Model of the career management services in HE in Lithuania
Name of the good/interesting practice/initiative/policy
Model of the career management services in HE in Lithuania
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Model of the career management services for students in higher education was developed as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania. Model represents an example of the agreement reached between the Ministry, university authorities, guidance practitioners and experts.
The initiative to develop the Model of the career management services for students in higher education represents the bottom-up guidance policy development. The process was provoked by the need to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education.
The Model was created in accordance with the Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies, 2008.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The Model of the career management services for students in higher education is aimed at the career guidance policy-makers and higher education institutions which implement this policy by providing career services to students in Career centres. It was approved by the Ministry of Education and Science in 2011 and is recommended by the Ministry to be implemented in the higher education sector.
The Model describes the overall system of career management services in higher education institutions: their mission, vision, goals, tasks and evaluation criteria as well as group of main career management services. It also includes description of principles of career management services provision and organisational and financial issues.
The Model was developed by the group of experts as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The Model of the career management services for students in higher education is being implemented on national level in the course of the EU-funded project by Vilnius University in partnership with 27 other higher education institutions (2010-2014). The career centres of the higher education institutions are providing to their students 5 types of career services (face-to face as well as web-based) described in the Model. This process is complemented by the career monitoring system, developing of career materials, standards for career service delivery, etc.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The Model described the result and outcome criteria for the evaluation aims and tasks of the system of career management services on national and institution level. The aims of the Model are evaluated on national level by the outcome criteria related to the benefits to students:
- Number and percentage of students, which received career services;
- Number of different type and group of career services provided to students;
- Number of qualified career counselors in higher education institutions;
- Number of students who are registered users of web-based career management system;
- Number of higher education institutions in which career centres were established or renewed;
- The tasks of the Model are evaluated on institutional level by product criteria related to the material and intellectual products and services which are created by using the allocated resources. This type of criteria is defined by the higher education institutions in respect to their priorities and particularity.
The evaluation of aims and tasks of the system of career management services on national level is defined by the Ministry of Education and Science, on institutions level – by higher education institutions. The data for both evaluations are provided by the higher education institutions.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
The career centres of the higher education institutions are providing to their students career services in accordance to the Model of the career management services for students. Career services are provided using the EU-funds (2010-2014) and with own higher education institution’s budget. Creation of the model and agreement on core principles of career management services provision as well as related initiatives related to standards for career services, training of career counselors, development of new career materials and web-based career management system helps to ensure the provisions of quality comprehensive career services to students.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The success lies in the bottom-up guidance policy development approach and initiative taken by Vilnius University in partnership with 27 other higher education institutions as well as involvement of other stakeholders and social partners in the process.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Higher education institutions are independent bodies therefore it is of high importance to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education. In order to keep the quality career service provision in all higher education institutions the establishment of the consorcium or association for the provision of career management services to students is needed.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Ms Aleksandra Sokolova
Role (in policy initiative)
Representative of the Ministry of Education and Science of the Republic of Lithuania involved in the process of development of the Model of the career management services for students in higher education
Organization name
Ministry of Education and Science of the Republic of Lithuania
Address
A. Volano str. 2/7, Vilnius, Lithuania
Phone
+370 5 219 1240
Fax
+370 5 261 2077
aleksandra.sokolova@smm.lt
Website address
www.smm.lt
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Ms Aleksandra Sokolova, Deputy head of the Vocational Education and Guidance Division, Ministry of Education and Science of the Republic of Lithuania
No comments by users.
good practice, initiative, interesting practice, policy, career management services, career education, career evaluation, career counselling, career opportunities exploration, job search, higher education, Lithuania
CMS in a University in Portugal
Name of the good/interesting practice/initiative/policy
CMS in a University in Portugal
Country
Portugal
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
Target groups consist of undergraduate students, PhD students and research grant-holders.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
A Career Self-Management Seminar (CSMS, forms A and B) has been developed and implemented by psychology teachers and researchers of the Career Guidance and Counselling Centre at the University of Minho. CSMS-A is intended to support career self-management of undergraduate students (career exploration, goal set¬ting, design and implementation of action plans, monitoring and feedback). It consists of eight sessions of 120 minutes each, developed weekly in a classroom environment or at the career centre, with small groups of students from different majors (n = 8–10). CSMS-B is intended to support PhD students and research grant-holders from the same institution, also in the acquisition or development of career strategic behaviours. It consists on seven sessions of 90 minutes each, developed weekly in the career centre, with small groups of participants from different scientific domains (n = 6–8).
Both forms of the SCMS are structured into three main blocks of sessions, in an attempt effort to address three components of the career construction process: vocational personality, career adaptability, and life themes. However, special emphasis is given to career adaptability resources.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The process and results of this career intervention model are assessed through the use of checklists, questionnaires and structured interviews.
Successful participants in the CSMS-A can apply to be a Career Self-Management Mentor of younger students at the university. The Career Self-Management Mentorship Programme is a complementary initiative developed by the same team of psychology scholars and includes continued supervision of SCSM Mentors by the team. SCSM Mentors are recognised by the University of Minho for purposes of the Diploma Supplement (DS). The DS is recommended by the Bologna Declaration, and has become one of the main tools to facilitate the mobility and employ¬ability of graduates. The aim of the DS is to provide enough data free from any value-judgments to pro¬mote the international transparency and fair aca¬demic and professional recognition of qualifications (diplomas, degrees, certificates).
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Role (in policy initiative)
Organization name
Address
Phone
Fax
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Marjo Halmiala
No comments by users.
good practice, initiative, interesting practice, policy, vocational personality, career adaptability, life themes, career self-management, higher education, guidance in schools, Portugal
Quality assurance through a training curriculum for guidance practitioners in higher education in Germany by the university association for counsellors and guidance practitioners “Society for Information, Guidance and Therapy at Universities” (´´´GIBeT)
Name of the good/interesting practice/initiative/policy
Quality assurance through a training curriculum for guidance practitioners in higher education in Germany by the university association for counsellors and guidance practitioners “Society for Information, Guidance and Therapy at Universities” (´´´GIBeT)
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The professional status of guidance practitioners is not commonly regulated in Germany including in the Higher Education (HE) system. However, through the Bologna reforms and the increasing differentiations of HE, professional guidance services are becoming increasingly important in this sector. They are expected to support individual study choices and transitions from school to HE, provide transparency of the various study opportunities and avoid disorientation that result from the substantial changes whithin the German HE system. At the same time, universities are even more competing with each other and guidance is a quality criterion of services for students.
Higher qualifications for counsellors in HE have already been recommended by the German Rector´s Conference (HRK) in order to support the Bologna reforms (HRK, 1994). Now, the ´´´GIBeT training curriculum comes at a time when quality and professionalism of guidance are high on the agenda in Germany as well as in Europe. The EU Council Resolutions on guidance 2004 and 2008, European developments e.g. in the ELGPN, ERASMUS and national developments significantly forced the establishment of a professional and quality standard in guidance services.
Guidance in HE is further competing to support the EU2020 goals: reduce drop-out, increase participation in higher education and raise the number of graduates in natural sciences and engineering. These objectives however may only be reached if guidance practitioners have the necessary skills and competences to provide services in high quality.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
In order to enhance the quality and professionalism of guidance services and counselling in HE as well as to ensure the professional status of practitioners through qualification and certification, the university counsellor’s association “Society for Information, Guidance and Therapy at Universities (´´´GIBeT)” developed a training curriculum for guidance practitioners in this field. Furthermore it encourages lifelong vocational education and training. And in general, the curriculum is intended to support the professionalisation and the standardisation of the job profile.
The training curriculum is directed at people providing educational counselling in institutions of HE. This involves all kinds of different professions e.g. pedagogical, psychological or socio-pedagogical professions.
The contents of the training curriculum are grounded in the tasks of the general guidance services in HE which are based in central counselling and guidance units in contrast to the faculty-based expert advisory on subject related matters. The curriculum defines a series of compulsory basic modules and a number of further specific modules from which counsellors may choose.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
Since 2009, the draft of the training curriculum, which was developed by some of the association’s board members, was broadly discussed within the ´´´GIBeT. In September 2011 the curriculum was finally passed by the general assembly which is constituted of practitioners working in educational
guidance and counselling in HE. The curriculum defines the structure for potential training programmes . In 2012 the training commission started its work to build up the relevant structures, to evaluate and accredit available training provisions and to include them in an online database. Being driven by a national professional association, the curriculum will be implemented on a national level. This offers flexible and decentralized training provisions as each practitioner can select what he or she needs. Courses of different training providers throughout Germany must be accredited by the training commission in order to be included in the database of training provisions.
Arranged in basic and advanced modules, the curriculum based programmes in the database involve courses on different aspects of counselling and guidance at universities: the education and labour system, pedagogical/ psychological theories, counselling competences, group and project management, information and cooperation and quality assurance. Practitioners may choose between two profiles according to their main professional tasks: „educational counselling” and „education management”..
Once counsellors successfully completed the related qualifications and trainings, they receive a certificate from the training commission. This is an individualized process in which informal and prior learning and experiences may also be examined and recognized by the training commission.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The training commission examines the training provisions according to the training curriculum and organises the implementation. Additionally, the commission is responsible for the further development of the training curriculum. Further, the training commission examines and decides upon the recognition of practitioner competences. The training commission is appointed for a period of two years by the executive board which is in turn elected by the members of the association.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
At present (summer 2012) the training commission is working on accreditation criteria for training providers. The online-database with accredited available training provisions will be published in autumn 2012. At the same time the recognition procedure for competences acquired in vocational practice will start.
Cost effectiveness is provided through a NGO approach.
Practitioners pay a low fee for the certificate and for the examination of prior and informal learning and experiences. Members of the ´´´GiBET receive a considerable discount while non-members also have to pay for access to the training provisions database.
The training curriculum of the ´´´GiBET is an innovative approach in a context with little regulation. The practitioners of the association decided as a form of self-regulation to define their own standards. Here practitioner’s competences become quality criteria of good student guidance services in HE.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Due to the bottom-up approach of this initiative which involved many practitioners, a high sense of identification is produced. There is a participative nature which will have a positive influence on the acceptance.
As a side effect, the online database including the accredited training provisions also improves transparency in the field of counsellor vocational education and training.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
As the initiative is lacking governmental and legal reinforcement, implementation will take some time and will be more difficult. Therefore, the board continuously ensures the involvement of the members and their acceptance of the curriculum. In addition, communication and cooperation with other associations, the National Guidance Forum in Education, Career and Employment and the involvement in the Open Process of Coordination for Quality Development provides exchange and mutual recognition in the professional community.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Anne Käther
Role (in policy initiative)
Speaker of the training commission
Organization name
Gesellschaft für Information, Beratung und Therapie an Hochschulen, ´´´GIBeT ( Society for Information, Guidance and Therapy at Universities)
Address
Fortbildungskommission Geschäftsstelle, c/o Universität Greifswald, Zentrale Studienberatung, Rubenowstraße 2, 17489 Greifswald
Phone
Fax
fortbildungskommission@gibet.de
Website address
http://www.gibet.de/fortbildungszertifikat.html
Documents and publications
http://www.gibet.de/fortbildungszertifikat/ordnungen.html
Attached files
Links
http://www.gibet.de/fortbildungszertifikat/fortbildungsdatenbank.html
This information was provided/updated by:
Bernhard Jenschke
No comments by users.
good practice, initiative, interesting practice, policy, accreditation, associations, best practice, career counsellor, career counselling, career guidance, competence recognition, counsellor training, Europe 2020, Germany, higher education, guidance practitioner, guidance provision, national curriculum framework, professional development, professional improvement and retraining, professionality, qualification, quality, quality assurance, student advising, student counselling, study adviser, tertiary education, training module, training of the guidance professionals, training programmes, validation, informal learning, non-formal learning
eGuidance
Name of the good/interesting practice/initiative/policy
eGuidance
Country
The Danish Ministry of Children and Education launched eGuidance in January 2011. It provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Danish Ministry of Children and Education launched eGuidance in January 2011. E-guidance is established providing opportunity for personal guidance through “e-channels”
Primarily aimed at resourceful youths and their parents
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
eGuidance provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
eGuidance is a national service and is manned by professional guidance counsellors and cooperates with the youth guidance centres, the regional guidance centres and the national guidance portal www.ug.dk.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
eGuidance is evaluated together with all other initiatives in the new Act on Guidance in 2010. eGuidance.
The Ministry of Education is the main stakeholder of the quality assurance system in the educational sector on a national level, as well as the main organisations for managers and guidance counsellors. eGuidance has establish a quality assurance system, which can be used to document activities, quality and effect on clients and society. Several indicators are included in the quality assurance system. Among the indicators are user surveys, based on nationally representative samples of pupils and students, responding on the same questionnaire. The user surveys are designed to provide information on user benefit of guidance in order to create the basis for a user-driven development. Based on inputs from guidance counsellors, the user surveys make it possible to compare and evaluate the user benefit of different types of guidance activities
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Steffen Jensen
Role (in policy initiative)
Organization name
Ministry og Children and Education
Address
Frederiksholms Kanal 26
Phone
0045033952135
Fax
steffen.jensen@uvm.dk
Website address
evejledning.dk
Documents and publications
Attached files
Links
http://www.ug.dk/evejledning
This information was provided/updated by:
Hanne woller
No comments by users.
good practice, initiative, interesting practice, policy, schools, VET, higher education, adult education, employment, guidance in schools, unemployed, employed, career information, Denmark