Finnish Institute for Educational Research (FIER) 1 Roma, 28 aprile 2010 Report on guidance 2009 Guidance supply in Italy - commentary notes Raimo Vuorinen ELGPN, Co-ordinator Finnish Institute for Educational Research University of Jyväskylä Finland ISFOL, 28 April 2010, Rome, Italy 1

Finnish Institute for Educational Research (FIER) 2 Roma, 28 aprile 2010 Themes Added value of the report The reference framework: Widening paradigm of LLG National situation in comparison to recent development in EU countries Challenges – relation to parallel developments in European countries 2

Finnish Institute for Educational Research (FIER) 3 Roma, 28 aprile 2010 Added value of the report A national research based development strategy is very unique in Europe A national research centre focusing on policy related guidance issues like ISFOL is necessary –This type of national centres in e.g. Iceland, Finland, UK National consultation on the progress is necessary – close links with all the key stakeholders 3

Finnish Institute for Educational Research (FIER) 4 Roma, 28 aprile 2010 Theoretical cultural reference framework The proposed framework is in congruence with current developments in Europe Shift from individual to wider definition of LLG proposed in the report is the way forward Distinction of services visible for citizens and the policies which have impact on the service delivery Common conceptual framework? 4

Finnish Institute for Educational Research (FIER) 5 Roma, 28 aprile 2010 Notions underpinning LLG (Sultana 2009) Private good - Choises - Support - Dreams - Private goals Emphasised in Educational contexts Common good - Placement - Orientation - Vision - Compromises Emphasised in Labor Market contexts - Welfare - Inclusion - Active citizenship Emphasised in Social policies Balance?

Finnish Institute for Educational Research (FIER) 6 Roma, 28 aprile 2010 Definition of Lifelong Guidance? What? Activities: e.g.information giving, advice, counselling, assessment, teaching, advocacy For whom? All citizens When? Any age and point in their lives Focus? Making meaningful life choices on learning and work. Empowerment to manage learning and career Career? Individual lifepaths in learning, work and in others settings in which these capcities and competences are learned and/or used Where? Education, training, employment, community, private –EU Council of Ministries Resolution on lifelong guidance 2004

Finnish Institute for Educational Research (FIER) 7 Roma, 28 aprile 2010 ISFOL research areas Context & tools Guidance in PES –Individual paths –Group guidance –APEL –Balance between work and private lives –Outplacement –Guidance for older adults –Guidance as strategic element of active LM policies –Transitions and organisational welfare –Guidance professionals Outcomes of guidance ?? 26/08/2015 7

Finnish Institute for Educational Research (FIER) 8 Roma, 28 aprile 2010 Challenges – 1. issue European dimension Lifelong guidance practise and policy development (1) Countries in Europe are more aware of the need for guidance policy development, However, –Services tend to be in silos –National coordination mechanisms are at early stage –Goals of the services seem to be supplier driven rather than user driven Examples of good practise: –Legislation in guidance: BG, CZ, DK, EE, EL, ES, FR, IT, LT Legislation on practitioners qualifications: FI, IS –Promoting guidance in HE settings: BG, FI, HU, RO

Finnish Institute for Educational Research (FIER) 9 Roma, 28 aprile 2010 Challenges – 2. issue networking Proposed guidance functions: –Information –Monitoring of guidance paths/tutoring –Guidance counselling –Analysis of guidance policies Outcomes? Building a national system 9

Finnish Institute for Educational Research (FIER) 10 Roma, 28 aprile 2010 Legislation Instructions Resources Strategic design of guidance practise & policy (Kasurinen 2006, Vuorinen, Kasurinen & Sampson 2006) Information and advice services ICT services in counseling Group counseling sessions Individual counseling sessions Educational settings Economic and work life structures Networks Objectives Responsibilities Division of labor PolicyContextOrganizationContents Action plans MethodsTime Career and future planning Guidance in study process and skills Psychosocial support and health care services Citizen’s life & career management and implementation, Lifelong Guidance Strategic design & policy development - Not visible for clients Services visible for clients Leadership and management Action culture Human resources Arrangement of education and support systems

Finnish Institute for Educational Research (FIER) 11 Roma, 28 aprile 2010 Challenges – 3. issue – new competences Focus on the process dimension New technologies challenge the traditional counselling relationship Implications of new technology (including social media) – >critical use of different information sources Career guidance -> Career management skills as a new competence as such 26/08/

Finnish Institute for Educational Research (FIER) 12 Roma, 28 aprile 2010 Personal Management positive self-image interaction with others change and grow Exploring learning / work participate in LLL locate/use information understand work Life/work building secure, create, keep work make good decisions life – work balance understand life/work roles manage life/work building process Filtered through: national cultures / structures national curricular traditions: - encyclopaedic tradition (content oriented) - Humboldt tradition (humanist, process oriented) - Anglo-saxon tradition (outcome oriented) These cultures determine: view of citizen role of the state style of learning / assessment pedagogic approach type of curriculum (de/centralised) view of learner (tabula rasa?) ‘BLUEPRINT’? (Ronald Sultana 2009/ELGPN WP1 reflections)

Finnish Institute for Educational Research (FIER) 13 Roma, 28 aprile 2010 Clarity (and realism) about the value of Career Management Skills (Sultana 2009) Enhancing ‘employability’: 1.Understanding (broader and deeper than knowledge) 2.Skills (or ‘skilful practices’, which includes deployment of skills) 3.Efficacy beliefs (including students’ views of themselves and personal qualities) 4.Metacognition (self-awareness regarding learning, and capacity to reflect on it). Enhancing ‘employability’: 1.Understanding (broader and deeper than knowledge) 2.Skills (or ‘skilful practices’, which includes deployment of skills) 3.Efficacy beliefs (including students’ views of themselves and personal qualities) 4.Metacognition (self-awareness regarding learning, and capacity to reflect on it). Taught (or caught?) in a myriad of ways [Gap: issue of transferability]

Finnish Institute for Educational Research (FIER) 14 Roma, 28 aprile 2010  Defines role of career guidance staff  Has major implications for profile sought  Has major implications for training  Defines role of career guidance staff  Has major implications for profile sought  Has major implications for training Infusion model Separate subject Extra-curricular Mixed model Sultana 2009: Policy options for education sector: Shared responsibility – overall coordination – curriculum mapping – joint curriculum development – captured by system logic Responsibility delegated (no ownership) – often part of lifeskills (elbowed out) – generic or customised Band-aid approach – often too little, too late – targeted, rather than LL Best of both worlds? – ensures coverage – requires careful planning

Finnish Institute for Educational Research (FIER) 15 Roma, 28 aprile 2010 Challenges – 4. issue, wider range of service delivery modes - Options: An all-age careers service, as in New Zealand, Scotland and Wales –Strong partnership with other providers (schools, etc.) OR: Integrative role of ICT? –Slovenia: Different databases together, with ‘front end’ constructed from viewpoint of user –Hungary: National career development portal –UK – integrated use of different media Challenge: cost-effectiveness vs. Social equity 15

Finnish Institute for Educational Research (FIER) 16 Roma, 28 aprile 2010 Practitioner competences? One indicator of the quality of the national guidance system? Competences for the service delivery and design of the services? Competences related to guidance policy development? National qualification/competence frameworks – legislation? Congruence with international competence frameworks? 16

Finnish Institute for Educational Research (FIER) 17 Roma, 28 aprile 2010 Challenges – 5. issue – guidance economy A common conceptual framework for a coherent lifelong career guidance system? In a situation where most services are disparate parts of other systems (schools, universities, employers, PES, etc.), each with its own rationale and driving forces ? –(Watts 2009) 17

Finnish Institute for Educational Research (FIER) 18 Roma, 28 aprile 2010 Three Levels of Service in the Differentiated Model of Service Delivery (Sampson 2009) Self-help services Brief staff- assisted services Individual case- managed services Readiness of the user HighModerateLow Amount of staff assistance provided Little or noneMinimalSubstantial Who guides use of resources and services The userA practitioner Where services are provided Resource room or at a distance via the Internet or telephone Resource room, classroom, seminar room, group settings, or at a distance via the Internet or telephone Individual office, classroom, seminar room, group setting, or at a distance via the Internet or telephone Selection and sequencing of resources and services Resource guides Individual learning plans

Finnish Institute for Educational Research (FIER) 19 Roma, 28 aprile 2010 Questions for consideration when implementing coherent guidance provision Distinction between three level of linkages –Communication Exchanging informaton, exploring potentials for co- operation –Co-operation Between partners, within existing structures, decision powers and mandates retained by each partner –Co-ordination Requires a co-ordinating structure with operational mandates and funding (contract or legal mandate)

Finnish Institute for Educational Research (FIER) 20 Roma, 28 aprile 2010 Questions for consideration when implementing coherent guidance provision(2) Potential advantages of top-down approaches –Funding base –Direct link with policy Potential advantages of bottom-up approaches –May be more sustainable –More independence in actions –May produce a greater sense of ownership and motivated participation

Finnish Institute for Educational Research (FIER) 21 Roma, 28 aprile 2010 Questions for consideration when implementing coherent guidance provision (3) Integrative potentials of the ICT –Bringing together the stake holders –A tool and a powerful agent of change –Data collection and dissemination –System integration Strategic design of curricula with guidance perspective

Finnish Institute for Educational Research (FIER) 22 Roma, 28 aprile 2010 Questions for consideration when implementing coherent guidance provision (4) When promoting outcome focused evidence based practise and policy development the focus should be on both services visible for citizens and the design of the services. In addition of navigating in networks the practitioners need competences to enhance interdisciplinary sustainable forums Need for consistency in the leadership and management of insterdisciplinary networks

Finnish Institute for Educational Research (FIER) 23 Roma, 28 aprile 2010 Next steps ? Networking –Structures: define the area of cooperation, map out the network with its actors and secure operational preconditions, such as resources. –Processes in organizations and at their interfaces include strategic planning, cooperation, the formation, monitoring and evaluation of information; –Personnel management enhances opportunities for cooperation, attends to the division of work and responsibility, know-how and coping.Counselling professionals also take part in management according to the principles of shared management in networks; –Special questions on client service in management. Attention should be paid to the access of services for citizens outside training and work and at transitional points on their study path. 23

Finnish Institute for Educational Research (FIER) 24 Roma, 28 aprile 2010 Promotion of national development through European co-operation - ELGPN A member state driven network established 2007 A tool for European co-operation Enhancement of national solutions to meet national challenges. ELGPN is a conclusion to meet the challenges the policy makers meet in implementing the Lisbon strategies and the tools supporting the strategy (e.g. EQF and ECVET)

Finnish Institute for Educational Research (FIER) 25 Roma, 28 aprile 2010 ELGPN Thematic clusters Support for policy development and implementation at national level Co-operation and co-ordination mechanisms in guidance practice and policy development Quality assurance/Evidence-based practice and policy development Widening access Promoting career management skills Synergies between EU funded projects Education & Training and Employment policy analysis from Lifelong Guidance perspective

Finnish Institute for Educational Research (FIER) 26 Roma, 28 aprile 2010 Thank you! For further information, please contact: Raimo Vuorinen, Senior researcher, Ph.D. Co-ordinator of the ELGPN Finnish Institute for Educational Research P.O. Box 35 FI University of Jyväskylä tel , Mobile Fax www: Skype: vuorai