Ghislieri, Rossi.

Io di fronte alle dimensioni di lavorodi

Grimaldi, Ghislieri, Montalbano

Self-effectiveness “Quanta fiducia ho in me?” di Nota, Soresi

Random assignment –

locus of control

“Se capitasse a me” di Grimaldi, Ghislieri

Questionario di attribuzione di Beni Moè

Motivation and study method Questionario di motivazione e metodo di

Mancinelli

Professional interests SDS of Holland

S.or.prendo

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Some tools used for individual guidance expert advice to analyse professional interests

A short description of the S.OR.PRENDO software follows:

S.OR.PRENDO is a data bank of professions, with detailed cards on 438

professional profiles. A software for guidance, that combines the features of the

single professional profiles with the interests of each user. It is used in schools to

promote the knowledge of professions, in the services for jobs with guidance

experts advice, in professional training centers to supply detailed information and

updates on professions.

It helps to expand personal knowledge on the working world and

professions; it supports in identifying in real time a list of profiles consistent with the

users interests; it helps to reflect on the users expectations in relation to future

profession. The software allows to build career paths, starting from a list of

professions.

By filling out a series of questions the user can build his/her own profile of

interest and ability so to identify the professions which match their characteristics.

Each question has a ―further information” section that supplies examples and a

detailed explanation of the features dealt with.

Each profession is linked to a detailed description where the user can

further verify the coherence with its own way of being. The professions are listed

according to the degree of compatibility with the interests and a printable version is

available.

To improve the guidance path, a level of study or professional training can

be set, in this case, professions that not only match the interests will be suggested,

but also corresponding to the level of experience or qualification owned (or to the

level to be achieved).

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QUESTIONNAIRE

PROFESSIONS SUGGESTED

71

DETAILED DESCRIPTION OF A PROFESSION SUGGESTED ACCORDING TO

THE PROFILE EMERGED

72

3.2. ITALY

3.2.2. Guidance In Pre-Primary And Lower Secondary School THE SCHOOL - PRESENTATION

Istituto Comprensivo Statale “Giovanni Padalino” - Fano - (Pesaro-Urbino)

http://padalino.org/

The school has three levels of students:

Pre-primary school 3 classes, from 3 to 5 years of age

Primary school 14 classes from 6 to 10 years of age

Lower secondary school 15 classes from 11 to 14 years of age

Last class in lower secondary school 6 classes 14 years of age

TYPE OF GUIDANCE IN PRE-PRIMARY AND LOWER SECONDARY SCHOOL

1) Training Guidance for lifelong learning concerning basic education (6-14

years old), within the disciplines, promoting a focus on the person,to form

knowledge and autonomy of the student;

The training part, is carried out day after day by teachers and professors and it is

based on the observation of the studenton how she/he responds to encouragement

, how they respond to stimulus, results, etc. It is part of the teachers duty, they help

the students to understand personal characteristics. They exchange opinions, reach

conclusions and form the guidance committee.

Career guidance, from pre-primarytolower secondaryschool,is a journey for the

development of the person: a life projectespecially for teenagers.

The school:

creates a curriculum for career guidance starting from pre-primary to lower

secondary school

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helps pupils to know themselves, in terms of: Attitudes/ability- knowledge -

Skills – Competences

helps pupils to identify own talents, strengths and weaknesses; pay attention

to students with social or school problems and to foreign students.

2) Guidance for students of the last year of lower secondary school to provide

information on higher secondary schools and stimulate discussion between

students and families in order to facilitate the students’ choice.

The school:

helps teenagers through school projects

gives information about the subjects of nearby secondary upper schools,

showing the students the subjects taught through internet and visits to

schools.

promotes, organizes and manages a guidance week with activities between

the school ―Istituto Comprensivo Statale ―G. Padalino‖‖ and high schools

where the students have the chance to meet teachers, headmasters, etc of

secondary schools. The guidance week lasts one week and is organized every

year in January/February.

Gives information about the nearby secondary schools

gives information about the ―Open days‖ of secondary schools (they can visit

these schools, with their parents)

provides additional support for students that have any difficulties (For

example: with mentors and tutors) or for foreign students. For people with

disabilities a teacher intervenes to see if there are special services offered

after lower secondary school.

Organizes individual or group interviews

Organises an internship ―student for a day‖ where the pupils participate in

regular classes in high schools for a day.

Organizes a school-family interview where the guidance committee illustrates

the suggestions for further studies or work of the student

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Organizes and monitors the students leaving the third grade of lower

secondary school, the success or failure of the students that left the previous

school year, through a collection of data related to evaluations, promotions,

dropouts, change of school .

REALIZATION

Target

Training guidance is carried out in all classes, from pre-primary to the third grade of

lower secondary school.

The informative phase is carried out only in third grade of lower secondary schools

during the first four months(since pre-registration is usually due at the end of

February)

Personnel involved

Headmaster: distributes the tasks and supervises the activities;

All teachers : are involved in the training phase;

One or two teachers responsible for the guidance project mainly look after the

informative part;

Teachers Committee: decides the activities suggested and within the committee the

teachers that will look after guidance are chosen.

The class council decides which tools and activities are most useful and

advantageous for the single classroom.

Collaborations

The following people/institutions are involved in the process: secondary schools,

parents, psychologists or psycho-pedagogues, local public administrations.

The provincial educational office (http://www.usp.pesarourbino.it/), sends a

handbook with news that is useful for all high schools that are available in the

reference area: course of study, timetables, disciplines, career opportunities, etc…

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GUIDANCE DOSSIER

Generally each institute/school organizes tools that can detect data and also the

following features. The tools used may vary: data sheets, interviews with teachers,

an essay or a research.

1. PERSONAL BALANCE: from the experience of a student during the first school

cycle (primary and secondary schools - 6/14 years old), identifying the strengths

and weaknesses, analyzing the results reached.

2. PERSONALITY: gained during the years, reflecting over the past on the changes

that took place and looking at the future.

3. ABILITY AND COMPETENCES acquired during the years

4. ATTITUDES AND INTERESTS

5. INFORMATION on the Italian education system; on the timetables, disciplines etc.

of each single school, of the high schools in the area;

6. INFORMATION on open day regarding the single schools, any guidance office

available in the area, etc…

7. INFORMATION deriving from students attending already the high schools of their

interests. An ―Interview to a student from high school― during the school visits

organized at the schools, a student attending high school, is interviewed by

students, and they can ask everything they want to know (usually they ask if there is

a lot to study, if the lessons are boring, how are the laboratory activities if they are

scheduled etc…)

8. INFORMATION CONCERNING THE WORKING WORLD through an analysis of

the working sectors (with special emphasis on the new jobs),to the offers and the

future possibilities on the job market. This can be done through readings, reading a

newspaper being helped , usually by the literature teacher.

Final phase and evaluation At the end of the training and information path:

Most of the pupils

Identify own talents, identify own strengths and weaknesses, listen to the teachers

and parents suggestions, get help in the choice by teachers and school projects

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Other pupils

Follow the choices of friends, follow the current trend, choose what is most

comfortable, act with superficiality, think only of future work.

The school can monitor the results of own students in secondary schools, in terms

of how many have passed the school year, how many have changed school or

dropped out of school and therefore discover strengths and weaknesses of the

guidance activity.

For example:

The following graph represents the educational choices that our students made for

the school year 2010/11

The following graph represents the results (positive and negative) of our students

during the school year 2011/12 (first year of high school).

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Costs

The activity presents additional costs since the personnel involved, although

belonging to the school, must dedicate further time to the estimated curriculum

assigned. Furthermore there can also be external qualifying figures (psycologists,

psyco-therapists, experts of the sector).

Sustainability

This guidance activity can surely be replicated and used in other countries, being

careful not to neglect any of the moments described: from training (helping the

student to get to know himself/herself), to information (making the student aware on

how the schools on the territory are structured), to monitoring (that helps us

understand the strengths and weaknesses of our project).

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3.2.ITALY

3.2.3. School & Enterprise: Learning by doing Target group: fourth and fifth grade students of ITCG E.F. Corinaldesi in Senigallia

Duration: 4 months

Territory: Province of Ancona

Link to the official site or files on Internet:

promoter: Confindustria Ancona , http://www.confindustria.an.it

Project:

http://www.confindustria.an.it/?q=contenuti/leggi&id=6abef5668876ff9249421d3849

983ca2

Short description:

The project promoted by Confindustria Ancona and Pesaro Urbino, in

cooperation with the Chamber of commerce of Ancona and Regional Education

office, aimed at teachers and students of secondary schools, proposes to share

methodologies, tools and procedures between the industrial and educational worlds

through the effective collaboration between schools and companies.

Main aims:

- offer the students a modern learning methodology useful in the working world and

in line with the company needs. The activities are addressed to the

orientation/guidance of students towards a learning system which can be usable in

different sectors and tasks;

- Implement projects of interest for the companies through a process of osmosis

between teaching methodology and business method for creating a shared

language, orientation and enhancement of work in the enterprise.

- Provide students with the opportunity to apply learning in real business issues

allowing them to get closer to the labour market with a view to problem solving;

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- Activate a synergy between company-teacher-student through an interactive real

time process as the learning process in companies;

- Provide teachers the alternatives to traditional teaching, reflecting on the concept

of laboratory, understood as a physical and mental space, which promotes learning

connected to the world of work.

- Stimulate teachers in the use of teaching methods that encourage motivation, a

key element in the processes of learning and growth, to be transferred to students,

future employees of the company, increasing the sustainable employability of young

people.

Description of the activities

The project aims at steering students towards learning a method for

continuous learning. They are involved in the outrolling of a concrete project that

gives them the tools to learn how to learn. Orientation consists in motivating

students to carry out an autonomous research of learning tools fostering the

implementation of learning methods assimilated in different learning contexts

(school, work, company, family etc).

For example the first edition was won by ―Istituto Corinaldesi‖ with a project

concerning the management of a food warehouse. This type of study was applied to

other type of warehouses.

- The activities derive from the actions of Confindustria, promoter of the project, that

detects the problems or the needs of their own associated companies underlining

the concrete problems that the classes should solve(for example, a class of the

―Istituto Corinaldesi‖ concentrated on the management and organization of a food

warehouse).At the beginning of the competition, Confindustria organizes training

workshops for the teachers interested, focused on the new didactic methodologies,

on interaction models with students and on the new teaching tools etc..

The classes choose the problems they want to concentrate on and they

start to work looking for a solution. In order to do this, students go to the company

which has the specific problem and start working closely with the company itself.

This occurs both during school hours and also beyond school hours. The students,

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when in the company, work with a tutor from the company, that is capable of giving

them the help needed.

At school the students concentrate on the elaboration of data collected in

the company and on the solution of the problem.

Usually students receive an overview of the company (history, production cycle,

structure) directly from a person responsible within the company. The meetings

can be several; a main requirement is the participation of the entire class.

According to the problems to be solved students use different tools for

collecting the data and for the analysis of the company processes.

When the students are at school the teachers become supporting experts if there is

any need. Teachers become mentors without interfering directly on the work of the

students that remains autonomous. Students manage autonomously their project

(learning to use project management tools).

Some students use school hours to study and re-elaborate the data,

analyse other case studies and manage the project. Teachers evaluate internally

the work produced, presentations through a method that allows them to give a

mark( Leipidascuola method, evaluation of informal and non-formal learnin…). It is

useful to point out that the problems are not always solved with scientific methods,

but often empirical methods are used. Usable mathematical models, are sometimes

too complicated or have too many variables to manage in order to be used.

The result is that the students learn a working method. They experience the

working world and can decide if, at the end of the school path, to go to work or

continue studying.

All students react positively. Nobody ever withdraws. On the contrary,

those who do not succeed in the standard subjects, often regain motivation with the

practical activities.

Other results can be:

- Confindustria observes the work of the students recommending the most

promising for further hiring.

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- Greater awareness of the students (this constitutes one of the first experiences

in the working world).

- Acquisition of learning methods in line with the modern needs of the working

world.

How can the practice be implemented in other countries:

- This guidance activity can easily be used in other countries. The concepts to be

kept into consideration are: project management, learning by doing, role in the

company, teachers role, team work(all actors involved), network (companies,

schools), relationship between teachers and students developed (the teacher is a

tutor, a mentor, he/she does not teach, but helps when needed).

The elements needed in order to transfer the experience are the following:

- target group: last year high school students

-association that promotes the initiative and is binding between school and

companies.

- companies

- labs and computers

- tools to manage the project

The costs are very low and can be defined in terms of transportation costs

and time allocation of a company mentor.

The main tools on which to base the guidance:

- The call–specific rules –

http://www.confindustria.an.it/?q=contenuti/leggi&id=6abef5668876ff9249421d

3849983ca2

project management tools - http://pia-project.eu/pia2/index.php

evaluation of informal and non formal learning - http://www.lepidascuola.org/

workshop for training teachers

presentation of the project

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3.2.ITALY

3.2.4. Guidance In Italian Upper Secondary School THE SCHOOL PRESENTATION

PUBLIC TECHNIC INSTITUTE FOR ECONOMICS AND TECHNOLOGIES

“Enzo Ferruccio Corinaldesi”–Senigallia - (Ancona )http://www.corinaldesi.it/

The Institute has three levels of students:

First cycle (according to the new reform)

11 classes ( 7 for economics and 4 for technologies)from 14 to 16 years old

Second cycle (according to the new reform)

14 classes ( 9 for economics and 5 for technologies)from 16to 18 years old

Final year (according with old reform)

6 classes( 3 for economics and 3 for technologies) 18-19 years old

TYPES OF GUIDANCE IN UPPER SECONDARY SCHOOL

1) Guidance training throughout the school career(14-19years), within the

disciplines, measures intended at promoting self-knowledge, to

strengthen security on the choice made at the end of lower secondary

school or correct redirecting choice.

a) First class: after the period of ―welcome‖ (about two weeks), the teachers

according to the guidelines of Teachers Council and School Council of

Administration, through questionnaires, focus groups and interviews, record

students ideas and compare the results of these actions with the results of

disciplinary tests (especially for the subjects characterizing the course of study),

confirm the choice of students or suggest students and their families to change the

choice, first of all looking for another course in the same institute but also for other

upper secondary schools, these suggestions are not compulsory , so the family can

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decide to confirm the first choice. Usually these activities end in the first week of

November , but, sometimes, the students can have another possibility of change in

January.

Career guidance, in the first class, is a journey for the development of the

person: the teenagers are invited to reflect on their dreams and ideas to build their

future also giving the opportunity to create activities or to take part to innovative

projects.

In this context, the school:

creates a curriculum for career guidance for the first period of school to give

effective support to chose the study course at the beginning of third year,

when the subjects become professionalizing;

helps students to know themselves, in terms of: Attitudes - Knowledge -

Skills – Competences- Future;

helps students to valorise their own talents, their strengths and pays attention

to students with social or school problems and to foreign students (BES –

Students with particular needs different from disabilities and dyslexia );

gives all the information regarding the possibility to follow another study

course.

b) Second class: at the end of this year, the students have to chose the study

course among Business Information Systems, International Relationship for

Marketing and Administration, Finance and Marketing (for economic sector) or

Buildings, Environment and Landscape or Geotechnical Skills (for technological

sector); so the school provides to:

give all the information about the different courses especially regarding the

required attitudes and abilities and sharing the opportunities for Job and

University;

arrange all the activities to prepare all students to the choice also providing

support courses;

submit questionnaire to the students and provide a focus group to give to

students and families elements to decide

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Please note: sometimes some students (really a small number) ask to change

school course (usually this happens in the first period of first class), often, after

reflection about the real attitude and interests.

c) Third and fourth class: these classes are the professionalizing and characterizing

years of study course that give the bases for the choice of university and for the

future job; in the first period of third class it’s possible to change study course but,

usually, only with another course of the same area. Since fourth class, the school

organizes activities of school-work alternation and job placements, as well as visits

to Universities and the research institutes, to put young people in contact with the

world of work and training(not only University training)

2) Guidance information limited to the last year of secondary school degree,

to give more awareness and accurate information on job opportunities,

expertise and access to the university career.

This activity starts in the fourth class but in the fifth class all variables are

examined. The School:

organizes other stages and guided visits to know the enterprises;

gives information about the purposes of the Universities also with the data

base and the servicesoffered by Almadiploma and Almaorienta , two projects

coordinated by Bologna University, involving about 400 Upper Secondary

Schools;

promotes, organizes and manages guided visits to the Universities ,

especially the local Universities;

is involved in special projects in cooperation with the Trade associations;

informs students about the opportunities given by IFTS (higher technical

training courses;

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through the FIxO project gives a personalized guidance activity to every

student of fifth class, this project involves also the people that graduated in

the last two years from the school.

PLANNING

Target

The guidance type training is being implemented in all classes, from first to fifth, as

already shown.

Involved staff

Headmaster: distributes tasks and supervises the activities

All teachers are involved in the training phase and Disclosure

One or two teachers responsible for projects take special care of the

information given

Teachers Council deliberates on the proposed activities, and inside are chosen

teachers who will take care of guidance.

The class council decides which tasks and tools are more useful and beneficial

to each class.

A special working group took over the FixO project and alternation iob-school

as well as projects with the Trade Associations.

Partnerships

The following people are involved in the process: parents, psychologists or

psycho-pedagogues, local public administrations for the school.

The Regional Board for Education of Marche Region

(http://www.marche.istruzione.it)and the Marche Region Public Administration

(www.formazioneistruzionelavoro.it ), send manuals and databases to support the

activities of the School.

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Final phase and evaluation

At the end of the training and information path:

Most of the students (about 74%) Identify own talents, identify own strengths and

weaknesses, listen to the suggestions of teachers and parents, get help in the

choice by teachers and school projects

Costs

The activity presents additional costs, since the staff involved, although

within the school itself, must devote a total number of hours in addition to normal

hours. Moreover, there are also people from outside qualified (psychologists,

psycho-therapists, experts in the field).

Part of the costs are covered by the credit or by the Ministry of Labour or

the European community.

Repetitiveness

This guidance activity can definitely be repeated and used in other

countries, but taking into due consideration the differences in the relationship

between school and institutions in other European countries.

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3.3.LATVIA

3.3.1. Prakse.lv

Prakse.lv is the largest career and education portal Latvian The portal allows young people to choose the most appropriate profession,

to choose an educational institution acquisition of the profession and, of course, find a job and work practices. Entrepreneurs have the ability to find themselves targeted trainees and employees. Available on the website: virtual practice, consultations and career activities overview, career tests, etc. Purpose

Prakse.lv goal is to prepare the next generation of contemporary Latvian labour market, there by contributing to their successful and rapid integration into the regional and global labour market. Mission

Prakse.lv mission is to help young people discover their vocation and to show them the opportunities to develop and practice applying their talents to launch a successful career. For young people

See more than 780 friendly business- recommendations for future studies.

Company, recommended the higher education institutions and study TOP.

For businesses Affect 32,850 young people graduate, study and future job choice, recommending what and where to study. Contacts

Jānis Logins : Chairman of the Board, E-mail: janis@prakse.lv Phone: 29 540 182

Annemarī Šperliņa: Marketing Project Manager, E-mail: anne@prakse.lv Phone: 22 029 481

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3. 3.LATVIA

3.3.2. Profesiju pasaule

In profession world you can see 14 houses with 81 different professions,

as well as home "Become an entrepreneur" and "Discover the profession itself".

Profession world is a virtual city that presents a variety of professions. This portal

provides useful information for anyone who wants to choose the most suitable

future profession as well as to successfully choose a course of study. Professions

world began their activities in virtual environment 2012th in late November.

Intention Professions World aims to expand students' perceptions of the profession

/job diversity and provide information on the content and requirements for these

professions or positions of workers as well as students to create interest and desire

to explore more the world of work and their personal career opportunities.

Appearance Profession world is shaped like a virtual city consisting of objects-

businesses, which can be found in this type of business typical of the profession.

For each profession there is available occupation description, interview of

occupation, photo gallery, professional training and educational opportunities and in

the future section of the video scenes.

Contacts It is possible to communicate with the Professions world, using the

contact form located on the website.

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3.4.POLAND

3.4.1. Activities of OHP (Voluntary Labour Corps) in

development of vocational guidance for youth in Poland.

Official site:

National site: http://www.ohpdlaszkoly.ohp.pl/

Producer (with a little description of it): Voluntary Labour Corps

Contact:

Adress: ul. Kolejowa 19/21, 01-217 Warszawa

Telephone: 48 22 862 64 36

Email contact: komendaglownaohp@ohp.pl

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Demo on Internet: http://www.ohpdlaszkoly.ohp.pl/

Internet platform is for vocational guidance specialists working with young

people and students interested in preparation for future professional life.

There are many interesting materials on it.

Since may 2009 Voluntary Labour Corps implement project titled

„OHP as realizator of labour market services‖ co-financed by European

Social Fund. The need for the project rezulted from inadequate conditions

of access for young people aged 15 - 25 years of services in the field of

vocational guidance and career information, job placement and training.

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The main objective of the project is comprehensive support to

young people in the process of entering the labor market and job

mainteining through the organization of the labor market services.

With the acquisition of this type of service, young people gain the

knowledge, skills and qualifications necessary for the smooth movement of

the labor market and the possibility of accurate planning of individual

careers.

Dissemination of labor market services in frames of the project is

done by creating places where particular labor market. services are

performed.

These are units appointed under the cooperation agreements

between the regional headquoters of OHP and the social partners, mainly

local self-governments for joint actions to prevent social exclusion and

marginalization of young people. Units are created mainly in places where

previously access to the labor market services was not sufficient.

4 basic services are provided:

1. Providing individual career advice

2. Providing individual career information

3. Providing group vocational advice

4. Providing group career information

And: Collection and dissemination of career information materials as well

information and education activities among pedagogs, teachers and

vocational guidance specialists.

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Thanks to minibuses, allowing the transport of equipment to teach

the young people, vocational guidance specialists are able to reach small

towns, where there was previously limited contact with a professional

career counselor.

Youth Vocational Information centers every year realize over 63

000 services for about 209 000 persons, including about 162 000

persons during mobile sessions.

Youth Career Centers offer in place services and specialise in

entrepreneurship.

Every year advisers of Youth Career Centers realize about 21 000

services for 68 000 persons in entrepreneurship.

The main target group are young people aged 15 - 25 :

1. young people with reduced life chances, coming from socially

disadvantaged environments and in need of education;

2. pupils in secondary schools and students;

3. graduates of secondary schools endangered of unemployment

or unemployed;

4. disabled youth;

5. parents and teachers.

Results:

1. Creation till 2013 365 new units, including 150 Youth Career

centers, 150 Employment Centers and 65 Vocational Training centers;

2. Comprehensive support services to cover vocational guidance, job

placement and training - 25,000 people

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3.4.POLAND

3.4.2. Give-guidance in vocational education for students

in rural areas

Official site:

National site: http://www.give-project.eu/en/

Producer: Danmar Computers, www.danmar-computers.com.pl

Contact: Danmar Computers

Adress: ul. Hoffmanowej 19, 35-016 Rzeszow

Email contact: szkolenia@danmar-computers.com.pl

TAXE FEE: FREE, financed by LLP

Other organisations and schools from Europe: Spain, Bulgaria, Italy and UK

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Short description:

The project seeks to provide greater awareness and opportunity to utilize

modern methodologies to improve vocational knowledge using Social Media. VET

professionals who fail to see the advances of modern technology in favor of

traditional ways of education could potentially be dismissing the attractiveness of

experiential learning in a modern world from the development of IT competences.

Due to rapid development of Web2.0 services, and the need for providing

attractive and high quality learning content, a slow movement towards integration of

learning systems and social media applications arises. Social media applications

such as Twitter, blogs and Facebook are used more frequently in daily personal and

professional lives. Educational institutions are becoming increasingly aware that

95

such applications can be effectively integrated into their learning delivery systems

and through that they will be able to offer more learner-centred services.

The main target group of the project are Specialists in Vocational

Education and Training field working with young people in rural areas.

These specialists are the ―Educators‖ which consists of Teachers, Trainers,

Professional Advisors etc.

Implementation of the project will change the attitude of Vocational

Educational Training (VET) professionals towards new IT tools and raise the level of

competences to be able to deliver knowledge more effectively.

The secondary target group the project will address and direct young

people living in rural areas whose participation in the project should enable them to

become more attractive to employers.

The project’s aim is the improvement in knowledge, skills and

competencies of VET professionals working with young people living in rural areas,

through the creation of innovative multi-dimensional Learning Management

Systems (LMS) platform through integrated social media, based on the

methodology of the transferred CREIN tool.

The aim of the project is to increase and improve of employability

perspective for VET learners from rural areas, by identifying the needs of employers

regarding skills gaps in order to prepare the training offer responsive to labour

market needs.

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3.4.POLAND

3.4.3. From School to Career.

Official site:

National site: http://www.odszkolydokariery.pl/

Producer: Społeczna Wyzsza Szkola Przedsiebiorczosci I Zarzadzania

Contact: www.swspiz.pl

TAXE FEE: FREE, financed by LLP Leonardo Transfer of Innovation

December 2011-December 2013

Other organisations and schools from Europe: TR, ES, AT, LT

Demo on Internet: http://www.odszkolydokariery.pl/

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Short description:

S2CPT (School to Career Path) project aims at developing a career

guidance system which can be used as either a standalone or a complimentary tool

in schools. The student-centric approach of the S2CPT lets students gain more by

means of online material. S2CPT is based on a formerly developed tool: CPT

(Career Path Test). In the new project, we aim at enabling the use of CPT at wider

regions; through providing counselors and teachers the capability for career guiding

the young.

The elements of S2CPT comply with provisions of Lisbon resolution

concerning the tasks of lifelong career counseling, which include: providing

information, giving advice, support, determining competences, mentoring,

representing interests, protecting interests, learning how to make decisions, career

management. This project is designed to guide and support secondary school

students with an innovative scientific tool, CPT (Career Path Tool), to determine

their professional tendencies, through self and counselors’ guidance. The most

valuable advantage of CPT system is the possibility to aim it at a wide audience.

Due to possibility to use Internet, young people from rural areas, who often do not

have direct access to career advisers, are given a chance to self-diagnose their

abilities, skills, personality type and numerous other elements. Apart from the part

aimed at young people, there are also parts for parents and career advisers, which

add to the programme’s comprehensiveness.

S2CPT is a global system including 3 elements of counselling process

aimed at secondary and upper schools students. The part for young people offers

self-diagnostic aspects (identifying professional personality traits, representation

systems, learning styles etc.) but the main advantage is the possibility to create a

―professional social portal‖ which allows them to build their professional image

starting as early as in secondary school. As CPT covers 5 EU countries, it enables

the youth to establish multicultural contacts focused on professional career.

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The curriculum for parents helps them to realize importance of planning

career children. Basic aim is to make parents aware of how important it is to support

their children in building career and not imposing any professional path. This part

offers parents the possibility to create discussion board in order to exchange

opinions and share their experience with other parents/carers.

The value of curriculum for advisers is the possibility to contribute to the

development of achievements of the EU career counselling. The platform gives

them the possibility to communicate, share opinions and thus to profit from the

experiences related to career counselling and guidance from many countries. The

advisers in partner countries can exchange literature and tools, improve their

competences based on experiences of partners and keep up with tendencies and

trends on labor market not only in their country but also abroad. Collaboration

among institutions form different EU countries is a way of enhancing education and

jointly meeting needs of students, counselors and parents. It will promote sharing

and transferring of knowledge and experiences among that target group at EU level.

When project is finalized, thanks to the spreading of CPT, it will be a

multilingual in-service training module, applicable to all students, counselors and

parents all over EU.

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3.5.ROMANIA

3.5.1. CENTRAL TEST, Presentation of the BASC-2 test

presented by teacher Popa Daniela Maria teacher Manafu Georgeta

―Tudor Arghezi‖ Theoretical High school, Craiova

Official site of the producer:

www.testcentral.ro

TestCentral (S.C. D&D Consultants Grup S.R.L.) is audited and certified by

Business Quality Cert in accordance with the SR EN ISO 9001:2008 standard;

Certification field: Scientific solutions of psychological evaluation.

Contact:

Telephone number: +4 021 230 45 99, +4 021 230 51 50 Fax number: +4 021 230 45 99 E-mail: support@testcentral.ro Address: No. 42, Grigore Moisil Str., sector 2, Bucharest, postal code 023796. Working hours: Monday- Friday, 9:00-18:00 Call or write to us: tel. +3021 230 45 99 info@osromania.ro

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WHAT IS TEST CENTRAL?

Testcentral is a consortium of test editors, consultance companies

specialized in adapting, standardizing, publishing and distributing psychometrical

instruments.

Testcentral is a professional project contributing to the development of the

Romanian psychology, by focusing on psychodiagnosis and on psychological

evaluation.

The editing partners which are part of Testcentral are D&D Consultants

Grup and O.S. Organizzazioni Speciali Romania.

Testcentral has the logistics support and know-how of D&D Research

WHAT ARE THE OBJECTIVES OF TEST CENTRAL?

1. The main objective is to administer in Romania, under licence, as

many of the internationally acknowledged psychometrical tests

2. All the psychometrical instruments represented by Testcentral in

Romania were translated and adapted with support from their

authors or owners, standardized under their direct supervision

according to the APA and ITC standards, and they are all legally

distributed in Romania.

3. All of these instruments are represented in Romania by the

companies which are part of Testcentral as sole editor, which

means that any use of any of these instruments which does not

comply with Testcentral standards and conditions is illegal.

4. Through these instruments, Testcentral ensures the legal protection

against their illegal or unprofessional use.

WHO ARE THE USERS OF TEST CENTRAL?

User certification

• These tests may only be licensed by people who are authorized to use them.

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• Most of these tests are professional ones and they require a psychologist’s license or a certified training to use.

• User certification only requires filling in a certification form. • This form must reach the authors not electronically (by email), but as such (by

land mail), thus certifying the quality of the person who asks for permission to use the test.

CLASSIFICATION OF TEST CENTRAL

The APA classification system for psychological tests

The prychometrical instruments distributed in Romania by Testcentral

comply with all APA and ITC standards, and they are classified according to the A-

B-C grid recommended by APA

According to the international standards and to the APA regulations, each

instrument is designated as A, B or C and each of these types requires a certain

type of qualification in order to be acquired.

A. Type A instruments B. Type B instruments C. Type C instruments

PROFESSIONAL QUALIFICATION

A series of factors are considered when assessing he qualification level for each

person, besides their professional training.

It is taken into consideration the quality of being a member of a

professional organization with intense activity in the field of psychology or

counselling, the quality of being employed by a company which has been active in

this domain, the candidate’s general testing and psychometrical experience and

their purposeful use of the test.

Those people who do not have the necessary qualification must be

accounted for by a trained psychologist, who shall take full responsibility for the use

of these tests.

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THE BASC-2 TEST

The BASC 2 Behavioral and Emotional

Screening System is a multidimensional and

multimethodical system, used in assessing the behaviour

and self image for children and young people between 2

and 25 years old.

The BASC-2 test approaches personality in a

variety of methods.

This test consists of the following assessment methods, which may be

used either individually or in any of their possible combinations:

• Two assessment scales, one for the teachers (The Teacher Rating Scale, TRS) and one for the parents (The Parent Rating Scale, PRS). Each scale is divided into several age groups. With the help of these scales, various descriptions can be collected regarding the noticeable part of the child’s behaviour. A self-report scale ( Self-Report of Personality, SRP), by means of which the child or the young adult can describe their own emotions or self perceptions.

• A structured interview, regarding the history of the behavior of the assessed person (Structured Developmental History, SDH).

• An observation sheet which can be used to record and classify the behaviour which was directly noticeable in class (Student Observation System, SOS).

WHY CHOOSE THE BASC-2 TEST?

BASC-2 was designed to:

Facilitate differential diagnosis; Educationally classify a series of emotional and behavioral issues which

can arise in children; Design treatment and intervention plans.

FEES:

BASC-2 Kit for children between 2 and 5 years old, Price: € 351.22

BASC-2 Kit for children between 6 and 11 years old, Price: € 411.49

BASC-2 Kit for children between 12 and 25 years old, Price: € 411.49

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5.ROMANIA

3.5.2. Cognitrom Career Planner Platform ( CPP online )

presented by teacher Radu Daniela Laura High school ―Liceul Tehnologic de Transporturi Auto‖, Craiova

Official site of the producer:

Romanian site: www.cognitron.ro

English Information http://www.cognitrom.ro/en/prezentare_ccp.html

Producer: SC Cognitrom SRL is a research-development company, accredited by

The National Authority for Scientific Research,according to law 324/2003 and H.G.

no 551/2007, Decision no 9688/30.06.2008.

Social headquarters: F. Liszt str. no. 12, Cluj-Napoca

Office: 14th of July Square, no. 18, Cluj-Napoca

Fiscal code: RO14033431

Account no. RO53BRDE130SV08100381300, at BRD - GSG Cluj-Napoca

Contact:

Adress: Piața 14 Iulie, Nr. 18. Cluj Napoca, Romania

Telephone: 0040745808216 Email contact: ccp@cognitrom.ro,

Contact form: http://ccponline.ro/Contact.aspx

TAXE FEE:

Romanian schools: 20RON (4,5E)/student/1 year pass ( including the account of

counseling teacher of the school and Mentor teacher or each class) or 4800 RON

(1100E)

Other organisations and schools from Europe: On request by a contract

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Demo accounts in Romanian language: www.ccponline.ro,

-teacher user: profesor 2331, password:12345

-student user: elev2332, password:12345

Short description:

COGNITROM CAREER PLANNER (CCP) is a multi-user platform designed for

career counselling, information and management, which can be used by: pupils,

parents, teachers, counsellors and experts (Psychologists).

The platform offer ( www.ccponline.ro):

A self-report of abilities, interests and values students as a vocational profile

(profile model vocational);

Access 1050 occupational profiles (text and video presentation in English

language); http://www.ccponline.ro/exemplu/video/

Possibility of automatic comparison to 3 occupational profiles;

Automatically display "fit" between the student's vocational profile and

occupational profiles (list of occupations which fit);

Access to resources useful in the theoretical and practical career guidance to

students. Practical resources were constructed for each type of customer

targeted: student (practical resource model), teacher-counselor (practical

resource model), parent (activities).

The platform was so constructed that: student access to practical resources for

this type of user, parent to have access to practical resources for both students and

those for parents, teacher-advisor has access to the resources of students, parents,

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and the resources teachers, psychologists have access to resources all users of the

platform. Also, there is the possibility of storing the personal portfolio outcomes

questionnaire occupational profiles showing the most interest, and other information

deemed relevant or material.

With CCP you can:

If you are a PSYCHOLOGIST:

• do career counselling and career

management for your clients

• identify his/hers vocational

psychological profile and digitally

archive it

• analyse the occupational profiles

of the most wanted jobs

• beneficiate from all the specific

resources which are necessary for

your vocational counselling (lesson

plans, activities, etc)

• assist the pupil and the parent in

making a career decision

If you are a TEACHER (SCHOOL

COUNSELLOR)

• do vocational, individual or group

counselling for your pupils, in a quick and efficient manner

• use and personalise lesson plans already designed for every one of the career

counselling hours/classes

• assist your pupils in career decision

• access working sheets, video materials, assessment questionnaires which are

essential for your activities

If you are a PARENT:

• know your child better and find out what jobs better suit him/her.

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• have resources, ready at hand, which will improve your relationship with your child

• help your child to develop his/hers personality

If you are a PUPIL:

• know yourself better, on account on psychological questionnaires

• make an informed choice regarding your future job

Example from the platform:

This is what the home page looks like when the student is logged

into his / her account:

This is how one of the questionnaires in the platform looks like:

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3.5.ROMANIA 3.5.3. Research tools regarding vocational counseling and career guidance services offered to students within the educational background

Official site:

Romanian site: www.studentscareer.ro

English Information: : www.studentscareer.ro

Publisher: Casa Corpului Didactic Dolj

Social headquarters: Str. Ion Maiorescu, Nr. 6, Craiova, Dolj, România,

200762

Contact:

Adress: Str. Ion Maiorescu, Nr. 6, Craiova, Dolj, România, 200762

Telephone: 0040251421159,

Email contact: comenius.students.career@gmail.com, ccd_dj @ isj.dj.edu.ro

Short description:

These research tools were developed within the Comenius Regio Partnership Education and Career Guidance - Let's help students choose the right career!, reference no. 13-PR-04-DJ-RO,TR, co financed by The European Commission through the Lifelong Learning Programme, and taking place during the period August 1st 2013- July 31st 2015 in the Dolj County- Romania and the Mersin Province- Turkey under the government of the CCD Dolj (Regional Centre for Teachers Training from Dolj County) - the partnership coordinator and the Mersin National Education Directorate - the regional coordinator, together with their national partners: ''Traian Vuia'' High School in Craiova, ''Traian'' Secondary School

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in Craiova, EduFor Craiova Association and Yahya Akel Science High School, Mezitli Vocational School for Girls, Mersin Provincial Employment Agency and Bozyazı County Office of Education. . These research tools were used to conduct a study research regarding vocational counseling and career guidance services offered to students within the educational background. The research aimed to appreciate the current state regarding the importance, relevance and quality of the counselling and career guidance offered to students from the educational background, as well as the needs of all the stakeholders involved both directly and indirectly in this activity (students, teachers, principals, counsellors, parents, local community representatives) from the two partner regions, the Dolj County- Romania and the Mersin Province – Turkey. More information about the project, their objectives, results, activities, also about the research methodology and the research report are available on website: http://studentscareer.ro/overview/results/

Interview guideline for school managers

1. To which extent do you consider that vocational counseling and

profesional guidance services, offered to pupils within schools, are important for their future success?

2. Who do you think should offer the vocational counseling and profesional guidance activity within a school?

3. In your vision, what connetion is there between vocational counseling and profesionnal career education activity and all the school objects taught in schools?

4. In your opinion, what kind of activities could facilitate students` connection to a superior level of education?

5. As representatives of education institutions, what are your personal needs towards students` vocational counseling and profesional guidance?

Interview guideline for parents

1. To which extent do you consider that vocational counseling and

profesional guidance services, offered to pupils within schools, are important for their future success?

2. Who do you think should offer the vocational counseling and profesional guidance activity within a school?

3. In your vision, what connetion is there between vocational counseling and profesionnal career education activity and all the school objects taught in schools?

4. Please enumerate few suggestions concerning the well-functioning of the vocational counseling and profesional guidance services offered to students within schools.

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5. As a parent, what are your personal needs regarding students` vocational counseling and profesional guidance offered within schools?

Interview guideline for teachers

1. To which extent do you consider that vocational counseling and

profesional guidance services, offered to pupils within schools, are important

for their future success?

2. Who do you think should offer the vocational counseling and profesional

guidance activity within a school?

3. In your vision, what connetion is there between vocational counseling

and profesionnal career education activity and all the school objects taught in

schools?

4. In your opinion, what kind of activities could facilitate students`

connection to a superior level of education?

5. As a teacher/ school counsellor what are your personal needs for

improving the vocational counseling and profesional guidance services offered

to students within schools?

Inteview guideline for the local community representatives

1. To which extent do you consider that vocational counseling and

profesional guidance services, offered to pupils within schools, are important

for their future success?

2. In your opinion, how could the employers contribute to the improvement

of the vocational training and professional guidance activity?

3. What kind of experience does the institution you represent have

regarding the vocational counseling and profesional guidance activity for

students?

4. Which ones do you think should be the modalities of involving in/

familiarizing students to the working field?

5. How do you consider that the students` access to the information

regarding the local/ regional labour market could be facilitated?

6. How do you consider that the youngsters could be involved within the

local decisions?

Students Questionnaire

Would you please answer the following questions regarding your personal opinion on vocational counseling and profesionnal guidance services. This

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questionnaire stays anonimous, and all your answers will definetely be interpreted in a general context, not individually. 1. In general, do you consider that activities on vocational counseling and profesional guidance should be held in schools? (only one answer) a. Yes b. No c. Don`t know/ No answer 2. Which of the following sentences best describes your point of view on vocational counseling and profesionnal guidance activities within schools? (only one answer)

a. Vocational counseling is necessary only for the 8th

and 12th

grades. b. Vocational counseling is necessary during all the school years. c. Vocational counseling is not necessary. 3. To which extent do you consider that vocational counseling and profesionnal guidance activities, offered to students within schools, are important? (only one answer) a. To a very small extent b. To a small extent c. To a certain extent d. To a large extent e. To a very large extent f. Don`t know/ No answer 4. In your vision, what connetion is there between vocational counseling and profesionnal career education activity and all the school objects taught in schools? (only one answer) a. There is no connection between them. b. School objects are more important, vocational counseling is just a support to them. c. Vocational counseling is more important, school objects supporting the latter. 5. Who do you think should offer the vocational counseling and profesional guidance activity within a school? (only one answer) a. Only the primary teacher/ form-teacher b. Only the school counsellor (school psychologist) c. Only the teachers who teach different school objects d. All categories of teachers above mentionned e. None of the above mentionned categories 6. In which of the following situations do you consider you need vocational counseling and professional guidance? Put them in order of your importance. (use 1-4: 1= maximus, 4=minimus) - To get to know myself better (tests of interest, tests of skills, tests of personality) - Information about highschools, faculties, professions - Support when writing a covering letter, a CV or preparing for an interview

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- Support when making a decision regarding your future highschool/ faculty/ profession 7. What kind of vocational counseling and professional guidance activities were offered in your school? (you can choose more than one answer) a. Debates on professions during the formroom classes or other school objects b. Meetings with experts from different domains of activity c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests d. Support to making a decision concerning your future highschool/ faculty e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies f. Counseling meetings within the Pedagogical Advisory Cabinet of your school g. Voluntary activities h. Training practice internships within a company or institution i. Other activities (which ones?) .... 8. Have you participated in vocational counseling and profesional guidance activities in your school? (only one answer) a. Yes b. No 9. In both personal and professional terms, can you specify what kind of impact have the vocational counseling activities had upon you? (only one answer) a. A postivie impact b. A negative impact 10. Who offererd the vocational counseling and profesional guidance activities you took part in? (only one answer) a. Only the form-teacher/ other teachers of the class b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of your school c. Both categories of teachers mentionned above d. None of the categories of teachers above mentionned Gender: a. masculine b. feminine Class: ............ Social background of the school: a. urban b. rural Student`s social background: a.urban b. rural

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3.6.SLOVENIA

3.6.1. E.guide

Slovenian site: http://sl.eguide-project.eu/

Languages: Slovene, French, Swedish

Producer: Kadis d. o. o. with project partners: FH JOANNEUM (AT), Association

Regionale Des Cibc Nord-Pas-De-Calais (FR), Centre for Flexible Learning (SE),

Employment Service of Slovenia (SI).

Contact: Kadis d.o.o.

Address: Koprska 72, 1000 Ljubljana, Slovenija

Tel.: +386 1 200 81 80

Fax: +386 1 200 81 99

Email: kadis@kadis.si

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Short description:

E.guide is an integrated system with a selection of tools for identification

and adaptation of competences, necessary for the job seeking process. It is

separated into two coherent parts (counsellors and counselees) that are connected

through different communication tools (messages, chat).

It offers reliable tools and methodological approaches that enable efficient

work with the users. With the permission of the counselee, the counsellor has

access to the individual’s data. The counsellor has the ability to help user’s trough a

modular and individual approach that answers their specific needs and bridges the

identified competence gaps.

The portal also contains many useful links not only for the users but also

for the counsellors.

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E.guide as it appears to the counsellors:

Here you can change and edit your own profile. Within the profile you can

also write some information about yourself (section ―About the

counsellor‖), which is also the only publicly published data seen by the

counselees, when they wish to register. All other information is confidant.

In the tutorial you can see video presentations of certain functionalities on the

portal and learn how to use them.

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Here you can find requests for the counselling. One person equals one

request for the counselling.

Here you can edit and change your current status and personal message.

Status stands for chat availability (available/unavailable) and a personal

message informs your counselees, for example, about your longer

absence. Your personal message also appears on their profile as a notice.

Counselling tools will help you with your work. Here you can find

definitions of competences, questionnaires and quizzes and interesting

links as well.

Here you can see the list of your active counselees and the list of those,

with whom you have already concluded counselling (―Concluded

counselees‖).

Here you can write messages to your counselees and also see the

number of your new messages.

In the notices you can see the number of new messages (option also

listed in communication tools), edit your action plan and check which

actions are still on yours to do list.

E.guide as it appears to the counselees:

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With E.guide you can:

If you are a counsellor:

have an online profile, where people in need can find you (you can decide

which part of the information is available to public),

have a list of all counselees in one place with authorised access to their

profile (filed in questionnaires, CVs, job applications …) where you can

assist them with useful tips and comments right away,

offer individual counselling through usage of communication tools

(messages, chat),

have a status box (red unavailable, green available and the possibility to

write short status comments), yellow notification board,

access to different counselling tools (questionnaires, quizzes, different

useful information), …

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If you are a counselee:

have an online access to your counsellor through different communication

tools,

access to different competence questionnaires, quizzes and information

regarding labour market and employability,

plan your activities with the help of Action plan (future activities appear on

the yellow notification board as a reminder and you can always see past

activities),

have the possibility to upload documents (CVs, application letters, job ads,

pictures and other files) and for each of them you decide whether your

counsellor can access them or not,

if you allow access he/she can write comments, tips in the description part

of the document …

This is how one of the questionnaires looks like:

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3.6.SLOVENIA

3.6.2. CPT – Career Path Test

Official site of the producer:

Joint site for tests: http://www.cpteu.com

English Information: http://ukm.ugurkariyermerkezi.net/abproje/

Languages: Turkish, Slovene, Hungarian, Greek

Producer: Bahcesehir University, Faculty of Engineering (Coordinator) with

partners Local Authority of Education of Istanbul, Governorship of Istanbul, Foreign

Relations and EU Coordination Center, Institute of Training & Vocational Guidance

– IEKEP (Greece), Canterbury Christ Church University (England), Kossuth Lajos

Gimnázium, Szakközépiskola, Kollégium és Alapfokú Művészetoktatási Intézmény

(Hungary)

119

Contact: Kadis d.o.o.

Address: Koprska 72, 1000 Ljubljana, Slovenia

Tel: +386 1 200 81 80

Fax: +386 1 200 81 99

Email: kadis@kadis.si

Short description:

Summary of the Project

Effective vocational and career planning curriculum is needed at schools to

support students in their vocational decision making process. It is hard for people to

reach their personal potential and select occupations that are compatible with their

personal features without guidance. As a result, there are a lot of people who are

unmotivated, who want other occupation, and who do not add the necessary value

to their job in workforce. This emerges unhappy and unsatisfied employees. Since

employees do not add adequate value to their job, it leads to great loss in economy.

With the help of this program partner countries can benefit its human power

efficiently and effectively. On the other hand people can use their strengths more

effectively and efficiently.

These reasons direct us to develop a tool named CPT and a curriculum

which supports secondary schools’ students in their career planning. CPT is based

on Dr. John Holland’s RIASEC model and Dunn & Dunn Learning Style Model. After

CPT is administered to students, they will have the ability to learn about their career

tendencies, skills, strengths-weaknesses, preferred working areas, learning styles

and occupations that are compatible with their personal features. Unique software

was developed for CPT, with which, school counselors and parents can see the

CPT results of students and learn about their career tendencies. Within the CPT

software, reports are developed and delivered particularly for school counselors and

teacher groups. In these reports, school counsellors can see their students’ career

tendencies within groups.

120

General Description of CPT

Career Path Test (CPT):

a. CPT is based on Dr. John Holland’s RIASEC model (1) and Dunn & Dunn

Learning Style Model (2). Dr. John Holland’s RIASEC Model (1) is the most

preferred career model worldwide. In Career Path Test, three dominant career

interests will be determined and according to the test results, the most suitable

profession covering students’ fields of interest, personal career reflections and

tendencies will be advised. Dunn& Dunn Learning Styles Theory (2) is the most

preferred learning styles model worldwide. Career Path Test will also discover

student’s best ways of learning and inform parents and students to plan their

study programs according to their learning style preferences. Learning styles

affects students’ school achievement and working styles preferences. These

two models were combined in CPT.

ADVISOR’S VIEW

121

122

123

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USER’S VIEW

125

TAKING THE TEST

The results are always interpreted with the help of a counselor!

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3.6.SLOVENIA

3.6.3. Kam In Kako

You can:

- learn about professions based on you personal characteristics

- find about professions based on your skills

- find professions based on all of the above

- find interesting professions

- start with career planning

- search for information about training and education

Official site of the producer:

Web site: www.kaminkako.si

Languages of the site: Slovene

Producer: CASCAId Ltd., Great Britain, https://www.cascaid.co.uk/

127

Contact: ESS

Address: Parmova 32, 1000 Ljubljana, Slovenia

Email: Zlata.Slibar@ess.gov.si

Fee: free of charge

SHORT DESCRIPTION

INTERACTIVE COMPUTER PROGRAM KAM IN KAKO – WHERE AND HOW?

KAM IN KAKO is an interactive computer program that helps users when

choosing their profession/occupation.

Target group are pupils and students making their first career decision, as

well as those who are looking for new ideas regarding their careers.

Program originates from the UK. (www.cascaid.co.uk/) and was adapted to

Slovenian conditions in 1998/99 during the PHARE project Experimental

Centre for Vocational Guidance. Nowadays more than 400 primary and

secondary schools, Employment services and other institutions are using it

to help their students to make optimal career choices.

Content: job descriptions, possibilities of researching specific occupations,

photos, interviews with individuals engaged in a particular profession, self-

evaluation of skills, which occupations are not appropriate when having

certain health problems...

The program is based on individual’s attitude to work, it is very clear and

managable as it enable users to see how their answers are being used

and why certain professions are proposed and others not.

You answer questions about yourself, for example ―Do you like professions that

include working with children‖.

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When you finish with answering the questions a long list of professions

appears. You can compare professions amongst themselves…

…or continue with additional questions

129

You can work on your career planning, contact a counselor; learn about additional

information on the labour market …

…and explore more in details about your skills by

clicking on ―O meni‖ (about myself) section, where

additional questions appear.

130

3.7.SPAIN

3.7.1. www.todofp.es

Official site:

National site: www.todofp.es

English Information (or English site): Not available

Producer: Ministry of Education, Culture and Sports. Spanish Government.

Social headquarters and other technical details: C/ Alcalá, 36. 28014, Madrid,

Spain. Office: 707, floor 7.

Contact:

Address: C/ Alcalá, 36. 28014, Madrid, Spain.

Telephone: 0034 91 701 8324

Email contact: not available

Contact form: https://www.educacion.gob.es/consultas-informacion/

National schools or organizations: public site, free

Other organizations and schools from Europe: -

Demo on Internet: www.todofp.es/

Short description:

todofp is a website designed and managed by the Spanish Government through its

Ministry of Culture, Education and Sports that provides information to Spanish

131

citizens (students, parents, teachers, counselors, employers, experts, etc..) on

Vocational Training.

The site also offers:

General information on the current education system, on how to get a VET

certification, on career plans…

Information on what and where to study, recognition of abilities…

Information on professional training routes.

Tips for looking for job successfully, where and how to search, create a

CV, do job interviews.

A fairly extensive list of news related to Vocational Training, at national and

European level.

Access to other Vocational Training platforms, as Olimpiadas FP or the

tool ―No me paro… elijo mi futuro‖, which are a funny and didactic way to

make students know a bit more about Vocational Training.

A link redirecting to the platform that manages the Vocational Training in

each of the regions of Spain.

132

With todofp, you can:

If you are a STUDENT:

Inform yourself about what, when and where to study.

Be given some tips regarding Vocational Training.

Make an informed choice regarding your future job.

Take part in the WorldSkills International Competition, in which teams from

member countries represent key professions and technologies of Vocational

Training.

Meet your skills

Be informed about grants for Vocational Training

Find information regarding mobility programs for students.

If you are a TEACHER:

Know European Vocational Training projects.

Access to useful resources and examples of good practices in the field of

Vocational Training in Europe and Spain.

Access to training programs, workshops and symposiums all over Spain.

Access to publications and research reports.

Know the legislation on Vocational Training in Spain.

Access to practical material which can be useful for your activities.

Find information regarding mobility programs for teachers.

If you are an EMPLOYER:

Allow students train in your company through the program Fomación en

Centros de Trabajo (Training at Workplaces).

Participate as host partners for mobility projects submitted by other

countries.

Have information on international programs regarding Vocational

Education and enterprises.

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If you are a PARENT:

Help your child to make his/her choice by knowing his/her abilities and

preferences.

Have resources to help your child decide.

Example from the platform:

The following is one of the tools in the platform. It consists in a questionnaire which,

step by step, brings students closer to their career plans.

Assistant: We help you choose your career How to choose?

By clicking on the arrow, the student accesses to the following questionnaire:

I have more than 2 years experience in the sector I have not experience yet or it is less than 2 years

I have an unofficial title I come from foreign education systems

Education System

Career

Year of birth

Former system Current system

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According to what the pupil chooses, the following pages may vary. Next, an example will show one of the possible choices: *(Choosing “no experience” and “current system”) Career Education (Current Educational System) Indicate all the options you fit in: 1. - Indicate whether or not you have the Secondary Education qualification 2. - Tick the rest of the options that define your career

I have not got the Secondary Education (ESO) qualification

I have the ESO qualification I have studied in the current educational system:

I have studied some VET courses but I have not completed a whole cycle.

I have a Higher Level Training Course Certification

General Certificate of Secondary Education

I have an Intermediate Training Course Certification

University Degree *(Choosing ESO qualification and University degree) Your possible training routes are:

VET Higher Level Training Course (CFGS) It gives me options to (CLICK) more Information (CLICK)

VET Intermediate Training Course for Professional Training (CFGM) It gives me options to (CLICK) more Information (CLICK) Other options: (all clickable)

University Degree

Test to obtain a VET (high level) certificate

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Higher Level Training Course in Art Education

Higher Level Training Course in Sports Education

Test to obtain a VET (intermediate level) certificate

Intermediate Level Training Cycle in Art Education

Intermediate Level Training Cycle in Sports Education

Possibility of validation of the ―Training at Work‖ certificate once enrolled in a Vocational Training Cycle

The next step is defining the professional sector and the type of occupation of your interest, and it would be helpful to think about:

Your personal preferences

What your goal is

The actual situation of the labor market in the professional field in which you are interested.

Have you already decided the professional field where you want to work? At the end of the questionnaire students are given several career options according to their abilities and preferences.

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3.7.SPAIN

3.7.2. El Orienta

Official site:

National site: http://www.elorienta.com/

English Information (or English site): Not available

Demo on Internet: www.elorienta.com

Short description:

El Orienta is a software which can be bought by schools or education centers that

provides information and tools to Spanish citizens and schools (students, parents,

teachers, counselors, employers, experts, etc..) on School Counselling.

The site also offers:

137

Updated information on all the current studies offered by Spanish public

and private Universities/centers.

A web space to create a personal blog.

The tool ―Orientaline‖ that is a computer program for guidance and

counselling with useful information for students of secondary school and

vocational studies.

Guidance questionnaires for students

And something new: the app ―Orientaline‖ to be used in mobile phones. A

link redirecting to the platform that manages Vocational Training in each

of the regions of Spain.

With El Orienta, you can:

If you are a STUDENT:

Access to your center’s ―Orienta‖ and have information on all your subjects and

download their files.

Get in touch with your teachers and do not miss any deliverable given by them

Inform yourself about what, when and where to study.

Be informed about grants for students

Be given some tips regarding Vocational Training.

Meet your skills

Inform yourself about the new legislation in Spain regarding education and

training

Make an informed choice regarding your future job.

Solve any doubt you have regarding education/training

Find information regarding mobility programs for students.

If you are a TEACHER / COUNSELOR:

Have an easier access to your students through the tool ―Orientaline‖

Know European Vocational Training projects.

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Access to useful resources and examples of good practices in the field of

Vocational Training in Europe and Spain.

Inform yourself and inform your students about the new legislation in Spain

regarding education and training

Access to training programs, workshops and symposiums all over Spain.

Access to publications and research reports.

Know the legislation on Vocational Training in Spain.

Access to practical material which can be useful for your activities.

If you are a PARENT:

Help your child to make his/her choice by knowing his/her abilities and

preferences.

Have resources to help your child decide.

Inform yourself and inform your child about the new legislation in Spain

regarding education and training.

Example from the platform:

The following is one example of the tool. It blongs to a High School that bought it. It

consists in a series of questionnaires which, step by step, brings students closer to

their career plans.

Know yourself a bit better

Vocational Guidance Test

Personality Test

Success Motivation Test

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By clicking on the arrow, the student accesses to the following questionnaire:

By clicking on ―Choose your career‖ you access to the following questionnaire,

where you can have an idea about what professions better fit in your personality:

Test: Choose your career

Other Tests

Choose your career

140

At the end of the test and according to the options ticked you are given a list of

professions that better fit in your personality and a list of jobs that do not fit at all.

Useful information on those professions is given too:

According to your

choice there are 22

professions that fit

100% with your

personality.

Anthropologist

Description

Essential Skills

What to study

Job opportunities

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3.7.SPAIN

3.7.3. APOEX.es

Official site:

National site: http://www.apoex.es/

English Information (or English site): Not available

Producer: Professional Association of Extremadura Counselors

Social headquarters and other technical details: - APOEX

Avenida de la Constitución, 12. 06800 - Mérida (Badajoz)

Contact: President: Elisa Jiménez Serrano (Contact through a contact form)

Address: - APOEX

Avenida de la Constitución, 12

06800 - Mérida (Badajoz)

Contact form: http://www.apoex.es/contacto7.html

TAX FEE: not available

National schools or organizations: Professional Association of Counselors form

Extremadura, belonging to schools from Cáceres and Badajoz.

Other organizations and schools from Europe: -

Demo on Internet: www.apoex.es

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Short description:

APOEX is the Professional Association of Counselors from Extremadura, made up

of a group of voluntary counselors from the region. It is a non-profit organization.

The purpose of their union and of creating the web is:

Having a professional environment that allows them to organize

themselves as guidance professionals to voice their demands, problems

and claims.

Have a means (APOEX web) to strengthen their interprofessional

communications to share experiences, promote initiatives, share materials,

... and try as far as possible to unify their actions in schools.

Beat, thanks to new technologies, the traditional "loneliness" and isolation

that professionals in this field felt some years ago.

Contribute to their professional development through continuous

collaboration with the guidance programs of the University of Extremadura.

Offer the possibility for counselors not only from Extremadura but also from

other Spanish regions to join their group through the web.

Publish the ―APOEX Journal of Guidance‖ on a quarterly basis.

Guidance and

Counselling

Notebooks

Counselling

Material

Training for Counselors

143

Publish their well known ―Guidance and Counselling Notebooks‖ in printed

version, which can be bough by students, teachers, parents… They are

updated every academic year, containing useful information on legislation,

studies, careers, advice to students and counsellors, etc.

Create a forum where current issues related to school counseling are

discussed and a lot of material to be used by counselors and teachers is

shared.

One of the newest tools of the Association are the guidance blogs developed

by the guidance department of some schools of Extremadura.

With apoex.es, you can:

If you are a STUDENT:

Be informed about grants for students.

Be given some tips regarding Vocational Training.

Inform yourself about what, when and where to study.

Buy the ―Guidance and Counselling Notebook‖ for each academic year.

Meet your skills

Inform yourself about the new legislation in Spain regarding education and

training

If you are a TEACHER / COUNSELOR:

Join the Counselors’ forum where you can share your opinion on issues

regarding guidance and counseling.

Buy the ―Guidance and Counselling Notebook‖ for each academic year.

Access to useful resources and examples of good practices in the field of

Vocational Training in Spain.

Inform yourself and inform your students about the new legislation in Spain

regarding education and training

Access to training programs, workshops and symposiums all over Spain.

Access to practical material which can be useful for your activities.

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If you are a PARENT:

Have resources to help your child decide.

Inform yourself and inform your child about the new legislation in Spain

regarding education and training.

Help your child to make his/her choice by knowing his/her abilities and

preferences.

Example from the platform:

The following is one example from the web page. It is a blog belonging to one of the

High Schools whose counselors belong to APOEX Association.

By clicking on one of the High Schools, you access their Guidance and Counseling

Blogs. In this case, we are clicking on Santa Eulalia High School’s Blog, since this

school was visited by GIVET partners in their study visit to Spain in November 2012:

Counselors’

blogs:

145

By clicking on ―Professional-Academic Guidance Plan‖ you can access the following

page, where Counselors are given some tips regarding their role in the last years of

Secondary Education, where students most need their help and advice:

We have decided to click on the link

―What to study?‖, where we are redirected to

an

external

national

web

page that

will help students make their choice:

You can click on the option you want to have

information from, whether University, VET, jobs

or guidance, where you will find questionnaires,

videos, articles, etc.

Counseling Department of Santa Eulalia High School Introduction

Tutorial Action Plan

Supporting the teaching-learning process

Professional-Academic Guidance Plan

146

3.8.TURKEY

3.8.1. Iskur

Web link of the institution:

http://www.iskur.gov.tr/en-us/homepage.aspx

Producer: Ministry of labor and social security

CONTACTS: Turkish Employment Agency Directorate General

Dr. Nusret YAZICI Director General

Phone Number: +90 (312) 216 30 00 - 216 30 01

Fax Number : +90 (312) 435 29 27

Address: Emniyet Mahallesi Mevlana Bulvarı (Konya Yolu) No:42 Yenimahalle /

ANKARA

Department of Foreign Relations and Projects

Aşkın TÖREN, Department Head

Phone Number: +90 (312) 216 39 27 - Fax: +90 (312) 418 05 63

Address: Emniyet Mahallesi Mevlana Bulvarı (Konya Yolu) No:42 Yenimahalle /

ANKARA

E-mail: int.branch@iskur.gov.tr

History:

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The first legal regulation regarding public employment services in our

country is Labour Law with the date 1936 and the number 3008 which is our first

law. Said Law had set forth forbidding private offices executing agency business for

seeking jobs and employees and establishing the Institution of Providing Jobs and

Employees in three years which could enable that this service would be executed

by the government. Since the Institution could not be founded within three years, it

was determined that law draft of the Institution would be reported to TBMM (Grand

National Assembly of Turkey) through the Law with the date 1939 and the number

3612 in two years. However, owing to the interruption caused by 2nd World War,

this time span passed and eventually the Institution for Providing Jobs and

Employees was established by the Law with the number 4837 in 21st January of

1946 in order to deliver public employment services. In 15.03.1946 the Institution of

Providing Jobs and Employees (IPJE) came into operation. The Law with the

number 4837 determined the mission of the Institution as agency business for

finding jobs and employees, that is, ―for employees finding jobs suitable to their

qualities and for employers finding employees having suitable qualities for the job.

IPJE began to deliver agency business for finding jobs and employees in

labour market and to fulfil the mission to meet labour force need of developing

industry and to provide sectoral and geographical mobilisation of labour as of 1946.

Together with the developed countries, primarily Germany, needed more labour

force and began to fill this gap via foreign workers; IPJE concentrated on sending

workers abroad. Stagnation and increasing unemployment in industrial countries

after 1973 Oil Crisis caused labour force demand to cease. This development had

been the beginning of decline process for IPJE and public employment services

focusing on the activity of sending workers abroad. The Institution couldn’t renew

itself in delivering the services needed by changing labour market and the role of

public services in the labour market increasingly diminished.

Fundamental duties of the Institution of Providing Jobs and Employees

was determined in the Law with the date 25.08.1971 and the number 1475; even

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though, ILO contract with the date 1919 and the number 2 related to unemployment

which is determinant for the activities of the Institution was approved in 16.02.1950,

ILO contract with the date 1933 ant the number 34 related to liquidating of paid

employment agencies was approved in 30.11.1949, ILO contract with the date 1949

and the number 96 related to private unemployment agencies was approved in

08.08.1951, and ILO contract with the date 1964 ant the number 122 related to the

employment policy was approved in 9.11.1976.

Regulation of labour market materialized before the planned period and

approval of said contracts. Accordingly, the Institution could not possess a modern

and dynamic structure that could enable labour market be designed within a specific

plan and programme at national level. Thus, development of our Institution in our

country mostly fell behind the needs, particularly in terms of legal regulations, and

individual changes rendered occasionally could not provide activity demanded.

As a natural consequence, the Institution could not go beyond having an

appearance of body which tried to fulfil the formalities regarding only the activities of

agency of finding jobs and employees, since it could not develop its organizational

structure, legal status and personnel regime in accordance with said International

Contracts.

As from 1980s globalization, technological improvements and information

society raised the importance of employment institutions and extended their

functions. In order the Institution to have a structure that could follow the

developments occurring in technology and labour force in the world as well as in our

country, fulfil the missions delivered by modern employment institutions, and

implement active labour force programmes; IPJE was abolished and Turkish

Employment Agency (İŞKUR) was founded by the Statutory Decree with the date

4.10.2000 and the number 617.

Nevertheless, the Constitutional Court abrogated the Statutory Decree with

the number 617 through its verdict with the date 31.10.2000, the docket no: 2000/63

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and the decree no: 2000/36 and gave a ruling that abrogation verdict would come

into force nine months after it was published in the Official Gazette. Nine months

duration ended 08.08.2001. Since a new legal regulation could not be made within

this duration, the Institution had to deliver its activities without a legal basis.

Eventually, the Institution obtained its establishment law through Turkish

Employment Agency Law with the number 4904 which was adopted by Grand

National Assembly of Turkey in 25.06.2003 and came into force by being

promulgated in the Official Gazette with the date 05.07.2003 and the number

25159.

By the new law:

• Turkish Employment Agency established for aiding activities of protecting,

improving, generalizing of employment and preventing unemployment, and for

executing unemployment insurance services has obtained a structure that enable it

to implement active and passive labour force policies alongside its classical

services of finding jobs and employees within an extended mission area.

• A General Council, in which social parties have a majority and representatives of

public and universities can also participate, has been formed in order to aid creating

the employment policy of Turkey, by adopting an organization model open to

participative and social dialogue.

• Executive Board including representatives of workers, employers, merchants and

craftsmen has been formed as the organ of the institution which possesses the

supreme administration and decision-making abilities, authority and responsibility.

• Provincial Employment Boards have been formed so as to improve local initiative

in regional development and determine local employment policies in provinces.

• Establishment of Private Employment Agencies has been permitted so that they

render both domestic and overseas activities of finding jobs and employees, and

the monopolistic authority of the Institution in this field has been abolished.

• In order to deliver active services in provinces, Regional Directorates have been

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abrogated and Provincial Directorates have been constituted.

• As career vocation, Employment and Vocational Expert has been generated in

order the missions of the Institution to be delivered actively and to provide qualified

personnel employment.

VISION:

To become a respected and leader organisation that plays an effective role

in service quality and diversity and also in tackling unemployment via adaptation to

changes and innovations.

MISSION:

In accordance with the needs of labour market; providing the service of job

and employee agency effectively; enabling, maintaining, developing, diversifying the

employment and providing a temporal income support to people who have lost their

jobs via implementation of active labour market policies aimed at enhancing the

employability of workforce.

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3.8.TURKEY

3.8.2. Megep

Official site of the producer:

http://www.megep.meb.gov.tr/

Producer:

MEGEP is a governmental organization for

career counseling and career development,

established in September 2002. It offers

individual career counseling and group programs

to develop skills for career management. MEGEP means the project of

strengthening the system of secondary and vocational education. The Website is

owned by the Ministry of education".

Contact:

Telephones: +90 (312) 413 33 53

How does MEGEP work? :

MEGEP is a project financed by the EU commission and applied by the

ministry of education. It has a budget of 58.2 million Euro of budget. This project is

applied in 105 Pilot vocational high schools in Turkey. It aims to strengthen the

vocational education in high schools according to the social-economic needs of the

students within their lifelong learning process. On the other hand it will help them to

be employed in the right sector, their orientation, entrepreneurship, have equal

opportunities and have a qualified job.

http://www.egitim.gov.tr:8050/film1/

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There are 62 occupations visional materials including videos and

information prepared for the learners. The learners can also download the lessons

and information of the programs from the web site.

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3.8.TURKEY

3.8.3. Mbs

Official site of the producer:

http://www. mbs.meb.gov.tr

Producer: National Education Ministry

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MBS(Vocational information center) is set up for students’ to find out their

self-knowledge, the things they love doing, finding out their abilities and to help

them to choose the right vocation for them.

How does MBS work?

It helps people choose the right vocation and how to improve themselves

and adopt them to their life. It serves them as a guide in their future. It is open to

everybody who is over 13 and it is very easy to get registered in the web link. There

are several questionnaires for the people that helps them to find out their abilities

and which vocation is suitable for them. The web link also gives them opportunities

about the vocation via videos to be watched and know it closely. In which cities the

vocation is popular and how many professions are needed in that area.

The web link also gives your tests’ results in pdf file to be downloaded so

you can save it on your computer.