Study visit group report

Transcription

1 Study visit group report Group No 126 Title of the visit Better learning and life quality through lifelong guidance Topic Lifelong guidance for learning and working City, country Helsinki, Type of visit Mixed Dates of visit October 2012 Group reporter Patricia Walter I FINDINGS This section summarises the findings of the group while visiting host institutions, discussing issues with the hosts and within the group. You will be reflecting on what you learnt every day. But to put them together and give an overall picture, you need to devote a special session to prepare the final report on the last day of the visit. In this section, it is important that you describe not only things you learnt about the host country but also what you learnt about the countries represented by group members. 1. One of the objectives of the study visits programme is to exchange examples of good practice among hosts and participants. Cedefop will select well-described projects/programmes/initiatives and disseminate them to former participants and a wider public, including potential partners for future projects. Therefore it is important that you identify and describe all aspects that, in your view, make these projects/programmes/initiatives successful and worth exploring. A general good practice of the Finnish educational system is the design and implementation of the personal study plan, which is initiated from the kindergarten and runs to the third age. It was mentioned in many presentations as a common practice, that s why it is not possible to point it out as an isolated practice in the following table. It was clearly referred as a prerequisite for the clients in the educational, vocational and employment sectors. 1

2 Describe each of the good practices you learnt about during the visit (both from the hosts and from one another) indicating the following: title of the project/programme /initiative country whom the project/ programme/ initiative addresses what features of the project/programme/initiative make it an example of good practice name of the institution that implements it (if possible, provide a website) contact person (if possible) who presented the programme to the group ETAPPI System University of Helsinki Mirja Ruohoniemi University students Checkpoints during studies ensure students reach key milestones Personal Study Planning Laura Hirsto University students Start the process of career management skills and reflection Individual Learning Plans University of Helsinki Eeva-Leena Onnismaa Pre-school children Parents-teachers and children involved in decision making process. Early recognition of special needs of children, respect the Information interview University of Helsinki Leena Itkonen and Eric Carver Career Bar Diacony Institute Anna Tuomela Birgitta Volotinen Home Economics Diacony Institute Anna Tuomela Education Birgitta Volotinen Study Coaching Diacony Institute Anna Tuomela Birgitta Volotinen Student Allowance Fund Centre for Economic Development, Transport and the Environment Coach Cafe University of Students at university Vocational Students Vocational students Vocational students individuality of each child Students have connection to the labour market. The students identify jobs that they might do when they graduate, employers sometimes mentor or support students when job seeking Informal way of receiving guidance in an accessible location for everyone Helped immigrants to integrate into Finnish life also teaches young people basic home management skills Each student has a contact person they can build a relationship with, helps them to succeed in their studies Harry Pulliainen Everyone Ensures everyone keeps their skills updated, no burocracy involved Leena Itkonen and Eric Carver University students Short event where people can meet guidance counsellors in an informal 2

3 Peer Group Mentoring Integration training for immigrants Recognition, Evaluation and Accreditation in Lifelong Learning Collaboration among professionals and institutions. Education and Public Employment Service of Castilla and Leon Partnership Services of a school psychologist, social worker, health nurse, career advisor and special education teacher within the school premises Multi cultural guidance Third age Open University atmosphere, open to everyone University of Erja Syrjäläinen Teachers Teachers can support each other and share best practice Reflection and professional development University Johanna Heimonen Immigrants Facilitate integration of immigrants and allows them to learn the language All participant Participants Participants Adults Proof of skills, competences and countries Institutions knowledge in non formal education All participant countries Participants Institutions Participants Adults and students Peer consultation Spain Education Dept and Miguel Angel Agundez Adults (job seekers) and vocational training students All K12 formal education institutions Palmenia Center for Continuing Education Collaboration among institutions to improve the services for their clients. Jyrki Loima K12 students Interdisciplinary approach within the educational system Johanna Heimonen Adults Good integration practice (empowerment)for immigrants Open University University staff Adults (third age) Active life in the third age Edusen Palmenia Center for Continuing Education * You can describe as many good practices as you find necessary. You can add rows to the table. Cecil Lssakainen Adults (third age) Presentation of LLP Grundtvig multilateral partnership project. Focus on quality in the life of seniors 3

4 2. The study visits programme aims to promote and support policy development and cooperation in lifelong learning. That is why it is important to know what you learnt about such policies and their implementation during your visit. You are invited to describe your findings concerning the following: 2.1 APPROACHES TAKEN BY PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS ) REGARDING THE THEME OF THE VISIT. ARE THERE ANY SIMILAR APPROACHES/MEASURES IN PARTICIPATING COUNTRIES? WHAT ASPECTS ARE SIMILAR AND WHY? WHAT ASPECTS ARE DIFFERENT AND WHY? All the participants taking part at this fruitful study visit agreed on the necessity of integrating lifelong guidance into national lifelong learning and employment strategies in order to provide high quality lifelong guidance provision to all citizens in their national contexts. Of course, further development is very much needed in all participating countries. The main aim of the lifelong guidance and counselling is to support individuals acquisition and continuous development of knowledge, skills and competences as it was stressed in all participating countries national presentations (whether it concerns general education, vocational education and training, higher education, adult learning or guidance and counselling services provided for students/adult learners with special needs). In addition, there are important differences in the training and background of guidance staff working in the employment and in education sectors in some of the countries. This study visit provided a great opportunity for the participating countries in exchanging views on the lifelong guidance and counselling provision based on different national, cultural and political settings, which pretty much reflected different approaches in this issue. It is obvious, that provisions of guidance and counselling services are significantly affected by the characteristics of the society in which they are found. Many countries have not yet managed to establish a coherent approach of lifelong guidance system that would take care of providing information, advisory and guidance needs to all citizens of all ages. Some of the limitations were identified from all countries: lack of coordination between different sectors and authorities, the existence of multiple providers and diverse practices across the countries etc. Issues concerning the resource allocations especially in the times of economic crises were also highly discussed. Listening to the provision and quality of Finnish guidance and counseling services being provided across the whole country was very valuable for all countries taking part at the study visit. Some of the strengths were identified as: continuing education and training of guidance professionals (despite the fact that all teachers in need a master s degree); strong research base in the Finnish guidance services; implementation of the guidance policies and services and strong support from the policy-makers. What countries found very valuable is the fact, that guidance counsellor helps students in drawing up their individual study programmes and discusses with them how their subject choices affect their study prospects. He/she will therefore need to keep up with curricula in other educational institutions. In, there is also a big emphasis being dedicated to providing guidance and counseling services to special needs groups. In the field of employment services are the individual clients offered by the services in the areas of job seeking, career planning, occupational rehabilitation and entrepreneurship. The Employment and Economic Development Office also offers advice on applying for unemployment benefits and supports access to employment in different ways. Vocational guidance psychologists at the Employment Office help to solve problems related to career choice, employment, education and training and they also help to make a career plan that matches the client s situation. Employment services are intended both for young people and adults and are free of charge. Main methods of career counseling are: 4

5 discussion, tests, traineeships, work try-outs, learning trials, job coaching, vocational rehabilitation etc. 2.2 CHALLENGES FACED BY PARTICIPATING COUNTRIES (INCLUDING HOST) IN THEIR EFFORTS TO IMPLEMENT POLICIES RELATED TO THE THEME OF THE VISIT. WHAT ARE THE CHALLENGES? ARE THEY COMMON CHALLENGES? IF SO, WHY? IF NOT, WHY NOT? Resources - money and time Different background of participants availing of guidance Difficult linking guidance at different levels Many countries invest a lot fewer resources than Training and qualification for guidance counsellors vary in each country Cuts in guidance counselling funding because of economic situation -less holistic - more focus on job seeking Difficulties on evaluating informal education 2.3 NAME AND DESCRIBE EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS) APPLY TO ADDRESS THE CHALLENGES MENTIONED IN QUESTION 2.2. PLEASE MENTION SPECIFIC COUNTRY EXAMPLES. Regulated by law that every child will have an individual learning plan. By law every guidance counsellor must have a Masters in so qualifications are regulated Counselling is the responsibility of everyone in education so work load is spread among teachers and not just guidance counsellors. In Ireland - whole school planning is common and teachers are trained Immigrants have 3 years to learn the language and offered support at integration. In other countries Recognition of Prior Learning is validated by the Ministry of Education-Labour or Agriculture. 2.4 ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES. COULD ANY EXAMPLES OF GOOD PRACTICE PRESENTED IN THIS REPORT BE APPLIED AND TRANSFERRED TO OTHER COUNTRIES? IF SO, WHY? IF NOT, WHY NOT? To apply the practices mentioned above, a good amount of resources are required. Financial resources and political will are considered important factors for the transferability of the good practices. 5

6 3. Creating networks of experts, building partnerships for future projects is another important objective of the study visit programme. Please state whether and which ideas for future cooperation have evolved during meetings and discussions. Possible partnership between Portugal and France on Recognition of Prior Learning through Grundtvig LLP Comenius Multilateral project between Viikki Teacher Training School From Helsinki (FI) and Giustino Fortunato Vocational School from Napoli (IT) Possible partnership between Inovinter (PT) and FLC CGIL Scuola Novara (IT) about Adult Vocational Training LLP Comenius Bilaterial project between Bureau of School Advisors Alpha Athens School District (Greece) and Giustino Fortunato Vocational School from Napoli (IT) 6

7 TO SUM UP 4. What is the most interesting/useful information that the group believes should be communicated to others? To whom, do you think, this information will be of most interest? Because the Finnish educational system is considered one of the best in Europe, it has been interesting to learn about its strengths and weaknesses. This has been possible to do by attending the thematic meetings with the specialists of the University of Helsinki but also by the visits to Finnish schools, getting an overall view of the whole educational system. We agreed with the attention the Ministry of Education and the Local Authority put on the teachers need to be constantly trained and the way they were entitled to this and it was their duty to attend training. A high priority is given to student s growth from a psychological point of view; this was obvious by the presence of the student s counsellors in the schools which is not very common to other EU countries. He-she is always at the disposal of the students at school, providing emotional supports as well as providing information about their future career. One more relevant point is related to the evaluation system used with teachers and the whole school community, based on assessment and surveys. It represents the importance put on efficient, efficacy and transparency of the Finnish educational system. The information collected could be of interest to people involved in education at any level because teaching is a great challenge everywhere in the world. The providers of guidance to various ages, ethnic backgrounds, in various institutions. THANK YOU! 7