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Ǜ/|co٣0ўH?F3_2Fx2ڝ6l*ٳb͛6*ٳb͛6*ٳbփD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*׃D 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*ЃD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*уD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*҃D 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*ӃD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*ԃD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*ՃD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*փD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*׃D 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*ЃD 83D 83yN=27"27xٳf®͛6*ٳb͛6*ٳb͛6*уD k3xUpWXt3/˦#M N3q$c'eDd WL^'֑xTyٳaWf͛vlٱWf͛vlٱWf͛҃͛:GVٳb͛6*ٳb͛6*ٳb͛6*ٳbӃKBH?1Αջ6lثf͊6lثf͊6lثf͊6lث"ӗޟOIչa&s|b?Q#6s|b!=#6s|ء^9lU^9lU_;(` =F/ 0|DTimes New Roman(0(B 0 DHelveticaRoman(0(B 0  " DMarlettaRoman(0(B 0 0DArialtaRoman(0(B 0 @DTimestaRoman(0(B 0  A .  @n?" dd@  @@`` l\   +!)*"#$&'/X$R$bఄ.Лu 0AA@ ʚ;no8ʚ;g4BdBd@B 0 ppp0 <4ddddlpC 0.<4ddddlpC 0.<4!d!dlpC 0.r0___PPT10 pp2___PPT9/ 0? %O  =e3#$BWhat role can evaluation play in connecting policy and practise?C@B Raimo Vuorinen Researcher, Institute for Educational Research University of Jyvskyl, FINLAND A Presentation at the NCGE International Guidance Conference entitled: Harmonising Policy and Practice in Lifelong Guidance Dublin, 30 April 2004 @P_G4&L    B%Themes  ?What role can evaluation play? Brief overview of national evaluations of guidance in Finland Initiatives generated by the evaluation findings? Implementation of the national initiatives? Existing tools for the dialogue between policy and practise Dimensions of guidance provision Role and competencies of practitioners?`>^](>^](                                                                 H+'Finnish guidance and counselling systemh          I-  K.  C&R6ADevelopment Plan for Education and University Research 2003-2008:              The starting point for the development plan is the realisation of basic security in education. The aim is to prevent social exclusion and to intervene at an early stage to secure basic rights throughout the entire education system. Priorities include the improvement of the effectiveness of the education system, support and guidance for children and young people, promotion of adult education opportunities and research activities.                                                                                              L2SCurrent initiatives to meet the challenges - comprehensive and secondary education 2T+%                   national development programme of student counselling 70 regional projects national Web-based questionnaires for institutional evaluation training and mentoring of regional consultants 80 trained regional consultants in-service training for teachers in guidance issues in-service training of school principals in-service training of school counsellors national 3-level training programme in ICT skills for practitioners 6ZZpZ ZZ6p $    M3TCurrent initiatives to meet the challenges - comprehensive and secondary education 2U,%                   National guidelines for guidance provision and career education a strategic and operational plan for the guidance provision regular evaluation of produced services a holistic approach student counsellor, every teacher and principal are delivering counselling services (responsibilities) multi-professional cooperation  expert groups (pastoral care, etc.) New goals of the curriculum guidelines support personal growth and development promote the development of study skills and to help in learning difficulties counsel and guide students in educational and occupational orientation z@&'?&&`{  3  Q  F  P4?Current initiatives to meet the challenges - Higher education 2@,               \Ministry of Education invited all universities to draw up development strategies for basic degrees and for studies, in which guidance plays an important part In the target outcome negotiations conducted in spring 2002, guidance was one of the themes discussed with all the universities. Additionally, the Ministry of Education has decided that all the HEIs will introduce the individual study plan system by the year 2006 as a part of the preparation for the two-cycle degree system proposed by the European Union in the Bologna process Additional funding for institutional pilot projects in guidance ]]b                  D'<Existing tools for the dialogue between policy and practise:             )National policy seminars Sustainable national forums Internet-based resource centres for policy makers, practitioners, trainers, researchers, stake holders tools for communication databases of research and good practise support for national, regional and institutional decision making processes &WW                                                              E(VNew communication tool: Dimensions of guidance provision (Hakulinen & Kasurinen 2002)*W:t          ( >factors behind decision making  why does guidance matter for public policy? time dimension  when guidance is needed? contextual dimension  in which framework? systemic dimension  where are the decisions made? area dimension  what sectors are involved? responsibility dimension  who provides guidance? content dimension  what is the content of services? methodological dimension  how services are delivered?/ #  F)G*/The role and competencies of the practitioners?Z         vInstead of the sectorised training of practitioners for different educational institutions we need experts in the field of guidance from life long guidance perspective In addition to the traditional methodologies and career development theories the practitioners need tools for the policy practise dialogue and competencies in the desing of cross-sectoral guidance services &vv@                                                                             S7Challenges for the future:4      How to promote and develop common understanding and communication tools on guidance policy and practise within the education sector, between the education and employment sectors and also with the citizens generally?                                                 k  ` ̙33` ` ff3333f` 333MMM` f` f` 3` ̙33f>?" dd@ ?gAd@ d " @ ` n?" dd@   @@``@n?" dd@  @@``PR    @ ` ` p>>  (  Centre for International Mobility CIMO - Euroguidance Finland ?(N        18 ^ 8 ` 8 0^TB 8 c $D^!!TB 8 c $DdCCTB  8 c $Dds s TB  8 c $Dd    8 <F Comprehensive schools4       8 <%+ Upper secondary schoolsN        8 <-3  Vocational colleges4      8 <X  ;  ^ Polytechnics     8 <$Q q  ^ Universities    TB 8 c $Dd   8 <<# 3 {Adult education4     ^B 8 6DԔ,  .^B 8 6DԔ   dB  8 <ZDԔ rt H 8 0@޽h ? ̙33f___PPT10i.!+D=' = @B +#  !(D#(  D`F _Y D Fa X` D 0Y  D <<M Employment offices Vocational guidance and career planning Educational and vocational information services Employment exchange services|----- -R                                 ` D 0 _Y: D 053 GF >Centre for International Mobility CIMO - Euroguidance Finland"?(N        ?F ^ D OQ `  D 0^TB  D c $D^!!TB  D c $DdCCTB  D c $Dds s TB  D c $Dd   D < implementation issues? practise level initiatives -> dissemination issues? Influencing national guidance policies in Finland 2003  2008? Lg@g@                                                             H $ 0@޽h ? ̙33f80___PPT10.(ҫ$  `h$(  hr h S b2   r h S 0  H h 0@޽h ? ̙33f80___PPT10."$   X$(  Xr X S ,b2   r X S   H X 0@޽h ? ̙33f80___PPT10. "00  0\0(  \x \ c $`b2   x \ c $  H \ 0@޽h ? ̙33f80___PPT10. "00  @`0(  `x ` c $b2   x ` c $h  H ` 0@޽h ? ̙33f80___PPT10. "0$  0($(  (r ( S *b2   r ( S +0  H ( 0@޽h ? ̙33f80___PPT10.),$  @,$(  ,r , S 0b2   r , S 10  H , 0@޽h ? ̙33f80___PPT10.*ूN e]P)*0(  0 0 <?V= ?Matris for counselling strategies in education (Kasurinen 2003)4@ /  :  0 <H2& Time dimension (When?)<    0 0N2  Contextual dimension (Framework)8!    !  0 <R2&  Area dimension (What)\      0 <Z 2  Responsibility dimension (Who?):     0 <` 2&  Content dimension (What?):     0 <   !0 0| W Working life     "0 0 YAdult education    #0 0䓐 d0  aTransition? Follow-up?     $0 0   V Cooperation?     %0 0P D  k!Multi-professional expert groups?" " "  &0 < R  >   '0 0\   o%Face-to-face? Group activities? ICT? & & &  (0 <  E?   )0 <J j E?   *0 <P 6# HLifelong learning& & .. & .. & . & .. & . .ll4   [ V 0 0@޽h ?"` ̙33___PPT10i.,eA+D=' = @B +$  `4$(  4r 4 S b2   r 4 S 0  H 4 0@޽h ? ̙33f80___PPT10.+# $  pl$(  lr l S b2   r l S 0  H l 0@޽h ? ̙33f80___PPT10.%0T" IA(    0ϐlZ  AThank you! For further information, please contact: University of Jyvskyl, Institute for educational research Raimo Vuorinen, Researcher tel. +358-14-2603271 email: raimo.vuorinen@ktl.jyu.fi@t 2RrS                "        H  0@޽h ? ̙33y___PPT10Y+D=' = @B +rx<L#:Q=sFBSBLVgK0=NzPR "$eSOh+'00O px    Dia 1fHallintovirastoallVisitor34iMicrosoft PowerPointP@P]4/N@` `@Џ@l9)GNt  &$    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___wwwS;.J4$A o(o`Eʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwweeeeeeeeeeeeeeefefeeeϋeϋeeϋeϋeeeeeeeeeeeeeφeeeeeeeeeeeeϋeeeeeeeeeeφeeeeeeeeeeeeeϋeϋfeeϋeeeeeφeeeeeφeeeeφeeeeeeeeeϋeeeeeϋ՜.+,0    ( A4 Paper (210x297 mm)tJyvskyln yliopistotaG Times New Roman HelveticaMarlettArialTimes Slideframe2CWhat role can evaluation play in connecting policy and practise?Themes(Finnish guidance and counselling systemSlide 4Slide 5What role can evaluation play?BDevelopment Plan for Education and University Research 2003-2008:TCurrent initiatives to meet the challenges - comprehensive and secondary education UCurrent initiatives to meet the challenges - comprehensive and secondary education @Current initiatives to meet the challenges - Higher education =Existing tools for the dialogue between policy and practise:WNew communication tool: Dimensions of guidance provision (Hakulinen & Kasurinen 2002) Slide 130The role and competencies of the practitioners?Challenges for the future: Slide 16  Fonts UsedDesign Template Slide TitlesRoot EntrydO)Y9@PicturesuCurrent User;SummaryInformation(`O!_ CYMcCarthyYMcCarthyttyRoot EntrydO)bx8PicturesuCurrent UserASummaryInformation(`O#_ Jane BeattyJane Beatty  !"#$%&'()*+,-./0123456789:<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesuCurrent UserSummaryInformation(`OPowerPoint Document(;DocumentSummaryInformation8