1. The activities of career guidance Chain of services and joint responsibility Merja Karjalainen, University of Jyväskylä, Open University Kyösti Nyyssölä, South Ostrobothnia Folk High Scool, Ilmajoki

2. This presentation: Guidance for degree oriented open university studies Practical co-operation between two adult-education organizations Jyväskylä Open University and South Ostobothnia Folk High School (SOFHS), Ilmajoki Locate in different parts of Finland New model of cooperation – “from courses to degrees” (Bachelor’s degree) Started in August 2008 28 part-time adult students Students study at SOFHS according to the Jyväskylä university curriculum, have individual study plans Three majors: Organization Communication and PR, Health Promotion and Health Education, Creative Writing

3. Back ground: The Open University system in Finland /1 OU studies are organized by 19 Finnish Universities –Curriculums are the same as in the faculties General studies (e.g. language and communication courses), basic studies (25 ECTS credits), subject studies (50-55 ECTS credits) –Students get the certificates from the faculties Target: to increase educational equality –Free entry regardless of age and educational background –Regional equality: co-operation with educational partner institutions All the studies studied and the credits earned at the OU can be included in the university degree –Students at OUs cannot take university degrees Possibility to apply for admission to the University through the “Open University channel” without an entrance examination

4. Back ground: The Open University system in Finland/ 2 Open University of the University of Jyväskylä (OUJ): –14 000 students –120 partner institutions organize studies nationwide –Model of blended learning –Own pedagogically qualified teachers University Senates decision in the University of Jyväskylä (2007): –The faculties name the major subjects in which adult students can complete the studies at the Open University that comprise the Bachelor's degree –This decision has had a great significance for developing the model of degree-oriented studies at the OUJ

5. How do we impliment the activities of career guidance in co-operation? Activities of career guidance (Ford 2001; 2004): 1.Informing 2.Advising 3.Counselling 4.Assessing 5.Teaching 6.Enabling 7.Advocating 8.Networking 9.Feed backing 10.Managing 11.Innovating/Systems change 12....there are also signposting, mentoring, sampling and following up

6. 1 Informing= providing information about opportunities available, without any discussion of the relative merits of options for particular individuals OUJ produces general information: studies (aims, content, study methods), degree structure, character of university-studies, entrance criterion into university. EPI produces spesific information/materials (programm, timetable) webpages, avoinyliopisto.fi (”openuniversity.fi”) database, hand-outs/brochures, journal ads, educational fairs, local information activities Critical success factors: –Context of the information is correct –Both institues inform parallel –Clear difference between informing and marketing –Content of the information: adult, part-time students can make conscious and considerate decisions –Standard of the studies is accurate for the student Concrete action: –OUJ is responsible for the content: up-date and check the information on the web-pages –If needed, further check at the faculty/-s or department/-s of Jyväskylä University –OUJ ensure EPI’s hand-outs/brochures –EPI organise information sessions at the beginning of the academic year – OUJ personnel have presentations

7. 2 Advising= helping individuals and groups to interpret information and choose the most appropriate options The first level of services (Holistic guidance service model, van Esbroeck 1997): EPIs has main responsibility for advising the students Students call, send e-mails, come to meet the personnel Critical success factors: –Personnel have access to materials and basic & spesific information of the studies –No “empty” promises (mandate to make a promise? distribution of work has to be clear) Advising is based on the information on the web-pages (all have assess, no hidden criterion= transparency) Concrete action –Guidelines are agreed at meetings at the beginning of the academic year –Up-date ja give feed-back of the web-pages –Vivid and close relationships between the organizations – when you know your partners it is easier to ask “stupid questions”

8. 3 Counselling= working with individuals to help them discover, clarify, assess and understand their own experiences, and to explore alternatives and their possible implemention Main ”tool” is Personal Study Plan (PSP) –1) The content of the bachelor's degree, 2) academic skills and 3) ”I as a learner and my metacognitive skills” - Accute question: crediting of former studies? -are extra courses need f.ex English language? Ability to read foreign language literature? -the working life relevance of the degree? Concrete action: a) Open University of Jyväskylä –ePSP–base in the web –study-counsellor reads and gives feed-back to the degree-oriented open university students PSP –crediting of former studies are agreed with the faculties –study path to the university, master’s degree studies b) Educational Partner Institute –organize PSP-discussions with the students at the beginning of the studies –organize teacher tutor-sessions, 1 session/month

9. 4 Assessing= helping individuals to obtain a stuctured understanding of their personal, educational and vocational development, in order to enable them to make informed judgements about the appropriateness of particular oppotunities Assist the students to assess… –their skills (language, acquisition of information, writing, ICT) as a part of the PSP-process Main responsibility: Open University of Jyväskylä Concrete action: –Perspectives and questions in the PSP –web-pages: self-assessing assignments –learning outcomes an essential part of the curriculum. Description of learning outcomes are essential for assessing.

10. 5 Teaching= providing a planned and systematic progression of learnercentred experiences to enable learners to acquire knowledge, skills and competences related to making personal, educational and career decisions and transitions EPI –Teaching happens at the local institues (regional equality) –Syllabus for the study year –Timetable suitable for part-time students? –Lectures, workshops, face-to-face sessions are in the evenings and weekends, attainable for all OUJ –Curriculum from the University –The University gives instuctions for the teaching –Materials for the teachers –Teachers have planning meeting at the beginning of the semester –Study guides for the students – teachers also utilize them –Open University teachers and EPI teachers have informal co-operation: keep in touch by telephone and e-mail

11. 6 Enabling= Supporting individuals and groups in dealing with organisations providing or influencing employment and learning opportunities Informing students that they can include studies from different Open Universities into their degree? Major studies to University of Jyväskylä Encourage students to gain adequate language skills, us the local adult training opportunities (upper secondary school, folk high school, …)

12. 7 Advocating= negotiating directely with organisations on behalf of individuals or groups for whom there may be additional barries to access Open University of Jyväskylä agrees with the faculties the crediting of former studies New majors? Discussion and negotiation with faculties and departments to expand majors. Local needs for Special Education, Education and Adult Education. EPI inform local employers of the training opportunities Open University offers. Could it be one possibilty to raise the educational level of the employees?

13. 8 Networking= establishing specific links with a range of individuals and organisations to support and enhance guidance provision. Open University of Jyväskylä –In-house networking – the university: OPJ and the network of 7 faculties, 15 departments, 50 subjects (University of Jyväskylä) The meetings of the study counsellors, counsellors from different faculties and institutes – In-house networking – the open university Subject-teams Pedagogical working group: general guidelines, pedagogical strategy, PSP-base …. –Regional networking: OPJ and EPI in different parts of Finland (about 100 insitutes) OUJ invites EPI representatives (office personnal, principals, teachers) to a meeting once/ year in Jyväskylä Web-based portal of EPIs –Networking with the other open universities Educational Partner Institutes –Contribute in local networks f.ex. adult education institutes, employers

14. 9 Feeding back= gathering and collating information on the unmet needs of individuals and groups and encouraging providers of opportunities to respond by adapting or developing their provison Feed-back questionnaire in the web for students. They get a request to fill it up when they get their basic/ subject studies ready. –Summation sent to the EPIs (their own students) Feed-back questionnaire in the web for EPIs (answers in May) –Summation sent to the EPIs in August A new feed-back model for degree-oriented students? Spesific – new model has been developed 8/2008-5/2009 Feed back form to the students Focus: the first study year guidance Meeting with the students: discussion of the feed-back Riikka Hurri has a presention in IAEVG congress 2009

15. 10 Managing= managing guidance activieties into a coherent programme, ensuring it is sustainable within its insitutional or organisational setting, co- ordinating and developing its human and physical resources, evaluating its effectiveness and promoting its services and intrests Co-operation between OUJ and EPI has worked for 20 years. We have a solid ground for the co-operation Degree-oriented studies is a new aspect in the co-operation Different organizations have their own responsibilities. Is the distribution of work and responsibilities clear? Recourses for guidance?

16. 11Innovating/Systems change= supporting developments and changes in organisational and guidance practice, in order to improve the quality and organisation of provision New model of co-operation? From courses to degrees – these really means something new EPI have different profiles. Which kind of models are needed? Planning is a common/shared effort: from a fragmented planning model to a coherent model Local needs? University’s interest? EPI take a financial risk: drop-outs + studies must be available for 3 years instead of one year. Curriculum changes every 2 years Quality assurance?

17. Thank you! For further information Merja Karjalainen merja.karjalainen@jyu.fi