School and WOW_Conference Report_Finland

Transcription

Conference Report
“School and the World of Work”
Preparing young people
for a changing world of work
9th – 11th June 2008
Jyväskylä, Finland
Participated countries:
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Italy
The Netherlands
Poland
Romania
Slovakia
Spain
2008
Page 1
Table of content
Table of content
Preamble................................................................................................................... 3
The Comenius Network “School and the World of Work”................................... 3
Agenda .............................................................................................................. 6
Explanation and arrangement of exchange of good practise during the
conference ......................................................................................................... 9
Validation form for good practise ..................................................................... 11
The factors behind the success - PISA studies....................................................... 13
National core curriculum as a qualitative................................................................. 18
benchmark in lifelong guidance............................................................................... 18
Managing career resources and regional communication between schools,
enterprises and social partners in web-based platform - design strategies............. 26
Introduction to and management of ........................................................................ 29
work practise period vacancies in the Internet ........................................................ 29
Preparing young people for a changing world of work ............................................ 31
“Career distance guidance for schools in ................................................................ 32
disadvantaged rural areas” ..................................................................................... 32
Three-tiers-structure of............................................................................................ 34
counselling in schools in Austria ............................................................................. 34
The guidance counsellors’ training towards Europe based on the projects............ 36
Einstein4ALL........................................................................................................... 40
Guidance system in education and employment..................................................... 42
Good practices in transitions from school to work in Italy........................................ 53
SCHOOL LABOUR OFFICE ................................................................................... 56
Ambassadorsnetwork…. ......................................................................................... 58
“Career Catching Coach” ........................................................................................ 61
The Information and Career Counselling Project .................................................... 65
FUNDACION RED ANDALUCIA EMPRENDE ....................................................... 67
Preparing young people for a changing world of work ............................................ 70
Format for Reference Acitivities .............................................................................. 71
Page 2
Preamble
Preamble
The Comenius Network “School and the World of Work”
Partners: Austria, Czech Republic, Denmark, Finland, Germany, Greece, Italy,
Poland, Netherlands, Romania, Slovakia and Spain
The central aim of the network “School and the world of work” is to give contributions for
improvement of policies, strategies, structures and processes in Europe, to give all
young people a chance for a successful pathway from school education to the world of
work and employment.
This task is seen as a part of European policies for the Youth, for education and
employment, and as a part of Strategy for Lifelong Learning within the Lisbon Agenda is
one of the most important tasks of European strategies for education, for employment,
for lifelong learning and for social cohesion. The main approach of the Comenius
network “School and the World of Work” is, that the best way to fight against youth
unemployment is to improve proactive processes at all interfaces between school and
the “World of work” that youth unemployment can´t emerge at the beginning of career
pathways of young people.
There exist a lot of experiences, developments and best practices in European
countries. The gap is however missing clear pattern of the main criteria for successful
transition for young people from school to work and of the most hindering aspects for
successful and smooth transition.
The benchmarks for the last interim report 2006 shows, that some reforms are moving
forward but not enough, especially in the field of youth unemployment and the transition
from young people from school to the world of work. A casual point is, that the
benchmarks – especially low achievers in reading, upper secondary completion, early
school leavers – in several countries don´t correlate with the situation of young people
in further pathways, in labour market and employment. A main thesis is that there are
essential additional aspects responsible for a successful and smooth transition from
young people from school to the world of work in a smooth and sustainable successful
way.
The network discovers, analyzes, documents, disseminates the casual elements of
successful preparation, orientation, guidance, counselling and coaching of young
people at the process from the initial education to a further pathway in profession and
the world of work. This work will be done in 3 working groups: 1) Principles and criteria,
2) School and 3) Transition.
Principle, criteria and methods of the network are: strict reference to European policies
and strategies, evidence based exchange of experiences, transfer from best practise
examples between the partner countries, analyse and description of special models in
fields of special interest. The Partnership consists of various types of institutions with
responsible and experience at the interface between school and world of work with
additional background of national and regional networks.
Page 3
Preamble
The partners in the network:
Austria
Styrian Association for Education and Economics
Czech Republic
Association of Educational Guidance Counsellors
Denmark
VUE – The National Knowledge Centre for Educational and
Vocational Guidance
Finland
University of Jyväskylä
Germany
Ruprecht-Karls-University of Heidelberg
Greece
Greek-German Education
Italy
Eurocultura
The
Netherlands Municipality of 's-Hertogenbosch
Poland
Jagiellonian University
Romania
Institute of Educational Sciences
Slovakia Slovak
Academic Association for International Cooperation
Spain
Andalusian Entrepreneurship Network
Participants
Austria “Styrian Association for Education and Economics”
Peter Härtel
Michaela Marterer
Czech Republic “Association of Educational Guidance Counsellors”
Libuse Triskalova
Irena Leva
Zdenek Triskala
Denmark “VUE – The National Knowledge Centre for Educational and Vocational
Guidance”
Carla Tonder Jessing
Lisbeth Hojdal
Finland “University of Jyväskylä”
Jaana Kettunen
Seija Nykänen
Germany “Ruprecht-Karls-University of Heidelberg”
Peter Weber
Greece “Greek-German Education”
Nora Gikopoulou
Italy “Eurocultura”
Luciana Levi Bettin
Gianluigi Rago
The Netherlands “Municipality of 's-Hertogenbosch”
Theo van de Veerdonk
Hetty Oomens
Hans Migchielsen
Page 4
Preamble
Poland “Jagiellonian University”
Monika Zdziech
Czeslaw Noworol
Romania “Institute of Educational Sciences”
Speranta Tibu
Alina Gavrilita
Slovakia “Slovak Academic Association for International Cooperation”
Jozef Detko
Maria Vojtova
Spain “Andalusian Entrepreneurship Network”
Maria Jose Cousinou
Speakers during conference and study visits
Mr. Raimo Vuorinen, University of Jyväskylä
Professor, Mr Jouni Välijärvi, Director of the Institute for Educational Research
Principal Mr Matti Virtala
Kuisma Niemelä, President, CEO S group Keskimaa
Mr Matti- Vesa Volanen
The second thematic conference of the network was focused on the theme “Preparing
young people for a changing world of work” and was held on
9th -11 th of June 2008 in Jyväskylä, Finland.
Thanks to the University of Jyväskylä who hosted this conference.
This conference reports includes the presentations and good practises presented during
the conference and is part of the area “School”, reflects the elements of the situation in
the partner countries and gives inputs for the common European development
especially in this field.
One of the aims of the 2nd thematic conference was to create on basis of exchange of
good practise a common structure to describe good practise for the websites area
“reference activities” to built up a search engine concerning specific criteria and
principles and give the target group of the network the opportunity to search for
practises and policy measures in the area “School and the World of Work”.
All further information about the project and contact in the partner countries you find on
the website: www.school-wow.net.
Co-ordinator:
Peter Härtel
Michaela Marterer
mm@stvg.com
ph@stvg.com
Freiheitsplatz 2
8010 Graz
Austria
Page 5
Preamble
“Preparing young people for a changing world of work”
Agenda
Monday 9th of June
8:45 leaving hotel to the meeting place. Walk with Ms Jaana Kettunen to Agora Building
which is next to the hotel. Meeting room is Lea Pulkkinen Hall on the 4th floor.
9:00 -10:30
Opening of the thematic Conference
Welcome to Jyväskylä
Ms Jaana Kettunen
The context of the Conference in the Network “School and the WOW”
Mr Peter Härtel
The factors behind the success - PISA studies
Professor, Mr Jouni Välijärvi, Director of the Institute for Educational Research
10:30 – 11:00 Coffee break
11:00 – 12:00
National co-curriculum as a qualitative benchmark
Mr Raimo Vuorinen
12:00 – 13:00 lunch
You have to pay by yourself
13:00 – 14:30
Managing career resources and regional communication between schools, enterprises
and social partners in web-based platform - design strategies
Mr Raimo Vuorinen & Ms Jaana Kettunen & Study counselor
14:30 – 15:00 Coffee or fruits
15.00 – 16.00
Overview about the country reports: Similarities, differences in the partner countries and
possible effects for the common work
Mr Peter Härtel
17:00 Departure from the hotel to the Kuhankoski Institute, Vocational Special
Education Centre
17.30 – 18.30 From school to world of work - Vocational Special Education
Principal Mr Matti Virtala
18.30 Sauna and buffet dinner (you are invited)
21:30 Departure from Kuhankoski back to the hotel Alba
Page 6
Preamble
Tuesday 10th of June
8:45 leaving hotel to the meeting place. Walk with Ms Jaana Kettunen to Institution for
Educational Research (700 meters).
9:00 -11:00
Exchange of good practise: topic school
All partners
11:30 – 12:30
The work in school and its impact for a successful transition for young people
Common discussion in plenary session with an input from
Mr Matti- Vesa Volanen: “Transitions needs definitions of positions”
12:30 – 13:15 lunch
Each partner can decide who will join the organisational issues or join the visit of team
academy.
Group 1:
13.15 – 14.30
Communication materials for the
network and for national dissemination
Common discussion about Website,
Database, Leaflets, administrative and
financial issues and open questions
from the partners
Ms Michaela Marterer,
Mr Johannes Franek
Group 2:
13:15 – 13:45
Walk to the team academy through
beautiful campus
13:45-14:45
Team academy presentation
14:45-15:00
Walk to Hotel Alexandra
14:30 – 15:00
Walk to the Hotel Alexandra through
beautiful campus
Group 1 and group 2:
15:00 – 16:00
S group Keskimaa – – presenting the company’s view on a topic
Kuisma Niemelä, President, CEO
18:30 Hotel Alba Walk with Ms Jaana Kettunen to harbour
or stay in town and meet the group at the harbour at 18:45
19:00 - 22.30 Dinner cruise on Lake Päijänne (you are invited)
Page 7
Preamble
Wednesday 11th of June
8:45 leaving hotel to the meeting place. Walk with Ms Jaana Kettunen to Institution
for Educational Research (700 meters).
9:00 -10:00
Exchange of good practise: Topic School
9:00 -11:00
Exchange of good practise: Topic Transition
All partners
11:30 – 12:30
Networks and process of transition
Common discussion in plenary session
12:30 – 13:30 lunch
13:30 – 15:00
Clustered working groups
Preparation of the next project-section part regarding the Topic
“Young people and transition in the WOW” (Timetable and working plan)
Leaded by:
Principles and Criteria
Mr Peter Weber
School
Ms Jaana Kettunen
Transition
Ms Michaela Marterer
15:00 – 15:20
Evaluation of the conference open session
Mr Peter Weber
15:20 – 15:30
Close of the thematic conference
“Preparing young people for a changing world of work”
By the host and by the co-ordinator
Ms Jaana Kettunen and Mr Peter Härtel
20:00 If you want to we will have a common dinner (you have to pay by yourself):
Page 8
Preamble
Explanation and arrangement of exchange of good practise during the conference
On basis of the number of your responses by working group and the mentioned good practise following arrangement of the
number of presentations were made with the focus on the area school.
Responses by working group
Country
Principles
and criteria
School
Transition
Austria
Denmark
Germany
Slovakia
The Netherlands
Romania
Poland
Greece
Spain
Italy
Czech Republic
Possible presentation of examples of
good practise
School
Transition
1
2
1
1
2
1
1
1
1
1
1
1
1
Total
1
10
6
Page 9
Preamble
We asked you to make presentations to followings topics of your mentioned good practise for 10 minutes and use 15
minutes for questions and discussion of the group and fill in the validation form for good practice for each presentation (cf.
next page) to get more information to built up common criteria for description of reference activities for the homepage.
Example
Country
Example 1
Denmark
"create your own business"
Example 5
Exchange of good
practise: Topic 9:30 - 09:55
school
10:00 - 10:25
Example 2
Example 3
Greece
Austria
Combination of vacations
with personal training
3-tier system
Example 6
Example 7
Room 2
Topic
CLIL – Content and Language
Integrated Learning
Slovakia
Ongoing learning process
The
(secundary school - vocational
Netherlands
school)
Czech republic
10:30 - 10:55
Example 4
Poland
Transnational vocational
counselling
Example 8
Germany
Example
Country
Example
Country
Example 10
Example 4
Denmark
Austria
Example 5
Romania
Example 6
Spain
Tuesday
10. June 2008
Time
9:00 - 09:25
Wednesday
11. June 2008
Time
Exchange of good
practise: Topic
9:00 - 09:25
school
9:30 - 09:55
Exchange of good
practise: Topic 10:00 - 10:25
Transition
10:30 - 10:55
Room 1
Topic
Example 2
Room 1
Topic
Einstein4all: cooperation
The
municipality/schools/compani
Netherlands es
Regional Network ProFIS
Germany
Network of Province
Viecenza
Italy
Example 3
Slovakia
Example 9
Example 1
“School Labour Office”
Example
Page 10
Country
KÜM: more than 20 Schools extra
guidance stuff is integrated
Room 2
Topic
Competitions: students in
cooperation with local companies
Carreer-Caching-Coach
Information and Carreer
Counselling
Technological Spaces Network of
Andalusia
Preamble
Validation form for good practise
Validation form for the activity:
(Please fill in: Number or name)
Presented by:
Please use this form to valuate the presentation and the presented activity and leave
the filled in form after the presentation on the table.
Valuated by:
Country:
Name:
1) For my country this activity is:
1
2
3
4
5
6
Standard
7
8
9
10
innovative
If you have more than 5,5 points – please answer the questions 2 and 3; if not
continue with 4)
2) Because it is: Innovative in system / structure / strategies
1
2
3
4
5
6
7
8
9
10
Please specify __________________________________________________
3) Because it is: Innovative in process / procedures / practice
1
2
3
4
5
6
7
8
9
10
Please specify __________________________________________________
4a) Very useful for me in the presentation was …(please mention up to 3 issues):
1)__________________ 2)____________________
3)_________________
4b) Very useful for me in the discussion was …(please mention up to 3 issues):
1)__________________ 2)____________________
3)_________________
5a) I missed in the presentation …(please mention up to 3 issues):
1)__________________ 2)____________________
3)_________________
5b) I missed for me in the discussion …(please mention up to 3 issues):
1)__________________ 2)____________________
3)_________________
Page 11
The factors behind the success – PISA studies
What additional information would be helpful for you? (Please mark it)
More detailed information in the areas:
1. General information
(E.g. contact person, website, possibility to transfer etc…)
No
Yes
If yes – can you specify? ____________________________________________
2. Policy fields of Career Guidance
(E.g. What policy of the country is influenced by the activity etc….)
No
Yes
3. Target Group
(E.g. Direct and indirect etc…)
No
Yes
4. Effects / Impacts / Results
(E.g. what could be the result, the impact for ongoing national processes?
etc…)
No
Yes
5. Processes / Methods:
(E.g. What kind of activities is been undertaken for the process? Is there a
special method used?
No
Yes
6. Professionalism and quality assurance
(What persons are involved, do they need a special education, what kind of
evaluation is needed….)
7. Costs
(e.g. Costs of ongoing activity, costs of transfer etc….)
No
Yes
Page 12
The factors behind the succes PISA studies
The factors behind the success PISA studies
Jouni Välijärvi, professor
Finnish Institute for Educational Research,
Page 13
Difference of percentiles Finland/OECD: reading
100
90
Differnce Finland/OECD
80
70
60
50
40
30
20
10
0
5th
10th
25th
50th
75th
90th
95th
Percentile
PISA 2000
PISA 2003
PISA 2006
Differences of percentiles Finland/OECD: mathematics
80
70
Difference Finland/OECD
60
50
40
30
20
10
0
5th
10th
25th
50th
75th
90th
95th
Percentiles
PISA 2000
PISA 2003
PISA 2006
Page 14
Difference of percentiles Finland/OECD: science
90
80
Difference Finland/OECD
70
60
50
40
30
20
10
0
5th
10th
25th
50th
75th
90th
95th
Percentile
PISA 2000
PISA 2003
PISA 2006
Supporting students before and at school
 Early recognition and prevention
 Special education, inclusive by nature
 Guidance and counselling for all
 Multi-disciplinary and –sectoral cooperation
 Transition from day care to school
 Flexible curriculum
 Cooperation with parents
 Health care, school meals, libraries
Mean scores of the schools on science
scale 2006
650
Science scale point
600
550
500
450
400
350
0 - 10 %
11 - 20 %
21 - 30 %
31-40 %
41 - 50 %
51 -60 %
61- 70%
71 - 80 %
81 - 90 %
91 - 100 %
Schools in the ranked order
Finland
Germany
United Kingdom
Poland
Norway
Page 15
Effects of students’ and schools SES-background on student
performance on the mathematics scale 2003
80
70
Effect of students' economic, social and cultural status
60
Effect of schools' economic, social and cultural status
50
40
30
20
Finland 0.40
United Kingdom1 0.58
Iceland 0.45
Poland 0.66
Norway 0.42
Sweden 0.40
Spain 0.79
Denmark 0.42
Portugal 0.78
Macao-China 0.47
Ireland 0.48
Canada 0.55
Latvia 0.47
Thailand 0.80
Tunisia 0.94
Mexico 0.97
United States 0.57
New Zealand 0.57
Australia 0.64
Russian Federation 0.45
Indonesia 0.73
Brazil 0.68
Greece 0.86
Serbia 0.67
Uruguay 0.73
Switzerland 0.57
Italy 0.87
Luxembourg 0.92
Turkey 0.84
Slovak Republic 0.61
Korea 0.70
Hungary 0.84
Austria 0.77
Germany 0.94
Belgium 0.79
Czech Republic 0.56
Netherlands 0.65
Hong Kong-China 0.49
*
Japan 0.60
0
Liechtenstein 0.93
10
Principle of equity:
 Equal access to education for all, irrespective of gender, region, ethnicity, age
or social-economic background (conservative view)
 Equal opportunities to learn; no tracking or streaming (liberal view)
 Equal learning outcomes: special education for low-achievers (radical view)
Tradition in the Finnish educational policy:
 equality and equity highly stressed
 political consensus
 comprehensive school
 dense network of schools
 high quality of teacher education
 students’ wellbeing
 local responsibility
 supportive curriculum, standards and evaluation
Teacher education:
 All training at university level
 Master’s degree for all
 Research-based teacher education
 Combing educational science and subjects to taught
 High popularity of the profession
 Highly motivated and multitalented students
 Growing flexibility of the models
Page 16
*





In-service training
Postgraduate programmes for
o Special needs education teachers
o Student counsellors
Special education courses for all teachers
Re-organization of the programmes
o Bologna process
o 3+2+4-model
o Common basics for all teachers
o Mobility of students, teachers and teacher educators
Mentoring
Standards and evaluation:
 Uniform national evaluation criteria for each subject at the 9th grade
(recommendation)
 Sampling-based national assessment in the core subjects
 No nation-wide tests/examinations in the copmprehensive school
 No school inspections after the early 1990s
 Self evaluation of schools, teachers and students
 Quality, trust and outcomes
Students' learning time
Japan
Korea
United States
Iceland
Norway
Sweden
Finland
Denmark
OECD
0,0
5,0
10,0
15,0
20,0
25,0
30,0
35,0
40,0
45,0
50,0
Hours/week
Instructional time
Remedial classes
Enrichment classess
Homework/other study by teachers
Working with a tutor
Out-of school classes
Other study
Page 17
National core curriculum as a qualitative benchmark in lifelong guidance
National core curriculum as a qualitative
benchmark in lifelong guidance
Raimo Vuorinen
Project Manager, European Lifelong Guidance Policy Network
Institute for Educational Research, University of Jyväskylä
Themes for discussions






Rationale of having guidance in curricula
Core curriculum in Finnish educational system
Guidance in the core curricula
Experiences in implementing the curricula
National support for evaluation of the curricula
Conclusions
EU Council Resolution on lifelong guidance 2004:

Guidance provision within the education and training system, and especially in
schools or at school level, has an essential role to play in ensuring that
individualsʼ educational and career decisions are firmly based, and in assisting
them to develop effective self-management of their learning and career paths.

It is also a key instrument for education and training institutions to improve the
quality and provision of learning.

Reaffirm as priorities:
The importance of refocusing guidance provision, where appropriate, in order to
develop citizensʼ lifelong and lifewide learning and management skills as an
integral part of education and training programmes.
Career Guidance: A Handbook for Policy Makers (EU/OECD 2004):

The foundations of career self-management skills (for example decision making,
self-awareness, self confidence) are laid at an early age. However career
education and guidance in the primary school are limited or non -existent, and
little systematic provision is made to explore the world of work.

Young people need to make a smooth transition from primary school to the initial
years of secondary education: the choices that they make at this point have major
implications for later education and work options. Career guidance needs to be
part of the process that helps them to make a smooth transition.

Career education is increasingly present in the curriculum at the lower secondary
school level, either as a separate subject or included in another subject. However
it is included in widely differing ways, and at times these seem designed to suit
the organisational needs of the school rather than the career development needs
Page 18
of the student. Often career education has little connection to the wider school
curriculum.

Within schoolsʼ overall careers programme, what should the balance be between
career education lessons, personal interviews, and opportunities to explore and
experience the world of work?

What special provision, if any, needs to be made to assist disadvantaged
students and potential early school leavers?

Should career guidance be a separate role within the school, or combined with
other functions such as personal counselling?

What external support is needed: from the public employment service; from
community members; from employers; from alumni?

What special resources does each school need to ensure that its careers
programme can be successfully implemented (dedicated office space, career
information, teacher time, ICT)?

Where school funding is decentralised, what policy levers are required in order to
make sure that all students receive adequate career education and guidance, that
programmes are of consistent quality across schools and regions, and that
sufficient resources are devoted to career education and guidance?
Key policy drivers in guidance provision in Finland

The Ministry of Education is responsible for the organisation of guidance and
counselling services in comprehensive and upper secondary schools and in
higher education

The Ministry of Education draws up the regulations concerning the educational
environments and system.

The National Board of Education is responsible for the establishment of national
curriculum guidelines for the different school subjects, including rules for guidance
and counselling and instructions for studentsʼ pastoral care in comprehensive and
upper secondary schools.

Because education has been decentralised, the organisations maintaining
educational institutions, usually municipalities, share the responsibility for
providing educational services, including making decisions about the amount of
resources to be allocated for delivering guidance and counselling services at
schools.
Key features in guidance practise in Finland
 Guidance services are provided mainly by public providers
o Educational settings:
 Career guidance as a student entitlement in legislation
 Career guidance as a part of national core curriclula
 The competences for career practitioners defined in legislation
Page 19
o –PES settings:
 Tiered services in employment offices
 Qualifications of vocational psychologists defined in legislation
Guidance in the curricula, some milestones in Finland
 1970, Guidance in comprehensive education
 1980, Guidance in secondary level vocational education
 1982, Guidance in upper secondary level education
 1992, Pilots in new polytechnics, modules to support career management skills
 2005, Personal study plans as student entitlements in HE legislation
 2007-2013 National development plan for adult guidance
National guidelines for guidance provision and career education 2003 – 2004
-comprehensive and secondary education, grades 1-2, 3-6 and 7-9
 A strategic and operational plan for the guidance provision
 Regular evaluation of produced services
 A holistic approach
 Student counsellor, every teacher and principal are delivering counselling
services (responsibilities)
 Multi-professional cooperation – expert groups (pastoral care, etc.)
 New goals of the curriculum guidelines
o support personal growth and development
o promote the development of study skills and to help in learning difficulties
o counsel and guide students in educational and occupational orientation
National evaluations of guidance 2000 - 2005
Page 20
Main findings in the evaluations
Provision of educational and vocational guidance
 Guidance and counselling activities are to constitute a continuum lasting the
duration of basic education.
 It is the task of all teachers
 The parent or other guardian must be given opportunities to confer (discuss)
about issues related to pupilʼs studies and choices by meeting collectively with the
teacher, study counsellor, and pupil.
 In addition to preventive activities, guidance and counselling implemented at the
school should especially support those pupils who have difficulties with studies or
who are in danger of dropping out.
 The principles and division of labour among the different players in guidance and
counselling activities are to be defined in the local curriculum.
 The curriculum must include a description of how cooperation with the local
labour market and business community is implemented at the level of the entire
schoolʼs activity.
 Classroom visits by labour market representatives, visits to workplaces, project
work, the use of different sectorsʼ informational materials, and an introduction-toworking-life periods make up the central part of this cooperation.
 The instruction in the different subjects is to include modules that connect the
knowledge and skills provided the subject to the demands and possibilities of
working life.
Page 21
Objectives
The pupils will:
 learn independence, responsibility, and self-knowledge
 learn skills in cooperation and interaction
 learn to improve their learning capabilities, to recognize their learning difficulties,
and to look for help in problem situations
 get to know various learning styles
 learn to develop their study skills and their skills in evaluating their own actions
 receive support and guidance in different transition phases during, and at the end
of basic education.
 learn to look for information and acquire skills for studying, the future, life plans
and life choices by using the possibilities offered by information and
communication technology
 learn to develop their decision making skills and to carry out and assess their
future plans, even under changing conditions
 receive support and guidance in their occupational orientations, including subject,
training and occupational choices that transcend gender boundaries
 learn how to obtain information about the society, working life, and
entrepreneurship, and come to embrace multiculturalism and internationalism
Core contents
 self-knowledge and vocational development
 functioning in the school community, structure of basic education, progress and
pupil assessment
 study skills
 skills in planning, and reaching decisions about, the future
 occupational structure, vocational fields, knowledge of working life
 Finlandʼs educational system
 possibilities for further studies after comprehensive school; applying for further
studies
 studying and working abroad
 counselling, guidance and information services
 equality in society and working life
Internet-based tools to support the institutional evaluation of guidance
 Tools derived from the national evaluation 2001-2002
 Separate questionnaires for
o Comprehensive education, upper secondary level general education and 2.
level vocational education
 Questionnaires for students, parents, school counsellors & principals
 On-line profile based on the responses from different audiences
Page 22
Indicators used in the institutional evaluation
Access for guidance
 Student/counsellor ratio
 The index of necessicity of career guidance Student
 The access index Student/Counsellor/Principal
 The clarity/distinctness of the guidance system in the school S/C /P
The facilities and resources for guidance
 The time allocated to career guidance C/P
 Psysical facilities for career guidance C/P
 The tools and materials for career guidance C/P
 Funding of career guidance C/P
 Other resources (Human Resources) P
The goals and aims of career guidance
 Meeting the goals C
Coherence of guidance services within the school
 Coherence of guidance services within the school C/P
Page 23
Individual learning programme
 Implementation and realisation of individual learning programmes C/R
Study skills of the students
 Study skills S
Ability for further educational and career plans
 Ability for further educational and career plans S
Client satisfaction of career guidance services
 Client satisfaction of career guidance services S
Prevention of social exclusion
 Means to prevent social exclusion P
An example of the questionnaires
Page 24
Example of the on line graphics generated by the tool/Perceived necessity and
access for guidance/comparison
Future challenges…
 Promoting the wider responsibility of all staff member
o Staff development programmes
 Management of the services
 Development of the evidence base
 Development of a sustainable national database
 Integration within the overall evaluation of education
Page 25
Managing career resources and regional communication
Managing career resources and regional communication between
schools, enterprises and social partners in web-based platform design strategies
Raimo Vuorinen
Project Manager, European Lifelong Guidance Policy Network
Institute for Educational Research, University of Jyväskylä
Contexts for ICT applications in guidance
 Usage of existing Internet-based services and resources within the individual
guidance process (searching and obtaining information, self assessment
exercises, decision making, action plans)
 Communication with clients using Internet-based technology
 Development of interactive web-based career tools and digital portfolios
 Usage of web-based learning environments in providing careers education
programmes (or managing counsellor training programmes)
 Usage institutional web-sites or portals in managing guidance information and
resources
 Evaluation of guidance services
 Promoting the usage of ICT and co-operation among practitioners and stake
holders (e.g. Social bookmarking) Promoting policies on guidance and
counselling
Future challenges
- Perceptions of counsellors (Vuorinen 2006)
 A recent study in Finland examined how practitioners who were novice and expert
in their use of ICT perceived the role of the practitioner and the role of technology
in the use of Internet-based career services and career information delivery
systems in Finland.
 The analysis also focused on whether there were differences in the perceptions
between these groups.
Key findings
 Novice and experienced users of the Internet had similar perceptions of their role
in the use of the Internet
 Practitioners used the Internet similarly to the way they used previous printed
resource materials.
 Rather than developing coherent strategies for the use of ICT, the practitioners
were using technical applications in order to solve fragmented problems.
 The results also revealed that the emphasis was on delivering career information
rather than promoting career management skills from a lifelong guidance
perspective.
 There is still a need for personal support for clients in their use of the Internet –
different readiness levels of clients.
Page 26

Guidance expertise is needed in the design and evaluation of technical
applications.
Implications for ICT development (Sampson, Shy & Offer 2007, in print)
 Developers have a responsibility to document
o design improvement,
o validation of assessments and information
o use their applications in practise
o mplementation strategies
o efficacy of the application
 Development of training materials in the use of the applications
 Indication how the tools meet applicaple professional standards
 Emphasis on the ”C” (communication aspect) in the ICT
Implications for practise (Vuorinen 2006)
 Emphasis on the process dimesion of guidance - screening – orientaton and
follow up
 Support for transitions
 Help for the clients in the use of Internet
 Evaluation of the service provision – relevant contexts for the use of Internet
 Practitioners need to make informed and careful choises in selecting the ICT
applications
 In order to use the Internet in a coherent way, a practitioner must be able to
identify the outcomes for guidance and the theoretical framework used in service
design
 Regional co-operation
Implications for counsellor training (Vuorinen 2006)
 Use of ICT in the competencies of practitioners
 Coverage of all guidance components from content and process dimensions (e.g.
DOTS)
 Within initial training the practitioners should have opportunity to integrate key
Internet-based career services and resources within individual guidance
processes and group settings from the very beginning of their training – not as a
separate entity
 Internet as a platform during the training both for on-campus and distance training
 Coherent strategy for initial and in-service training
Implications for research and evaluation on guidance practise (Vuorinen 2006)
 Development of tools for screening and follow up
 Evaluation of cost-effectiveness of different service modes – Focus on
organisational characteristics
 Evaluation of the quality of services
 Integration of research in the service development and implementation
 Influence on future system development and innovative Practise
Page 27
Implications for guidance policy development (Vuorinen 2006)
 Cross-sectoral policy and service development
 Standards for practise and development
 Funding for re-design of facilities – access points
 Requirements for developers and practitioners in order to get funding on
o Implementation strategies
o in-service training of practitioners
o research in service development
 Funding for research in the evaluation of the cost - effectiveness of different
service modes
Page 28
Work practise period vacancies in the Internet
Introduction to and management of
work practise period vacancies in the Internet
Jaana Kettunen
Contact information: jaana.kettunen@peda.net
About an introduction-to-working-life period
 Part of Finnish comprehensive school curriculum. The aim is that the pupil must
be able to gain personal experience with working life and vocations in genuine
work environments.
 A central part of the cooperation between the local labour market, business
community and comprehensive school.
 Periods are to be organized for the pupils as a basis for their educational and
occupational choices, and to enhance their respect for work.
Project background
 An introduction-to-working-life-period-market (TET-tori) is a research and
development project coordinated by the Institute for Educational Research,
University of Jyväskylä.
 Part of a regional programme of the Regional Council of Central Finland
 The project was financed by European Social Funds and the Regional Council of
Central Finland.
Aims
1) Find out the practices that would make it possible to integrate the use of
information technology (ICT) as a natural aspect of study counselling
2) Find out whether the introduction-to-working-life period experiences have
effect when students plan their further education
3) Create and maintain a web-based enviroment (the ”TET-market”) by
collaborating with teachers and educational establishments
Page 29
Work practise period vacancies in the Internet
Students
Companies
•
chance to introduce to
schools
•
informs about the work
practise vacancies
•
can easily maintain and
update own information
•
information about the work practise
vacancies
•
information about different
occupations and local companies
•
information about the initial
vocational study programmes in
upper secondary
Study counsellors
•
info about work practise
vacancies
•
material for the periods
•
motivates to collaborate
•
material for the periods
•
foster the co-operation
Parents
with schools
• basic information about the
work practise period
•
information about the initial
vocational study
programmes in upper
secondary
TET-market: http://peda.net/tet
Page 30
Exchange of good practise
Carla Tønder Jessing & Lisbeth Højdal, Denmark
Preparing young people for a changing
world of work
Carla Tønder Jessing & Lisbeth Højdal
VUE – The National Knowledge Centre for
Educational and Vocational Guidance, Denmark
Making transitions work
Contemporary ideas:
 Higher levels of education enhance one’s career opportunities
 The objective of learning is to make yourself ”employable” (homo economicus)
 To become ”employable” is an individualtask
 The network society alters the labour market structure in unpredictable ways
Instruments and approaches
Compulsory schools:
 Labour market issues integrated in the generalschool curriculum
 Study visits to local trades and industries
 In-company training of 1-2 weeks duration
 Mandatory bridge-building courses
 Strategies to spot ”at risk” children and a close follow-up from the youth guidance
system
Secondary level:
 Labour market issues integrated in the course curriculum
 Projects in co-operation with local/national trades and industries
 Competetions, like ”create your own business”
 A sandwich type Vocational Education System
In general:
 A close follow-up on all children/youngsters –behavior and performance is
monitored
 Implementation of various ”help-functions” –e.g. mentors
 Service provision targeted towards groups ”atrisk”
 Several staff categories involved in guidance
Competence demands
Making succesful transitions requires:
 The ability to judge yourself in vocational terms
 The ability to foresee possible individual outcomes
 The ability to ”read” and meet present and futuredemands
Topics for discussion
Challenges connected to:
 The crystal ball approach versus preparing for the unpredictable
 The developmental approach versus the psychometric
 Individual support versus social control
 Guidance versus placement
What’s at stake?
To make yourself ”relevant” to the market, and to exercise influence over your career,
maybe has more to do with who you are than what you are.
Page 31
Nora Gikopoulou, Greece
“Career distance guidance for schools in
disadvantaged rural areas”
Nora Gikopoulou
Ellinogermaniki Agogi, Greece
European projects/networks
 Career Guide for Schools
 CarCouIT
 Rural wings
 Hermes
Teleconference tool: Career Guidance provided in disadvantaged rural areas
 Broadband internet in rural areas
 Chat room
 Videoconference
 Power point presentation
 On line lesson/career guide session
Teleconference tool in career guidance
 Disadvantaged rural areas
 Limited intensives
 Limited information
 Limited perspectives

Beaten track is the best future planning Access to information (educational
system, universities, job descriptions)

distance career guidance
Problems
 Technical problems at the trial period
 To train people using internet
 To convince them for the added value
 To build a personal relationship
Target group: People who live in disadvantaged rural areas
 Students 12- 19 years old
 Teachers – counsellors
 Unemployed people
Page 32
Nora Gikopoulou, Greece
Distance Career guidance session (self-concept)
Results in numbers:
Results in words…
“It was funny and motivated”
“At the beginning, we felt uncomfortable but…then we enjoyed it!!”
4
“It was a different approach…we were focused…we didn’t get
bored”
“Actually it was a lesson…but not a lesson exactly”
Data
 25 installations in rural areas in Europe (DVB – RCS)
(Spain, Cyprus, Romania, Estonia, Poland, French, Sweden, Armenia, Greece)
 14 installations in rural areas in Greece (DVB – RCS)
(+ 10 DVB)
Cost of the product
 1750 € for each terminal
 300 € per month for …..
 Offered by satellite providers
 No staff costs, just one day training
Page 33
Peter Härtel, Austria
Three-tiers-structure of
counselling in schools in Austria
Peter Härtel
Steirische Volkswirtschaftliche Gesellschaft, Austria
Characteristics after 8th year
 Ninth school year (ninth grade) polytechnical school – prevocational year
 1 – 3 year “middle” school
 4 years general education school (gymnasium – upper secondary)
 5 year vocational education school (full time)
 3 to 4 years apprenticeship (vocational education training)
 Postsecundary, tertiary, University, appl. Sc.
 Further professional education and training
Page 34
Overview Vocational Education
 Upper secondary – dual apprenticeship
 More than 250 professions technical, handicraft, service, commercial, tourism..
 Contract with company and parents,
 compulsary additional schooling, duration ca. three years
 From 8 to 10 weeks school / year
 Regulated by law – “Berufsbild” + school curriculum
 Inclusive vocational education
Three-tiers-structure Counselling in School
Page 35
Czesław Noworol, Monika Zdziech, Poland
The guidance counsellors’ training towards Europe
based on the projects
Ergo-In_net, TVC, SAB-MTW, EGF
Czesław Noworol, Monika Zdziech
Institute of Economy and Management, Jagiellonian University
ETM Task Force, Coimbra Group. National Forum for Lifelong Guidance
The demands of the European labour market since Lisbon (2000)
 Goals of making Europe the most competitive knowledge-based economy and
society in the world by 2010, marked by social cohesion
 The demands of the LM have multiplied in terms of, skills (especially
technological), Competency and experiences and flexibility and mobility
Getting a job
 Getting a job is a basic step towards becoming fully integrated in society
 But today’s people, and young especially are concerned not only with avoiding
unemployment, but also with finding a job that offers some satisfaction, selfrealization and well-being.
Career guidance LLG
 Services and activities intended to assist individuals, of any age and at any point
throughout their lives, to make educational, training and occupational choices and
to manage their careers
 Such services may be found in schools, universities and colleges, in training
institutions, in public employment services, in the workplace, in the voluntary or
community sector and in the private sector
Career guidance service
 Career information provision: ICT-based and other forms
 Assessment and self-assessment tools: VPI, SdS, GATB,TVI, AchMS, EAQ, RC
 Counselling interviews
 Individual guidance: Individual Action Plan
 Group counselling: Career guidance tools
 Career education programmes to help individuals develop their skills: Self
awareness, Opportunity awareness, Career management, etc.
 Taster programmes to sample options before choosing them: Work simulation,
Apprenticeship, Vocational training, etc.
 Work search programmes: e.g. Euroguiance, Eures
 Transition services: From the world of education to the world of work: e.g. SABMTW
 Mobility services: E.g. Ergo-In-Net
Page 36
Training for career guidance practitioners – present situation
 Programmes are quite divorced from public policy objectives
 Governments are very inactive in defining the content and process of it
 Weak relation to the goals for public education, training and employment policies
 There take place very infrequently or not at all national reviews of training for
career guidance practitioners
 Significant variations in the training of career guidance practitioners are observed
both within and between countries
 Due to that, users experience significant differences, which occur in the quality
and types of career guidance services
 Education is often under pressure of qualifications in related fields like psychology
or pedagogy as sufficient for career guidance practitioners, even though much of
them pay little or no attention to career guidance competencies
 There are not enough well trained career guidance practitioners to meet demand
 There is little national data to enable proper human resource planning for career
guidance practitioners and investment in training to take place
 There is huge variation in the length of initial training programmes: ranging from
three weeks to five years.
 Much of the very brief training is inadequate to develop the knowledge and skills
needed for the job.
 Much of the long training develops skills to provide in-depth careers intervention
and psychological counselling required by only a minority of users.
 In most countries the progress for guidance workers from non-expert to expert
status is not supported by graded learning pathways
 Support staff in career guidance services such as information officers and
community liaison staff are provided with no training at all
 Too much of the current training is sector-specific
 existing qualification structures do not permit job mobility for career guidance
practitioners between employment and education sectors
Page 37
Leonardo da Vinci Programme
TRANSNATIONAL VOCATIONAL
COUNSELLING
Pilot Project 2001 – 2004
Module I: Information Management,
Module II: Counselling, Testing, Assessment
Module III: Consultations in human resource development
Module IV: Networking and Marketing
Module V: Professionalization and quality management
Germany
Poland
Austria
Germany
Hungary
Time structure: Each Module consists of: 600 workload hours, including 70 contact
hours and 24 credit points
TRANSNATIONAL VOCATIONAL COUNSELLING
Counselling within the European Dimension
 Mobility
 European Labour Market
 Facing cultural differences between European countries
 Following economic and social changes
 Giving direct info to the clients about the educational offers, training and labour
market insertion
The counsellors assist clients to develop:
Transparency of skills and competencies and job search strategies to find an
adequate career in one of the member states of EU.
TVC professionals provide lifelong counselling in:
Personal, educational and career development on an international level,
psychometric testing, consulting with other European organisations, helping in choice
vocational training for the new job in another country, supplying career information,
giving referrals to other professions, agencies and organisations in the future working
country and conducting research about vocational and educational possibilities in
other European countries.
Testing and Assessment
Euro-counsellor shall provide T&A to improve client knowledge about: The self
(interests, competencies, skills, abilities, personality traits, motivation etc.), the labour
market in the countries of EU, Education and training opportunities/paths and about
the challenges and possibilities coming out from the interaction of all these elements
CLIL at Business Academy in Hlohovec
• Educational method of teaching subject through the medium of foreign
language
• Dual-focused educational approach
• Mother language + 1 additional language
• Promoted by European Commission
Page 38
The CLIL at Business Academy started from September 2006 in cooperation with
Department of Foreign Languages at Faculty of Education at Constantine the
Philosopher University in Nitra.
Reasons of the project
• Requirements of Labour Market
• English as a basis for future success
• Global trends in EU as well as in Slovak national educational policy
• Insufficient outcomes of traditional language teaching
Initial Phase
• Promotion
• Learning materials
• Staffing
• Cooperation with Department of Foreign Languages
Two Years of the Project
• 3 subject – Enterprise Economics, Economic Geography, Applied Informatics
• 8 lessons per week
• English + Slovak learning materials
CLIL as Student-centred Approach
• Humanistic approach
• Development of key competencies – team cooperation, written and verbal
communication skills, different viewpoints, understanding of intercultural
issues, learning skills
Feedbac
• Inspection of classes
• Open lessons
• Questionnare for students
Strenghts of the Project
• Innovative method in vocational education
• Cooperation with university
• Receiving feedback
• Good relationships of students and teachers
• CLIL as humanistic and student-centred approach
• Grants for interniships abroad
Page 39
Hetty OOmens, The Netherlands
Einstein4ALL
Hetty Oomens
Department Youth and Education
Municipality of ‘s-Hertogenbosch
s-Hertogenbosch: some figures
136.000 inhabitants;
30.000 youngsters 0 - 23 years;
Education in ‘s-Hertogenbosch:
- primary education: 45 schools
- secondary education: 11 schools (pre-vocatonal, senior-general, preuniversity)
- secondary vocational education: 1 school (NVQ- level 1 untill 4);
- higher professional education: 4 schools
1800 youngster leaving school early
Early school leaving; bad connection between pre vocational secondary education
(VMBO) and vocational secondary education (MBO)
Page 40
Hetty OOmens, The Netherlands
New project initiated by municipality s-Hertogenbosch, department of Youth and
Education & Koning Willem 1 College, SCHOOL vocational secondary education
(Koning Willem I college) 5 schools pre vocational secondary education and WORLD
OF WORK....
•
•
•
Competence meter
Guidance model
Improvement programme
Competence meter
• a computerised measurement tool to be filled in by the student involved,
his/her mentor and a friend, classmate or parent
• general competences and profession-specific competences per discipline
Competences

Analyze

Performing tasks independently

Cooperate

Showing creativity

Organize

Communicate
Guidance model
alongside the use of the competence meter - the emphasis will be on choosing a
permanent study career mentor, organising information for orientation purposes,
organising a transfer and deficiency programme, utilising a student mentor from a
subsequent school, using transfer portfolios whereby all input is passed on to the
next career (mentor) at school and at work
Competence improvement programme
• improvement programmes aimed at specific themes such as language, maths
and IT skills, but also focus on the improvement of general competences such
as communication, cooperation on presentation, etc. or experience-oriented
introductory programmes at subsequent educational institutes or companies.
Page 41
Libuše Třískalová, Zdeněk Třískala, Czech Republic
Guidance system in education and employment
Libuše Třískalová
University of Hradec Králové
Zdeněk Třískala
Charles University in Prague, Faculty of Science
Guidance system in the Czech Republic
Guidance in
educational
sector
(MoEYS)
Guidance in
employment
sector
(MoLSA)
Guidance in competence of MoEYS
Pupils and students have a right to obtain:
In basic, secondary, high vocational schools:
 information and guidance related to educational matters in school or in school
guidance service establishment (Act No 561/2004 Coll.)
In higher education institutions
 information and guidance related to study and the possibility of graduates to put
their knowledge into practice (Act No. 111/1998 Coll.)
Aim at school level:
To create suitable conditions for healthy physical, mental and social development of
pupils and students and development of their personality prior and during pupils´
education.
Guidance at
school levels
Guidance positions School guidance
in schools:
establishments:
• educational
counsellor
• school methodologist
of social negative
phenomena
• special pedagogue
• school psychologist
• educational and
psychological counselling
centre
(guidance offices)
• special pedagogic centre
• establishment for children
with behaviour problems
Page 42
Guidance at
schools
Educational
counsellor
•prevention of social negative
phenomena:
•support of educational process:
prevention of school failure,
improvement of learning motivation,
work with gifted students,
integration of students with
disabilities,
- of drugs abuse,
- of vexation and other forms of
aggressive behaviour,
-
•study and career guidance.
Guidance at
schools
School
methodologist
of social
negative
phenomena
-
disabilities,
phenomena:
- of drugs abuse,
Page 43
Guidance at
schools
Special
pedagogue
School
psychologist
-
disabilities,
phenomena:
- of drugs abuse,
Career education
• Basic schools:
„Human and the world of labour“
• Secondary schools:
„Introduction to the world of labour“
=
Educational areas taught within other subjects (civic education, general
sciences, handicrafts, mathematics, languages etc.)
Guidance at
school levels
Guidance positions School guidance
in schools:
establishments:
• educational
counsellor
• school methodologist
of social negative
phenomena
• special pedagogue
• school psychologist
• educational and
psychological counselling
centre
(guidance offices)
• special pedagogic centre
• establishment for children
with behaviour problems
Page 44
HE guidance
Support of
potential
students
Educational
guidance
Decision making on HE
studies
Studying
Educational
and
psychological
counselling
Graduation
Career
guidance
- choice of further studies
- choice of career and employer
Guidance in competence
of Employment services
(MoLSA)
Aims:
• support of active
employment policy when
helping employment
seekers and other
interested people to find
employment
• career first choice – career
and educational orientation
Target group:
• citizens without
age limit
Page 45
Labour Offices
(77 in all districts, 14 entrusted)
Units providing guidance:
• Unit of employment mediation
• Unit of retraining
• Information and guidance centre for first career choice and career guidance
+ Specialised units (internal / external):
• Centres for evaluation of professional and personal competences
(bilan de compétences)
Information and guidance centre for first career choice and career guidance
Aims:
• first choice of career; career and study orientation
Target group:
• basic and secondary school pupils and high vocational school students from
last years of their studies
• other interested citizens without age limit
Page 46
Czech guidance system
Guidance in
Employment
services
Guidance in
educational
sector
Aims:
Aims:
• support of educational
process
• optimalisation of young
generation growth
• prevention of social
negative phenomena
• educational and career
orientation
• support of active employment
policy
• optimalisation of labour force
exploitation
• first choice of career, career
and educational guidance
Target group:
Target group:
• without age limit
• children and youth up
to 18
Career guidance for children and youngsters
Guidance in
educational
sector
(MoEYS)
Teachers
Basic
school
pupils
Secondary
school
students
Career
education
Career
education
Study and
career
orientation
Study and
career
orientation
Educational
counsellor
Educational
and
psychological
counselling
centre
Guidance in
employment
sector
(MoLSA)
Information and
guidance centre
for first career
choice and
career guidance
Page 47
Peter C. Weber, Germany
KÜM – “we can do this”
(Cooperating Transition Management School to Work)
An piece of practise from Germany
(Metropol Region Rhein-Neckar)
Peter C. Weber
University of Heidelberg
Some Figures
» In general: from the involved Schools
» Just 10% of the young people realizing a direct transition form school to
vocational training positions
» There are 8% school drop outs
» The pilot project involves
» 3 federal states in the metropol region “Rhein-Neckar” (aprox. 1,5 mio
inhabitants). The “metropol region” is a strong multi-level network and
organized the financing
» 15 Schools (first phase)
» 20 GUIDES, working like individual coaches
» The GUIDES are identified by a special assessment, they are from
different branches from outside the schools
» The ratio GUIDE: Student is aprox. 1:140 – 210
» Evaluation, Benchmarking and development of a comparable database
is strongly linked to the project
Goals and Benchmarks
» Qualitative:
» The project aims to develops job-readiness and sustainable integration
in vocational training and employment
» This should be reached by continuous cooperation between Students
(grade 7-9/10) form compulsory schools (Hauptschulen), Parents,
Teachers, local employment agency AA, Vocational training institutions,
volunteers, local school authorities9
» Quantitative. Within the next fife years:
» The number of students realizing a direct transition form school to
vocational training positions double
» The number of early school leavers reduces from 8% to 6%
» The number of drop outs from vocational training and bridging systems
reduces significantly
The Strategy
» Diagnose: lack of job readiness in “Hauptschulen”/compulsory Schools
» Küm starts at 7th grade and involves the students in different guidance
and orientation activities
» Diagnose: Problems for youngsters from “Hauptschulen/compulsory Schools to
find job opportunities or even a practicum
Page 48
»
Küm looks to the resources of the young people, tries to foster
motivation and supports individual activities
» Diagnose: Schools need partners with practical experience and access to the
world of work
» Küm establishes cooperation and networking and integration of
“guides/coaches” from the regional field into the schools
» Diagnose: The mass of different projects and support possibilities and
disparate quality standards
» Küm establishes “guides/coaches”, Standards and coordination in the
region
» The GUIEDES are carefully selected and they get training and
guidelines to ensure comparable approaches
Continuing coaching – the standards
» Each student gets an individual contact person (Guide) who supports the
student (From grade 7 to job integration)
» The guide develops with the student an individual “transition-plan”
» Each student gets access to IT and internet-resources (and capabilities to use)
» The guide helps the students to develop a individual portfolio and support him
during the practicum
» The local employment agency (AA) is involved, the resources there are used
(vocational information centre BIZ and others)
» Each student is invited to make use of the vocational counselling offered by the
local employment agency AA)
Core Tasks of the GUIDES
» Support and Advice for the students
» Activation and motivation
» Potential, talent and suitability checks and feedback
» Clarification of realistic vocational interests
» Support and documentation of specific measures (e.g. qualificationpass; portfolio, practicum, counselling activities in AA)
» Support in the application process
» Documentation for the regional “Transition-Monitoring”
» Networking
» The GUIDE is the link for the student to other resources
» He/She is the “operator” to suitable professional and non-professional
support
» He/She is coordination communication between students, teachers and
parents
» Coordination of local school partnerships
» Support of local project management, contact to firms, acquisition of
vocational training opportunities
Building sites and discussion
» Building site one: competences needed (GUIDES)
Page 49
»
»
»
Building site two: actually used guidance techniques (what is helpful, what is
useable)
Building site three: data collection for the benchmarking
Building site four: involve more schools, organize funding, secure
sustainability
Website and contact
• Website:
– www.mrn.de
– www.mrn.de/kuem
•
Contact Person:
– Mr. Knuth Henneke, Metropol-Region-Rhein-Neckar GmbH
– Knuth.henneke@m-r-n.com
•
If you are interested in the evaluation and benchmarking concept, please
contact me! pweber@ibw.uni-heidelberg.de
Page 50
ProFis
“Projekt zur Förderung der Berufsfähigkeit in Schulen”
(Network to develop Job-readiness in School)
An piece of practise from Germany
(Network Jobreadiness Metropol Region Rhein-Neckar)
Peter C. Weber
University of Heidelberg
Goals of the Network
• Students:
– The Students in the Regions should be more “job-ready”
– They should be in the position, to deal with the transition and to
overtake as much as self accountability as possible
• Network:
– To develop and maintain an continuing cooperation between Students,
Schools and all the relevant Partners (see Network)
– To raise vocational training possibilities
– To clarify the expectations in terms of competences and to
communicate with all relevant Partners
The most important Task: enhance the Network
• The project started half a year ago
• The methods and procedures are (more or less) clear
• A strong nucleus is developed
• Now: the network will be enhanced, more companies, more Schools, more
young people
Parents
Schools
Companies
Students
Local
authorities
Metropolregion
Schooladministration
Teachertraining
Responsibilities: Companies
• Networking between the companies offering vocational training
• Make use of the learning-portfolio to manage the competence development of
the young people
• Engagement within the school based part of the dual system (integration of
the company in school)
Page 51
Provide more and better practicum (original work situation, different
occupations, better support)
• Incorporate Teachers in practical (practicum for teachers and for students at
teacher training institutions)
• Raise the number of young people integrated in vocational training
significantly
• Better communication between companies and applicants (e.g. about
requirements and further occupational perspectives)
Responsibilities: Schools
• Implementation of learning portfolios to support the competence development
• Development and maintaining of a learning program regarding to jobreadiness
• School development to foster related changes in schools and to develop
necessary organizational structures
• Teacher-Training regarding to the project issues
Responsibilities: Teacher Training institutions
• Realizing of teacher training (regarding the guidance and transition issue)
• Organizing coaching of teachers
• Support teacher training students to join the project
• Evaluation of the project
• Project coordination
Kontact
Pädagogische Hochschule Heidelberg:
Prof. Dr. Christoph Khittl
khittl@vw.ph-heidelberg.de
•
Heidelberger Druckmaschinen AG
Responsible Person for vocational Training
Werner Bader
Werner.bader@heidelberger.com
Page 52
Luciana Levi Bettin, Italy
Good practices in transitions from school to work in Italy
Luciana Levi Bettin,
Eurocultura,
Italian education and
training system
8 years compulsory education
• Primary school – 5 years
• Lower secondary school – 3 year
Only after lower secondary school completion or after 15 years of age a youngster
can work.That means that no work experience is allowed before, not even a
traineeship.
Lyceum (5 Y)
•
•
•
Vocational Training (1, 2 or 3 Y)
Humanistic
Scientific
Technical
Professional School (3 or 5 Y)
5 years high school degree allowes
University access
Italian Apprenticeship
Special working contract for youngsters from 16 to 24.
Duration: according to different national collective bargaining (min 2 Y, max 4 Y).
Compulsory theoretical training: 120 Hours per Year.
School Guidance
Target: Last grade compulsory education students
Aim: upper secondary school choice
Activities:
• Visits to schools
• Meetings with parents/experts, Labour office, Psychologists, Unions,
Professional Associations, Entrepreneurs
• Test to spot students attitudes
Guidance to support transition from School to WOW
No strict legislation
Pilot project promoted by:
• Schools,
• National, Regional and Local Authorities,
• Chambers of Commerce,
• Social Partners.
Page 53
Changes in:
• society
• labour market (internationalisation, ICT etc.)
Need an Holistic approach that only a network
of different stakeholders can provide.
Different needs and points of view must be considered.
Example Vocational and Lifelong Learning training:
• For Companies workers must be trained to fulfil the specific company need,
• For Union: workers must be trained to fulfil the specific company need but
also to improve their employability
Key factor
for a successful transition from school to work:
students must know what’s the world of work BEFORE
leaving school
 Rules
 Working environments
 Occupational possibilities
Vicenza Province Practice
Network at local level:
•
Local authorities
•
Schools and vocational centers
•
Labor offices
•
Entrepreneurs organizations
•
Trade unions
•
Youth information offices
•
Social services dealing with people with special needs
Aims of the network
• Raise awareness about the importance of guidance and career counselling
• Promote a continuous exchange of experiences to help the growth of technical
skills of the professionals involved
• Promote common activities such as training for professionals and activities for
students, teachers, unemployed, traineeships abroad etc
Veneto Region
Chamber of Commerce
• 40 hours course for students attending the 4th year in high school (technical
and professional schools)
• Lecturers: HR managers, trade unionists, labor market experts, labor offices
professionals, career counsellors
Subjects
• Labour market trends
Page 54
•
•
•
•
•
•
•
Labour market legislation
Active job searching tecniques
Services to support job search
Self employment:
market research
business plan
grants
Visits
• Companies
• Trade unions
• Labor offices
Verona Chamber of Commerce
Traineeship abroad
• Teacher’s training
• Students’ training
• Grant
• Technical support
Page 55
Josef Detko, Slovakia
SCHOOL LABOUR OFFICE
Example of good practice, SLOVAK REPUBLIC
Josef Detko
Slovak Academic Association for International Cooperation
General starting point
Activity „School labour office“ is realised by Upper secondary school of services in
Lučenec. The school provide vocational training to the 1760 pupils. School are
leaving about 500 pupils every year. There is one school counsellor (regular teacher
with reduced teaching hours) providing his service 3 hours per week). His obligation
are all kinds of educational problems, work with pupils from socially handicapped
families, drug prevention programmes etc. In the curricula is not obligatory subject
“Introduction to the labour market”.
Local conditions on the labour market
Unemployment rate in Lučenec region is more than 19%. Registred available work
force unemployment is more than 17%. The region is 7th on unemployment ranking
list from 79 regions. 16% of unemployed persons are younger than 25 years (in
region Lučenec it is about 1070 persons).
Beginning of the activity
School head teacher identified that Regional labour office has not enough personal
and resources to take care for 500 school-leavers with needed quality. He applied for
support from ESF for the project of school labour office. He would like to hire full time
employee to support transition process of pupils from school to the labour market.
European Social Fund was supporting School labour office in years 2005-2007 with
grant 704.500,- SKK (about 20.000 EUR)
Page 56
Josef Detko, Slovakia
Project activities

3 full time employees working for the students career development (not
teachers)

training course for school leavers – Transition to the world of work

traineeship programmes for the pupils

language and cultural preparation for youngsters going to work abroad

vocational guidance service for youngsters under 25 years (not only school
pupils)

help with negotiation of working contracts of youngsters

partnership between school and local employers
Results

Unemployment of school leavers is now about 1,5%.

More than 400 working contracts of youngsters were prepared with support of
School labour office.

School is sending their pupils for traineeship to 7 European countries without
support from public sources. Traineeship taking 3 months is funded by
enterprises as result of good co-operation.
Link
http://www.zssslc.sk
Contact person
PaedDr. Milan Šebian
riaditel@zssslc.sk
Riaditeľstvo ZSŠS Lučenec
Zvolenská cesta č.83
984 01 Lučenec
Page 57
Theo van de Veerdonk, The Netherlands
Ambassadorsnetwork….
Theo van de Veerdonk
Department Youth and Education
Municipality of ‘s-Hertogenbosch
“Captains of industry feel and are joint responsible for the quality of education and to
decrease the dropout-rate at schools”
How did it start?
Nationwide youthunemployment actionplan 2004 untill…..
Two aims:
1. Decreasing % of early schoolleaving
2. Extra learningjobs in companies
What was needed?
Better cooperation between: Schools for (pre)vocational education and
Companies…..
The municipality as “independent”
organisation had to take the lead….
What was a good basis?
There are schools….
There are companies....
There are (many) dropouts….
The Netherlands have one of the lowest unemployment-rate in Europe….
What was missing?
Not enough learning jobs to place the risky youngsters in more practical settings on
site!
Therefore we tried to place 350 youngsters in new learning jobs in the period 20042007….
A perfect relation with companies to achieve the mentioned quantitative aim!
Page 58
Result………
We built an ambassadorsnetwork, consisting of managers/directors of the most
important companies in
‘s-Hertogenbosch.
Chairman: the general director of
Heineken Brewery in our city!
What where the steps?
Take the telephone, tell about the background of the initiative….
Personal interview about the goals of the actionplan and point out the importance of
shared responsibility....
Leave a folder at the company
How to convince them to take part?
By participating this initiative you show your “social face”, that’s what you all want,
isn’t it?
Youngsters learn/work better by practical approach, you (companies) play THE
keyrole to realise this aim….
What helped?
Two (potential) ambassadors had children who struggled in their own schoolcareer,
so they felt the problem from inside….
Nationwide 300.000 vacancies, lack of (new) staff in companies.
Situation 2004-2007?
In stead of 350 new learningjobs we realised 450….
The captains of industry opened “all” doors of the companies in
our city….
Page 59
Situation now ?
Still every 6 weeks we come together to monitor the project, at Heineken, with a good
lunch!
The ambassadors feel more and more responsible, so we don’t have to motivate
them, it became their own project….
A new big development started some weeks ago. We asked the
ambassadorsnetwork to broaden their scope….
Not only concerning about enough learningjobs, but also make joint HRM-policy.
Again municipality, companies and schools work together to help companies to
deliver the right staff!
We need the ambassadorsnetwork to realise a good basis to get an entry in the
SME’s….
“We say yes to a broader scope!”
We will come up with further information about that in 2010……….
Page 60
“Career Catching Coach”
Peter Härtel
Steirische Volkswirtschaftliche Gesellschaft, Austria
“The best way to fight against youth unemployment is to improve proactive
processes at all interfaces between school and the “World of work” that youth
unemployment can´t emerge at the beginning of career pathways of young people.”
www.berufsorientierung.at
The basic principles are
Strengthen the strengths of young people
• Improvement of personal competences, esp. decision making
• Taking care for youngsters in time
• Individual accompanying with individual coaching and coaching for groups.
• Most important in this case is:
– Orientation, activation, information,
– Strengthening, skills and practice
– Regional networking
– Method of working: co-operative, subsidiary, procedural and orientated
at personal development
– Extremely non-discriminating approach
a
n
Projektkoordination: Mag. Dr.i Michaela Marterer
 Projektleitung NUTS Oberstmk.: Ost/West: Mag.a Nina Platzer
 Projektleitung NUTS Oststmk.: Dipl.-Päd.in Marion Höllbacher
 Projektleitung NUTS Liezen/ Süd-Weststmk.: Maria Strommer
Regionen und Mitarbeiter/innen
a
Mag. Anita Gutmann
0676/841717- 42
anita.gutmann@stvg.com
Dipl.-Ingin.(FH) Michaela Falzberger
0676/841717-16
michaela.falzberger@stvg.com
a
Mag . Beate Leodolter
0676/841717-48
beate.leodolter@stvg.com
Sigrun Flammer
0676/841717-32
sigrun.flammer@stvg.com
Elisabeth Zangl
0676/841717-13
elisabeth.zangl@stvg.com
a
Mag . Daniela Haspl
0676/841717-43
daniela.haspl@stvg.com
Magrit Offner
0676/841717-34
nina.platzer@stvg.com
a
Mag . Beate Maria Venus
0676/841717-49
beate.venus@stvg.com
in
Dipl.Päd . Sandra Martina Fülle
0676/841717-35
a
Mag . Petra Hofer
0676/841717-18
petra.hofer@stvg.com
sandra.martina.fuelle@stvg.com
a
Mag. Veronika Herzog
0676/841717-45
veronica.herzog@stvg.com
a
Mag. Melanie Herndler
0676/841717-15
melanine.herndler@stvg.com
a
Mag . Lisa Künstl
0676/841717-44
lisa.kuenstl@stvg.com
Monika Plangger
0676/841717-71
monika.plangger@stvg.com
Page 61
5 pillars
Teachers /
School


Young
people


Parents
Enterprises /
Entrepreneur
InstitutionenAMS
Public
Who are accompanied?
• Pupils who break off schools (age from 15 to 18)
• School leavers from compulsory schools (age from 14)
• Pupils in the 9th stage grade of school (age from 15)
Young people are accompanied and supported by:
• Training on the personality, give you help for orientation
• Tests for assuring interests and personal conversations
• Individual information
• trainings for application (Supports for the application personal and in words)
• „Job-Fit“-trainings
Companies and parents are supported by:
• Info-evenings for parents “How ca I support my child in finding the fitting
profession and fitting apprenticeship?”
• Information about new apprentices
Interactive activities:
• At the moment there are 19 standardised interactive activities between
schools and companies e.g.
• Job testing
• My job – my future
• Start your future
• Coming together
• etc.
Page 62
Examples of interactive measures…
Vocational Orientation Academy
Training on the job
Day in workshops
Girls‘ Day
Insights through
responsibility
Targets per year
Project area
target
Information talk and accompanied young people
700
Überleitungen in eine Lehre oder andere
280
Ausbildungsformen/Jobs
Young people with school workshops and
4.500
interactive measures with enterprises
Awairness raising, Information and motiviation of
550
Entrepreneurs
Reached partens: school-evenings with partens
2.300
and events with partens
Network activities and network appointments
650
Page 63
Development of the Project “CareerCatchingCoach”
• The project started in 1999 (after a province – wide survey about success
criteria and obstacles for transition) in 4 districts from 17 districts in Styria
• Development of the project up to 14 districts in the last 8 years.
• 2008 the project started his 9th year of duration.
Effects / results
Rate of young people who are looking for a place of apprenticeship – Apprenticeship
position
1998
2008
Austria 1,6 : 1 Styria 4,6 : 1
Austria 1.4 : 1 Styria 1,7 : 1
The Berufsfindungsbegleiter was mentioned as good practice in the OECD Review of
Career Guidance Policies Country Note, January 2003
Costs
The project 2008 (628.000 Euro) is financed by:
co-ordinated: by the Styrian Association for Education and Economics, funding is
provided by:
• The provincial government’s economics department, social department,
education department,
• The Federal Ministry of Education and
• European Social Funds (contract for 2008-2013)
• Free for users
• Possible for transfer in other countries
– Yes: costs 1 fulltime-employeed CCC and infrastructure: about 65.000.per year
• Einstein4All – the Netherlands
Page 64
Speranta Tibu, Rumania
The Information and Career Counselling Project
Speranta Tibu
The Information and Career Counselling Project – the context

The Reform in Education -- increasing numbers of counselling offices in the
educational sector

Major personnel cut off (eg: mining sector -- restructuring the Unemployment
Agencies

No initial training in counselling for practitioners in the education and labour
networks (teachers, psychologists, engineers)
The Information and Career Counselling Project

Duration of the project: 1997-2007.

The beneficiaries: guidance counsellours from three networks (education, labour
and youth).

The funds: Romanian Government and The World Bank in amount of 7.2 million
USD.

International partnership: Romania, Canada (PS Jarvis & Associates) and
Denmark (Holstebro Tekniske Skole)
The Information and Career Counselling Project - training

First step: short-term training program.

Second step: long-term training program designed and organized as a postgraduate two-year course, certified by a master degree in Public Policy,
specialisation in “Information and Career Guidance (900 counsellours).
The Information and Career Counselling Project - activities

Editing a newspaper “A Future for Everyone” containing basic information on
guidance and counselling, self-awareness targeted at career development, jobseeking techniques, interviews with successful professionals, info about
occupations etc. (10 issues).

16 advertising posters regarding career counselling.
The Information and Career Counselling Project - products

450 occupational profiles (most sought for professions – trades – occupations).

A new series of 100 occupational profiles are in preparation and going to be
published.

Designing and producing 12 videos on topics relevant for career guidance.
The Information and Career Counselling Project - equipments
The centres involved in the project received:

1280 TV and video equipment items.

1050 computers.
Page 65

Speranta Tibu, Rumania
Software dealing with self-assessment of career interests, presentation of preuniversity educational system.
The Information and Career Counselling Project - 2007
Translation and adaptation of the following instruments:

BTPAC (Psychological Tests Battery for Cognitive Aptitudes).

JVIS (Jackson Vocational Interest Survey).

A short-term training program for the counsellors using these psychometric
instruments.
Educational System in Romania
Page 66
Maria Jose Cousinou, Spain
FUNDACION RED ANDALUCIA EMPRENDE
Maria Jose Cousinou
FUNDACION RED ANDALUCIA EMPRENDE





Fundación Red Andalucía Emprende
Public Non Profit Organization – 1999
Support to the Economic Activity in Andalusia both in rural and urban areas.
150 Business incubators.
11 Support center for business development.
Page 67
Page 68
SPECIALIZED SERVICES

Business incubation

Mentoring

Training

Information and technical advising

Recruitment campaigns of entrepreneurs, raise of awareness, spreading and
dissemination. Networking and cooperation with other public bodies

Development of regional programs for entrepreneurs funded by the Regional
Government
SOME FIGURES

150 Business incubators & 11 CADE’s

Period 1999-2007: 6.175 star-ups (19.035 employments)

Period 2007: 10.315 hours training for entrepreneurs

Period 2007: 157 projects in cooperation with other networks.
AREA OF PROGRAMS AND PROJECTS

Technical research and reports.

Dissemination and promotion. (ex. Entrepreneur Day…)

Entrepreneurship in the education system. .(ex. Emprendejoven, Empresa joven
europea…)

Internship and trainingship in companies.(ex. Practiquemos)

Program of sectorial entrepreneurs.(Creativa, women in network…)

Support instruments for entrepreneurs.(ex. Tools on-line to support
entrepreneurs)
Page 69
Preparing young people for a changing world of work
VUE – The National Knowledge Centre for Educational and Vocational Guidance
Making transitions work
Contemporary ideas:
•
Higher levels of education enhance one’s career opportunities
•
The objective of learning is to make yourself ”employable” (homo economicus)
•
To become ”employable” is an individual task
•
The network society alters the labour market structure in unpredictable ways
Instruments and approaches
Compulsory schools:
•
Labour market issues integrated in the general school curriculum
•
Study visits to local trades and industries
•
In-company training of 1-2 weeks duration
•
Mandatory bridge-building courses
•
Strategies to spot ”at risk” children and a close follow-up from the youth
guidance system
Secondary level:
•
Labour market issues integrated in the course curriculum
•
Projects in co-operation with local/national trades and industries
•
Competetions, like ”create your own business”
•
A sandwich type Vocational Education System
In general:
•
A close follow-up on all children/youngsters –behavior and performance is
monitored
•
Implementation of various ”help-functions” – e.g. mentors
•
Service provision targeted towards groups ”at risk”
•
Several staff categories involved in guidance
Making succesful transitions requires: Competence demands
• The ability to judge yourself in vocational terms
• The ability to foresee possible individual outcomes
• The ability to ”read” and meet present and future demands
Topics for discussion
Challenges connected to:
• The crystal ball approach versus preparing for the unpredictable
• The developmental approach versus the psychometric
• Individual support versus social control
• Guidance versus placement
What’s at stake?
To make yourself ”relevant” to the market, and to exercise influence over your career,
maybe has more to do with who you are than what you are
Page 70
Format Reference Activity
Format for Reference Acitivities
Following format was agreed to use on the homepage to fill in reference activities,
good practices, policies et.
Reference Activity in the field of
"School and the World of Work"
1) Short term
(Name of the project)
2) Aim
Several answers possible
3) Policy fields of
Career Guidance
4) Target Group
Project
Network
System / Structure / Strategies
Process / Procedures / Practice
5) Character of
Activity
Others:
6) Systemic
Approach
7) Sub-elements of
Guidance
8) Effects / Impacts /
Results
9) Professionalism
and quality
assurance
Start of planning:
Start of planning the activity
(DD/MM/YYY)
10 )Present State
Effective since:
(DD/MM/YYY)
End:
(DD/MM/YYY)
Start (of the expected)
realisation
Expected end (for projects)
Page 71
11 ) Responsible
organisational unit
12 ) Contact person
13) Detailed
Description
14) Methods
15) Innovative,
because…
16) Information in the
Internet
17) Other
publications
18) Costs of Activity
19) Financed by
20)Costs for user
21) Possible for
Transfer
Page 72
3) Policy fields of Career Guidance
Improving Career Guidance (CG) for young people
Career education and guidance in schools
Career guidance young people at risk
Career guidance to avoid early school leaving
Improving access to career guidance
Expanding access to career guidance services
Minimize regional, social and mental barriers for access to career guidance
Career guidance services for disadvantaged groups
Improving the systems that support career guidance
Improving career information
Training and qualifications
Funding career guidance
Co-ordination and strategic leadership
Ensuring the quality of career guidance
Assessing the effectiveness of career guidance
Code
4) Target Group
Pupils / Students
Teachers / Counsellors
Enterpreneurs / Companies
Parents / Partners / Peers
Authorities / Policy makers / Stakeholder / other institutions
Code
T1
T2
T3
T4
T5
6) Systemic Approach
Activity within in the schoolsystem
Activity outside of school
Activity combined school – other
Code
A01
A02
A03
7) Sub-elements of Guidance
Information
Counselling
Orientation
Coaching
Empowerment
Experience
Desicion Making
Code
S01
S02
S03
S04
S05
S06
S07
8) Effects / Impacts / Results
Increase of career education lessons and securing these lessons at schools
Arising the relationships between pupils and the world work
Raising awareness for young people and their needs
Raising awareness to support young people in the situation of process of
vocational orientation process
Raising awareness to support young people in the situation of transition from
school to WOW
Improve awareness about importance of guidance and counselling
Strengthen the connection of pedagogical processes in school with the changing
world of work
Strengthen cooperation between schools, employers, stakeholders, social work…
Code
E1
E2
E3
E4
P01
P02
P03
P03
P04
P05
P06
P07
P08
P09
P11
P12
E5
E6
E7
E8
Page 73
Arising successful transition processes from initial education to working life
Reducing of school failing / drop outs / early school leaving
9) Professionalism and quality assurance
Expansion of the base of education of teachers / counsellors based on knowledge
of personality, abstract and practical
Development of standards in competencies for counsellors
Construction of the mechanism of quality assurance and quality development for
Guidance
E9
E10
Code
Q1
Q2
Q3
Page 74
.
With the support of the
Lifelong Learning Programme
of the European Union
133995-2007-AT-COMENIUS-CNW
This project has been funded with
support from the European
Commission.
This publication [communication]
reflects the views only of the author,
and the Commission cannot be held
responsible for any use which may
be made of the information contained
therein.
Page 75
The partners in the Comenius network
“School and the World of Work”
Austria
Czech Republic
Association of Educational Guidance Counsellors
Denmark
VUE – The National Knowledge
Educational and Vocational Guidance
Finland
Germany
Ruprecht-Karls-University of Heidelberg
Greece
Greek-German Education
Italy
Eurocultura
The
Netherlands Municipality of 's-Hertogenbosch
Poland
Jagiellonian University
Romania
Slovakia Slovak
Academic Association for International Cooperation
Spain
Andalusian Entrepreneurship Network
With the support of the
Lifelong Learning Programme
of the European Union
133995-2007-AT-COMENIUS-CNW
Centre
for

School and WOW_Conference Report_Finland

Transcription

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