Guiding From School to Job Professionalism in the Work With Young People at Risk of Social Exclusion

Work Package 2:Compilation of best practise examples for

guidance and for training for guidanceFinlandFrance

GermanyItaly

United Kingdom

Guiding From School to Job Professionalism in the Work With Young People at Risk of Social Exclusion

Partner Organisations: Bildungsmarkt vulkan gGmbH – Berlin / D Department of Social Work - University of Applied Sciences

Potsdam / D Gesellschaft für berufsbildende Maßnahmen (GFBM) e.V. –

Berlin / D Jyväskylä Polytechnic - School of Health and Social Care Institut Régional de Travail Social (IRTS) – Paris / F Ass For Seo srl. – Rome / I School of Social Work - Hogeschool van Amsterdam (HvA) /

NL ECEO - European Center for Education – Opole / PL Rotary Club Tekirdag / TR Institute of Education (IoE) – University of London / GB

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This project is supported by:

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This project is supported by:

Contents:

1 GUIDANCE PRACTICE - FINLAND.......................................................................5

1.1 GOOD PRACTICE EXAMPLE 1 - ”HOMMA HANSKAAN” - ”YOUR OWN LIFE IN HAND” (EVALUATION OF AN EARLY REHABILITATION TRIAL FOR ADOLESCENTS 2001-2003)........61.2 GOOD PRACTICE EXAMPLE 2 - THE ADHD-COACHING METHOD.........................161.3 GOOD PRACTICE EXAMPLE 3 – YOUNG IMMIGRANTS.........................................221.4 9. YOUTH INFORMATION AND COUNSELLING SERVICES IN THE WEB ENVIRONMENT (THE BEST PRACTISE 4)..............................................................................................26

2 GUIDANCE PRACTICE - FRANCE.....................................................................322.1 GOOD PRACTICE EXAMPLE 1 - FOYERS DE JEUNES TRAVAILLEURS....................342.2 GOOD PRACTICE EXAMPLE 2 - CERCLE DE RECHERCHE ACTIVE D’EMPLOI - ACTIVE JOB SEEKING CIRCLE.......................................................................................382.3 PRACTICE EXAMPLE 3 - FACE-TO-FACE GUIDING INTERACTION...........................402.4 CRITERIA FOR LABELLING GUIDING PRACTICES AS SUCCESS, FAILURE OR MEDIOCRE EXPERIENCE..............................................................................................42

3 GUIDANCE PRACTICE – GERMANY (BILDUNGSMARKT, GFBM).................434 GUIDANCE PRACTICE - ITALY.........................................................................44

4.1 GOOD PRACTICE EXAMPLE - OASI (OASIS) GUIDANCE TOWARD INDIVIDUAL CHOICES....................................................................................................................44

5 GUIDANCE PRACTICE - UK...............................................................................495.1 GOOD PRACTICE EXAMPLE 1 – A CURRICULUM FOR GUIDANCE FOR ALL 5 – 19 YEAR OLDS................................................................................................................495.2 GOOD PRACTICE EXAMPLE 2 – WORK RELATED LEARNING (WRL) FOR ALL STUDENTS 14 – 16....................................................................................................535.3 GOOD PRACTICE EXAMPLE 3 – ENTERPRISE EDUCATION...................................545.4 GOOD PRACTICE EXAMPLE 4 - WORK EXPERIENCE...........................................565.5 GOOD PRACTICE EXAMPLE 5 UTILISING WORK RELATED LEARNING TO COMBAT SOCIAL EXCLUSION.....................................................................................................745.6 GOOD PRACTICE EXAMPLE 6 - SUPPORTING ACHIEVEMENT OF MINORITIES THROUGH EFFECTIVE GUIDANCE.................................................................................80

6 GUIDANCE TRAINING - FRANCE......................................................................807 GUIDANCE TRAINING – GERMANY (BILDUNGSMARKT, GFBM)..................80

7.1 METHODS USED FOR GUIDING IN THIS EXAMPLE................................................807.2 QUALITY REQUIREMENTS OF A GUIDER ATTENDED BY THE EXAMPLE (USING THE REQUIREMENTS LISTED IN TEKIRDAG) WHAT ARE THE REQUIRED SKILLS AND WHAT IS THE REQUIRED KNOWLEDGE?............................................................................................80

8 GUIDANCE TRAINING – GERMANY (FHP).......................................................808.1 INTRODUCTION................................................................................................808.2 BACKGROUND.................................................................................................80

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8.3 OVERVIEW OF MODULES..................................................................................808.4 MODULE DESCRIPTION AND ASSESSMENT.........................................................808.5 ASSESSMENT OVERVIEW OF THE BASA COURSE..............................................808.6 ASSESSMENT OVERVIEW OF THE BASA MODULES............................................808.7 ASSESSMENT OF INDIVIDUAL MODULES BY KNOWLEDGE AND SKILLS REQUIREMENT

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9 GUIDANCE TRAINING - UK................................................................................809.1 CAREERS EDUCATION AND GUIDANCE TEACHERS IN SCHOOLS..........................809.2 NICEC SEMINARS FOR THE PROFESSION.........................................................809.3 EXAMPLES OF PUBLICATIONS OFFERED BY CRAC.............................................809.4 PERSONAL ADVISERS – THE CONNEXIONS SERVICE.........................................809.5 INITIAL TRAINING FOR CAREERS EDUCATION AND GUIDANCE PROFESSIONALS. . .809.6 IN SERVICE TRAINING OF CONNEXIONS STAFF..................................................809.7 CONCLUSIONS.................................................................................................809.8 REFLECTIONS ON QUALITY STANDARDS............................................................80

10 ANNEX – Knowledge and skills requirements (results of WP1).......................80

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1 Guidance Practice - Finland

PreambleIn Finland four different guidance practices were chosen by the colleagues Raija Lundahl, Eero Tapaninen, Vesa Kuhanen and Timo Hintikka) to be presented. One of the central selection criteria was to find new, good practices different from old ones. The purpose was to apply the chosen practices to the realisation of studies in the Degree Programme in Social Services. Some of the best practices are well-established (eg. ADHD Coaching) whereas some of the methods presented have locally generated new practices (e.g. Your Own Life in Hand). In the practices the main emphasis lies on education and the condition of the young person. The industry, and the employers in particular, are given less weight in the discussion.

First and foremost, the best practices generated by the projects included in the early rehabilitation trial for adolescents, are described along with an ideal model based on the practical experiences resulting from that rehabilitation trial for the prevention of youths being excluded from society. The target group of the trial was made up of 15 to 17 year olds, who had dropped out of comprehensive school or vocational education, or who evidently were at risk of quitting their studies, or who had completed comprehensive school with low grades. In the presentation of the rehabilitation trial, a summary was given of the survey commissioned by The Ministry of Social Affairs and Health, An Evaluation of the Early Rehabilitation Trial for Adolescents, Your Own Life in Hand (Asko Suikkanen & Sirpa Martti & Ritva Linnakangas 2004).

Another guidance practice to be presented is the ADHD Coaching Method, the purpose of which is to strengthen young people’s readiness to life command, to facilitate one´s education, and to support their studies and careers in the industry. The ADHD coach is a specially trained professional of Health and Social Care.

The third example summarises the starting points for educating and integrating young immigrants in Finland. It also presents the AMMA Project of the University of Helsinki. The purpose of this project was to inform young people of studying, to reduce the number of those quitting their studies, to increase the number of those getting better grades, and to help young people find good jobs. Finally, the information and counselling services for young people are presented. These services included in youth work are web-based and open to all young people. Young people can, individually, solve their problems by means of various devices (brochures, guides, the Internet), or receive personal counselling (face to face talks, telephone calls). Information and guidance may contribute to young people achieving their goals in the industry and in their private lives alike, and also, to their participation in social activities. At the moment there are about 30 information and counselling offices run by municipalities or organisations in Finland. In the near future all young people in Finland should have access to information and guidance services. The

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Ministry of Education will provide financial aid to municipalities and organisations for the organisation of these services.The quality requirements most essential to the best practices presented are attached to every practice.

1.1 Good practice example 1 - ”Homma Hanskaan” - ”Your Own Life in Hand” (Evaluation of an early rehabilitation trial for adolescents 2001-2003)

1.1.1 Introduction

The working group Active Social Policy proposed in its memorandum a trial with three-year early rehabilitation for 15-17 year olds at serious risk of social exclusion. The Social Insurance Institution put the proposal into effect by arranging, together with the municipal education, youth, employment, social and health administrations, a rehabilitation trial for adolescents (2001-2003) including 18 projects in Finland.The target group of the trial was young people who had dropped out of comprehensive school or vocational education or who obviously would have quit their studies or completed comprehensive school with low grades. One objective of the trial was to develop and disseminate such good models of co-operation and action in which the services provided by municipalities and the possibilities of the Social Insurance Institution’s rehabilitation trial are combined. Furthermore, the trial was aimed to survey the need for legislative reforms of operations and financing that would contribute to creating a permanent service model for young people at risk of social exclusion.

The rehabilitation trial for adolescents has aimed at preventing young people from being socially excluded, or at stopping a downward spiral of exclusion already started with the help of multiprofessional co-operation between diverse actors.

1.1.2 Best Practices of ”Your Own Life in Hand” , an Early Rehabilitation Trial for Adolescents

Interest Group Co-operation (the Vapa Project) - Sidosryhmäyhteistyö

The primary objective of the project is to make young people interested in educating themselves, and to support them in their comprehensive school studies and vocational studies. Long-term co-operation with the local social and health administration, employment authorities, and the Social Insurance Institution makes it also easier to discuss delicate matters.

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Other Good Practices of the Vapa Project - Muut hyvät käytännöt Vapassa

* Individual guidanceYoung people are all the time under the so called watchful eye, which makes it possible to immediately intervene in problems that have come up. If needed, the coach has time to discuss the things bothering the young person. *Learning at work Work is used as a tool to boost a young person’s self-respect. Young people get individual counselling at the workshops. The counsellor guides and assists them in performing their duties. The continuous feedback by the instructors makes it possible for young people to follow up their own development, and also, to find their own needs for development. Young people like practical work, and very often learning takes place “just like that”. Through the workshop method, young people learn normal rules valid in the industry.

Co-operation with Parents (The Project Let’s Think It Over) - Yhteistyö vanhempien kanssa (Kelataan kimpassa -projekti)

The project aims at creating individual, sufficiently supported routes via education and continuing education to the industry with the help of developing life command skills, promoting learner self-respect, and the common conditions for studying.

The project has particularly generated experiences from the co-operation between schools and parents for the purpose of supporting young people as learners.

Support Persons’ Group (The Future Project) - Ryhmätukihenkilötoiminta (Futuuri-projekti)

The project aims at finding new ways of supporting young people at risk of social exclusion including their families. Furthermore, it tries to develop co-operation between the various actors so that young people could be supported with multiprofessional collaboration shared by all the actors.Simultaneously, the group will try to make the actors co-operate in a more consistent and holistic way.

The experiences had from the support persons’ group are positive and encouraging. It seems that this kind of activity is particularly suited to giving support to young people suffering from insecurity and abandonment. The support person takes the role of a safe adult earlier non-existent in the young person’s life. The support persons exchange ideas and experiences, thus acting as supervisors to each other. Another advantage is that all the support persons try to achieve the same objective, and the young people needing support share the same kind of conditions.

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Screening for the Young People at Risk of Social Exclusion and Making Use of Local Services (The My Thing Project) - Syrjäytymisvaarassa olevien nuorten seulominen ja paikallisen palvelurakenteen hyödyntäminen (Mun Juttu -projekti) The project Social Rehabilitation for Adolescents. A joint project of the municipalities of Pudasjärvi, Posio and Ranua in co-operation with The Merikoski Rehabilitation and Research Centre. The aim of work at the transition point: Proactive work and early intervention in young people’s poor performances at school, underachievement, being socially misfit, or defective support networks including guidance to those starting vocational education after the basic education. The project also includes intensified vocational guidance, careers counselling, and trials and visits. This will ensure that young people know about their future study place.

A significant strength of My Thing is linked to the organisation of project work as part of the current service structures in the municipalities. The municipalities have managed to implement a dense sieve to find those at risk of social exclusion. The multiprofessional networks of co-operation have become local expert groups of rehabilitation for young people. The experience had is valuable information for other projects as well, especially for those giving support to young people in remote regions. Self-evaluation was focused on this multiprofessional co-operation and pairwork practise in the Ranua and Posio projects.

The Follow-up of Pupils After Comprehensive School/Transition to Vocational Education- Oppilaiden seuranta peruskoulun jälkeen/ niveltäminen toisen asteen suuntaan(Mun Juttu -projekti)

A young person at risk of social exclusion needs long-term care from the last three years of comprehensive school to vocational studies. The co-operation between comprehensive school and vocational education presupposes a new culture including continuous effort to support young people. In Pudasjärvi, the transition from comprehensive school to vocational education has, for years, been developed in co-operation deepened in the course of the rehabilitation trial for adolescents. In the Pudasjärvi project, self-evaluation was focused on the transition to vocational studies.

Special Services in Rehabilitation for Young People (The My Thing Project) - Erityispalvelut nuoren kuntoutuksessa (Mun Juttu -projekti)

In the My Thing Project young people have been able to participate in a vocational guidance period at the Merikoski Rehabilitation and Research Centre in Oulu. There young people’s vocational specialisation has received both individual and group support. This has aimed at arousing young people’s motivation for vocational education. During the period, a young person has been given appointments with a doctor (the importance of health to choosing a career), a

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psychologist/neuropsychologist (learning conditions), and psychiatrist (survey of psychic resources). Furthermore, a young person has been given personal counsellors from the multiprofessional rehabilitation group for the purpose of analysing his/her condition. After the period, the research results have been made use of in meetings with families and the network.

Applying the “Supported Employment Model” and Close Relations with the Working Life - ”Tuetun työn” -mallin soveltaminen ja tiiviit yhteydet työelämään ( 10-paja –projekti)

The Project 10 Workshop aims at making young people with low grades in comprehensive school either promote their facilities for continuing studies (e.g. by improving grades), and seek vocational studies and adopt the supported employment model, and finally, through advanced apprenticeship contract, find a job in the free labour market.

The project has good experiences from the application of a supported employment model and the vocational tenth grade in a versatile way. This activity is characterised by practical work and strong ties with the industry and business companies. Besides young people, the project workers also train work places to adapt to a new situation. This practice could also have a wider coverage in the projects to support young people’s practical training periods.

Time –Time for Working and Being With a Young Person, Time for a Young Person’s Inner Growth (The NuJu Project) - Aika - aikaa nuoren kanssa työskentelyyn ja nuoren kanssa olemiseen, aikaa nuoren sisäiselle kasvulla (NuJu-projekti)

The project Young People’s Thing aims at motivating young people to control their own lives,to vocationally rehabilitate themselves, giving support to young people trying to control their own lives and implementing their own plans for vocational rehabilitation, and generating a model for the early rehabilitation of young people. In The NUju Project a rather good practice means that an adult person spends time with a young person, not necessarily trying to solve a problem, but doing something., and also, time for frequent house calls without any hurry. A young person needs an individual amount of time for letting an adult person come near him/her to open out to the adult. It is not possible to approach a young person just like that and start to attend to his/her matters. On the contrary, a young person lets an adult to come close or the other way round. This process like a young person’s own process of growth and maturation cannot be hurried. Problems accumulated in the course of many years will not be quickly solved.

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1.1.3 What Kind of Methods Should Be Learnt? – Developmental Needs Generated by the Project

1. Making Use of the Expertise of the Guiding KENOCounselling and Working Group

Local guidance groups have become significant expert groups for young people’s rehabilitation in the municipalities. Those working with young people in the projects should make use of this know how in their own work to support young people in the best possible way. Making the support had from the multiprofessional group more visible in project work can also be regarded as a -developmental need.

2. Co-operation with Schools

In project work it is important not to step on the toes of school administration. In the schools, the young people constituting the target group have generally been given support in accordance with the resources available already before starting a project. Agreeing on the distribution of work and responsibilities may turn out to be problematic to the co-operation with schools. It has been difficult to agree on teaching arrangements with certain schools. On one hand, teaching arrangements, which take a lot of time, should be completed before a young person enters a project, on the other, it may be difficult to change the arrangements completed before school start, as observed in some projects. Thus the responsibility for a young person may easily be shifted tothe projects alone.

3. Motivating Young People

One problem is to motivate young people to start studying and take part in a project. An incentive bonus for rehabilitation has generally found out to be a good, but not decisive means of motivation with all young people. A severe problem in some projects seems to be the motivation of an anti-school young person to study. It is the incentive bonus for rehabilitation that is the only means of motivation for some young people. Sometimes it is quite difficult to motivate young people to take advantage of e.g. treatments and therapies. Some young people may be afraid of being considered crazy once they start to use mental health services. Anyway, it is most important first to create thenecessary prerequisites for a young person’s studies and vocational rehabilitation by means of medical and social rehabilitation. The basic problem is first taken care of. Only after that comes focusing on e.g. learning.

4. Spontaneous Contacts from Parents

Spontaneous contacts from parents may be rare even if the parents do participate in drawing up a plan for the rehabilitation of a young person. How to manage to motivate and support passive parents towards more efficient co-operation in projects, and to direct young people to enter the projects? On the other hand, a reality to be accepted

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in project work is that not all the parents have the energy, ability or will to co-operate. The co-operation must not be felt like something compulsory. Nevertheless, the parents are offered co-operation including support to being parents of teens. It is also possible that not all young people even like their parents to be involved in the co-operation. Despite this, some of these young people may commit themselves to the activity.

5. Alcohol and Drug Abuse Intervention

In some projects the problem of alcohol and drug abuse has turned out to be greater than expected. It is very difficult to solve this problem with the resources available in the projects. Drug screening is one possibility but may lead to young drug addicts totally withdrawing from the activities beyond reach. Discussions (honest and confidential), guidance and information of the services may be better and more sustainable alternatives.

1.1.4 What Aims Were Achieved with the Counselling Practices?

Were the projects and the multiprofessional co-operation sufficient to prevent these young people from being socially excluded, and stop a downward spiral of exclusion already started? What kinds of young people could be supported and what not? During the trial, most of the young people in the transition period could be supported in their studies. According to the inquiry for the projects in November 2003, eight per cent (46) of the young people with a plan for rehabilitation had quit the project. The most common reasons for quitting were lack of motivation, non-alignment, unwillingness to commit to a project (in 14 projects), too severe problems beyond reach of the resources available in the projects, and psychic reasons (in five projects).

More than two thirds of the young people participating in the projects felt that their situations in life had become significantly better-defined. The result is good considering the target group. The young people entering a project suffered from absenteeism, their grades were lower than earlier including a weakened self-respect and reliance on their own learning abilities. Furthermore, these young people also had frequent difficulties with teachers and parents. They also used intoxicants, some of them a lot and regularly. Some had experimented with drugs, or were regular users of them. They were lacking a normal daily routine, which made it difficult to go to school, study or attend to their matters.

1.1.5 How Were the Methods Used Assessed?

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The approach used was multi-faceted assessment with the starting point that an activity means different things to different parties, and that the views of the parties e.g. of the impressiveness of the activity may differ from each other.

Different parties like young people, parents, project workers and co-operators, have different points of view of the functionality of activity models and practices.

Qualitative material and realistic multi-faceted assessment are excellent for the assessment of trial projects of this kind because there is little or no information on the activity. Using qualitative material is recommended in that the purpose is not to test an existing, established activity but, through assessment, gather information on what was positive and what negative in the trial, and what things call for development. The subjective experiences of the target group (in this case young people) are important feedback to the actors creating a new kind of service. The feedback from the success and developmental needs of an activity also contributes to laying a long-lasting foundation and favourable conditions for co-operation.

1.1.6 An Ideal Model to Prevent 15 to 17 Year Olds from Being Socially Excluded

The rehabilitation trial for adolescents has generated valuable information on best practices for giving support to young people at risk of social exclusion, and on how to prevent them from being socially excluded including needs for developing the activity. The practical experiences had have been used to outline an ideal model (see fig. 1). The ideal model is based on the practical experiences from the rehabilitation trial, the memorandum of the work group Active Social Policy, the aims of the rehabilitation trial, and also, partly on knowledge generated by research on young people, and finally, on the knowledge and experiences gathered from the various projects the researchers have participated in.

The starting point of the model has been the aims of the work group Active Social Policy and the rehabilitation trial for adolescents. The normal, local service system is mostly responsible for giving support to the young people at risk of social exclusion. The point is that the co-operation practices of various administrative branches will be re-arranged, and the co-operation between various actors increased, intensified, and expanded.

The model tries to make it possible to young people to participate in activities strengthening social ties for the future. It also tries to build bridges to ensure the success of the transition periods (the principle of flexible guidance and support). According to the model, young people have been primarily offered support services to prevent social exclusion (the principle of early intervention) instead of services focusing on medical support. The model also tries to centralise the services tailormade for young people. Furthermore, the activities should take place on young people’s terms

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and with their consent.

The thread running through the ideal model is early intervention- and flexible guidance and support from childhood to adolescence. The actors may vary depending on the support needed by the young person or the family in accordance with the local service system.

The following can be regarded as basic actors having also participated in the rehabilitation trial:parents of children/adolescents, young people themselves, employees of nay nurseries, comprehensive schools, health and social care, vocational schools, employment administration, and local offices of the Social Insurance Institution.

The suggestive ideal model presented here presupposes that the model could be implemented as an integral part of the existing service system. Slightly individual applications of the model have to be used in municipalities with different service structures. On the other hand, these applications cannot be identical even if the municipalities using them had identical service structures because the activity is always related to the local network of actors, its resources, and the possibilities individual actors have including their readiness to work with young people. The good experiences had in the projects from how to approach and support young people have been used for drawing up the ideal model. On the other hand, the bottlenecks of approaching and supporting young people have been mapped and analysed for the development of an activity model to prevent 15 to 17 year olds from social exclusion.

Fig. 1 An Ideal Model (Suikkanen, Martti ja Linnakangas 2004) on the next page.

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Bibliography:Asko Suikkanen & Sirpa Martti & Ritva Linnakangas .2004. Homma hanskaanNuorten kuntoutuskokeilun arviointi. Sosiaali- ja terveysministeriön selvityksiä 2004:5 Sosiaali- ja terveysministeriö Helsinki 2004http://www.stm.fi/Resource.phx/publishing/store/2004/05/hu1083758276684/passthru.pdf#search=%22Mun%20juttu-projekti%22

1.1.7 Quality Requirements/Tekirdag – Homma hanskassa (Your Own Life in Hand)1

Partner assessment of requirements: scientific knowledge. Table 2 sociology (e.g. poverty ...) knowledge about target groupsyouth life style (youth culture social psychology (youth culture, family ...) Socopedagogy/orientation To adapt multi-scientific approaches

Partner assessment of requirements: policy knowledge. Table 3

1 Referring to the results of WP1

The Ideal Model of Prevention Work withYoung people at social risk(Social Empowernment)Main Principles: Early Invention, `Convoying`, activation, future-orientation, and confirming of social support

Comprehensive school

A tight co-operation with Parents ( Home)Intensive control and defining the reasons of absence from schooldefining reasons of learning difficulties and weakened achieving at schoolPreventive and intensive guiding at schoolEarly Future-oriented reasoning of young people Strengthen the student welfare services so, that each person finishing comprehensive school has a plan for future

secondary school

Vocational school

Other schools etc.

Comprehensive school drop-outs and those who have no place for further studies

drop-outs

drop-outs

drop-outs

Drop outs and those who have no further studiesannouncing of all drop-outscontacting young people and his parentsmotivation of young people towards active functionsa course of commitment and getting togethera multiprofessional meeting for assesment of situation and need of social support of young peoplepreparing and realizing a plan

Education-drop outs > back to the workshop

Working life-drop outs > back to the workshop

Life Management-involvement / active citizenship - social networks/relationships- copying one´s everyday life

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”A Future –oriented workshopYoung people are daily involved in different activities according an individual planThe main focus :

- The availability of continuous support

- Team-working- Active

participation to activities improving abilities to working life- and further training

- Working with one

knowledge of the local context social environment of young people welfare and labour law to put in practice legislation and guidelines education system training system social-legal systems unemployment laws Knowledge of range of education/qualification possibilities

Partner assessment of requirements: pedagogical skills. Table 4 communication with young people counselling skills to motivate case management IEP process Facilitating knowledge on self and others Facilitate “I can do” attitude Enabling learning

Partner assessment of requirements: key skills. Table 5 ability to negotiate- multi-professional cooperationworking together with other organizationsknowing working life trust on young peoplerealibilyself confidenceempathynetworking

Partner assessment of requirements: humanistic values Table 6 reportbuilding a better society for young people personal commitment social justicecommitmentempathywork for young people rather than for oneself

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1.2 Good practice example 2 - The ADHD-coaching method

1.2.1 Aims and Method

ADHD-coaching is a target-oriented and systematic guidance method for families with children, adolescents, and adults with ADHD-syndrome. The method originating from England has also been applied in Finland in the treatment of young people suffering from the learning difficulties, Asperger Syndrome and dysphasia, and of those needing mental rehabilitation. The guidance contract and activity plan in ADHD-coaching structure the activity and make it easier to achieve the objectives. Guidance, practical training, co-operation, learning new activity models, follow-up and assessment contribute to achieving distinct, prioritised, and concrete objectives. The method can be used to strengthen a person’s readiness to school-going, studying, and working in the industry, and to promote his/her ability to control his/her own life. Counselling concentrates on supporting a person’s life command and coping with everyday life, taking advantage of one’s own strengths and resources in various fields in life, finding new behavioural models for conflicts, and on constructing a harmonious self-concept. A counsellor acts as a coach and supporter to the customer and his/her neighbourhood. In addition to coaching, the support activities used include individual therapies, medication, guidance, and training for adaptation.

The coaching aims at strengthening the readiness to cope with everyday routines, promoting school-going, and giving support to studying and working. It also aims at preventing the social exclusion of a person needing special support, and assisting in finding the right kind of rehabilitation and other means of support in everyday life. The coach acts as a personal instructor to anyone needing personal support, and also as a co-ordinator in the service network.

The focal point in the ADHD-coaching lies in everyday counselling. The needs originate fromvarious situations in life encountered by the customer, such as the challenges of coping with everyday life, human relations, studying, job search, and managing it in the industry. A customer may need support and guidance for taking care of him/herself (healthy lifestyle, medication), visiting various authorities (social benefits), and for everyday routines (money matters, living in one’s own flat).

A coach (about 120 of them trained in Finland) will assist customers in recognising their own strengths and resources, and in making plans for the future in a realistic way. Persons needing special support are often unable to make plans for the future without a considerable amount of assistance in the transition to studying and working, and managing it there. The coach is also needed as a person responsible for the availability of services, spreading information in the service network, and for updating the plans for teaching, rehabilitation and services including re-assessments.

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The training for ADHD-coaching aims at giving basic information of special neuropsychiatric difficulties, and deepening the abilities of professionals working with customers struggling with ADHD and other neuropsychiatric difficulties to act as personal coaches. The training includes practical tools for encountering persons needing special support in everyday life, at school, in the course of studies, and in the industry.

Training for the ADHD-coaching is arranged in many cities in Finland , e.g. at Jyväskylä University of Applied Sciences. The training is well suited to professionals of health and social care working with children and young people needing special care. The ADHD Association recommends the length of the training to be at least 9 credits in the course of four months.According to the organisers of education, the contents of education vary to some extent. Generally speaking, however, those participating in the training get acquainted with the methods used in coaching. With the help of these methods customers learn to recognise and make use of their resources. Instead of seeking causes and effects, the coaching focuses on creating a better future for customers through their own solutions and objectives. One method used is practicing appreciative interviews. It is possible for a solution-oriented coach to make customers solve their problems themselves. The training is made up of both theory and practical exercises including examples given by the coaches of the daily life of those coached, and of coaching itself. It is recommended that the trainees have enough time to process their roles as coaches. In addition, the training should include at least one practical coach – trainee relationship with an ADHD child, adolescent or adult.

See fig. 2 below for a model of the content of the training.

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18

PROFESSIONAL DEVELOPMENT,

2 study credits

STUDY MODULE FOR DEVELOPMENT OF

FUNCTIONAL ENVIRONMENT, 3 study credits

STUDY MODULE FOR GUIDANCE

ACTIVITIES, 10 study credits

Individualised education plan, IEP (0.5 study credits)

Professional development guidance in workconsultation advanced trainingethics in professional activitiescollegiality in professional activities

Strengthen skills in various fuctional environments and for theirs development by taking account person’s unique needs (1.5 study credits)Multi co-operation and netwotrkingSystem of service Legislation Principals and guidelines for coaching activities

Strengthen basic skills of specific dicculties of neuropsyciatric (1 study credits)

Strengthen of basic knowledge in the area of one’s normal development (0.5 study cretics)

Strengthen skills in coaching (1 study cretics)

Learning by doing in own workingplace/-unit (2 study cretics)studying with tutor/guide of work

Your own coaching-relationship (4 study cretits)your own basis in coaching activities a plan for coaching evaluation of coaching activities

Development task in your working environment/unit (3 study credits)

Co-operative working skillsguiding discussions

working in small groupsfunctional orientated methods in working

reflective methods (learning diaries, reflective essays)independent learning by following one’s process of IEP

E-learningLearning by doing in work

Figure 2. Completeness of study in coaching training, modified curriculum from special teacher vocational training (Jyväskylä University of Applied Sciences)

1.2.2 Theoretical Bases

ADHD-coaching is needed because professionals of health and social care and education should, to a greater extent than before, have versatile know how of customer guidance, and understanding of the individual conditions of those needing special support. Symptoms of the ADHD type affect quite a number of young people and adults including their neighbourhood. Acting as a coach requires a comprehensive, multidisciplinary view of special neuropsyciatric disorders, and of how to encounter the challenges related to them. In addition, the coaches should know the service system, and the relevant legislation.

As frames of reference in the ADHD-coaching, four distinct lines may be listed:

1. Social Pedagogy and Social Pedagogic PrinciplesEvery life, subjectivity, life command, and personal capacity are central social pedagogic concepts. Specialising in everyday life in social pedagogic activities means respect for people’s natural way of life, natural relationships, and independence of daily life. The objective is to create a better daily life without manipulating people’s everyday routines. In social pedagogy understanding customers and working with them are typically practical approaches: one tries to control situations in life, solve conflicts, and perform tasks.

2. Ecocultural ApproachThis approach emphasises networking in particular, and is visible as the co-operation between professionals of diverse fields. Another thing to be emphasised is the interaction between individual and neighbourhood. Besides the neighbourhood, social attitudes and legislation influence the routines of individuals and families. They also define which services needed individuals and families are entitled to. The flexibility, quality, and number of social support systems are essential to those needing special support.

According to the professionalistic tradition, the employees are no more sole commanders of knowledge with the customer also being a producer of knowledge. This means constant alertness so that the changing needs of customers could be recognised and the support needed given.

It also means finding a common language, and approaching a customer in an individual way. Addressing the customers in a kind of language familiar to them contributes to assessing everyday challenges, finding the customers’ own resources, solutions and successes, and aiming at survival and life command. Professionals should re-assess their professional practices, and adopt new working routines. The eco-cultural approach greatly differs e.g. from the psychodynamic approach.

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3. Solution-oriented ApproachA solution-oriented approach to thinking and working is a practical way of encountering diverse challenges and problematic situations brought out by ADHD symptoms. The approach is used to find out solutions, objectives, and goals. Being future-orientated, hopeful, and keen on finding resources and giving support characterise this approach.

Many ADHD customers have lots of experiences of disappointments, hardships, and blows to their self-respect in their lives. It is of no use to cling to them, but to make the customer see the past hardships as facilities for new growth.

4. Life Cycle Thinking According to modern way of thinking, the basic features of the spectrum of ADHD and autism stay the same the whole lifetime, but age, growth, and development change the ways they appear. Adult ADHD customers usually suffer from behavioural disorders (restlessness, impulsiveness), cognitive problems (bad ability to make plans, shortsightedness, and special difficulties with learning, emotional problems (low self-respect, changes of mood), and problems with adaptation (irresponsible conduct, intoxicant abuse).

The symptoms of ADHD and other special neuropsychiatric difficulties also vary according to the current situation in life. Turning points in life like growing up, transition to studying or working, and entering a marital or co-habiting relationship can, considerably, shake a person’s balance and ability to cope with everyday life. The negative symptoms of special neuropsychiatric difficulties are often reinforced by stressful conditions, accumulating hardships, and lack of support networks.

1.2.3 Social and Economic Advantages

Special neuropsychiatric difficulties are a considerable challenge to public health and the national economy. Untreated ADHD and other disorders of neurological development mean a great amount of human suffering and economic burden both to people themselves and society. ADHD-coaching is a support action for preventing a person’s downward spiral of social exclusion, and for helping him/her to manage as a full member of society. The method is still little known in the Finnish service system. Nevertheless, the health and social care administrators of many municipalities, employment offices, and insurance companies have started to finance the coaching activity. Early intervention in the problems would be possible through increasing the multiprofessional co-operation between actors in health and social care and school administration in municipalities. This, for one, would prevent the problems from culminating, which would save the

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costs of expensive further treatment. Many people would buy coaching services with their own money. At the moment, the costs of ADHD-coaching are not paid by the Social Insurance Institution. The matter is under negotiation.

It has been estimated that 3-5 percent of those of school age (2-4 percent of adults) have an ADHD Syndrome. The total number of people suffering from ADHD symptoms is estimated to be 200 000 – 250 000. As many as 60 – 80 percent of adults still suffer from the ADHD symptoms discovered in their childhood. Untreated, serious ADHD may lead to negative effects such as low grades at school, conflicts with the neighbourhood, mental problems, drug addiction, and criminality. According to certain surveys conducted in Sweden and the USA, approximately 50 per cent of the prisoners suffered from undiagnosed ADHD.Anyway, it will be cheaper for the municipalities to rehabilitate those suffering from ADHD than to treat the effects that difficulties with life command at its worst may lead to.

Bibliography:

Michelsson, K., Saresma, U., Valkama, K. ja Virtanen, P. 2004. MBD ja ADHD.Diagnosointi, kuntoutus ja sopeutuminen. PS-kustannus: Jyväskylä. 3., uudistettupainos.

Määttä, P. 1997. Perhe asiantuntijana. Erityiskasvatuksen ja kuntoutuksen käytännöt.Gummerus Kirjapaino Oy: Jyväskylä.

Myllykoski, Melamies, Kangas (toim.): Itsenäistyvä nuori ja AD/HD, PS-kustannus, 2004.

Palomäki-Jägerroos, T. 2006. Coaching – Tukea neuropsykiatrisissa vaikeuksissa. Coaching-koulutuksen koulutuskokonaisuuden mallintaminen. Jyväskylän ammattikorkeakoulu, ammatillinen opettajakorkeakoulu. Kehittämishankeraportti

Web sources:

http://www.adhd-liitto.fihttp://www.adhd-center.com

1.2.4 Quality Requirements/Tekirdag – ADHD-coaching

Partner assessment of requirements: scientific knowledge. Table 2 social pedagogyknowledge about target groups

Partner assessment of requirements: policy knowledge. Table 3 education system training system

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Partner assessment of requirements: pedagogical skills. Table 4 counsellingcase managementfacilitate "I can do" attitudeassessment

Partner assessment of requirements: key skills. Table 5 networkingmulti-professional cooperation

Partner assessment of requirements: humanistic values Table 6 commitment

1.3 Good practice example 3 – Young Immigrants

1.3.1 Integration and Legislation

Integration means the acquisition of the knowledge and skills necessary for an immigrant to survive in Finland, and to work and participate in social activities. The Act on the Integration of Immigrants and Reception of Asylum Seekers (L 493/1999) stipulates that a three-year programme or plan for integration is to be drawn up for every immigrant. Since 2006, a plan for integration has been made for children and adolescents. If needed, the period of the planning process may be extended with a special emphasis on the transition periods. Student welfare may act as the authority responsible for drawing up the plan for adolescents. The plan for integration states how the immigrant gets acquainted with the new society and place of residence, studies Finnish or Swedish, complements his/her professional skills, and gets the other social knowledge and skills necessary. The plan is personal. It will be drawn up after the immigrant has been registered with the status permanent residence in Finland, but at the latest after three months’ unemployment or guaranteed minimum income. Immigrants are entitled to the plan for integration for three years after registration. During the implementation period of the plan, an immigrant will get support for the integration. The plan may include training for the integration, practical training, complementing one’s professional skills to meet the requirements of Finnish working life, and participation in studies and spare time activities arranged by organisations and associations. The immigrant’s personal contribution to drawing up the plan is important. The plan should include continuous activities upgrading language skills and preparing the immigrant for future studying and working. The implementation of the plan will be monitored and the participation documented.

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A immigrant whom the Act On Integration is not applied to draws up a plan for job seeking together with an employment officer based on the applicant’s own information and plans, and on the current situation on the local labour market. The plan shows what the applicant should do, and how the employment office will assist him/her with the job search.

Those registered as applicants will be taken into consideration when the employment officers look for suitable candidates for the vacant jobs. The applicant’s personal activity is important because positions are not always announced vacant in public. The employment offices support job search by organising appropriate training including information on various ways of seeking jobs, employers’ wishes, and tips of how to market one’s personal knowledge and skills.

1.3.2 Education for Young Immigrants

Education is the most important measure taken to integrate all immigrants, but children and adolescents in particular, in our society. Those having completed the compulsory education may still continue for one year ( the 10th grades), or take preparatory courses for vocational education (1 to 1.5 years). To assist the teachers, The National Board of Education has trained local support persons for the purpose of teaching and educating immigrants. Finland boasts many working projects and educational projects (often financed by the ESF), workshops for young (15 to 29) people, alternative vocational schools (Tekevä in Jyväskylä), and practical vocational training for young immigrants. The schools have also increased resources for tutoring and other support activities (support persons), e.g. the municipality of Vantaa established a counsellor’s post for immigrants in 2001. This person’s duty is to inform immigrant pupils and their parents of the comprehensive schools of vocational further education. The counsellor arranges a language test for the applicants. In case they fail, they are offered preparatory training for vocational studies, or the 10th grade at comprehensive school. The counsellor also takes part in the teaching and belongs to the group student welfare services. The students regularly use the counsellor’s services, and also contact him/her many years after leaving school. This activity has prevented young immigrants from being socially excluded, and assisted them with the integration in Finnish society. This kind of informative language test has also worked well in senior secondary schools. The counselling and the language test are constantly under development.

1.3.3 An Example of an Educational Project and Course Material

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The AMMA Project 2003 – 2005 (vocational education for immigrants) administered by the University of Helsinki, was used to enhance the support given to young immigrants studying for a profession including their parents. In addition to other problems, young immigrants often have difficulties with the language. Their families are not always able to help if the parents themselves do not know enough about life in Finland.

The project aims at making young people start studying, decreasing the number of those interrupting their studies, or those graduating with low grades, and finding good jobs. The project also informs comprehensive school pupils and their parents of what alternatives vocational education offers, and keeps contacting employers. The activity takes place at the Vantaa Vocational Training Centre (Vakes), and also at the Learning Centre for Open Studies.

One Finn and one Russian work as support persons. They assist the teachers and young people by helping with the studies, solving conflicts, and contacting the families. These activities are co-ordinated by the University of Helsinki (the Vantaa Centre for Continuing Education), and financed by the National Board of Education in Finland.

The AMMA Project (http://www.hyvan.helsinki.fi/amma/) has generated material to support learning. This material can be ordered and downloaded as pdf files from the Internet. The material was produced because student counselling revealed that occupational titles and self-knowledge exercises were too difficult, both linguistically and structurally, for young immigrants aged 16 to 20. The guides include descriptions of occupational titles and occupations themselves, and explanations of various adjectives in plain Finnish.

1.3.4 Amma –Assessing the Project

An activity as exemplified by the AMMA Project requires an extensive social pedagogical orientation in a young person’s life and family life. The material produced is based on multidisciplinary and social psychological knowledge, and familiarity with youth lifestyle and culture. The guide “Vocational education in a nutshell” gives a clear presentation of the Finnish educational system. On the other hand, the welding guide is an example of material necessary for many other fields of vocational education. It is a great challenge to the student counsellors to be able to discern the facilities needed in various occupations. Pedagogical skills like communicating with young immigrants, and the ability to analyse their starting levels and needs are all important.Counselling also calls for new tools and methods due to the defective language skills. The material produced fits in perfectly here. The guides also support practical learning while academic skills are still poor. The production of this kind of material requires innovativeness and creativity including knowledge of cultures and professional fields. Such humanistic values as empathy, social justice and equality are emphasised

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including a sincere will to build up a society where young immigrants also have the same facilities and resources for schooling themselves for future occupations.

1.3.5 Quality Requirements/Tekirdag - Young Immigrants

Partner assessment of requirements: scientific knowledge. Table 2 social psychologyto adapt multi-scientific approachesyouth life style (youth culture)

Partner assessment of requirements: policy knowledge. Table 3 education system training systemrequirements of working life/labor marketresources for guiding en education system

Partner assessment of requirements: pedagogical skills. Table 4 counselingcommunicaring with young peopleskills to analyse the real needstechniques and instruments for guidingenabling learning, not providing knowledge

Partner assessment of requirements: key skills. Table 5 creativityknowing working lifeintercultural competencesto do things a different way

Partner assessment of requirements: humanistic values. Table 6 empathysocial justicebuilding a better society for young people

Web sources:

http://www.jyvaskyla.fi/paivahoito/files/kotsuunnitelma.pdf#search=%22kotoutumissuunnitelma%22 http://www.edu.fi/maahanmuuttajat/esite/OPH_maahanmuu.ajaesite_fivalmis.pdf#search=%22ammatilliseen%20koulutukseen%20valmistava%20opetus%22 http://www.kunnat.net/k_perussivu.asp?path=1;29;90918;91150;91009&print=true http://www.jyvaskyla.fi/maahanmuuttajat/tyo.php

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1.4 9. Youth Information and Counselling Services In the Web Environment (The best practise 4)

1.4.1 9.1 Introduction

The web environment, especially the Internet, has become a central passage of communication in the 2000s. In youth education in particular, the Internet is already being exploited through various e-learning environments. There are also many communities and sub-cultures for young people on the Internet. Service providers like municipalities have also started to design portals with information retrieval services and guidance services meant for young people.

Youth information and guidance is one type of service for young people. Its purpose is to inform them of their rights and duties, and assist them in questions related to their lives. The starting point in youth information is to recognise the needs for information young people in general, and the customers in particular have, and to build up services based on local needs. Youth information and counselling has an ever-increasing importance to young people’ independence. Young people can be supported to achieve their objectives at home and at work, and motivated to participate in social activities as responsible citizens.

Youth information and guidance tries to reach all young people. Finnish youth information has been organised as a free form network of information. At the moment the network covers 35 youth information services in operation including regional and local services in 70 municipalities. Finnish youth information follows the common principles agreed on at ERYICA (http://www.eryica.org/), European Youth Information and Counselling Agency. These principles are quality, interactivity, reliability, confidence, customer-orientedness, objectivity, anonymity, gratuitousness, intelligibility,equality, uptodatedness, neutrality, and professional staff. Information and counselling services can be seen as a precaution preventing young people from being socially excluded in our post-modern information society, where it is important to support young people’s computer skills, and media literacy skills. Guidance trends in Europe are changing in accordance with the principle of life-long learning. Guidance services are open to all, not only to young people and those unemployed, or marginal risk groups. The location of counselling services is also changing from environments tied to physical location and time of day to multimode e-learning environments on the Internet.

1.4.2 9.2 Aiming at Young People’s Right to Information and Participation

Youth information services try to contribute to the respect for the principles of democracy and civic activity, human rights and basic rights. Young people are offered

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correct, neutral, clear, and reliable information on any questions of interest to them to meet their needs. Another aim is to encourage young people themselves to produce information, and to learn to critically choose information. Young people’s right to information has been recognised in the Universal Declaration of Human Rights (1948), the Convention on the Rights of the Child (1991), European Convention on Human Rights (1950), Council of Europe, Committee of Ministers Recommendation Concerning Information and Counselling for Young People (1992). This right is also the basis for the youth information given by the EU. The circular (14/300/2004) for municipalities and other appropriate actors based on the EU White Paper on Youth Policy, also highlights the common objectives approved by the EU Council of Ministers concerning participation and youth information. The objectives include, among other things, high quality youth information, and the participation of young people in youth information activities. Examples of national measures include the facilities provided by new technology, the development and promotion of young people’s capabilities of viewing information in a critical way.

1.4.3 9.3 The Main Methods

As for methods, young people may receive information, counselling, and guidance via e-mail, discussions, and by studying both electronic and printed material. The e-mail system is a daily used and familiar device. It is good for personal guidance. During communal e-discussions the participants may bring out various viewpoints and commit themselves on certain matters. In chat rooms young people may also get support from their peers. E-discussions enhance the feeling of participation, and encourage young people to speak out. Adding material and links to the electronic environment makes it possible to distribute information to young people. It is important to give them essential information in the right contexts.

As an example of the practices of youth information and counselling services in Jyväskylä, Central Finland, The Laturi will be presented. (http://www.jyvaskyla.fi/nuoriso/).

1.4.4 9.4 Case: The Laturi

Laturi is an information and counselling service for all young people aged 13 to 20, for those working with young people including the parents. These services consist of the Laturi web pages on the Internet, various guides, calendars, brochures, informative events and exhibitions, and questions answered in chat rooms, by e-mail, or by post.

The Laturi website offers information and links to different fields, and situations typical of young people’s daily life. This aims at motivating a young person to

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independent and active information retrieval so that he/she can pick up the reliable and up-to-date facts out of the abundance of information available.

The pages giving information on working life contain tips for job seeking, e.g. how vacant jobs can be found, what the process is like, or what to do if you lose your job. There is also information on issues related to employment such as employment contract, occupational safety, taxation, and the Young Workers’ Act. The pages on studying include, among other things, information on facilities for further education after the completion of comprehensive school, choosing a career, and on applying for study places.

The pages informing young people of health and social care services offer services for diverse situations in life. The Laturi information service focuses e.g. on human relations, health care, intoxicants, support services for various problematic situations in life, subsistence, etc.

The pages on society and environment inform young people of e.g. the laws and rights important for young people to know, and of their possibilities to express their opinions in society.

1.4.5 9.5 Interaction, Participation, and Influencing in the Laturi Virtual Environment

Through the Laturi website young people are supposed to be able to participate in and influence issues related to them or young people in general. According to the quality criteria (Tekirdag), the approach of the website may be considered a humanistic activity promoting participation and influencing. Furthermore, the approach appears empathetic and socially just to the young people’s questions. On the Ask and Discuss pages a young person may discuss current matters, or send Laturi workers questions, feedback and tips of links. One of the most essential methods in this service is the questions and answers column for young people’s questions about intoxicants, drugs, courtship and sex, consumer issues, and internationalisation. The answers to the questions will be given confidentially by a youth worker, specially trained nurse, and sexual counsellor. A young person asking a question does not know who will answer it. Neither does the answerer necessarily know the identity of the young person asking the question. The questions are answered within a week. It is up to the young person to decide whether he/she likes the question to be seen by every one reading the column, or whether he/she only likes to have it by e-mail, or both.

The website is also linked to a discussion forum Young in Jyväskylä, Youth Voice, Suggestion Box, and the e-newsletter Misprint. The discussion forum makes it possible for young people to freely express their opinions of and participate in current issues in Jyväskylä. Youth Voice is a part project the purpose of which is to give young people facilities for the development of their own neighbourhood, participation and influencing. Through the Suggestion Box a young person may take an initiative in matters concerning the City of Jyväskylä. All the branches of administration have persons responsible for quick handling of the suggestions. In the Misprint everyone is free to speak. The e-newsletter is entirely a creation of young people.

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1.4.6 9.6 Assessment of the Laturi Service and Development Plans

Young people may give feedback and comments on the service through a feedback link on the website. So far, neither the services on the websites nor their impressiveness have systematically been assessed, However, the assessment and feedback system will be developed in the future. Daily visits to the Laturi website are quite numerous, 13 244 visitors by 25 August 2006.

The Laturi is being developed to cover the young people, those working with them and their parents in the whole of Central Finland. This trial will start from a survey of the current condition and needs of youth information in the municipalities in the neighbourhood of Jyväskylä, and of the general willingness to commit oneself to development work. On the basis of this survey, the objective is first to extend the existing Laturi services to cover the local level, and later, also the regional level.

In the future, the aim will be to give young people a possibility for peer information via the website, and also, to involve them in the realisation and development of the website. Another aim will be the promotion of professional youth workers’ communication skills.

Advantages of the Service

The service is clearly economical. In principle, a large number of young people can be reached via the Internet with scant resources; distances are not barriers. Young people need network connections with information on the service. An advantage is that the service has been built up like a portal. One website contains essential things important to young people. We could use the term “virtual all-in-one-desk”. Another advantage is interactivity. Professionals of various fields answer young people’s questions, or at least, inform them of the services for further help and support to their problems (cf. service counsellor).

Challenges to the Service

One challenge may be the reachability via the service of young people with problems in their personal lives, at school, or with choosing careers. Another is that the service is mainly used by the so called normal, active young people. The professionals should be familiar with young people’s situations in life, and they should also have special communication skills due to the virtual interaction. Virtual interaction lacks facial expressions and gestures so it is important to be sensitive enough when answering young people’s questions as clearly as possible to avoid misunderstandings. Consequently, professionals need virtual pedagogical skills such as counselling, skills for communication with young people, and skills for motivating them and analysing their real needs.

Web sources:

http://www.jyvaskyla.fi/nuoriso/

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http://europa.eu/youth/http://www.eryica.org/

Additional Finnish Youth Information And Counselling Services In Web The Environment:(in english)

Kompassi, Helsinkihttp://kompassi.lasipalatsi.fi/?_lang_id=ENNettinappi, Oulu for immigrantshttp://www.nettinappi.fi/immigrant/index.html Kenuti, Keski-Pohjanmaahttp://www.kenuti.fi/index_uk.asp?main=3

1.4.7 Quality Requirements/Tekirdag - Youth Information And Counselling Services In Web Environment

Partner assessment of requirements: scientific knowledgeTable 2 sociology (e.g. poverty ...)knowledge about target groupsyouth life style (youth culturesocial psychology (youth culture, family ...)effects of media

Partner assessment of requirements: policy knowledge. Table 3 knowledge of the local context social environment of young people welfare and labour law to put in practice legislation and guidelines education system training system social-legal systemsunemployment laws

Partner assessment of requirements: pedagogical skills. Table 4 communication with young peoplecounsellingskills to motivate

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Partner assessment of requirements: key skills. Table 5ability to negotiate-multi-professional cooperationworking together with other organizationsknowing working life creativityempathynetworking

Partner assessment of requirements: humanistic values Table 6 work for young people rather than for oneselfbuilding a better society for young people personal commitment being authenticsocial justicecommitmentempathy

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2 Guidance Practice - France

Introduction:

As already mentioned, although roughly, in the report for WP1, it’s difficult to say about the French situation that features and organizations of guidance “from school to job” exist in France.

As a main trend, one can see that there is indeed – except, of course, of few notable exceptions confirming the rule (such as, for instance, the compulsory practice period of one week practice in an enterprise high school pupils have to do in their 3 rd year (last year of first step of high school – “college” – that is to say between the age of 14 and 15) labelled with its aim name: “discovering enterprise” or the compulsory practice periods in professional 2nd step high schools - “Lycées d’Enseignement Professionnel” – which represent only one third of the whole 2nd step high school system) - no direct mainstream link between school and the working world.

Our interpretation of such a fact is that there is a huge culture gap between schools and the world of work. French high school teachers & professors, acting as a very powerful caste of civil servants, have been traditionally most reluctant, as attested by the positions of their very active trade unions, to consider the requirements of the working world in their teaching duties.

Being most of the time specialists of one subject, one school matter (e.g.: History, Modern French, Life and Earth Sciences, Mathematics, and so on. Knowing that a high school pupil between the ages 11 and 15 has at least 10 compulsory matters to study, with a minimum of 30 hours of attending school per week… + about the same amount of homework!) and being recruited with a high competition system most of the time after a master’s degree (e.g. 1 post available for 3000 candidates…) they strongly believe in the republican ideal of “elite”, a French belief pretending one can achieve success in life only by studying hard and acquiring a strong knowledge…

But the problem is that these teachers never left school in their whole life! (And they will not until they retire…) Except in the professional 2nd step high schools, where one tenth of the teaching staff is compulsory composed by former professionals in their speciality (e.g. cuisine, tapestry, carpentry and whatsoever…) who passed a higher education teaching competition, teachers are only ex pupils and ex students who in their wide majority have no else experience of the working world but teaching or looking after children and teenagers.

But even in these specific professional high schools there is a huge shift between the requirements of enterprises (e.g. what young people seeking professional integration in a specific branch should be guided for…) and the contents of school teaching: the most famous, although not recent, anecdote being that the firms of maintenance of

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collective housing boilers had to recruit their future staff within the newly “Baccalauréat Professionnel” graduated students… in fridges maintenance!

So the main information and orientation system available in French high schools, the “Centres d’Information et d’Orientation” (with only one “Conseiller d’Orientation Psycholoque” parted in several schools, so attending his office in school from 1,5 day by week at best until 1/2 day every 2 weeks…) are basically documentations centres where one can find the printed information about jobs and trades, education and training, statistics of available jobs each year in a specific branch but not “live” information about these jobs, nor, in most of the cases information about how to actually get these jobs… nor their main requirements for hiring and retention!That’s why it is so difficult to imagine, in France, a system of guiding disadvantaged young people that would go directly from school to job. As we may have mentioned before, either in WP1 report or during our group discussions in Berlin and Tekirdag, one of the criteria for describing and depicting disadvantaged young people in France in precisely that they have been evicted from the regular school system!

That’s why in December 2005 (2006 data not already available), 730 159 young people between the ages of 16 and 25 were censed in specific “Employment policies measures” (see Appendix 1), a mixture of on the job training, job counselling or practice periods in which they can benefit guidance systems for continued training or a better job.

The 13 different employment measures shown on the Appendix 1 table, which are specific for young people (and apart from the pitiful and drop out government attempt of “CPE” (“Contrat Première Embauche” = first hiring contract young people have been striking against from November 2005 until May 2006…) are still valid today. There have been over 75 different specific “young people employment measures” since 1980, which must be added the 41 different measures for the “regular” (e.g. older…) unemployed to which young people can also benefit…

That’s also why we have to consider that in France, obviously “Guiding from school to job” does not only implies considering the state of the labour market and the young people’s professional skills but is highly related with social concerns related to the ability to actually face a job project or to keep a job, such as lodging and public transportation. For instance, one organization met for the purpose of this LEONARDO project (GRETA paramédical & social: public vocational training centre for low qualifications workers in the field of health and social sciences) mentions that 80 % of their young clients in vocational training are actually homeless and that to solve their working problem they also have to pay attention to the lodging aspect…

This is the reason why we chose an example of good practice coming from a lodging for disadvantaged young people seeking integration on the labour market.Answers to the questions and prescriptions given by HvA for WP2:

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Describe a good, bad or mediocre experiences in guiding young people (in work) which methods did the professionals learn who work in these practises and which methods should they have learned?

2.1 Good practice example 1 - Foyers de Jeunes TravailleursA good experience is reported by the chairman of the board of the national association of young workers homes, himself director of one of these homes, located in the south of France.

In France, young workers homes (Foyers de Jeunes Travailleurs”) are regarded as social institutions (e.g. priorily dedicated to youngsters coming from families with a low income… the payment of the rent and services being also supported by the family branch of the social security system). They welcome more than 150 000 youngsters, aged 16 to 25 (but some of them until 30, mostly in big cities), either working, unemployed or in vocational training, who live in these places for several reasons: to have a place to stay nearby the job or the training place, to live in a place where jobs are more numerous than in their region of origin, to have a place of their own away from the family home and to benefit social services sometime provided, such as job counselling and guidance or social lodging advice. Very few of their inhabitants are regular students only (limited number allowed per home) although many who work actually also attend the university to get a diploma.

The stay in such a home is generally limited in time and cannot exceed 3 years. Since the price of the rent in such Foyers is about 70 % less expensive than the regular housing market and since social lodging are really scarce in French cities, there is generally a long waiting list to get a place in them, even despite the deprivation of freedom they involve: some rooms might be not individual but for 2 or 3 persons (although same gender…), friends (or sexual partners for majors!) are not allowed to stay in the Foyer after 10.30 p.m. and all Foyers have a night limit to come back.

An average 20 % of the residents population of young workers homes are foreigners, who face a lot more difficulties than the insiders to enter on the job market.]

Having noticed that some youngsters remained long term unemployed in the young worker’s home he was managing (mostly young foreigners, or black African or Afro-Caribbean young French, or north African young French…) although being very well qualified or proactive in seeking jobs, the director thought he should do something specific to help solve this situation.

The director thought this situation was unfair, not only for ethical reasons at the basis, nor for the poor statement about French discrimination against foreign or foreign looking (so called “visible minorities”…) disadvantaged young workers, but above all because he personally new the young people involved. He knew some of their working capacities and willingness, their own social competences and their efficiency as showed in running their everyday life, so he first of all thought them not having a

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job was such a waste for both themselves and the enterprises which could possibly hire them.

So he set up methods of personal tutorship and working sponsorship by executive, effective members of the local enterprises community. Using his own address book (in which many former young people who had stayed in the young workers home years before and who now had good working position) and censing all the working resources of the local enterprises community (chamber of commerce, chamber of trades, trade unions (on both workers and employers sides…), but also Rotary Club, Lyons Club, Young Economic Chamber, etc.) with sometimes a detour by the charity sector (Caritas…) or even by the secret organizations (freemasonery) but also with the simple help of the telephone book, he depicted and convinced 12 head executive managers who accepted, some spontaneously and some after a few discussions, to become volunteers to guide 12 disadvantaged people along the path of their job seeking way.

The deal was (supposedly…) very simple: to accompany one young person (only one, and always the same, without choosing him / her, the choice being made upstream by the social team of the foyer following aspects of the young person’s curriculum and personality…) until he / she founds a regular job, with no other time limit. The requirements for the job to be found was that it should not be temporary and that it should provide a sufficiently good professional position (enough wages…) to promote the youngster’s life conditions in order for him / her to be able to then seek for his / her regular own house after 3 to 6 months (and thus to leave the young workers home, letting the place available for another young person).

In order not to put these executive managers in a difficult position within their own enterprises there was absolutely no obligation for them to directly hire the young person they accepted to tutor in the “economical” world. But there was no obligation neither not to hire him / her if any work opportunity would occur in the tutor’s firm.

There were tutors meetings every month at the Foyer along with the social team in order to get to know each other, to exchange information and to compare the steps reached by each young person.

The results of this way of proceeding were outstanding. After less than a year (a good performance for France!) the 12 young people had found a regular long term job corresponding to their will / needs or expectations and they all could leave the foyer when their term came.

Only 3 young people upon 12 were directly hired by their tutor’s firm (whose one in an agency located in another city) but 4 were hired in the enterprises of the other tutors. The 5 remaining ones were hired by external enterprises but which belonged to the tutors network.

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This experience first took place 10 years ago and has never stopped so far. It follows nowadays the mechanical principle of a “Noria”: one young person living the system, another comes in. The head executives are still on duty, although two have already retired but kept their tutor’s role (which incidentally allow them to remain in touch and useful in their former enterprise and to stay in contact with the economical world in addition to their specific very valuable social role as a tutor…). Most of them joined the board of the “Foyer de jeunes travailleurs” and they sometime give lectures about this experience in some of their working contact places. The young people have grown up and built their career by themselves after a while although some tutors say that they sometime are asked advice for professional choice by one of their former tutored. Some of the grown up young people say they want to reach a professional position high enough to be able to be asked to be tutors at their turn…

What goals did the guiding practise try to achieve? Were these goals achieved and by which methods?

In this experience at the beginning there was only the observation that no guidance system (provided either by schools, universities, employment agencies, specific agencies such as Missions Locales, see Work Package 1 report for France) successfully achieved to actually give jobs to the most disadvantaged sub population among the young people in France: young foreigners (but with a right to stay on the French territory) black African or Afro-Caribbean young French, or north African young French people, coming from poor areas, low income workers or unemployed families, whatever the level of qualification is, due to the very discriminative practices of the labour world in France.

So, this peculiar guiding practice main goal was: real jobs!Then the main idea in terms of goals was that it should be the labour world itself which should provide jobs for the most discriminated young people, using its methods and actors. Insofar the professional guiding practice of the foyer’s social team had to erase itself at the benefit of head executive and firm leaders, who were asked to guide youngsters (although they had never done it before and sometime first of all didn’t know how to do) on a benevolent way, that is to say to play a social role with out having any specific social guidance tool but only one network and the know-how of hiring in enterprises.So in this example I guess one could say that professional guiders guided the regular professionals to give regular jobs on a fair basis (although with the bias of personal knowledge and interaction, and powerful action coming from professionals in the position of deciding…) for the most discriminated young unemployed.

So the goals achieved due to the high involvement of enterprise people, ready and willing to “take the risk” to either directly hire or recommend the young workers for being hired in their professional network.

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How do you evaluate the used methods?

Although the used methods empathize the need of an interface between the disadvantaged young seeking jobs (the targeted public to whom guidance practice is thought for and provided…) and possible future employers, very necessary for the France situation, they however have an intrinsic value in showing that job-seeker / employer relationships do not only depend on the labour market economical rules but can also be regarded as relationships between at least 2 real human beings.

In this experience it appears that enterprise head executives also have to be taught, trained and convinced that disadvantaged young people (especially coming from “visible minorities”…) can be worth trusting, hiring and employing. They have to be encouraged at first step (using statements such as moral values, social image of the enterprise…) but they also have to rewardingly experience it themselves in the single tutor relationship they build up along with the helped young person.

The method could be labelled “valorisation of useful partnerships” or “involving the working world in personal tutorship / coaching”.

What is interesting in this experience is that since the “on the job” integration of the young people is worked out, from the inside, by enterprise professionals, the argument of the social workers not knowing reality of the labour market and firms requirement is no longer valid.Which quality requirements of Tekirdag are of use? Which criteria do you recognize in this practise?

This experience is based on humanistic values but also requires from the social team at its origin applied pedagogical knowledge to the work world and good policy knowledge in general.

That is to say knowledge of the local context, of the employers’ interests, communication with young people and possible employers to be, counselling, managing diversity, networking, creativity, knowing working life (at least enough to let enterprise insider experts to find out the suitable job for the tutored young person…), intercultural competences (both for managing the diversity of the young people’s “visible minorities” and for building up a bridge between young culture, social services culture and enterprise culture…), working together with organizations, do things in a different way, multi professional cooperation, sociability, ability to negotiate and delegate (finally, the job is not found by the social team, but by the enterprise itself…), trust in young people (to be worth the confidence the enterprise executive invest in tutoring them, to fulfil the employers requirements, to keep the job but also to be able to get the better working conditions...).

So I guess the main criteria I recognize in this practice are the willing and the ability for the social work team to actually successfully cooperate with the unusual partners the

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head executive of enterprise are. (Further developments below on synthesis analysis of experience 1, 2 and 3…)

2.1.1 Factors that turned the guiding into a success, a failure, or a mediocre result

In experience 1, the main factor is that the guiding has succeed into setting an important professional network with people in power in enterprises and therefore in the position of really provide jobs for the young people seeking employment.

2.2 Good practice example 2 - Cercle de Recherche Active d’Emploi - active job seeking circle

Another (brief) good experience was reported by the leader of a specific programme for young people’s integration, herself labour psychologist at AFPA (Association pour la Formation Professionnelle des Adultes, the main non – profit institution for vocational training in France, employing over 11 000 professionals among whom over 500 labour psychologists).

In this experience, young people who can’t find a job (and so are regarded as disadvantaged on the labour market…) are requested to join a group along with 11 fellow young jobs seekers, which is called CRAE (Cercle de Recherche Active d’Emploi = active job seeking circle).

Although they have had all the personal regular guidance, orientation and counselling services available at AFPA and having exhausted all the possibilities of paid vocational training, the remaining problem was that they didn’t find jobs. The goals this specific guiding practice tried to achieve were to gain more self confidence in contacting the enterprises which had sent jobs offers at the local national agency employment and get better chances to have jobs interviews.

So the principle of this method were that one young person would not get in touch with a possible future employer for himself / herself but for another member of the group. In that way, any member of the group will, at the same time: have somebody acting like an agent or an impresario for himself / herself and be the agent / impresario of another member of the peer group.

The results showed that with this method, when asking for a job interview not for oneself but for a peer, the chances to get one were 3 times higher.

The professionals learnt a lot from this method, especially that the young people were worth trusting and that they could collectively acquired better competence in telephoning (using proper vocabulary), time planning,

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organising meetings and valorising someone else’s qualities (in other terms, that the young people themselves could do part of their job!).

The used method was originally imported from Canada (trough French speaking Québec) at the beginning of the 80’s. I evaluate it very positively because it prevents isolation of the young job seeker (also showing him / her he / she is not the only one in this case…), it enhances group dynamics, share of knowledge and information and it develops solidarity with peers.

2.2.1 Factors that turned the guiding into a success, a failure, or a mediocre result

In experience 2, the factor of success is that young people were encouraged to act as responsible agents for the integration of the whole group. So their own self-guiding skills were actually recognized by the professional guiders who gave them a real opportunity to acting as adults in charge, like professionals.

Myanalysis is that the common feature of experience 1 and 2 is that at a time of the guiding process, the guiders knew to erase themselves and to let the young people act for themselves. In my opinion, this is above a participative process more an empowerment and self-advocacy method in the whole guiding path.

2.2.2 Assessment of quality requirements

Scientific knowledge: knowledge about the target groups.

Policy knowledge: social environment of young people, knowledge of the local context, requirements of working life / labour market, knowledge of employers interests.

Pedagogical skills: counselling, assessment, communication with young people, self-reflection, managing diversity (of all the members of one group…) knowledge about group psychology, motivations skills, facilitate future vision of self, facilitate “I can do” attitude, facilitate confidence, facilitate enterprise and creativity, facilitating knowledge of self and others creating / debriefing experimental knowledge and skills to motivate.

Key skills for professionals are then: networking, empathy, creativity, knowing working life, working together with other organizations, to do things in a different way but above all trust in young people, ability to delegate, self-confidence and modesty.

Humanistic values: empathy, commitment and trans-generational approach.

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The main criteria I recognize in this practice are proactive collective participation, group dynamics and group empowerment of / for young people. The success for one person is also the success for all and this method allows to share both failure and success and to acquire global knowledge from every personal event.

From the professional point of view it’s also an humble position while although still being present for counselling and advising the youngsters they actually have to renounce to part of their power (e.g. in the direct contact with enterprises…) to let the young people do things by themselves even if under their supervision.

2.3 Practice example 3 - face-to-face guiding interaction

The third experience – mediocre or bad depending on the perspective -was related by a senior lecturer in labour psychology at university, as one of the situation she had to face when she was herself, a few years ago, a high school COP (Conseiller d’orientation psychologue). N.B.: this lady has written her doctorate dissertation about “young people seeking social and professional integration” and has set up one of the first “Mission Locale” in France for young people with low qualification in the early eighties.

This experience involves a face-to-face guiding interaction between a COP and a young man who left school without qualification. However, having his driving license for a motorbike, he got this (incredible anywhere else out of France!) job consisting in picking up dogs excrements left on the Paris pavements by indelicate dogs owners with a special device adapted to a cross country motorbike.

He thus works for the city of Paris (excellent employer), with a civil servant status and a good salary. He drives the motorbike the city of Paris lends him every working day and he loves driving motorbikes. But he is not happy. First of all because he has a flashy green and yellow uniform, the same as the garbage collectors ones and above all because he is nagged at by his friends (and I guess the rest of the population…) using funny and silly nicknames to describe his job.

So he comes back to his former high school COP who has him pass tests of willingness, competence, abilities and who gives him a lot information about the available paid vocational training offers. During one of their regular meetings he says his dream of a job has always been to become a “patissier” (pastry cook).

So here begins the project: after many problems to have him entering a training centre for pastry cooking (regarding his acquired former low qualification…) and to find the best training centre… and after some difficulties to get a leave for training from his employer and some training allowances (in order not to have a lack of income) for all the duration of the training period, the young man starts his 2 years training and apprenticeship in pastry cooking.

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During all the 2 years training and apprenticeship the young man is very happy: he learns a lot of new very pleasant things, meet trainers and trainees and enjoys pastry cooking very much. He gets quite easily his vocational diploma at the end and starts to work for a private employer, having kept his status of civil servant by taking a sabbatical year, just in case...

Then the “real” work as a pastry cook begins, which happens to be a nightmare for him: he has to wake up at 3 am to be at work at 4, for the cakes to be ready at the opening of the pastry store at 7. He is always alone or with his boss helping him a little but always shouting at him to have the cakes ready on time… He tries several jobs places and several employers but the working conditions are always the same…

So after 3 years of training and working as a pastry cook, he finally comes back to his former job he now enjoys tremendously: because he is in the open air (and not on a back kitchen or in an oven cellar…), because he meets a lot of people in the streets (all being now very pleased for the useful cleaning job he does for the city…) and is not anymore isolated in front of a demanding boss…, because he doesn’t have to work anymore during the week ends even though the Monday mornings are henceforth quite busy… but above all because he now is his own master: he can choose the rhythm of his work, no one his behind his back and the amount of work depend on only the amount of dirty matters on the Parisian pavement…!

In this experience the professional guider learnt that a dream of a job is not a real job in all its aspects and that the young people expectations and representations of the reality of the job of pastry cook should have been deeper explored upstream, before starting the whole reorientation process.

She also learnt she shouldn’t have projected her own reluctance about this very specific dustman job (which at the beginning she regarded as degrading…) but that she should have searched more, along with the young man and through his whole life story and expectations, why would such a job please him and why wouldn’t another.In this practice the goals to achieve were to give the young man a better qualification and a better job, a job he would enjoy better, a more honourable job regarding what she thought were, at the beginning of the reorientation process, both her and the guided young man, their quality criteria.

But these goals were not achieved because a different job doesn’t make a better life and the real work conditions have to be regarded in the perspective of the whole quality of life: the requirements of the job of pastry cook were actually to constraining for the young man who realised, while doing it, what he had lost…

I evaluate the used methods in this experience as being probably a little bit to fast with an error of diagnosis at the basis. There might also have been, beside the too quick decision, a lack of knowledge about the real working conditions in the pastry cooking business leading to think that a dream of an activity if enough to make the job to come pleasant.

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So since this experience was mediocre or bad (regarding, for instance, the lack of time in the civil servant career of the young man, the very difficult place to get in a training centre which could have been taken by another young person with a higher motivation or need for this training… or even the waste of public money for a training which didn’t end to the proper job…) it’s difficult to relate it to the quality requirements of Tekirdag, unless saying only this one or this one missed.

Experience 3 can be regarded as a failure or a mediocre result first of all because of the hasten in answering leading to a lack of introspection and time of reflection for the young person and also because of the value judgement and the way of thinking of the guider, fully convinced that there is no problem given by a young client which wouldn’t have its answer in a training catalogue.

2.4 Criteria for labelling guiding practices as success, failure or mediocre experience

So I don’t know whether or not it’s still possible – from only 3 French experiences! - to set up criteria for labelling guiding practices as success, failure or mediocre experience. I suppose it will be by confronting all the LEONARDO project partners from all the countries that we’ll be able to define common criteria.

But having said that, I believe that there are some main streams we can already enlighten for defining quality:

Quality of practices has to be assessed by those who are the subjects of these practices. So I would very much like to recommend that we would adopt a phenomenological approach / method based upon the recognition of:

- The subjective aspects of quality;- The necessary participation of young people to define practices they are

the first to experiment.Guidance from school to job can indeed be, for the young people themselves, an experience they:

- Benefit, profit (positive statement / assessment);- Perceive (or not) / receive (neutral statement / assessment);- Or even undergo (negative statement / assessment) …

To know what actually “worked out fine” in guiding disadvantaged young people from school to job, we therefore have to investigate, beside the classical hindrances and barriers compilation, into successful experiments:

- Collected by the guiders in their past work (what’s the limit?);- Perceived by those who benefited guidance.

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In other words, to enlighten “best practices” we must always remember for whom they are, or could be… best!

Many jobs counsellors focus on the fact that guiding from school to job also means guiding the employers to accept to hire (or to be willing to hire when educated in such sense…) disadvantaged young people, as we can see in experience 1.

In France we nowadays assist to the merging of considerations about enhancing the social responsibilities of the enterprises to increase their willing and capacities of hiring disadvantaged young people and about developing education of environment to the necessity of promoting a better working life for the young generation, especially because of the European regulations on fighting against discrimination.

To go from a culture of prescription in guiding to a culture of empowerment and “positive orientation” thus implies strong commitment and innovative & participative practices. It also implies to accompany young people in their fields of thinking by working with the method of “stories of life” in order to gat a self diagnosis from the young persons themselves beside the guiders / professional ones.But it also requests an holistic approach of quality in guiding:

With indicators of success / achievement not only based on “placement” rates, but also linked with the assessment of quality of life at work & after work. Then when we consider work, we must ask ourselves the question : A job? Yes. But not any kind of job, and not at any price…

So for France, the outcomes in guiding evaluation and current discussions remain about:- The need to challenge activation policies;- The need of testing guiders / coaches representations of the “labour market

reality” (who owns the knowledge?);- The concern of young disadvantaged & unemployed people’s mental health

degrading fast, which create new problems to face.

3 Guidance Practice – Germany (Bildungsmarkt, GFBM)

Personal LearnCoachingAn Independent Offer of Counseling and Coaching of Young People and Adults

A good practice of guiding is the work of LernCoachs – a new offer in the field of youth employment.

A lot of managers or other persons take a coach to find better personal solutions for their job doing and work-life-balance.

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In addition to that more young people need this support as well. Especially in the transitional period between school and vocational training, study or job.

A lot of people are working as counsellors with different qualifications and they do this support in different periods and each counsellor starts new. They often do not have enough basic and actual information and don’t know the techniques, instruments and strategies for a good and professional guidance.

1. It seemed that it was necessary to establish a new professional and qualified person as a counsellor especially for the needs of young people/adults.

2. In fact this person should have the possibility to offer his services during the whole period between school to job if the need for the support becomes evident at certain points of time for a defined period of time.

3. The offer has to be independent from the institutions and other job-related requirements (self sufficiency of the counsellors).

4. In addition to this the person has to be able to work absolutely independent from the public institutions.

5. Consequently these counsellors should be persons inspiring confidence of young people.

6. Generally they need a certain qualification with defined training standards for counselling.

Following that we developed and tried a curriculum to improve the competence of counsellors. This further training, called “LernCoach” is an offer for people working in an educational area. (you find the training for LernCoach described in an extra chapter of this compilation)

4 Guidance Practice - Italy

4.1 Good practice example - OASI (OASIS) Guidance toward individual choices

4.1.1 Foreword: the context and the demand

This is a brief description of the most important characteristics of strong points, the criticalities and the demand by which the project was born.

The Oasis project was presented by the Scientific High School Labriola, located in the XIII Municipality of Rome. During last years, as a consequence of the educational system’s reform, the number of enrolments surprisingly increased. The profiles and the characteristics of the students changed and the school had to face many new problems.

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The students that attend the Scientific High School Labriola generally come from the local context (Ostia beach, old Ostia, but also the city of Acilia, Fiumicino, Torvaianica). All of these areas are characterized by remarkable school abandonment not only during the compulsory education path but even later from high school to the University.In these peripheral territories, besides the drop out phenomena, the unemployment ratio is dangerously high. It is caused, besides the other variables, by an unordered and convulsive urban growth and a different socio-economic development. The school, in particular the high school (Liceo), is the most often engaged structure in managing the social change, in fact, thanks to its training function it has the capability to transform itself into a powerful development factor for cultures and local realities. The school is facing the hard work to define a customer/purchaser who tests and judges its own product.According to the mentioned scholastic context, the orientation activity has recently met the consensus of: Board, school’ managers and counsellor-teachers.Besides the need of the management, there was also the demand of the students who belong to the group-class IV G. They underlined the importance of the link between the present educational path, i.e. the choices made years before and the future career, i.e. which job I like. The request of the students represented also a support to face a hard difficulty, often exchanged with “a common individual and personal problem”.The students don’t succeed in thinking to the link between what they are doing now and how useful is this for their future. This weakness makes them oscillate between two emotional dimensions that could cause many problems if they are not made visible and communicative. On a side, they have the idea that, in the future, nothing will be possible to do, on the other side (a pleasant aspect of the same situation) they believe that future will be certainly beautiful because the fortune will help them. These two emotions placed on “there and then” seem to make real a way to relate with a proposal – i.e. the training proposal – which the students have been built up in the course of time. The same proposal seems to make more substantial the choices made by means of an external anchorage: “my friends will go in that school …. My parents expect me to go … the doctors have more power…the football players earn more money…”Therefore, they make a choice not anchored to an interest to explore or to build, but to external dimensions difficult to verify.The project was born in this culture in which the guys are “passive” and the teachers are “worried”; its goals and objectives, often discussed and explored, were planned with the direct interlocutors of the different actions.The initiative has consisted of an innovative and atypical relation by which the school usually builds up its relations and in which also the project has taken part. The core of the project was to propose a structured guidance path to support students in making individual choices within a context characterized of a duty dimension.Teachers and students built together the chance “to choose to stay” and “to choose how to stay” allowing a hard and useful work to succeed. The school launched a challenge that didn’t remain unheard.

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This is an interesting process to test the change in an individual and personal point of view first for the students, second for the school itself which tests its organisational management. The project aimed at replying to the social demand made by the local context and the labour market.

4.1.2 The Action’s Plan

The intervention was planned thinking that a change can’t exclude the direct involved actors in the change, in this case teachers and students. According to this point of view, fourteen meetings were organised with the class-group and other three with their teachers.The three meetings with teachers aimed at sharing the modalities to stay in the proposed path, listening and exploring the student’s fantasies and the requests. As expected, it allowed either not to accept tout court a proxy from outside regarding a guidance school function and the teachers, or the chance to plan a project with all of the active parties in the process avoiding the utopian idea that it is possible to improve the social context changing just one element of the problem. The fourteen meetings with the class-group were divided into two macro-areas, realised in different periods. The first macro- area aims at sharing and building the expectations and the involvement of the class-group in the project.

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It consisted of five meetings, realised during the school hours, in a “duty to stay” dimension according to the explicit and implicit scholastic rules. The scope of the phase was to firm the sense of utilisation of the proposed path up, i.e. “why do I have to join” besides the idea that there was an alternative solution.Participating or not participating consisted of two different alternatives, the students had to point out with the teachers the necessary criteria to make a reasonable choice regardless the alternative they wanted to choose. The passage to the afternoon meetings (9) meant a rebuilding of the class-group considering the motivations to continue the project.This passage was definitely meaningful; in fact, it allowed the students who wanted to keep on the project to confront their self with a difficult choice, which often implied staying far away from home, the necessity to stay after the end of the school day, the absence of “credits/rewards”, the duty, in any case, to finish the homework and study for the next day.As concerns the students, the most relevant difficulty was to accept the comparison with the others; in particular, because they often felt different incoherent emotions, sometimes even opposite and confused. This could cause a rethink of what he was doing, a lack of self -confidence on the made choices, all of this in relation to the future.In the action, the applied methodology allowed to transform the group into a useful training instrument: in the group fears, wishes and dreams were explored and analysed. It was possible to think over the change that was developing and the future that was delineating.Thanks to the group and the alliance created was also possible to choose to participate or not.

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Different exercises were used according to the different phases in which the group was involved.During the first phase, specific exercises were used which aim at emerging the past of the group and the participants compared to the group. The scope was to develop the capability either to share and make decisions or to think over the events and the phenomena. These elements are often ignored or read within a simplistic reality and implications. Erasing the presumption that everyone has to work only because a proposal had been presented, the group gave a sense of what they were doing, they understood that it is possible to ask, to relate, to express doubts, analyse them to change the ideas opening the mind to other unexpected considerations. The discovery represents a very useful instrument to begin to relate with an external adult in a different way.Other activities allowed them to know several tools: i.e. writing curriculum vitae, facing simulated selection procedures, meeting an external professional, discovering unexplored and dreamt worlds. They finally destroyed the utopian idea that the “satisfaction” is connected to the lack of fatigue.

4.1.3 The definition of the Objectives and the achieved results

The covered path allowed us to catch some objectives up which we have shared with different interlocutors:

1. The transformation from a culture of liability/commissioning toward a culture of exploration/setting up.

2. The development of skills to think about choices depending on the suggested proposals: a function that the school will have now to guard and sustain.

3. The development of an ability to integrate the training path with the choice about the own future, and exploring new opportunities.

4. The development of the ability to think about a project, detecting its strong/weak points, depending on both the own resources/bounds, and opportunities/threats of the external word.

5. The use of the group and of the others as a useful instrument of verification of the own opinions.

4.1.4 Conclusions

At the end of this report, some resources that the OASIS project has concurred " to release", have to be underlined: first, the idea that "what is already established" can be redefined listening to the requirements of the involved actors. Second, the idea that different and various needs can be put in relation one with each other, in such a way to upgrade their development. The students of the IV G class have experienced the meaningful passage from passiveness toward the possibility to put themselves in relation with their ideas and

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products, making enquiries, discovering resources, discovering themselves as a resource. In other words: choosing between an impossible future and an idealized one... we have given us the possibility of a constructed future.

5 Guidance Practice - UK

5.1 Good practice example 1 – A curriculum for guidance for all 5 – 19 year olds

UK Primary School educators have seen it as their responsibility in addition to developing their pupils’ literacy and numeracy to also develop them as social beings. Since the 1980s, this curriculum area has been formally described as Personal and Social Education (PSHE). The statutory core of PSHE consists of health education, including sex and relationships education and drug education, careers education and guidance, and work-related learning. As part of the PSHE curriculum primary pupils might visit a local factory or shop or have local workers coming into school to describe their role. In some Primary Schools role plays and simulations of industrial or other work contexts might well also feature in the curriculum of PSHE though the emphases would generally be in the spiritual, moral, social and cultural development of its pupils. In Secondary schools, especially in years 14-19, PSHE’s emphasis begins to shift through an emphasis on work-related learning to preparation for life’s choices including choice of careers and pathways to work.

Characteristics of good PSHE teachingIn a recent survey by the Inspectorate of schools (Ofsted), good teaching in PSHE, whether by specialist teachers or by experienced and appropriately trained tutors, was described as having the following features:

use of a well-structured lesson with clear, realistic learning objectives lesson activities that were matched to the lesson aims high expectations of the pupils, taking due note of their prior experiences good subject knowledge, manifested in the high quality of teacher exposition effective use of a range of strategies including group work, role play and whole-

class discussion creation of a climate that allowed and encouraged pupils to express their views

on their feelings promotion of respect for the views of others.

Lesson planning was good or better in nine out of ten lessons taught by specialist teachers: there were very few lessons where planning was unsatisfactory. By comparison, lesson planning by tutors was unsatisfactory in over three in ten lessons. Here, tutors relied too heavily on generalised plans produced by the subject co-

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ordinator and did not ensure that their own plan was adapted to meet the needs of their pupils. The most effective lesson plans:

provide a clear statement of learning outcomes plan for an introductory activity, development activity and a plenary in which

pupils can reflect on what they have learned include assessment opportunities identify classroom support and its use make links to the development of ICT and key skills identify any cross-curricular links provide guidance on appropriate learning styles for use in the particular topic or

theme. Partnerships with adults in the communityThe great majority of schools have formed particularly effective relationships with community police officers, nurses and health workers. Where schools have been able to rely on the support of such key workers, the contribution they have been able to make to the PSHE and support programmes has been considerable.

Careers Education and Guidance as an ingredient of PSHE Objectives for the 11 to 14 age group

There are no formal Careers and Guidance lessons within PSHE until pupils leave Primary Schools. In Secondary Schools, in the period between 11 and 14 the key objectives in the National Curriculum guidance are that by 14:

a) pupils will be able to: reflect on strengths, achievements, areas for development and preferred ways

of learning in all areas of their lives give and receive constructive feedback recognise that failure can help them to learn manage time and learning effectively reflect on the new opportunities of the secondary school feel motivated about, and value, learning enjoy public recognition of their achievements value their own and others’ achievements be positive when offered new opportunities. assess personal strengths and set realistic targets for development use the outcomes of self-assessment to identify areas for development, build

self-confidence and develop a positive self-image use goal-setting, review, reflection and action planning to support progress and

achievement, and to set short-term and medium-term goals recognise stereotyped and misrepresented images of people, careers and work

and how their own views of these issues affect their decision-making recognise and respond to the main influences on their attitudes and values in

relation to learning, work and equality of opportunity recognise that work is more than paid employment and that there is

considerable variation in the value individuals and society attach to different kinds of work

describe how the world of work is changing and the skills that promote employability

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identify and use a variety of sources of careers information, including through ICT

use appropriate vocabulary and organise information about work into standard and personally devised groupings

use information-handling and research skills to locate, select, analyse, integrate, present and evaluate careers information relevant to their needs

use a straightforward decision-making technique identify, access and use the help and advice they need from a variety of sources

including: parents or carers; teachers; Connexions personal advisers; and other learning providers

manage change and transition, giving consideration to the longer-term implications and the potential progression opportunities

make realistic and informed choices of options available post-14organise and present personal information in an appropriate format.

b) will know and understand: what influences their behaviour, for example, how they spend or save money;

staying out late. the broad job categories, aptitudes and basic qualifications needed for them,

relating these to subject choices for Key Stage 4 that jobs and work patterns change and know some of the factors which affect

thiswhere to access information about jobs, learning and leisure

c) will have considered: what makes them feel good and bad, and that how they see themselves affects

self-confidence and behaviour how others see them. their aspirations in relation to their Key Stage 4 choices and future careers alternatives and make changes in response to their successes and failures.

Objectives for the 14-16 age group By the time the students reach16, National Curriculum guidance suggests the goals for pupils are that they will:a) be able to:

set future personal goals by reflecting on the results of past decisions manage different roles confidently recognise and manage negative feedback manage failure and learn from experience recognise and manage positive influences and negative pressures, for example,

support from teachers and stress caused by examinations budget for living independently manage money sensibly through savings accounts and know how to use cash

dispensers and banks see themselves through other people’s eyes organise work and meet deadlines in coursework and revision gain access to information independently.

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use self-assessments and career-related questionnaires to help identify and set short- and medium-term goals, and career and learning targets

review and reflect on how their experiences have added to their knowledge, understanding and skills and use this information when developing career plans

use review, reflection and action planning to make progress and support career development

explain why it is important to develop personal values to combat stereotyping, tackle discrimination in learning and work, and suggest ways of doing this

use guided self-exploration to recognise and respond appropriately to the main influences on their attitudes, values and behaviour in relation to learning and work

explain the term ‘career’ and its relevance to their own lives describe employment trends and associated learning opportunities at different

levels identify, select and use a wide range of careers information and distinguish

between objectivity and bias use work-related learning and direct experience of work to improve their

chances select and use decision-making techniques that are fit for purpose including

preparing and using action plans that incorporate contingencies compare different options and select suitable ones using their own criteria and

the outcomes of information, advice and guidance take finance and other factors into account when making decisions about the

future.

b) know and understand: about their own identity and know the roles they have and want to have the need to be adaptable about different ways of saving money. how further education and training can improve job prospects, job satisfaction

and mobility in the labour market the links between the UK and the EU in relation to work opportunities the qualifications available post-16, and the similarities and differences between

sixth form, further education and work-based training about the progression routes open to them and compare critically these options

and explain and justify the range of opportunities they are considering and follow application procedures recognising the need for and producing

speculative and targeted CVs, personal statements and application letters for a range of different scenarios

the purpose of interviews, and select and present personal information to make targeted applications

what employers look for in relation to behaviour at work, appreciate their rights and responsibilities in learning and work, and know where to get help.

c) have considered: how they can be positive about the control they have over their own behaviour

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how to be positive about personal achievement how to get the best out of school life how they can value learning for its own sake the importance of success on self-esteem the benefits of accepting advice from others whether personal values and attitudes have to be the same as other people’s how the media influence public opinion and promote different lifestyles. the importance of life-long learning

Objectives for the 16-19 age groupProviding guidance and support for students 16 – 19 has become increasingly important in the context of the:* provision of a more complex, flexible curriculum * possibilities of making changes within a two-year programme * Widening Participation initiative government target of HE experience for 50 per cent of 18- to 30-year-olds. Schools and colleges stress the importance of providing appropriate advice and guidance * early enough to give students a secure start to their post-16 learning. Ofsted reports that, in the first year of Curriculum 2000, retention rates in schools were similar to previous years. Where retention rates were close to 100 per cent, the schools had:* well-developed advice and guidance strategies * effective monitoring procedures * often very committed students. An important aspect of guidance and support is providing advice in August, when the examination results are published. One college achieves this by having a staggered end to the summer term, which means that some staff start their summer holiday early in return for attending college in mid-August to provide advice. In other institutions, managers (such as heads of sixth form and personal tutors) provide advice on results day, a role that is included in their job description.

5.2 Good practice example 2 – Work Related Learning (WRL) for all students 14 – 16

Work experience during the learning process was illegal up to 1974. Since then an emphasis on the importance of experiences of work in general education as well as in vocational education has gathered increased momentum. This development is referred to as work-related learning. It has a formal place within the broad PSHE curriculum and is close to and overlaps with the Careers Education and Guidance curriculum. In this way the UK system emphasises that work-related learning (WRL) can occur for its own sake as a worthy area of learning and experience in its own right.

Although work experience and a careers education and guidance programme are the most common components of WRL, other good provision includes the use of vocational courses, enterprise activities in the curriculum or on days when the normal

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school timetable is modified, WRL elements of specific subjects and extra-curricular activities. Innovative activities in WRL are often associated with school–business links.

The most effective approaches, comment the Inspectorate (Ofsted) are characterised by a breadth of provision which include some or all of: * well considered work experience programmes* enterprise simulations* careers education and guidance programmes which begin in Year 7 and build knowledge and skills cumulatively through to Key Stage 4* WRL within subjects* after school clubs and other extra-curricular activities* industry days which contribute to the development of enterprise learningvocational courses* community projects and wide ranging contact with employers.

Almost all schools prepare their students well for work experience and provide adequate time for students to reflect and evaluate.

However, the quality of that evaluation varies: it can be detailed and thoughtful, but is often cursory. Work experience is most successful when guidance and support help to create a sense of purpose for students. This enables them to identify and then reflect on the outcomes of the tasks they have carried out and what they learned. Successful support and guidance for work experience enables students to find out more about vocational areas in which they are interested; develop an understanding of the world of work; identify and apply social and technical skills required in the workplace and research specific aspects of their placement.

Learning is consolidated when students are able to identify links between their classroom learning and what they gain from work experience. However, this coherence is rarely planned. Often schools do not exploit the potential of school subjects sufficiently, so that for example, students’ letters of thanks to employers are not written or presented in a professional way; and any reprise of work experience is cursory, without a requirement for students to reflect deeply on the skills and confidence they have acquired.

5.3 Good practice example 3 – Enterprise EducationThe definition of enterprise capability most frequently used

‘…the ability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, to make reasonable risk/reward assessments and act upon them in a variety of contexts, both personal and work.’Such capability involves the development of knowledge and understanding of relevant concepts such as organisation, innovation, risk and change.

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Enterprise learning requires an environment where pupils are expected to take personal resolution. In other words, there is considerable uncertainty about final outcomes. Such an environment might be the school, local community or business. Within these contexts, learning can be promoted by engaging pupils in an enterprise process or approach, which is akin to project working in a work-based context. Typically, the process involves four sequential stages:

Stage 1. Tackling a problem or identifying a need, by a team or groups of pupils, which requires the generation and development of ideas and discussion among pupils to reach a common understanding of what is required to resolve the problem or meet the need. For example, such activity could involve the manufacture of a product or provision of a service.Stage 2. Planning the project or activity: breaking down tasks, organising resources, deploying team members, and allocating responsibilities.Stage 3. Implementing the plan: solving problems, monitoring, evaluating and reviewing progress.Stage 4. Evaluating processes, activities and final outcomes holistically: includes reflecting on lessons learned, and assessing the skills, attitudes, qualities and understanding acquired as a result of the process.

Enterprise education is viewed by the government as a key component in improving the economic well-being of the nation and individuals. Private and public sector businesses need employees with a ‘can do’ attitude, a willingness to take on responsibility, a creative and innovative approach to solving problems, and the ability to cope with uncertainty and change and make reasonable risk/reward assessments. Such enterprising skills and attributes help in the creation of new businesses but are equally important for individuals to be successful in their personal lives. They are a key output of work-related learning, which became a statutory curriculum requirement for 14–16 year olds in September 2004. Enterprise education is at present quite clearly the Government’s preferred technique for work related learning.

The government has provided additional funding of £180m over three years from September 2005 to support the development of enterprise learning for all 14–16 year olds. The funding amounts to about £17,000 each year for an average sized secondary school. Enterprise pathfinders, involving approximately 700 schools, have tested approaches to enterprise education and the Learning and Skills Council (LSC) has funded enterprise advisers to support 1,000 schools in socially deprived areas. In the summer of 2005, senior managers from all schools were invited to attend regional conferences funded by the Department for Education and Skills (DfES) to help them develop enterprise education at Key Stage 4.

In 2003, Ofsted was asked to evaluate enterprise learning in a sample of 33 schools and its findings were published in Learning to be enterprising. A further survey of 16 schools was carried out in spring 2005. The sample included pathfinder schools,

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specialist business and enterprise schools, special schools, pupil referral units and other schools known to be providing enterprise education at Key Stage 4.

Despite some progress, especially in developing a clearer understanding of what enterprise education involves, many of the shortcomings identified in Learning to be enterprising are present in the more recent sample of schools inspected. In particular, as witnessed in recent surveys, schools need to be clearer about the learning outcomes expected from enterprise education and to have better systems in place to assess and monitor student progress. This report draws on both the 2003/04 and 2004/05 surveys, as well as other inspection evidence, to identify the key features required for the successful development of enterprise education and provide practical guidance to schools and others through sharing examples of good practice.

5.4 Good practice example 4 - Work Experience

Work experience, the longest standing most widespread technique for introducing work related learning is undertaken by 95% of pupils aged 15 and16, in their last year of compulsory education. It may involve a one- or two-week placement at an employer’s premises or regular attendance on one or more days each week. Subject to health and safety considerations, pupils carry out similar tasks and duties as regular employees, but with the emphasis on the learning aspects of the experience.

5.4.1 Main findings of recent Ofsted inspection of work experience There are many schools that have developed good practice in the organisation,

management and monitoring of work experience. Most pupils feel that work experience enables them to understand the world of work and develop work-related skills. However, around two thirds of employers felt that greater value could be obtained from work experience if pupils were better briefed before they attended. There should be clear learning goals and improved links between the courses and qualifications being undertaken and the work experience activities.

Most schools have a network of contacts for work experience and employers who willingly support them by providing work placements. Employers are committed to the broad aims of work experience, but many do not fully understand their role, the purpose of the work placement or its contribution to the pupil’s programme of study.

Placements are most effective when pupils are well prepared to get the most from the experience and where employers receive information about both the pupil and the aims of the placement. Effective organisers endeavour to provide clear placement descriptors, agreed with all parties, giving clear guidance to pupils and employers about what to expect. However, the advance organisation and management is inadequate in too many cases.

Pupils’ understanding of the host establishment, its objectives and nature of its core business, organisation and structure is generally satisfactory and often

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good. Nearly all pupils feel that work experience helps them to understand the world of work and how their employer’s business works.

The development of work-related skills, knowledge and concepts, and key skills is satisfactory overall and often good. The most effective work placements are carefully planned to give pupils opportunities to develop a wide range of new skills and to enhance their social skills. Pupils value the working relationships which develop.

Work experience is usually effective in developing pupils’ understanding of the workplace, supporting their social learning and developing their ability to communicate with adults and to take advice. Supportive employers and employees enable vulnerable pupils to learn a range of skills, helping their confidence and self-esteem. Extended work placements are often highly successful in improving motivation, self-esteem and attendance among pupils who are beginning to reject school.

Most pupils make a satisfactory record of what they do and learn on work placements but many fail to reflect on or evaluate their experiences. Not all schools convince pupils of the importance of the course log or diary. Some pupils are not aware of planned follow-up activities and they consequently fail to maintain their diaries.

In most cases, there are few discernible links between the work placement and school or college courses. Even where teachers have planned coursework or other activities that directly link with work experience, pupils’ recording of evidence for later use in courses or for assessment towards a qualification is often unsatisfactory.

Opportunities are frequently missed to link the work placement with course assignments on vocational courses. When the placement has links with a specific course, pupils use their course diaries more effectively, though few diaries draw pupils’ attention to specific learning outcomes for such courses. Other links to learning in school are underdeveloped.

Although they explore possible career options in school, the majority of pupils on work placement are not well informed about careers within the host organisation or the associated qualifications and training.

5.4.2 Recommendations regarding quality in work experienceTo improve the quality of work experience, schools and other agencies organising work placements should:

ensure that employers are fully briefed about the wider work-related curriculum, the purposes of work experience, and its relationship to school and college courses and qualifications

plan appropriate links between work experience and work for General Certificate of Education (GCSE) and other courses, including assessment and accreditation, especially for courses with a vocational element

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prepare pupils to learn as much as possible from work experience, making sure they know what and how to record and what use will be made of their evidence

make links between careers lessons and work placements, encouraging pupils to find out about training and qualifications related to work in their host businesses and organisations

debrief pupils at the end of the placement, helping them to reflect on what they have learned.

5.4.3 Preparation of pupilsIn work placement visits, nearly two fifths of pupils were considered to be well informed about the work placement before they started, but more than a quarter of pupils had insufficientadvance information. In a fair percentage of schools pupils were expected to find their own placements.One in three pupils strongly agreed with the statement ‘Teachers made sure I was well prepared for work experience’, and nearly half tended to agree. Just over one in five disagreed with the statement, with boys being more critical than girls. The most important factor in pupils being well informed was the quality of advance organisation and management by the school, college or work experience organiser. Secondary school inspections indicate that organisation and monitoring are variable in quality, being most effective when the work placement is closely related to a comprehensive work-related learning package or a coherent programme of careers education and guidance. Inspection evidence indicates that many schools carefully prepare their pupils for work experience but are less effective at ensuring that employers fully understand their role, the purpose of the work placement and its contribution to the pupil’s programme of study.

Features of effective placements Organisers provided the employer with information about both the pupil and the

aims of the placement. They endeavoured to provide clear placement descriptors, agreed with all parties, giving clear guidance to pupils and employers about what to expect.

Pupils had benefited from good preparation sessions for several weeks at school, covering general issues like appearance, co-operation, dress and reliability and how to use the logbook.

A good job description outlined the experience and pupils had often met the employer in advance and discussed the nature and range of the work. This helped them understand the nature and core business of the host employer.

Linking the placement with a relevant course at school enhanced the benefit of the placement.

Pupils had a named contact at the school in case of problems and knew who to report to at the workplace.

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5.4.4 Matching placements to pupilsThe level of demand and responsibility was well matched to the pupil in almost half of the placements visited, but more than a fifth of pupils were placed inappropriately. Careful matching of the pupil to the placement brought a number of dividends. Well-matched pupils had a better understanding of the host establishment and they collected and recorded evidence about their work experience more effectively. There were also benefits in terms of social learning and the extent to which pupils communicated, took responsibility and responded to guidance.In some cases, inadequate procedures for matching placements to meet individual needs meant that pupils gained experience that was not well matched to their career aims or interests. It was difficult for some schools to match pupils to placements because they encouraged or even expected pupils to find their own placements. In some areas, too many schools were seeking placements at the same time.School inspection reports indicate that some schools structure their work experience placements as far as possible to match the career aspirations of pupils, but others provide few opportunities for pupils to gain work experience related to their own aspirations, except in placements directly linked to vocational courses. There was a significant difference in the responses of pupils who attended college for part of their timetables compared to those who did not. Pupils attending college felt more strongly that work experience had helped them understand the world of work, and told them a lot about how the employer’s business works. They were also more positive about the quality of preparation and monitoring and were more likely to have tried harder at school.

Features of effective placementsIn their visits to placements, inspectors found that some employers offered particularly good support to pupils whose placements were tailored to aptitudes and interests. In the best practice:

Placements involve a well-planned and supported variety of activities, providing good opportunities for pupils to work at an appropriate level and progress from basic to more sophisticated tasks.

Employers helped pupils to understand how the business worked, how projects are managed and how responsibilities are shared.

The level of demand and responsibility was commensurate with pupils’ level of study and career ambitions. For vulnerable pupils, such as those with behavioural difficulties, work placements helped them take responsibility and improved their self-esteem.

Pupils made connections with what they were learning in GCSE subjects. Pupils taking vocational courses are aware of the learning opportunities in the placement.

Pupils received support tailored to their needs. For example, a pupil with attention deficit hyperactivity disorder (ADHD) was helped to gain self-control, and a pupil learning English and new to the country was helped with language and certain key skills.

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In some cases, such as medical placements, where the nature of the work left little opportunity for pupils to take responsibility, the placement had a strong element of work shadowing.

In one school, potential veterinary surgeons had work experience placements at a nearby farm where they had hands-on experience of lambing.

Another school had replaced work experience by work shadowing to better focus on pupils’ intended professional and other careers.

5.4.5 Key skills and work skillsIn visits to work placements, nearly half the pupils were taking good advantage of opportunities to develop key skills and learn about the skills, knowledge and concepts applied to the work they were engaged in. Many more made satisfactory use of their placement to develop such skills, but one in seven pupils did not develop these skills satisfactorily. Pupils were less likely to develop key skills and learn work skills satisfactorily if their placement was not well matched to their needs, if they did not maintain a logbook or if they had not been shown how to collect and record evidence.In the questionnaire, more than one in six pupils said that one of the best things about their work placement was learning or experiencing new things, or mentioned particular aspects of work that they enjoyed. A small number wanted to be allowed to learn or help more, or to undertake particular tasks that had been prohibited.School inspection reports sometimes point to the fact that work experience helps pupils develop skills in communicating with and relating to others and take increasing responsibility for their work. Such findings are more often found in the sections of inspection reports on vocational courses and alternative work-related programmes.

Features of effective placementsIn their visits to placements, inspectors noted some effective development of key

skills:

Pupils learned the importance of clear and accurate communication when asking for guidance or giving information and gained confidence in speaking.

Examples included making phone calls in a professional manner, listening to instructions and responding to them carefully, developing the right register of speech, developing confidence in using appropriate language and adapting language to circumstances.

Pupils experienced real applications of number such as working on a till, counting and banking money, counting and recording post. More sophisticated mathematical examples

included using spreadsheets, making scale drawings of increasing sophistication and using logic.

Pupils had hands-on experience of using computers, such as designing and producing tickets for an event. They consolidated existing learning by working on spreadsheets and other applications. Some had linked work set by their school in relation to applied GCSE courses.

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Pupils gained a range of specific work skills. They were seen as part of the team and valued the working relationships which developed. Those placed in professional practices obtained a very wide view of the work.

Pupils understood what kind of evidence they needed to collect to provide evidence of key skills because of a comprehensive description in the logbook. Where appropriate, the employer signs off the completed key skills section.

Health and safety issues were thoroughly covered by schools, colleges and employers.

5.4.6 Recording and reflectingThree fifths of pupils visited had kept a satisfactory record of their work placement. The higher-level skills of evaluating and reflecting on the experience were less common, with fewer than one in five pupils doing so successfully. As many as two fifths of pupils made little effort to gather information, in some cases because they were not asked to do so. In the questionnaire, only three quarters said they kept a diary, though four in five reported recording what they did on work experience. Pupils who had to collect and record evidence from their work experience for a particular purpose, such as coursework or follow-up work back at school, were better at recording, evaluating and reflecting on their experience. Pupils who conscientiously collected and recorded evidence about their work experience were generally better informed about careers and qualifications.Some pupils did not keep their logbooks up to date because the preparation by the school had not convinced them of its importance. Some schools needed to make pupils more aware of the importance of the course log. Few logbooks had developed sections that focused specifically on learning relevant to particular subjects or courses. Others had given too little time and thought to the debriefing of pupils at the end of the placement and needed to develop follow-up activities that would encourage pupils to record potentially valuable ideas and information.

Features of effective placementsIn their visits to placements, inspectors found that some pupils were well prepared to

record and reflect on their experience:

Pupils are given useful guidelines on how to complete a diary/logbook that helps them evaluate and reflect on what they have learned.

Pupils were expected to write a reflective log of work experience as part of their English coursework.

Logbooks allow pupils to record the events of the week to the best of their ability. These might be fairly brief for pupils receiving additional support with literacy or filled in very professionally and analytically by more able pupils.

Vocational course pupils collect evidence for their portfolios, including photographic evidence and witness testimony forms from the work placement supervisor or mentor.

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Pupils make good use of the key skills section. One pupil used the key skills section as a guide for enquiring about the business and things to be done.

There is effective debriefing, usually in citizenship or personal and social education lessons. Evaluation sheets completed by pupils and employers are included in record of achievement files.

5.4.7 Linking work experience to school workNearly a quarter of the pupils visited made a good effort to collect and record evidence from the work placement for later use in school or college courses and another quarter recorded some evidence. Most of these were among the quarter benefiting from an explicit link between their work placement and courses they were studying at school or college. Half of the pupils gathered little information for use in courses they were studying, often because they were not asked to do so. There were no obvious links with school or college courses in nearly three placements in five. Only one in seven pupils questioned said they completed tasks for GCSE coursework and one in eight completed work for a school subject. While nearly three quarters of pupils recorded something about what they learnt, nearly half did not record who they worked with or how they felt about work experience. Inspection reports suggest that work experience enables pupils on vocational courses to apply their knowledge in real contexts. For example, pupils studying business relate the management models learned in class to those encountered in retail and service organisations chosen for their own work experience or part-time jobs. Some pupils were undertaking placements of direct relevance to a vocational course they were studying but their teachers had not linked the work placement with a course assignment. For example, one ICT pupil was given little opportunity to use computers in the workplace. Nor had he been prepared in advance to observe how computer-based systems, such as point of sale, were used in practice. When asked about the possibility that pupils might gain extra value from work experience for use in school or college courses or career planning, employers were evenly divided in three groups:

those already offering placements which allow pupils to gain extra value

those knowing little about such possibilities and showing little interest those responding favourably to the idea of enhancing the experience in

this way, but needing more information about the pupil and school/college courses.

Features of effective placements

In their visits to placements, inspectors found few cases where pupils used their work experience to the fullest effect to support learning for a course followed at school or college. In the best practice:

Pupils were motivated to collect evidence by the school or college, who made it clear that pupils would attend a work experience debrief and follow up the placement in certain subjects. For example, some pupils were

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expected to write a reflective log of work experience as part of their English coursework.

Schools helped pupils to develop the study skills and recording techniques needed to collect evidence.

Teachers of GCSEs in vocational subjects and vocational courses set assignments that capitalised on the work placement. Pupils collected a range of evidence of the placement’s success (for example reports, photographic evidence, sample outcomes) often using their initiative to collect relevant leaflets, samples etc.

Pupils on long-term placements received regular visits from teachers or assessors and also discussed their experience in weekly group sessions at school. Visiting teachers or learning mentors helped other pupils to collect evidence, for example by taking photographs.

Employers were well aware of the need to collect evidence. In one case, supervisors who were involved in assessment of post-16 apprentices and applied the same

principles to the Key Stage 4 pupils. In another, a pupil was allowed to print her work from an architect’s CAD/CAM system to use in a GCSE engineering assignment on a house extension. Other pupils were allowed to take away examples of their work.

5.4.8 Understanding the businessSchool inspections indicate that pupils are generally well prepared for the work placement process but are

not always adequately informed about the nature of the business and work involved. Pupils achieved a better level of understanding in well-chosen placements where the

employer had received information and guidance from the school and/or placement organiser. In work placement visits, four in five pupils had a satisfactory understanding of the variety of work carried out at the host establishment. Nearly a half had a good understanding but a fifth were ill-informed. For example, one GCSE leisure and tourism pupil who was working in an office at an airport was not aware that the company provided ground services for two budget airlines.

In the pupil questionnaire, more than half strongly agreed with the statement ‘I found out a lot about how the employer’s business works’, and another third tended to agree. Fewer than 10% disagreed.

Likewise, more than half of the pupils agreed strongly with the statement ‘Work experience helped me understand the world of work’, with only one in twenty disagreeing. In both cases, boys showed a stronger level of agreement than girls.

7.2.6.1 Features of effective placementsIn their visits to placements, inspectors identified ways of helping students to

understand the nature of the work and the employer. In the best practice: Pupils developed a good general understanding of the host establishment

through a variety of experience. Employers planned opportunities such as progress chasing and job rotation that gave pupils a wider perspective.

Employers made sure that pupils understood their expectations, the chain of command and lines of accountability. Pupils were sometimes given the same induction as used for other workers.

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Employers offered work shadowing to illustrate the range of employment opportunities and the roles and responsibilities of managers.

Subject teachers had set relevant assignments or guided pupils on aspects to investigate, such as the impact of various marketing strategies (business, leisure and tourism) or how companies link sales to stock reordering (ICT, business).

Pupils’ understanding of the host establishment was commensurate with their prior learning and the nature of the work.

Pupils were made aware of general issues such as health and safety, the importance of customer service and the need for confidentiality.

5.4.9 Social learningPupils’ social learning was very well supported in nearly a half of work placements and

was good or better in four fifths of cases. Nearly a fifth of pupils said that one of the best things about their work placement was working with people, dealing with customers or helping others. Another 12% mentioned teamwork, the friendliness of co-workers or being treated as an adult.

To a large extent, pupils’ gains in social learning depended on their attitude and were strongly correlated with how well they communicated, took responsibility and responded to guidance.

Many school inspection reports refer to the benefits of work experience for the development of personal and social skills. Pupils taking modern foreign languages spend time abroad on work experience placements and return not only more fluent speakers in their chosen language but far more confident and outgoing. The integration of work experience on GNVQ intermediate courses makes a major contribution to the development of learning skills and the employability of pupils. For pupils who are disaffected or losing interest in school, the provision of extended work placements are often highly successful in improving motivation, self-esteem and attendance.In responding to the questionnaire, nearly three fifths of pupils strongly agreed with the statement ‘My parents think the work experience was useful to me’, with one in three tending to agree. Nearly one in ten disagreed. Boys showed a stronger level of agreement than girls.

Features of effective placements: social learningIn their visits to placements, inspectors found that nearly all placements developed pupils’ social learning:

For some pupils, it was their sustained contact with adults in a working environment. They learnt about following instructions carefully and carrying out tasks responsibly. Their self-esteem and confidence grew visibly during the placement.

Pupils benefited from considerable development of social skills. They gained a good understanding of the discipline of work and learned the importance of: appearing enthusiastic and positive; accepting responsibility and being prepared to take on tasks and see them through; a smart and professional

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attitude; courtesy and good timekeeping; and mixing well with co-workers and working in teams.

Employers offered pupils responsibility and challenge. Pupils gained confidence from dealing directly with customers and clients and by taking on more demanding tasks.

Employees enjoyed putting something back into education and the community and therefore gave time, effort and positive support. Employers encouraged their employees to use the placement as an opportunity to get experience of supervision.

Pupils were thoughtful about what they had learned in most cases, and had either strengthened their career interests or been led to reconsider.

5.4.10 Careers and qualificationsWhen questioned at the end of Year 10, nearly two thirds of pupils said they planned to stay on at school post-16, or to go to college. Nearly a third had a job or career in mind and a similar proportion had a few ideas for jobs. One in seven did not have firm ideas for the future.Less than a fifth of pupils visited on work experience had a clear idea of the careers and necessary qualifications associated with their temporary workplace, or with their own ambitions. Though a further quarter had a satisfactory amount of careers information, over half had not given enough thought to the matter or were not well enough informed. Connexions personal advisers had little input prior to the selection of a work placement. In some cases the majority of careers guidance was to be offered in Year 11, a pattern ill-adapted to the needs of work experience. Some problems dated back to Year 9 when pupils were choosing GCSE courses without being made aware of the implications, such the inadequacy of single science as preparation for A levels in science. School inspection reports indicate that work experience placements linked to vocational courses enable pupils to become reasonably well informed regarding careers and qualifications required in their vocational area. However, instances are noted of pupils being ill-informed about the many routes that can be followed in engineering or construction, despite following vocational courses.

Features of effective placements: careers and qualificationsIn their visits to placements, inspectors noted some good practice in providing careers

guidance:

Pupils were encouraged to find out about the qualifications and training associated with their placements, even though many had little idea of the careers they wanted to pursue.

Pupils with clear career aims had good supporting knowledge about the qualifications and experience needed. One pupil who wanted to be a lawyer had a clear course mapped

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out involving GCSEs, A levels at college, a gap year doing voluntary work and a law degree.

Pupils attending vocational courses at college had discussed options for progression with course tutors. One pupil taking hairdressing had been told of various options, including a full-time college course, a Modern Apprenticeship, and a level 2 NVQ in school.

Employers provided pragmatic advice on careers and qualifications. When one employer explained the academic requirements for physiotherapy to a pupil interested in the subject, it highlighted the lack of guidance from her school, which allowed her to harbour ambitions of entering physiotherapy while preventing her from studying double-award science at GCSE.

5.4.11 Prior organisation and managementThe organisation and management of work experience by the school, college or work experience agency were fit for purpose in more than two thirds of placements visited, and was good in more than a quarter. However, work experience had been inadequately organised and managed in nearly a third of placements. In these, pupils had little knowledge of Connexions, Education/Business Partnerships or work placement agencies (where used). They did not know they were entitled to consult a Connexions personal adviser and few seemed to have received useful guidance. The quality of advance organisation and management by the school, college or work experience organiser was the most important factor in pupils being well informed before the placement. There were also benefits in terms of social learning and the extent to which pupils communicated, took responsibility and responded to guidance. Unsatisfactory prior organisation of placements led to pupils being placed inappropriately and gaining little understanding of the host establishment. When placements were set up at the last minute they sometimes by-passed the usual procedures. Inspection reports suggest that in schools where work experience is better organised, pupils come to know and understand what is needed to function effectively in a working environment. An increasing number of schools are drawing closer links between the citizenship curriculum and work experience.Some 5% of pupils said that nothing could have improved their work experience. More than 15% would have liked to have more to do or more variety in their work and 8% wanted a longer work experience placement.More than two in five employers described predominantly altruistic motives for offering work placement. They feel that they are contributing to the community and to education. A similar proportion mentioned the potential benefits for employers, with the potential for recruitment and the opportunity for junior managers to develop skills in mentoring being most common. For one in ten employers, the main reason was apparently to gain an extra pair of hands.Some employers made considerable efforts to ensure the placement was successful despite a lack of information and guidance from the school, college or agency organising the placement. Some lacked even basic documentation, such as telephone numbers and standard procedures. A significant proportion of employers would have

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liked more prior information from schools and guidance about how to make the work experience more valuable.

Features of effective placements: prior organisation and managementIn their visits to placements, inspectors found some effective prior organisation and

management of placements:

New placements were subject to thorough risk assessments, undertaken by schools, colleges or work placement agencies. Parents were fully informed and had given consent.

Schools and colleges had built up good relationships with employers. Many placements are tried and tested through longstanding links between the employer and the school. Some college course co-ordinators used personal contacts to secure relevant

placements, which were then subject to standard checks. Pupils were well informed and felt they had made appropriate choices because

the nature of the work had been fully discussed beforehand. Parents were pro-active and supportive. Where placements were set up

through family connections, schools had liaised well with the employer making clear the responsibilities and expectations during the placement.

Considerable efforts made to allow all pupils to benefit from work experience. For some vulnerable pupils the very positive and supportive attitude of other employees as well as employers was Important in raising their self-esteem by learning a range of skills and achieving success in an unfamiliar context.

5.4.12 Monitoring the placementMonitoring of the placement by the school or college was good for a third of pupils but inadequate in more than a fifth. The pupil questionnaire gave similar results, with more than a third of pupils strongly agreeing and one in five disagreeing with the statement ‘The school made sure my work experience was going well’. Boys were more critical than girls.According to school inspection reports, some schools were not specific about their aims and objectives for work placements and did not always visit the work placement to monitor progress. Often visits only took place in crisis situations and planning to meet individual needs was reactive rather than proactive.Lack of communication between employers and school or college was a regular problem. Links to learning in school were not well developed and opportunities to accredit new skills and knowledge were not captured. In some workplaces, there was a need for better collaboration and communication between the managers who agreed the work placement and supervisors who took charge of pupils. The monitoring of the placement by the school or college, through telephone calls, visits and reports on pupils was a common area for improvement.The most important benefit of effective monitoring was that it encouraged pupils to collect and record evidence in their diaries and to reflect on what they were learning.

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Features of effective placements: monitoring of placementsIn their visits to placements, inspectors found some education providers monitored

students well:

General procedures were efficient, with clear lines of communication and contact in the first week to address initial problems.

School staff visited in the second week to discuss what the pupil was learning as well as pastoral issues. Vulnerable pupils receive an early reassuring visit from a teacher they know. Pupils are expected to show their logbooks and any evidence they have collected.

Pupils on long-term placements were monitored by regular visits from college tutors, teachers or support staff who check pupils’ progress with portfolios and assignments.

Pupils following work-based training were clear about the relationship of the placement to the college element of the course and the NVQ assessment requirements.

Employers monitored pupils’ progress conscientiously, writing comments in their logbooks and completing a report or assessment form at the end of the placement.

Schools made sure that there was an opportunity for pupils to speak to monitoring teachers in private.

5.4.13 Host employersJust over a fifth of host employers were well briefed about the purposes of work-related learning and well informed about the pupil on placement. Half were reasonably well informed, though most would have liked to know more. The remainder were not well briefed and needed significantly more information than was forthcoming. Some larger employers who took many pupils on work experience felt they had little time to devote to this area.Good guidance and information for employers were strongly associated with the effectiveness of the preparation, organisation and management by the school, college or work placement agency. Some employers made considerable efforts to ensure the placement was successful despite a lack of information and guidance from the school, college or agency organising the placement.

Features of effective placements: employers contribution and supportIn their visits to placements, inspectors met with employers:

Employers felt well informed about the purposes of work experience and knew something about school courses because of long-standing links or good advance preparation.

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For vulnerable pupils, employers added good value to social development because they had a good understanding of the aims of the placement in relation to the pupil’s circumstances.

Employers endeavoured to meet the needs of individual pupils and to supply a rounded, varied experience. Some wanted more information so they could attend to detail.

5.4.14 PupilsNearly two thirds of pupils visited appeared well prepared to communicate, take responsibility and respond to guidance from others in the workplace. A further quarter demonstrated an acceptable level of such skills, but were not very pro-active. Although they were polite and co-operative, they made few suggestions to widen the experience.Although the personal qualities of the pupil played a large part in their attitudes to work placement, pupils were better at building effective relationships in the workplace and taking responsibility if they were well informed about the work placement process and the nature of the business and work involved. In a few placements, employers recognised areas where pupils needed to develop, but did not give them the necessary experiences for fear of upsetting customers. Ten per cent of pupils displayed attitudes that suggested that they had not understood what would be expected of them in the workplace.

Features of effective placements: pupil involvementIn the best visits to placements, inspectors met with pupils and found:

Pupils make good progress and participate with increasing confidence. They are willing to take on responsibility and seek and use guidance. Pupils enjoyed the experience and were anxious to be busy and make the time productive.

Pupils learned how to conduct themselves with work colleagues and customers. Supervisors were positive and noted improvements in communication and confidence.

Pupils were given worthwhile tasks that the firm needed to be done, learning new skills in the process. Some employers considered offering employment to a work placement pupil.

Schools had prepared pupils to understand issues of confidentiality, trust and health and safety.

One pupil had been persistent to persuade the employer to offer the work placement. The employer now planned to offer further placements. Another pupil had taken on responsibilities and given up time in the evening to help prepare for an event.

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5.4.15 Summary of features of effective placements according to Careers Education and Guidance counselors

The findings of Ofsted and other Secondary Sources quoted above are confirmed by the semi-structured telephone interviews with Careers Education and Guidance practitioners conducted by the author.

The questions asked within the semi-structured interviews conducted are on the left-hand column in the table below.

The right hand column in the table below summarises the views and responses of practitioners who were interviewed regarding effective placements. Question: In effective placements respondents

suggested:A Prior to the placement,

how well informed was the pupil about the work placement process and the nature of the business and work involved?

Pupils benefit from good preparation sessions for several weeks at school. A good job description outlines the experience and pupils meet the employer in advance. The benefit of the placement is enhanced by linking it to a relevant course at school or college.

B How well is the level of demand/responsibility matched to the pupil’s work within a course/towards a qualification?

There is a well-planned and supported variety of activities. The level of demand and responsibility is commensurate with pupils’ level of study and career ambitions and support is tailored to their needs. Pupils make connections between the work they do on placement and what they are learning in GCSE and other courses.

C How well is the pupil developing key skills and learning about the skills, knowledge and concepts applied to the work they are engaged in (including observing/shadowing)?

Pupils gain a range of specific work skills. They experience real applications of number and have hands-on experience of using computers. Good key skills development in communication develops pupils’ confidence in speaking.

D How effectively does the pupil record, note, evaluate and reflect on what is learnt by the experiences?

Pupils complete a daily diary/logbook and evaluate and reflect on what they learn. The design of logbooks allows pupils to record the events of the week to the best of their ability.

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Question: In effective placements respondents suggested:

E How well does the pupil go about collecting and recording evidence about their work experience for use back at school/college/training organisation?

Pupils are motivated to collect evidence by the school or college. Teachers of applied GCSE and vocational courses set assignments that capitalise on the work placement. Pupils on long-term placements receive regular visits from teachers or assessors

F How good – given Key Stage 4 courses and any commercial confidentiality – is the pupil’s understanding of the host establishment, its objectives and nature of its ‘core business’, its organisation and structure?

Pupils develop a good general understanding of the host establishment through a variety of experiences. Employers make sure that pupils understand their expectations, the chain of command and lines of accountability. Pupils’ understanding of the host establishment is commensurate with their prior learning and the nature of the work.

G To what extent is the pupil’s social learning gaining by working with others and taking some responsibility?

Nearly all placements develop pupils’ social learning. The extent of pupils’ gains in social learning depends on their attitude, being strongly correlated with how well they communicate, take responsibility and respond to guidance. Pupils benefit from considerable development of social skills where employers offer them responsibility and challenge. Many employees enjoy putting something back into education by supporting work placement pupils.

H How well informed is the pupil over careers, and the qualifications and training associated for success in them, within the host organisation and beyond?

Pupils are encouraged to find out about the qualifications and training associated with their placements. Pupils with clear career aims have good supporting knowledge about the qualifications and experience needed. Pupils attending vocational courses at college discuss options for progression with course tutors. Employers provide pragmatic advice on careers and qualifications.

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Question: In effective placements respondents suggested:

I Prior to the pupil arriving, how good was the organisation and management of the placement by the provider and/or EBP, Trident or Connexions?

New placements are subject to thorough risk assessments. Schools and colleges build up good relationships with employers. Pupils are well informed and feel they make appropriate choices.

J How well is the education provider monitoring the placement?

School staff visit in the second week, having made contact in the first week to address initial problems. Pupils on long-term placements are monitored by regular visits. Employers monitor pupils’ progress conscientiously.

K How well informed is the host employer about the purposes of the work placement and how it fits in to the pupil’s current course?

Employers feel well informed about the purposes of work experience and they endeavour to meet the needs of individual pupils and to supply a rounded, varied experience. For vulnerable pupils, employers add good value to social development.

L How well does the pupil: i) communicate with and

relate to others?ii) take responsibility for

the work? iii) respond to guidance,

instruction and comment?

Pupils are given worthwhile tasks that the firm needs to be done, learning new skills in the process. They make good progress and participate with increasing confidence, learning how to conduct themselves with work colleagues and customers. Schools prepare pupils to understand issues of confidentiality, trust and health and safety.

Conclusions regarding work experienceThe research literature, the thinking and approach of the inspectorate and of the practitioners, all share a similar understanding of what is an appropriate approach to students’ work experience in the context of the learning processes of 15-16 year olds.These are the key characteristics:

Curriculum context – the work experience takes place because of and with reference to a set of learning objectives which legitimately could be both about a specific area being studied at school for example engineering and for a range of careers and guidance objectives about experiencing a period of “working life” and becoming aware of what that means. The person responsible in the work place for the student should be aware of the learning objectives for that placement of that student.

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Preparation - the work places and the students need to be prepared for each other and aware of the purpose and objectives of the work experience. The working place needs to have been visited and found to be safe, to offer a range of learning opportunities in a range of curriculum contexts for the student who will engage in work experience.

Briefing- The students will be briefed about logistical and curricular aspects of the work experience and is likely to undertake different exercises such as finding the work-place on a map, going to it on a prior visit, working out the route to work from home, as well as case studies, simulations and problem solving exercises about work contexts while being prepared in the educational establishment.

Monitoring- During the period of work experience both the work place and the school/educational establishment will monitor the progress of the students. The school will be in touch by phone with the workplace and also visit the students to observe the student in the work place. Key issues for the monitoring period are to what extent are the learning objectives for the placement being achieved, how is the student copying with the responsibility of the work and the demands of the social interactions at the work place.

De-briefing – On the return of the students to the educational establishment, the debriefing of the experience is important in achieving learning outcomes. In the first instance de-roling from “worker” role and returning to “student” role requires deliberate facilitation. Then, facilitation is required around the specific learning objectives of the work experience. This is the crucial phase of the overall experience and the right skills and approaches to debriefing experiences are not always found in all educational establishments.

Application- The learning achieved through the experience then needs to be applied by the students and the learning environment organized so that the tasks the students will follow enables this final part of the experience and its learning potential to be achieved.

Evaluation - Formative and summative evaluation of the whole student group as well as of the individual student by all partners (students, educational establishment, work places, parents) in the process is the ideal.

5.5 Good practice example 5 Utilising work related learning to combat social exclusion

IntroductionIn the late 1990s after the introduction and settling down of the National Curriculum, it became apparent that increasing youngsters in the 14 -19 year group were becoming disaffected with the learning process with some becoming disengaged and some still disruptive and then disappeared from the learning process. Action at many levels has

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ensued at the heart of the response is the move for different institutions dealing with youngsters working together in partnerships to combat social exclusion. Local Partnerships to combat social exclusionLocal partnerships of statutory and voluntary bodies working to combat social exclusion and the effects of child poverty are providing satisfactory outcomes for children. Partnerships have successfully established a range of projects to meet the needs of children and the number of children participating has increased.In successful partnerships the needs of children at risk of exclusion are met through well-planned projects that ensure effective and well-targeted support. These partnerships have identified levels of risk for children, appraised current community needs and thoroughly audited existing provision. Projects are aimed at raising attainment by tackling the negative effects of factors including rural deprivation, isolation and high crime, while improving school attendance and raising the aspirations of families and children.Children have noticed the difference that involvement in a project has made to them. When interviewed, they often told inspectors about how they felt more confident and had improved self-esteem. In the majority of partnerships staff are skilled and very committed.Measuring and evaluating the impact on children’s social development, their attitudes, personal growth and well-being have been more difficult for partnerships, but they are beginning to consider procedures for doing this.Some of the other characteristics of successful partnerships, projects and activities are good consultation and involvement of the local community, active participation by children in projects designed to meet their long-term needs, clear and consistent priorities targeted where support is most needed, and good-quality leadership by programme managers and the chairs of partnerships.

Specific educational approaches to re-engage in the educational process young people 14-19 at risk of social exclusionThe most common curricular methods of extending the 14-19 curriculum to seek to engage disengaged students and to include in education those at risk of social exclusion were through a range of work-related programmes within a more flexible and personalised learning offer which often included:

offering more vocational courses to a greater number of students; extending work-based learning to a broader range of young people through

working with training providers and employers; developing Student and Modern Apprenticeships (formal vocational

qualifications usually for the post 16) implementing online learning infrastructures to enable shared teaching and

learning resources. E-learning being developed to extend the choices available to young people,

providing a solution to accessibility problems in isolated rural areas and greater flexibility in areas where geographical isolation is not an issue.

Enterprise activity ranging from researching the needs of their local business community to organised enterprise activity sessions.

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‘alternative curricula’ for the disaffected and disengaged, in some cases removing young people from schools completely.

commitment to involving young people in the planning and development of proposals and provision, the extent of which varies from pathfinder to pathfinder and includes events for young people, collection of statistical data, surveying young people and eliciting young people’s views on ‘quality’ in 14-19.

Wide-ranging partnerships had been established and, where appropriate, links made to other programmes which played a key part in the local area such as Excellence in Cities and Education Action Zones.

The targeting of priority cases by Connexions Service (careers advice) led to a need to ensure that teachers were able to provide impartial advice and guidance. Without appropriate training there was a risk that schools would offer advice on options which would best suit the institution rather than the individual pupil.

Providing additional funding for a Connexions Personal Adviser in each school and college to provide guidance for all and additional support for those in need, particularly in Year 9.

Different models of collaboration were identified: FE college and local secondary schools working in collaboration (with

support from other agencies such as LEA, LSC, Connexions); LEA/LLSC led collaboration of schools and colleges;

LEA/LLSC led ‘umbrella’ of different consortia where each would address and respond to particular local needs within an overall framework

Barriers to these developments have included: The cost of providing vocational education is comparatively expensive due to

the need for specialist facilities and resources, small practical classes and examination fees which are higher than for general courses.

Pathfinders highlighted the importance of the attribution of success in performance tables and implications for funding. They fear that attributing success to a single institution could be a disincentive to collaboration although there is no evidence of this to date.

Issues such as: travel (in particular the public transport infrastructure in rural areas); initiative overload for school teachers; institutional funding based on student numbers; Extending partnerships with employers in the inner cities difficulties in sharing and understanding data; difficulty of finding common time to plan; scheduling of timetables across institutions; and, at some levels, the lack of understanding of alternative pathways.

Highlights of emerging innovative and good practice in working with youth at social exclusion At the heart of examples of good practice in supporting youth at risk of social exclusion are the following principles:

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* Collaboration between institutions in the differing social sectors such as education, welfare, housing, medicine etc* Broader Curriculum Offerings for students* Variations in the Pace of Learning depending on individual needs of the student* Extending work-related programmes for the students* Use of the vocational route to encourage participation post-19* Enhanced advice and guidance by specialists (Connexions Service)* Development of Individual Learning Plans

Examples of the implementation of the principles for working with youth at social exclusion Collaboration

Gateshead: Development of Central Gateshead 6th Form (CG6) has led to a cultural shift in the way in which the 4 institutions (3 schools and FE college) relate to each other. Partnership working began at operational management level and has now extended to practitioner level with good practice shared on a daily basis. An example is the joint staff and student handbooks which are working documents outlining systems, procedures and expectations drawing on best practice in the 4 institutions.

CG6: 3 schools and Gateshead college have formed a close working relationship which has made excellent progress on building the new post-16 curriculum including development of common processes for student support and management. A minimum entitlement statement and timetabling to allow collaborative delivery and ICLT materials developed to support new curriculum. 20 new AS and A2 options now available and new offering promoted vigorously to students resulting in 130 students enrolled on advanced programmes (increase of 40% on last year). Promotion of CG6 has indirectly resulted in a large increase in applications to join FE courses at Gateshead College.

East Manchester: This area has also seen a cultural shift. The pathfinder reports that it has become a conduit for all 14-19 activity - particularly Excellence Challenge; Partnerships for Progression; the Increased Flexibility Programme; Enterprise agenda - ensuring ‘joined up’ working and promoting active partnerships (at local, national and regional level). Good practice, ideas and concerns are now shared in a more open manner than previously. To take this further, the Strategic Management Group and School Based Managers Group are making innovative suggestions including the need for a more formalised District Management model – where all parties working with young people sign up to working together with the needs of the individual student at the centre.

South Gloucestershire: The Teacher Learner Groups have emerged as the key collaborative drivers in the process of introducing change across the Partnership. Because they contain representatives from all centres, they are able to hold an overview of current practice and make recommendations for Partnership –wide developments.

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Broader Curriculum Offerings Southampton: Development of vocational GCSEs including GCSE in Health

and Social Care with NHS to commence in Autumn 2003. An intensive support programme has been developed for the Applied GCSE in Science which includes four days of in-school support, access to an Applied Science website for all pupils and staff, online support for schools from the Chief Moderator, monthly evening meetings led by the science adviser and links to an HE summer school.

also provide a post-pathfinder legacy for continuing collaboration. Developments include a specialist school piloting delivery of a Manufacturing course model providing staffing and facilities on site.

Midlands: A special focus of the project will be the practical use of language skills in a worked-based environment. Curriculum language content and models of delivery are being developed to meet business needs. Student and Modern Apprenticeships will incorporate language learning in such diverse vocational areas as Travel and Tourism, Health and Social Care, Engineering and Business Studies.

South Gloucestershire: E-learning: An online extranet has been developed by the teacher and learner group in partnership with three IT companies (Apple, Etechgroup and S-COOL). The teacher and learner groups have emerged as key collaborative drivers to introduce change across the partnership as they contain representatives from all centres.

Wolverhampton: A key feature of the pathfinder is the curriculum framework for contiguous collaborative timetabling. This is secure in all their schools for the September 2004 offer and provides an effective basis for their links with all other providers in the City and beyond. The half-day curriculum framework is proving to be an essential planning tool, facilitating collaboration and acting as the platform for all emergent curriculum models.

Variations in the Pace of Learning Harrow: The main focus of this pathfinder is around accelerated learning at AS

level and Level 4. The range of courses will expand significantly from September 2003, when five secondary schools and two colleges will be collaborating to deliver AS courses in Business Studies, Maths, ICT, RE, Music, History and Physics. A Level 4 course in Critical Thinking will be offered to around 10 Year 12 students in collaboration with Middlesex University. Useful work is taking place around the delivery of accelerated programmes in terms of timetabling and pedagogy, for example, INSET is taking place through the staffing of accelerated AS at KS4 by specialist college staff alongside school staff.

The Development of enterprise capability Coventry: A two-week Enterprise Challenge module for 30 KS4 Gifted and

Talented students from 5 schools was delivered as an alternative to work-experience in June and July 2003. Staff from the Business School at Coventry University worked with students offering specialist business advice on formulating a business and developing ideas, constructing a business plan,

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testing the plan and arranging market research followed by a presentation to Council representatives. The project enabled young people to develop high level key and personal skills as well as the knowledge and understanding of how to start a business. Working in a university environment has enhanced understanding of HE and provided a motivation to progress for some.

Knowsley: A teacher has been seconded to the pathfinder for two days a week to work on behalf of all schools co-ordinating enterprise education.

Extending work-related programmes Knowsley: The pathfinder has developed a Vocational Skills Centre which is

due to open in September 2003. There will be opportunities for students to learn in a real working environment as part of their courses. Skills areas will include customer care, communication, e-media and design-based engineering. There is also strong employer involvement in the pathfinder. Two companies are involved at a strategic level and one of these, Jaguar, has agreed to support the Collegiate with their logo. Jaguar is also involved in developing a new GCSE Engineering and Manufacturing course that will be delivered partly on site at Jaguar. The course will be linked in future with Student and Modern Apprenticeships.

Coventry: Student Apprenticeships (SAs): The Leading Teacher for Leisure and Tourism has begun to find Level 2 SA placements to enhance the one year sixth Btec First courses in Sport. Two staff have been seconded for a total of three days a week in the autumn term to find Level 2 and 3 students apprenticeship placements in Business. One teacher has the particular brief to link some placements to MFL. A training officer from the City Council continues to find SA placements within the Council for Level 3 students.

Use of vocational route to encourage participation post-19 Stockton-on-Tees: A summer school was held in June for Year 11 students

uncertain about staying on in education. Activities included a theatre workshop on Staying in Learning, a College Taster Day, additional careers information and a team building day at Peat Rigg. The course is being evaluated by Durham University and student ambassadors will be trained from the Summer School participants. Although it was difficult and time consuming to recruit uncertain Year 11‘s, the initial feedback shows positive outcomes from a different learning experience.

Southwark: In the first year, six industry areas have been mapped for the Student Pathfinder Directory: Health; Hospitality; Finance; Construction; Leisure and Tourism and the Public Sector. The Directory sets out ‘learning and earning’ options as part of the 14-19 offer, showing relevant activity at 14-16, qualifications and careers at different levels and progression routes. The Directory has been extensively marketed including a theatre workshop session launching the publication to 500 Year 9 students. It was distributed by direct mailshot to all Year 10 and 11 students in the borough via Connexions as well as to schools and PRUs.

Warwickshire: Aiming for a College Education (ACE) Programme: activity so far has included two 48 hour residentials - 37 more able Year 10 students went on a 2 day residential at Birmingham University and debated the issues

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surrounding the Rugby airport development. 19 Year 12 Technology students spent a 48 hour residential at Aston University designing and programming a robot to complete a given task. Overall, ACE activities now involve over 1,200 young people and their families.

Enhanced advice and guidance Plymouth: Work to provide enhanced advice, guidance and support includes

the development of post-16 pathways material in Powerpoint to train school teaching staff for their role in providing support. There has also been greater contact between Connexions staff and ‘at risk’ learners through the supplying a pilot group with mobile phones for text messaging. This has proved extremely popular and the resulting contact has been even greater than expected.

Stockton-on-Tees: Building on the experience of Excellence in Cities, this pathfinder has expanded the number of progression coaches providing support to 14-19 learners. These coaches support students with their flexible learning and the transition of vulnerable students from Year 11 into college or work-based learning. They have good experience of Careers Advice and Guidance and able to provide robust information and guidance to students and assist with the development of Individual Learning Plans. The pathfinder has recently expanded the number of progression coaches, including the recruitment of one from the Pakistani community to support minority ethnic students in two secondary schools. OCN training has been developed for Progression Coaches leading to a Level 2 or Level 3 qualification.

Development of Individual Learning Plans East Manchester: A pilot group have started using ILPs: 250 entering KS4 and

65 Year 11 Complementary Education students. Progress File also to be introduced to support ILPs. A consultant is being engaged to develop effective systems links and electronic ILPs for roll out in September 2003. Issues of data protection/sharing need to be resolved.

Coventry: A pilot school has trialed Progress File, Individual Learning Plans and a computerised Decision Making Readiness assessment program. The trial has been evaluated and a pack of teacher materials will be available.

5.6 Good practice example 6 - Supporting achievement of minorities through effective guidance

Black Pupils' Achievement Programme BackgroundThe African Caribbean Achievement project which was piloted in 30 schools from November 2003 was the first major DfES project to look specifically at the achievement of African Caribbean pupils. The project encouraged schools to develop “whole-school” solutions to support African Caribbean pupils. The key principles of the strategy included strong leadership, effective teaching and learning, backed up by the use of accurate monitoring data, active engagement with parents and the wider community, and intolerance of racism, poor behaviour and bullying.

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The project provided a test bed for trying out a range of strategies for raising African Caribbean achievement. Each school was asked to conduct an audit of their school policy and practice in relation to African Caribbean achievement. On the basis of the audit, schools were then asked to develop an action plan focused on raising attainment of their African Caribbean pupils. The project ended in August.

The ProgrammeThe Black Pupils’ Achievement Programme will build on the good practice that has evolved from the pilot projects and the London Challenge/KS3 Strategy Black Caribbean Boys’ Project which involved a further 23 schools in inner and outer London. The new programme places a stronger emphasis on the role of the local authority.  EMA staff will be expected to work closely with schools in order to devise appropriate targeted intervention programmes to raise Black achievement. There will be a stronger focus on whole school strategies to raise attainment of black pupils, on leadership, teaching and learning, parental engagement, pupil voice, and a continuing emphasis on understanding and using data.   There will be 84 schools and 20 LAs taking part in the programme including 6 from the original pilot project but we are aiming to eventually increase the number to 100.

Aims and Objectives of the ProgrammeThe aim of the programme is to work with Local Authorities (LAs) and schools to focus on raising the attainment of all Black pupils and by doing so raise overall attainment.  The programme managed by the Secondary National Strategy and the plan is to:support schools to develop leadership (senior and middle managers’) capacity to lead a whole school approach to raising achievement of  Black pupils develop knowledge and understanding of the specific issues facing Black pupils andequipping teachers with the skills to respond to them develop LAs’ capacity to support schools to raise Black achievement work to mainstream issues around raising achievement within the national strategies

What schools will be expected to do

Nominate an effective senior manager (preferably a Deputy Head) to oversee the work Make a commitment to release staff to attend:NCSL programmeMiddle managers’ trainingDfES/LA networking meetings/steering group meetingsMake a commitment to whole school INSET on issues around Black achievement Conduct an audit involving LA and whole school community, and collate and analyse a range of school-based data to identify key areas of work and priorities Produce a whole school action plan detailing timetable for work including plans for involving teaching and non-teaching staff, governors, pupils and parents

Deliver a series of key milestones within a specified timescale (e.g. audit, lesson observations, pupil questionnaire and focus groups, parents’

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launch/focus group, academic mentoring, curriculum review, engaging with the local community/supplementary schools)

Monitor the impact of a range of school policies and practice on Black pupils Monitor and review progress on a regular basis

Support for schools

Support from a Regional Director/LA training programme Guidance based on effective practice A package of resources and tools to support delivery of key milestones Support from the National College for School Leadership ‘bespoke’

programme Targeted support for middle managers in core subjects Funding to cover supply costs for senior/middle managers to attend training

and networking meetings

6 Guidance Training - France

Training of “Conseiller en Insertion Professionnelle” (professional integration training) - ETSUP

As a matter of conclusion and in addition, I would like to present below one of the six modules which compose the training of “Conseiller en Insertion Professionnelle” (professional integration training) proposed at ETSUP, because it shows its philosophy in terms of guiding people on their path to integration and it’s a good preparation for WP3.

Although this guiders training is not specifically dedicated to young people guiders, we have calculated that almost 40 % of the guiders who have taken this course since the creation of this training ten years ago are only working with young people.

The other five training modules are:- Joint base module;- Module: “Welcoming persons in need of integration et demand analysis to

favour the accompaniment step”;- Module: “Elaborating relationships with employers in terms of integration”;- Module: “Participating to setting and leading a project in the integration field”;- Synthesis module.

MODULE: GUIDING PEOPLE ON THEIR PATH TO INTEGRATION

The welcome - accompaniment function is in the very heart of the work of the Professional Integration Counsellor. It must allow the meeting between the project of

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the person seeking integration and the working pools. It is characterized by a personalized support and thus contribute to the consideration of the person and her / his recognition as a social actor. Therefore the person is accompanied in the building and the elaboration of her / his social and professional integration pathway.

The targeted aims are the following: To build up a shared representation of the purposes of accompaniment and of the role of Professional Integration Counsellor in this function To benchmark the whole features, measures, resources in employment and activity at the national, regional and local levels To conduct interviews for explaining an integration project To elaborate with the person her integration pathway – notion of co-construction To adapt strategies and methods to single cases To identify and propose integration tools appropriated to each situation and each person To evaluate hindrances and levers by supporting their awakening To accompany the person all along her / his pathway; to negotiate and make contracts at each step for intermediate purposes To identify and to mobilize relevant actors at each step in the different fields To assume the function of mediator whenever needed or to set up a rely if necessary To accompany the persons in integration towards employment and on the job To mobilize the person’s resources in terms of personal development and social integration To analyser one’s accompaniment’s practice To evaluate one’s welcome and accompaniment’s practice.

Key words:Actor, activity, help, analysis, belonging, autonomy, need, choice, co-construction, codes, counselling, contract building, interpersonal communication, request, dependencies, desire, features, disqualification, capability of taking distance, personal ecology, economy, listening, employment, employability, enterprise, interviews, environment, ethics, steps, evaluation, identity, injunction, insertion, interaction, intimacy, link, mediation, measures, modifiability, negotiation, word, personnel, place, paths, social policies, position, power, allowances, prescription, professional, relation, regard, regulation, reliance, personal resources, rhythms, sense, solidarity, subject, work, values.

Targeted purposes for the specific practice periods tied with the module To landmark different practices linked with accompaniment, with elaboration of integration paths To know the accompaniment practices of one’s structure and to locate oneself regarding it To set up and/or to develop one’s own network

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To make accompaniment interviews in binomial and autonomy To negotiate, set up contracts, and to follow up the steps of the integration pathways along with the accompanied persons To accompany the persons towards employment and on the job To manage the elaboration of the pathway on the administrative aspects To propose mobilization of actors of the structure’s network and/or of the partners regarding the identified needs To identifier two or three persons able to be the subject of a pathway story To write a pathway story and to analyse one’s practice of accompaniement

7 Guidance Training – Germany (Bildungsmarkt, GFBM)

Personal LearnCoachingAn Independent Offer of Counseling and Coaching of Young People and AdultsThere are some prerequisites for taking part at the training:- persons who have working experience in youth work,- who have a profession in the pedagogical field,- and who have the personal conditions for guidance. (competence in

communication, charisma, who can empathise with young people).

It is a good example because the LernCoachs

At first they can use different methods of coaching (Kieler Coaching model).

Second they have the ability to reach a matching between personal abilities of young people and job requirements.

Third they have a certain knowledge about the labour market.

The main fact is : They have the confidence of young people, because they work independent

7.1 Methods used for guiding in this example

The main method from LernCoachs is coaching which means:

using certain conversation techniques a mixture of different psychological and pedagogical methods following the steps of a defined process (coaching process)

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setting out of the usual job, school or home environment Self defined aims of the coachee in a target agreement with the coach

The certification is the basis to work as “LernCoach” to achieve a comparable quality.

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7.1.1 Why are these methods successful? What are the goals and means achieved in this guiding practice (which guiding methods contributed to the realization of the different objectives?

The methods are successful because the coachees achieve the competences:• to uncover competences and resources• to intensify the self-perception • to deal with problems• to find aims and realize them• to develop strategies for own activities• to expand competences• to introduce a change-process

The success is also based upon:

• individual setting,• the process requires the self-activity of the coachee,• the aim is to go steps further, but the steps are defined by the coachee,• the communication structure is more symmetric than in other working contexts.

Coaching achieves:

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Single Aspects Of Further Training

life coaching

theory

methods of coaching

written and oral

description of a special case

final examinationcertification

competence for counselling - Kieler Coaching Model

• change of behaviour,• structuring,• change of perception,• better reflection of reality.

It means the process of coaching by Lerncoachs enables young people to combine the demands of school and World of employment with the personal conditions.

7.2 Quality requirements of a guider attended by the example (using the requirements listed in Tekirdag) What are the required skills and what is the required knowledge?

Scientific knowledgemodule 5: knowledge of relevance of gender for the coaching process

module 6: intercultural competences for counselling

module 4: specific psychological aspects of juvenile and early adult development

knowledge about target groups Aspects of Gender Competence of interculture

specific psychological aspects of the juvenile and early adult development

social psychology (youth culture ...) psychological background of the target groups

sociology (poverty ...) x x  transdisciplinary working     x       

Policy knowledgemodule 9: knowledge of organisation of the vocational education system

module 10: knowledge of regional offers of education and support

module 11: knowledge of regional labour market

education / training system organisation of vocational education

regional offers of education and support regional labour market

welfare and labour law x x xknowledge of the local context     x

employment policy   x xemployability x x x       

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Pedagogical skillsmodule 1 & 2: competence for counselling: Kiel coaching model

module 3: competence to know the main aspects of diagnose for professional suitability

 

counsellingcompetence for counselling based on Coaching methods of Kiel

competence to know the main aspects of diagnose for professional suitability

 

awareness of self and others x    

assessment   x  communication with young people x    

vocational orientation x x  matching of the labour environment with personal aims

x x  

       

Key skillsmodule 7 & 8: self sufficiency and entrepreneurship skills

module 6: intercultural competences for counselling

Preconditions to access the training

networking self sufficiency    empathy     xknowing working life     xintercultural competences   x  reliability     x       

Humanistic valuesmodule 1 & 2: competence for counselling: Kiel coaching model

Preconditions to access the training  

commitment basic competences as an access condition for the training and enhancement of the competences.

Theoretical basics of humanism, theory of systems and of constructivism.

 

social justice  authenticity  building a better society  

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7.2.1 Short description of an example of good practice of a guiding training

Curricular elements of Lerncoach training

Module Competences & knowledge Training hours Methods used for the training

Module 1 competence for counselling: Kiel coaching model 170 h combining theory and life-coaching with

supervision while further trainingModule 2

Module 3 competence to know the main aspects of diagnose for professional suitability 32 h to perform assesments and get the

knowledge about diagnosis instruments

Module 4 specific psychological aspects of juvenile and early adult development

36 h theoretical knowledge transfer and workshops to enhance the self reflectionModule 5 knowledge of relevance of gender for

the coaching process

Module 6 intercultural competences for counselling

Module 7 self sufficiency and entrepreneurship skills 32 h theoretical knowledge transfer and

workshops for self-marketingModule 8

Module 9 knowledge of organisation of the vocational education system 8 h theoretical knowledge transfer of actual

tendences with networking partners in these special fields / supported self

studiesModule 10 knowledge of regional offers of

education and support 16 h

Module 11 knowledge of regional labour market 24 h318 h

7.2.2 Why are these methods successful? What are the goals and means achieved in this guiding training (which training methods contributed to the realization of the different objectives?

- The connection between theory and praxis shows a fast success in the usage of the learned methods.

- The actual needs in the market are considered t- the coaches are “needed”. - The structure of the modules considers the qualifications of the coaches

and their field competence.

7.2.3 Quality criteria for guiding training.

- Consideration of the required competence development.- Connection of theoretical and practical training.- Support for the self defining of “LernCoach”- Specialized trainers for the modules and methods.

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- Stakeholders as trainers to set up the networking.- Supervision and self-reflection for the professional work as coach.

8 Guidance Training – Germany (FHP)

Case study of guidance trainingPotsdam University of Applied Sciences

September 2006

8.1 IntroductionPotsdam University of Applied Sciences has a number of social work courses from which we have chosen the BA full-time course in its current form, entitled Bachelor-Studiengang Soziale Arbeit Präsenzstudiengang (BASA-Präsenz). The BA Soziale Arbeit is a 6 semester course preceded by a 13 week pre-studies placement. The course has 17 modules, of which three consist in a 20 week placement and one a bachelor´s dissertation. A total of 180 ECTS credit points must be acquired More information is available in German at: http://sozialwesen.fh-potsdam.de/293.html.

We have analysed the curriculum along the following points, corresponding to the guidelines for WP2: - Description of a practice in which future professionals are taught how to guide. - Which of these methods are necessary to be taught to (future) professionals? - Criteria that turn a practise into a success, a failure, a mediocre experience. - Evaluation of the used methods.

We have made a description of the individual curricular modules and have carried out an assessment of which elements are necessary for equipping students with the required knowledge and skills for working vocational guidance. The criteria we have applied are those developed in WP1 (which we have slightly amended to remove duplication, and to eliminate the marginal elements which did not score highly in the partner assessment). The evaluation has been conducted by ourselves (but will be enhanced at a later stage through tapping the expert judgement of other members of faculty and of students intending to work in guidance).

8.2 BackgroundIn the Federal Republic of Germany, "social work" training has been situated in universities of applied sciences providing social pedagogy training and social work training courses. Since the 1980s there has been a move in educational policy towards merging the departments of social work and social pedagogy, abolishing the historical distinction between the two disciplines, which has been increasingly difficult to justify either scientifically or professionally. Proponents of "social pedagogy" favoured the developmental orientation of their own discipline, and dismissed social work as the administration of disadvantage, while the proponents of "social work" saw their own discipline as recognising structural determinants of social exclusion, while dismissing

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social pedagogy as concerned only with individual pathology. All these stereotypes were a little true but mainly false. Potsdam University of Applied Sciences had the good fortune not to have been involved in this academic trench war, having been newly constituted with a unitary department of social studies following reunification.

Common to both the disciplines of social work and social pedagogy has been a historical neglect of the importance of economic activity as a key factor in social integration. Thus employment and the labour market has historically barely been covered in the curriculum, and social workers themselves have not generally had much personal experience of the mainstream labour market, being generally employed by public agencies or the third sector. They have therefore had little contact with mainstream employers of the private sector. This can be a fundamental handicap for social workers concerning themselves with labour market integration.

However, there is increasing recognition in social work of the role of economic activity as a determinant of personal identity and social role. This is reflected in a developing emphasis on employability and employment as key tasks for social work practice. In Potsdam, this found expression in the 1990s in the targeted recruitment into the social work department of a professor specialising in labour market and employment policy.

It is therefore appropriate and relevant in the current context to be undertaking an analysis of the social work curriculum with a view to assessing how it has integrated labour market and employment policy issues into the curriculum and specifically the extent to which it gives students the necessary qualifications for working in vocational guidance.

8.3 Overview of modules

Module 1 Workshop moduleModule 2 Basics of social work scienceModule 3 Basic methods and intervention models in social work 1Module 4 Basics of human and social sciences 1Module 5 Basics of law and social policy 1Module 6 Basic methods and intervention models in social work 2Module 7 Basics of human and social sciences 2Module 8 Basics of law and social policy 2Module 9 Organisation and economic basics of social workModule 10 Interdisciplinary moduleModule 11 Theory - practice project 1Module 12 Theories of social workModule 13 Basic methods and intervention models in social work 3Module 14 Theory - practice project 2Module 15 Theory - practice project 1Module 16 Social administrationModule 17 Bachelor dissertation

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8.4 Module description and assessment

Module 01Workshop module15 creditsContents

Basic orientationAcquisition of basic knowledge on target groups, problems and intervention areas of social work

Pre-studies placementReflection of the placement that has been undertaken prior to enrolment, vocational orientation, development of objectives for placements and future employment

Mentor discussion Discussion on the nature of higher educational studies

Content skills objectivesKnowledge of a chosen area of work / specific life worlds of service users, social structures, issues in social work, taking into account service system and social policy and legal frameworkSocial institutions and organisations, social policy in society, choice of placement, first steps towards development of professional identity

Social science theories of social work areas, Everyday knowledge and descriptive knowledge in professional context, gaining new interpretative abilities and own empirical experience

Methods of social investigation, observation and interpretation of social reality, relations with media in the research processDeveloping values knowledge, first abilities in action in professional practice, IT skills, presentation skills

Knowledge and skills requirements for guidance

This foundation module has an impact with respect to key skill and humanistic values. It also provides the opportunity for knowledge about target groups, the social environment of young people and communication with them.

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Module 02Basics of social work science15 creditsContents

Foundations- Origins and historical development: poor relief - welfare - social work- Social work: basic terms and key concepts- Individual and social problems as the starting point- Forms of assistance: everyday assistance, self-help, professional assistance- Functions and social meaning of social work- Internationalisation – europeanisation - globalisation - Social work as profession: gender issues, professionalisation - Normative-ethical bases, guiding principles, skills requirements- Strategies, methods, techniques, instruments, procedures- Typical work contexts: casework, counselling, groupwork, work in the community, in the

neighbourhood, in social space- Social work as relational work – the subjective factor in client relations, closeness/distance,

helper syndrome- Support and reflection strategies: supervision, collegial counselling, intervision, coaching,

self-evaluation

Structure and organisation of social work- Development and areas of social welfare- Basic principles: subsidiarity, self-administration, self-help and self-responsibility- Function and working areas of social welfare- Legal status and organisation of providing agencies (mixed economy of welfare)- Roles of state and voluntary agencies

Ethics of social work- Introduction to social and moral philosophy- Ethical basic orientations- Philosophical anthropology- Justice and responsibility- Practical ethics – at the beginning and end of life- Social ethics and ethics of social professions- Ethics of intervention - Value orientations- Attitudes and respect- Ethics and pedagogy

History of social work- The "social" in history and the present- The "good life", slavery and poverty- History of private and public life- Structural conditions of social inequality- Private welfare and state poverty administration- The social face of faith and religion- Industrialisation and the social question- Voluntary work and the professionalisation of social work- Welfare agencies and corporatism- Social welfare under fascism- Welfare, economic and social policy in the GDR- Social market economy, legal rights, solidarity and individualism

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Knowledge and skills requirements for guidance

This module provides knowledge on social pedagogy, it provides pedagogical skills such as counselling and case management. It is strongly oriented towards humanistic values.

Module 03Basic methods and intervention models in social work 15 creditsContents

Foundations of counselling

- Psychosocial counselling (Rogers)- Basic variables of the counselling relationship- Basic axioms of communication- Personality of the counsellor: self-reflection, tolerance of ambiguity- Counsellor/client relation: transference, counter-transference, intersubjectivity- Structuring counselling sessions- Frameworks and localities for counselling

Basic methods

- Individual casework and social work with individuals and families- History of casework, (from casework to sociopedagogical family work, social therapy, case

management)- Multiple perspectives in casework- Theoretical links (psychoanalysis, learning theories, humanistic psychology, system theory

approaches)

- Social groupwork- History of social groupwork- Development stages in groups- Leadership styles, role functions- Observation of group processes and conflicts- Feedback and transfer

- Work in the community, in the lifeworld and in the locale - Orientation to lifeworlds and social space- History and current trends in community work and neighbourhood management- Motivation and participation strategies

Knowledge and skills requirements for guidance

Social psychology and social pedagogy are the focus as regards scientific knowledge. But the key benefit for students here is in pedagogical skills, key skills and humanistic values, with virtually all elements of these categories scoring highly.

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Module 04Basics of human and social sciences 110 creditsContents

Introduction to key concepts and epistemologies of related scientific disciplines Multidisciplinary introduction to the analysis of social structures and processes focussing on the following issues: - family, - work, - social justice, - inclusion/exclusion

Knowledge of theories for the different bio-psycho-social levels of reality in social workAnalysis of areas of social work from different scientific perspectives Integration of biological, psychological, sociological and cultural codes for interpretation of meaning using selected situationsExplanation of everyday social life employing different theoretical approaches Knowledge and skills requirements for guidance

This module focuses on scientific knowledge (sociology, social pedagogy and transdisciplinary working) and policy knowledge (knowledge of local context and employment policy in certain elements of the module). Humanistic values are also a central learning element.

Module 05Basics of law and social policy 115 creditsContents

- Introduction to law- Basics of family law- Law of child and youth assistance- Basics of social policy- Social policy and social security (including social insurance, social assistance and minimum

income)

Knowledge and skills requirements for guidance

Policy knowledge on welfare and labour law is provided in this module. Students also get key skills resources in negotiation skills and gain insights into humanistic values relating to social justice and building a better society.

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Module 06Basic methods and intervention models in social work 210 creditsContents

Psychosocial counselling (Rogers)Basic variables of the counselling relationshipBasic axioms of communicationPersonality of the counsellor: self-reflection, tolerance of ambiguityCounsellor/client relation: transference, counter-transference, intersubjectivityStructuring counselling sessionsFrameworks and localities for counselling

Individual casework and social work with individuals and familiesHistory of casework, (from casework to sociopedagogical family work, social therapy, case management)Multiple perspectives in caseworkTheoretical links (psychoanalysis, learning theories, humanistic psychology, system theory approaches)

Social groupworkHistory of social groupworkDevelopment stages in groupsLeadership styles, role functionsObservation of group processes and conflictsFeedback and transfer

Work in the community, in the lifeworld and in the locale Orientation to lifeworlds and social spaceHistory and current trends in community work and neighbourhood managementMotivation and participation strategies

Selected relevant intervention and cultural approaches such as: mediation, aesthetic practice, theatre, lifeworld social work, family in focus, case management, empowerment, streetwork, administration/management

Knowledge and skills requirements for guidanceAs in module 3, social psychology and social pedagogy are the focus as regards scientific knowledge. But the key benefit for students here is in pedagogical skills, key skills and humanistic values, with virtually all elements of these categories scoring highly.

Module 07Basics of human and social sciences 25 creditsContents

Introduction to relevant scientific disciplines and their significance for social work - Educational science- Health science- Cultural studies- Political science- Psychology- Sociology

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The contents are the objects of analysis of the respective disciplines, the different theoretical approaches, the key concepts, and their significance for social work

Knowledge and skills requirements for guidanceAs in module 4, this module focuses on scientific knowledge (sociology, social pedagogy and transdisciplinary working) and policy knowledge (knowledge of local context and employment policy in certain elements of the module). Humanistic values are also a central learning element.

Module 08Basics of law and social policy 25 creditsContents

- Social and administrative law- Minimum income and social assistance- Acquisition of legal knowledge, orientation in the legal and social policy system,

understanding of theoretical approaches and structural background, application in cases of social work practice

Knowledge and skills requirements for guidance

As in module 5, policy knowledge on welfare and labour law is provided in this module. Students also get key skills resources in negotiation skills and gain insights into humanistic values relating to social justice and building a better society.

Module 09Organisation and economic basics of social work5 creditsContents

Organisation and law in practice- Organisation of public administration (at European, federal, regional and local level)- Social work in administrative practice (supervision, liability, confidentiality)- Record-keeping and data protection (dossiers on administrative actions, collection and use

of data, confidentiality and public inspection)- Preparation of expert reports (structure of composition, sociopedagogical diagnostics,

clinical findings)

Social economics- Social economic basics for social work (market economy, need and limits of state

intervention)- Analysis of selected social economic areas (e.g. health and care services)- Methods of social management (methods for target definition, planning and problem-

solving, leadership styles and teamwork, personnel management, financial management, public relations and marketing, monitoring, evaluation and quality management)

- Business startups in the third sector

Knowledge and skills requirements for guidance

This module is one of the few elements of the curriculum which provide students with scientific knowledge on business administration and culture, equip them with motivation and enterprise

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skills and give them key skills in knowing working life.

Module 10Interdisciplinary module5 creditsContents

English language for social work:- understanding English language scientific texts from social work or related disciplines- active use of English in professional contexts Knowledge and skills requirements for guidance

This module has little relevance for guiding skills.

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Module 11Theory - practice project 120 creditsContents

For modules 11, 14 and 15 working groups with around five members are set up by students. The groups are composed according to common area of practice (for example, five students who are undertaking placements in youth courts or open youth work). Students will have been oriented towards the choice of practice area in module 1.

Students choose a member of faculty as supervisor, who accompanies and evaluates the learning process in the working group in modules 11, 14 and 15. It is also possible for faculty members to initiate a project idea themselves and recruit students for this.

These student projects contain- Theoretical and experiential study of the chosen practice area - Preparation and implementation of a project within the established practice of the relevant

area of intervention.

The specialist areas are defined according to an inter-disciplinary approach to phases in life:- children- young people- adults- older people Knowledge and skills requirements for guidance

The benefit of the placement for the acquisition of relevant scientific and policy knowledge and pedagogical skills depends on the area of social work chosen for project work. Choosing the right placement, the benefit can be high in all cases. Whatever the area of social work chosen for the placement, the benefit in terms of key skills and humanistic values is likely to be high in all aspects.

Module 12Theories of social work5 creditsContents

- Introduction to theory of social work- Evaluation of previous theoretical knowledge- Reflection of theory of science and opportunities and limits of theory- Phenomenological, causal, actional (agency) dimensions of theories- The generalist practice-orientation of social work and its necessary theories- Inter-, multi- and transdisciplinary dimensions of social work theories: biological,

psychological and social levels- Social science dimensions of social work theories: interaction (micro-), organisation (meso-)

and society (macro-level). - Classical theoretical approaches to social work (origins of social work theory, Marxism,

critical rationalism, critical theory, systemic approaches)- Selected aspects from related sciences (psychoanalysis, humanistic psychology, system

theory, et cetera)- New theoretical approaches (life world orientation, social space orientation)

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Knowledge and skills requirements for guidance

This module provides primarily scientific knowledge (social psychology, sociology, social pedagogy and transdisciplinary issues. It can also give insights into the social environment of young people and knowledge of the local context.

Module 13Basic methods and intervention models in social work 35 creditsContents

- Professional application skills, such as: supervision, collegial counselling (intervision), self-evaluation, case management, key skills such as moderation method,

- Research strategies and instruments in social work, such as: quantitative and qualitative procedures, interview techniques, computer-assisted processing and reporting, social space analysis, evaluation methodology

Knowledge and skills requirements for guidance

As in module 3 and 6, social psychology and social pedagogy are the focus as regards scientific knowledge. But the key benefit for students here is in pedagogical skills, key skills and humanistic values, with virtually all elements of these categories scoring highly.

Module 14Theory - practice project 230 creditsContents

Central to this module (together with module 11 and 15) is the implementation of a placement. The placement gives the student the opportunity to experience an area of social work through his or her own activity and to test and consolidate theoretical knowledge through practical experience. The placement serves the acquisition of practice-relevant professional skills in one area of social work and the implementation of an own project.On the basis of the objectives elaborated in module 11, the students follow up their investigation questions within practical work and acquire further content knowledge on the chosen area of social work. With the support of their supervisor and within their working group the students have the opportunity of deepening their understanding of their abilities in practical work and gain the ability to make a self-critical analysis of their own actions.

Knowledge and skills requirements for guidance

The benefit of the placement for the acquisition of relevant scientific and policy knowledge and pedagogical skills depends on the area of social work chosen for project work. Choosing the right placement, the benefit can be high in all cases. In the implementation phase of the placement, the benefit as regards pedagogical skills is particularly high.Whatever the area of social work chosen for the placement, the benefit in terms of key skills and humanistic values in likely to be high in all aspects.

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Module 15Theory - practice project 315 creditsContents

Following on from modules 11 and 14, the students conclude, document and evaluate their student project, drawing also on the knowledge gained through the process of reflection and appropriation in the accompanying seminars. Aspects of this work can and should be integrated into the bachelor dissertation, which takes place in parallel.

Knowledge and skills requirements for guidanceThe benefit of the placement for the acquisition of relevant scientific and policy knowledge and pedagogical skills depends on the area of social work chosen for project work. Choosing the right placement, the benefit can be high in all cases. Whatever the area of social work chosen for the placement, the benefit in terms of key skills and humanistic values in likely to be high in all aspects.

Module 16Social administration5 creditsContents

EconomicsThe non-profit sector in Germany, basics of economic policy, basics of finance policy, trade and monetary policy, competition policy

Business administrationManagement, organisation, human resources, finance, accounting, innovation in non-profit organisations

Business startups and management in the third sector Entrepreneurship, market analyses in the social sector, development of business ideas in human service provision, business plans, legal issues, startup funding, choice of location, success and risk factors, growth strategies, human resources management, resource bids and fundraising

Project managementThe definition of "project" and project work in social work, project planning and leadership as management task, phases of project development, instruments of project work, methods of goal oriented planning, division of labour and teamwork in project work, tasks and skills for project leaders

Public relations and marketingFunctions of public relations, reputation management, marketing, innovation management; organisational culture, mission, corporate identity, corporate design; targets, forms, activities and instruments of public relations; methods of idea and product presentation; Lobbying and marketing campaigns Quality management and evaluationThe quality debate in social work; evaluation as an element of quality management; evaluation standards; external and internal evaluation methods; collecting, analysing and presentation of data; ethical standards in evaluation

Legal and finance issues

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Welfare agencies between the state and the market; legal and financial bases of public and voluntary welfare organisations; public finance of social work, financing social work through fundraising

Knowledge and skills requirements for guidance

Similarly to module 9, this module is an element of the curriculum to provide students with scientific knowledge on business administration and culture, equip them with motivation and enterprise skills and give them key skills in knowing working life and in negotiation.

Module 17Bachelor dissertation10 creditsContents

Written dissertation on an issue of relevance to social work, with an oral presentation and examination.

Scientific assessment of the contents of the chosen subject drawing on relevant literature, Presentation of the different positions and their evaluation, explanation of the subject´s relevance for social work.

Knowledge and skills requirements for guidance

If the student chooses a dissertation topic connected to guidance, then the benefit can be very high. Whatever the topic chosen for the dissertation, the student can acquire necessary key skills such as creativity and reliability, and humanistic values such as commitment and authenticity.

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8.5 Assessment overview of the BASA course

To what degree does the FH social work training give students the knowledge and skills for working in guidance?

0=not at all, 3=completely

Scientific knowledge  knowledge about target groups   3social psychology (youth culture ...)   3+sociology (poverty ...)   2transdisciplinary working   1social pedagogy   3+business administration and culture   2

 Policy knowledge  education / training system   1welfare and labour law   3+social environment of young people   3knowledge of the local context   3employment policy   3+employability   2

 Pedagogical skills  counselling   3+awareness of self and others   3+motivation / enterprise skills   2case management   2assessment   2communication with young people   3managing diversity   3balance of competences   0IEP (individual educational planning)   0

 Key skills  networking   2creativity   3empathy   3knowing working life   0intercultural competences   2reliability   2negotiation skills   2

 Humanistic values  commitment   2social justice   2authenticity   2building a better society   2

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8.6 Assessment overview of the BASA modules

In which modules does the FH social work course need to be enhanced to give students the necessary qualifications for working in guidance?What is the real impact of these curricular elements for giving students at the FH the necessary qualification for working in guidance?

0 = none at all,

3 = very high

0 = not at all,3 = very

muchFH Curriculum    Module 1 Workshop module 2 0Module 2 Basics of social work science 2 0

Module 3 Basic methods and intervention models in social work 1 3 1

Module 4 Basics of human and social sciences 1 2 1Module 5 Basics of law and social policy 1 2 0

Module 6 Basic methods and intervention models in social work 2 3 1

Module 7 Basics of human and social sciences 2 2 1Module 8 Basics of law and social policy 2 2 0Module 9 Organisation and economic basics of social work 2 1Module 10 Interdisciplinary module 0 2Module 11 Theory - practice project 1 2 0Module 12 Theories of social work 0 0

Module 13 Basic methods and intervention models in social work 3 3 1

Module 14 Theory - practice project 1 2 0Module 15 Theory - practice project 1 2 0Module 16 Social administration 2 1Module 17 Bachelor dissertation 2 0

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8.7 Assessment of individual modules by knowledge and skills requirement

To what degree does the FH social work training give students the following knowledge and skills ? 0=not at all, 3=completely

Module number1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Scientific knowledge knowledge about target groups 3 1 1 2 1 1 2 1 0 0 3 2 1 3 3 0social psychology (youth culture ...) 0 0 3 0 0 3 3 0 0 1 2 3 3 0 2 0sociology (poverty ...) 0 0 0 3 0 0 3 0 0 1 2 3 0 0 2 0transdisciplinary working 0 0 0 3 1 0 3 1 0 1 3 3 0 2 3 0social pedagogy 1 3 3 3 0 3 3 0 0 1 2 3 3 2 2 0business administration and culture 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 3

Policy knowledge education / training system 1 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0welfare and labour law 0 0 0 1 3 0 1 3 2 0 1 0 0 0 1 2social environment of young people 3 0 2 2 2 2 2 2 0 1 2 3 2 3 2 1knowledge of the local context 1 0 2 3 1 2 3 1 0 0 3 3 2 3 3 2employment policy 1 0 0 3 0 0 3 0 0 0 1 0 0 0 1 0employability 1 0 0 2 0 0 2 0 0 0 1 0 0 1 1 0

Pedagogical skills counselling 0 3 3 0 1 3 0 1 0 0 2 0 3 3 2 0awareness of self and others 3 2 3 0 0 3 0 0 0 0 3 0 3 3 3 0motivation / enterprise skills 1 0 1 0 0 1 0 0 3 0 1 0 1 1 1 3case management 0 3 3 0 1 3 0 1 0 0 1 0 3 2 1 0assessment 0 2 3 0 0 3 0 0 0 0 1 0 3 2 1 0communication with young people 3 1 3 0 0 3 0 0 0 0 1 0 3 2 1 0managing diversity 3 0 2 0 1 2 0 1 0 1 3 0 2 2 3 2balance of competences 0 0 3 0 0 3 0 0 0 0 1 0 3 2 1 0IEP (individual educational planning) 0 0 1 0 0 1 0 0 0 0 1 0 1 2 1 0

Key skillsnetworking 3 1 3 0 2 3 0 2 0 0 3 0 3 3 3 2 0creativity 3 1 3 0 1 3 0 1 0 0 3 0 3 3 3 1 3empathy 3 1 3 2 1 3 2 1 0 0 3 0 3 3 3 1 0knowing working life 1 0 0 1 0 0 1 0 3 0 3 0 0 3 3 1 1intercultural competences 1 1 2 2 0 2 2 0 0 3 3 0 2 3 3 1 0reliability 3 1 3 0 0 3 0 0 0 0 3 0 3 3 3 0 3negotiation skills 1 1 3 0 3 3 0 3 2 0 3 0 3 3 3 3 0

Humanistic valuescommitment 2 3 3 3 2 3 3 2 0 0 3 0 3 3 3 0 3social justice 2 3 3 3 3 3 3 3 1 1 3 0 3 3 3 0 1authenticity 2 3 3 3 0 3 3 0 0 0 3 0 3 3 3 1 3building a better society 2 3 2 3 3 2 3 3 0 1 3 0 2 3 3 0 1

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Scientific knowledge knowledge about target groups 3 1 1 2 1 1 2 1 0 0 3 2 1 3 3 0social psychology (youth culture ...) 0 0 3 0 0 3 3 0 0 1 2 3 3 0 2 0sociology (poverty ...) 0 0 0 3 0 0 3 0 0 1 2 3 0 0 2 0transdisciplinary working 0 0 0 3 1 0 3 1 0 1 3 3 0 2 3 0social pedagogy 1 3 3 3 0 3 3 0 0 1 2 3 3 2 2 0business administration and culture 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 3

Policy knowledge

education / training system 1 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0welfare and labour law 0 0 0 1 3 0 1 3 2 0 1 0 0 0 1 2social environment of young people 3 0 2 2 2 2 2 2 0 1 2 3 2 3 2 1knowledge of the local context 1 0 2 3 1 2 3 1 0 0 3 3 2 3 3 2employment policy 1 0 0 3 0 0 3 0 0 0 1 0 0 0 1 0employability 1 0 0 2 0 0 2 0 0 0 1 0 0 1 1 0

Pedagogical skills

counselling 0 3 3 0 1 3 0 1 0 0 2 0 3 3 2 0awareness of self and others 3 2 3 0 0 3 0 0 0 0 3 0 3 3 3 0motivation / enterprise skills 1 0 1 0 0 1 0 0 3 0 1 0 1 1 1 3case management 0 3 3 0 1 3 0 1 0 0 1 0 3 2 1 0assessment 0 2 3 0 0 3 0 0 0 0 1 0 3 2 1 0communication with young people 3 1 3 0 0 3 0 0 0 0 1 0 3 2 1 0managing diversity 3 0 2 0 1 2 0 1 0 1 3 0 2 2 3 2balance of competences 0 0 3 0 0 3 0 0 0 0 1 0 3 2 1 0IEP (individual educational planning) 0 0 1 0 0 1 0 0 0 0 1 0 1 2 1 0

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Best Practice Example for Guidance and Guidance Training German Partners: Bildungsmarkt Vulkan / GFBM

9 Guidance Training - UK

Introduction

This section deals with the way professionals working in the Careers Education and Guidance process are trained and developed to fulfill their roles effectively. In order to meet the requirements of WP2 some repetition of points made in WP1; and above in the first part of this report is required, as context.

9.1 Careers Education and Guidance teachers in schools

There are two groups of people offering Careers Education and Guidance (CEG) to pupils and young adults. The first group is the school-based and school employed CEG teachers who usually also teach another subject and who have been trained as teachers and been promoted within the school they are teaching in to the role of CEG teacher because they are ambitious, well-regarded, a “safe pair of hands” who know the school, the parents, the students and teaching processes. Other CEG teachers are employed into schools and have a background in “real life” working environments. These CEG teachers do not usually follow a training course before appointment but do so “on the job”.

Many Higher Education institutions’ full-time, year long formal qualifications for the training of Careers Education and Guidance staff, like the famous and pioneering course at Hatfield Polytechnic created by the giants of Careers Education and Guidance in the UK like Tony Watts and Bill Law.

There is an organization set up in the 1960s CRAC (Careers Research and Advice Council) who offer many short courses to CEG teachers both the newly appointed and also the established. CRAC is supported by the work of NICEC (National Institute for Careers Education and Counseling) who are the research and development arm of CRAC.

These organizations operate in the market and create, advertise, recruit personnel to their services from those careers education and guidance professionals willing and able to pay to attend.

9.2 NICEC seminars for the profession

These seminars seek to provide an opportunity for discussion of current work in the field of Careers Education and Guidance. Each seminar is led by professionals in the

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field who present their research findings and assessments of policy and provide the opportunity to gain feedback from others and to engage in a wider discussion. Some examples of NICEC seminars:

* Careers guidance policies: an international analysis

* Career pedagogies for the Eminem generation

* Can we deliver guidance by email and what issues does that raise? Recent research and evaluation in HE

* Expanding English higher education - the good (maybe), bad and the very depressing news* wlpg: the windmills approach to working, learning, playing and giving

9.3 Examples of publications offered by CRAC

These few publications are chosen to describe the variety available.

A Strategy for Developing Careers Guidance Services for AdultsExamines the roles of guidance in community settings (professionals with other community/social roles, community-based agencies, neighbourhood projects etc). Identifies issues related to such guidance, including its holistic nature and quality asurance, and makes recommendations for future planning.

Advocacy in Career Guidance

Examines the role of advocacy in the repertoire of career guidance practice, and the issues it raises for roles and skills; also outlines a model for advocacy and suggests an approach to training. Based on a NICEC inquiry carried out for CfBT Bedfordshire and West London Careers Services.Career(s) Education in Schools in the UK and the Republic of Ireland

Report of a NICEC/CRAC conference, held on 10-11 January 2002 in York, to compare careers education policy and practice in the five "home" counties from professional and practitioner perspectives. This is the third in the 'home internationals' series.Choosing Science at 16

This project report examines the influence of science teachers and careers advisers on pupils' decisions in Year 11 about science subjects and science/technology careers, with particular reference to ways in which science and careers departners in schools can work together to improve the quality of pupils' decision-making.Constructs of Work Used in Career Guidance

Reviews the constructs and frameworks currently used to define work; examines the

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use of such constructs in career guidance and career decision-making; and identifies areas requiring further investigation.Exploring Career-Related Learning in Primary Schools

Examines current practice in career-related learning in primary schools; the rationale for such work; a framework for influencing the work; and recommendations for developing it.How Career Decisions Are Made

Designed particularly for lay members of Careers Services Boards, though may also be helpful to other groups and individuals. Summarises the current state of knowledge on the career decision-making of young people, in straightforward non-technical terms. Leading and Managing Careers Work in Schools: the changing role of the careers co-ordinator

This NICEC Briefing is intended to support discussions, among careers work practitioners, senior managers and policy makers, about the issues that have emerged from the enquiry, particularly about: the role of careers co-ordinators; how this rle might be placed within school management structures; and professional development for the role.

The Government’s CEGNET website and materials

Materials can also be obtained from the Cegnet website recently set up by the government such as:Which Way Now? (Year 9)It's Your Choice (Years 10 and 11)Accompanying Guide for Parents and Carers 2006-07

9.4 Personal Advisers – The Connexions Service

The second group of careers education and guidance professionals are the advisers working in the Connexions Service. These are regionally based “personal advisers” who bring in a different expertise to the students in the school. The expertise is of the area the labour market of the area, the opportunities of different courses of higher education and indeed the requirements of different advanced courses and the advanced courses preferred by different job categories/employers.

Connexions Direct are a national helpline for young people and offer advice via a number of mediums such as email, phone, web chats etc from 8am-2am every day including week-ends.

The Connexions service is split into 47 Partnerships across the country, usually corresponding to counties. They operate the Connexions Centres and face to face

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Personal Advisers. The following, obtained from the local Central London Connexions service is a description of the job and its requirements:

The job role of the Personal Adviser

The Connexions Service describes the job role of the Adviser as: “Careers advisers work with both young people and adults on an individual or group basis, helping them make informed and realistic decisions about education, training and job options.Careers advisers work in a range of settings, including schools, further education colleges, sixth-form colleges, universities and adult guidance services. The work involves:·       helping clients to assess their interests, skills and abilities - this may involve administering psychometric tests and assisting clients in using computer software·       assisting clients in gathering careers and learning information from a range of sources such as the internet and printed materials·       helping clients to evaluate the options available to them and to formulate and implement action plans·       researching occupations and the labour market·       group work - giving talks and leading discussions·       liaising with employers, higher and further education institutions, training providers and other organisations·       administrative tasks such as writing reports.In England, careers advisers working with 13-19 year-olds within the Connexions Service are known as personal advisers. Their work may be broader than career information and guidance, and may include supporting young people with a range of personal development and welfare issues. For more information, see Personal Adviser (Connexions).The Connexions Service is not available in Scotland, Wales or Northern Ireland.

Entry Requirements

There are two main routes to qualifying as a careers adviser/Connexions personal adviser:·       Qualification in Careers Guidance (QCG) - a one-year full-time university course combining academic study with work experience. A two year part-time course is also available at some centres. Candidates also complete a portfolio of evidence that can be used for NVQ Level 4 in Advice and Guidance. The QCG replaces the older Diploma in Careers Guidance Parts I and II. Applicants are normally 21 or over. Although there are no set academic entry requirements, candidates must be able to demonstrate their ability to study at higher education level. Details of colleges and universities offering the QCG are on the Institute of Career Guidance website - see the Further Information section of this profile for contact details·       work-based route - for people already employed by an organisation providing career guidance services. Training combines work experience and taught sessions, leading to an NVQ Level 4 in Advice and Guidance. Personal Advisers in the

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Connexions service are required to complete units specified by DfES (Department for Education and Skills).

There is no upper age limit for entry, and maturity is an advantage. Most applicants are graduates, and many people enter this type of work after gaining experience in other fields such as industry, commerce, teaching or social work. Some experience of working with young people (including voluntary work) is useful.

Training

Qualified careers advisers joining Connexions will need further in-service training to become personal advisers. For details, see the Personal Adviser (Connexions) profile and the Connexions website.Careers advisers in higher education do not necessarily need a professional qualification in careers work. Through in-service training they can gain the Certificate or Diploma in Careers Education, Information and Guidance in Higher Education. They are increasingly likely, however, to qualify through one of the routes described above and gain experience before moving into higher education.

Skills required

An advert for a Connexions Personal Adviser post lists the required skills as:.

Skills and personal qualitiesPersonal advisers need: to be able to command the trust and respect of young people to be able to motivate and influence others excellent communication skills the ability to listen carefully and empathise to be patient and calm to be open-minded and non-judgemental to be flexible and adaptable a sense of humour to be confident public speakers to be creative and imaginative the capacity to solve problems to work well in a team or on their own initiative to be able to work under pressure in order to meet targets organisational and time-management skills knowledge of relevant legislation, eg child protection, confidentiality good administrative and computer skills.

InterestsIt is important to: be interested in helping young people to achieve their potential be interested in learning about qualifications, training, employment opportunities and careers enjoy learning new skills.

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Getting inThe Connexions Service is delivered by 47 local Connexions partnerships throughout England (Connexions is not available in Scotland, Wales or Northern Ireland).Local Connexions partnerships involve a range of organisations and often include local authorities, youth services, the police and youth offending services, health authorities, employers, voluntary organisations and other private and public bodies. Some personal advisers are employed directly by local Connexions partnerships, while others are employed by organisations that are contracted to provide a Connexions service. Experienced personal advisers are often in demand, particularly in London and south-east England, and other large cities, although there may be competition for trainee posts. Vacancies are advertised in local and national newspapers, eg TheGuardian (on Tuesdays), specialist magazines, eg Young People Now, and the Institute of Career Guidance’s vacancy bulletin Portico, which is available at www.icg-uk.org.Entry for young peopleEntrants normally need: to be at least 21 years of age experience of working with 13 to 19 year olds to pass a Criminal Records Bureau check to have the ability to study at NVQ Level 4.In some Connexions partnerships, people can start work as a trainee personal adviser without any specific academic qualifications. They can combine work with both on and off-the-job training, initially towards an NVQ Level 3, progressing to NVQ Level 4, in Learning, Development and Support Services (LDSS). Within this NVQ there are specialist optional units such as Supporting Young People. Individuals who already have a relevant professional qualification at NVQ Level 4 (such as career guidance, youth work or social work), do not usually have to complete the NVQ Level 4. A Foundation Degree in Working with Young People and Young People’s Services is also available. This can be studied for two years full time, three years part time, by distance learning or online. Entry requirements are usually a National Qualification Framework Level 3 qualification and/or relevant experience. To become a fully-qualified personal adviser, it is necessary to complete additional training courses run by Connexions partnerships. Entry for adultsAll people enter this work as adults. There are no upper age limits, and employers may positively welcome applications from mature candidates.

TrainingTrainee personal advisers work under supervision until they are fully qualified.Personal advisers who do not already have a relevant qualification at NVQ Level 4 (or equivalent) when they join, work towards this once in post. They also complete the following Connexions qualifications to become fully qualified. The main national training programmes for personal advisers are: Understanding Connexions Training - for all Connexions personal advisers from any background, including

specialist professionals and people working with young people in the community. This is a five-and-a-half day course and includes a written assignment, which is assessed.

APIR (Assessment, Planning, Implementation and Review) - is a one-and-a-half day programme for all personal advisers to help them in assessing young people’s needs.

The Diploma for Connexions Personal Advisers - for those working intensively with young people who have significant barriers to learning. It involves pre-course reading, distance learning, training days and group work.

Other training programmes have been developed locally by Connexions partnerships. These cover areas such as drugs awareness, counselling, child protection, equal opportunities, dealing with aggressive behaviour and sexual health.

Getting onWithin Connexions, there is usually a career progression structure and it is possible to be promoted to a team leader or management role. There may also be opportunities to take on specialist posts and project work.Some personal advisers move into related fields, such as education welfare, the care and voluntary sectors, and training young people.

9.5 Initial Training for Careers Education and Guidance professionals

There are two courses in the UK, in England at Nottingham Trent University and in Northern Ireland at Queen’s University.

The course at Nottingham Trent University is for the qualification: Professional Diploma in Career Guidance (PDCG) (QCG)

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The PDCG/QCG is a dual-award one year course run by the university's School of Social Sciences. The course provides professional training and qualification for work as a Career Guidance Practitioner. It has been designed to replace the traditional qualification in the field of career guidance (the Diploma in Careers Guidance (DCG) and is itself subject to ongoing evaluation and development to meet the evolving demands of modern career guidance work within the Connexions Service. This is a 120 credit course at level three, which comprises seven modules of varying lengths. The course incorporates approximately 12 weeks of work-based learning in careers service companies, Connexions partnerships and other organisations. The PQCG/QCG course meets all the learning outcomes laid down by the Department for Education and Skills and is made up of: Reflective Personal Development; Equal Oppotunities; Values and Ethics; Designing and Planning Careers Education; Organisations and Networks; Guidance Interventions; Theoretical Basis of Guidance Practice and Labour Market Studies.

A variety of assessment methods are used to reflect the course's purpose of training, and to qualify its students for work in career guidance. A range of skills and knowledge is assessed through practical assessments (for example, interviewing and group work) and through written assignments in the form of investigative reports and analytical studies

Applicants would normally possess a degree or other Higher Education qualification or equivalent, e.g. HND, DipHE. However, applicants will be considered without such qualifications but should be able to demonstrate the ability to study at Higher Education Level 3 standard.

9.6 In service training of Connexions Staff

Central London Connexions, the closest Connexions service to the Institue’s base were supportive in offering the following information about the training on the job offered to their staff.

“The following partnership training is offered to all of our staff ; Developing Motivational Strategies, Coaching Skills, Managing Aggressive Behaviour, Improving the Effectiveness of Working in Schools and Colleges, Working with Young Disabled People, Effective Interviewing Skills for new PA’s/Keyworkers. We also offer the following national training; Assessment and the APIR Framework, Understanding Multi-Agency Working,A1/A2 Assessor Award, NVQ LDSS Level 4

Central London Connexions also provide additional training support for paid staff about the London labour market, quality training, welfare benefits, mental health and employment. Our contractors provide in house training to meet local needs e.g. child protection, risk assessment etc.

Training is delivered using a variety of methods, classroom based, in partnership and using consultants for specialist provision. The training calendar runs all year round.

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Central London Connexions has been training advisory staff for four and a half years and the APIR training is nationally recognised. Our other training e.g. Developing Motivational Strategies, Managing Aggressive Behaviour, Working with Young Disabled People etc. would be recognised as useful training for frontline staff across all organisations working with young people. Through our ESF Projects we also run training for the voluntary sector which is recognised by the LSC.

Principal factors affecting training are;

Training needs analysis Specialist knowledge/skills to deliver training Cost References/Track record Evaluations “

9.7 Conclusions

The way in which Careers Education and Guidance professionals are trained is changing. In terms of school based staff the training is largely on the job and through short courses. Many institutions’ full-time, year long formal qualifications for the training of Careers Education and Guidance staff, like the famous and pioneering course at Hatfield Polytechnic created by the giants of Careers Education and Guidance in the UK like Tony Watts and Bill Law and indeed the Institute of Education’s very own Diploma have had to shut down due to low demand for formal year long qualifications.

Careers Education and Guidance professionals based in the local Connexions Services are able to join at different entry points from 21 onwards. It is expected entrants have a degree or equivalent (NVQ level 4) but are allowed to join if they continue to work towards the qualification: Professional Diploma in Career Guidance (PDCG) (QCG).While there are other relevant qualifications like “career guidance, youth work and social work, these are currently not essential for entry. Much of the specific training is for these with the Diploma is or continues to be delivered on the job as detailed above.

9.8 Reflections on quality standards

IntroductionThis final section briefly takes the main points from the data above and addresses directly the issues raised by Hogeschool van Amsterdam for the WP2, namely:1. What is a good experience of guidance?2. What methods were used within it?

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3. How should such an initiative be evaluated?4. How does the experience and method match the criteria of quality practice

developed in Tekirdag?5. What is good practice in the initial training future guidance professionals?

What is a good experience of guidance through work experience?

Work experience was examined in detail as the most frequently used method of orientating young people to working life in UK.Quality in work experience involves:Curriculum context – the work experience takes place because of and with reference to a set of learning objectives which legitimately could be both about a specific area being studied at school for example engineering and for a range of careers and guidance objectives about experiencing a period of “working life” and becoming aware of what that means. The person responsible in the work place for the student should be aware of the learning objectives for that placement of that student.

Preparation - the work places and the students need to be prepared for each other and aware of the purpose and objectives of the work experience. The working place needs to have been visited and found to be safe, to offer a range of learning opportunities in a range of curriculum contexts for the student who will engage in work experience.

Briefing- The students will be briefed about logistical and curricular aspects of the work experience and is likely to undertake different exercises such as finding the work-place on a map, going to it on a prior visit, working out the route to work from home, as well as case studies, simulations and problem solving exercises about work contexts while being prepared in the educational establishment.

Monitoring- During the period of work experience both the work place and the school/educational establishment will monitor the progress of the students. The school will be in touch by phone with the workplace and also visit the students to observe the student in the work place. Key issues for the monitoring period are to what extent are the learning objectives for the placement being achieved, how is the student copying with the responsibility of the work and the demands of the social interactions at the work place.

De-briefing – On the return of the students to the educational establishment, the debriefing of the experience is important in achieving learning outcomes. In the first instance de-roling from “worker” role and returning to “student” role requires deliberate facilitation. Then, facilitation is required around the specific learning objectives of the work experience. This is the crucial phase of the overall experience and the right skills and approaches to debriefing experiences are not always found in all educational establishments.

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Application- The learning achieved through the experience then needs to be applied by the students and the learning environment organized so that the tasks the students will follow enables this final part of the experience and its learning potential to be achieved.

Evaluation - Formative and summative evaluation of the whole student group as well as of the individual student by all partners (students, educational establishment, work places, parents) in the process is the ideal. See details 3.3 below.

What methods were used within it?

The methods used are the methods and techniques required by the different phases of the experiential learning cycle and are described in more detail in Section 4 above. The key skills of de-roling and debriefing are probably the most crucial to dwell on. The debriefing phase teases out the learning from the experience and makes that learning overt to the student. It has to be a deliberate and sequential process. The first part involves seeking to take the student out the role s/he was in during the experience. This involves focusing on feelings and getting out all those emotions associated with the experience and the role of “worker”. The second phase is about supporting the student in establishing the salient events / what happened during the experience. The third phase is to support the student in developing explanations of what happened. All this facilitation should occur through the use of questions that are open and catalytic rather than closed so that the student her/himself develops the learning rather than is handed the learning. Finally, the tasks offered by the facilitator after the experience should help the student apply the learning from the experience in the task.

How should such an initiative be evaluated?

Formative and summative evaluation of the whole student group as well as of the individual student by all partners (students, educational establishment, work places, parents) in the process is the ideal.

Formative evaluation occurs in the phone calls and visits to work places that take place during the period of work experience. Summative evaluation is an important process after the debriefing phase or sometimes relatively early on in the application phase. This approach is how a quality scheme would function.

Practice varies from one scheme and another and what ought to happen does not always happen.

How does the experience and method match the criteria of quality practice developed in Tekirdag?

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In this section the author in discussion with his colleagues in the Institute’s Guiding team makes his own subjective judgments about whether the following quality characteristics identified in Tekirdag as ideally required for a well trained Careers Education and Guidance specialist are actually required for a well executed work experience programme. The categories used for the assessment were:yes definitelyyesyes aspectsusuallyoccasionallyno aspectsnono definitelydoes not make sense now ??

The assessment was not made about the outcomes that students obtain but about the characteristics of the Careers and Guidance specialists in carrying out a high quality work experience.

Partner assessment of requirements: scientific knowledge- (from low to highly regarded by whole Guiding team) Table 2 in WP1’s final report

macroeconomics (globalization, ....) - no definitelyemployer psychology - yesbusiness admin., SME culture –yes aspectseffects of media - noyouth life style (youth culture) – yes aspectsbalance of competences- ??sociopedagogy / orientation – yes aspectsto adapt multi-scientific approaches- ??sociology (e.g. poverty ...)- noknowledge about target groups- yessocial psychology (youth culture, family ...)- no aspects

Partner assessment of requirements: policy knowledge. Table 3 in WP1’s final reportto put in practice legislation and guidelines – yes definitelyresources for guiding in education system- noknowledge of employers interests- yes aspectssocial-legal systems- yes aspectsrange of education / qualification chances- yes aspectsunemployment laws - norequirements of working life / labour market – yes aspectsemployment creation - noknowledge of the local context - yes

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social environment of young people - nowelfare and labour law – no aspectseducation system training system – yes aspects

Partner assessment of requirements: pedagogical skills. Table 4 in WP1’s final reportfacilitate awareness of social change - noskills to motivate - yescreating / debriefing experiential learning – yes definitelyfacilitating knowledge of self and others – yes definitelyenabling learning, not providing knowledge – yes definitelyfacilitate enterprise and creativity - yesknowing learning types - yesto find out learning skills - yesfacilitate confidence - yesfacilitate "I can do" attitude- yesfacilitate the desire for life long learning – no aspectsfacilitate future vision of self - yesmotivation skills - yesknowledge about psychological aspects – no aspectsIEP (individual educational planning) – yes aspectstechniques and instruments for guiding - yesmanaging diversity -yesself-reflection- yes definitelyskill to analyse the real needs – no aspectscommunication with young people- yesassessment – no aspectscase management -nocounseling- yes

Partner assessment of requirements: key skills. Table 5 in WP1’s final report

to be brave – yes aspectsself-confidence and modesty- yesability to delegate - yessociability -yestrust in young people- yesability to negotiate- yesmulti-professional cooperation- yesto do things a different way- yesworking together with other organizations- yesreliability- yesintercultural competences- yesknowing working life -yescreativity- yes

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empathy- yesnetworking- yes

Partner assessment of requirements: humanistic values Table 6 in WP1’s final report

understanding living dependent on welfare – no work for young people rather than for oneself- yestrans-generational approach - yesreconciliation- yesbuilding a better society for young people -yespersonal commitment – yesbeing authentic- yessocial justice- nocommitment- yesempathy- yes

Having done the exercise the fact that there are so many “yes” seems to suggest that the Guiding team did something right in developing these quality criteria. The few with ?? are meaningless and may well just not be expressed clearly enough. A “no” did not necessarily represent a “no” in all the situations in the work of the careers education and guidance professional just “no” in the context of a well constructed work experience.

Conclusion- What is good practice in the initial training of future guidance professionals?

This is a difficult issue in England. The requirements of entry do differ dramatically these days to previous decades. There is an evolving system with aspects of it far from what might be described as an ideal-type model. The direction of change is towards an old-graduate profession with different but complimentary skills in schools and in Connexions services in the localities.

Careers teachers in schools have a good degree, a teaching qualification: the Post-Graduate Certificate of Education (PGCE) and then according to the needs, finances and priorities of the school training courses while they carry out the work. There is no guarantee that this learning process will equip them for example with the techniques described above for facilitating quality work experience for their students but it might. Some Careers teachers more recently have been appointed with other non-school based prior experiences. Both require attendance at in-service training courses on a regular basis to be able to cope with all the aspects of the job. These are available and usually most teachers make use of the opportunities for this professional development. It is likely though not necessarily certain that a Careers teacher organizing a work experience programme will have

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received training on how to do this and indeed support in the organization of such a programme.

Advisers in the Connexions Service usually enter with a degree or equivalent and then train on the job. The ideal training though would involve following pre-service and after graduation the Diploma in Careers Guidance (DCG) and then the wide-ranging inservice courses on offer.

The Diploma in Careers Guidance (DCG) is itself subject to ongoing evaluation and development to meet the evolving demands of modern career guidance work within the Connexions Service. This is a 120 credit course at level three, which comprises seven modules of varying lengths. The course incorporates approximately 12 weeks of work-based learning in careers service companies, Connexions partnerships and other organisations. The PQCG/QCG course meets all the learning outcomes laid down by the Department for Education and Skills and is made up of: Reflective Personal Development; Equal Opportunities; Values and Ethics; Designing and Planning Careers Education; Organisations and Networks; Guidance Interventions; Theoretical Basis of Guidance Practice and Labour Market Studies.”

For example, the section on “guidance interventions” covers the development of the skills described above in in terms of quality in facilitating work experience but advisers are not usually as responsible as careers teachers for organizing work experience in the school-based schemes we have been particularly looking at. While Careers Teachers will have had access to courses on quality in work experience and indeed most will have attended such courses and be supported by others who have during the work experience process, there is actually no guarantee that any one Careers teacher organizing work experience will definitely be trained to do so. In the exception there’s the rule !!

10 ANNEX – Knowledge and skills requirements (results of WP1)

The following knowledge and skills requirements result from the work in the first work package (WP 1) of the project. They gave the basis for a first comparative reflection on the practices in the partner countries of Leonardo Guiding (assessing the good practise examples shown in this text).And they gave a basis for the development of a general competence set for guiders guiding young people from school to job. (see: “Competence Profile for Guiders Guiding Young People from School to Work”, Leonardo Guiding, WP2)

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