Knowledge Centre for Educational and Vocational Guidance ELGPN meeting - Oslo November 2011 Carla Tønder Jessing -

Carla Tønder Jessing –

Carla Tønder Jessing - Challenges for coordination and cooperation in adult guidance 1.The adult career guidance situation in DK – agents and challenges 2.Adult Guidance networks – aims and tasks 3.Evaluation – results, recommendations and conclusions 4.Challenges in coordination and cooperation in adult guidance in relation to ELGPN WP3 5.Conclusions

Carla Tønder Jessing - 1. The adult career guidance situation in DK A great variety of agents Job centres Adult vocational training centres General adult education Vocational colleges Further education institutions Folk high schools Day folk high schools The army Trade unions Employers’ associations Private agents/consultant firms Youth guidance centres Regional guidance centres The National Guidance Portal ( (from 2011) Adult guidance networks ( )  VEU Centres (Adult Vocational Education/Training Centres, from 2010)

Carla Tønder Jessing – The Danish educational system

Carla Tønder Jessing - Challenges in Danish adult career guidance up to 2007  Many agents – lack of transparency, clarity and coherency  Lack of independence from institutions and organisations  Social and educational imbalance in clients’ use of guidance systems  Division of provision in employment targeted or education targeted guidance/counseling  Dissimilar performance: By (formally qualified) career counselors, consultants, administrative staff, teachers etc.  Need for qualification and professionalisation of guidance methods and practice  Need for development of differentiated life long career guidance/counseling

Carla Tønder Jessing - 2. Adult Guidance networks – aims and tasks In 2007 the Danish Government launched a new project for a 2-year period : 22 adult guidance networks covering all regions in the country Financed by the Ministry of Education as part of a larger package The networks were formed by adult vocational training centres, vocational colleges and general adult education centres The goals: To strengthen and exspand the SMEs’ use of staff training and accreditation of prior learning and to provide adult educational guidance to low skilled employees and individuals

Carla Tønder Jessing - Most important tasks of the Adult Guidance Networks: For enterprises: Information and advice on education, training, accreditation, competence development and planning For low skilled adult employees: Information on educational and training options and providers, group information/guidance and individual career guidance For the benefit of both enterprises and employees: Establishing ‘educational ambassador’-arrangements in enterprises (motivators and informants on educational and training matters for their colleagues)

Carla Tønder Jessing - 3. Evaluation – aims and methods During the two year period the Adult Guidance Networks were evaluated twice: ‘Half way’ evaluation in October 2009, and final evaluation in March 2010 Both quantitative and qualitative data collection Aim of the evaluation: Evidence on results of guidance and counseling activities and recommendations for changes or improvement of the activities

Carla Tønder Jessing - Which questions were to be answered? How do the networks fulfil their aims through their activities? Does the concept of ’one entry’ to guidance create more coherence in adult guidance? How is the concept of guidance and how is it practiced? In what ways does professionalisation of adult guidance take place? How is ‘guidance’ and ‘sale’ balanced? How do the networks contribute to changes and development of adult guidance?

Carla Tønder Jessing - Evaluation results and conclusions (1) High priority to contacting, visiting and advising enterprises at management level High focus on the needs of the enterprises regarding competence development Low priority to information and guidance targeted at employees Low focus on individual employees’ needs and wishes regarding training or career changes No coherent strategy concerning adult career guidance of low skilled employees or individual citizens Difficulties for the networks to get in contact with low skilled individual employees Lack of systematic approaches in individual and group guidance Individuals reported to have recieved guidance do not recognize any guidance activity and they do not know the concept of óne entry´’ No systematized follow-up on guidance  no evidence of effect

Carla Tønder Jessing - … results (2) Qualification of counselors and guidance practitioners through external courses or formal education very limited No common acceptance of a need for formal qualification of guidance and counseling staff Difficult tending to impossible to establish ‘educational ambassador’ arrangements in SMSs No common concepts of career guidance: Network activities are synonymously named advice, counseling, guidance and sale Lack of cogency in naming guidance activities: Influence on networks priorities, concepts of tasks and role of practitioners Research on different adult target groups’ guidance needs and from defined national strategies on adult guidance could improve decisions concerning relevant qualification of adult guidance staff

Carla Tønder Jessing - … results (3) Important dilemmas for the networks during the project: Combining enterprise contacts concerning competence development with career guidance of low skilled adults Cooperation versus competition between the participating adult education institutions Selling perspective versus guidance perspective Concepts of tasks: Delivery of fixed labour market related training courses versus delivery of competence development related to society needs and development Focus on activity goals defined by the Ministry of Education versus focus on results/effects

Carla Tønder Jessing - Recommendations of the evaluation Independent and impartial adult guidance Establishing an adult career guidance system independent of institutions’ and organisations’ interests, based on individual adults’ career development wishes and needs and general society needs No result demands for guidance practitioners (’sale-approach’ to guidance) Independent and impartial guidance delivery for adult guidance seekers / clients Qualification demands to adult guidance practitioners Ensuring professionalisation and qualification of adult career guidance via formal education or recognition of prior learning for adult guidance practitioners Ensuring a professional approach to adult guidance and clarity of tasks, functions and roles Definition of purpose and concepts Defining the purpose, aims, tasks and concepts of adult guidance Example: Provision of broad life long, life wide career guidance according to individuals’ competence development needs or fulfilment of employment and labour market needs

Carla Tønder Jessing - Recommendations from Chair of National Council for Adult Guidance, Ove Kaj Pedersen, May Focus on the individual within the frames of society’s needs 2.Focus on motivation through learning and guidance 3.Focus on different target groups (differentiation) 4.Long term competence development 5.A coherent adult guidance system 6.An independent and imparcial adult guidance system 7.Coordination 8.Cooperation 9.Professionalization of guidance and use of evidence based administration 10.Establish a commission for education

Carla Tønder Jessing - Conclusion on adult career guidance – the situation after adult guidance networks  Still too many agents – lack of transparency, clarity and coherence  Still lack of independency from institutions and organisations  Still social and educational imbalance in clients’ use of guidance systems  Still division of provision in employment targeted or education targeted guidance  Still dissimilar performance: By (formally qualified) career counselors, consultants, administrative staff, teachers etc.  Still need for qualification and professionalisation of guidance methods and practice  Still need for development of differentiated life long career guidance

Carla Tønder Jessing - 4. Challenges in coordination and cooperation in adult guidance in relation to ELGPN WP3 Based on: OECD Career Guidance Policy Review: ‘Career Guidance and Public Policy: Bridging the Gap’, 2004 ‘Council Resolution on better integrating lifelong guidance into lifelong learning strategies’, 2008 ‘Establishing and Developing National Lifelong Guidance Policy Forums’, Cedefop 2008

Carla Tønder Jessing - ANNEX Council Resolution on better integrating lifelong guidance into lifelong learning strategies 2905th EDUCATION, YOUTH AND CULTURE Council meeting Brussels, 21 November 2008 INVITE THE MEMBER STATES TO: Strengthen the role of lifelong guidance within national lifelong learning strategies in line with the Lisbon Strategy and with the strategic framework for European cooperation in education and training. Where appropriate, carry out reviews of guidance policies and practices at national level. Make use of the following guiding principles (…), in accordance with national contexts and legislation and with a view to supporting the lifelong career transitions of citizens: 1.Encourage the lifelong acquisition of career management skills; 2.Facilitate access by all citizens to guidance services; 3.Develop the quality assurance of guidance provision; 4.Encourage coordination and cooperation among the various national, regional and local stakeholders.

Carla Tønder Jessing - Tasks addressed by national lifelong guidance forums – seen in relation to agents in adult guidance in DK: Establishing common definitions of guidance (Not commonly accepted) Mapping services and identifying gaps in provision (Partly) Developing quality standards and quality-assurance systems (In youth guidance yes, but not in adult guidance) Developing competence frameworks and accreditation schemes for guidance practitioners (No) Promoting lifelong guidance as an integral part of lifelong learning and other strategies (Yes) Using EU-funded projects strategically to support system development (Partly, depending on whom)

Carla Tønder Jessing - ‘Key messages’ – seen in relation to agents in adult guidance in DK: (1) To make a clear connection to lifelong learning, employment and social inclusion strategies, and to articulate the role of lifelong guidance as a public good in relation to these strategies (No?Partly?) (2) To establish shared definitions and terminology (No) (3) To be selective in determining those invited to participate (?) (4) To have clearly identified goals, tasks and roles (No?) (5) To have clear leadership, strong champions, and strong commitment from key parties (No) (6) To define clearly the relationship with the government (including, where appropriate, regional and local government) (?) (7) To have a secretariat which is independent or at least ring-fenced (No) (8) To encourage evolution, but remain true to the core mission (?) (9) To be aware of the risks of role conflict (No) (10) To strive to work from the viewpoint of the individual citizen, recognizing the public benefits of doing so (Partly)

Carla Tønder Jessing - Thank you! More information: Carla Tønder Jessing VUE – Knowledge Centre for Educational and Vocational Guidance VIA University College Tlf.: Mail:

Carla Tønder Jessing – Denmark