Green Inc (eu) Limited aims to provide high quality, impartial, information, advice and guidance services which promote the value of learning to learners, prospective learners and employers or other organisations representing current or prospective learners.

The IAG services support the Company mission of “Training done Properly” and our core strategy of progression enabling our learners to reach their potential. IAG is the responsibility of all staff. The company’s leadership believes that every individual should be treated with courtesy and fairness and we respect the rights and beliefs of each other, regardless of gender, marital status, age, disability, race, religion, sexual orientation or position within the organisation; and this has been embedded into our RAISE value system

We value new ideas and approaches and seek new opportunities and solutions to meeting the IAG needs and demands of our learners, employers and the local community whilst supporting national and regional education and economic strategies. We seek to encourage and celebrate creativity and to be supportive of innovation, learning from all that we do. We believe that our staff and students should work in an environment of friendliness, with a clear sense of purpose to achieve our mission and realise our vision.


To help all learners fulfil their potential and experience success through an educational environment, which responds to individual need and stimulates and challenges each and every student.

“We want to be known by our customers as having the best people to meet their needs; to ensure that all individuals, from all backgrounds, succeed on their learning journey; and to seek continuous improvement in the quality of our delivery.”

The processes of informing, advising and guiding learners are accorded a high priority and are seen as crucial in preparing learners to make decisions regarding the opportunities and challenges of adult and working life.


Information is data on opportunities conveyed through different media, both mediated and unmediated including face-to-face contact (individual, group, class etc), written/printed matter, telephone help lines, ICT software, websites etc.

Providing people with details about a range of available learning opportunities and related issues without any discussion of the relative merits of the options available.

This may include:

  • self help with some signposting assistance
  • a service delivered face to face or via the telephone or email
  • directing to further support and advice


“Providing an immediate response to the needs of clients who present or reveal a need that requires more than a straightforward information response. It is usually limited to helping with  interpretation and meeting needs already clearly understood by the young person and may or may not include signposting to guidance interviews where a more in-depth response can be provided.” Advice involves helping individuals to interpret information and choose the next step, this may include:

  • Helping a learner understand and interpret information
  • Providing information and answers to questions and clarifying misunderstandings
  • Understanding their circumstances, abilities and targets
  • Advising on options or how to follow a given course of action
  • Identifying needs – signposting and referring learners who may need more in- depth guidance and support.
  • Advisory work is usually provided on a one-to-one basis but may also be in groups.

Guidance aims to support students to:

“More in-depth help to explore options, relate information to individual needs and circumstances and make decisions about learning and career opportunities.  This could include helping  to set goals and drawing up an action plan.”

  • Better understand themselves and their needs
  • Confront barriers to understanding, learning and progression
  • Resolve issues and conflicts
  • Develop new perspectives and solutions to problems
  • Be able to better manage their lives and achieve their potential.

Guidance may also involve advocacy on behalf of some learners and referral for specialist guidance and support. This involves more in-depth one-to-one work conducted by guidance trained staff. Guidance usually involves the exploration of learner’s circumstances – their ideas, values, needs and beliefs in relation to opportunities or issues that are confronting or confusing them.