Challenges Addressed
6/14
- Blended counselling
- Exchange and knowledge transfer (among educational professionals, guidance counsellors, etc.)
- Facilitation of transition from school education to career selection
- Improve matching between skills and jobs
- Improvement of guidance/ employment services
- Increase the interaction between schools and professional life
- Increase the mobility of people in Europe for education and employment purposes
- Promote self-assessment
- Provision of low-threshold information on educational guidance to disadvantaged adult populations
- Raise awareness on guidance
- Reduce early school leaving
- Support those wishing to re-enter the labour market
- Tackling unemployment
- Target unemployment
Exchange and knowledge transfer (among educational professionals, guidance counsellors, etc.)
Facilitation of transition from school education to career selection
Improve matching between skills and jobs
Improvement of guidance/ employment services
Promote self-assessment
Raise awareness on guidance
The eGuidance service serves as a key online resource for LMI providing up-to-date and comprehensive information on education in Denmark and guidance tools empowering citizens to find answers about education and jobs. The service complements and improves the performance of the Danish guidance system by providing reliable, up-to-date information and facilitating the educational and occupational decisions of citizens through a broad array of digital means across the country.
Policy objectives
13/15
- Access to Lifelong Guidance Services
- Assessing the effectiveness of Lifelong Guidance Provision
- Assuring the quality of Lifelong Guidance Provision
- Career Management Skills
- Contributing the rise of mobility of people in Europe for education and employment purposes
- Funding Lifelong Guidance Services
- ICT in Lifelong Guidance
- Improving careers information
- Improving employability and supporting older workers
- Interactive online tools
- Raising the skills and qualifications of adults
- Raising the skills and qualifications of young people
- Strategic Leadership
- Supporting people at risk and disadvantaged groups
- Training and Qualifications of Guidance Practitioners
Access to Lifelong Guidance Services
Assessing the effectiveness of Lifelong Guidance Provision
Assuring the quality of Lifelong Guidance Provision
Career Management Skills
Funding Lifelong Guidance Services
ICT in Lifelong Guidance
Improving careers information
Improving employability and supporting older workers
Raising the skills and qualifications of adults
Raising the skills and qualifications of young people
Strategic Leadership
Supporting people at risk and disadvantaged groups
Training and Qualifications of Guidance Practitioners
INNOVATIVE ASPECTS OF LMI
5/21
- Blended counselling
- Creation of ePortfolios with students' skills and competences
- Crowed sourcing of expert knowledge on educational guidance
- Customisation of LMI through the users' adaptation according to their needs
- Data entered by end-users
- Effective job matching
- Guidance methods
- Informal LMI
- Innovative user profiling
- Interoperability with job-search engines
- Life course related filtering of LMI
- Matching of regional education to labour market
- News relevant to educational guidance
- Occupational information
- One-stop-shop
- Personalised educational advice
- Provision of additional information on the awards not available elsewhere, to make it easily understood to employers and institutions in other countries
- Provision of external links to available EC employment, guidance and educational services
- Real time LMI
- Scientific research on guidance
- Thematic compilation of third party LMI
Blended counselling
Interoperability with job-search engines
Occupational information
Personalised educational advice
Real time LMI
LMI is a core element and is used in a variety of manners:
- Providing information on education and training opportunities across Denmark, as well as guidance on how to select an appropriate educational path;
- Providing information on jobs, careers and available employment opportunities across Denmark. One interesting tool is JobCity, which is a virtually animated city where users can wander around and find out how education and training may be applied in different jobs and workplaces;
- Providing guidance on how to apply for jobs;
- Another interesting tool is “My Competence Portfolio” that facilitates users to create a comprehensive overview of what they have learned and the competencies they have acquired through their jobs.
The provision of LMI and guidance is based on a tailored guidance model, namely the C-model which was designed to fit the digital context of the service.
INNOVATIVE USE OF ICT
7/13
- Combination with offline elements
- Connection with third parties (LMI, PES, etc.)
- Customized RSS feed
- Dynamic interconnection of electronic resources according to a life course approach
- e-portfolio
- Interactive online tools
- Mobile app
- Online counselling
- Online wiki
- Open source
- Personalised information storage
- Quick diagnosis tool
- Social media utilisation
Connection with third parties (LMI, PES, etc.)
e-portfolio
Interactive online tools
Online counselling
Open source
Personalised information storage
Social media utilisation
- Utilises a cloud-based multi-channel contact centre provided by Intelecom in the form of a Software as a Service;
- Call-centre to facilitate their information and guidance services over the telephone;
- Web conferencing tool is employed;
- The service may be accessed online through the Education Guide, which was developed using HTML5 in Drupal, an open source platform;
- Education Guide was developed in accordance with the widely recognized WCAG 2.0;
- Representative selection of its different web pages was and is thoroughly tested by professionals.
Results and impacts obtained
- In numbers, users have grown to more than 110 000 in 2015.
- From a qualitative perspective, the interviews conducted during the fieldwork in Denmark suggest that the development and growing adoption of the eGuidance service appears to be creating a significant positive impact on the national lifelong guidance system as well as its stakeholders.
- Evaluation process: Follow-up survey, addressing users after the end of their digital guidance session. Asynchronous communication channel for users and stakeholders through the dedicated service's contact point. Interactions with other guidance practitioners and counselees in conferences. Feedback from users during their sessions. Satisfaction survey launched on the portal on a yearly basis. Focus groups and discussions with representatives of stakeholders.
Success Factors
- Long opening hours along the week;
- Broad array of digital channels to communicate and provide citizens with guidance;
- Use of a science-fuelled guidance model and toolkit;
- Well-qualified and highly skilled personnel;
- Synergies of practitioners with stakeholders;
- Openness to discuss with and collect feedback from users and stakeholders;
- Presence of the national web portal dedicated to educational and career information (Education Guide), which serves as a key source for LMI;
- Denmark’s high digital literacy.
Points of Attention
- Scepticism with respect to digital guidance.
- Lack of physical contact in digital guidance sessions.
- Different digital delivery methods.
Transferability elements
The implementation of the service takes place within the framework set out by the Danish Act on Guidance, supporting the strategic goals and policies of the national government.
The annual budget of the eGuidance service may be summed up to about EUR 4 384 404 per year plus an ad hoc amount of financial resources allocated at the development of its operation.
- 60 people work under the Division of Digital Guidance and Support; they are led by the Head of Division who is supported by team coordinators who help to manage the different activity streams in the framework of the Division.
- 40 practitioners are tasked with the implementation of the practice, serving as counsellors and as editors of the Education Guide.
- The Division encompasses 25 full-time and 15 part-time practitioners, who must have significant competencies in guidance and digital literacy with a good overall knowledge of the national education system. They must also have completed an appropriate education/training programme at diploma level in the field of guidance or be able to evidence via assessment and recognition of prior learning their qualifications.
- On-the-job training is provided to new practitioners following the completion of their tailored training.
- Quite simple technological infrastructure;
- Appropriate software supporting its different guidance delivery methods;
- Call-centre and laptop computers;
- User-friendly interface software to empower counsellors to easily manage the different digital communication channels from their laptop computers.
- Telephone is employed in the framework of individual guidance and is typically the preferred delivery method by people who are seeking an immediate response from a counsellor or a quick answer to a specific question.
- Stakeholder engagement is strategically integrated with a view to promoting the service's acceptance amongst users and stakeholders alike and collecting meaningful feedback for the service to improve and evolve in alignment with their needs.
- Fast pace in which ICT change the way people communicate and behave nowadays;
- Growing interest for public chats.
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