THE WIDENING OF THE ROLE, CONTENTS AND RANGE OF PRACTITIONERS OF LIFELONG GUIDANCE AND OPTIONS FOR ITS DEVELOPMENT WITHIN EDUCATION THE WIDENING OF THE ROLE, CONTENTS AND RANGE OF PRACTITIONERS OF LIFELONG GUIDANCE AND OPTIONS FOR ITS DEVELOPMENT WITHIN EDUCATION Borbély-Pecze Tibor Bors, Ph.D.

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

Methodology 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 process

NUMBER OF ATTENDEES, LOCATIONS AND DATES OF FOCUS GROUPS  WORKSHOPS 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 outcomes 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 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 outcomes (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

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