3NCGE NEWS Summer 2012GeneralDirector's NoteWelcome to the Summer Edition of NCGE News. The theme of this issue is Confidence through Evidence which provides an opportunity to look at how data, evidence and research on practice can influence policy and inform the ongoing development and provision of quality guidance. All recognised schools and centres for education in Ireland, are regulated by the Education Act, 1998. Pertaining to the function of a school in relation to guidance in education, Section 9 of the Education Act states that 'A recognised school shall provide education to students which is appropriate to their abilities and needs and, ... it shall use its available resources to-(c) ensure that students have access to appropriate guidance to assist them in their educational and career choices.Looking to European policy, the EU Council 2008 Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies recommends that EU member states support the integration of lifelong guidance into lifelong learning and that a core work of guidance is the development of career management skills. While these policies provide direction in the changing landscape, they can raise questions for us too. For instance, how do we know that, what we as guidance providers are providing (a) is what the client/student needs, (b) is of benefit to them, (c) is guidance?Another question raised, is how can we differentiate between the input of one-to-one guidance as opposed to group guidance? Recent government decisions within the overall budgetary strategy, has altered the provision of resources for guidance to schools. Post primary schools and Colleges of Further Education will, from September 2012, have the autonomy to manage the guidance provision within their school. Whole school guidance programme planning, which has been a policy of the DES for several years, supports clarification of the guidance provision in the school or college and the roles and responsibilities of all those involved. So, what do we mean by confidence through evidence? It is no longer the case that a qualification for a role is enough of a guarantee of quality. However it is a vital starting point. We must be clear on what guidance is. Understanding the developmental theories and pedagogical approaches behind the guidance provision in one-to-one and group sessions is key to quality provision. Guidance provision is not just a chat with a student/client. We must be clear on how we can document and measure the guidance delivered. Ensuring the quality of the guidance provision requires data and evidence with a focus on the supports to, provision of and outcomes of guidance. Providing information leaflets on courses available is not enough to support the evaluation of 1 http://www.consilium.europa.eu/uedocs/cms_Data/docs/pressdata/en/educ/104236.pdf CLICK toLINK

4GeneralDirector's Note continuedNCGE NEWS Summer 20122 http://www.iccdpp.org/Portals/1/Documents/Symposia/IS2011/IS2011%20Communique.pdfCLICK toLINKskills and interests and the development of career decision making, it is only one element of guidance provision. Support of management for provision of impartial information, on-going attendance at essential continuing professional development and guidance counselling supervision, and a record of these activities is essential.Recently, NCGE published Research on the Practice of Counselling by Guidance Counsellors in Post Primary Schools to provide relevant stakeholders with information on the nature, scope and context of counselling practice by guidance counsellors in schools. The research findings and recommendations provide stakeholders with information on the nature of counselling within the guidance programme. These findings can contribute to and encourage further dialogue on policy, delivery, supports and training and continuing professional development in this area.Working with a guidance client or group session, good practice would require that guidance counsellors confidentially record the assessments completed, the interests identified and the issues arising of a personal counselling nature. This informs the preparation of class/group work, the next one-to-one session, the information required by the student/client. In essence, it informs provision. The gathering of information from representatives of 31 countries at the sixth International Symposium on Career Development and Public Policy held in 2011 highlights the changing role of guidance provision in 21st century. The communiqué from the symposium represents a summary of the collective conclusions of those present at the event and is addressed primarily to policy-makers. The communiqué highlights 'A strong research and evidence base is also an essential underpinning for good practice in career development delivery'. Data gathered in guidance can have various purposes including informing service delivery, strategic planning and service improvement. This same gathering of data can support and develop quality of guidance interventions, and can be used to inform policy makers and funders. It allows for strategic planning for changes when necessary. In this issue of NCGE News we have examples of how career guidance services in other jurisdictions are looking at how to measure the impact and effectiveness of guidance, and how career guidance services can adjust and develop programmes specifically targeted to the needs of clients based on information available, sometimes in emergency situations (such as the New Zealand earth quake). We highlight some recent research which can inform future practice and developments.Gathering data on guidance provision requires strategic planning from policy makers to review existing accountability frameworks as well as 'buy-in' from practitioners. Education training focuses on reflective practice. While the guidance community within the education sector is preparing for potential changes to provision and service delivery, it may be time for us all to take stock and use this opportunity to shape the future of guidance to include the gathering of evidence as an automatic element of service. We need to step back and start to see the wood from the trees. Producing evidence in guidance, measuring inputs, outcomes, and provision will not work if it remains a top-down approach. By attaining data on guidance we are offered a chance to clarify the role of guidance and the benefits of guidance both to the person and to our wider society. Gathering evidence provides an opportunity for guidance practitioners to document their commitment and dedication to provision of appropriate, quality guidance to students and clients and to highlight this nationally.Is mise le measJennifer McKenzieDirector