Second Survey School and WOW.pdf

WORKING GROUP: PRINCIPLES AND CRITERIA
II.2.2.3.
Criteria’s for measuring changes for the better – Benchmarks used to
evaluate the guidance provision
Austria
There exist a lot of national surveys about the problems of “early school leaving” but not an
official documentation and school pathway documentation.
Czech Republic
There are no benchmarks to quantitatively measure the outputs in the first transition from
school to world of work. Some indicators like the above mentioned should be measured. The
question is WHO would collect the data and evaluate them (school, local authority, labour
office, the ministry, or some of the research institutions) and WHO should pay it.
Denmark
According to the reform in the educational and vocational guidance both the youth guidance
centres (UU) and the regional centres (Studievalg) are obligated to report results (quantitative
figures) to the local and/or central authorities. The most commonly used benchmarks are
factors connected to young people’ enrolment in an educational setting and/or student
activity and drop out. There are no registered evaluations that directly link specific guidance
approaches to outcomes – e.g. initiatives that creates decision making skills or enduring
interests or the „quality“ of the choices that are made.
Finland
See II.2.2.2.
Germany
One of the most important changes we need in the first transition is a reduction of those
pupils who fault in the transition to the first labour marked, the vocational education system
or the tertiary system. It seems to be evident that the bridge over programmes they are
entering, are not helpful but make it even worse 27 . Focussing on this group we can describe
some qualitative and quantitative evaluation aspects. The qualitative questions leading to
issues like the need of orientation, life planning, clarity of competences, possibilities, interests
and so on.
27 Almendinger 2007
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