SHORT COMMUNICATIONS INFORMATION FOR GUIDANCE AND COUNSELLING IN BOTSWANA SCHOOLS

Information service is a vital component of guidance programme in schools. It provides students not only with basic knowledge about themselves but also knowledge in the areas of education, occupation and personal-social issues and decision making. Information is also vital during the counselling interview as the individual is assisted to understand himself/herself better. Formal guidance programme is being co-ordinated in Botswana Schools by the Guidance and Counselling Unit in the Department of Curriculum Development and Evaluation in the Ministry of Education. The Unit serves as the source of information in guidance and counselling for schools in Botswana and provides material in guidance and counselling. The University of Botswana also provides training in Counsellor Education for practitioners who offer guidance services in schools

Conducting inspections of local authority and voluntary adoption agencies : guidance on the inspection of adoption agencies

"This guidance is designed to assist inspectors from the Office for Standards in Education, Children’s Services and Skills (Ofsted) when conducting inspections of local authority and voluntary adoption agencies. It should be read in conjunction with the inspection framework and the evaluation schedule" - front cover

Conducting inspections of local local local authority fostering services and independent fostering agencies : guidance for the inspections of fostering services

"This guidance is designed to assist inspectors from the Office for Standards in Education, Children’s Services and Skills (Ofsted) when conducting inspections of local authority fostering services and independent fostering agencies. It should be read in conjunction with the inspection framework and the evaluation schedule" - front cover

Conducting inspections of secure training centres: guidance for the inspections of secure training centres

This guidance is designed to assist inspectors from the Office for Standards in Education, Children’s Services and Skills (Ofsted), Her Majesty’s Inspectorate of Prisons and the Care Quality Commission when conducting inspections of secure training centres. It should be read in conjunction with Inspections of secure training centres: framework for inspection and Inspections of secure training centres: evaluation schedule and grade descriptors. - Age: 12-1

The Impact of Careers Guidance for Employed Adults in Continuing Education

The validity of the matching estimator in programme evaluation depends on the completeness of the set of variables used for matching. When an attitudinal variable is relevant for the participation decision, but is either unmeasured or measured only after entry to the programme, estimates of effects may be biased or hard to interpret. This issue is investigated with data from an evaluation study of careers guidance for employed adults, which utilised the method of propensity score matching. Job satisfaction, measured shortly after entry to the programme, was found to be strongly associated with participa-tion, but may itself have been influenced by the early experience of careers guidance. Estimates of the impacts of guidance on several post-programme education and training outcomes are considered, both including and exclud-ing the job satisfaction measure from the participation model. Data experiments with adjusted values of job satisfaction are also performed. It is found that estimates of treatment effects are highly sensitive to these variants, and respond in a non-monotonic fashion. The implications for evaluation methodology are discussed.

Circular 02/05 : quality and standards : reviewing performance : arrangements for colleges and other providers

"This consultation circular is addressed to Learning and Skills Council (Council) funded colleges, Ufi hubs and other providers, including those delivering further education, work-based learning, adult and community learning, information, advice and guidance services and education-business links. Following evaluation of the current Council framework for performance review, the Council seeks a response to its proposals for a refined framework. Responses are sought from colleges, other providers and their representative bodies, learners and their representative bodies, inspectorates and awarding bodies as well as other stakeholders and those with an interest in post-16 learning" -- front cover

Developing and evaluating complex interventions: the new Medical Research Council guidance

<p><i>Evaluating complex interventions is complicated. The Medical Research Council's evaluation framework (2000) brought welcome clarity to the task. Now the council has updated its guidance</i></p> <p>Complex interventions are widely used in the health service, in public health practice, and in areas of social policy that have important health consequences, such as education, transport, and housing. They present various problems for evaluators, in addition to the practical and methodological difficulties that any successful evaluation must overcome. In 2000, the Medical Research Council (MRC) published a framework<sup>1</sup> to help researchers and research funders to recognise and adopt appropriate methods. The framework has been highly influential, and the accompanying BMJ paper is widely cited.<sup>2</sup> However, much valuable experience has since accumulated of both conventional and more innovative methods. This has now been incorporated in comprehensively revised and updated guidance recently released by the MRC (<a href="www.mrc.ac.uk/complexinterventionsguidance">www.mrc.ac.uk/complexinterventionsguidance</a>). In this article we summarise the issues that prompted the revision and the key messages of the new guidance. </p&gt

Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring. Executive Summary.

This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people’s aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.Brightsid

EVALUATION INSTRUMENTS OF COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM IN THE CULTURE OF HIGHER EDUCATION INSTITUTIONS IN INDONESIA

Program evaluation in comprehensive guidance and counseling is very important to determine the level of goal achievement. For the evaluation results to provide the right information, a valid and reliable instrument is needed. At the higher education level, the comprehensive guidance and counseling program, including the program evaluation component, does not have many references that users can refer to. The available references focus more on primary and secondary education levels. This research is intended to produce the intended evaluation instrument. Descriptive methods and literature reviews were used in this study. The data were revealed using a Delphi technique questionnaire involving three experts, then analyzed qualitatively and quantitatively. In this study, the constructs of evaluation instruments for comprehensive guidance and counseling programs were synthesized and modified from various expert opinions and professional organizations with two patterns of answers: yes and no. The resulting evaluation instrument needs to be empirically tested for its feasibility by involving adequate participants

Guidance on the self-assessment of a provider’s financial management and control arrangements using the financial management and control evaluation (FMCE) return: version 2, november 2010

This guidance has been prepared for the providers that the Skills Funding Agency takes the “lead” for on assurance matters. However, it is also equally applicable to those providers that the YPLA directly funds and l takes the “lead” for on assurance matters, that is, independent specialist colleges, sixth form corporations designated under the Apprenticeships, Skills, Children’s and Learning Act 2009 (local authorities) and certain non-college providers. The provider guidance in respect of the completion of the Financial Management and Control Evaluation (FMCE) return was previously prepared by the Learning and Skills Council (LSC). However, in accordance with the Apprenticeships, Skills, Children’s and Learning Act 2009 the Skills Funding Agency, the YPLA and local authorities1 took over the funding of further education, and the various responsibilities attached to this, with effect from 1 April 2010. As part of these new arrangements, the Chief Executive of Skills Funding has taken on board the responsibility of updating and developing the FMCE return and the associated provider guidance