Research-based knowledge: researchers’ contribution to evidence-based practice and policy making in career guidance

Nordic research on educational and vocational guidance: a systematic literature review of thematic features between 2003 and 2016

“…Among them, the potential outcome of educational and vocational guidance in different sectors and for different user groups stands out as the most prominent research area. Our interpretation is that this relates to an increased focus at a European level for a solid evidence base regarding the outcomes of educational and vocational guidance in the period this review has investigated (Haug & Plant, 2016). In our opinion, the review show that the research undertaken in this concerns, is mainly done by evaluative research studies with an intention to describe and analyse either (a) the effect of new legislations, or (b) the applicability of different organisational, procedural and methodological approaches.…”

“…In our opinion, the review show that the research undertaken in this concerns, is mainly done by evaluative research studies with an intention to describe and analyse either (a) the effect of new legislations, or (b) the applicability of different organisational, procedural and methodological approaches. Haug & Plant (2016) reflects in their article on researchers' potential contribution to evidence-based practice and policy making in educational and vocational guidance. They argue for a broad and pluralistic research strategy to meet the complexity of possible questions in need of answers to provide evidence in educational and vocational guidance.…”

European Research Agenda for Career Guidance and Counselling

“…The reason for the relatively weak empirical research base regarding the interventional process itself may be explained by the limitations of relevant research methodologies; for example, the inherent difficulties of accessing and observing practice, or problems in standardising reliable instruments for this kind of research. At the same time, the tendency to focus on evidence about the effectiveness of interventions (Section 3.3) is very relevant in the actual discussion, but is itself subject to some critique (McLeod, 2013;Haug & Plant, 2015).…”

“…Furthermore, there seems to be a need for a structured discussion of different outcomes of CGC interventions (e.g. for individuals, organisations and societies) and there seems to be a need to reflect the possibilities, methodological limitations, ethical constraints and political dimensions of evidence in this field (Haug & Plant, 2015).…”

Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

“…Counselors, as those responsible for and the coordinators of tutorial actions, demand the clarification of and improvements in tutoring functions, competencies, strategies and organizational structures. Over the years, not only has the educational scenario change substantially, but research has continually contributed new theoretical and strategic points of view on guidance (Haug and Plant, 2016;Perry and Shannon, 2017). Priorities in vocational guidance, inclusive education and assessment procedures, among others, are evolving (ETF, 2020; Council of the European Union, 2021).…”