Educational and vocational guidance in DK Jørgen Brock Ministry of Education National Adviser Division for Guidance T E:

National aims of guidance - 1 National goals ! Choice of education and career - benefit to individual and society Individual’s interests and – labourmarket Targeted young people with special needs for guidance

National aims of the reform - 2 Contribute to reduce drop-out Improve ability to find relevant information (web) Independent of sector-specific interests Improve qualifications of guidance counsellors Setting up new standards of qualification

Guidance Centres Youth Guidance Centres: Transition from compulsory school to youth education and labour market Regional Guidance Centres: Transition from youth education to higher education and labour market

Youth guidance Centres Transition from compulsory to youth education Target groups: Pupils in lower secondary school (forms 6-10) Young people under 25 ! (Everyone ?!)

Youth guidance Centres, 2 Guidance provided at schools ! Educational books & transition plans ”Special need” for guidance (to be discussed!)

Youth guidance Centres, 3 Municipalities are responsible for G-Centres Strategies, plans and results published on web Cooperation with schools and youth education institutions

Regional guidance Centres - 1 Transition from youth education to higher education Guidance in relation to: Higher education programmes Job opportunities

Regional guidance Centres - 2 Target groups: Young people in youth education programmes Young people & adults outside education

Regional guidance Centres - 3 Cooperation with partners in their region Youth education and higher education institutions Youth guidance Centres Social partners and industry & commerce

National guidance web Information about Education & training Professions & labour market Abroad.. Links to …

Centre of expertise for guidance Ministry of Education – division og guidance Activities: Collecting, publishing best practice Initiate analyses, surveys and experimental activities Quality development – manuals etc. Virtual resource centre

National Dialogue Forum Representatives from organisations and other Ministries secure cross-sectoral dialogue Quality Dialogue

Changes now … Goals – overall aims are… 95% to complete a general or vocational upper secondary education in % to complete a higher education 2015

A coherent educational system and professional guidance The government’s strategies 1.Professional guidance. 2.The transition from education to jobs must be clearer 3.Smooth transition from compulsory school to upper secondary education (Mind the gap…!) 4.Smooth transition from upper secondary education to higher education (Mind the gap…!)

1. Professional guidance More precise rules Coherence between transition guidance and school-based guidance Coherent guidance all the way through – seen from the point of view of the student Training of guidance practitioners Diploma programme: 1 year Further training courses (different themes) Bachelor..

Professional guidance Guidance practitioners must either have completed the bachelor or the diploma programme, or have their prior learning, competencies and skills assessed and recognised (or have a previous programme) Measurable results Quantitative goals for completion and transition Systematic benchmarking What about quality – ways of finding out what works..!?

2. Smooth transition from compulsory school to upper secondary education Guidance from the 6 th form Special attention to pupils at increased risk of not starting or completing an upper secondary education programme Bridging the transition from lower secondary school to an upper secondary programme

Smooth transition from … Mentoring scheme for young people who are particularly disadvantaged (VET) Municipalities responsible that all young people complete a general or vocational upper secondary education

Smooth transition from…. Better guidance about the actual requirements in upper secondary.. Better feedback from general and vocational upper secondary.. 10 th form reformed….

Smooth transition from upper secondary to … Methods… Group sessions with specific themes / focus Cooperation between guidance practitioners Closer focus on specific need for Guidance