Page 315 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 315
the role of career guidance in esl
Different strategies have been identified as being especially success-
ful in implementing career guidance as a tool for preventing ESL. The most
effective career development seems to be applied early and maintained
throughout the individual’s schooling and delivered in a holistic and mul-
ti-modal way (Hooley et al., 2011; Kraatz, 2014). Although the important,
positive role of career guidance is broadly acknowledged in critical transi-
tion phases, it should not be exclusively concentrated at these points and
needs to be fully integrated into curricular and extra-curricular activities
from the early stages of education. This can be assured by applying various
different methods (individualised approaches, interactive group approach-
es, online services, work-based learning) and contents (advice and support,
development of skills, provision of information). Whilst career counsellors
have an important role to play in career education by empowering learn-
ers in the acquisition of skills to pursue their interests, competencies and
career aspirations, effective career education also needs to mobilise a wide
range of stakeholders, including adults important to students (e.g. teachers
and parents) and actors from the world of employment (employment ser-
vices) and work (business, employers) (European Commission, 2015).
As such, career education does not teach concrete competencies (CMS)
as much as it can provide rich, varied and pedagogically appropriate expe-
riences and environments that facilitate students’ development (Atkinson
& Murrell, 1988). It provides an important tool to help potential ESLers be-
come autonomous creators of their own career and life path.
References
ACTE (The Association for Career and Technical Education). (2007). Career
and Technical Education’s Role in Dropout Prevention and Recovery. Issue
Brief. Alexandria: ACTE.
Armstrong, P., & Crombie, G. (2000). Compromises in adolescents’ occu-
pational aspirations and expectations from Grades 8 to 10. Journal of
Vocational Behavior, 56(1), 82–98.
Atkinson, G. Jr., & Murrell, P. H. (1988). Kolb’s experiential learning theory: A
metamodel for career exploration. Journal of Counseling & Development,
66, 374–377.
Baker, S., & Tayor, J. (1998). Effects of career development interventions: A me-
ta-analysis. The Career Development Quarterly, 46(4), 376–385.
315
Different strategies have been identified as being especially success-
ful in implementing career guidance as a tool for preventing ESL. The most
effective career development seems to be applied early and maintained
throughout the individual’s schooling and delivered in a holistic and mul-
ti-modal way (Hooley et al., 2011; Kraatz, 2014). Although the important,
positive role of career guidance is broadly acknowledged in critical transi-
tion phases, it should not be exclusively concentrated at these points and
needs to be fully integrated into curricular and extra-curricular activities
from the early stages of education. This can be assured by applying various
different methods (individualised approaches, interactive group approach-
es, online services, work-based learning) and contents (advice and support,
development of skills, provision of information). Whilst career counsellors
have an important role to play in career education by empowering learn-
ers in the acquisition of skills to pursue their interests, competencies and
career aspirations, effective career education also needs to mobilise a wide
range of stakeholders, including adults important to students (e.g. teachers
and parents) and actors from the world of employment (employment ser-
vices) and work (business, employers) (European Commission, 2015).
As such, career education does not teach concrete competencies (CMS)
as much as it can provide rich, varied and pedagogically appropriate expe-
riences and environments that facilitate students’ development (Atkinson
& Murrell, 1988). It provides an important tool to help potential ESLers be-
come autonomous creators of their own career and life path.
References
ACTE (The Association for Career and Technical Education). (2007). Career
and Technical Education’s Role in Dropout Prevention and Recovery. Issue
Brief. Alexandria: ACTE.
Armstrong, P., & Crombie, G. (2000). Compromises in adolescents’ occu-
pational aspirations and expectations from Grades 8 to 10. Journal of
Vocational Behavior, 56(1), 82–98.
Atkinson, G. Jr., & Murrell, P. H. (1988). Kolb’s experiential learning theory: A
metamodel for career exploration. Journal of Counseling & Development,
66, 374–377.
Baker, S., & Tayor, J. (1998). Effects of career development interventions: A me-
ta-analysis. The Career Development Quarterly, 46(4), 376–385.
315
