Navigating the rapids: the role of educational and careers information and guidance in transitions between education and work

Abstract

In a context of rapid and uncertain change, lifelong learning is gaining recognition as both a social right and economic necessity. As the past certainties of lifelong jobs and careers evaporate, people are required to make study and career choices on a more regular basis throughout their lives. At the same time, contemporary trends and developments have made it increasingly complex and difficult to make meaningful choices, and to negotiate effective pathways and transitions from education to work/unemployment and vice versa. This article argues that educational and careers information, advice and guidance perform an essential role in assisting people of all ages to navigate rapid change and participate effectively in lifelong learning. To support this contention, the article outlines major social, economic and educational trends, and examines key international and Australian reports which highlight the need for improved educational and career services. Recent data on student and graduate satisfaction with such services in the Australian vocational education and training sector are then analysed. Key policy implications are identified and emerging issues are discussed.

Quality of Work Life and Lifelong Learning Among Working Adults in Malaysia: The Mediating Role of Employee Engagement

“…The report, called "Learning to Be" (Faure, 1972), was commissioned by the United Nations Educational, Scientific, and Cultural Organisation (UNESCO). Since then, lifelong learning has become a "global ethos" (Shan, 2018) and viewed as both a social prerogative and an economic necessity (Anderson, 1999). In a broad sense, lifelong learning was practising learning in various settings, including those which were formal, informal, planned, and opportunistic (Candy et al, 1994).…”

The Place of Technical Education towards Skill Acquisition to National Development

“…It is an important index of sustainable development of any nation. In view of this, Anderson (1999) considers it as both a social prerogative and an economic necessity. With skill acquisition, one acquires capabilities to compete favorably within the context of globalization.…”

Factors Affecting Adoption of Educational Discipline and Satisfaction Level Among Higher Education Students

“…Even though students are generally satisfied with the provision of information about course-related matters, they are far less satisfied with the information provided on the relationship between courses of study and adoption of educational paths (Anderson, 1999).…”

“…If students do not receive adequate information about the relationship between courses of study, job prerequisites, and career paths, then there is a serious risk that they may make study choices that are ill-suited to their own capabilities (Duberley, Cohen & Mallon, 2006) and are hence less likely to reach their destinations safely and successfully if they lack the necessary map and advice (Anderson, 1999;Frost, 1994). It can therefore be safely shared that inappropriate selection of educational career path may hinder their employment and career aspirations, and may possibly be irrelevant to the needs of the wider community and industry.…”

“…This study also focuses separately on both male and female students as not only are females considered to be more efficient and hardworking than male, but they equally participate in every field of life. Previous studies show that the factors which are contributing to educational career advancements are different for both male and Raza transitions from education to work (Anderson, 1999). In order to attract and motivate students, promotional strategies also make an important impact on student's perceptions.…”