Savetovanje o mobilnosti- Graziana Boscato
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The document outlines the mobility advice process for guidance counselors in Europe, emphasizing its role in promoting international mobility in education and training. Key initiatives include the Europe 2020 strategy aimed at enhancing employment, education, and social inclusion while supporting lifelong learning. The text also details the skills and methodologies required for counselors to provide effective mobility advice and highlights the importance of mobility in developing both personal and professional competencies.
Savetovanje o mobilnosti- Graziana Boscato
- 1. Mobility advice (WG Mobility) Belgrad, 2014 October14th. Graziana BOSCATO Directrice de CIO, Chargée de mission Euroguidance Strasbourg, France 1
- 2. PLAN Mobility and Guidance: general information, context The mobility advice process for the guidance counselor 2
- 3. Context of the mobility in Europe : main objectives for education and training 3
- 4. Strategy Europe 2020 • Initiative for a sustainable, smart and inclusive economy with 5 mains objectives 1. Employment :-75% of the 20-64 year-olds to be employed 2. R&D :3% of the EU's GDP to be invested in R&D 3. Climate change and energy sustainability : greenhouse gas emissions 20% (or even 30%, if the conditions are right) lower than 1990 ; 20% of energy from renewables ; 20% increase in energy efficiency 4. Education Reducing the rates of early school leaving below 10% at least 40% of 30-34–year-olds completing third level education 5. Fighting poverty and social exclusion :at least 20 million fewer people in or at risk of poverty and social exclusion • http://ec.europa.eu/europe2020 4
- 5. Education and training 2020 • Making lifelong learning and mobility a reality; • Improving the quality and efficiency of education and training; • Promoting equity, social cohesion, and active citizenship; • Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. http://ec.europa.eu/education/policy/strategic- framework/index_en.htm 5
- 6. Rethinking Education • A much stronger focus on developing transversal skills and basic skills at all levels. This applies especially to entrepreneurial and IT skills. • A new benchmark on foreign language learning: by 2020, at least 50% of 15 year olds should have knowledge of a first foreign language (up from 42% today) and at least 75% should study a second foreign language (61% today). • To improve the recognition of qualifications and skills, including those gained outside of the formal education and training system. • Technology, in particular the internet, must be fully exploited. Schools, universities and vocational and training institutions must increase access to education via open educational resources. • These reforms must be supported by well-trained, motivated and entrepreneurial teachers. • Debate at both national and EU level is needed on funding for education - especially in vocational education and higher education. • Partnership: both public and private funding is necessary to boost innovation and increase cross-fertilisation between academia and business. http://europa.eu/rapid/press-release_IP-12-1233_en.htm 6
- 7. Expected figures regarding international mobility /Erasmus + At least 20 % of the graduates of the higher education in the EU should have made a period of studies or training abroad. At least more than 6 % of 18-34 years old with an initial vocational and training diploma should have made a period of studies or training, abroad. 7
- 8. Two levels for the mobility Social level oriented for European citizens To face the global competition To develop a European identity To build an European space adapted to the realities of the world of work A tool for social inclusion A challenge for Europe to build the future skills and the qualifications Personal level more oriented For a new life experience To gain formal and non formal experiences To make a break after the school Free choice for an individual project 8
- 10. Skills developped during mobility • Facts: development of formal and informal skills: open- mindedness, curiosity, capacity of adaptation, maturity, organization, linguistic skills, intercultural skills … • Scientific approach :study on the impact of the mobility on the apprentices and the job-seekers. Comparison 2 groups Impact of the mobility on the apprentices, led by the CEREQ (research institution): added value in the training of the apprentices, the positive exits of the outcomes of the apprenticeship and the added value in the occupational integration Impact of the mobility on the job-seekers: faster reintegration and in a more "qualitative way 10
- 11. Mobility advice for a guidance counselor 11
- 12. The mobility advice process for the guidance counselor Process: mobility project help, information, design and support activities in the context of lifelong guidance. (For studying, working, retraining, etc) Activities : advisory interviews, project design, project support, remote advice, promotion of personal project mobility, awareness session coordination, etc. Professional ethic: mobility advice must be given neutrally and confidentially for the benefit of the consultant. It must be credible, effective and useful and take into account any feedback given by the parties involved. In this context, the guidance professional must use concise and transparent methodologies. 12
- 13. Counselling and mobility advice 13
- 14. Guidance counselors skills and knowledge used in mobility advice 14
- 15. Phases of the mobility advice process • Project analysis • Project support • Building the relationship between the mobility adviser and the recipient • Project finalisation • Mentoring during mobility • Assessment and capitalisation on return 15
- 16. Vocational skills and knowledge necessary for mobility advice professionals In order to guarantee a high-quality , mobility advice service the professional must have a qualification obtained after higher education • Specialist in advice and personal interviews ( To be able to analyse the request and the advice-seeker’s motivations. To be familiar with guidance processes, decision- making processes and group animation methods (SWOT analysis, for example) • Knowledge of the person and of their cognitive development • Linguistic skills and at least speak English • Knowledge of psychotechnical tools: interest questionnaires, tests, etc. • Familiar with the education and vocational training system, qualification recognition, grants, European mobility programmes, work placements in Europe and all mobility tools • Personal mobility experience • Intercultural training • To belong to several reactive networks • Be flexible and adaptable • Able to use assessment tools • Update their knowledge frequently 16
- 17. Working methodologies used by these professionals • Theme-based and country-based information sessions • Workshops: enrolment procedures, techniques for searching for work placements and employment and for writing a CV in another language, etc. • Availability of documentary tools: websites, files, guides, etc. • ”Peer-to-peer” experience exchange • Tutoring • Interviews • Preparation for an intercultural approach • Questionnaires • Language tests • Detailed plans • Evaluation of the mobility experience on return and how to promote this in the person’s career path 17
- 18. Thank you for your attention! Graziana BOSCATO [email protected] 18
Editor's Notes
- #9: Political choice with global objectives