Second Survey School and WOW.pdf

WORKING GROUP: PRINCIPLES AND CRITERIA
The quantitative aspects lead to questions like the duration of the programs and the risk of
long term unemployment, the school type or region aspects and the number of school leavers
as well as the outcome of specific guidance measures and the reduction of the numbers
described. From our theoretical view, the individual aspects (like orientation, reflexivity) and
the structural aspects (local labour marked) are linked very close 28 and can be integrated in a
systemic manner.
Some of the other qualitative and quantitative benchmarks that are also relevant for the
evaluation of guidance instruments are described in sector 2.1.1, 2.2.1. and 2.2.2. The most
crucial point in our view is the quality of the data the evaluation is creating. For example, if we
want to identify the outcome of an project in the metropol region “Rhein Neckar”, based on
more than 20 schools, it is not enough to make a follow up to count the drop outs afterwards,
to measure the duration of job search or to measure the number of break offs in vocational
education, we need also a comparable data base. The first method we can choose is to
evaluate a test group, the other one is to develop a general regional data base on all this
issues. Of course such an data base is not only interesting for the measurement of
effectiveness of guidance activities but also on all other activities in respect to education,
regional labour marked and so one.
The Netherlands
See II.2.2.1 and II.2.2.2
Poland
Most scenarios of direct work with youth concern with developing various skills like:
Self recognition
Assessment of own potential
Getting a proper vocational information
Decision taking
Methods for self presentation (in various situations)
Active job seeking
Etc.
About 20% of gymnasium graduates choose vocational schools and the rest choose lyceums or
technical high schools. Almost all need counsellor’s help. However the benchmarks are very
poor: there is about 20 000 gymnasiums and secondary schools and about 1500 vocational
counsellors providing service outside and within schools, only.
28 Bandura 2005; Schiersmann 2008
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