Total CounsellingTotal Counselling

4. April4. April, 200, 20066Andrej Vukovič, Andrej Vukovič, CPICPI, Slovenia, Slovenia

General information:General information: SLOVENIASLOVENIA 20,273 km²20,273 km² 2 million inhabitants2 million inhabitants Capital cityCapital city Ljubljana Ljubljana Coastline:Coastline: 46.6 km 46.6 km Land boundaries:Land boundaries:

border countries:border countries:

Austria 330 km, Austria 330 km,

Croatia 670 km, Croatia 670 km,

Italy 232 km, Italy 232 km,

Hungary 102 kmHungary 102 km

Drop outDrop out

Young people in secondary education (14-Young people in secondary education (14-18 years)18 years)

41% in general secondary education41% in general secondary education 59% in vocational secondary education59% in vocational secondary education Drop out rate from vocational secondary Drop out rate from vocational secondary

education is 14 % (5000education is 14 % (5000 per generation per generation during the 5 years)during the 5 years)

Only 5% register at the employment serviceOnly 5% register at the employment service

first age group

cializacija

professionally oriented higher

education

Age

eight-year elementary school nine-year elementary school

Basic education

Upper secondary education

Pre-school education

Post-secondary vocational education

Higher education

Post-graduate education

doktorat

magisterij

technical secondary education

spe-

vocational secondary

V M

pre-school classes

second age group

first cycle

second cycle

tech-nical

m

first age group

second age group

12

10

9

8

7

5

4

3

2

11

13

15

16

17

18

20

21

22

23

24

23

24

25

26

short-term vocational

post-secondary vocational educ.

Special

needs

education

Music

education

Adult

education

6

19

14

15

7

1

19

25

27

16

Legend:CE - compulsory education M - matura course V - vocational courses m - preparation for master craftsman exam general access access under certain conditions transfer

6

CE

The structure of the education system in Slovenia, 2000

first cycle

second cycle

third cycle

10th year

general secondary education

academic higher education

I. Measures within the school I. Measures within the school system:system:

The model measures for drop out preventionThe model measures for drop out preventionThree levels of prevention: Three levels of prevention: Primary prevention/measures (consultancy work with the Primary prevention/measures (consultancy work with the

entire population before entering in the secondary entire population before entering in the secondary vocational school, as well as in the beginning of the vocational school, as well as in the beginning of the schooling. These measures are supposed to prevent schooling. These measures are supposed to prevent emerging of more complex problems) emerging of more complex problems)

Secondary prevention measures (the secondary vocational Secondary prevention measures (the secondary vocational school intervenes in the beginning of the programme) school intervenes in the beginning of the programme)

Tertiary prevention measures (prevention of circulation of Tertiary prevention measures (prevention of circulation of the existing problemthe existing problemss and disturbance and disturbancess) )

II. Out of the school systemII. Out of the school system

Total counselling network: Total counselling network: The main aim is: to create a safety net The main aim is: to create a safety net ofof advice advice

and guidance to young people ‘outside the and guidance to young people ‘outside the system’ system’

The main target group: young people The main target group: young people ((between 1between 155 and 25 yearsand 25 years) ) not involved in education and not not involved in education and not active in the labour market. active in the labour market.

Location: 6 regions with the highest drop out rates. Location: 6 regions with the highest drop out rates.

III. Active Employment policy III. Active Employment policy measures:measures:

1. Counselling and guidance: Employment 1. Counselling and guidance: Employment plan- the tool used in: plan- the tool used in: – planning the activities that lead to employment, planning the activities that lead to employment, – realising and monitoring of all activities agreed realising and monitoring of all activities agreed

upon in the plan, upon in the plan, – appraising the progress. appraising the progress.

The target group: young people registered The target group: young people registered at the Employment service. at the Employment service.

2. Programme 10.000:2. Programme 10.000: An education programme that enables inclusion of An education programme that enables inclusion of

unemployed persons in education schemes based unemployed persons in education schemes based on public programmes with the aim to provide: on public programmes with the aim to provide:

basic, general, vocational, professional, technical basic, general, vocational, professional, technical or university education and at programmes aimed or university education and at programmes aimed at providing NVQ’s.at providing NVQ’s.

Target group: unemployed persons without Target group: unemployed persons without vocational or professional education, particularly vocational or professional education, particularly those up to 26 year of age. Other groups include those up to 26 year of age. Other groups include persons with completed education who cannot find persons with completed education who cannot find job in their filed of profession and have been job in their filed of profession and have been unemployed for more then 6 months. unemployed for more then 6 months.

3. The Wages Refund for the First time 3. The Wages Refund for the First time Jobseekers: Jobseekers:

The main aim is to enable the training for The main aim is to enable the training for 500 first time job seekers for independent 500 first time job seekers for independent work within their occupation of profession. work within their occupation of profession.

Target group: the unemployed people who Target group: the unemployed people who completed secondary, higher or university completed secondary, higher or university education. education.

Location: the regions in which Location: the regions in which unemployment rate exceeds the average unemployment rate exceeds the average unemployment rate in the country.unemployment rate in the country.

Policy environment:Policy environment:

Background: Leonardo da Vinci project Total Background: Leonardo da Vinci project Total Counselling:Counselling:– analysis of the needs of young peopleanalysis of the needs of young people– analyses of the counselling services for young peopleanalyses of the counselling services for young people

Present policy framework: the programme is Present policy framework: the programme is defined within the Single programming document defined within the Single programming document 2004-2006: Knowledge, Human Resources 2004-2006: Knowledge, Human Resources Development and EmploymentDevelopment and Employment

Objectives:Objectives: to provide a holistic counselling and guidance to provide a holistic counselling and guidance

to the young people who have dropped out to the young people who have dropped out from school and have not registered with the from school and have not registered with the employment service, employment service,

the new service should take young people's the new service should take young people's whole life situation into consideration while whole life situation into consideration while providing the service, providing the service,

the programme should provide a common the programme should provide a common platform where specialists from different fields platform where specialists from different fields of work can work together towards the of work can work together towards the common goal of assisting young people. common goal of assisting young people.

Organisational structure at the Organisational structure at the nationalnational level: level:

Ministry of Labour, Family and Social affairs

Ministry of Education and Sports

Employment Service of Slovenia

Entrerprises

Center for Vocational Education and Training

Slovene Adult Education Centre

The National Education Institute of the Republic of Slovenia

(Local) Resource Centres for Vocational Guidance

Counseling and Informing Network for young adults - ISM

The Slovenian National Resource Centre for Vocational Guidance

School Centers NGO's

Organisational structure at the Organisational structure at the regional regional levellevel::

Organizations organizing leisure time activities (Sports clubs, leisure time activities etc.)

ISM Network for information

and counselling of young people outside

the educational system

Center for Social Work

Center for Vocational Guidance

CIPS

Local administration bodies

NGO’s performing activites related to the aassistance and education of young people, bridging programs …

Youth organizations

Local companies

Employment Service of Slovenia

(regional offices)

Formal educational institutions (schools)

Organizations offering psycho-social assistance to young people

Main principles as underlying the Main principles as underlying the provision of guidance:provision of guidance:

centrality of the beneficiarycentrality of the beneficiary holistic approach holistic approach enabling young peopleenabling young people improving accessimproving access assuring qualityassuring quality

We have carried out the research among theWe have carried out the research among the counseling services available to this age counseling services available to this age group with the aim to:group with the aim to:

To find out which programmes are available to To find out which programmes are available to young drop outs (who are not in education and young drop outs (who are not in education and haven't entered the labour markethaven't entered the labour market)). .

TToo find out which methods are used and are find out which methods are used and are successful while working with this target groupsuccessful while working with this target group..

How does the cooperation between different How does the cooperation between different organizations function? organizations function?

As the most frequent reasons for dropping As the most frequent reasons for dropping out of the school system out of the school system – The curriculum is too demanding,The curriculum is too demanding,– personal problemspersonal problems,,

– problems in the familyproblems in the family..

Some of the findingsSome of the findings

The counselors stated the need for: The counselors stated the need for: Motivational workshopsMotivational workshops Preventive programmes Preventive programmes The need for ExtensiveThe need for Extensive field work field work And holistic approach of information and And holistic approach of information and

guidance for the young. guidance for the young.

Some of the findingsSome of the findings

The lack of cooperation between different The lack of cooperation between different institution (governmental and nongovernmental)institution (governmental and nongovernmental)..

The need for building local teams for better The need for building local teams for better information flow.information flow.

The need for clear division of responsibilities The need for clear division of responsibilities between different institutionsbetween different institutions..

There is a need for specific institutions to which There is a need for specific institutions to which these young people should turn tothese young people should turn to..

There is a need for institution to coordinate and There is a need for institution to coordinate and plan the target specific activities…plan the target specific activities…

The institutional cooperation:The institutional cooperation:

Current state:Current state: The six offices for Information and guidance The six offices for Information and guidance

provision were selected to manage TC at the provision were selected to manage TC at the regional level. regional level.

The CPI is the coordinating body (in cooperation The CPI is the coordinating body (in cooperation with the with the EEmployment mployment SService of Slovenia, ervice of Slovenia, School representatives, Slovene Adult Education School representatives, Slovene Adult Education Centre, MSS, MDDSZ) Centre, MSS, MDDSZ)

6 6 Total Counsellors are creatingTotal Counsellors are creating the local the local networks. The actual work with young people networks. The actual work with young people startstarteded in in April, 2005April, 2005. .

Main weak points:Main weak points:

Lack of availability of data.Lack of availability of data. Lack of coordination between different Lack of coordination between different

sectors (education, employment, social sectors (education, employment, social sector). sector).

Lack of targeted research. Lack of targeted research.

Results of ISM network 2005Results of ISM network 2005Indicators / local centersIndicators / local centers OS OS

KopKoperer

OS KranjOS Kranj OS LjubljanaOS Ljubljana OS OS MaribMariboror

Os VelenjeOs Velenje NGONGOSmeSmeriri

No. Of all enlisted young 311 195 421 140 379 165

- boys- girls

122189

9897

227194

8060

148231

89 76

No. of informed young 287 157 391 121 357 143

No. of young included in the counseling process

24 38 30 19 22 22

No. of counseling sessions 82 166 86 63 105 79

No. of successfully concluded counselling sessions

10 33 16 13 16 7

- no. of young reintegrated in regular educational system

7 17 8 8 6 3

- no. of employed 0 4 3 1 1 2

- No. of young enlisted in the Employment office and in the program of project based learning for young adults

3 9 4 4 7 2

- Other (medical treatment, youth addiction programmes …)

0 2 1 0 2 0

No. of informed institutions, in continued negotiations for the level of cooperation

16 47 25 33 28 21

Lessons learnedLessons learned

The methods which work in one The methods which work in one environment are not necessarily applicable environment are not necessarily applicable to anotherto another

Always include the young persons in the Always include the young persons in the process of aid creationprocess of aid creation

Try to look at the difficulties as means for Try to look at the difficulties as means for improving and innovating the serviceimproving and innovating the service

Further information is available at:Further information is available at:

www.cpi.si www.cpi.si

http://www.cpi.si/institucije/mednarodno_sodelovanje/leonahttp://www.cpi.si/institucije/mednarodno_sodelovanje/leonardo_da_vinci/totall_councelling.aspxrdo_da_vinci/totall_councelling.aspx

http://www.cpi.si/institucije/esf/mreza_za_informiranje_in_shttp://www.cpi.si/institucije/esf/mreza_za_informiranje_in_svetovanje.aspxvetovanje.aspx

http://http://ismism..cpicpi.si/.si/

Thank you for your attention.Thank you for your attention.