Page 308 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 308
ear ly school leaving: contempor ary european perspectives
their individual life paths in learning, work and other settings in
which these capacities and competences are learned and/or used.
Sultana (2012) explains that CMS (as a result of lifelong career guid-
ance) is a particularly Anglo-Saxon term in origin, but in his opinion
Council Resolution (2004) and several renderings of its definition seem to
have followed its French translation (acquisistion de la capacité de s’orient-
er), which overlaps with the notion of self-guidance.2 Thomsen (2014, p. 5)
explains that the understanding of CMS differs between countries and sees
as one of the most encompassing definitions the following one developed
in Nordic countries: “Career competences are competences for self-under-
standing and self-development; for exploring life and the worlds of learn-
ing and work; and for dealing with life, learning and work in periods of
change and transitions. Career competences involve being aware, not only
of what you do, but also what you could do, and of how individuals are
formed by their daily activities and their actions while simultaneously af-
fecting their own opportunities for the future”.
After considering differences between member states, the European
Lifelong Guidance Policy Network (ELGPN, 2014, p. 14) broadly defines
CMS as “a range of competences which provide structured ways for indi-
viduals (and groups) to gather, analyse, synthesise and organise self, educa-
tional and occupational information, as well as the skills to make and im-
plement decisions and transitions”.
The above brief review of how lifelong career guidance and CMS are
conceived shows it should not be exclusively understood as the support giv-
en to students in choosing which education or career option to take, but
that it equally involves psychological counselling and the provision of ad-
ditional learning support (also see Robertson, 2013). Career guidance may
directly benefit well-being via the provision of a helping relationship, emo-
tional support, building up confidence or beliefs in one’s competence, pro-
moting optimism via identifying future goals, and defining vocational
identity (Robertson, 2013: 259).3 In this way, guidance should interrelated-
ly empower students for their career, personal and social development (see
Blount, 2012; Štremfel & Lovšin, 2016).
2 Self-guidance includes approaches designed to assist individuals in developing skills
for managing their own careers.
3 For an insight into the relationship between psychological problems and career
choice problems among adolescents, see Kunnen (2014).
308
their individual life paths in learning, work and other settings in
which these capacities and competences are learned and/or used.
Sultana (2012) explains that CMS (as a result of lifelong career guid-
ance) is a particularly Anglo-Saxon term in origin, but in his opinion
Council Resolution (2004) and several renderings of its definition seem to
have followed its French translation (acquisistion de la capacité de s’orient-
er), which overlaps with the notion of self-guidance.2 Thomsen (2014, p. 5)
explains that the understanding of CMS differs between countries and sees
as one of the most encompassing definitions the following one developed
in Nordic countries: “Career competences are competences for self-under-
standing and self-development; for exploring life and the worlds of learn-
ing and work; and for dealing with life, learning and work in periods of
change and transitions. Career competences involve being aware, not only
of what you do, but also what you could do, and of how individuals are
formed by their daily activities and their actions while simultaneously af-
fecting their own opportunities for the future”.
After considering differences between member states, the European
Lifelong Guidance Policy Network (ELGPN, 2014, p. 14) broadly defines
CMS as “a range of competences which provide structured ways for indi-
viduals (and groups) to gather, analyse, synthesise and organise self, educa-
tional and occupational information, as well as the skills to make and im-
plement decisions and transitions”.
The above brief review of how lifelong career guidance and CMS are
conceived shows it should not be exclusively understood as the support giv-
en to students in choosing which education or career option to take, but
that it equally involves psychological counselling and the provision of ad-
ditional learning support (also see Robertson, 2013). Career guidance may
directly benefit well-being via the provision of a helping relationship, emo-
tional support, building up confidence or beliefs in one’s competence, pro-
moting optimism via identifying future goals, and defining vocational
identity (Robertson, 2013: 259).3 In this way, guidance should interrelated-
ly empower students for their career, personal and social development (see
Blount, 2012; Štremfel & Lovšin, 2016).
2 Self-guidance includes approaches designed to assist individuals in developing skills
for managing their own careers.
3 For an insight into the relationship between psychological problems and career
choice problems among adolescents, see Kunnen (2014).
308
