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Recent trends in lifelong guidance practice

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- and policy development in the Nordic Countries and Europe.

Presentation by Raimo Vuorinen

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Recent trends in lifelong guidance practice

  1. 1. Recent trends in lifelong guidance practice and policy development in the Nordic Countries and Europe Raimo Vuorinen, Ph.D Project Manager University of Jyväskylä, Finland NVL Dialogmöte, 27 November 2019 Nuuk, Greenland
  2. 2. ”The need for career guidance is greater than ever” (Anthony Mann, OECD, June 19, 2019) 28.11.2019JYU. Since 1863.2
  3. 3. Increased interest globally for career guidance by policy makers • Policy makers are interested in decreasing the skills mismatch and career guidance provides a tool for achieving this Refrences both in OECD & EU policy documents with regards to unemployment, early school leaving, adult learning, validation, early and school education, higher education, VET, youth, employment and skills policies, entrepreneurship
  4. 4. For example… • The European Pillar of Social Rights promotes access to career development support as an individual right linked to equal opportunities to learn and to work; some countries have made access to guidance a legal right. 28.11.2019 JYU. Since 1863. 4
  5. 5. Increased interest globally for career guidance by public • Changes in labour market fluidity has resulted increased interest in career guidance among the public Need for career information – what competences are needed in the future? How competences contribute to well-being? How can people build new skills? Formal, non-formal, informal learning, validation Need for support in phases of transitions
  6. 6. Most wanted: (Cedefop, 2019) • Cedefop’s current analysis of online job vacancies across the EU highlights workers’ adaptability to change as the skill most sought after by European employers “Fostering adaptability is an enormous challenge, both for individuals and organisations, and requires investment in new sets of skills and knowledge usually not addressed by technical training.” 28.11.2019JYU. Since 1863.6
  7. 7. Basis for successful transitions: Career Management Skills (CMS): • Acquisition of competences that enable citizens at any age or state of development to manage their learning and work life paths. They include awareness about one’s skill needs and potentials, and capacity to lead one’s own learning, make decisions, and plan and act upon career opportunities. (ELGPN 2015)
  8. 8. Transformation of lifelong guidance • As careers are becoming increasingly multidirectional individuals need lifelong career management skills in identifying their strengths and using their full potential in the labour market. • The perspective of lifelong guidance has shifted from an input-oriented perspective (provision of supporting services, teaching) to an outcome- oriented view to equip the individual with career management skills. • This is connected with a shift in attitude from helping to enabling an individuals 28.11.2019JYU. Since 1863.8
  9. 9. Definition of Lifelong Guidance? • a continuous process that enables citizens at any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions, and to manage their individual life paths in learning, work and other settings* in which those capacities and competences are learned and/or used. EU Council of Ministries Resolution on lifelong guidance 2004 * = a ”career”
  10. 10. Career education: A range of structured programmes and activities which help students to link their learning to the acquisition of lifelong Career Management Skills and employability skills. a stand-alone and timetabled subject, a series of themes taught across different subjects in the curriculum, through extra-curricular activities.
  11. 11. Career guidance for disadvantaged youth • Prevention Career education in compulsory education Assisting potential early school-leavers to stay in school • Interventions Assiting to re-enter learning pathways, apprenticeship, training, internship or job 28.11.2019JYU. Since 1863.11
  12. 12. Examples of activity Work-based learning Lifelong guidance Examples of activity Work experience Employer engagement in education Taster courses Summer schools Learning about work Learning about jobs Engagement Decision-making skills Labour market information Building ambition Broadening aspiration Apprenticeships Traineeships/internships Learning how to do a job Achievement Coaching and mentoring Prevention of drop-out Pastoral and study support Continuing professional development Voluntary work Job rotation Learning how to progress in work Transition Opportunity awareness Labour market analysis CV & interview skills Resilience Linking the dual purpose of work-based learning with lifelong guidance (Borbely-Pecze & Hucthinson 2014) Career guidance and work-based learning
  13. 13. Role of career guidance in education?
  14. 14. ICT & GUIDANCE?
  15. 15. Roles of ICT in lifelong guidance • As a tool to assist, enhance, and further develop traditional approaches to the provision of career development services, resources and tools; • As an alternative to traditional approaches to such provision; • As an agent of change in transforming, accessing, using and managing career development services, resources, and tools • As an administrative tool to support, among others, evidence collection, evidence based policy development, accountability, quality assurance, and policy and systems co- ordination and coherence within and across sectors; • As an integrative agent, establishing a common conceptual framework for the design and delivery of lifelong guidance services, resources and tools across different sectors (education, training, employment, and social). 28.11.2019JYU. Since 1863.15
  16. 16. Expanding and evolving role of ICT in career services (Kettunen 2017) 1628/11/2019
  17. 17. Face-to-face or distance one-to-one counselling Face-to-face or distance group counselling Face-to-face or distance resources for assessment and LMSI Collaborative career exploration in social media ”co-careering” Self-screening or staff-screening based on needs Transformation of guidance services and the use of ICT Kettunen, J., Sampson, J. P., Jr., & Vuorinen, R. (2015).
  18. 18. Inadequate access to ICT Inadequate access to information Inadequate skills and competencies Inadequate integration Kettunen, J., & Sampson, J. (2018): Challenges in implementing ICT in career services: perspectives from career development experts Perceived challenges in implementation of ICT in career services
  19. 19. Career guidance - A range of interventions Individual outcomes - Human capital - Social capital - Supported transitions Primary economic outcomes - Increased labour market participation - Better match with skills and demand - Enhanced skills and knowledge base - Flexible and mobile labour market Secondary economic outcomes - Inclusion - Improved health Macro-economic long-term benefits - Deficit reduction - Productivity - Living standards – maintaining prosperity - Sustainable economic growth Hooley, T, & Dodd, V. (2015) The Economic Benefits of Career Guidance. Careers England. http://hdl.handle.net/10545/559030
  20. 20. Lifelong guidance is most effective where it: 1. Is lifelong and progressive. 2. Connects meaningfully to the wider experience and lives of the individuals who participate in it. 3. Recognises the diversity of individuals and provides services relevant to their needs. 4. Combines a range of interventions (e.g. one-to-one and online support). 5. Encourages the acquisition of career management skills. 6. Is holistic and well-integrated into other support services. 7. Involves employers and working people, and provide active experiences of workplaces. 8. Is delivered by skilled, well-trained and motivated practitioners. 9. Draws on good-quality career information. 10. Is quality-assured and evaluated. (Hooley, 2014; ELGPN, 2015)
  21. 21. Ways forward… Interoperability…. JYU. Since 1863.2128.11.2019
  22. 22. International co-operation • OECD Global Study of Guidance Policies (and CEDEFOP, ETF, World Bank): • OECD/EU Policy Handbook 2004 – range of policy options; examples of effective policies; a treasure to support policy/practice dialogue • International Centre for Career Development and Public Policies; http://iccdpp.org • European Lifelong Guidance Policy Network; http://elgpn.eu • ILO, UNESCO
  23. 23. JYU. Since 1863. 23 International Centre for Career Development and Public Policy, ICCDPP (http://iccdpp.org) • Knowledge base Documents, studies, reports, publications, news Proceedings from the international symposia 28.11.2019
  24. 24. JYU. Since 1863. 24 ICCDPP Communiqué 2019 Leading career development services into an uncertain future: Ensuring access, integration and innovation Tromsø, Norway June 17 – 20, 2019 28.11.2019
  25. 25. JYU. Since 1863. 25 Addressing a changing context • Develop a cross-sectoral strategy for career development and embed it into wider skills, education, employment and social policies. • Strengthen quantitative and qualitative evidence on career development to support decisions about policy and practice. • Create mechanisms for sharing and learning from international policy and practice. • Ensure that career development programmes and services develop citizens' ability to manage their own careers 28.11.2019
  26. 26. JYU. Since 1863. 26 Improving access • Increase awareness of, and access to, career development programmes and services. • Recognise the diversity of users of career development programmes and services and ensure that provision recognises this diversity. 28.11.2019
  27. 27. JYU. Since 1863. 27 Integrating career development into society 28.11.2019 • Establish mechanisms to support co- ordination and co-operation between government departments and agencies with responsibility for career development and associated fields. • Empower citizens to shape career development programmes and services. • Develop and resource a national body to support consultation and co-ordination in career development
  28. 28. JYU. Since 1863. 28 Supporting innovation 28.11.2019 • Provide resources to support innovation and space for piloting new career development programmes and services. • Adopt an integrated and transformative multi- channel approach to the delivery of career development programmes and services. • Ensure that career development professionals are highly trained and supported to continue to innovate and develop their practice
  29. 29. ”Siiloista silloiksi …” (= From silos to bridges….)
  30. 30. Thank you! Raimo Vuorinen, PhD Project manager Finnish Institute for Educational Research University of Jyväskylä Tel. +358-50-3611909 Email: raimo.vuorinen@jyu.fi

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