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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

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Jyväskylä

2 Kirsti Kosonen/www.jao.fi/ 9.11.2006

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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

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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

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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

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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

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Finnish Education System

16 – 20 Years

Jyväskylä Vocational Institute

7 Kirsti Kosonen/www.jao.fi/ 9.11.2006

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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

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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

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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

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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

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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

career guidance and counselling services in jyv skyl vocational institute
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

students with special needs in jyv skyl vocational institute
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

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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

support to students in jyv skyl vocational institute
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

developing career guidance of young people with special needs

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

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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

special needs coordinating teachers 2005 2006

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

career and life planning

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

individual eduaction plan process

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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