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Efforts to create career learning environments which provide students with work experience, skills for making choices and career guidance dialogues, appear to stagnate in vocational education and training (VET) institutions in the Netherlands. In this case study we explore how teachers and their managers make sense of career guidance. We found varying views of career guidance, which may be contributing to the stagnation. Dialogue between teachers and managers is crucial in coming to a collective sense-making of career guidance, and a transformational management style seems to instigate sense-making and ultimately change. A collective sense-making of career guidance may be an area that needs to be examined for new possibilities of transforming behaviours relevant to providing career guidance to students.
Career guidance and counselling are key features of comprehensive strategies aiming to reduce early leaving from education and training. They may assist students, not only in terms of decision-making but also in managing their transitions within education and training pathways or from education to employment.
In the context of considerable labour market change, many adults in Canada are being challenged to consider alternative career paths, and to upskill or retrain. Career guidance has the potential to facilitate employment transitions: not only from the education system to the labour market, but also from unemployment to employment, and from declining to growing sectors. This study assesses the career guidance services that are available for adults in Canada, and puts them into an international perspective. New survey data show that Canada performs well in an OECD comparison with respect to the quality of career guidance, but there is room to strengthen the provision and accessibility of services. The report provides concrete recommendations to encourage greater and more inclusive use of adult career guidance, and to promote high-quality service provision.
It might be tempting to view career as a luxury that can wait until after we’ve solved the acute employment crises. For some ‘career’ becomes an undesirable ‘C-word’ that mustn’t be uttered while you are discussing the immediate need for jobs. But this kind of short term thinking makes for bad policy as it misses the complexity of how people’s lives work. Career describes the individual’s passage through life, learning and work. It is how we connect our current situation to our desired future. It is also where our individual aspirations meet both labour market conditions and social institutions.
This report, commissioned by Cambridge Ahead, examines the provision of career guidance in schools and colleges in the Cambridgeshire and Peterborough area. Findings are informed by analyses of primary data collected via an online survey of staff at 54 secondary schools and colleges in the region and interviews with 10 career guidance service providers. Most schools in the region have a careers programme in place, offering a wide range of activities and opportunities. However, schools seem to prioritise academic over technical and vocational career routes, do not sufficiently cover matters related to job demands and working life, and rarely integrate parents into career guidance provision. Some of the schools indicated that they had experienced challenges building relationships with local employers, for instance in relation to arranging work experience for students or engaging employers as mentors. Schools can be overwhelmed by the range of choices in terms of external providers of career guidance services and the complex funding landscape. Schools also face challenges in assessing the quality of services provided by external providers and monitoring the longer-term outcomes and impact of career guidance activities.
Career guidance describes the services which help people of any age to manage their careers and to make the educational, training and occupational choices that are right for them. It helps people to reflect on their ambitions, interests, qualifications, skills and talents - and to
relate this knowledge about who they are to who they might become within the labour market.
This paper, commissioned by Teach First, provides evidence on the benefits of career development activities for children in the primary phase, and the range of teacher roles when delivering it. In doing so the research attempts to map what primary schools are doing to tackle the influence of socio-economic issues that affect children’s future transition to secondary school and beyond, how they approach career-related learning and how we can get a step closer to ensure best practice in primary career provision.
This House of Commons Library briefing paper looks at the requirements on schools, colleges and universities in England to provide careers guidance, the quality of the advice provided, and also the organisations working to provide careers advice.
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Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.
Career development and wellbeing has been researched in many career construction studies. However, little is known in a career development and employment services context about how best to approach potentially sensitive wellbeing conversations to support individuals who may be facing tough times. In the year(s) ahead it will be essential to find new ways to keep individuals motivated, resilient, agile, and aspirational in a rapidly changing world. A new free ‘Career Development and WellBeing Toolkit’ offers support to practitioners with these type of sensitive conversations.
This brief provides an overview of selected online and digital tools to support career guidance for young people and adults.
This inventory showcases tools aimed at supporting career development processes of young people and adults, and complements the ILO Policy guidance note on digitalising career guidance services. This synthesis contains 25 exemplary online and digital websites, tools and platforms, from all global regions, and provides brief insight onto publics and needs addressed, their functionalities, accessibility and integration into career guidance processes.
In the battle to achieve your careers strategy objectives, the two most powerful warriors are patience and time.
Over the past few months, we’ve all tested our patience and will need to continue doing so into the next academic year. What careers leaders, parents and (most notably) students need more of is time, to make those all-important decisions regarding their futures. For students who attend schools in the most challenging circumstances, time is a luxury not afforded to them. Already at a disadvantage, the current circumstances are only making the situation worse. As the number of people who form the precariat increases, the challenges ahead are daunting.
The Guidance House launched a new web portal in December 2019 providing information on VET and professional orientation
An important part of career guidance is to provide information on skill requirements and the availability of jobs. Some of the key questions career guidance practitioners receive include: “what are the future prospects of a specific job?”, “what tasks will I be doing?”, “how much will I make?” or “what education do I need for a certain job?”
Review of current guidance and counselling programmes and practices in Malawi and their support in promoting technical and vocational training for girls
The objective of this report is to assess the impact of the career guidance services provided throughout the past years on enhancing the employability of technical secondary school graduates, their employment status, and their perception of the labour market and career opportunities. In addition, this report assesses the beneficiaries' satisfaction with career guidance services provided by the GIZ and the ILO as a first step towards the institutionalization of career guidance services and including them in the regular curriculum of technical secondary schools.
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