Principles of service delivery

A quality guidance service is led by staff with a DES recognised qualification in guidance counselling.

  • The role of the Guidance co-ordinator is to manage and supervise the work of the other guidance  staff.
  • The guidance service operates in the context of the wider FET programme delivery reporting within the structures of the ETB, i.e. within the management of the AEO and FET Director.
  • It is the role of the Co-ordinator to liaise with course co-ordinators and education centre managers to determine the guidance provision required, whether group or 1-1 , or outreach provision.
  • Guidance service delivery in FET is underpinned and informed by the Codes of Principles outlined in the National Guidance Forum Quality Guidelines.
  • Such principles and ethos ensure that the individual needs of clients are met and respected.

The following represent key principles:

Accessible: Accessible to the specified target groups and without barriers in relation to learning opportunities, location, information and guidance materials;

Appropriate:  to the client’s needs and stage of development;

Confidential: within an ethical framework and with an awareness of legal limits within the guidance process;

Equality of opportunity: promoting and demonstrating equality of opportunity in relation to adult education with an awareness of the requirements of equality legislation;

Impartial:, in order to safeguard the interests of the client;

Individual Ownership & Opportunity: provision of information on educational opportunities locally, regionally, nationally and internationally as appropriate, which best meet the client’s needs.

Integrated: clients are encouraged to take ownership and responsibility for their individual choices and decisions;

Quality Standards and delivery:  agreed standards of delivery, professionally qualified staff, together with appropriate facilities and resources to meet the needs of the client groups;

Team Approach: adopting a team approach with education providers encourages the integration of guidance within adult education;

Transparent: The guidance process itself should be open and transparent. Guidance practitioners should explain to individuals in clear, appropriate language how they propose to work with them within the guidance process;

Complaints handling: Guidance Service providers should have a complaints procedure for clients and systems for obtaining client feedback.


Wednesday, September 5, 2018
Date for Review: 
Thursday, September 5, 2019


Practice Area: