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Guidance and councelling services for adults national coordination project

Guidance and councelling services for adults national coordination project Project Manager Erno Hyvönen Rovaniemi, Finland 11.03.2009. “Learning Doors” – Coordinating networking in guidance and counselling for adults in Finland. Background.

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Guidance and councelling services for adults national coordination project

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  1. Guidance and councelling services for adults national coordination project Project Manager Erno Hyvönen Rovaniemi, Finland 11.03.2009 “Learning Doors” – Coordinating networking in guidance and counselling for adults in Finland

  2. Background • Action Programme on information services, advice and guidance for adult education and training projects started in 2008 • Fundedby ESF, administeredbyThe State Provincial Office of Southern Finland, coordinated by JAMK University of Applied Sciences (w/ the Labour Institution) in Jyväskylä, Finland • The wholebudget of the DevelopmentProgram is 26,1 Milj.€ (includingall of the projects) • notavailableafter2013-> uniqueopportunity!

  3. Background • In Finland there are two official guidance and counselling systems, the functions and goals of which are mutually complementary; guidance and counselling in education and training institutes (Ministry of Education) and vocational and career planning services and educational and vocational information services provided by employment offices (Ministry of Employment and Economy). • The baby-boomer generation in Finland is first to retire in high volumes • -> Finland as a test laboratory?

  4. Aim: National guidance and councelling system for adults – version 1.2 or 2.0? There is a need for new services. Also important is to improve the training of staff offering career guidance and to promote new kind of networking among practitioners of the field.The aim of National coordination project is to make the projects and the different branches of administration behind the projects to interact and to work together. It is done by the means of e.g. workshops, personal contacts, shared training and regional meetings.

  5. Background • The Development program consists of four national projects (Guidance and counselling services for adults – national coordination project, two educational projects and one project to develop e-services for guidance and counselling) and 20-25 regional projects. • All have the same goal; give more and better career guidance and counselling for adults. • - aim for regional strategies

  6. Min.ofEmployment and Economy, Min. of Education EU, other countries Former EU programperiod (expe-riences, projects, goodpractices) Eastern Finland Koord. N e.g. JAMK, HAMK; projects, experiences S E T (via S,E ) RegionalLearningDoor RegionalLearningDoor (products, services) Regionalnetwork Regionalnetwork Customer Customer

  7. The first steps to the goal • A systemic model for interdisciplinary guidance networks • Development tool for Regional Learning Doors to build their own regional guidance and councelling strategy • … and for the coordination project to build strategy / action plan for the whole development program • developed in the University of Jyväskylä / Finnish Institute for Educational Research http://ktl.jyu.fi/

  8. Development and implementation of interdisciplinaryguidancepractise and policies • Need for transparency • Analysis of the servicesvisible for citizens and the mechanismsbehind the planning and managing the servicesnotvisible for the users • Shiftfromcocooned and isolatedguidanceproviders to interdisciplinarypartnerships • Need for a modelthatidentifies the components and features of interdisciplinaryapproach in practical, organisational, regional and national policylevels • Need for a tool to enhance common language and to bridge the gapbetween the practise and guidancepolicydevelopment

  9. Systemic levels of guidance Dimensions of guidance Analysis and evaluation Visios, strategies, development goals Communication and commitment Strenghts Development needs ? ? ? ? I Public policies in guidance Policy dimension Bottom up Reformative activities Contextual dimension Strategic design and evaluation Organizational dimension II Guidance provision (I and II Theories related to organizational development, management, leadership, networks and systemic thinking) Flexible activities Responsibility dimension Division of labour dimension III Guidance services visible to clients Content dimension Revision of the activities on the basis of client feedback Services visible to clients Methodological dimension (Theories of career development and guidance) Top down A systemic model for interdisciplinary guidance networks (Nykänen, Karjalainen, Vuorinen & Pöyliö 2007) Factors related to national/regional educational and labour market policies. Legislation, norms, national core curricula, municipal-level decisions, institutional procedures Questions to promote the cycle of strategic learning Actions and continuous learning Organisational level procedures, Management of services Practical arrangements Rationale for responsibilities for different servives Job descriptions Operational plans Description of client entitlements Career education programmes, career information Different service delivery modes, self-help, brief staff assisted, individual case-managed services Individual demand and need for guidance services in different transition phases from lifelong learning perspective Time dimension - learning path

  10. Some nice pictures…

  11. Model VS. ”traditional role” of councelling The role of councelling; ”traditional” view

  12. Basic set of questions VS. ”traditional view” Basic questions The role of councelling; ”traditional” view

  13. The whole set of questions VS. ”traditional view” Basic & additional questions ”suppeat” kysymykset + questions to complete regional strategy The role of councelling; ”traditional” view

  14. Conclusions • Whenpromotingoutcomefocusedevidencebasedpractise and policydevelopment the focusshouldbe on alllevels of the previousmodel. • In addition of navigating in networks the practitionersneedcompetences to enhanceinterdisciplinarysustainableforums • Need for consistency in the leadership and management of interdisciplinarynetworks on alllevels of the model.

  15. Action Plan, Spring 2009 • - Every regional Learning door –project answers at least the basic set of questions • - Coordination project lures both Ministries to answer the National level –questions together • Making of action plan / strategy for the whole development program together with regional projects & both Ministries (Bottom-up & Top-Down) • Strategy will be published in IAEVG (International Association for Educational and Vocational Guidance) –Conference in Jyväskylä June 2009 http://ktl.jyu.fi/ktl/iaevg2009fin

  16. Guidance and Councelling system for adults – Version 1.2 or 2.0? • Version 1.2 • ”More of the same we already have” • National Educational projects ERKKERI & STUDIO as bandages?Version 2.0 • ”Giant leap to a more holistic approach on the role of guidance and councelling” • Lifelong learning as a part of regional development plans etc. • …but how to make it really work?

  17. Different Focuses… Role of the coordination project Role of the regional ”Learning door” -project

  18. ”I can only show you the learning door. You're the one that has to walk through it” • Morpheus to Neo in the movie The Matrix (1999) • www.opinovi.fi • erno.hyvonen@jamk.fi

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