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Kick off meeting TOI BLUE 3th december 2012

Career orientation and career guidance state of the art in education in The Netherlands. Kick off meeting TOI BLUE 3th december 2012. What is c areer orientation and career guidance (COCG) in The Netherlands.

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Kick off meeting TOI BLUE 3th december 2012

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  1. Career orientation and career guidance state of the art in education in The Netherlands Kick off meeting TOI BLUE 3th december 2012

  2. What is careerorientationandcareerguidance (COCG) in The Netherlands • COCG in educationis about support pupilsandstudentstodiscovertheirtalentsandambitionsand help themfind a goodplace in futhereducation or employment. • Who is responsiblefor COCG  secundaryeducation, vocationaleducationandhighereducation in cooperation with the labour market. • Why is COCG important • To stimulate talent development • To stimulate individual learning pathways • To stimulate flow in education • To stimulate the labour market (economy) • Toreduceearly school leaving • Toreduceswithbetweeneducation programs • To reduce unemployment rate

  3. Policy of COCG (1) • Ministry of Education COCG is important foreconomyandlabour market but implementation of COCG is a responsibility of each individual educational institution. • Ministry of Education started the project VSV (Early school leaving)  http://www.aanvalopschooluitval.nl/togetherwithmunicipalities. The project is succesful but has a limited focus. • Since august 2000 COCG has been financedby the lump-sumfunding in secondary en vocationaleducation. Nature, scope andquality, availability andaccessibility are up to the individual schools. EducationInspectorateprovidesexternalvalidation of the schools qualityassuraceefforts. • In VET the document 'qualificationrequirementscareerandcitizenship’ is required. The career management skills (Kuijpers, 2003) are an important part of the document. http://www.kwalificatiesmbo.nl/leren-loopbaan-en-burgerschap.html • Boards of education set up careerguidance stimulus plansforsecondaryeducationby council forsecondaryeducation (VO-raad) http://www.lob-vo.nl/and VET byMBO Diensten http://www.mbodiensten.nl/mbodiensten/p000047/projecten/loopbaanorientatie-en-begeleiding-lob-fase-i-09-2010-07-2012

  4. Policy of COCG (2) • HighereducationNetherlands Assciation of Applied Sciences (HBO-raad) and the Association of Universities in the Netherlands (VSNU) take steps toimprove members performance. • Issuing binding recommendations (BSA) • Experimentingwithindividualstudychoice interviews • Setting up centres of excellence at five universities • Active involvementwithministryof SocialAffairsandEmployment (SZW) and the ministry of EconomicAffairs (EZ) is verylimited. COCG in education is a matter of ministry of Education, Culture andScience (OCW) at this moment.

  5. Organization of COCG withineducationalinstitutes • School vision, policy, qualityandimplementation is a task of eachindividual school or school department (VET andhighereducation) • Often school counsellors (secondaryguidance) are responsiblefor COCG. Latelythey are assistedbyprimaryguidance mentors. • In lager institutionsthere are centralisedand specialist departments (secondaryguidance) for COCG. Tertiaryguidance is outside the school (private providers). • COCG activitiesanddialogues take place on criticalmoments of choice (fixed points in education): • sector selection in vmbo en profile selection in havo/vwo (secundaryeducation) • beforespecialization in VET or highereducation • beforegraduation (specialy in secondaryeducationitisn’tfinaleducation)

  6. Recent developments in dutchresearch • Career skills (Kuijper, 2003) become more often a beacon in the field of education: • Reflecting on motives • Reflecting on quality • Exploringwork • Managing career • Networking • Latelyinstitutions design a powerfulcareer-focusedlearning environment (Meijers & Kuijpers, 2006) • practice-based, functionaland real-life • Active, participatory • Reflectiveanddialogue • In TOI BLUE the municipality of ‘s-Hertogenbosch takes anactive part in stimulate COCG (ratheruniquefor NL). Project ambition is toimplementabovementioned research anddevelopments.

  7. Cooperation within COCG • Regionally, secondary school and VET colleges worktogheter in early school leavingprojects (39 regionalnetworks = RMC). Frequently COCG is part of these projects but the focus is still on youngsters at risk, notforallyoungsters(there is still a networkpromisingconnection?!) • Cooperation within COCG is an important topic in the stimulus plans(highereducation is involved) • Generally cooperation within COCG is toofragmantedand not sustainable yet (depends on certain people or projects) • Intention of TOI BLUE is tocoorperatewith the regional stakeholders of COCG (educationandlabour market)

  8. COCG learningpathway • Ongoing COCG learningpathwaysaren’t easy tofindin schools. Mostlythere are activitiesaroundcriticalmoments of choicenotcontinuously. • Between different educationalinstitutionsandbetweeneducationand the labour market ongoing COCG learningpathways are also hard tofind. However at somecriticalmoments of choiceinstitutions set up projectstogether. • The intention of TOI BLUE is tocreate strong ongoing COCG learningpathways (curriculum) in school andbetween different educationalinstitutions/labour market. Startig point are the needs of pupils/students.

  9. Professionalizationof COCG • The are no strictrequirementsforguidancecounsellorsandmentors. • Is’s the responsibility of eacheducationalinstitutetodecide on the budget and time spendon professionalization. • The focus of professionalization is on careerconversation (dialogue) forboth mentors andcounsellors. No focused on COCG in curriculum • Associationsfor school counsellors (NVS-NVL & VvSL) offer training andeducation • Courses at Universities of AppliedScience (Fontys & Saxion Human Talent Development) and private providers. • In the stimulus plan careerguidancefor VET professionalization is an important item (they offer a training careerconversation)

  10. Thankyouforyour attention. For questionsrelatedtothispresentationsendan email to Marieke Baijens  mbaijens@cinop.nl

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