Getting to know the concept of career learning and CMS
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This document discusses career learning and career management skills (CMS) in Norway. It begins by outlining the European influence on developing national policies around CMS. A national expert group was formed to define core CMS and how they could be taught. Their definition of CMS focuses on self-understanding, exploration, and managing change. The aim is to introduce CMS into Norwegian guidance practice. Policy developments from 2014-2017 focused on strengthening career guidance and establishing a national quality framework. Ongoing discussions center around who owns guidance, rational vs paradoxical approaches to decision making, and awareness of different voices in the field. The document calls for further research on CMS in Nordic countries.
Getting to know the concept of career learning and CMS
- 1. Getting to know the concept of career learning and CMS – The Norwegian example Erik Hagaseth Haug (Ph.D) Associate Professor Head of Unit for Guidance Research and Training Inland Norway University of Applied Sciences
- 2. The starting point: European influence on national policy making Four priorities areas have been identified: 1. Encourage the lifelong acquisition of career management skills; 2. Facilitate access by all citizens to guidance services; 3. Develop quality assurance in guidance provision; 4. Encourage coordination and cooperation among the various national, regional and local stakeholders
- 3. Recommendation from ELGPN • Guidance providers and stakeholders could agree on a shared understanding of the core CMS which citizens of any age could develop throughout life in all settings and then describe it in the form of a CMS framework. (ELGPN 2012, side 86).
- 4. National expert group trying to answer the following questions 1. What are the competences that citizens of all ages need in order to effectively manage their career in a lifelong perspective? 2. How can such competences be taught in educational and other contexts? 3. Which pedagogical strategies and resources are most effective in enabling the mastery of career management competences? 4. How can different providers work together to offer CMS-programmes more effectively? 5. Who should provide CMS training? 6. What strategic policy decisions need to be taken in order to widen access to CMS provision? Hagaseth Haug, 2014 ELGPN, 2012
- 5. The aim of the project • The groundwork for the introduction of a CMS perspective in Norway. • Using a bottom-up approach, it is examined whether or not the CMS perspective strikes a chord with Norwegian guidance practice. • The objective for this process was to clarify and specify the CMS perspective in a Norwegian context and to introduce ‘career skills as a concept within the professional field’. • At the same time, it is explained in the Norwegian case that there are already numerous activities within the realm of Norwegian guidance provision where participants are meant to learn something and develop competences;
- 7. A Nordic version of CMS Career competences are competences for self- understanding and self- development; for exploring life and the worlds of learning and work; and for dealing with life, learning and work in periods of change and transition. Career competences involve being aware, not only of what you do, but also what you could do, and of how individuals are formed by their daily activities and their actions while simultaneously affecting their own opportunities for the future’ (Thomsen, 2014, p. 5).
- 8. Recommendations from the Nordic report • There is need to discuss and study the relationship between career learning, career competences and guidance in practice. It is therefore recommended that the Nordic countries appoint cross-sector task forces, similar to the Norwegian task force on CMS, to work with activities to develop career competences. (Thomsen, 2014, p. 26)
- 9. Getting to know CMS through exploration
- 10. Policy development 2014 - 2017 Five key messages from OECD 1. Set up a “Skills Strategy for Norway” incorporating a whole- of-government approach 2. Establish an action plan for continuous education and training 3. Strengthen the link between skills development and economic growth 4. Build a comprehensive career guidance system 5. Strengthen incentives for people to move into shortage occupation
- 11. Policy development continued Main recommendation: “To ensure that the services are integrated and cohesive with regard to quality, it is important to establish a quality framework based on an understanding that all involved parties have a different role to play in a comprehensive lifelong guidance system. This should include national competency standards – both common standards and actor- specific standards. Educational programmes in keeping with the competency standards must be established for career counsellors. These must be flexible programmes encompassing both basic and further education courses. A framework for career management skills should also be designed as part of a quality framework.”
- 12. Sørge for tilgang til karriereveiledning og et helhetlig system for karriereveiledning, med særlig vekt på de regionale karrieresentrene.Styrke kompetansen til karriereveiledere og rådgivere, inkludert kunnskap om arbeidsliv, arbeidsmarkedets behov for kompetanse, seniorperspektivet, integreringsperspektivet og samisk kultur- og næringsliv. (p.
- 13. Governmental initiative 2017: Establish a National Quality framework for career guidance
- 14. National expert group trying to answer the following questions in a more comprehensive way than back in 2014 1. What are the competences that citizens of all ages need in order to effectively manage their career in a lifelong perspective? 2. How can such competences be taught in educational and other contexts? 3. Which pedagogical strategies and resources are most effective in enabling the mastery of career management competences? 4. How can different providers work together to offer CMS- programmes more effectively? 5. Who should provide CMS training? 6. What strategic policy decisions need to be taken in order to widen access to CMS provision?
- 17. Crusial awareness points • Plant argues that there is a ongoing power struggle in guidance related to questions like: – Who owns guidance? – Who is it for? • Sultana (2012): «It is important to acknowledge and work with the tensions that are present in the discource surronding CMS» • Watts (1999) Guidance as both private and and societal goods
- 18. Decision making competences – a main area of interest • “Decision making is using what you know and believe to decide what to do to get what you want. What you want, know, believe and do are the four core factors involved in every decision”. H.B. Gelatt
- 19. Main understanding of career decision making in a Norwegian context • Based on individualistic rational decision making approaches
- 20. Rational decision making • The approach required decision makers to – define their objectives clearly, – analyze information rationally, – predict consequences, – and be consistent (Gelatt, 1989, p. 252)
- 21. ?????
- 22. In need of a both/and-approach The Paradoxical Approach 1. Be focused and flexible about what you want 2. Be aware and wary about what you know 3. Be realistic and optimistic about what you believe 4. Be practical and magical about what you do to decide
- 23. Call for papers • Career and career guidance in the Nordic countries • Editors: Erik H. Haug, Tristram Hooley, Rie Thomsen, Jaana Kettunen • Please submit abstracts of your proposed manuscript by email to Erik.haug@inn.no before 22nd Desember
- 24. Do you want do read more??
- 25. • Thank you for your attention! • Erik.haug@inn.no
- 26. • Haug, E.H. (2017). Kvalitet i norske skolers karriereveiledning – i spennet mellom storsamfunnets behov og elevenes autonomi. Doktorgradsavhandling. Høgskolen i Innlandet, Lillehammer. • Haug, E. H. (2016). Utdanningsvalg: Kompetanseutvikling for framtidens utdannings- og arbeidsliv, I Høsøien, U. & Lingås L.G. (Red.) Utdanningsvalg: Identitet og danning, Oslo: Gyldendal Akademisk. • Haug, E.H. (2016). Can you hear the people sing? Quality-development in career guidance in Norwegian schools: a study on the importance of awareness of different voices. NICEC Journal, Issue 37, s.12-19. • Haug, E. (2017). «Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning. Nordisk tidsskrift i veiledningspedagogikk, 2(1), 16- 29. doi:http://dx.doi.org/10.15845/ntvp.v2i1.1161 • Haug, E.H. & Plant, P. (2015). The potential role of career guidance and career education in combating early school leaving, Nyelvtudományi Közlemények, (3), s. 5-15. • Haug, E.H. & Plant, P. (2016). Research-based knowledge: researchers’ contribution to evidence-based practice and policy making in career guidance. International Journal for Educational and Vocational Guidance, 16 (1) DOI: 10.1007/s10775-015-9294-6.