1. Lene Poulsen, Assistant Professor & Coordinator lp@ucc.dk University College Capital www.ucc.dk

2. Agenda Short Presentation of UCC Political and Historical Context (guidance field) Diploma in Educational and Vocational Guidance (60 ECTS) Validation of nonformal and informal Competencies Future Perspective

3. University College Capital (UCC) Established in 2007 as one of 7 in DK A fusion of higher education institutions providing graduates and post-graduate studies, applied research and development activities in the field of the professions Number of students and staff - Full time students: 8000 - Part time students: 4000 - Staff: 1200

4. UCC acitivities Bachelor degrees in: Teachers education, social education, nursing, textile and handicraft design, sign language etc. Supplementary diploma degrees in: Educational leadership, literacy development, youth education and supervision, educational & vocational guidance etc. Applied research in related fields International engagement within Nordic and European programmes, NGO and consultancy work in development countries

5. Political and Historical Context Guidance Reform 2003 - Connection and continuation - Independence - Transparency - Professionalization Lifelong perspective and adult guidance still insufficient and on its way!

6. Diploma in Educational and Vocational Guidance - Facts Provided as ”a half” Diploma (30 ECTS) since 2004 Full Diploma (60 ECTS) since 2007 5 educational Providers in Denmark (in cooperation) Possibility of part time or full time Study 40 lessons per Module About 225 Students per Year in UCC About 6 Teachers with Academic Background and experienced through Guidance Practice in UCC. All Teachers are involved in Research Activities, development Projects, international activities etc. Cooperation with VIA UC in National Knowledge Centre for Educational and Vocational Guidance (VUE) www.vejledning.net www.vejledning.net

7. Diploma in Educational & Vocational Guidance (60 ECTS) Structure of the Diploma 3 compulsory Modules Guidance and The Guidance Practitioner (9 ECTS) Guidance and The Individual (9 ECTS) Guidance and The Society (9 ECTS) 2 Modules of own Choice, ex: Career Choice and Choice Processes (9 ECTS) Adult Guidance (9 ECTS) Final Diploma Paper (15 ECTS)

8. Range of Modules of own Choice Career Choice and Choice Processes – Theories and Practice (9 ECTS) Guidance in Completion of Youth Education/Upper Secondary (9 ECTS) Guidance in Completion of Further Education (9 ECTS) Development, Quality and Management of Guidance Environments (9 ECTS) Adult Guidance (9 ECTS) Guidance in Transitions from Primary School to Further Education (9 ECTS) Guidance for Children, Youngsters and Adults with special Needs (9 ECTS) Innovation and Entrepreneurship in Guidance (9 ECTS) Intercultural Guidance and Counselling (9 ECTS) Mentoring and Arrangements of Mentoring (9 ECTS)

9. Aims of the Diploma The Student develops theoretical and practical Competences to provide Guidance to Children, Youngsters and Adults about Choice and Completion of Education and Career The educated Guidance Practitioner shall manage to take both individual and societal Premises into account The educated Guidance Practitioner shall be able to contribute on her own to the Development of Organization, Evaluation and Qualification of the Guidance System

10. Admission Requirements Completed short or medium further Education (ex. Teacher, Social Worker, Nurse or corresponding adult education) 2 Years of Experience from relevant practical Career

11. The Principle of ”Cross-Sectional” The Education is aimed at ALL Guidance Practitioners in the Guidance System Students from different Sectors join the Modules together Different practical Backgrounds creates a dynamic and learning Study Environment It shapes the best Opportunities for Cooperation in daily Working Life – e.g. about Students who cross the Sectors It creates a common Language and Professionalism

12. Validation of nonformal and informal Competences Provided by educational institutions Valued up against curriculum standards/learning outcomes (knowledge, skills, competences) Validation in relation to - Admission - Modules - Full Diploma Assessment is always individual – but proces can be collective/organizational Counselling should be provided

13. Future Perspectives – some questions How can we ensure the lifelong perspective in our provision of guidance and counselling? (one all age- system or?) How to qualify and develop the field of guidance and counselling? (emplementing evaluation systems?) How to qualify and develop the guidance practitioner? The diploma-qualification – is it the way to do it? Other concernes? Thank you for your attention!