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Developing Quality of Guidance and Counselling Services in Education in
Finland
IAEVG –conference
October 19th 2011
Cape Town, South Africa
Heli Piikkilä, City of Tampere
Anu Turunen, City of Rovaniemi
Tampere
Rovaniemi
Tampere
Rovaniemi
• Where is Finland???
• Where is Finland???
GUIDANCE AND COUNSELLING SERVICES IN FINLAND
COMPREHENSIVE SCHOOLS
UPPER SECONDARY SCHOOLS
VOCATIONAL COLLEGES
POLYTECHNICS
UNIVERSITIES
EMPLOYMENT AND ECONOMIC DEVELOPMENT OFFICES
Vocational guidance and career planning
Educational and vocational information services
Employment exchange services
CENTRE FOR INTERNATIONAL MOBILITY CIMO
Euroguidance Finland
FINNISH GUIDANCE AND COUNSELLING SYSTEM
DOCUMENTS
National level• Acts of education (1999) • The national curriculum guidelines (2004)
Regional or local level• Local curriculum• Strategies• Agreements and year plans• Budgets• Other documents related to guidance and counselling services, evaluation plan etc
Organisational level• School curriculum• Year plan• Other documents
Education and training of guidance professionals
Strong research base
Support from the policy-makers
PES and school system complement each other
CHARACTERISTICS OF FINNISH GUIDANCE AND COUNSELLING SERVICES
NATIONAL CURRICULUM GUIDELINESHOLISTIC APPROACHPupils and students are entitled to have educational and vocational guidance during every working day at school.GOALS:• supporting personal growth and development • promoting the development of study skills and helping in learning difficulties • counselling and guiding students in educational and vocational and professional orientation • promoting students’ skills for planning and realising life long learning- skills to use different tools to search information
COUNSELLING PROCESS (Kasurinen 2005)
CURRICULUM GUIDELINES: psycho-social support counselling of study skills and learning career counselling
1 9Choices. decision making
CO OPERATION WITH WORKING LIFE
FOLLOW-UP
INDIVIDUAL STUDY PATHVocational school
Upper secondary school
TRANSITION
TRANSITIONTO WORKLIFE ORFURTHEREDUCATION
TRANSITIONTO FURTHEREDUCATION
Flexibleoptions
Comprehensive education
DIRECT TRANSITION TO FURTHER STUDIES IN FINLAND 9TH GRADERS
DISCONTINUATION OF EDUCATION IN FINLAND 2000/2001 to 2008/2009
CONTINUATION AFTER UPPER GENERAL SECONDARY EDUCATION IN 2009
Total number
of students
33011
FINLAND 17,7 % polytechnics
18,3 % university education
59 % did not continue directly in education
5 % upper secondary vocational education
CONTINUATION AFTER 9 YEARS OF COMPULSORY EDUCATION IN TAMPERE 2011
Total number
of pupils
(comprehensive school))
1934 (year 2010) 3,5 % optional 10th year 2 %
38 % upper secondary 41% vocational educ.
53 +3,7 % upper secondary 50 % general education
0,3% did not continue 8 % directly in education
3% other educationFINLAND 2009
I
Developing feedback mechanisms for guidance provision in basic education
Oporointi- pilot project
2009-2011
Heli Piikkilä
Guidance Counsellor
Coordinator
City of Tampere
Background
•Evaluation of Educational Guidance and Counselling in Finland in 2001-2002 (Numminen & al 2002) Finnish National Board of Educationhttp://www.oph.fi/english/publications/2003/evaluation_of_educational_guidance_and_counselling_in_finland
•Career guidance development project 2003-2007 (FNBE)
•New national project for quality development of guidance and counselling in basic education 2008-2010
Documents
Numminen et al 2002
FNBE
Time dimension - learning path
Questions to promote the cycle of strategic learning Dimensions of guidance
Policy dimension
Contextual dimension
Organizational dimension
Responsibility dimension
Division of labourdimension
Content dimension
Methodological dimension
Strenghts Development needs
Reformative activities
Flexible activities
Revision of the activities on the basis of client feedback
Actions and continuouslearning
Analysis and evaluation
Visios, strategies, development goals
Communication andcommitment
Bottom up
Top down
Systemic levels of guidance
I Public policies in guidance
Str
ateg
ic d
esig
n an
d e
valu
atio
nS
ervi
ces
visi
ble
to c
lient
s
II Guidance provision(I and IITheories related toorganizational development, management, leadership, networks and systemic thinking)
III Guidance services visible to clients
(Theories of careerdevelopment and guidance)
A systemic model for interdisciplinary guidance networks (Nykänen, Karjalainen, Vuorinen & Pöyliö 2007)
Some Examples
Questionnaires for students, parents, guidance counsellors, principals, decision makers
They include questions about• Necessity and access for guidance• Facilities and resources for guidance• Goals and aims of career guidance• Coherence of guidance services within the school• Individual learning programme• Study skills of the pupils
•Ability for further educational and career plans•Client satisfaction of career guidance services
Counsellors and principals:
Meeting the guidance goals, co- operation with the labour market, professional competencies,
prevention of social exclusion
Parents/guardians : overall co-operation with school, tuition education, worries related to school etc.
Some Examples (2)
Basic education 1-6N
Students 453 girls 222 boys 249Parents 185Teachers 25Basic education 7-9 Students 1235 girls 607 boys 620 Parents 339Teachers 67Guidance counsellors 38Principals (both) 30
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Test results
Availability and effectivenessBoys Sixth graders
6th graders boys (n=249)
11,251,5
1,752
2,252,5
2,753
3,253,5
3,754
Oppimaan oppiminen Kasvu ja kehitys Jatko-opinnot Työelämä
Osa-alueet
Kes
kiar
vo Saatavuus
Vaikuttavuus
Availability and effectiveness
6th graders girls (n=222)
1
1,251,5
1,75
2
2,252,5
2,75
3
3,253,5
3,75
4
Oppimaanoppiminen
Kasvu ja kehitys Jatko-opinnot Työelämä
Osa-alueet
Kes
kiar
vo Saatavuus
Vaikuttavuus
Availability and effectiveness
Further Steps
• Comparing results between groups
• Comparing school results to local, regional and national database
• Comparing resources and availability + effectiveness input- output
• Sustainable development and evaluation of counselling services
Case TampereResults
Study in 2004 shows:• Transition phases are key factors• Individual counselling is valued by students • Information of working life is needed• Special emphasis on: - students who have mental problems - students who have different kinds of learning difficulties - immigrant students
Case TampereResults (2)
• Discussions inside schools > transparency• Discussions with practioners, principals, civil servants, policy makers, > decisions to improve the access to the services > administrational co-operative team for transition phase
• City level policy decisions• New study in 2008 > new project
Case TampereResults(3)
Study in 2008 shows:• Transition phases are still key factors• Quality has improved when there are more
professional counsellors (7th and 8th grades)• Access to individual counselling has improved,
average 256 pupils / counsellor• Information of working life is still needed > special
Opetet project to improve teachers knowledge about working life
• Regional website www.toponetti.fi
IIImproving the Guidance Services
at High School/General Upper Secondary School
(16-19 years old students) pilot project
Anu Turunen
Coordinator
Guidance Counsellor
Rovaniemi
Background• Funding by Ministry of Education and Culture • 12 guidance and counseling projects in Finland
organized by local school authorities• The focus of the project is on the improvement
of individual counseling • Ministers emphasize this need of the counseling
services • An individual plan oriented to future studies and
career path is made for every student. • The aim is to create a collaboration model for
high schools, polytechnics/universities, employment authorities and working life
Student counseling survey made by the Union of Finnish high school students
• More services of personal, individual guidance about future studies and the choice of the career is needed
• Students make their own choices but they need support
• Students think that by making choices they can improve study skills and control of life
Future studies and working life
• Co-operation between high schools and working life is minor compared to that of comprehensive schools and working life.
• Survey (2009) of the union shows that students want high schools to prepare them better for future working life.
• Working life experience period (TET), visitors from different professional backgrounds to classroom lessons
• Preparation provided by guidance counselors help students enter working life.
The purpose of the project
• Students should be able to consider different possibilities for their future and make individual plans.
• The plan will be started at the beginning of high school and will be supplemented throughout the studies.
• During high school studies the students search information for future possibilities and also learn about their own strengths and motivation.
Local pilot in Lapland- My own road-
Fluently to future studies and career
• Associates : Kittilä (96 students), Ranua (69 students) and Rovaniemi (1652 students); total 1817 students
Background
• A lot of projects; Which are used?• A lot of good practices; Does everyone know about them?
• Combining the results and their re-development• How to bring information to schools about future studies and working life based on experience ?
• The wishes of the students?
The project goals• Responding to an increasing need of career
counseling – More individual guidance services
• Increasing students’ knowledge, based on the facts and their own experiences about future studies, working life and entrepreneurship
• Providing working life and entrepreneurship information in everyday practice at schools
Associates• Regional State Administrative Agencies for Lapland• Lapland Centre for Economic Development, Transport and
the Environment for Lapland• Lapland Chamber of Commerce• University of Lapland• University of Applied Sciences• Lapland entrepreneurs• The Union of Finnish Upper Secondary School Students
(SLL)• Economic Information Office ( TAT)• Central Organisation of Finnish Trade Unions(SAK)• The Finnish Association for Guidance Counsellors
Means
• Different collaborative models (web, visitors, workplace visits, study excursions)
• Improvement of counseling skills in entire school community
• Improvement of counseling skills of counselors; e.g a small group counseling
• Electronic portfolios and different platforms
THE PLAN
INTERACTIVE PLAN FOR FURTHER STUDIES AND CAREER• Electronic portfolios and different platforms
GROUP ADVISERS
• UPDATING MAP FOR GROUP ADVISERS• GROUP ADVISER TRAINING• UPDATING NEW TASKS
GUIDANCE COUNSELLORS•GUIDANCE TRAINING INCLUDING COUNSELLING METHODS, UPDATED INFORMATION OF FURTHER STUDIES AND WORKING LIFE•UPDATING PLAN OF CAREER GUIDANCE AND COUNSELLING AT SCHOOL
FURTHER EDUCATION•EXCURSION TO THE UNIVERSITIES AND POLYTECHNICS•VISITORS FROM DIFFERENT SCHOOLS AT SCHOOL•TUTORS FROM FURTHER STUDIES
SUBJECT TEACHERS• PROVIDING INFORMATION OF WORKING LIFE AND ENTREPREUNERSHIP• TEACHERS’ TET• VISITORS FROM DIFFERENT PROFESSIONAL BACKGROUNDS ON LESSONS
WORKING LIFE• COLLABORATIONS PLANNED TOGETHER WITH PUBLIC EMPLOYMENT SERVICES• SPECIALIST VISITS FROM WORKING LIFE AT SCHOOL• WORKING LIFE SKILLS• ENTREPRENEURSHIP SKILLS• WORKING LIFE DAYS AT SCHOOL
DEVELOPING WELL-BEING
Results
• Strengthening capabilities for further studies , working life and career
• Electronic career plan is used• Collaboration with other actors are systematic
and continuous• Whole school supports the students’ career
choices in cooperation with other actors
• Strategic plans into action • Systematic cross-sectoral
activities• Sustainable evidence base for
policy development • Regional co-operation• National quality development• Training for practioners • Balance between formal and
non-formal guidance
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Key Challenges
• Information and communication networks will become more important
• Significance of guidance and counselling will grow
• Common challenges in all countries• Ways and methods to give
guidance and counselling will become more varied
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What lies ahead?
Contact information
heli.piikkila@tampere.fi
+358 40 7766322
Anu Turunen
anu.turunen@rovaniemi.fi
+358 50 3614506
Maarit Laaksonen
maarit.laaksonen@tampere.fi
+358 400 125761
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Thank you!
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