Page 2 - euroguidance-insight-newsletter-2013-spring

reflection and cautiousness. These However, my experience shows that is always good, as is the develop-
features allow him/her to concen- the most useful techniques impel ment of our client. Therefore, the
trate on the students’ real needs students to demonstrate their per- most important diagnostic question
and to notice their expectations and, spective and their own way of per- for me is to know the student’s
where appropriate, their concerns. ceiving and interpreting the tasks. I needs in order to wisely and respon-
Furthermore, it is important to care like to use art methods, the work on sibly plan his career or educational
about the development of diagnos- metaphors and discussion tech- path. This perspective simplifies the
tic techniques as well as to adhere niques. I often use behavioural tech- selection of specific methods, tech-
to ethical standards and to constant- niques, which gives the client the niques and tools.
ly keep up with new developments. opportunity to analyse real and not
just declared student resources. The interview was conducted by Anna Sowińska/
Euroguidance Poland (education sector) and Małgor-
What is your favourite diagnostic zata Rosak (employment sector).
tool or technique and why is it so? Could you give some advice?
I always select diagnostic techniques I encourage counsellors not to per-
according to the purpose pursued ceive diagnosis as a main goal of ad-
during a guidance process and to the visory activity, but rather as a way to
client’s feature with whom I work. achieve it. The purpose of diagnosis

Guidance on the agenda in Sweden

There are several measures in Swe-
den at the moment aimed at im-
proving and developing education-
al and vocational guidance. New
investments in guidance are made
in the Swedish Budget Bill for 2013
and guidance in compulsory
schools has become an area for in-
spection. Furthermore, new guide-
lines for the use of legislation are
planned and a new guidance tool is
being developed within the em-
ployment service.

In the Swedish Budget Bill 2013 one
can read that the rapid reforms of Swedish team for guidance at the ELGPN meeting in Dublin in February 2013
the education system create a need will be available in 2014 and 2015. based on three questions:
for special competence develop- In addition, the Government pro-
ment activities to improve the quali- poses SEK 2 million in 2013 as well • Do all students have access to
ty of guidance. It is also said that as in 2014 be spent on further train- continuous guidance of such quality
information and guidance needs to ing for guidance counsellors in up- that they can make informed and
be designed so that all students are per secondary schools. This training appropriate choices for continued
able to make informed choices. This would focuse on how to solve the education and careers?
is of particular importance for stu- difficulties that young people with
dents who have difficulties within disabilities experience in the labour • Does the principal provide guide-
the education system and who do market. lines and conditions for the guid-
not have parents who can help ance activities, so that they become
them. Therefore the Swedish Gov- The Swedish School Inspectorate is the responsibility of the whole
ernment proposes an allocation of just finishing a review of guidance school?
SEK 10 million in 2013 (approx. 1.1 services in 34 compulsory schools in
million EUR) for the training of guid- Sweden, with a focus on access and • Do the municipalities take on the
ance counsellors in the main. It is quality. The results will be pub- responsibility that guidance ser-
calculated that the same amount lished during 2013 and the review is vices in schools work in a satisfacto-