PowerPointpresentatie

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CEG (Careers Education and Guidance) and
Counselling in Dutch education
s-Hertogenbosch 31 May 2007
Rob Stufkens NVS-NVL www.nvs-nvl.nl
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NVS-NVL Assocation of Careers guidance
counsellors and Counsellors Working in the
field of pre-vocational education, secondary
vocational education, secondary general education
and pre-university education

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W
It was a turning point in his career. But he
did not know it. (J.R.R. Tolkien, The Hobbit
or There and Back again, 1937)
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Where Do We Come From? What Are We?
Life story
Where Are We Going?
Paul Gauguin (1897-98)
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Facts and Figures Education
Numbers of students, 2002 2005 (x 1000)  
2002 2003 2004 2005 2006 Secondary V.E.
470 476 474 485
Full-time (bol) 305 316 331
346 Apprenticeship (bbl) 165 160 143
139 General Education 914 926
935 940 HPE 321 332
346 356 University Education 172
179 199 204
Source Kerncijfers 2001-2005 OCW
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Facts and Figures SGE
VMBO Pre-vocational education (ages
12-16) HAVO Secondary general education (ages
12-17) And VWO pre-university
education (ages 12-18) 940.000 students
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Facts and Figures SVE
Bve Secondary or senior vocational
education (ages 16-20) and General adult
education (ages after age 18) VET Colleges
42 ROCs (regional training centres) 11 AOCs
(agricultural training centres) 13 specialist
colleges 630.000 students

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Facts and Figures SVE
Qualification structure (Vqs four
levels) (Qse six levels) Two
learning pathways (full-time education and
apprenticeship (block or day release to
college)) From more than 700 courses back to
250 courses
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Moving on in the vocational column
Source OCW Kerncijfers 2001-2005
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NVS-NVL Founded in 1965 and 1978 merged in
August 2004


? Approximately 3200 members ? Four
sections - pre-vocational education -
secondary vocational education - secondary
general education/pre-university
education - counselling ? Independent
organisation ? Annual congresses, courses and
workshops ? Periodical Bij de Les and a monthly
newsletter
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Goals and activities
? Stimulating further development of CEG and
Counselling - Being a support to members -
Offering courses and training to CEG-counsellors
and counsellors - Offering workshops in
enterprises, colleges and other institutes -
Editing a magazine about CEG and counselling -
Looking after the interests of CEG-counsellors
and counsellors - Supervising products and
services for CEG and Counselling - Co-operating
with other non-profit organisations and with
commercial parties in producing methods and
tools ? Shortly NVS-NVL does all that can serve
to provide CEG and Counselling within education
in an effective and efficient way
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CEG and Counselling in SVE
Characteristics ? Integrated system of CEG
and Counselling (careers education, information,
advice and guidance, social-emotional and
personal guidance and study skills) within the
education system / within the curriculum
itself ? Central student services (RTC- or
unit-related) ? first-line
mentors/tutors/career coaches, second-line studen
t services/schooldecanen and third-line
external organisations/providers
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CEG and Counselling in SVE

• Objectives
• ? CEG focusing on career choices, career
  management, longer-term careers implications
  lifelong career development (tailor-made)
• ? achieving at least a start qualification
  (level 2)
• ? reducing the number of dropouts
• ? achieving a more flexible transfer
• ? preparing for lifelong learning
• ? preparing for employability

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CEG and Counselling in SVE
Report of the Boekhoud Committee on
flow-through (2001) Starting points
? strengthening the vocational column
(from pre-vocational education up to hpe)
? highlighting the career of the
individual student ? a new pedagogic-didactic
approach (innovation)
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CEG and Counselling in SVE

• Developments
• ? reducing the number of qualifications
• (fewer fine-grained qualifications)
• ? a competence-based approach
• ? accreditation of prior learning (APL)
• ? introducing portfolio systems and assessment
• ? more flexibility casual transfer
• ? more student-oriented / demand-driven

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Lisboa 2000
Objectives ? strengthening knowledge-based
economy ? strengthening social cohesion
? increasing flow-through
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Five Career competences (Marinka Kuijpers,
2005) Career development means constantly
making new choices. O Reflection on motives
(wishes, values, satisfaction) O Reflection on
qualities (characteristics, competences,
etc.) O Work exploration (similarity values,
qualities) O Career management (planning,
choosing, consequences, actions) O Networking
(contacts on the labour market)
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CEG and Counselling means ? a holistic
approach ? taking care of students with special
needs ? developing career competences ? building
a profession or work identity as well as a
personal identity ? within a powerful career
focused learning environment ? in a career
focused dialogue with every student ? using
portfolios and personal development plans ? more
demand-driven and tailor-made ? via continuing
career learning lines
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CEG and Counselling means ? Improving the
relation between theory and practice ? Work-relate
d learning ? Taking ways of learning into
account ? Entrepeneurship ? Co-makership of
schools/colleges and entreprises ? Quality of
CEG and counselling ? Professionalization of CEG
counsellors and counsellors ? Personal coaches,
Career coaches, CEG managers ? Double loop
learning ? Accountability ? Evidence-based
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Role models Metaphors

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Profession focused
Education Trade and industry Trade and
industry organisations 1. Open college
days 2. Exploratory and nosing practical
trainings 3. Acting days 4. Days of
experience 5. Context-sensitive learning
environment 6. Co-makership in a
regional context
Vocational education
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Who Are We Now? What Do We Love To Do?
Career competent
How Do We Become The Best Possible Worker, etc.?
Adapted from Paul Gauguin (1897-98)
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W
It was a turning point in his career. And he
knew it. (Vrij naar J.R.R. Tolkien, The
Hobbit or There and Back again, 1937)
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All hands on deck Ambitiously Building Career
competences The ABC of a career
Rob Stufkens NVS-NVL www.nvs-nvl.nl
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He who doesnt believe in miracles, isnt a
realist(Billy Wilder)