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Jyväskylä

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  1. Guidance Services in Vocational Education and Training for Students and Mature Students Guidance and counselling in vocational educationKirsti Kosonen, Principal, Jyväskylä Vocational InstitutePresident of the Union of Vocational Principal Associations in Finland Merja Lammi, Teacher, Coordinator for Special EducationNiko Toom, Student, Business and AdministrationPostconference 9th November, 2006 Jyväskylä 1 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  2. Jyväskylä 2 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  3. The goal of vocational education in Finland is - to enhance the vocational competencies of the Finnish population,- - to develop working life and meet its requirements for competencies, and - to enhance employment. 3 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  4. Mission of Vocational Education in Central Finland • • to enhance provincial and regional development • • to develop business, industry and the public sector • • to provide individual learning paths for young and adults • Provincial development strategy www.jao.fi 4 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  5. GeneralEducationAdult Education Graduates 1 200 Graduates 950 Students 4 400 Total Number of Students 10 000 Teaching Staff 400 Teaching Staff 200 Other 110 Students with special needs 330 5 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  6. Jyväskylä Vocational Institute Youth Education • Technology College • Business College • Catering College • Conservatory• College of Health and Social Care• Central Finland Institute of Arts and Crafts Adult Education 6 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  7. Finnish Education System 16 – 20 Years Jyväskylä Vocational Institute 7 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  8. The Finnish Vocational Education System Youth education mainly takes place in educational institutions Apprenticeships are less common National system: all 52 initial vocational qualifications have the same structure and duration ( 3 years) 8 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  9. Vocational Education and Training (VET) • Initial vocational education and training is provided in vocational institutions or as apprenticeship training. • A three-year vocational qualification provides general eligibility for higher education. • A vocational qualification can also be taken as a competence based examination. 9 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  10. Structure of studiesThe same structure and duration in all examinations A three years vocational studies provides general eligibility for higher education Composition of studies Vocational studies 90 credits - common vocational studies - specialist vocational studies - on-the-job learning (minimun 20 credits) Common studies 20 credits Free-choice studies 10 credits 120 credits 10 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  11. Common studies • Core subjects aim to provide students with the skills and knowledge that they will need at work, in further study and as citizens. Core subjects also include options and they can be replaced with general upper secondary school studies. • Upper secondary vocational qualifications include the followingcompulsory core subjects for all students: • native language • second national language (Swedish/Finnish) • foreign language • mathematics • physics and chemistry • social, business and labour-market subjects • physical and health education • arts and culture 11 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  12. Dual-degree System = Double qualifications Initial vocational qualification + upper secondary school certificate (matriculation examination in Finnish, Swedish, English, Mathematics) 12 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  13. The goal of guidance and counselling is to provide to our students individual support in studies, career planning and employment Information about vocational education to students, parents and teachers in secondary schools (parents assembly, open doors, exhibition fair) personal guidance (life planning and career guidance) classroom guidance (free-choice-studies, learning skills etc) small group guidance (job seeking skills, portfolio) web-based services (applying for further education etc) self-help services (open learning centre, library) Responsible for: Homeroom teacher, guidance counsellors, school social workers, special needs teachers, school secretaries Career guidance and counselling servicesin Jyväskylä Vocational institute Guidance and Councelling in Jyväskylä Vocational Institute 13 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  14. The aim is to integrate special needs students into mainstream education and training (equality, can choose from 25 vocational upper secondary qualifications) need-based small groups Special needs education is tailored as much as possible to suit each student´s individual needs 13 special education institutions in Finland provide education and training for students with the most severe disabilities Students with special needs in Jyväskylä Vocational Institute 14 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  15. Staff involved with guidance and councelling • Principal • Head of Programme • Homeroom Teacher • Vocational Studies Teachers • Subject Teachers • Special Education Coordinating Teachers • Special Needs Teachers • Special Needs Assistants (with upper secondary • vocational qualification) • Student welfare • Guidance Counsellors • School Social Workers • School Health Service • Student Accomodation • Free-time activities 15 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  16. guidance and counselling -> individual learning path flexible small goups same time teaching special need teachers vocational special teachers assistant persons (have vocational qualification) interpreters (sign language) on- the-job learning more than 20 credits different learning environments different teaching methods remedial teaching workshops Support to Students in Jyväskylä Vocational Institute 16 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  17. Developing Career Guidance of Young People with special needs • New special education organisation when • mainstreaming (somebody is responsible for) • Year planning (preventing problems, a student need not to fail) • Regognizing the student with special needs (strengths) • Orientation term in the beginning • Life and career planning is a part of IEP • (individual education plan) • Becoming acquainted with vocational education, school • experiments • Flexible applying for students with special needs • Exchanging information (form, permit from parents • on www-pages) • Education to our teachers about special needs students • Education to workplace instructors 17 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  18. Cooperation with: • Companies which are arranging on-the-job-learning (attitudes, • vocational skills requirements, training professional skills before, • vocational skills demonstration, employment) co-operation with • Secondary education schools in Central Finland (guidance • counsellors and special needs teachers) • Deaf Association (counsellor in beginning of studies, on-the-job- • learning, educating teachers with students who use sign language) • Special schools • Employment office 18 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  19. Special needs coordinating teachers 2005 - 2006 ERVA-team ( 1 x month) 9 special needs coordinating teachers developing special education and promoting good practises in Jyväskylä Vocational Institute Special needs coordinating teacher (ERVA, responsible for special education in own school or vocational field) coordinating planning developing special education in own school or field is participating in ERVA-team for developing and planning special education in Jyväskylä Vocational Institute (6 colleges) Special need teachers consulting teachers supporting students with special needs ERKKA-team(2-3 x year special needs teachers and welfare personal 19 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  20. Career and Life Planning • part of free choice studies • need based, invidually planned curriculum • in small groups or personal services • Studies includes guidance which: • promotes students self knowledgement and • life management • improves self esteem and confidence • promotes personal or professional growth • supports student to find management strategies • supports accessing to the labour market, making portfolio, job seeking skills • guidance counsellor, school social worker, special needs teacher etc. • Performances will be marked in CAREER PASSPORT • , 20 Kirsti Kosonen/www.jao.fi/ 9.11.2006

  21. Mr Believe Individual Eduaction Plan Process Individual curriculum On-the-job-learning Commitment Arrival interview CAREER AND LIFE PLANNING GOOD LIFE EMPLOYMENT Learning potential evaluation Vocational skills Getting in touch with the school Choices Personal growth Portfolio Background Information Strengths Developing Skills Ms Hope 21 Kirsti Kosonen/www.jao.fi/ 9.11.2006

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