Dias nummer 1

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Peer Learning event on Evidence-based policy
making in guidance
Cedefop Thessaloniki November 19-20 2007
Workshop 1 Nov. 19 14.30
17.00 Education and training - Moving towards
working life ! Bo RavnUU NordvestjyllandEmail
bo.ravn_at_uu-nvj.dkWeb www.uu-nordvestjylland.dk
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The Danish Guidance Reform2004
- a new guidance system in the educational sector
Amendment 2007
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Act on Guidance in Relation to Choice of
Education, Training and Career WE MARGRETHE THE
SECOND, by the Grace of God Queen of Denmark, do
hereby make known Folketinget has passed and We
have provided the following Act with our Royal
Assent
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Main aims of the reform

• Guidance shall be targeted especially at young
  people with special needs for guidance

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Main aims of the reform

• Guidance shall contribute to a reduction of
  drop-out rates

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Two types of guidance centres

• 44 Youth Guidance Centres (Ungdommens
  Uddannelsesvejledning, UU) guidance in relation
  to transition from compulsory to youth education
• 7 Regional Guidance Centres (Studievalg)
  guidance in relation to transition from youth
  education to higher education

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The 44youth guidance centres

• Guidance related to transition from compulsory to
  youth education
• Target groups
• Pupils in lower secondary school (forms 6-9/10)
• Young people under the age of 19 outside
  education, training and employment
• Young people between 19-25 who seek out guidance
  in relation to youth education and employment

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The 44youth guidance centres

• Guidance for lower secondary pupils provided at
  schools
• Educational logbooks and personal transition
  plans are used (compulsory)
• More resources for and focus on clients with
  special needs for guidance

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The 44youth guidance centres

• Municipalities fund and have overall
  responsibility for the centres
• Managers of centres are responsible for daily
  management
• Objectives, methods, activity plan and results
  are published on the Internet
• Obliged to cooperate with
• Regional guidance centres
• Local business life and public employment
  services
• Primary/lower secondary schools and youth
  education institutions in the area

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102.000 inhabitants
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(No Transcript)
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90 201095 2015
Realistic?
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Youth Education to all
95 aim
L 95 L 96 L 171 L 172 L 173 L 196
VETVacational Education and Training Programmes
General Upper Secondary Education Programmes
EGU
USB3
STX HHX HTX HF
EUD
90,2
2,5
2,3
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From Noemi Katznelson, reasearcher
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How do we getyoung adults involved?
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Guidancean individual adjustment?
Educational institutions are static Young adults
must adapt themselves
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The guidance counsellor must

• Identify special needs and offer support
• Education for students with special needs
• Leisure time facilities
• Mentor arrangements
• Contact teacher

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Guidancea flexible organization?
Young adults are young adults The educational
institutions should be tailored to the needs of
the young adults
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Receive differentiated special support Social
relations and network Engaged adults A choice
of individual programs
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Bridge-building schemes and Mentoring will
be included in the new act
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Mentor
The possibility of mentor assistance should be
made available already from form 9 for young
people who have inadequate contact to adults, and
who are therefore in a need of follow-up and help
in their daily lives.
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The municipalities will be obliged to extend
their outreach services to include all young
people below the age of 25 who have not started
or have dropped out of a youth education
programme.
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These young people will be continuously contacted
until they agree to follow a plan, which will
lead to their getting back into a youth education
programme.
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Introductory courses where post-compulsory
educational opportunities are presented will be
made obligatory from the 8th form. 5 days
programme.
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Organise bridge-building activities at youth
education institutions even in the 9th
form. 2-10 days.
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Bridge-building activities of two weeks duration
will be made obligatory in the 10th form with the
possibility of extending the activities for an
additional four weeks.
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Youth education institutions will be obliged to
meet the established demandfor introductory
courses and bridging activities.
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Career guidance at an early stage in compulsory
education is to be strengthened and targeted at
the pupils who are in need of it the most.
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Guidance activities are to begin in the 6th form,
and they should primarily be focused on young
people who are likely not to commence or complete
a youth education programme.
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Pupils who are tired of school or for some other
reason do not benefit from ordinary education
will be given the opportunity to take part in
activities or schemes in contexts outside the
school which should help clarify their
educational options and choice and to develop
their professional and social skills.
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Requirements concerning the pupils individual
transition plans will be specified and clarified
so that they become even more active and useful
as a tool in relation to the pupils transition
from compulsory education to the voluntary 10th
form or a youth education programme.
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For pupils who choose the voluntary 10th form,
the transition plan must serve to ensure that the
teaching can be organised in a way that takes
into account the individual pupils potential and
need for further qualifications.
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Further information

• Danish guidance reform
• eng.uvm.dk/guidance
• pub.uvm.dk/2004/guidance
• National guidance portal
• www.ug.dk
• Virtual resource centre(Videnscenter for
  vejledning)
• www.vejledningsviden.dk
• Danish education system
• eng.uvm.dk