Page 304 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 304
ear ly school leaving: contempor ary european perspectives
& Plant, 2014). It shows how successfully developed career manage-
ment skills (CMS) (defined as “a range of competences which pro-
vide structured ways for individuals (and groups) to gather, analyse,
synthesise and organise self, educational and occupational informa-
tion, as well as the skills to make and implement decisions and transi-
tions” (ELGPN, 2010)) that result from career guidance help students
at risk of ESL understand and internalise the connections between
school and work and become more actively engaged in their aca-
demic tasks (Hamilton & Hamilton, 1994; Solberg et al., 2002). The
article also provides a review of theoretically and empirically con-
sidered successful career guidance approaches, which may create a
stimulating learning environment for the development of CMS by:
a) using appropriate (e.g. individual/group, curricular/extracurricu-
lar) methods; b) providing necessary contents (advice and support,
skills development, information provision); c) its early introduction
and provision through the entire educational path; and d) the coop-
eration and coordination of various stakeholders in its delivery. The
article concludes by stating that appropriately organised and imple-
mented career guidance (provided as either a separate or integrated
educational activity) holds great potential in helping students at risk
of ESL look beyond their immediate limitations and perceive their
schooling as a meaningful part of their lifelong personal, social and
career development.
Key words: career guidance, career management skills, relevance of
schooling, career aspirations, ESL
Introduction
From adolescence to young adulthood, young people are exploring differ-
ent identities and considering possibilities for their future but, at the same
time, they are aware of the barriers that may hinder the fulfilment of their
plans (Gottfredson, 1981). Planning for the future (including anticipated
school completion and employment) is recognised as an important devel-
opmental task in adolescence (Blustein, Juntunen, & Worthington, 2000;
Erikson, 1968). Various empirical studies (e.g. Armstrong & Crombie,
2000; Messersmith & Schulengberg, 2008) reveal the important role of pos-
itive future-oriented cognitions in adolescents’ latter (educational and/or
occupational) attainment.
304
& Plant, 2014). It shows how successfully developed career manage-
ment skills (CMS) (defined as “a range of competences which pro-
vide structured ways for individuals (and groups) to gather, analyse,
synthesise and organise self, educational and occupational informa-
tion, as well as the skills to make and implement decisions and transi-
tions” (ELGPN, 2010)) that result from career guidance help students
at risk of ESL understand and internalise the connections between
school and work and become more actively engaged in their aca-
demic tasks (Hamilton & Hamilton, 1994; Solberg et al., 2002). The
article also provides a review of theoretically and empirically con-
sidered successful career guidance approaches, which may create a
stimulating learning environment for the development of CMS by:
a) using appropriate (e.g. individual/group, curricular/extracurricu-
lar) methods; b) providing necessary contents (advice and support,
skills development, information provision); c) its early introduction
and provision through the entire educational path; and d) the coop-
eration and coordination of various stakeholders in its delivery. The
article concludes by stating that appropriately organised and imple-
mented career guidance (provided as either a separate or integrated
educational activity) holds great potential in helping students at risk
of ESL look beyond their immediate limitations and perceive their
schooling as a meaningful part of their lifelong personal, social and
career development.
Key words: career guidance, career management skills, relevance of
schooling, career aspirations, ESL
Introduction
From adolescence to young adulthood, young people are exploring differ-
ent identities and considering possibilities for their future but, at the same
time, they are aware of the barriers that may hinder the fulfilment of their
plans (Gottfredson, 1981). Planning for the future (including anticipated
school completion and employment) is recognised as an important devel-
opmental task in adolescence (Blustein, Juntunen, & Worthington, 2000;
Erikson, 1968). Various empirical studies (e.g. Armstrong & Crombie,
2000; Messersmith & Schulengberg, 2008) reveal the important role of pos-
itive future-oriented cognitions in adolescents’ latter (educational and/or
occupational) attainment.
304
