A holistic student-centred guidance framework supports Finnish vocational education and training students in building competence identity

Anu Raudasoja; Soili Rinne; Sanna Heino

doi:10.3384/njvet.2242-458X.2414153

Authors

Anu Raudasoja Järviseutu Vocational Institute, Finland
Soili Rinne Häme University of Applied Sciences, Finland https://orcid.org/0000-0001-9907-4760
Sanna Heino Häme University of Applied Sciences, Finland

DOI:

https://doi.org/10.3384/njvet.2242-458X.2414153

Keywords:

holistic guidance, initial vocational qualifications, competence identity, guidance framework, student-oriented guidance

Abstract

This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.

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