Roma, 28 aprile 2010 F i n n i s h I n s t i t u t e f o r E d u c a t i o n a l R e s e a r c h ( F I E R ) 1 Report on guidance 2009 Guidance supply in Italy - commentary notes Raimo Vuorinen ELGPN, Co-ordinator Finnish Institute for Educational Research University of Jyväskylä Finland ISFOL, 28 April 2010, Rome, Italy 1
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Finnish Institute for Educational Research (FIER) 1 Roma, 28 aprile 2010 Report on guidance 2009 Guidance supply in Italy - commentary notes Raimo Vuorinen.
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Roma, 28 aprile 2010
Finnish Institute for E
ducational Research (F
IER
)1
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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ducational Research (F
IER
)2
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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ducational Research (F
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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
– 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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Finnish Institute for E
ducational Research (F
IER
)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
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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ducational Research (F
IER
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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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IER
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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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Finnish Institute for E
ducational Research (F
IER
)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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ducational Research (F
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)19Questions for consideration when
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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IER
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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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ducational Research (F
IER
)22Questions for consideration when
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