7. CONTINUING EDUCATION AND TRAINING
which allows the learner to complete the course. The vocational training programme also defines the methods for assessing learning outcomes. Assessment arrangements for individuals undertaking practical placements cover both attendance and the performance of tasks specified in the practical placement programme. The knowledge and skills acquired are not subject to assessment. In the case of training courses co-organised by the labour offices, methods used to assess learning outcomes are determined by training providers. An individual who has completed training in a non-school setting receives a certificate. Those who have passed an examination upon completion of a course or practical placement are awarded a certificate confirming vocational qualifications. Those who have passed an examination upon completion of a vocational course are awarded a certificate of completion of such a course and, if applicable, a certificate confirming vocational qualifications. Results achieved at the end of a vocational course are recognised by vocational schools for adults. An individual who has passed a qualifying exam for a vocational title or the title of Master Craftsman obtains a certificate confirming a given vocational title or a Master Craftsman diploma issued by the examination board. An individual who has passed an exam taken upon completion of vocational training for adults receives a certificate confirming the skills acquired. Adults may also follow qualifying vocational courses, courses on vocational skills and courses on general skills (see section 4.3. and Regulation by the Minister for National Education of 11 Jan 2012 on continuing education in out-of-school forms)
7.4 Guidance and counselling Public employment services are in charge of co-ordination of activities in the field of continuing education and training of the unemployed and job-seeking persons, diagnosing the needs of the labour market with respect to the continuing education and training of the unemployed and job-seeking persons, defining and implementation of tools leading to coherence between the needs of the labour market and areas of training and vocational training, and initiating the social dialogue on the employment policy and continuing education of the unemployed and job seeking persons. Advisory and professional guidance activities can be organised by public educational institutions (centres for psychological-pedagogical support, career guidance officers in schools) and in the labour sector. These activities aim at the provision of suitable | 82