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C AREER GUIDANCE AND STUDENT COUNSELLING IN FINLAND. 21 May 2007. Helena Kasurinen [email protected]. FEATURES OF THE FINNISH EDUCATION SYSTEM. Equal opportunities for education irrespective of age, domicile, sex, economic situation or mother tongue Instruction free of charge - PowerPoint PPT Presentation
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For learning and competence
CAREER GUIDANCE AND STUDENT COUNSELLING IN
FINLAND
21 May 2007
Helena [email protected]
2 For learning and competence
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
3 For learning and competence
NATIONAL LEVEL AND DEVELOPMENT OF GUIDANCE PROVISION
THE FINNISH NATIONAL BOARD OF EDUCATION
curriculum guidelines for guidance provision in basic, vocational, upper secondary general and adult education
evaluation projects
development projects
in-service training for guidance practitioners
4 For learning and competence
FINLAND NATIONAL LEVEL
GOVERNMENT Ministry of Labour:
- Youth Society Guarantee (young people unemployed for three months < 25 years)
- training of the staff in employment offices Ministry of Education:
- Education and training guarantee
- 97 % of the age group should continue their studies after basic education
- evaluation of guidance provision in higher education and development projects
- training of career counsellors
5 For learning and competence
COMPREHENSIVE SCHOOLS
UPPER SECONDARY SCHOOLS
VOCATIONAL COLLEGES
POLYTECHNICS
UNIVERSITIES
EMPLOYMENT OFFICES
Vocational guidance and career planningEducational and vocational information services
Employment exchange services
CENTRE FOR INTER-NATIONAL MOBILITY CIMO
Euro-guidance Finland
FINNISH GUIDANCE AND COUNSELLING SYSTEM
1) An additional 10th year is voluntary giving pupils an opportunity to improve their grades and clarify their career plans.
2) 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.
3) The Ministry of Education has granted permission
to a number of polytechnics for trial post-graduate degree
programmes for 2002-2005.
5
4
3
2
1
UNIVERSITIES
4
3
2
1
10
9
8
7
6
5
4
3
2
1
3
2
1
SCHOOL YEARSAGE
PRE-PRIMARY EDUCATION
Compulsory
education
BASIC EDUCATION
16
15
14
13
12
11
10
9
8
7
6
WORK EXPERIENCE
WORKEXPERIENCE
SPECIALIST VOCATIONAL QUALIFICATIONS
FURTHER VOCATIONAL QUALIFICATIONS
3
2
1
POLYTECHNICS
VOCATIONALUPPER SECONDARYEDUCATION and TRAINING
GENERAL UPPERSECONDARY EDUCATION
THE EDUCATION SYSTEM OF FINLAND
1)
2)
3)
SCHOOL LEAVERS AFTER 9 YEARS OF COMPULSORY EDUCATION IN FINLAND IN 2004
School leavers (comprehensive school)
66 300 (year 2000)
61 500 (year 2002)
63 523 (year 2004)
2 % optional 10th year in comprehensive school
38 % upper secondary vocational
education
54 % upper secondary general education
5 % did not continue directly in education
8 For learning and competence
CROSS-SECTORAL COOPERATION
National level national working groups – national forums give
proposals to improve guidance policies
Regional level regional working groups prepare regional
strategic plans for providing guidance services
Municipality level groups planning curriculum guidelines
Organisational level student welfare groups
9 For learning and competence
EVALUATION OF GUIDANCE PROVISION IN FINLAND 2000–2006
The Finnish Higher Education Evaluation Council (FINHEEC): Evaluation of guidance in Higher Education 2001, a follow-up study 2006
The Finnish National Board of Education (FNBE): Evaluation of guidance provision in comprehensive and secondary level 2001–2002
FNBE: Evaluation of guidance in adult education 2002–2005
FNBE: Evaluation of Career Centres in secondary level vocational education 2002
OECD: Activity on guidance policy 2001–2003
10 For learning and competence
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
multi-professional cooperation
Universities and polytechnics
the institutions must have procedures how to support students in making individual study plans and taking into account both learning and career management skills
11 For learning and competence
LEGISLATION 2
Decrees for comprehensive education (CE), upper secondary and vocational education :
student counsellors take care of vocational and educational guidance (CE)
cooperation with working life – possibility to have time for work experience (CE)
guidance and counselling in classrooms, possibility to have personal counselling
support in learning difficulties
12 For learning and competence
DISTRIBUTION OF LEARNING HOURS IN CAREER GUIDANCE
COMPREHENSIVE EDUCATION
lessons 2,5 hours during 7-9 grades
UPPER SECONDARY GENERAL EDUCATION
1 obligatory and 1 specialisation course during 3 years
VOCATIONAL EDUCATION
min. 1,5 study weeks
13 For learning and competence
NATIONAL CORE CURRICULUMThe Finnish National Board of Education National curriculum guidelines for educational
and vocational guidance for comprehensive education, upper secondary and vocational education :
goals and contents of educational and vocational guidance
guidance and counselling in classrooms, personal counselling, small group counselling, work experience periods
HOLISTIC APPROACH: general instructions for
- internal division of labour: student counsellors, principals, group advisers, teachers
- multi-professional cooperation
Student/group
Teacher
Partly in teaching
1st in-line
3rd in-line
Exp
erts
insi
de
the
scho
ol
Not included in teaching
Exp
erts
out
side
the
scho
ol
SU
PP
OR
T O
N
PE
RS
ON
AL
AN
D
SO
CIA
L IS
SU
ES
CAREER GUIDANCE AND
COUNSELLING
EDUCATIONAL GUIDANCE
Holistic model for counselling (Esbroeck & Watts 1998)
2nd in-line
15 For learning and competence
BASIC GOALS OF CURRICULUM GUIDELINES
support personal growth and development
promote the development of study skills and to help in learning difficulties
counsel and guide students in educational and vocational and professional orientation
16 For learning and competence
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
17 For learning and competence
EDUCATIONAL GUIDANCE
- learning and studying 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
18 For learning and competence
CAREER GUIDANCE AND COUNSELLING
• 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
19 For learning and competence
NATIONAL GUIDELINES FOR GUIDANCE PROVISION AND CAREER EDUCATION
municipalities or regions prepare a strategic plan for guidance provision
each school makes an operational plan for the guidance provision
regular evaluation of produced services
multi-professional and cross-sectoral cooperation – expert groups
partners: parents, employment offices, social and health care, youth workers, employers, etc.
20 For learning and competence
Counselling process (Kasurinen 2005)
CURRICULUM GUIDELINES: psycho-social support counselling of study skills and learning career counselling
1 9Choices. decision making
COOPERATION WITH WORKING LIFE
FOLLOW-UP
INDIVIDUAL STUDY PATHVocational school
Upper secondary school
TRANSITION
TRANSITIONTO WORKLIFE ORFURTHEREDUCATION
TRANSITIONTO FURTHEREDUCATION
Flexibleoptions
Comprehensive education
OBJECTIVES OF COUNSELLING (Kasurinen 2006)
STUDYSKILLS
LIFEMANAGEMENTSKILLS
STUDENTREADINESSEMPOWER-
MENT
PARTICIPATION
SELF ESTEEM
SKILLS TO PLANAND MAKE CHOICESAND DECISIONS
INTERACTIONANDCOMMUNICATIONSKILLS
CULTURALCOMPETENCE
WORKING IN GROUP
PROFESSIONALGROWTH
22 For learning and competence
METHODS
- lessons
- individual counselling sessions
- small-group counselling
- ICT in counselling
- distant counselling
- practice in working life
- visits
23 For learning and competence
- GOAL is to give adults an opportunity to complete their unfinished studies and to improve their lifelong learning skills
- GUIDANCE focuses on designing personal curricula, developing study skills, selecting relevant subjects and making education, training and career choices
- Individual and small group guidance and web-tutoring are available to adult students
BASIC AND GENERAL UPPER SECONDARY EDUCATION OFADULTS
24 For learning and competence
GUIDANCE AND COUNSELLING AT POLYTECHNICS
• COMPREHENSIVE GUIDANCE AND COUNSELLING SYSTEM e.g. planning of studies, international exchange opportunities, student financial aid issues, …
• CAREER SERVICES in all polytechnics offering services to students and employers
• INFORMATION about careers, recruitment and job exchange at
• http://www.jobstep.net
25 For learning and competence
GUIDANCE AND COUNSELLING AT UNIVERSITIES
• GENERAL STUDENT COUNSELLING for students at universities and for those seeking admittance to them
• SPECIAL OFFICE FOR STUDENT GUIDANCE: information about studies, practical training, open university courses, …
• FACULTIES/INSTITUTES: student affairs secretary, academic and other staff members responsible for tutoring and advising
• CAREER AND RECRUITMENT SERVICES: meeting point for students and employers -> job opportunities after graduation
• MORE INFORMATION at http://www.aarresaari.net
26 For learning and competence
LEGAL BASIS OF THE PRACTITIONER QUALIFICATIONS The qualifications required for school counsellor
posts at comprehensive and secondary level educational institutions are defined in the relevant legislation (Teaching Staff Qualifications Act 986/1998, § 6, § 11, § 15 and Decree 576/1998).
In HE institutions no legal basis
27 For learning and competence
NUMBER OF GUIDANCE PRACTITIONERS IN FINLAND
Comprehensive education ~ 1000
Upper secondary general education ~ 430
Secondary level vocational education ~ 300
Polytechnics ~ 400
Universities ~ 470
60 ECTS in counselling
Pedagogicaltraining 60 ECTS
+
+
Vocationalhigher levelcertificate asprerequisitetraining
D
Masterdegreeprogramme300 ECTSasprerequisitetraining
60 ECTS in counselling
+
C
60 ECTS in counselling
Pedagogicaltraining 60 ECTS
A
Master in Education300 ECTS
Masterdegreeprogramme300 ECTS
Pedagogicaltraining 60 ECTS
+
B
60 ECTS in counselling asa minor subject
Training modes of school counsellors in Finland
29 For learning and competence
IN-SERVICE TRAINING OF COUNSELLORS AND TEACHERS
OPO.FI-training:
training student counsellors to use ICT and integrate ICT and internet within guidance service
Regional consultant training programmes (3, about 120 regional consultants)
Teacher training programmes in counselling
Student counsellor training programmes in counselling methods (individual and small group counselling)
Training programmes dealing with regional cooperation in counselling
30 For learning and competence
SUPPORT FOR HE FACULTY MEMBERS IN THE SERVICE DELIVERY
National in-service training for faculty members both in universities and polytechnics funded by the Ministry of Education– http://www.w5w.fi
– http://www.oped-exo.fi
31 For learning and competence
GOALS OF THE NATIONAL DEVELOPMENT PROJECT
regional cooperation
cross-sectoral and multi-professional cooperation
development of counselling and guidance services in different educational settings
development of content and methods of guidance and counselling
32 For learning and competence
GOALS OF THE NATIONAL PROJECT
development of follow-up systems in order to prevent dropping out
development of systematic feedback systems of counselling and guidance services in different educational settings
development of quality criteria for guidance and counselling services
33 For learning and competence
OVERVIEW ON THE KEY FINDINGS OF THE NATIONAL DEVELOPMENT PROJECT OF GUIDANCE
Establishment of 50 regional fora
Key success factors:– Representatives from key stake holders and social
partners
– Establishment of regional strategy for co-operation
– Documentation of the progress
– Jointly produced framework for the cooperation (consistency, common trust, communication)
– Linkages with national guidance policy development
34 For learning and competence
NETWORKS
NETWORKS
CROSS-SECTORAL
MULTI-PROFESSIONAL
AVAILABILITY AND SUFFICIENCY OF GUIDANCE AND COUNSELLING SERVICES FOR EACH YOUNG AND ADULT PERSON
DEVELOPMENT PROJECTOF GUIDANCE AND COUNSELLING
- developing guidance and counselling in different educational settings
-realise the goals of national curriculum guidelines
- develop professional skills of studentcounsellors and teachers-develop counselling of
transition phases
Counselling students
withspecialneeds
Earlyintervention
Young people in danger
of droppingout
Multi-cultural
counselling
Gendersensitive
counselling
35 For learning and competence
is available on the internet at
http://www.cimo.fi
-> in English -> Publications
GUIDANCE IN FINLAND –booklet