Day 3. Counseling techniques for vocational traineez

Counseling

1. Organized by: GIZ-STEP Program, in collaboration with Game Changers Consulting PLC ToT Training on: Counseling Guidelines and Techniques 17 th – 19 th May, 2024 Elilley International Hotel, Addis Ababa

2. Day 3

3. Before Tea Break IX. Leveraging ICT in Vocational Guidance and counseling 9.1 Session objectives 9.2. Use of ICT in Vocational guidance and counseling services 9.2.1. Use of ICT for trainee’s vocational development Before Lunch X. Graduate Tracking 10.2. The concept of graduate tracking Before Tea Break XI. Collaboration and Partnerships 11.1 Building Partnerships with Employers 11.2 Referral Networks for Specialized Services 11.3 Advocacy for VGC Services at the Local and National Levels 11.4 Participating in Job Fairs and Networking Events Before Closure XII. Emergency Preparedness and Crisis Management 12.1 Developing Emergency Response Plans 12.2 Crisis Intervention Procedures Day 3 schedule

4. Leveraging ICT in Vocational Guidance and counseling Use of ICT in Vocational guidance and counseling services VGC involves gathering, analyzing and storing of data. This can be achieved by use of management information solutions and platforms. In recent years new technologies have resulted in sweeping changes in the area of career consulting services. These changes have impacted in two key areas: they are consistently modifying the existing services in the way they are designed and delivered They allow the development of new innovative services, completely different and radically shaped by the technology through which they are provided In response to in above career services are obliged to deliver their activities through accessing the newest information technologies. This has produced quite consistent changes in terms of: Purchasing or accessing to modern media (hardware and software) Skills and competencies up-dating Access to the Internet

5. K Use of ICT for trainee’s vocation development As work environments continue to change with increased use of technology, it’s important that employees continue to re- skill and up- skill in order to perform their work more effectively. Today’s work environments also need people who can perform different tasks as some jobs continue to become obsolete. E.g., an employee is expected to type and print documents without depending on secretaries and copy typists. Some of the ICT skills required include: Here is a list of the top five ICT skills all employees should have Basic operation of ICT hardware – Including printers, scanners, photocopiers, smartphones, tablets and projectors Safe internet usage – Such as using search engines for research purposes or updating company social media accounts. Typing – The ability to use a word processing program (such as Microsoft Word) to create letters, agendas and minutes. In some roles (such as medical or legal secretarial work), audio transcription skills will be required .

6. G raduate Tracking The concept of graduate tracking Understanding of what graduate tracking actually is it can be considered as all systematic approaches that TVT institutions are putting in place to follow: Trainees vocational path during study for a qualification Entry of graduate into the labor market and their progression within it Entry and progression of graduates into other education programs.

7. Importance of graduate tracking It helps TVT institution to understand reasons for trainee’s dropout, and to consider professional vocational prospects for the revision of the curricula accordingly. Tracking is also used in identifying and targeting potential trainees and for planning for the next intake. Tracking is instrumental in improving the quality of learning hence trainee retention. It can also be used for benchmarking within the institution or between institutions. With growing competition between TVT institutions, tracking can be used for marketing and gaining popularity of the institution. Tracking contributes to assessing the impact of reforms in TVT, hence informing policy.

8. Graduate tracking methods A combination of methods and tools can be used to conduct graduate tracking at various levels. Graduate tracking team needs to be equipped with the necessary knowledge to be able to identify the right methods and tools to apply in different situation. Use of administrative data such as examination performance records to establish trainee’s qualification Such data can be gathered using document analysis schedule. Use of quantitative and qualitative surveys to keep track of graduates at the workplace.

9. Labor Market Intelligence Concept of labor market information Labor market information is a crucial element of VGC. Labor market information helps to explore options and alternatives in the world of work, and how to reach them. Our concern is majorly how our TVT graduate can access information that can help them navigate the world of work Depending on the life stage and the personal situation of individual, different types of labor market information will become more or less relevant. Labor market information is useful for VGC activities for a broad range of user groups within and outside TVT institution. 1 Assessing labor market information The quality standards for labor market information should be high because it has many dimensions and thus not easy to work with.

10. Integrating labor market intelligence in VGC VGC is the main vehicle that delivers LMI to the trainees and graduates in TVT. The VGC practitioner need to therefore understand how to integrate LMI into CG&C in a seamless manner it is essential for VGC officer to make labor market information effective for VGC purposes. The practitioner needs to select the LMI appropriate for working with a particular client or a group of clients at a particular time . Mediate the LMI effectively with the client(s) during their guidance activities with clients; Treat and respond to questions that reach the practitioners through by email, telephone, the internet, social media or other digital communication platforms Make the client more independent in working with LMI Making use of outreach strategies to promote the use of LMI.

11. Required LMI skills for VGC officers Being familiar with the concept of LMI for lifelong guidance. Being familiar with different working environments: public sector, private sector, entrepreneurship. Searching, researching and finding LMI. Validation of LMI reliable and good quality sources Creating a single point of entry, a portfolio of key LMI sources supporting your daily work Advising clients based on LMI (select LMI and manipulate effectively for their clients). ICT skills: Digital literacy and new communication habits, understanding how the users integrate new technologies into their lives and how to adjust the dissemination of LMI accordingly. Working with new ways of communication, working with new technologies

12. LMI for special needs VGC officer should be aware of a broad variety of ability patterns among trainees. These variations could be influenced by gender, educational profile, language ability, social situations, migration background, cognitive ability leading to different requirements for presenting and working with labour market information in guidance activities within TVT environment. While working with groups with special needs, it is important to define the needs and ability of the clients. And design your guidance activities from the start to be as accessible as required for the context and groups of trainees.

13. Apprenticeship in Vocational Guidance and counseling Meaning of apprenticeship Apprenticeship can be said to be a system of training that consist of both on- the- job as well as off-the- job training. It is undertaken by an individual who desires to be recognized in a specific trade or career. The person completing the apprenticeship is known as an apprentice, and this individual learns the necessary skill by carrying out common tasks for a pre-determined length of time. Training is administered by a master craftsman or a professional. An apprenticeship program, apart from the traditional apprenticeship where uneducated person works alongside an experienced person in a certain line and eventually acquires a skill apprenticeship is yet to take root .

14. 1. Apprenticeship: Structure: Apprenticeships are long- term, structured training programs typically lasting from one to five years, depending on the industry and occupation. Duration: They involve a combination of on- the- job training and classroom instruction, where apprentices work under the guidance of experienced professionals (mentors ) Internship : Structure: Internships are short- term, temporary positions that provide hands- on experience in a particular field or industry. Duration: They typically last from a few weeks to several months, although some internship can extend up to a year. Purpose: Internships offer students or recent graduates the opportunity to apply theoretical knowledge gained in the classroom to real- world work settings.

15. Cooperative Training (Co- op): Structure: Cooperative training programs integrate periods of academic study with alternating periods of paid work experience related to the students' field of study. Duration: Co-op programs can vary in length, but they are often structured as semester- long or year- long arrangements. Purpose: The main objective of cooperative training is to provide students with a balance of academic learning and practical work experience. By alternating between classroom instruction and on-the- job training, students gain a deeper understanding of their chosen field and develop valuable workplace skills.

16. Roles and responsibilities of various stakeholders in apprenticeship Link the TVT institution and the industry Offer VGC to the newly appointed apprentices who are not sure of the vocational choice to make Advise the TVT institution to match the labor market demand and supply by providing courses that match the industry demands. Contribute to the designing and development of apprenticeship training programs. Oversee the implementation of the apprenticeship program . Work closely with incubation centers to ensure youth innovation capacity matching with employer’s needs. Coordinate the assessment of the apprentices by the internal verifier and external examiner preferably from the industry. Write a report for the entire apprenticeship exercise for every apprentice.

17. Entrepreneurship in Vocational Guidance and Counseling Dimensions of entrepreneurship Entrepreneur is a person while entrepreneurship is a process. Entrepreneur is a person who comes up with a business idea and mobilizes resources to bring the idea to a reality and Entrepreneurship is the process of scanning the environment, identifying a business opportunity, mobilizing the necessary and available resources, undertaking risks and economic uncertainty in order to initiate an enterprise to satisfy a need and to make profit.

18. Characteristics of entrepreneurs Visionary : Risk- taking: . Resilience : Creativity: Adaptability: Passion: Persistence: Resourcefulness: Leadership: Customer Focus:

19. Role of Vocational guidance and counselor in Entrepreneurs 1 . Identifying Entrepreneurial Potential: Exploring Entrepreneurial Opportunities: Developing Business Plans : Acquiring Skills and Knowledge: Accessing Funding and Resources : Building Networks and Support Systems: Overcoming Challenges: 8. Evaluating Progress and Making Adjustments:

20. 3 things you gained 2 things you will use in your VGC center right away 1 thing you want to learn more about 3-2-1 Evaluation/wrap-up for the day

21. THANK YOU!