Givet booklet a5_draft

Good Practice in
Vocational Education and Training
1

Good Practice in
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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 effects their Life Long Learning Process negatively.
To avoid from such situations, in the project "Development of
guidance and counselling 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, Ljubliana-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

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we realized 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 be easy implement, adapt and
transfer in 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 counselling 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.

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INDEX
Page
1 Terminology 6
2 Transnational comparison of Vet Guidance
Systems
8
2.1 History 8
2.2 Legal framework/legislation 17
2.3 Organization of vet guidance 24
2.4 Activities 30
2.5 Providers 39
2.6 Some examples of GOOD PRACTICE as an activities or
software
43
3. Example of good practice in
Vocational Education Training
48
3.1. Bulgaria
3.1.1. KakviDaStanem.bg 49
3.1.2. MyCompetence.bg 53
3.1.3. Selfinvest Кариерно Консултиране 58
3.2. Italy
3.2.1. Employment Centre Of Senigallia 63
3.2.2. Guidance In Pre-Primary And Lower Secondary School 71
3.2.3. School & Enterprise: Learning by doing 77
3.2.4. Guidance In Italian Upper Secondary School 81
3.3. Latvia
3.4.1.Prakse.lv 86
3.4.2.Profesiju pasaule 87

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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.
88
3.4.2.Give-guidance in vocational education for students in
rural areas
92
3.4.3.From School to Career. 95
3.5. Romania
3.5.1.Central Test, Presentation Of The BASC-2 Test 98
3.5.2.Cognitrom Career Planner Platform ( CPP online ) 102
3.5.3. Research tools regarding vocational counseling and
career guidance services offered to students within the
educational background
106
3.6. Slovenia
3.6.1. E.guide 111
3.6.2. CPT – Career Path Test 117
3.6.3. Kam In Kako 125
3.7. Spain
3.7.1. www.todofp.es 129
3.7.2. El Orienta 135
3.7.3. APOEX.es 140
3.8. Turkey
3.8.1. Iskur 145
3.8.2. Megep 150
3.8.3. Mbs 152
More informations on
http://www.leonardovocationalguide.blogspot.ro/

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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)

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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. In the contest of
GIVET each partner has to describe guidance systems (if you haven’t done
it yet) taking place in the last grade/s of ISCED 2 level (usually 8th or 9th
grade).
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.

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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-

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institutional cooperation, to provide exchange of
information , make proposals for the representatives of the
Council institutions in accordance with public interest. The
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

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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
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

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considered counseling as an essential activity. It was
offered by the Spanish School Guidance Service (Servicio
de Orientación Escolar)
 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, especially 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:

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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

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unemployment definition by enhancing the user active
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 14
th
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.

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 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
 In 1956 first school counsellor was employed. In the

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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.
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

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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
5th
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

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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.

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

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 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
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

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research, December 14, 2012, was circulated to the regions
and local authorities;
 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 labor, 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 labor 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
guidance paths related to professions and work": determines

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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
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

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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.

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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

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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

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to approx. 50 % of the weekly timetable. This type of
training therefore combines academic and
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

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- The National Welfare and assistance for workers
in the entertainment and professional sports.
- All employment agencies and companies for
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.

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

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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
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

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

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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
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

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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
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

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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
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

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 courses/guidance labs to choose from, labs on
techniques to actively search for a job
 balance of competences for students and
unemployed…
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

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libraries, boards, boards, as well as personally from
school counselors and teachers;
 execute 2 hours long lecture/workshop per year for
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 8th
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

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Minimal Standards for Guidance in Secondary Schools
define guidance program in secondary schools in Slovenia
which should include:
 various information activities
 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.

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 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
/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)

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 Staff of Public educational Institutions
Policy level:
 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

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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
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)

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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.
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.

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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
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=v
iew&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

Good Practice in
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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/
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

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plan. Ended 2011. Web Site : http://career.guidelines.it
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

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school and outside of school or other documents which
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
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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49
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:
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”.

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 Information about labor market, professions, specialties and universities;
 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?

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 Seven myths of the career and the truth about them.
 How to decide what I want to do?
 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

Good Practice in
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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

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audit of positions within the company”; „Skills for developing and
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
How does Selfinvest work? :

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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

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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.
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.

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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
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

Givet booklet a5_draft

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Givet booklet a5_draft