The aim of this project is to recognize which factors hinder students’ learning ability and motivation to plan their future. This project will help teachers and guidance counsellors to find students with troubles in their studies. Problems
connected to students’ mental or social resilience or poor agency can be difficult to recognize The TOTEEMI-project research produced questions that form criteria, which can be utilized during counselling sessions. In this project the criteria will be transformed into a digital tool that measures students‘ needs for services and support. We call this tool A Service and Support Need Indicator.
The research carried out in the TOTEEMI-project and the criteria developed based on TOTEEMI research are different from the previous ones because criteria enables to take a holistic view of the students` situation. The digital Service and Support Need Indicator gives a result that shows when the student has problems with his or her learning ability, resilience, agency, career management or employability skills. The previous assessment tools have concentrated on one aspect: either learning or well-being or decision making skills. The digital assessment tool developed in this project produces information about problems that are connected with study progress (learning ability, resilience and agency) and the transition to further education or working life (career management and employability skills).
The impacts of factors of learning ability, resilience and agency are integrated, consequently it is important to explore at the same time. The goal of the project is to develop and disseminate new approaches in vocational institutes to prevent students’ dropouts and to support study progress and the transition to education or working life. The other aims of the project are:
1) Moreover, the aim is to develop the competenses of teachers, guidance counsellors and other staff to recognize at early stage the students’ needs for support and counselling. The aim is that they are able to assess the needed
support and target their services corresponding to the students’ situation.
2) Educational institutes will have a tool for assessing the need for service and support, which can also be utilized as a tool for assessing the effectiveness of the action.
3) All students have equal opportunities for counselling and support services, that their transition to education or
working life succeeds as well as possible.
4) The vocational institutes have acquired approaches, methods and tools that have been disseminated to everyday practice. The new approaches have been developed within multi-professional cooperation and they can be integrated into regional plan for well-being of children and young people.
5) The competences of the staff in vocational institutes have increased, that they are able to form a holistic view of the student’s situation. Teachers and other staff know proceedings when they recognize a student who has problems in resilience, agency or learning. They are familiar with the concepts of agency and resilience and how the lack of them can be identified. They have skills and competences and tools to plan and offer the services the students need in individual counselling and group sessions. They are able to develop their pedagogical skills and teaching methods so that students’ individual skills and readiness are taken into account during learning processes.
6) Vocational institutes have developed flexible study paths for students who have individual needs or difficulties in learning. Moreover, all the aspects of accessibility have been secured and taken into account.
7) The individual development plan for competences will be composed together with the student. The plan should include the goals a student have for his or her studies and future career. The career management and employability skills should be integrated into learning plan. The teachers have developed pedagogical solutions how those skills are practiced and included in study assignments. This development work has been conducted together with working life.
The aim in this project is to guarantee equal opportunities for all young people and to promote social inclusion and justice. The core results of the project are the digital Service and Support Need Indicator and the tool for
documentation of the approaches. These tools can be used to evaluate the effectiveness of the used methods. During the project, approaches will be developed to help students’ progress and decline dropouts in studies, as well as to support transition to further studies or work life.
Digital Service and Support Need Indicator
RETU Indicator’s first pilot version is now online at https://retumittari.fi/