National Forum on Guidance Welcome National Forum on Guidance Wednesday 5th April 2017 Jennifer McKenzie Director NCGE Failte a chairde chun an Roinn Oideachais agus Scilleana NCGE is delighted to see many of you who have participated in our previous Forum discussions, and those of you who are attending the Forum for the first time. The Aim of the Forum is to provide the opportunity for communication and co-operation between those involved in the provision of guidance and the development and support of guidance practitioners and services, so while on previous occasions we have had the opportunity for guidance professional across the spectrum to discuss and share information. It is great to see those of you involved at organisational level in the management of guidance services with us today, as Data gathering is the one area that is of most interest to both guidance professional and management bodies or indeed government

National Forum on Guidance Data gathering in guidance and for guidance National Forum on Guidance Wednesday 5th April 2017 Jennifer McKenzie Director NCGE Today we are considering the Theme of Data Gathering in guidance and for Guidance

Brief Recap ELGPN 2008-2015 Guidelines for Policies and Systems development for Lifelong Guidance Strengthening Quality Assurance and Evidence Base in guidance Quality Assurance & Evidence Framework (QAE)

ELGPN Guidelines for Policies and Systems Development for Lifelong Guidance Transversal policy components (9 Guidelines) 1. Career Management Skills 2. Access to Lifelong Guidance Services 3. Assuring the Quality of Lifelong Guidance Provision 4. Assessing the Effectiveness of Lifelong Guidance Provision 5. Strategic Leadership: Cooperation and Coordination 6. Improving Careers Information 7. Training and Qualifications of Practitioners 8. Funding Lifelong Guidance Services 9. Information and Communications Technology in Lifelong Guidance

Guideline 4: Assessing the Effectiveness of Lifelong Guidance Provision Definition: Assessing effectiveness refers to the collection and analysis of data through research and other means on the usage and effectiveness of lifelong guidance policies, systems and interventions, and their evaluation. Such data collection includes information on outcomes, outputs, processes and inputs in the education, training, employment and social fields.

Strengthening Quality Assurance Guideline 3: Assuring the Quality of Lifelong Guidance Provision Definition Quality assurance in lifelong guidance refers to policies, standards and procedures that assist in evaluating guidance services, products and activities from a citizen and other stakeholder perspective and that lead to their continuous improvement. ……protects EU citizens’ interests by ensuring that the lifelong guidance services and products are referenced according to pre-established professional quality standards. ……assures comparability of lifelong guidance support to citizens within and across sectors, over the life-span, and regardless of the citizen’s geographical, social and economic circumstances. ……also ensures that taxpayers’ and private funding of lifelong guidance activities is well spent, in particular where governments devolve the responsibility of provision of lifelong guidance activities to a region, municipality and/or institution.

Quality Assurance and Evidence Base 5 key elements: Practitioner competence Citizen/User Involvement Service Provision and Improvement Cost Benefit to Individual Cost Benefit to Government (management?)

Outcomes of Guidance • Educational Outcomes e.g. decision on education plans, increasing participation in education and training or improving attainment rates; • Economic and Employment Outcomes e.g. increasing salary, improving employee retention or increasing an individual’s likelihood of finding work; • Social Outcomes e.g. personal/social developments, increasing social mobility or increasing involvement in community capacity.

Indicators? In FET – AEGI Services Adult Guidance Management System - Online ‘database’ In Schools/PLC Whole School Guidance Plan based on identification of students’ needs Quantitative Data - Indicators No of clients /target groups accessing the service Outcomes for individuals – personal/social /educational/economic

Quantitative – AGMS Data

Key Target Groups

Clients Tracked - Progression

Courses – Industry Sectors

Relevant information…NFQ

Qualitative – Data and Reports Service - Self-Evaluation Service - Strategic/Guidance Planning Resources required – ICT / Staffing / Funding Career Management Skills – Outcomes for Clients / Programme Development? Client Feedback Case Study – Practice and Provision CPD needs of staff identified, based on clients needs

Links http://www.elgpn.eu/publications/browse-by-language/english/elgpn-tools-no-6-guidelines-for-policies-and-systems-development-for-lifelong-guidance/ http://www.elgpn.eu/publications/browse-by-language/english/ELGPN_QAE_tool_no_5_web.pdf

Jennifer McKenzie, Director NCGE Thank You Go raibh maith agaibh Jennifer McKenzie, Director NCGE jennifer.mckenzie@ncge.ie

Thank you all – safe journey home Slán abhaile!

National Forum on Guidance 5 April 2017 Group Discussion National Forum on Guidance 5 April 2017

Individual Reflection Exercise In your guidance practice/organisation do you/your organisation gather guidance data? Is the data qualitative and/or quantitative? (e.g. no of clients seen / outcomes for clients’ guidance activities / client or user feedback.) How do you use this data in guidance practice? (e.g. at organisational level?) How is this data reported? (e.g. to whom? In what format?)

Group Discussion How can what you have heard in the presentations inform data gathering systems in guidance? Please give bullet points. How can guidance data be used to: inform public perception? inform policy for guidance locally / regionally / nationally?

Thank you all – safe journey home Slán abhaile!