Henk Ritzen , Cees Terlouw , Hans de Vries , Anneke Höfte -ten Napel & Marleen Rikkerink

1. ‘Professionals ready for the future’Career counselling in pre-vocational and general education preventing education selection HenkRitzen, CeesTerlouw, Hans de Vries, AnnekeHöfte-ten Napel & MarleenRikkerink Paper:7th EAPRIL Conference 2012 Yväskylä – Finland Room: Dynamo Friday Nov 30 – 11.15-12.15 Stedenbandscholen Twente

2. Program • Introduction • Project goals • Research questions • Theoretical context • Method • Results • Quantitative • Qualitative • Questions & discussion

3. Introduction • YouTube video

4. Project aim & goals • General project aim: • To strengthen the professional role of the study career counsellorsin pre-vocationaleducation and vocational education and training (VET) • Project goals: • To investigate students’ transitions • To strengthen teachers' knowledge and pedagogical practice • To design forms of cooperation within the vocational education

5. Research questions • Which factors influence student’s study choices associated with the teacher’s recommendation about their future education within the selective Dutch educational system? • How can teachers strengthen their beliefs, skills, knowledge and actions during co-learning situations that aim at facilitating student’s transitions in the Dutch educational system?

6. Theoretical context • Aspects • School career starts from primary education to secondary education • Study choice is related to early school leaving • Dutch education system selects prematurely • Countries with a later selection age perform better (OESO)

7. Study choices Secondary school (havo) 1 2 3 4 5 Higher Profes-sional Education Primaryschool 1-4 1-8 1 2 3 1 2 3 4 Vocational Education andTraining (VET) Labour market Prevocational Education Level & Sector choices 2 & 3 year VO-choice VET/havochoice

8. Actors Study career counsellor • Learner: personal background characteristics • Study career counsellor: coaches and facilitates the process • Parents/Family: direct environment of the pupil with strong influence • Other external factors: friends, media, regional factors, etc. will influence the school choice Learner Other external factors Parents / Family

9. Degree of self-regulation: Influence of - Parents - Peers - Friends - Teachers - Counsellors - Mentors • Background variables: • Gender • Prior education • Socio-economic status (SES) • and • Personality • characteristics Attitude: Perception of - Study - Professions - Institution Behavioral intention: Choice for study and school Behavior: Actions to realize the behavioralintention Intrinsic motivation: - Interest/pleasure - Observation of competence - Pressure/tension - Observed choice - Personal relations Feedback: - Immediate environment of school and home - Context of institute, educational/labour system and society Study choice process: practice-theoretical

10. Research design

11. Quantitative results: cohort 2009 Learning Pathways: BP = Basic MP = Middle CP = Combined TP = Theoretical ECBO-2012

12. Quantitative results: further education cohort 2009 ECBO-2012 Learning Pathways: BP = Basic | MP = Middle | CP = Combined | TP = Theoretical

13. Results panel interviews choice factors

14. Inflow Through-flow Outflow PO-8 1 From primary to pre-vocational education Choice/perception: • Parents want a good guidance • Pupils will beaccompaniedbyfriends • Imaging of pre-vocational education plays a role by study choice Upwards pressure: • Placement of pupils in the highest possible pathway, track or qualification • Review of the school inspection WISHES: • Better information about the pre-vocational education • Transfer based on more than one test results • Better communication between teachers from primary education and teachers from secondary education

15. Inflow Through-flow Outflow PO-8 1 2 3 Level & sector flow in pre-vocational education Interaction: • Sharing knowledge about the vocational labour market • Career choice (sector choice) is based on perspective on the labour market Flow away to lower level: • Teachers bend negative school experience into a new positive pedagogical perspective • Warm transfer and feedback for pupils flowing away to a lower level Study & school career coaching/vocational perspective: • Sector choice earlier in the theoretical pathway (track); • Career coaching portfolio • Parents: mismatch is a learning experience!

16. Inflow Through-flow Outflow havo PO-8 4 1 2 3 mbo Moving on to further education Outflow choice: • The learner is central to the learning process • Transparency of the transfers in education • Crossing the boundaries of the educational courses by professionals Professionalization: • Understanding the possibilities of the secondary education or VET • Understanding the digital resources Curriculum: • More attention to career guidance aimed on aspects of future profession and vocations

17. Conclusions • Which factors influence the selection process? • System factor: based on the selective Dutch educational system (highest outflow level) • Pupils that flow to a lower level are faced with negative learning experiences, which influence pupils’ motivation • How can the selection process facilitated? • Make learners earlier familiar with the various professional and training opportunities • Provide methods and instruments to experience the possibilities of profession perspectives

18. Discussion - questions The paper specifically focuses on the following two questions: Which intervention could help to design a concept for knowledge sharing between parents, study career counsellors and school leaders Which conditions have to be achieved in the process of developing professionalization for the practice of study career counselling?

19. ‘Professionals ready for the future’ Thanks for your attention!www.profsklaar.nl Henk Ritzen, Cees Terlouw, Hans de Vries, Anneke Höfte - ten Napel & Marleen Rikkerink Stedenbandscholen Twente