THE WIDENING OF THE THE WIDENING OF THE ROLE, CONTENTS AND ROLE, CONTENTS AND

RANGE OF RANGE OF PRACTITIONERS OF PRACTITIONERS OF

LIFELONG GUIDANCE AND LIFELONG GUIDANCE AND OPTIONS FOR ITS OPTIONS FOR ITS

DEVELOPMENT WITHIN DEVELOPMENT WITHIN EDUCATIONEDUCATION

Borbély-Pecze Tibor Bors, Ph.D.Borbély-Pecze Tibor Bors, Ph.D.borsborbely@yahoo.comborsborbely@yahoo.com

Lifelong Guidance as Lifelong Guidance as a a new new framework for schools and for framework for schools and for

teachersteachers

– Learning outcomes (LO)– New role, new tasks for

the public school teachers – a new teacher’s profil =

„competency builder”

Developing CMS (career management skills for Life) instead of choosing a secondary/VET school / an occupation only

Aims of the researchAims of the research

• Interpretation of the concept of Lifelong Guidance (LLG) from the international policy document to the Hungarian; – education policy documentation and

regulation – and for the daily practice of the secondary

school teachers

• Identify already existing teachers’ practice

MethodologyMethodology • Desk research (OECD, EU,ILO,UNESCO,

ETF, CEDEFOP) compare with the Hungarian education policy regulation, strategy etc.

• Focus groups (in 2 cycles) • The research structure followed what

Creswell (1998) aptly termed ‘zigzag process’ as a qualitative research methodology. (Heppner-Wampold-Kivlighan, 2008, p 265)

Structure of the research Structure of the research processprocess

NUMBER OF ATTENDEES, LOCATIONS NUMBER OF ATTENDEES, LOCATIONS AND DATES OF FOCUS GROUPS AND DATES OF FOCUS GROUPS WORKSHOPSWORKSHOPS

• 32 teachers in the FGs (Spring 2008)– three types of secondary schools;

vocational secondary schools had the highest share (47%)

– comprehensive grammar schools and vocational schools were represented in nearly equal numbers (25% and 28%)

• 216 teachers career counsellors, social workers, HR specialists at 7 regional WS (Sept – Dec 2009)

Some key element of the Some key element of the outcomesoutcomes

MAINSTREAMING • integrated and comprehensive approach to

LLG and required relevant knowledge are still absent from teachers' thinking

• They occasionally rely on options offered by external service providers

• Career guidance methodologies and tools developed over the past 15-20 years are only used occasionally

INTERIORISATION • They mostly realize that career guidance/LLG is a

standalone profession• They struggle with the pressure arising from

conflict between applying LLG principles and availability of education funding and also with the fragmentation of the Hungarian public education system

Some key element of the Some key element of the outcomesoutcomes (2) (2)

SUBJECTIVE VISION• They miss the coordination and

ownership by education policy of career guidance

• They have a need for developing career information provision into an interactive activity

BECHMARKING• Career information tools following the

German model are partially in use (occupational information films, binders, etc.)

Teachers’ main activities related to LLG could be

Thank you for your attentionThank you for your attention

English abstract available here: http://www.borbelytiborbors.extra.hu/home.html

Hot link http://www.borbelytiborbors.extra.hu/CV/BPTBors_thesis_EN.pdf