NCGE Resources
GDPR considerations AEGI AGMS - October 2018
In May 2018 the Irish and European Data Protection landscape changed significantly following the introduction of the General Data Protection Regulation (GDPR), the set of data management obligations which is currently in effect across the entire European region.These regulations have implications for Adult Education Guidance Services, particularly in relation to the Adult Guidance Management Service database (AGMS). In the context of the development of FET wide Guidance service provision, and with the understanding that the existing AGMS is currently under review and redevelopment this webinar provides a brief overview of the Regulation, the Data Management principles of the Regulation, its impact and the rights of the Data Subject. NCGE plans to develop appropriate GDPR Guidelines for Adult Education Guidance Services in ETB contexts; this webinar therefore informs the current and ongoing use of the AEGI AGMS database in the context of GDPR compliance. It is hosted by NCGE FET Programme Coordinator Mary Stokes, and Hugh Jones, co-founder of Data Protection specialists Sytorus. Click below to view the webinar recording. The webinar can be roughly divided into 3 parts / sections You can download the (combined) presentations by Mary Stokes on GDPR considerations and Hugh Jones HERE and at the end of this page.
A Different Approach for a Different Brain - Guiding Students with Asperger’s Syndrome towards Achievable Goals
This article is intended to aid Guidance counsellors working with students with Asperger’s Syndrome/ASD Level 1. The first step is to understand the condition. One also needs to bear in mind Professor Stephen Shore’s observation in an interview with 'Merely Me' (a contributor to the Health Central website) that “once you’ve met one person with autism you’ve met one person with autism”. This article looks at the various stages and choices involved in the journey through second-level education with a view to laying the groundwork for successful participation in third-level education or work.
Supporting and Including Refugee and Asylum Seeking Children in Education
The growing global refugee crisis continued in 2016 with 1.5 million people-seeking asylum in EU Member States. More than quarter of a million of those seeking asylum were children. Globally, only 50 per cent of refugee children have access to primary level education, and fewer than one in four are enrolled in secondary school. We know that above all else children want to go to school. Ireland has committed to accepting 4,000 refugees and to prioritising children as part of this commitment. To date, 840 refugee and asylum-seeking children have arrived in Ireland as part of relocation and resettlement programmes. This is in addition to the 1,420 asylum-seeking children currently living in Direct Provision centres around the country. This article provides a brief overview of the current refugee crisis in Europe; the experiences of child refugees and; subsequent impacts on their lives and education. It examines current issues and challenges for refugee and asylum seeking children in Ireland today and concludes by discussing best practice approaches, which support the inclusion of refugee and asylum seeking children in education settings.
Dyslexia: How the Guidance Counsellor can support the student with dyslexia
This article looks at how the guidance counsellor can support the student with dyslexia in Irish post-primary schools. It discusses the different ways in which dyslexia may affect the student and suggests screening if a student presents with difficulties. Identification of dyslexic difficulties is made through an educational psychological assessment. Supports such as Reasonable Accommodations in Certificate Examinations (RACE), Disability Route to Education (DARE) and language exemptions are discussed. The guidance counsellor has a key role in helping the student with dyslexia make key decisions such as subject and course choice. These decisions are crucial in helping the student cope and succeed. The article also discusses several dyslexia-friendly whole school policies such as easy-to-read style guide for notes and other documentation, the readability of textbooks, use of assistive technology and study skills for students with dyslexia.
The European dimension
The EU Council resolution on better integrating lifelong guidance into lifelong learning strategies, 2008 defines guidance as a continuous process that enablescitizens at any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their life paths in learning, work and other settings where it is possible to acquire and use these capacities and competences. Guidance covers a range of individual and collective activities relating to information giving, counselling,competence assessment, support, and the teaching of decision-making and career management skills. The European Lifelong Guidance Policy Network (ELGPN) 2008 -2015 was set up and funded by the EU Commission to support Member States to develop policies for lifelong guidance. ELGPN published guidelines for Member States http://www.elgpn.eu/publications Guidelines for Policies and Systems Development for Lifelong Guidance A REFERENCE FRAMEWORK FOR THE EU AND FOR THE COMMISSION Strengthening the Quality Assurance and Evidence-Base of Lifelong Guidance http://www.elgpn.eu/publications/browse-by-language/english/ELGPN_QAE_tool_no_5_web.pdf/ http://www.elgpn.eu/publications/browse-by-language/english/ELGPN_QAE_tool_no_5_web.pdf/ Designing and Implementing Policies Related to Career Management Skills (CMS) http://www.elgpn.eu/publications/browse-by-language/english/ELGPN_CMS_tool_no_4_web.pdf To access more information regarding the EUROPEAN DIMENSION - go to Euroguidance Ireland:
The Physical Environment
In designing the physical environment of the Information Centre of the Guidance Service consideration should be given to: Clearly displayed information in relation to resources such as: A user-friendly library or resource area which has up to date information relevant to target groups and the general public Space / spaces should be attractive and well equipped All materials and notice boards on display are in accessible units so that clients can freely browse. A well-equipped information technology area with workstations, PCs, web access, photocopying and video viewing facilities. A positive environment which may be achieved through the use of: Group guidance sessions: To provide a professional guidance service and confidential space for clients to engage with the guidance counsellor, the guidance environment is key. Group guidance involves individual clients working together with a qualified guidance counsellor facilitating the session. Often, in a group context, people share quite a lot about their individual experiences, their career aspirations, together with their challenges and achievements. Therefore, it is very important that the space/environment is conducive to the aims and objectives of the group work Information and communications technology (ICT) Guidance Services require access to broadband and appropriate Wifi to ensure provision of onine information to clients. Guidance services can consider provision of information using E-Guidance, telephone access and social media. In this context guidance services should develop a Social media policy. Outreach When guidance counsellors meet with their clients for ‘one to one’ sessions in an Outreach Centre, the space they work in should:
Delivering the Guidance Service
To date the Adult Educational Guidance Services based within the former VECs operated based on the guidelines laid out in the DES Operational Guidelines 2012. https://www.ncge.ie/sites/default/files/ncge/uploads/AEGI_Operational_Gu... These guidelines stated that the overall aim of the AEGI is: To offer a guidance service to adults which includes impartial adult education information, one-to-one guidance and group guidance, which will help people to make informed educational, career and life choices. The AEGI is based on an integrated model of adult educational guidance counselling which is: Guidance is a key aspect of further education programmes and should be available at all stages including pre-entry and pre-exit on an integrated basis. Under the AEGI, individual AEG Services (AEGS) provide personal, educational and vocational guidance which supports learners to make informed decisions (for example, about course choice and certification if required, progression plans, recognition of prior learning, etc). AEGS provide ongoing guidance which also supports the learner’s motivation to continue with a programme, especially where previous educational experiences may have been negative. All AEGS should be offered free-of-charge to any person who is in one of the target groups identified. Guidance provision in an FET Guidance Service is based on the needs of the clients / adult learners. This provision can take place in the offices / information centre of the Guidance service itself or via outreach to adult education / community education / training centres . We all recognise how important first impressions are and how much we are influenced by the environments we find ourselves in. A guidance environment, which is pleasant and welcoming, will create a positive climate in which to build our relationships with clients. Bright and well organised public spaces, comfortable meeting rooms and well-presented facilities will enhance the image of the Service and demonstrate respect for our clients. Being conscious of safety in our working practices will help ensure protection for our clients and ourselves Service delivery can include Provision of information to clients / groups or wider information seminars / exhibitions.
Continuing Professional Development (CPD)
NCGE designs and organises continuing professional development (CPD) programmes for guidance staff working in the FET sector.These include guidance co-ordinators, guidance counsellors and guidance information officers and other guidance staff based in FET NCGE CPD programmes for FET guidance staff aims to:- Provision of CPD NCGE provides CPD using a blended learning approach with online communication, pre-workshop activities and attendance at workshops . NCGE provides webinars with national and international experts in guidance providing, which can be attended by FET Guidance practitioners Guidance Counselling Supervision Supervision can be viewed as an integral part of continuing professional development. It provides a mechanism of support for guidance counsellors and can play a key role in 'self-care'. Supervision may take place on a 'one to one' level or in a group context. There are several reasons why it is important for guidance counsellors to have regular supervision:- Ethical requirement – Professional bodies , such as the Institute of Guidance Counsellors and AEGAI strongly recommend supervision as an integral part of the professional practice of members; The Department of Education and Skills recognises the role of supervision in ensuring good practive and thus requires guidance counsellors working in the AEGI service to attend either individual or group supervision for at least two hours per month; PLC guidance counsellors can access supervision through the DES funded guidance counselling supervision programme for post primary schools. Supervision helps ensure accountability in relation to guidance counsellor's one to one work with clients; Self care - It provides support to practitioners in relation to the management of client issues. Quality assurance - Supervision is a way of monitoring and evaluating our practice so as to maintain the quality and standards of the service we provide; Supervision can be provided on a one to one or group basis. Supervision must be provided by a supervisor accredited by a suitable organisation. For example IACP: http://www.irish-counselling.ie/infosheet12.htm gives a list of IACP accredited supervisors by geographical location
Record keeping and data gathering
The Adult Guidance Management System is managed by NCGE on behalf of DES and SOLAS. The SOLAS / NCGE AGMS database acts as a key tool in providing a quality service to adult guidance clients. This AGMS has developed since 2004 with review and consultation with the Adult Educational Guidance Initiative staff and management. The AGMS provides a confidential online database to assist client information management and to support review of and ensure planning for the guidance service delivery Due to the confidential nature of the guidance service to clients, it is only the guidance staff of the former Adult Education Guidance Services that have access to the AGMS for their ETB. Management have access to the overall statistics and reports available from the data. Professional practice is supported by the records kept . Records should reflect interactions with clients and groups and every session, phone call, meeting and drop-in is important. Both the client’s plan and progression are informed by the records. Good record keeping facilitates appropriate follow up and referral. Accurate data supports planning of the guidance service from a local and management level and informs national planning for FET guidance services At national level, SOLAS has access to the overall statistics to view the activities involved in the provision of guidance , number of 1-1 sessions, group sessions, information queries etc. SOLAS access the data 3 times per year in line with ETB reporting requirements. This data is collected at End May, End September and End of year . Guidance Services provide qualitative reports through the AGMS which provide the opportunity for service self -reflection and self-evaluation. The AGMS provides a facility for services to highlight Case Studies and examples of good practice. These reports are collated by NCGE to provide an Executive overarching report for DES / SOLAS . NCGE makes these reports available via www.ncge.ie
Guidance Service Staff
Staff of the AEGI guidance services in FET are currently employed under the terms and conditions laid out in: Circular 70/04 and Circular 0015/2007 https://ncge.ie/sites/default/files/AEGI_Operational_Guidelines_2012__FINAL.pdf