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Career Education An effective and cost-efficient solution to increase access to career guidance in South-East Europe ´Career Education for South-Eastern Europe – Investment in Youth for Sustainable Economic Growth´ Joint Euroguidance-ELGPN-ETF Conference Sofia, 8 November 2011 Helmut Zelloth, ETF Senior Human Capital Development Specialist
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Career education for South-Eastern Europe, 08th Nov 2011, Part 2

May 12, 2015

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Helmut Zeloth presents on the topic: "Career Education: An effective and cost-efficient solution to increase access to career guidance in South-East Europe". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
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Page 1: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Career Education An effective and cost-efficient solution to increase access to career guidance

in South-East Europe

´Career Education for South-Eastern Europe – Investment in Youth for Sustainable Economic Growth´

Joint Euroguidance-ELGPN-ETF ConferenceSofia, 8 November 2011

Helmut Zelloth, ETFSenior Human Capital Development Specialist

Page 2: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

A quick overview …

(1) (Re)discovery of career guidance(2) Delivery models of guidance provision

(3) Career Education – an attractive and valid option(4) Examples from EU neighbouring countries

(5) EU and international experience

Page 3: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

(Re)discovery of

career guidance

Page 4: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

A trend also in EU neighbouring countries

… for example …

… Egypt, Jordan, Lebanon, Syria, Serbia, Montenegro,

Albania, Kosovo (UNSCR 1244,1999) …and also in …

… Ukraine, Georgia, Azerbaijan, Kyrgyzstan ...

Zelloth H. (2009), In demand: Career guidance in EU neighbouring countries

Page 5: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

8 (Morocco, Tunisia, Algeria, Israel, Occupied Palestinian Territory, Russia, Kyrgyzstan, Azerbaijan)

Upward – stagnation

↑→

7 (Kazakhstan, Uzbzekistan, Taijikistan, Turkmenistan, Moldova, Armenia, Belarus )

UNKNOWN

1 (Bosnia and Herzegovina)Stagnation – downward

→↓

14 (Serbia, Montenegro, Kosovo, Croatia, Turkey, Iceland, Albania, former Yugoslav Republic of Macedonia, Ukraine, Georgia, Jordan, Lebanon, Egypt, Syria)

UPWARD trend↑

Upward – DownwardTrend by countries

Preliminary mapping

Page 6: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

KEYFEATURES

CAREER GUIDANCE IS MOVING UP THE POLICY AGENDA though provision remains very limited (strategic frameworks adopted or emerging; policy co-ordination increasingly viewed as essential; new willingness to pilot or introduce services)

LEVELS OF POLICY PROFILE (policy interest + policy priority) varies across countries and there is some correlation with geographical regions

HOME-GROWN versus DONOR-DRIVEN career guidance development

DIFFERENT APPROACHES AND DELIVERY MODELS (Psychological versus pedagogical; Centre approach dominant as well as Specialist versus Semi-specialist approach; Curriculum approach and Virtual approach underutilised)

Page 7: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Delivery models of guidance provision

Page 8: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Delivery modelsof career guidance

(ZELLOTH 2009)

CURRICULUMMODEL

(1) Compulsory subject ‘career education’ or similar(2) Compulsory part of (an)other subject(s)(3) Compulsory curriculum principle (all or several subjects)(4) Elective subject ‘career education’ or similar(5) Part of (an)other elective subject(s)(6) Part of curricular activities (eg guidance programme)(7) Part of extra-curricular activities (eg career fairs)

CENTREMODEL

(1) Centre inside school/university(2) Centre outside school/university specifically for students (3) Centre for unemployed inside public employment services(4) Centre for all citizens – in- or outside educational or labour

market settings

INDIVIDUAL MODEL

(1) Specialist inside school / university / employment services (school counsellor, school psychologist or pedagogue, social worker, guidance specialist in employment offices)

(2) Semi-specialist inside school / university / employment services (eg class teacher, subject teacher, (deputy)director, employment counsellor, generic career coordinator or career adviser)

VIRTUAL orWEB-MODEL

(1) Self-help facility at schools / public employment services / local communities

(2) Web-based interactive (individual through Internet)

Page 9: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

9

Paradigm shift

in career guidance

…has started in EU and OECD countries(in policy making and the academic community, less in practice /

influencing also EU neighbouring countries)

from intervention at key points in life

to a lifelong perspective from psychological ‘testing’ to

pedagogical

«tasting the world of work» from external expert support to

career (self)-management skills from individual guidance to group-and

self-help approaches

Page 10: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Career Education -an attractive and valid option

Page 11: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

BUT: Career education often marginalised

Page 12: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

12

Triple rolecareer education

can have …

…as a delivery method of career guidance… if well developed …

significantly enhancing access to guidance (eg covering not only few individuals but entire generation of students in schools, other educational settings, including training for the unemployed)

developmental, experimential and process role (career guidance as a continuum over time, a process which allows to ´learn´and is not limited to isolated, single-off interventions)

empowerment role for the individual (through career management skills the individual can be empowered to manage various transitions and to become/remain employable throughout life)

Page 13: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Career management

skills

Accessby all

citizens

Qualityassurance

of provision

Co-ordination and

co-operation

Relevance of Career Education in relation to EU Council Resolution on

Lifelong Guidance (2008)

Page 14: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Effectiveness and cost-efficiency

Evaluation / research on this topic limited, but experience suggests that Career Education

1. Tends to be less expensive (eg elective subject in the curriculum)

2. Can be more cost-efficient (eg through covering a larger number of population/students)

3. Tends to motivate (eg students frquently like the subject, sessions)

4. Can achieve longlasting effects

Page 15: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

… some challenges with a ´whole school´ approach …

Teachers tend to prepare students for exams Students and teachers might give less

importance as it usually attracts no credits Careers component might depend on goodwill /

energy of teacher (Re)training of teachers is often not sufficient Need to aquire competences for career

education already in initial teacher training Teachers´ (extra) pay

Challenges and critical issues for career education

Page 16: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Examples from EU neighbouring countries

Page 17: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Guidance Oriented Curriculum (GOC) - a developmental and holistic approach to education

- 7 competence areas in the guidance programs (integrated in the subject curriculum of basic and secondary education, grades 1-12) among these areas are ´Orientation to the school and environment, ´Academic and career guidance´, ´Interpersonal relations´ etc

- Special orientation and guidance class in the 9th grade as part of the guidance program with specific focus on career guidance (before choosing general or vocational pathways)

- Guidance practitioner in schools has the coordination and consultation role

- Classroom teacher conducts the program

- 17,000 guidance practitioners in the country

- No impact research available, recent master thesis explored certain variables of effectiveness of GOC

TURKEY

Page 18: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Piloting career education (EU funded project,

started 2007/08 as elective subject in the curriculum , in the 9th grade (so-called ‘orientation year’), 16 hours/year in 34 pilot schools; decision made to expand pilots

- Monitoring and evaluation shows that students and teachers are hugely dedicated and enthusiastic about new subject

- triggered off further interest in career education by other classes in the same schools

- many teachers/some directors wished to have it as compulsory subject (as elective subject bears risk to get crowded out)

- cost-efficient solution (rough calculation 2 Euro per student per year; as elective subject even ´zero cost´)

Curriculum framework for career education developed for grades 6-13; still to be approved

KOSOVO (UNSCR 1244,1999)

Page 19: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Othercountry examples

Albania – compulsory subject called ´career education´ (edukimi per karrieren) was introduced in core curricula of gymnasia and vocational schools in 2010/11 (11th and 12th grade); career education syllabus has 54 hours (36 for career and 18 for entrepreneurship); Delivered by social science or economics teachers

Montenegro – planning to strengthen guidance in education as part of an EU project on ´Labour Markt Reform and Workforce Development´; touching upon school work plans, role of school +*psychologists / pedagogues, integration in curricula of primary and secondary schools

Ukraine - ´labour lessons´in a separate subject ´Occupations of Today´from the 5th grade onwards contain some elements of career guidance + class-teacher hours are sometimes used for guidance

Page 20: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

EU and international examples of career education

Page 21: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

FINLAND

Career Education integrated in National Curricula – as a compulsory subject for students in comprehensive schools (since 1970s) and in upper secondary general and vocational education (1980s)

Time allocation - distribution of hours to career education classes: lessons 2.5 hours in comprehensive education during grades 7-9; 1 obligatory and 1 specialisation course during 3 years in upper secondary general education; minimum 1.5 study weeks in vocational education)

Curriculum Guidelines – each school must produce a plan indicating how the relevant goals are to be reached both by the school counsellors and by all teachers, parents must have opportunity to be involved

Page 22: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

ESTONIA

´Career guidance´ as integrated theme in National Curriculum since 1996 (as of 2011 ´Lifelong learning and career planning´ as cross-curricular topic in the new National Curriculum for basic and upper secondary school)

Elective subject ´Careers education´ at basic schools (3rd stage) and in upper secondary schools; length 35 lessons; syllabus set by the National Curriculum

Content of learning: knowledge of oneself and its importance in career planning; knowledge of career information; planning and decision-making

Page 23: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

SCOTLAND

Schools are key deliverers of guidance for young people (across all curriculum areas, embedded; schools and local authorities are supported by ´Careers Scotland´) – Career Information, Advice and Guidance Service (CEIAG) Strategy 2011

Curriculum for Excellence - a framework for learning and teaching

- within ´Developing skills for learning, skills for life and skills for work´ the areas of ´personal learning planning and career management skills´ are included

- involves students about the world of work, helping them to make connections between learning and work, and enabling them at all stages to develop self-awareness and develop an understanding of the important transition periods in their life

Page 24: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

NEW ZEALANDCareer Education in schools

Career Management Competencies for young people in 21st century (linked to curriculum, are a framework and foundation for designing career education and guidance programs in schools)

1. Developing Self-Awareness2. Exploring Opportunities 3. Deciding and Acting Demands rich learning opportunities and engaging pedagogies

Career Education legally required in schools

- for students Y7 and above- especially students at risk of

leaving schools unprepared

OLD MODEL: Careers Advisors coordinate careers activities

NEW MODEL: Careers Advisors work with Subject Teachers as well as coordinate careers activities and provide guidance

Page 25: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

NEW ZEALANDCareer Education in schools

Source: Karen Vaughan (IAEVG Conference Cape Town 2011)

Learning programmesSTAR coursesGatewayIndustry unitsCareers units

Info & guidance1:1 guidanceInformation distribution

Activities & eventsCareers exposTertiary campus visitsGuest speakersWork experienceTesting & planning

Page 26: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Other examples

Singapore – introduced in late 1980s a model more based on career education than on career counselling; ´Education and Career Guidance (ECG) Programme, with primary schools focusing on career awareness; secondary schools on career exploration; and upper secondary schools on career planning; delivered through a variety of means, including career education lessons, counselling, projects and career portfolios

Canada – developed creative career education resources (eg ´The Real Game´) and a framework for developing career management skills (´Blueprint´); career education varies much across provinces; guidance counsellors are mostly licensed teachers; in Quebec the concept of ´guidance-oriented school´was developed – collaboration teachers and guidance professionals and true partnerships with parents and community

Page 27: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Making career education work = Passion + Vision + Action

If you have vision and action but no passion you will be mediocre………………..

If you have passion and action but no vision you will reach the wrong goal………....

If you have passion and vision but no action you will be daydreaming …………..

Page 28: Career education for South-Eastern Europe, 08th Nov 2011, Part 2

Thank you for your attention !

For further information

please visit our website www.etf.europa.eu

Or ETF in the city of Turin (Italy)