Welcome to eGUIDE Project
A Quality Assurance Framework and related Model of Web Based Assessments for the Guidance of Disadvantaged Job Seekers into Initial Vocational Training
For Disadvantaged Job Seekers, educational and career guidance needs to be the first step in the Vocational Training Process. The partnership of this project has identified that no Quality Assured Model of guidance for this target group exists.
Overall AIMThe Development and Implementation of a Quality Assured Guidance System to guide and support the quality of the service offered by professionals working with disadvantaged job seekers and to ensure consistency of approach across the sectors
Using the European Common Quality Assurance Framework (Technical working group on Quality in VET) as a basis, this project, EGUIDE, will research and develop a Quality Assurance Framework for use in the Guidance of Disadvantaged Job Seekers across Europe. This Framework will also be compatible with National Quality Assurance Frameworks such as the FETAC Quality Assurance Process.
In tandem with the Quality Assurance Framework EGUIDE will develop an E Guidance system, consisting of a number of guidance tools, developed specifically for the target group that can be used to test and implement the Quality Assurance Framework.
EGUIDE – Guiding Best Practice
The EGUIDE – GBP Leonardo DaVinci Partnership (2008 – 2010) with organisations from Ireland, Northern Ireland, Germany, Italy and Spain further developed work around quality career guidance specifically for disadvantaged job seekers (based on work completed in the EGUIDE: Quality Framework and related model of web based assessments for the delivery of Career Guidance to disadvantaged job seekers 2005 – 2007 pilot project). This partnership aimed to (1) Develop best practice guidelines for the delivery of feedback from Vocational guidance assessments and (2) to design, develop & pilot a 1 day workshop for practitioners on best practice in feedback.
Much of the research into vocational guidance assessments includes test development, test interaction with outcomes, and reliability / validity studies. There is minimalist coverage of the feedback process / mechanisms responsible for the changes and impacts on the client (as widespread variability exists regarding how feedback occurs in practice). Feedback should be given priority, as it is key in the impact assessments have on the client. There is widespread use of Psychological tests and assessments in career counselling and when used well the assessment results may enhance the counselling process and facilitate client change (Hanson & Claiborn, 2006). Effective feedback from career assessments has been linked with positive changes in: Self awareness and understanding (Rogers, 1954), Self-esteem (Newman & Greenway, 1997), Vocational choice certainty (Rubenstein, 1978), Career searching behaviour (Hanson & Claiborn 2006)
The partnership has developed two documents outlining the Best Practice Guidelines and a guide to Interactive and Dynamic feedback and a one day workshop for practitioners in the use of this methodology in their practice.Further information: Nuala Whelan firstname.lastname@example.org / +353 1 8667000