Oromia Regional Government

Job Creation and Vocational

Bureau
Capacity Building Trainings
For Polytechnic Colleges
Vocation Guidance Coordinators
(VGC)
Financial Supporter: CARITAS
Switzerland
December 28-29/2023 Adama
Vocational
Guidance Counseling Guideline

VGC “key factor for employability”

 GOALS AND OBJECTIVES OF THE
GUIDELINES

The main objective of guidance

and counseling
is to improve learning, not only of skills and
knowledge directly connected to the trainee’s
world, but also of learning related to his/her
“inner world” - that is, an increased
understanding of self.

The VGC service in Ethiopia’s TVT system aims

to generate competent, motivated, adaptive,
and innovative professionals or technicians
capable of contributing to the country’s
economic progress.
 GOALS AND OBJECTIVES OF THE
GUIDELINES
Specific goals may include:
a) Assisting trainees in overcoming personal obstacles, developing self-control,
motivation, and a sense of purpose in life.
b) Providing appropriate knowledge, skills, and competencies to handle the
difficulties of vocational and career options, decision making, globalization, and
the workplace.
c) Reducing labor market supply and demand mismatches, addressing
unemployment, and enhancing labor mobility access.
d) Improving social skills and fostering the reintegration of marginalized and
vulnerable groups into training and employment, and including excluded groups
into mainstream TVT programs and labor market services.
e) Assisting students in understanding themselves and maximizing their strengths
and interests.
f) Responding effectively to the environment and the institution, as well as
acquiring capacity.
 SCOPE OF THE GUIDELINE
Three thresholds are established for vocational guidance and counseling at the national level:
a) Threshold 1: TVT trainees before completing training. The aim is to inform trainees
about training and career choices, helping them make informed decisions regarding their
vocational path.

b) Threshold 2: Entry into the labor market. Individuals reach the second threshold after
completing initial vocational training or initial academic training. The focus here is to support
individuals in successfully entering into the labor market with the occupational or
professional competences they have acquired.

c) Threshold 3: Continuous career development. The third threshold is ongoing and

pertains to individuals who have already entered the labor market. It addresses various
career development issues that individuals may encounter throughout their professional
journey. The issues addressed include how to re-enter the labor market after a period of
unemployment, whether and how to pursue additional education and training, if and how to
change occupations or vocations, and so on. Instruments for vocational coaching and
counseling must be tailored to the appropriate target groups. However, some instruments
are appropriate to all target groups at all thresholds
 Users of the Guideline
This guideline is primarily intended for
 public, private and non-governmental TVT,
 polytechnics, institutes and colleges.
 The primary target audiences of this guideline are Regional Labor
and training/Skills Bureau experts, deans, vocational guidance and
counselors working in TVT institutes and colleges.
 Deans, supervisors, and trainers in TVT (vocational and guidance
counselors, career advisers, industry liaison experts, placement
professionals) who work closely with trainees and graduates. •
 In addition, policymakers, stakeholders, partners, human resource
personnel from organizations, and training specialists working in
the industry or are interested in improving service effectiveness, as
well as guideline users
 SIGNIFICANCE OF VOCATIONAL GUIDANCE AND
COUNSELING SERVICES

The importance of vocational guidance and counseling service for different individuals,

stakeholders and target groups is listed below.

A. For Trainees and TVT graduates • Increased information available about

job and career options. • Increased opportunities for enhanced self-awareness and

mature decision-making. • Increased likelihood of finding a suitable job or career. •

Assist in the development and achievement of individual learning objectives.

Enhancement and preservation of employability (prevention of unemployment).

B. For TVT institutions/colleges • Increased trainee employment through

better matching of trainees with job opportunities. • More motivated trainees due to

increased self-awareness and hence more focused learning. • Improved efficiency of

the training system (reduction of dropout rates, transparency of training opportunities

 SIGNIFICANCE OF VOCATIONAL GUIDANCE AND
COUNSELING SERVICES

C. For Employers: • Prospective employees who are trainees or graduates are better informed about job
opportunities and more motivated to find suitable employment. • The matches between trainees/graduates

and job openings are significantly improved, resulting in less time spent searching for and evaluating

prospective employees. • Trainees’ job application skills improve, resulting in better and more targeted job

applications. The ability and willingness of graduates to engage in lifelong learning contributes to more flexible

staff, and thus more efficient and effective production and services.

D. Society: Possibilities for increasing the social integration of disadvantaged groups. • Better matching

between employers and employees leading to lower unemployment and higher productivity. • A stronger

partnership between all stakeholders. When vocational guidance services have strong ties to the labor market,

they can: Improve the accuracy and accessibility of information about short and long-term job opportunities

available to individuals. As a result, individual decisions about jobs and training opportunities can be improved,

as can the allocation of human talents within the labor market. Vocational guidance, in particular, can help

achieve a better match between interests, skills, and qualifications on the one hand, and available job

opportunities on the other. Assist in improving labor allocation across regions, industries, and occupations in

the face of labor supply and demand fluctuations caused by technological and structural changes
 MAJOR ACTIVITIES OF THE VOCATIONAL GUIDANCE AND
COUNSELING SERVICE

are
7.1. Career and Guidance Career center staffs
encouraged to provide career advising and/ or
individual counseling on a regular basis.

Main tasks of career counseling staff include providing

TVT trainees with career assessments, hosting
networking events, and assisting employers with
recruitment and hiring. Vocational guidance and
counseling centers can deploy the following process to
initiate vocational counseling service delivery:
 MAJOR ACTIVITIES OF THE VOCATIONAL GUIDANCE AND
COUNSELING SERVICE

Counseling Resource Analysis Based on the results of the

demographic analysis, VGC center team, under the direction of the
counseling service coordinator, will develop an objective of
counseling service in relation to the target number of beneficiaries
and the approach to be deployed.

On the basis of the objectives, the team has to analyze the capacity
of the center to carryout counseling services. The analysis should
assess the number of counselors (department based) available in a
given timeframe (daily, weekly and monthly) to run sessions.

The resource analysis should take in to consideration the standard

minimum number of sessions of 2-3 for one candidate while
analyzing capacity
 Develop Counseling Schedule
(Center based) Once the objectives for counseling service and the desired number of target
groups to be reached have been established, the team will develop center specific
counseling service schedule.

This schedule will only be used for sessions conducted at the center and will include
counseling dates, times and appointed counselors for potential target groups to use in
setting up appointments. Appointments can be arranged either digitally or manually using
admin assistant as a facilitator.

There will be 2 types of schedules Internal Schedule: to be used by counselors to book

recurring sessions after running 1st round counseling session with a candidate.

External schedule: this will be advertised for all target groups and is specifically designed for
conducting the first counseling meeting with new beneficiaries. The counselor, in close
collaboration with appointed administrative assistant, has to balance the number of
recurring and new counseling sessions held per week.
 7.2. Vocational Counseling Steps
The process of Vocational Counseling for trainees has a logical sequence that can generally be
followed as shown below:

Step One: Upon establishing a meeting, the counselor will conduct an assessment by
interviewing the trainees discussing topics like their values, goals, interests, strengths,
talents, etc. This interview serves as an opportunity to gain insight into how the trainees
view themselves and their situations.

Step Two: Trainees will complete various assessments, including an interest inventory, self-
describing checklist, and psychometric test. An interest inventory helps trainees clarify
their interests and suggests career clusters based on those interests. A self-describing
checklist allows trainees to conduct self-analysis regarding their goals, interests, and
qualifications. A psychometric test assesses a trainee’s strengths, abilities, and areas that
need improvement. The inventories should be age appropriate and take no longer than 30
to 40 minutes each to complete. Some inventories can be administered in groups and may
require two to three sessions to complete. Counselors should be cautious of giving more
 7.2. Vocational Counseling Steps
Step Three: Once assessments are completed, counseling sessions can commence. It is important
for counselors to address any discrepancies identified during the assessment phase at the
beginning of sessions. For example, a trainee’s job values may not match their job choices. It is
important for counselors to suggest that career decision-making is a lengthy process and may
require more than one or two sessions. Trainees must equally understand the importance of
investing personal effort into exploring and learning about various careers.
Step Four: After addressing discrepancies, counselors will share resources available at the VGC
center to help trainees reconsider their career goals and options. Counselors can recommend
career-specific books for trainees, who should also conduct their own research.
Step Five: With the guidance of counselors, trainees will engage in in-depth occupational
exploration using computerized and other relevant resources.
Step Six: Trainees should narrow down their final choices to three to five occupations, if one
doesn’t stand out by itself. As the final component of their exploration, trainees should also have
conversations with a career representative(s) from the occupation(s) of interest.
 7.2. Vocational Counseling Steps
Step Seven: Building a network will be a key component for counselors when assisting trainees
with their career search. Counselors should establish contacts within the community, including
individuals working in various occupations who would be willing to insights with trainees about
their respective occupations.
Step Eight: Once counselors have established a network, they will facilitate connections between
trainees and prospective mentors in their respective according fields. It is important that the
trainees also take an active role in this step by setting up interviews, maintaining contact, and
potentially engaging in job shadowing to gain hands-on experience.
Step Nine: During interactions with their mentors, trainees should gather as much information as
possible about the duties, realities, myths, and both pleasant and not-so-pleasant aspects of the
occupation, through thoughtful questioning. Step Ten: At this stage, trainees should have a firm
understanding of the occupation that best suits their abilities and interests. Once the exploration
phase is complete, counselors will help trainees in exploring work opportunity plans such as: job
fairs, internship opportunities, and career-building programs.
 Job fairs
serve as platforms, both in-person and online, where job seekers
can connect with potential employers. These fairs provide a simple
and accessible way for job seekers to interact with hiring managers.

They offer businesses an opportunity to screen and select

individuals for immediate or long-term job openings.
Job fairs are considered uniquely efficient and cost-effective
platforms – for both parties - that cater to various goals depending
on how they are organized.

The major goal of organizing job fairs is to create a forum of Job

Opportunities where key stakeholders of the vocational guidance
and counseling service centers may exchange their requirements
for TVT graduates
 Job-fair cost benefit analysis

When TVT institutions consider organizing a job fair, it is essential to conduct situational analysis

to understand the costs associated with organizing the event versus the benefits derived

from it. The costs involved go beyond financial aspects and also encompass expectations and

preparations.

After analyzing every possible scenario, the TVT institutions has to do a cost Vs. benefit analysis

based on the following factors: • Number of Organizations vs. Number of Trainee: TVT

institutions should compare the number of organizations attending the event with the

available pool of graduates. If the number of the organizations is insufficient, then the TVT

institutions will understand there is a need for additional efforts in employer on boarding. In

such cases, strategic measures can be implemented to ensure an adequate number of

employers participate.
 9.4. VGC Coordinator Role
a) Work with the deans to make sure VGC is well aligned in the college’s operations.

b) Assist the counselors and other relevant staff in planning and delivering a guidance
program;

c) Coordinate the delivery of guidance and counseling services for trainees with identified
needs;

d) Establish and maintain a guidance resource center with the up-to-date information
necessary for program delivery;

e) Support in arranging referrals of trainees to appropriate service outlets and agencies

when required;

f) Ensure that placement decisions are based on the psychological assessment and
testing;

g) Maintain effective liaison between the center and the institutions’ leadership, and
external relationships with parents, service-giving agencies, business and industry, and
related entities;
 9.4. VGC Coordinator Role
H). Carry out administrative tasks necessary for the efficient and effective delivery of
the guidance and counseling program or services;

I) Design research and tracer studies and participate in the research activities;

J) Serve as senior expert and manage cases referred by the vocational guidance
counselors;

K) Arrange debriefing sessions and play the educational, administrative and emotional
support as a counseling supervisor;

L) Manage industry linkages and facilitate exchange programs with partners, including
industries;

m) Conduct action research, including tracer studies;

n) Organize job fairs and apprenticeship activities

o) Raise awareness about the utilization of VGC services

 10. GENDER AND DISABILITY INCLUSION IN VGC
SERVICES

Gender and disability concerns must be considered in career choice,

career development, and access to resources, not only from a moral
standpoint, but also from a legal and ethical standpoint. Vocational
guidance counselors must advocate for gender and disability concerns
while still providing equal opportunities. This can be achieved through
the following actions:
a) Providing gender-fair and disability-sensitive counseling, which
includes examining counselor attitudes;
b) Reevaluating assessment tools and their application to identify
gender and disability issues;
c) Developing gender-fair, culturally-sensitive, and inclusive career
development program;
d) Ensuring accurate gender-appropriate information and
consideration of disability issues.
7.2. Vocational Counseling Steps
The process of Vocational Counseling for trainees has a logical sequence that can generally
be followed as shown below:
Step One: Upon establishing a meeting, the counselor will conduct an assessment by
interviewing the trainees discussing topics like their values, goals, interests, strengths,
talents, etc. This interview serves as an opportunity to gain insight into how the trainees
view themselves and their situations.
Step Two: Trainees will complete various assessments, including an interest inventory,
self-describing checklist, and psychometric test. An interest inventory helps trainees
clarify their interests and suggests career clusters based on those interests. A self-
describing checklist allows trainees to conduct self-analysis regarding their goals,
interests, and qualifications. A psychometric test assesses a trainee’s strengths, abilities,
and areas that need improvement. The inventories should be age appropriate and take
no longer than 30 to 40 minutes each to complete. Some inventories can be
administered in groups and may require two to three sessions to complete. Counselors
should be cautious of giving more than one instrument to trainees at a time.
Step Three: Once assessments are completed, counseling sessions can commence. It is
important for counselors to address any discrepancies identified during the assessment
phase at the beginning of sessions. For example, a trainee’s job values may not match
their job choices. It is important for counselors to suggest that career decision-making is
a lengthy process and may require more than one or two sessions. Trainees must
equally understand the importance of investing personal effort into exploring and
7.2. Vocational Counseling Steps
Step Four: After addressing discrepancies, counselors will share resources available
at the VGC center to help trainees reconsider their career goals and options.
Counselors can recommend career-specific books for trainees, who should also
conduct their own research.

Step Five: With the guidance of counselors, trainees will engage in in-depth
occupational exploration using computerized and other relevant resources.

Step Six: Trainees should narrow down their final choices to three to five
occupations, if one doesn’t stand out by itself. As the final component of their
exploration, trainees should also have conversations with a career representative(s)
from the occupation(s) of interest.

Step Seven: Building a network will be a key component for counselors when
assisting trainees with their career search. Counselors should establish contacts
within the community, including individuals working in various occupations who
would be willing to insights with trainees about their respective occupations.
7.2. Vocational Counseling Steps
Step Eight:
Once counselors have established a network, they will facilitate connections between trainees and
prospective mentors in their respective according fields. It is important that the trainees also take an
active role in this step by setting up interviews, maintaining contact, and potentially engaging in job
shadowing to gain hands-on experience.

Step Nine:
During interactions with their mentors, trainees should gather as much information as possible about
the duties, realities, myths, and both pleasant and not-so-pleasant aspects of the occupation, through
thoughtful questioning.

Step Ten:
At this stage, trainees should have a firm understanding of the occupation that best suits their abilities
and interests. Once the exploration phase is complete, counselors will help trainees in exploring work
opportunity plans such as: job fairs, internship opportunities, and career-building programs.
Job fairs
Job-fairs serve as platforms, both in-person and online, where job seekers
can connect with potential employers. These fairs provide a simple and
accessible way for job seekers to interact with hiring managers. They offer
businesses an opportunity to screen and select individuals for immediate
or long-term job openings.

Job fairs are considered uniquely efficient and cost-effective platforms –

for both parties - that cater to various goals depending on how they are
organized.

The major goal of organizing job fairs is to create a forum of Job

Opportunities where key stakeholders of the vocational guidance and
counseling service centers may exchange their requirements for TVT
graduates