Developing guidance and counselling within the Lifelong Learning Programme

Get Set seminarTurku 17.9.2009

Thematic work at European level

• Thematic Monitoring Group 1:VET and the labour market, guidance and specific groups

• Website: www.lmvet.net

• Report:http://www.lmvet.net/Apps/WebObjects/HI.woa/swdocument/1012419/Guidance+conference+report.pdf

• Database of guidance projects (appr. 100 projects)

Key results of the survey

• Target groups, contexts and setting and methods seem to be rather traditional

• Developing guidance is mostly about development for the clients, not so much about development with the clients.

• In some cases the goals seem to be supply driven rather than citizen-centred.

• In spite of some innovative technology assisted applications, the overall impression seemed to represent ‘re-inventing the wheel’ i.e. repetition of what already had been done.

• Existing transnational databases are not utilised enough.• Some of the projects were traditional matching tools.• New tools were developed to solve problems deriving from previous guidance

paradigms and schemes.

• Overall project aims and objectives were in congruence with major guidance policy documents

• There is a threat of fragmentation of guidance; it seems to loose its core idea in the jungle of specific and detailed projects.

What types of LdV projects are funded?

Mobility projects

Transnational placements/mobility• for trainees in IVT • people in the labour market

(PLM)• for professionals in VET

(VETPRO)

Multilateral projects• Transfer of Innovation (TOI)• Development of Innovation (DOI)• Thematic Networks (TH)

Partnerships (PA)

Preparatory visits (PV)

Accompanying measures (AM)

Priorities for TOI projects 2010

• Transparency and recognition of competences and qualifications• Developing the quality and attractiveness of VET systems and

practices– Foster the development of high quality VET pathways leading

to smooth transitions to work and/or progression to further and higher education and promote guidance and counselling at all levels

• Developing vocational skills considering labour market needs – New Skills for New Jobs

• Developing the skills and competences of VET teachers, trainers and tutors– Develop the skills and competences of VET and guidance

professionals, including their professional development and learning of languages

Transfer of innovation

• The aim is to improve the quality of VET systems by adapting and integrating innovative contents or results from previous projects (LdV, ESF, national etc.) into VET systems and companies at national, local, regional or sectoral level

• Always includes further development of the previous outcomes (not just dissemination between countries)

• Identifying user requirements – development and learning from other – piloting – adapting and using the products

• Max duration 2 years• Minimum 3 countries

Learning from each other

Coordinator

Partner APartner B

Partner C

Partner D

Partnerships

• small-scale cooperation projects between organizations working in VET

• cooperation include mobility activities and small-scale development work without demanding big budgets.

• Projects can focus on the active participation of trainees, as well as concentrate on the cooperation between teachers, trainers, councellors or VET-professionals

• The cooperation may also include enterprises, social partners or other VET stakeholders, who can cooperate at national, regional, local or sectoral level

• Partnerships could be used to continue to cooperate on results achieved in a previous project, or be a first step towards a mobility or transfer of innovation project.

• Partnerships enable peer learning activities, benchmarking and learning from others

• Partners from at least 3 participating countries

Specific to LdV

• Content of the activities has to be clearly VET related• LdV partnership strive towards participation of other

stakeholders than just VET schools, such as enterprises, social partners, regional, local or even national decision makers.

• LdV Partnership will produce an outcome or results which allow later dissemination and further application of the results of the cooperation.

• Results can be descriptive or tangible, take the form of a common report, a conference, a CD, a tangible product as developed for / on behalf of / with the involvement of trainees, a training concept in a specific VET field, ...etc.

Example

Competence based guidance development is the key to lifelong employability (2009-1-LT1-LEO04-01393 3)

• Partner countries: FI (Turku Vocational Institute), LT, NL, AT, ES, DE, EE

• Objectives of the partnership:– To research the existing practices of the comperence based

guidance in partner countries– To analyse and select good practice examples– To prepare recommendations and guidelines for the

competence based guidance manual– Organise mobility activities/workshops– Prepare the international requirements for the competence

based guidance toolkit

Mobility

• Mobility of professionals: teachers, trainers, guidance counsellors…(VETPRO)

• Academia – ohjaajien liikkuvuusverkosto, coordinated by OPEKO National Centre for Professional Development in Education

• 24 guidance professionals sent for one week in a partner country

Where to find information about the Leonardo projects, products?

• Adam: Project and Products Portal for Leonardo da Vinciwww.adam-europe.eu

• Leonardo da Vinci: Compendium & Products (1995-1999 & 2000-2006)http://ec.europa.eu/education/programmes/leonardo/new/leonardo2/products/index_en.cfm

• LeoKanta (Finnish Leonardo database 2000-2006, available also in English) https://secure.sd-group.fi/ds/leonardo

• Leonardo da Vinci programme: Success stories, best practices, awarded projects etc. http://ec.europa.eu/education/leonardo-da-vinci/doc1204_en.htm

Leonardo da Vinci: Reports and studies• http://ec.europa.eu/education/leonardo-da-vinci/doc1243_en.htm