Second Survey School and WOW.pdf
Second Survey School and WOW.pdf
Second Survey School and WOW.pdf
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
WORKING GROUP: PRINCIPLES AND CRITERIA<br />
The problem has been described as structural – e.g. that it arises from the lack of practical<br />
training places in the vocational education system or unequal access to education <strong>and</strong>/or<br />
vacant jobs 2 . But it has also been described as problems deriving from individual factors – e.g.<br />
that some individuals lack specific competences that would allow them to gain access to<br />
education <strong>and</strong> – hereby – to the job market 3 .<br />
Likewise, the guidance system has undergone comprehensive reforms in recent years, with the<br />
objective to make it consistent with the needs of this target group <strong>and</strong>, at the same time, more<br />
adjusted to challenges which derives from the individualised education system. Today the<br />
guidance services are obliged to target the young people who are in the most need of<br />
guidance – <strong>and</strong> related services as for example mentors <strong>and</strong> contact teachers are obliged to<br />
cooperate across different sectors <strong>and</strong>/or institutions to provide support for these young<br />
people.<br />
Finl<strong>and</strong><br />
Key quality features in guidance practise in Finl<strong>and</strong><br />
<br />
Educational settings:<br />
–Career guidance as a student entitlement in legislation<br />
–Career guidance as a part of national core curricula<br />
–The competences for career practitioners defined in legislation<br />
<br />
PES settings:<br />
–Tiered services in employment offices<br />
–Qualifications of vocational psychologists defined in legislation<br />
Challenges remaining<br />
<br />
<br />
to develop a more sustainable evidence base to support the policy development,<br />
especially for the purposes of quality assurance of the overall arrangements of guidance<br />
<strong>and</strong> for assessments of impact <strong>and</strong> cost‐effectiveness<br />
at the policy dimension:<br />
1) Despite cross‐sectoral national guidance policies, regional systematic cross‐sectoral<br />
activities have taken only the first steps.<br />
2) Each sector still has their own strategies for preventing social exclusion – few cross‐walking<br />
mechanisms in this mosaic.<br />
2 Hansen, Erik Jørgen. 2003<br />
3 Bertel Haarders åbningstale. Sorømødet. 2007 (Speech given by the Minister of Education)<br />
‐ 12 ‐
Change language