The Internationalization of Educational and Vocational Guidance

Abstract

. Participants from 46 countries discussed international perspectives on and comparative features of educational and vocational guidance. They concentrated on issues of designing and adapting models, methods, and materials for career education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for career services, and the promise of information technology for expanding the delivery of educational and vocational guidance and for supporting career counselors.

The relationship between career competencies, career identity, motivation and quality of choice

“…As a result of the shifting economy and changing notions of work (Krumboltz & Worthington, 1999;Savickas, 2000;Savickas, Van Esbroeck, & Herr, 2005) schools are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development (Gysbers & Henderson, 2005;Jarvis & Keeley, 2003;Mittendorff, 2010). Although in Western societies employers expect new employees to have more knowledge, more skills and-moreover-that they will be more intrinsically motivated than three decades ago (Bailey, Hughes, & Moore, 2004), Dutch vocational education does not fulfil these promises.…”

Internationalization of the Counseling Profession: Meaning, Scope and Concerns

“…Again, the two terms are related but distinct, in that globalization promotes homogenization and de-nationalization, and is characterized by unequal power relations, whereas internationalization promotes respect for and recognition of differences and traditions between countries (Kinsella et al 2008;Savickas et al 2005). Kreber (2009) believes that "globalization challenges the power of the nation state, whereas internationalization assumes that states still play a crucial role" (p. 2).…”

Informação profissional e orientação para a carreira mediadas por computador: uma revisão da literatura

“…Entretanto, o autor sugere que uma análise mais cuidadosa revela que essa responsabilidade é função de um sistema de múltiplos participantes, como: mentores, mantenedores, usuários, políticos, pesquisadores e avaliadores. Mesmo os sites subsidiados ou financiados por órgãos públi-cos não seguem um padrão de qualidade e objetivos claros (Esbroeck, 2002;Niles & Harris-Bowlsbey, 2005;Savickas, Esbroeck, & Herr, 2005;Watts, 2002). Essa deveria ser também uma preocupação dos orientadores profissionais no Brasil, no sentido de desenvolver pesquisas na área e de aplicá-las na prática da utilização da internet no dia a dia dos adolescentes.…”