Innovative career guidance to match skills demand and supply (part 2)

Using Continuing Professional Development to involve teachers and parents

Earlier I wrote about an innovative career orientation and guidance program that starts in primary school (age 9) and ends with students’ entry to the labour market. This program was introduced by the EU funded BRIDGE project. 

This blog is about how professional development is used to involve teachers and parents in this new career orientation and guidance program that is now offered to every student in South Rotterdam (NL).

Teachers and parents are main influencers in the career choice of their students and children respectively. They can stimulate their curiosity and enthusiasm, help them to find out what their talents are and what choices they could make to best use their talents.

However, many teachers struggle to understand the changing world of work. The available jobs and employment opportunities are constantly changing. New professions as a 3D printer operator, various professions in the field of home automation in the healthcare sector, or a drone pilot are emerging while e.g. legal and administrative jobs are disappearing. The jobs in the Rotterdam harbour are changing so fast that focusing too much on specific technical skills could make graduates redundant in five years’ time. Schools therefore focus more on core skills and the right attitude to navigate a precarious working life. Making children aware of these core skills and the attitudes that employers are looking for, is becoming an important part of the teachers’ role.

Learning about professions and sectors is now part of Continuous Professional Development for teachers in South Rotterdam. Company visits, guest lessons and study days are offered to teachers in primary and secondary education and in vocational education. Teachers can familiarize themselves with professions and education and training in sectors like healthcare, the harbour and technology. They learn how professions are changing and which core skills and attitudes are essential for these professions.  

For parents it can be hard to feel involved in the schools of their children, especially when values at home differ from values at school. Most teachers are open to engaging with parents, and see the potential benefits, but they find it challenging. Many teachers in South Rotterdam do not live in the area and are not familiar with the local environment of the students and their families. Most parents in South Rotterdam are unfamiliar with the curriculum, the working of schools and the different education pathways to employment.

The BRIDGE project supports teachers engaging with parents more effectively. Two meaningful ways to involve parents have been introduced. Teachers can easily understand and implement them.

The first is a series of three-way meetings between a student, parents and teacher. The exchange starts with the student giving a presentation on his or her strengths, interests and potential future career choices. This presentation forms the basis of an ongoing dialogue between the three actors at key points in the school year.

The second activity is ‘Interactive Homework Assignments’. Students are given an assignment to conduct at home with their parents, which involves the parents discussing the child’s talents and interests, the available options for a future career, and their potential study paths.

The feedback is positive. A teacher from one of the pilot schools explained that while agreeing that this is a tough area, by using this approach the school had seen an increase in parental involvement at information evenings from 30% to 97%. Other local schools have similar levels of improvement.

These activities are a few building blocks in a long range program led by the Rotterdam municipality to raise the education level, labour participation and quality of housing of the inhabitants of South Rotterdam. In this program innovative career guidance is a key pillar to match skills demand and supply.