Transcript Dia 1 - TOI – BLUE

CAREER ORIENTATION AND CAREER
GUIDANCE IN FINLAND
JUKKA LERKKANEN
220413 JYVÄSKYLÄ, FINLAND
KEY FEATURES OF THE CURRENT GUIDANCE
PROVISION IN FINLAND
• Careers information, guidance and counselling
services are provided mainly by two established
public service systems:
– Student counselling within the public educational system,
– Information, guidance and counselling services run by the
public labour administration and complementing schoolbased services (Employment and Economic Development
Offices)
• Public Employment Services (PES) are mainly
targeted at clients outside the education and training
institutions.
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Finnish guidance and counselling system
Ministry of Culture and Education Ministry of Employment and the Economy
COMPREHENSIVE
SCHOOLS
UPPER
SECONDARY
SCHOOLS
VOCATIONAL
COLLEGES
UNIVERSITIES OF
APPLIED
SCIENCES
UNIVERSITIES
EMPLOYMENT OFFICES
Vocational guidance and
career planning
Educational and vocational
information services
Employment exchange
services
CENTRE FOR INTERNATIONAL MOBILITY
CIMO
Euroguidance Finland
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FEATURES OF THE FINNISH EDUCATION SYSTEM
• Equal opportunities for education irrespective of age,
domicile, sex, economic situation or mother tongue
• Instruction free of charge
• Centralised steering of the whole - local
implementation
• Education system almost entirely publicly funded
• Guidance practitioners’ competences are defined in
legislation
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3)
THE EDUCATION SYSTEM OF FINLAND
5
4
4
3
3 UNIVERSITIES
OF APPLIED
2
SCIENCES
1
2
1
UNIVERSITIE
S
1)
WORK
EXPERIENCE
3 GENERAL
2 UPPER
SECONDARY
1
EDUCATION
1)
16
C
o
m
p
u
l
s
o
r
y
15
14
e
d
u
c
a
t
i
o
n
13
12
11
10
9
8
7
6
AGE
2) 3 VOCATIONAL
UPPER SECONDARY
2 EDUCATION and
1 TRAINING
SPECIALIST
VOCATIONAL
QUALIFICATIONS
2)
FURTHER
VOCATIONAL
QUALIFICATIONS
WORK
EXPERIENCE
10
9
8
7
6
5
BASIC
EDUCATION
3)
4
3
2
1
PRE-PRIMARY EDUCATION
4)
SCHOOL
YEARS
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An additional 10th year is
voluntary giving pupils an
opportunity to improve their
grades and clarify their career
plans.
Vocational upper secondary
education and training
Is arranged in vocational schools
(including at least six months of
on-the-job learning) and in the
form of apprenticeship training.
Adults can obtain vocational
upper secondary qualifications
also in competence tests.
The Ministry of Culture and
Education has granted
permission for post-graduate
degree programmes for some
universities of applied sciences.
“Vocational start” is an optional
year after comprehensive
education since 2007.
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NATIONAL GUIDELINES FOR GUIDANCE PROVISION AND
CAREER EDUCATION
- COMPREHENSIVE AND SECONDARY EDUCATION
• 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
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GOALS OF THE CURRENT CURRICULUM GUIDELINES
• 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 pupil’s 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.
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GOALS OF THE CURRICULUM GUIDELINES
• 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 school’s activity.
• Classroom visits by labour market representatives, visits to workplaces,
project work, the use of different sectors’ informational materials, and an
introduction-to-working-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.
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GUIDANCE IN EDUCATIONAL SECTOR
(KASURINEN 2008)
CURRICULUM GUIDELINES:
 psycho-social support and student welfare services
 counselling of study skills and learning
 career counselling
FOLLOW-UP
TRANSITION
Comprehensive education
INDIVIDUAL STUDY PATH
1
6
Class teachers
Flexible
options
TO
FURTHER
EDUCATION
TO WORK
LIFE OR
FURTHER
EDUCATION
9
Guidance counsellors
Group advisers
Choices. decision making
COOPERATION WITH WORKING LIFE
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THE THREE HILLS -MODEL FOR IMPLEMENTING CG
SERVICES
PSYCHO-SOCIAL SUPPORT AND STUDENT WELFARE
SERVICES,
COUNSELLING OF STUDY SKILLS AND CAREER
COUNSELLING
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SUPPORT ON PERSONAL AND SOCIAL ISSUES
Psycho-social support
- life situation and life history of the student
- self knowledge and self-esteem of the student
- life management experiences
- student welfare services
- multi-professional cooperation
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EDUCATIONAL GUIDANCE
- learning and study process
- individual study plans
- counselling and support when planning studies and
choosing courses
- learning methods and strategies
- students are aware of their strengths and
weaknesses as students
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CAREER GUIDANCE
•
•
•
•
•
•
educational and occupational plans
career development
plans for the future
knowledge of working life
studying and working abroad
promote students’ skills for planning and realising
life long learning
• skills to use different tools to search information
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GUIDANCE AT DIFFERENT
EDUCATIONAL LEVELS
• Pre-primary education at the age of six (97%,
aim is foster his/her social skills)
• Basic education
– Goals and division of labour are set in the national curriculum
– All teachers contribute guidance and couselling all though their
basic education
– at schools and class teachers
– Class-based lessons in guidance and counselling at grades 7-9
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BASIC EDUCATION
– Guidance counsellors:
• ”Teaching, providing information, attending meetings and giving
guidance about studying, working life and further education”
• Visits to educational institutes and companies
• Parent-school meetings
• Joint nationwide online application system (95% go on to
secondary education)
• Student welfare team
–
–
–
–
–
Lessons 2,5 hours during 7-9 grades
Special needs education
Preparatory training for immigrants
Additional basic education (10th grade)
Preparatory training: “Vocational start”, “Youth workshops”
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SECONDARY LEVEL EDUCATION
• General upper secondary schools
– Goals set by a national curriculum, leading to a
matriculation exam and qualifying students for further
studies
– 50% go on to universities, 50% take up other studies or
employment
– Guidance counsellors at schools and group advisers
– One compulsory course (38h) and one optional course
(38h) in guidance and counselling about subject choices,
further studies, careers and other life plans.
– The guidance and counselling services at the Employment
and Economic Development Offices
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SECONDARY LEVEL EDUCATION (1)
• Vocational education and training
– Initial vocational education or apprenticeship training or a
compentence-based qualification: degree gives opportunity
to apply to higher education
– Guidance counsellors at schools, teachers and workplace
instructors, 60h course of guidance and counselling
– Guidande counsellor: Credit prior skills, ILP, Guide the
choices and further education, multiprofessional studen
welfare work, training peer-tutors, active regional network
with other guidance counsellors, social services and the
Employment and Economic Development Offices
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SECONDARY LEVEL EDUCATION (2)
• Vocational education and training
– On-the-job learning, skills demonstrations, a final project and
studies in entrepreneurship
– Intial vocational qualification and national matriculation
exam
– Special needs education in regular vocational institutes: part
of mainstream classes or special needs groups or both or in
Vocational Special Needs Institutions.
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HIGHER EDUCATION
• Tertiary education divided into
- Universities (academic, research-based)
- Universities of applied sciences (professionally oriented)
• National joint application system, entrance exams
• Student counselling services, welfare services
• Study affairs secretaries or counsellors in charge of
the planning, co-ordination and development of CG,
editing of study guides and training tutors
• Careers and recruitment services: Employment
advisers and counsellors
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ADULT EDUCATION
• Liberal adult education in folk high schools, adult education
centers and summer universities
• General adult education in adult high schools and folk schools
• Vocational education and training for adults is provided in
vocational institutes, in workplaces and virtual learning
environment. Competence-based qualification includes practical
work assignments and written or oral assignments
• The key objective in the GC is to help design individual study
plans, improve study skills and advise in the choice of subjects
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TRAINING OF GUIDANCE
PRACTITIONERS AT SCHOOLS
• Master in Education (300 cr), major in guidance and
counselling + teacher qualification
• Teacher qualification + 60 credits of guidance and
counselling
• Vocational teacher qualification + 60 credits of
guidance and counselling
• Multiform training available
• In-service training provided within the field
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GUIDANCE IN LEGISLATION (1)
Acts for comprehensive, upper secondary and
vocational education:
Pupils and students are entitled to have
educational and vocational guidance during
every working day at school
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GUIDANCE IN LEGISLATION (2)
Decrees for comprehensive education,
upper secondary and vocational education :
• student counsellors take care of vocational and
educational guidance
• cooperation with working life – possibility to
have time for work experience
• guidance and counselling in classrooms,
possibility to have personal counselling
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GUIDANCE AND COUNSELLING AT
PUBLIC EMPLOYMENT SERVICES
(PES)
• Centres for Economic Development, Transport and
the Environment
– Coordination and development
• Employment and Economic Development Offices
– Target groups: unemployed, citizens which plan a career
move, citizens who are studying
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IN CHARGE OF GUIDANCE AND
COUNSELLING AT PES (1)
• Employment advisers and counsellors help
jobseekeres and employers find one another.
Group-based training in job-seeking and
education.
• EURES-advisors
• Education advisers via national telephone service,
email and Internet
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IN CHARGE OF GUIDANCE AND
COUNSELLING AT PES (2)
• Vocational guidance psychologists mapping the client’s
situation and finding a suitable vocational field with
discussion and psychological assessment
• Higher education advisers guiding and counselling
students who are transferring from study to work
• Rehabilitation advisers are intended for people with
disabilities. These services include employment services,
career planning, educational services, guidance in
rehabilitation and health checks
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TRAINING OF GUIDANCE
PRACTITIONERS AT PES
• Vocational guidance psychologist needs a grade in
psychology
• Other practitioners have no formal qualification
requirements
• In-service training provided within the field
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RECENT EXAMPLES OF QUALITY
DEVELOPMENT
National evaluation of guidance services in Finland 2002
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Evaluation of the efficacy of
educational guidance and
counselling
(Numminen & al 2002)
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INTERNET-BASED TOOLS TO SUPPORT THE
INSTITUTIONAL EVALUATION OF GUIDANCE
• Tools derived from the national evaluation 20012002
• Separate questionnaires for
– 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
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INDICATORS USED IN THE INSTITUTIONAL
EVALUATION (1)
• Access for guidance
–
–
–
–
Student/counsellor ratio
The index of necessicity of career guidance (Student)
The access index (Student/Counsellor/Principal)
The clarity of the guidance system in the school (S/C/P)
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INDICATORS USED IN THE EVALUATION (2)
• 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)
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INDICATORS USED IN THE EVALUATION (3)
• 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)
• Individual learning programme
– Implementation and realisation of individual learning
programmes (C/R)
• Study skills of the students
– Study skills (S)
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INDICATORS USED IN THE EVALUATION (4)
• 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)
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AN EXAMPLE OF THE QUESTIONNAIRES
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EXAMPLE OF THE ON LINE GRAPHICS GENERATED BY THE
TOOL/PERCEIVED NECESSITY AND ACCESS FOR
GUIDANCE/COMPARISON
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DEVELOPMENT AND IMPLEMENTATION OF
INTERDISCIPLINARY GUIDANCE PRACTISE AND POLICIES
• Need for transparency
• Analysis of the services visible for citizens and the mechanisms behind
the planning and managing the services not visible for the users
• Shift from cocooned and isolated guidance providers to
interdisciplinary partnerships
• Need for a model that identifies the components and features of
interdisciplinary approach in practical, organisational, regional and
national policy levels
• Need for a tool to enhance common language and to bridge the gap
between the practise and guidance policy development
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Strategic design of guidance practise & policy
(Kasurinen 2006, Vuorinen, Kasurinen & Sampson 2006)
Policy
Context
Organization
Contents
Action plans
Methods
Time
Legislation
Instructions
Resources
Educational settings
Economic and work life structures
Networks
Leadership and management
Action culture
Human resources
Arrangement of education and support systems
Career and future planning
Guidance in study process and skills
Psychosocial support and health care services
Strategic
design &
policy
development
- Not visible
Services
visible
for
clients
Objectives
Responsibilities
Division of labor
Information and advice services
ICT services in counseling
Group counseling sessions
Individual counseling sessions
Citizen’s life & career management and implementation, Lifelong Guidance
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RECENT QUALITY FEATURES IN GUIDANCE
POLICY DEVELOPMENT IN FINLAND
• As a result of the national and international
evaluations, lifelong guidance has been included in
the key documents of educational and labour
market policies.
• National cross-sectoral initiatives based on the
evaluation recommendations
• Cross-sectoral working groups feed the national
policy development – still need for a sustainable
national lifelong guidance forum
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MATERIALS
Quality of guidance provision in Finnish education by
Raimo Vuorinen, in National conference on lifelong
guidance entited Consultation on Quality Standards in
Lifelong Career Guidance 19 September 2012
Ljubljana, Slovenia
Lifelong Guidance in Finland. In address:
http://www.cimo.fi/services/euroguidance_finland
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MORE INFORMATION
[email protected]
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