FEDORA Charter on Guidance and Counselling within the

FEDORA Charter on Guidance and Counselling within the European Higher Education Area PEER LEARNING EVENT ON EVIDENCE-BASED POLICY MAKING IN GUIDANCE – Increasing the voice of young adults in developing education-to-work transitions Thessaloniki, 19 -20 November 2007 Dr. Gerhart Rott, Bergische Universität Wuppertal FEDORA © G. Rott, University of Wuppertal, 2007

1 • The Bologna Process and students‘ engagement in the career construction process • The “FEDORA Charter on Guidance and Counselling within the European Higher Education Area” • Bottom-up career guidance policy-making • Research evidence-based career guidance development • Coherent interactive process development Structure © G. Rott, University of Wuppertal, 2007

2 • Universities: transformation into an environment that encourages an active learning process and facilitates employability • New focus on learning outcomes and competences • Students should be involved in curriculum development • Major issue: how do students study? Bologna Process © G. Rott, University of Wuppertal, 2007

3 “statements of what [students] should know, understand and/or be able to demonstrate after completion” of single course units or modules Learning outcomes González, J. & Wagenaar, R. (Hg). (2005). Tuning Educational Structures in Europe II. Universities’ Contribution to the Bologna Process (p. 32). Bilbao, Groningen: Tuning Project. © G. Rott, University of Wuppertal, 2007

4 “represent a dynamic combination of knowledge, understanding, skills and abilities” Competences Wagenaar, R. (2006). In Introduction to the European Credit Transfers and Accumulation System (ECTS). In Froment, E. , Kohler, J. , Purser, L. , Wilson, L. (Hg. ), Bologna Handbook - „Making Bologna Work“ (B. 2. 4 -1). Berlin, Stuttgart: Dr. Josef Raabe Verlag. © G. Rott, University of Wuppertal, 2007

5 • Examination of a facility's or institution's services and operations to determine if applicable standards are met • Temporary accreditation: renewal of accreditation after a certain amount of time • Renewal should involve data collected in the first accreditation – How do students manage with the demands of the study course? – How do graduates get into the job market? – Evidence-based accreditation • Involvement of students and future employers in Accreditation accreditation process © G. Rott, University of Wuppertal, 2007

6 “Institutions are slowly moving away from a system of teacher-driven provision, and towards a student-centred concept of higher education […] Students are actively becoming more and more engaged subjects of their learning process” Student-Centred Approach in HE Crosier, D. & Purser, L. (2007). Trends V Report: Draft Executive Summary. Retrieved April 23, 2007 from http: //www. eua. be/fileadmin/user_upload/files/Lisbon_Convention/TRENDS_V_Executive_Summary. pdf © G. Rott, University of Wuppertal, 2007

7 • Perspective to empower students to achieve organisational and educational objectives of EHEA • Deeper reflection on students’ needs and developmental processes • Active involvement of the student in the learning process • Broadening of choice in what and how one is learning • Modification of the balance of power from teacher towards student Student-Centred Approach in HE © G. Rott, University of Wuppertal, 2007

8 • Conveying of skills and knowledge to support the learning process and the transference of acquired knowledge into contextual application • Problem-Based Learning (PBL) • Personal Study Plan in Finland (PSP) Student-Centred Approach in HE © G. Rott, University of Wuppertal, 2007

Strategic positioning 9 © G. Rott, University of Wuppertal, 2007

10 • Basic standards for professionals • Strong recommendations and objectives for policy makers who are engaged in the development of the EHEA and in the fulfilment of its directives • Answer the question of how guidance and counselling can contribute to the overall mission of universities in the EHEA • Call for minimum standards, documented practice and provision of guidance and counselling for all FEDORA Charter: Goals • Bring forward new ideas for and responses to the challenges ahead © G. Rott, University of Wuppertal, 2007

11 • Basis: FEDORA Summer University in Cyprus in July 2005 – need for comprehensive guidance and counselling all over Europe – need to provide high quality and sufficient guidance resources discourse • First draft developed during the FEDORA Congress in Vilnius in 2006 • Final version approved by FEDORA Executive Committee FEDORA Charter: Development • Distributed among professionals and professional organisations in Europe © G. Rott, University of Wuppertal, 2007

12 Charter endorsed by the • European University Association (EUA) • The National Union of Students in Europe (ESIB) • UNESCO FEDORA Charter: Endorsement © G. Rott, University of Wuppertal, 2007

13 • Combines expertise from four different areas of guidance and counselling – Educational Guidance and Counselling – Careers Guidance – Psychological Guidance and Counselling – Disability and Special Needs Guidance and Counselling • Reflection of the work of FEDORA and its working groups FEDORA Charter: Background © G. Rott, University of Wuppertal, 2007

14 • Preamble • FEDORA Mission • Objectives • Provision of Services • Ethical Standards • Quality Standards • Transparency and Equity FEDORA Charter: Structure © G. Rott, University of Wuppertal, 2007

15 • Link HE institutions with lifelong learning processes • Connect guidance and counselling provisions with development of guidance throughout life as outlined by council of the European Union 2004 • Work for high professional standards in guidance counselling in a market-driven environment • Association carries professional role • Seeks to play an instrumental role in its field for EUA and European Commission Preamble and FEDORA Mission © G. Rott, University of Wuppertal, 2007

16 • Promote development of high quality guidance and counselling services in Europe • Help all students including those with disabilities and special needs • Promote professional guidance and counselling services and their integration into institutions’ strategies and practices • Contribute to successful fulfilment of institutional aims and goals Objectives • Facilitate career construction © G. Rott, University of Wuppertal, 2007

17 • Provide access to services for all students • Help students and graduates with transition from school to HE and from HE into the job market • Support students with disabilities and special needs • Psychological and psychotherapeutic counselling • Provision of transferable skills Provision of services © G. Rott, University of Wuppertal, 2007

18 Basic principles • Impartiality • Confidentiality • Responsibility to students • Respect for the context Ethical standards © G. Rott, University of Wuppertal, 2007

19 • Guidance and counselling: essential elements in the general provisions of education and student support offered by HE institutions • High standards should be ensured on European level • Internal and external audits Quality standards © G. Rott, University of Wuppertal, 2007

20 • Guidance and counselling can and must play an important role in creating right opportunities for students to harness opportunities • Build strong guidance and counselling facilities and systems Transparency and equity © G. Rott, University of Wuppertal, 2007

21 • Charter emphasizes importance of students‘ participation in Bologna Process • Students: participation in commissions and in curriculum development • Student-centred approach: students in own career development ►Create expectations and demands towards guidance and counselling system • Guidance and counselling need to be open to this kind of feedback on a personal and institutional level Bottom-up policy making • Employment and work of HE graduates are a major theme in terms of understanding the impact of HE © G. Rott, University of Wuppertal, 2007

22 • Data referring to entrance into job market gives students a voice • Example: CHEERS study (Careers after Higher Education: A European Research Study) • Website: http: //www. uni-kassel. de/incher/cheers/index. ghk Graduates‘ involvement in policy -making © G. Rott, University of Wuppertal, 2007

23 • Aim: fill the gap of international comparability of in-depth information on graduate employment and work • Providing comparative information on graduate employment and work and the links between HE and graduate employment • Leading questions among others: – To what extent are fields of study linked to employment areas and work assignments? – How far do students’ competences acquired up to graduation match their job requirements? CHEERS Study © G. Rott, University of Wuppertal, 2007

24 • Demonstrates the potentials of representative surveys on the relationship between HE and the world of work • Need to extend information base on graduate employment and work to issues were usually covered by education and employment statistics • Valuable source of information for reflection on the future of the relationship between HE and the world of work CHEERS Study • Link the results back to guidance and counselling, especially to Careers Guidance © G. Rott, University of Wuppertal, 2007

Students 25 Bologna Process Student-centred career development Guidance & counselling Charter Coherent interactive process development Research data © G. Rott, University of Wuppertal, 2007

26 • Student-centred approach ►engagement in career construction process • Challenges ►best ways within HE and to employment • Role of guidance and counselling provisions ►FEDORA Charter • European Council ►Empowerment of the individual to manage own learning and career • dialogue ►facilitate transition from HE to job market ►proactive career construction approach Conclusion © G. Rott, University of Wuppertal, 2007

27 Thank you for your attention © G. Rott, University of Wuppertal, 2007