Page 307 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 307
the role of career guidance in esl
‐ T – Transition learning – learning the skills needed to make the
transition between different levels and types of education, transi-
tion to the labour market etc.;1 and
‐ S – Self-awareness – identifying one’s traits, interests, knowledge,
capabilities and talents etc.
In addition to focusing on the individual’s traits and competencies, the
model is centred on taking into account the individual’s personal experi-
ences when it comes to changing the traits (developmental theory), and the
connections between the individual’s decisions and opportunities present-
ed within their social environment (opportunity structure theory). By tak-
ing the developmental theory into account, the model assumes that what is
vitally important for the individual’s career is not a single act of making the
right decision, but the developmental aspect that lasts a lifetime. The skills
acquired by individuals through learning in all of these four areas are re-
ferred to as career management skills (CMS). This crucial paradigm shift
from a one-off decision to the lifelong nature of one’s career also results in
a redefinition of the role of (career) counsellors. In this sense, the main task
of counsellors has transformed from being someone who matches work-
ers with jobs, trainers, educators and mentors who encourage learning in
those individuals they provide advice to. In that framework, their counsel-
ling work is understood as lifelong career guidance (Kohont et al., 2011: 28;
in Lovšin, 2016).
After considering contemporary theoretical perspectives on career
guidance and the DOTS model, which understand career guidance as a
lifelong process of awareness of oneself and one’s opportunities and learn-
ing about decisions and transitions, different definitions of career guidance
have been developed within the European context.
The most elaborate definition and explanation is found in a resolution
of the Council of the EU (2004, p. 2):
In the context of lifelong learning, guidance refers to a range of ac-
tivities that enables citizens of any age and at any point in their
lives to identify their capacities, competences and interests, to make
educational, training and occupational decisions and to manage
1 Transitions, as the most important life changes, are recognised as the most risky fac-
tor for ESL (e.g. Downes, 2014). A meta-analysis by Baker and Taylor (1998) conclud-
ed it was possible to demonstrate that career development interventions help stu-
dents successfully manage their transition phases and play an important role in the
young person’s further personal, social and career development.
307
‐ T – Transition learning – learning the skills needed to make the
transition between different levels and types of education, transi-
tion to the labour market etc.;1 and
‐ S – Self-awareness – identifying one’s traits, interests, knowledge,
capabilities and talents etc.
In addition to focusing on the individual’s traits and competencies, the
model is centred on taking into account the individual’s personal experi-
ences when it comes to changing the traits (developmental theory), and the
connections between the individual’s decisions and opportunities present-
ed within their social environment (opportunity structure theory). By tak-
ing the developmental theory into account, the model assumes that what is
vitally important for the individual’s career is not a single act of making the
right decision, but the developmental aspect that lasts a lifetime. The skills
acquired by individuals through learning in all of these four areas are re-
ferred to as career management skills (CMS). This crucial paradigm shift
from a one-off decision to the lifelong nature of one’s career also results in
a redefinition of the role of (career) counsellors. In this sense, the main task
of counsellors has transformed from being someone who matches work-
ers with jobs, trainers, educators and mentors who encourage learning in
those individuals they provide advice to. In that framework, their counsel-
ling work is understood as lifelong career guidance (Kohont et al., 2011: 28;
in Lovšin, 2016).
After considering contemporary theoretical perspectives on career
guidance and the DOTS model, which understand career guidance as a
lifelong process of awareness of oneself and one’s opportunities and learn-
ing about decisions and transitions, different definitions of career guidance
have been developed within the European context.
The most elaborate definition and explanation is found in a resolution
of the Council of the EU (2004, p. 2):
In the context of lifelong learning, guidance refers to a range of ac-
tivities that enables citizens of any age and at any point in their
lives to identify their capacities, competences and interests, to make
educational, training and occupational decisions and to manage
1 Transitions, as the most important life changes, are recognised as the most risky fac-
tor for ESL (e.g. Downes, 2014). A meta-analysis by Baker and Taylor (1998) conclud-
ed it was possible to demonstrate that career development interventions help stu-
dents successfully manage their transition phases and play an important role in the
young person’s further personal, social and career development.
307
