Master’s study program “Career consultant” /Latvia/ Dr. Lāsma Latsone Dr. Ilze Miķelsone Liepaja University /Thessaloniki, Oct. 13 – 14, 2008/

Master’s degree program: general characteristics Comparing the frameworks of competences Strengths and shortcomings of the program

Beginnings: Project: European Social Fund National Programme of the Ministry of Education and Science Development and implementation of courses and modules for the training of school teachers/ vocational guidance practitioners, development of a higher education study programme for the guidance and career counsellors

The Implementation of Vocational Guidance Provisions and Careers Education in the Education Sector Project ( ) The availability of Career Education Programmes in the Educational System /February 2005 – September 2007/

...in compliance with Law on Higher Educational Establishments and Law on Education Career development support system (CDSS) (conception approved by the Council of Ministers of the Republic of Latvia in April 2006) Career Guidance Department of the State Education Development Agency and Career Service Department of Public Employment Agency

Partners: 6 higher educational establishments:  Liepaja University  Riga University  Daugavpils University  Latvia University of Agriculture  Rezekne Higher Education Institution  Riga Teacher Training and Educational Management Academy

Why Master’s level program? Knowledge in education and psychology Life and work experience Example of other countries

Enrollment requirements: 2nd level professional higher education, teacher’s qualification Bachelor’s degree in Education Bachelor’s degree of Social Sciences in Psychology or psychologist’s qualification Other academic or 2nd level professional higher education and 2 years of work experience in counselling Duration of studies: 2 years for full time students 2,5 years - for part time students

Aim of study program: Provide the students with the access to develop the competences, which would allow the professional career counsellor to perform duties at educational establishments, State Employment Agency, municipalities, institutions of social care and consultation offices as well as carrying out research in the field of career counselling.

Objectives: Facilitate the acquisition of theoretical conclusions and the practical experience in analyzing the issues regarding social environment and labour market, the choice and guidance of a career. Help to master the experience, gathered in Latvia and other countries, in career counselling methodology, to critically evaluate it and apply for the professional purposes. Implement the research work by adopting the general exceptance of the obtained research results Encourage the students’ self-realization in career counselling within the context of lifelong education.

Theoretical base of the program Research studies and eperience of R. V. Peavy, P. Nilsson, P. Åkerblom, M. Lairio, S.Puukari, M. Launikari, P. Plant, B. J. Ertelt, P. Hawkins, G. O’ Grady, B. Law, D. Hughes, R. Vourinen, L. Kapelis, K. Pukelis, R. Laužackas a.o. Experience of Finland, Denmark, Hungary, UK, Poland, Ireland, Iceland, Lithuania, Estonia, Germany and other countries

Content of the program 4 modules: combining theoretical knowledge and the experience of methodological work Practical training in the Program - 26 credits

Modules: I Career theories – 10 CP II Social environment and labour market – 16 CP III Methodology of professional activities – 22 CP IV Research – 32 CP

Competences Starting point – the list of competences Study courses / competences Shortcomings of this approach Module approach: fostering certain competences in more integrated way

Problem areas: Change the thinking patterns of students and lecturers Vitalizing the competences in language and activities Knowledge – skills - abilities - competences

Achievements of the program: Collaboration between six higher educational establishments  fosters quality of program’s content and unity;  co-working in elaboration of educational materials;  mobility of lecturers;  Co-ordinating scientific and research activities;  e-learning opportunities to foster independent studies and collaboration with lecturers in the virtual environment

 Initial research studies: practical recommendations, models, suggestions for praxis development in the Latvian context  Module papers: updating skills and knowledge, growing in self-understanding and mastering professional competences  Sharing knowledge with colleagues, teachers and pupils revealing the essence of career education

 Awareness of multicultural issues  Involvement of students in development of Career Centre (situation analysis, creating the model)

Shortcomings: Lack of qualified Career counsellors (with degree), lecturers often learn together with students Need for professional consultants at practical training places Lack of opportunities for practical implementation of competences during the study process Lack of team work experience

Shortcomings in network system The need to educate society about Career counselling: misconceptions Fragmentation of study courses Presently there are no graduates, therefore some questions remain unanswered Shortcomings:

Questions/ comments? Thank you for your attention! Ilze Mikelsone: Lasma Latsone: