Workshop 1: Nov. 19 14.30 – 17.00 Education and training - Moving towards working life !

1. Peer Learning event on Evidence-based policy making in guidance Cedefop Thessaloniki November 19-20 2007 Workshop 1: Nov. 19 14.30 – 17.00 Education and training - Moving towards working life ! Bo RavnUU NordvestjyllandEmail: bo.ravn@uu-nvj.dkWeb: www.uu-nordvestjylland.dk

2. The Danish Guidance Reform2004 - a new guidance system in the educational sector Amendment 2007

3. Act on Guidance in Relation to Choice of Education, Training and Career WE MARGRETHE THE SECOND, by the Grace of God Queen of Denmark, do hereby make known: Folketinget has passed and We have provided the following Act with our Royal Assent:

4. Main aims of the reform • Guidance shall be targeted especially at young people with special needs for guidance

5. Main aims of the reform • Guidance shall contribute to a reduction of drop-out rates

6. Two types of guidance centres • 44 Youth Guidance Centres (”Ungdommens Uddannelsesvejledning”, UU): guidance in relation to transition from compulsory to youth education • 7 Regional Guidance Centres (”Studievalg”): guidance in relation to transition from youth education to higher education

7. The 44youth guidance centres • Guidance related to transition from compulsory to youth education • Target groups: • Pupils in lower secondary school (forms 6-9/10) • Young people under the age of 19 outside education, training and employment • Young people between 19-25 who seek out guidance in relation to youth education and employment

8. The 44youth guidance centres • Guidance for lower secondary pupils provided at schools • Educational logbooks and personal transition plans are used (compulsory) • More resources for and focus on clients with special needs for guidance

9. The 44youth guidance centres • Municipalities fund and have overall responsibility for the centres • Managers of centres are responsible for daily management • Objectives, methods, activity plan and results are published on the Internet • Obliged to cooperate with: • Regional guidance centres • Local business life and public employment services • Primary/lower secondary schools and youth education institutions in the area

10. 102.000 inhabitants

12. 90% 201095% 2015 Realistic?

13. Youth Education to all 95% aim L 95 L 96 L 171 L 172 L 173 L 196 VETVacational Education and Training Programmes General Upper Secondary Education Programmes STX HHX HTX HF EUD EGU USB3 2,5% 2,3% 90,2%

14. Hard, 12% Too hard, 1% Easy, 33% Nescessary, 31% Releasing, 31% From Noemi Katznelson, reasearcher

15. How do we getyoung adults involved?

16. Guidancean individual adjustment? Educational institutions are static Young adults must adapt themselves

17. The guidance counsellor must • Identify special needs and offer support • Education for students with special needs • Leisure time facilities • Mentor arrangements • Contact teacher

18. Guidancea flexible organization? Young adults are young adults The educational institutions should be tailored to the needs of the young adults

19. Receive differentiated special support Social relations and network Engaged adults A choice of individual programs

20. Bridge-building schemes and Mentoring will be included in the new act

21. Mentor The possibility of mentor assistance should be made available already from form 9 for young people who have inadequate contact to adults, and who are therefore in a need of follow-up and help in their daily lives.

22. The municipalities will be obliged to extend their outreach services to include all young people below the age of 25 who have not started – or have dropped out of – a youth education programme.

23. These young people will be continuously contacted until they agree to follow a plan, which will lead to their getting back into a youth education programme.

24. Introductory courses where post-compulsory educational opportunities are presented will be made obligatory from the 8th form. 5 days programme.

25. Organise bridge-building activities at youth education institutions even in the 9th form. 2-10 days.

26. Bridge-building activities of two weeks duration will be made obligatory in the 10th form with the possibility of extending the activities for an additional four weeks.

27. Youth education institutions will be obliged to meet the established demandfor introductory courses and bridging activities.

28. Career guidance at an early stage in compulsory education is to be strengthened and targeted at the pupils who are in need of it the most.

29. Guidance activities are to begin in the 6th form, and they should primarily be focused on young people who are likely not to commence or complete a youth education programme.

30. Pupils who are tired of school or for some other reason do not benefit from ordinary education will be given the opportunity to take part in activities or schemes in contexts outside the school which should help clarify their educational options and choice and to develop their professional and social skills.

31. Requirements concerning the pupils’ individual transition plans will be specified and clarified so that they become even more active and useful as a tool in relation to the pupils’ transition from compulsory education to the voluntary 10th form or a youth education programme.

32. For pupils who choose the voluntary 10th form, the transition plan must serve to ensure that the teaching can be organised in a way that takes into account the individual pupil’s potential and need for further qualifications.

33. Further information • Danish guidance reform: • eng.uvm.dk/guidance • pub.uvm.dk/2004/guidance • National guidance portal: • www.ug.dk • Virtual resource centre(Videnscenter for vejledning): • www.vejledningsviden.dk • Danish education system: • eng.uvm.dk