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Making „good guidance“ a reality:

ERASMUS+ Strategic Partnership KA202 Qual-IM-G. Making „good guidance“ a reality: Quality development in career guidance and counselling – a challenge for guidance practitioners, service providers and policy makers The German approach

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Making „good guidance“ a reality:

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  1. ERASMUS+ Strategic Partnership KA202 Qual-IM-G Making „good guidance“ a reality: Quality development in career guidance and counselling – a challenge for guidance practitioners, service providers and policy makers The German approach Karen Schober, Nationales Forum Beratung in Bildung, Beruf und Beschäftigung (Germany) Karen Schober, Presentation Bratislava, 20171025/26 1

  2. Making “good guidance” a reality:Quality Development in Career Guidance and Counselling Overview Our Vision International and European approaches for qualitydeveloment in careerguidance: Core principles and standards – the European Reference Tools Definingquality in guidance – negotiationprocessbetweenActorsand stakeholders, theirvalues, goals and interests Step 1: Establishing a coordinationmechanism: National Guidance Forum Step 2: Setting up an Open Process of Coordination Step 3: Developing the BeQu-Concept – a systemicapproachtoquality and professialism in careerguidance Step 4: Implementingqualitystandards and guidelines: Difficulties and Pitfalls Making goodguidance a reality: shortsummary and somerecommendations Karen Schober, Presentation Bratislava, 20171025/26 2

  3. Making „good guidance“ a reality Our Vision Inspired by the OECD-Study (2001 – 2004) and The EU-Council Resolution on Lifelong Guidance (2004/2008), Inspired by the Canadian Standards and Guidelines (since 2001) Recognizing deficits in the German career guidance situation after the abolishment of the state monopoly with respect to mandatory regulations of practitioner qualifications and competencies Cooperation and coordination mechanisms in guidance policy We developed our vision of creating commonly shared and acknowledged quality and professional standards for guidance providers and guidance practitioners in a bottom-up process. Karen Schober, Presentation Bratislava, 20171025/26 3

  4. Career Development and Lifelong Guidance as policy issues - international milestones AIOSP / IAEVG (1995 / 2003) Ethical Standards; International competences; EVGP Certificate OECD (2001 – 2004) OECD-Guidance Policy Reviews; Handbook for Policy Makers EU Council Resolutions on Lifelong Guidance (2004 / 2008) EU Lifelong Guidance Expert Group (2002 – 2007) Common European Reference Tools CEDEFOP (2009) Framework for PractitionerCompetences ELGPN (2007 – 2015) Guidelines for Policies and Systems Development for Lifelong Guidance; Quality Assurance and Evidence Framework (QAE); The Evidence Base on Lifelong Guidance Karen Schober, Presentation Bratislava, 20171025/26 4

  5. Making good guidance a reality: Common European Reference Tools Core principles and standards in anyguidanceprovision,regardless of the specificsector and the kind of setting Impartiality, neutrality Voluntariness Openness of guidance results Centeredness of the clients and their interests and needs Confidentiality Compliance to basic ethical principles (i.e. non-discrimination, quality consciousness, advocating for clients, feedback to superiors and systems, …..) Professional values and attitudes (i.e. empathy, respect, appreciation, professional distance, …..) Karen Schober, Presentation Bratislava, 20171025/26 5

  6. Defining quality in guidance – a negotiation process between actors and stakeholders Source: translated from Schiersmann et al., 2008, p. 27 Karen Schober, Presentation Bratislava, 20171025/26 6

  7. Step 1: Establishing a Coordination Mechanism: the National Guidance Forum (nfb) (1) • Need for a body who is acknowledged by the professional community and legitimized to start a process of developing commonly shared and recognized quality standards • 2 years of planning and implementation (starting 2004) • Some support and backing from the Federal Ministry of Education and Research • Preparing a “Mission Statement” and Statutes as basis for establishing a legal non profit organisation • Addressing relevant actors, stakeholders, and government bodies to join the founding of the National Guidance Forum Karen Schober, Presentation Bratislava, 20171025/26 7

  8. Step 1: Establishing a Coordination Mechanism: the National Guidance Forum (nfb) (2) • September 2006: Foundation Assembly with 20 founding members • June 2014: 51 members (17 individual, 34 institutional) – guidance experts, researchers, professional associations, associations of training & guidance providers, trade unions, other non profit organizations • 2007 – 2009: Joint actions (workshops, conferences) with the Federal Ministry of Education on quality items • Defining common interests with the Membership, the Ministry, and the Institute for Educational Research at the Heidelberg University for a joint project on quality development for career guidance • Applying for project funding and starting the joint project “Open process of coordination for quality development in career guidance” in September 2009 Karen Schober, Presentation Bratislava, 20171025/26 8

  9. Step 2: Setting up the “Open Process of Coordination” Setting up the coordination in relation to governance theory and practice, e.g. „open process of coordination“ (OMC) and good practice (e.g. from Canada) involving experts, actors, stakeholders, researchers, policy makers Work formats and processes: Team nfb/Heidelberg research group as backbone Standing working-groups (Experts and stakeholders) (2009-2012) Policy board (2009-2014) Annual conferences and practitioner-expert workshops Action research: Piloting the instruments (Standards & Quality-Development Frame) in 60 Service providing organizations (2011-2014) Action research: Piloting and discuss the instruments with 80 practitioners (individual competences) (2012-2014) Round tables (policy makers, experts and stakeholders) 2012-2013 Karen Schober, Presentation Bratislava, 20171025/26 9

  10. Step 3: Developing the BeQu-Concept for Quality in Career Guidance and counselling: - a systemic approach Societal Context e.g. globalization, new technologies, knowledge-based society, individualization, labor market, legal regulations Organizational Context e.g. profit- vs. non-profit organizations, company size, sector, guidancebyfreelancers, public counsellinginstitutions Counselling System Generic Prinziples Intervention techniques e.g. career aspirations, professional biography, attitudes, experiences, private life, working life e.g. professional biography, attitudes, experiences, private life, working life Client‘s System Practitioner‘s System nfb/Research Group Quality in Guidance 2012, p. 4 Karen Schober, Presentation Bratislava, 20171025/26 10

  11. Step 3: Developing the BeQu-Concept for Quality in Career Guidance and Councelling: a systemic approach Transversal quality standards and competences (T-Standards) Societal Context Quality standards and competences related to the societal context and goals (S-Standards) Organizational Context Quality standards and competences related to the organization (O-Standards) Counselling System Generic Prinziples Intervention techniques Process related quality standards and competences (P-Standards) Quality standards related to professionalism and competences of guidance practitioners (C-Standard; competence-profile) Client‘s System Practitioner‘s System nfb/Research Group Quality in Guidance 2012, p. 4 Karen Schober, Presentation Bratislava, 20171025/26 11

  12. The BeQu-Concept for Quality and Professionalism in Career Guidance and Counselling: Instruments and Tools A catalogue of 19 Quality Standards (Level 1), each of them differentiated and operationalized in 5 – 10 single criteria (Level 2) The quality criteria address not only practitioners but equally the management of the guidance organization and the responsible policy makers/politicians A competence profile of 17 practitioner competences addressed to guidance practitioners, each of them differentiated and operationalized in a number of affective-emotional competences and cognitive resources A set of tools to record and assess practitioner competences A Quality Development Framework for Guidance Institutions to improve their quality: six-phase-model of Quality Assurance Karen Schober, Presentation Bratislava, 20171025/26 12

  13. BeQu-Quality Standards and Competences- Overview - Karen Schober, Quality Development in Career Guidance and Counselling, Rennes, Feb. 3, 2017 13

  14. The BeQu – Quality Development Framework (QER): a six-phase model Karen Schober, Presentation Bratislava, 20171025/26 14

  15. The BeQu – Quality Development Framework (QER): a six-phase model to improve quality in guidance organizations • Characteristics: • Flexibility:aplicable in all kinds of CG organizations • Adaptability:adaptabletoother QM strategies • Support: includes a compendium of materialswithtools and guidelines for implementation aswellasworkshostoaccompany and support the qualitydevelopmentprocessin the institutions Karen Schober, Presentation Bratislava, 20171025/26 15

  16. Step 4: Implementing quality standards and guidelines (1) – our goals • Sustainable implementation of the quality concept and tools developed in the project with the aim of securing and strengthening quality and professionalism in career guidance, by…… • Self commitment to the standards and the competency profile by guidance provider, practitioners and practitioner associations • Self commitment of guidance training providers, university programs etc. • Commitment of policy makers to refer to the standards and competency profils in their educational and labour market programs when they commission guidance services • Establishing a “Quality Network or Career Guidance” with an online communication platform • Developing a credentialing process (certificate) for guidance providers and for practitioners on the basis of these tools - again in an “open process of coordination” with relevant actors and stakeholders – including an accreditation process for other certificate holders Karen Schober, Presentation Bratislava, 20171025/26 16

  17. Step 4: Implementing quality standards and guidelines (2) - Dissemination • Permanent, ongoing process: • Publications in journals, partner newsletters, nfb-newsletter • PR activities like press releases, flyers, • Presentations at conferences • Regional Workshops for dissemination (at least 1 per year) • “Inhouse” Workshops for interested associations or providers, also in other European countries • Submitting proposals to various government authorities and potential funding institutions Karen Schober, Presentation Bratislava, 20171025/26 17

  18. Step 4: Implementing quality standards and guidelines (3) – difficulties and pitfalls • Difficulties to implement a cross-sector-approach (education (school and adult) and employment) • Little backing from governments and little willingness to provide funding for the implementation process • Hesitation by provider organisations and professional associations who holdup their own sectoral standards and/or certificates • Competition of credentials • Limited financial and personal resources of those providers who have a strong interest in implementing the QDF-process and the standards in heir organisation • … Karen Schober, Presentation Bratislava, 20171025/26 18

  19. Making good guidance a reality: – a short summary • Quality development in career guidance in many Europeancountries has been largely influenced, promoted and supportedby international and European activities. • Quality development in career guidance has beome a policy issue in achieving important social and economic policy goals. • Quality in career guidance does not only depend on the qualification and competences of guidance practitioners. It is likewise the responsibility of service providers, policy makers and other stakeholders involved in guidance provision as well as clients and users, which have to be addressed equally. • The definition and development of quality goals and criteria require a common understanding of the issue among the relevant actors and stakeholders – it is a negotiating process • Strong professional associations play an important role in the development of professional standards for career guidance. Karen Schober, Presentation Bratislava, 20171025/26 19

  20. Making good guidance a reality: – some recommendations • Developing (new) quality standards or guidelines needs to be connected to existing quality concepts and credentials • Scrutinizing the compatibility of different quality development systems and acknowledgeing them as compatible standards/guidelines if appropriate • Aiming for legislative or mandatory solutions, since government funding usually does not guarantee sustainable quality development • The termination of most of the project or programme funded guidance provision inhibits sustainable development of quality and professionalism in career guidance. Quality needs continuity and security to grow and sustain. • A return from short term project funded guidance provision to legally grounded service provision by regular public institutions who have a legal mandate for career guidance seems to be necessary. Karen Schober, Presentation Bratislava, 20171025/26 20

  21. ERASMUS+ Strategic Partnership KA202 QUAL-IM-G Thank you for your attention! Karen Schober schober@forum-beratung.de www.forum-beratung.de www.beratungsqualitaet.net Karen Schober, Presentation Bratislava, 20171025/26 21

  22. Quality-Standards address all responsible actors on each systemic level: practitioners, management of the provider organization and policy makers - 2 examples „Good guidance in principlerequiresvoluntarypraticipation“ • Guidance practitionersencouragewillingness of clientwhenthey do not participatevoluntarily (compulsorycontext); explain legal consequences; explaintheir different roles (counsellor/administrator) • Management in the guidanceorganizationsupportvoluntaryparticipationbycomprehensiveinformationaboutrights and obligations; givepractitionerssufficientfreedomtoaddressclient‘sneeds/interests; enablesclientstouse alternative guidanceservices (in compulsorycontexts) • Policy makersmakecleardistrinctionbetweencounsellingand administrative / sanctioningroles; supportpractitioners in handlingdifficultsituations; safeguard the availability of alternative guidanceservices „Good guidancepromotes the socialinclusion and equality of disadvantagedgroups, esp. regardinggender, age, handicaps, cultural/ ethnicalbackground“ • Guidance practitionersreflecttheirposs. Contri-butiontoequity/socialinclusion; makeclientsaware of prejudices; assistthem in dealingwiththem; supportclients in enforcingtheirrights; maketheirnetworkpartnersaware of inequity and socialinclusionissues • Management of guidanceorganizationsiscommittedtosocialinclusion/equalitygoals, incorpratesthese in the organization‘smission and objectives; providesadequate human resources for it; conductstargetedactiviesto-getherwithpartner in the network • Policy makersincludesocialinclusion/equalitygoals of guidanceservices in correspondiglaws, policydocuments, programs and PR activities. Karen Schober, Presentation Bratislava, 20171025/26 22

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