Knowledge Centre for Educational and Vocational Guidance ELGPN meeting - Oslo November 2011 Carla Tønder Jessing - [email protected]

Carla Tønder Jessing - [email protected]

Knowledge Centre for Educational and Vocational Guidance

ELGPN meeting - Oslo November 2011

Carla Tønder Jessing – [email protected]


Challenges for coordination and cooperation in adult guidance

1. The adult career guidance situation in DK – agents and challenges

2. Adult Guidance networks 2008-2009 – aims and tasks

3. Evaluation – results, recommendations and conclusions

4. Challenges in coordination and cooperation in adult guidance in relation to ELGPN WP3

5. Conclusions


1. The adult career guidance situation in DK A great variety of agents

• Job centres • Adult vocational training centres• General adult education• Vocational colleges• Further education institutions• Folk high schools• Day folk high schools• The army• Trade unions• Employers’ associations• Private agents/consultant firms• Youth guidance centres• Regional guidance centres• The National Guidance Portal (www.ug.dk) (from 2011)• Adult guidance networks (2008-2009) VEU Centres (Adult

Vocational Education/Training Centres, from 2010)

http://www.ug.dk/


The Danish educational system


Challenges in Danish adult career guidance up to 2007 Many agents – lack of transparency, clarity and coherency

Lack of independence from institutions and organisations

Social and educational imbalance in clients’ use of guidance systems

Division of provision in employment targeted or education targeted guidance/counseling

Dissimilar performance: By (formally qualified) career counselors, consultants, administrative staff, teachers etc.

Need for qualification and professionalisation of guidance methods and practice

Need for development of differentiated life long career guidance/counseling


2. Adult Guidance networks 2008-09 – aims and tasks

• In 2007 the Danish Government launched a new project for a 2-year period 2008-2009: 22 adult guidance networks covering all regions in the country

• Financed by the Ministry of Education as part of a larger package

• The networks were formed by adult vocational training centres, vocational colleges and general adult education centres

• The goals: To strengthen and exspand the SMEs’ use of staff training and accreditation of prior learning and to provide adult educational guidance to low skilled employees and individuals


Most important tasks of the Adult Guidance Networks:

• For enterprises: Information and advice on education, training, accreditation, competence development and planning

• For low skilled adult employees: Information on educational and training options and providers, group information/guidance and individual career guidance

• For the benefit of both enterprises and employees: Establishing ‘educational ambassador’-arrangements in enterprises (motivators and informants on educational and training matters for their colleagues)


3. Evaluation – aims and methods

During the two year period the Adult Guidance Networks were evaluated twice:

• ‘Half way’ evaluation in October 2009, and final evaluation in March 2010

• Both quantitative and qualitative data collection

• Aim of the evaluation: Evidence on results of guidance and counseling activities and recommendations for changes or improvement of the activities


Which questions were to be answered?

• How do the networks fulfil their aims through their activities?

• Does the concept of ’one entry’ to guidance create more coherence in adult guidance?

• How is the concept of guidance and how is it practiced?

• In what ways does professionalisation of adult guidance take place?

• How is ‘guidance’ and ‘sale’ balanced?

• How do the networks contribute to changes and development of adult guidance?


Evaluation results and conclusions (1)• High priority to contacting, visiting and advising enterprises at

management level

• High focus on the needs of the enterprises regarding competence development

• Low priority to information and guidance targeted at employees

• Low focus on individual employees’ needs and wishes regarding training or career changes

• No coherent strategy concerning adult career guidance of low skilled employees or individual citizens

• Difficulties for the networks to get in contact with low skilled individual employees

• Lack of systematic approaches in individual and group guidance

• Individuals reported to have recieved guidance do not recognize any guidance activity and they do not know the concept of óne entry´’

• No systematized follow-up on guidance no evidence of effect


… results (2)• Qualification of counselors and guidance practitioners through

external courses or formal education very limited

• No common acceptance of a need for formal qualification of guidance and counseling staff

• Difficult tending to impossible to establish ‘educational ambassador’ arrangements in SMSs

• No common concepts of career guidance: Network activities are synonymously named advice, counseling, guidance and sale

• Lack of cogency in naming guidance activities: Influence on networks priorities, concepts of tasks and role of practitioners

• Research on different adult target groups’ guidance needs and from defined national strategies on adult guidance could improve decisions concerning relevant qualification of adult guidance staff


… results (3)

Important dilemmas for the networks during the project:

• Combining enterprise contacts concerning competence development with career guidance of low skilled adults

• Cooperation versus competition between the participating adult education institutions

• Selling perspective versus guidance perspective

• Concepts of tasks: Delivery of fixed labour market related training courses versus delivery of competence development related to society needs and development

• Focus on activity goals defined by the Ministry of Education versus focus on results/effects


Recommendations of the evaluation

Independent and impartial adult guidance • Establishing an adult career guidance system independent of institutions’

and organisations’ interests, based on individual adults’ career development wishes and needs and general society needs

• No result demands for guidance practitioners (’sale-approach’ to guidance)

• Independent and impartial guidance delivery for adult guidance seekers / clients

Qualification demands to adult guidance practitioners • Ensuring professionalisation and qualification of adult career guidance

via formal education or recognition of prior learning for adult guidance practitioners

• Ensuring a professional approach to adult guidance and clarity of tasks, functions and roles

Definition of purpose and concepts • Defining the purpose, aims, tasks and concepts of adult guidance • Example: Provision of broad life long, life wide career guidance

according to individuals’ competence development needs or fulfilment of employment and labour market needs


Recommendations from Chair of National Council for Adult Guidance, Ove Kaj Pedersen, May 2010

1. Focus on the individual within the frames of society’s needs2. Focus on motivation through learning and guidance3. Focus on different target groups (differentiation)4. Long term competence development5. A coherent adult guidance system6. An independent and imparcial adult guidance system7. Coordination8. Cooperation 9. Professionalization of guidance and use of evidence based

administration10. Establish a commission for education


Conclusion on adult career guidance – the situation after adult guidance networks Still too many agents – lack of transparency, clarity and

coherence

Still lack of independency from institutions and organisations

Still social and educational imbalance in clients’ use of guidance systems

Still division of provision in employment targeted or education targeted guidance

Still dissimilar performance: By (formally qualified) career counselors, consultants, administrative staff, teachers etc.

Still need for qualification and professionalisation of guidance methods and practice

Still need for development of differentiated life long career guidance


4. Challenges in coordination and cooperation in adult guidance in relation to ELGPN WP3

Based on: • OECD Career Guidance Policy Review: ‘Career Guidance

and Public Policy: Bridging the Gap’, 2004

• ‘Council Resolution on better integrating lifelong guidance into lifelong learning strategies’, 2008

• ‘Establishing and Developing National Lifelong Guidance Policy Forums’, Cedefop 2008


ANNEXCouncil Resolution on better integrating lifelong guidance into

lifelong learning strategies

2905th EDUCATION, YOUTH AND CULTURE Council meetingBrussels, 21 November 2008

INVITE THE MEMBER STATES TO:• Strengthen the role of lifelong guidance within national lifelong

learning strategies in line with the Lisbon Strategy and with the strategic framework for European cooperation in education and training.

• Where appropriate, carry out reviews of guidance policies and practices at national level.

• Make use of the following guiding principles (…), in accordance with national contexts and legislation and with a view to supporting the lifelong career transitions of citizens:

1. Encourage the lifelong acquisition of career management skills;2. Facilitate access by all citizens to guidance services;3. Develop the quality assurance of guidance provision;4. Encourage coordination and cooperation among the various

national, regional and local stakeholders.


Tasks addressed by national lifelong guidance forums – seen in relation to agents in adult guidance in DK:

• Establishing common definitions of guidance (Not commonly accepted)

• Mapping services and identifying gaps in provision (Partly)

• Developing quality standards and quality-assurance systems (In youth guidance yes, but not in adult guidance)

• Developing competence frameworks and accreditation schemes for guidance practitioners (No)

• Promoting lifelong guidance as an integral part of lifelong learning and other strategies (Yes)

• Using EU-funded projects strategically to support system development (Partly, depending on whom)


‘Key messages’ – seen in relation to agents in adult guidance in DK:

(1) To make a clear connection to lifelong learning, employment and social inclusion strategies, and to articulate the role of lifelong guidance as a public good in relation to these strategies (No?Partly?)(2) To establish shared definitions and terminology (No)(3) To be selective in determining those invited to participate (?)(4) To have clearly identified goals, tasks and roles (No?)(5) To have clear leadership, strong champions, and strong commitment from key parties (No)(6) To define clearly the relationship with the government (including, where appropriate, regional and local government) (?)(7) To have a secretariat which is independent or at least ring-fenced (No)(8) To encourage evolution, but remain true to the core mission (?)(9) To be aware of the risks of role conflict (No)(10) To strive to work from the viewpoint of the individual citizen, recognizing the public benefits of doing so (Partly)


Thank you!More information:

Carla Tønder JessingVUE – Knowledge Centre for Educational and Vocational GuidanceVIA University College

Tlf.: +45 8755 1898Mail: [email protected]

mailto:[email protected]

http://www.vejledning.net/


Denmark

Documents

Knowledge Centre for Educational and Vocational Guidance ELGPN meeting - Oslo November 2011 Carla Tønder Jessing - [email protected]