Report on guidance 2009 Guidance supply in Italy - commentary notes

Roma, 28 aprile 2010

Finnish Institute for E

ducational Research (F

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Report on guidance 2009Guidance supply in Italy

- commentary notesRaimo Vuorinen

ELGPN, Co-ordinator

Finnish Institute for Educational Research

University of Jyväskylä Finland

ISFOL, 28 April 2010, Rome, Italy

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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

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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

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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?

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Notions underpinning LLG (Sultana 2009)

Private good - Choises- Support- Dreams

- Private goals

Emphasised in Educational contexts

Common good - Placement- Orientation

- Vision- Compromises

Emphasisedin Labor Market

contexts- Welfare- Inclusion

- Active citizenship

Emphasised inSocial policies

Balance?




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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




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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 ??

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)8Challenges – 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




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Challenges – 2. issue networking

• Proposed guidance functions:– Information– Monitoring of guidance paths/tutoring– Guidance counselling– Analysis of guidance policies

• Outcomes?

• Building a national system

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LegislationInstructionsResources

Strategic design of guidance practise & policy (Kasurinen 2006, Vuorinen, Kasurinen & Sampson 2006)

Information and advice services ICT services in counselingGroup counseling sessions

Individual counseling sessions

Educational settings Economic and work life structures

Networks

ObjectivesResponsibilitiesDivision of labor

PolicyPolicy

ContextContext

OrganizationOrganization

ContentsContents

Action plansAction plans

MethodsMethods

Time Time

Career and future planningGuidance in study process and skills

Psychosocial support and health care services

Citizen’s life & career management and implementation, Lifelong GuidanceCitizen’s life & career management and implementation, Lifelong Guidance

Strategic design &

policy development

- Not visible for clients

Services visible

for clients

Leadership and managementAction culture

Human resourcesArrangement of education and support systems




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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

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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)




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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).

Taught (or caught?) in a myriad of ways[Gap: issue of transferability]




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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

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

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

Band-aid approach – often too little, too late – targeted, rather than LL

Best of both worlds? – ensures coverage – requires careful planning

Best of both worlds? – ensures coverage – requires careful planning




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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

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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?

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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)

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)18Three 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

High Moderate Low

Amount of staff assistance provided

Little or none Minimal Substantial

Who guides use of resources and services

The user A practitioner A 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

Individual learning plans




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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)




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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




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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




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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




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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.

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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)




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ELGPN Thematic clusters 2009-2010

• 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




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Thank you!For further information, please contact:

Raimo Vuorinen, Senior researcher, Ph.D.Co-ordinator of the ELGPN

Finnish Institute for Educational ResearchP.O. Box 35

FI-40014 University of Jyväskylätel. +358-14-2603271, Mobile +358-50-3611909

Fax +358-14-2603201email: [email protected]

www: http://elgpn.eu/Skype: vuorai

Documents

Report on guidance 2009 Guidance supply in Italy - commentary notes