Portfolio – learning about and choosing education My future Portfolio – learning about and choosing education

National objectives for transitions 2006: 95 % of a youth must complete an youth education. 60 % of a youth must complete a further education. 2014: 30 % of a youth must start and complete a VET when they leave 9th or 10th grade. More young people should choose STEM in education 2017: 90 % of a youth must complete a youth education before the age of 25 The gruop under the age of 25 without a job and/or without an education must be reduced by 50 %

Career management skills Choosing activity Learning activity

Careerlearning At opdage (sensing – finding out) Se, høre, mærke dvs. sanse og opleve Få nok indtryk, informationer og kontakter til at komme videre At forstå (understanding – working out) Vide, hvordan noget fungerer, og hvilke handlinger der synes at føre til hvad. Forklare og foregribe. At ordne (sorting out) Ordne informationerne på en meningsfuld måde for at blive klar over forskelle og ligheder. Sammenligne, bemærke og opdage sammenhænge At fokusere (focusing – checking out) Vide, hvem og hvad man skal være opmærksom på og hvorfor. Mærke og tjekke, hvad er virkelig vigtigt Bill Law, 2009

European guidance week Lifelong guidance needs to be repositioned across the policy fields at national and EU levels, in particular taking into account the future of work and in preparing citizens for scenarios of employment, underemployment or no employment in a segmented labour market. Given its key position and policy development role in and across those fields, the European Commission should take the lead in such repositioning and in developing an implementation strategy, taking into account the six Recommendations of this Estonian Presidency conference, and using the EU Guidelines for Policies and Systems Development for Lifelong Guidance.

European guidance week Establish a working group/policy advisory board at EU level to monitor national progress in the development and implementation of a national, cross-sectoral, lifelong guidance strategy, to support bench learning, and to stimulate progress in concrete elements of national guidance systems. Support Member States at different levels of administration to provide services to users who are not covered by or who do not have access to standard provision and to engage stakeholders at local level. Encourage the use of a portfolio strategy with a standardized approach to support the geographical, social, learning and work mobility of citizens. Update the European competence profiles of career practitioners based on research on new roles and tasks across sectors and support co-development of learning activities in line with revised profiles. EU financed structured cooperation should be sustained and upgraded to a level in which countries can have access to detailed information on policy initiatives and practices, as well as technical support in assessing and enabling transferability. Undertake an EU mapping exercise to discover existing data collection systems and tools for lifelong guidance and to share the results with all countries

Study selection portofolio The purpose of the study selection portfolio is to give students a solid and safe basis for doing choice of youth education after 9th or 10th grade. The Objective is to create continuity and coherence in the guidance that takes place in lower secondary and in the start of the youth education. The work with study selection portfolio must be seen as the process in the lower secondary, where the students through different learning and guidance activities prepare for and focus on the choice of youth education. “Your son/daughter must use his / her portfolio to reflect on his / her own educational wishes based on both his / her knowledge of himself and his / her knowledge and experience with the desired youth education programs” It is obligatory to send the study selection portofolio alongside the application to the youth education institution.

Studievalgsportofolio

Studievalgsportofolio

Internship 8th grade Peer to peer evening. 3 hours – pupils and their parents are introduced to 8 ”main entrances” in youth education. The pupils and their parents choose 2 internships - Coordination takes place in the youth guidance center Class activity the week before the internships. 90 minutes conducted by a team of guidance counselors Reflection session during each internship. 45 minutes conducted by teachers from the youth education institution. ”Career-Friday” 4 hours conducted by a team of guidance conselors. The purpose is to inspire and expand the knowledge of youth education programmes. Students tell about life, opportunities, challenges and perspectives on their youth education programme. Pupils and their parents make their choices in continuation of the peer to peer evenings. The pupils examine what matters to them, what motivates them and in what situations their learning outputs are high. They decide what they want to investigate during the 2 internships The pupils systematize what they have learned, reflect on their leanings and decide what they need to investigate further more. Through career learning activites the pupils should expand their knowledge about the diversity of the youth education institutions. Reflections, quiz, film and presentation + portfolio.