Battambang pilot

The pilot career counseling training course in Cambodia started in February 2015. The seven-month

Photo: Carita Lindholm

training has reached its end. Ten enthusiastic teachers are proud to be the first career counselors ever in Cambodia. With five administrative officials who participated the training program as well, they will continue their important work as change agents.

The project was implemented by Finn Church Aid (FCA) in collaboration with the Vocational Orientation Department (VOD) of the Ministry of Education, Youth and Sport (MoEYS).

The overall objective of the training course was to develop the pedagogical and career counseling skills of the teachers. After completing the training course, the trainees will have adequate skills and knowledge to be able to work as career counselors at lower or upper secondary schools.

Also, the objective was to encourage the trainees and pilot schools to network with local business life, NGOs, other schools, training centers and the surrounding community to increase knowledge about labor markets and find collaboration opportunities.

A variety of methods and techniques were practiced with the career counseling trainees in order to provide them with concrete counseling tools:

• Orientation to career counseling
• Foundation studies (ICT skills, English skills)
• Pedagogical studies
• Theoretical approach to career counseling
• Gender sensitiveness and ethical principles in career counseling (Guiding diverse learners, Multicultural counseling)
• Theoretical and practical approach to career counseling
• Practical approach to career counseling and practical training
• Networking and linkage building between schools and the surrounding community. Field trips were organized and guest speakers invited to broaden awareness of counseling activities, learn best practices, exchange experiences, and strengthen the network of various actors in the field of education and vocational orientation.
• Development project: Developing work and operating environment on a practical level

Learning methods used in the training course were participatory and interactive, and contact teaching comprised mainly of practical activities. The trainees were learning by doing. These methods and exercises were then applied in face-to-face counseling and classroom counseling with the students. FCA's Educational Specialist provided also mentoring support for career counselor trainees.

Results and Observations 

Between February and July 2015 (excluding May), each trainee provided career counseling services for 

• 66 hours per month on average in addition to their regular teaching posts. 
• In total, 8 086 students in five pilot schools were provided classroom counseling (806 – 2 180 students per pilot school). 
• 285 students received individual face-to-face counseling and 
• 699 students face-to-face counseling in small groups.

In face-to-face counseling

• 50 % of the questions and/or discussions were related to career and education options, planning and problems. 
• 35 % of the questions and/or discussions were related to problems with studies. 
• 12 %  accounted for family problems and personal problems.

In terms of networking

• with school principals, teachers and other staff members at their own schools, the trainees had 460 contacts in total,
• 65 meetings with parents or guardians, 
• 294 contacts in terms of outside school activities.

The qualitative results of the career counseling training program are based on information received from the interviewees (trainees, administrative officials and student representatives) during the evaluation process.

• change in trainees professional identity from teachers to career counselors was clearly visible. Their professional identity as a career counselor reached an average of 8.37 (scale 0 – 10).
• a positive change in students’ attitude towards school, learning and making future plans was remarkable. One considerable result was also that many dropouts returned to school when they had heard about career counseling service from their former fellow students. One pilot school reported that during the academic year the number of dropouts decreased from 100 to 20.
• learning by doing was an effective method to conduct the training course. Practical approaches, techniques and exercises learned during the course days were found innovative and modern, and were immediately applied with the students.
• as a side effect, the trainees reported to have improved their English skills.

Despite all the positive results, the trainees agreed unanimously that the length of the training course was too short. There are still needs for deeper understanding on how to put career counseling theories into practice and how to conduct practical activities with the students.

Recommendations

Experiences of this pilot showed that a concrete need for counseling services exists at schools in various stages of education and life overall. 

• Tasks of a career counselor are quite diverse compared to tasks in regular subject teaching. Full-time career counselors are needed at schools to secure comprehensive counseling activities.
• It is essential to start training local education professionals to be future instructors or trainers in career counseling training programs. To ensure sufficient amount of career counselors at each education level, training can be provided for social workers, psychologists, etc. in addition to teachers. 
• Career counseling training programs can be provided in universities and teacher training colleges as post-graduate studies and/or further training.
• Pedagogical competence of the trainees needs to be updated before proceeding with theoretical and practical approaches to career counseling. 
• As career counseling may include some gender sensitive issues, attention should be paid to training both genders. There should be both male and female career counselors in each school or organization providing counseling services.
• Attention is also paid to high motivation of the applicants and their life management skills.
• Peer support amongst career counselors must be enabled to share experiences, discuss about challenges met in everyday work and for planning future activities. For instance, career counselors who completed the pilot career counseling course can share their experiences on practical side of the career counselor’s work.

Cambodia needs a national curriculum for career counseling to be put into action in school development plans.

• The curriculum and intended core competencies need to be contextualized to prevailing conditions (i.e. culture and traditions, school management practices, prior education of the trainees, different conception of learning, and available learning environments).
• A practical down-to-earth manual for career counseling training needs to be compiled. Teacher’s guide and student workbook enable progressive and meaningful career counseling. Applicable parts of the training materials produced during the pilot career counseling training program can be used to compile both a training material and student workbook with teacher’s manual.
• Basic school supplies such as papers, flip boards, markers and pens are simple but important utensils needed in counseling activities. Career counselors should also have an access to printing and photocopying facilities in order to provide students with the counseling materials.
• Exploring education and career options requires career counselors and students to use multiple sources of information that are objective and accurate. There should be access to internet, catalogs, books, etc. 
• Career counselors also need adequate and up-to-date equipment to communicate with the students, parents and other relevant parties.

More information see THE PILOT CAREER COUNSELING TRAINING. Battambang, Cambodia. 2016, Finn Church Aid.