This study investigates how tensions shape career counselling services within the Norwegian Introduction Programme. Drawing on the experiences of career counsellors and their work with drafting the ‘career counsellor’s note’, these tensions are explored through the methodology and concept of disjuncture from institutional ethnography (Smith, 2005). I have identified two key disjunctures between different political and professional perspectives on the purpose and role of career guidance rooted in different discourses. The study demonstrates that, despite institutional constraints, career counsellors find ways to adapt the service to align with professional discourses, such as culturally oriented counselling perspectives and social justice. Abstrakt Artikkelen utforsker hvordan spenninger former karriereveiledningstjenesten i det norske introduksjonsprogrammet. Med utgangspunkt i karriereveiledernes erfaringer, og deres arbeid med å skrive «karriereveileders notat», utforskes spenningene med metodologi og begrepet bruddlinjer fra institusjonell etnografi (Smith, 2005). Jeg har identifisert to sentrale bruddlinjer mellom ulike politiske og profesjonelle perspektiver på karriereveiledningens hensikt og rolle, men røtter i ulike diskurser. Studien viser at karriereveiledere, til tross for institusjonelle begrensninger, finner måter å tilpasse tjenesten på i tråd med profesjonelle diskurser, inspirert av diskurser som kulturelt orienterte veiledningsperspektiver og sosial rettferdighet. Nøkkelord: Karriereveiledning; Introduksjonsprogrammet; Institusjonell etnografi
Guidance given in schools has emerged in both the political agendas of supranational operators, such as the Organisation for Economic Cooperation and Development (OECD) and Finnish education and labour-market policy discussions. Guidance given in schools has been offered as an overall solution to multiple problems concerning education, matching with workforce demands and preventing young people’s marginalisation. This article applies the document analysis method to explore the societal objects set for guidance in Finnish core curricula for basic education. The research data include all national core curricula used in basic education (totalling five and covering 1970 to the present). We examine guidance and counselling in basic education as a governance technology – a tool for exercising authority based on specific moral and ideological foundations called rationalities. The article builds on and extends our earlier Finnish-language analysis (Varjo et al., 2020). On the one hand, our analysis shows that the rationalities of a knowledge-based economy, lifelong learning and equality have shaped the objectives and content of guidance and counselling in basic Finnish education since the 1970s, throughout the existence of Finland’s comprehensive school system. On the other hand, our analysis illustrates how the guidance content and objectives of the 1970s and 1980s adopted new emphases in the 1990s. Abstrakti Oppilaitoksissa annettava ohjaus on nostettu koulutus- ja työvoimapoliittisen keskustelun kohteeksi sekä ylikansallisten toimijoiden, kuten OECD (Organisation for Economic Cooperation and Development), että kansallisten toimesta. Ohjausta on tarjottu kokonaisvaltaiseksi ratkaisuksi moniin yhteiskunnallista ongelmiin, kuten työelämän kohtaantoon ja nuorten syrjäytymisen ehkäisemiseen. Tämä artikkeli tarkastelee dokumenttianalyysin keinoin suomalaisen perusopetuksen opetussuunnitelman perusteissa oppilaanohjaukselle esitettyjä yhteiskunnallisia odotuksia. Tutkimusaineistona on kaikki suomalaisen peruskouluajan opetussuunnitelman perustetta (viisi opetussuunnitelman perustetta vuodesta 1970 tähän hetkeen). Tarkastelemme perusopetuksen oppilaanohjausta hallinnan teknologiana – välineenä, jolla voidaan käyttää moraalisiin ja ideologisiin perusteisiin, rationaliteetteihin, perustuvaa valtaa. Artikkeli pohjautuu aiempaan suomenkieliseen analyysiiimme (Varjo ym. 2020). Analyysimme osoittaa, että oppilaanohjauksen tavoitteita ovat koko peruskouluajan muokanneet tietoyhteiskunnan talouteen, elinikäiseen oppimiseen ja tasa-arvoon liittyvät rationaliteetit. Kuvaamme myös, miten 1970- ja 1980-lukujen jälkeen oppilaanohjauksen sisällöt ja tavoitteet saivat uusia painotuksia 1990-luvun opetussuunnitelmissa. Avainsanat: opetussuunnitelman perusteet; opinto- ja uraohjaus; peruskoulu; rationaliteetit; Suomi
Career guidance as an institutionalized pedagogical practice carries a range of aspirations and goals aimed at supporting individuals through various transitions in education and the labor market. In this article, we examine one of the most recent policy goals and reforms in Finland: the extension of compulsory education until the age of 18 years, which made it statutory for lower secondary schools to provide a new form of guidance — ‘intensified personal guidance counseling’ (TEHO)—for pupils uncertain about where to apply for upper secondary education. We explore guidance counselors’ perspectives on TEHO and how they have implemented it. We ask: What do counselors perceive as TEHO’s objective, how does this relate to the tools and arrangements chosen for cooperation — who is involved in TEHO guidance, and how? We approach guidance with activity theory as our theoretical lens. This approach provides conceptual tools not only for object-oriented analysis of guidance but also for developing guidance in schools, considering the wider context that frames it. Drawing on interviews with guidance counselors (N = 35), our study demonstrates that despite the aim to support human growth and pupil’s agency holistically, TEHO can be narrowed down to an instrument that supports educational transitions. Nonetheless, our research highlights promising guidance practices that grasp the pupil’s life situation and provide guidance from that starting point, thus responding to needs highlighted by critical guidance research. Abstrakti Ohjaukselle asetetaan tänä päivänä paljon yhteiskuntapoliittisia tavoitteita yksilöiden tukemisesta erilaisissa koulutus- ja työmarkkinasiirtymissä. Yksi tuore esimerkki tästä Suomessa on oppivelvollisuuden laajentaminen 18 ikävuoteen saakka. Sen yhteydessä peruskouluille asetettiin velvollisuus tarjota tehostettua henkilökohtaista oppilaanohjausta nuorille, jotka ovat epävarmoja tulevaisuudensuunnastaan. Artikkelissa kysymme, miten oppilaanohjaajat ovat lähteneet viemään tätä uutta tehostettua ohjausta käytäntöön ja keille sitä kohdennetaan. Tutkimuksessa lähestytään ohjausta kohteellisena toimintana. Lähestymistapa antaa käsitteellisiä välineitä myös siihen, miten ohjaustoimintaa voi kehittää koulussa huomioiden sitä kehystävän laajemman toimintaympäristön. Aineistona on 35 oppilaanohjaajan haastattelut. Analyysimme osoittaa, että oppilaan kasvua tukevista holistisista tavoitteenasetteluista huolimatta tehostettu ohjaus kapenee koulutussiirtymän varmistajaksi. Toisaalta tutkimuksemme nostaa esiin ohjauksen käytänteitä, jotka onnistuvat tavoittamaan nuoren sosiaaliskulttuurista elämäntilannetta ja jotka samalla vastaavat myös kriittisen ohjaustutkimuksen esiin nostamiin kipupisteisiin ohjauksen kehittämishaasteista. Asiasanat: opinto-ohjaus; uraohjaus; oppilaat; peruskoulu; toiminnan teoria; tehostettu henkilökohtainen oppilaanohjaus
The transition from school to work is a significant phase in adolescent development. For students with special educational needs (SEN), preparing for this process involves many requirements, making vocational orientation particularly challenging. In Germany, vocational orientation programmes are established in all federal states and schools. Studies indicate that longer practical phases are particularly important from the perspective of students with SEN. However, it is unclear what objectives and expectations these students have for practical experience and how these experiences influence their pathway after school. In this exploratory qualitative study, 14 former students with learning disabilities (LD) were asked about the relevance of various internships for their vocational orientation process. The interviews were analysed using qualitative content analysis. The statements emphasise that several and longer practical phases are relevant. The analysis shows that interviewees retrospectively describe how undertaking various internships allows a process of verification and/or falsification, significantly influencing their vocational orientation. This contrasts with students without SEN, who generally complete fewer internships. Overall, it is evident that students with SEN rely on diverse practical experiences during their school years and that the frequency, duration, and quality of practical experience have a lasting influence on their vocational orientation. Abstrakt Övergången mellan skola och arbetsliv utgör en central fas i ungas utveckling och har stor betydelse för deras framtida yrkesmässiga etablering. För elever med särskilda utbildningsbehov (SOU) innebär förberedelserna inför denna process många krav, vilket gör yrkesorienteringen särskilt utmanande. Forskning visar att längre praktikperioder är av särskilt betydelse för elever med SOU ur ett elevperspektiv. Det är dock fortfarande oklart vilka mål och förväntningar dessa elever har på sina praktiska erfarenheter samt på vilket sätt dessa erfarenheter påverkar deras fortsatta väg efter avslutad skolgång. I denna explorativa kvalitativa studie tillfrågades 14 före detta tyska elever med inlärningssvårigheter (IS) om relevansen av olika praktikperioder för deras yrkesorienteringsprocess. Intervjuerna analyserades med hjälp av kvalitativ innehållsanalys. Studenternas utsagor betonar att flera och längre praktikperioder är relevanta. Analysen visar att de intervjuade retrospektivt beskriver hur olika praktikplatser möjliggör en process av verifiering och/eller förfalskning, vilket har en betydande inverkan på deras yrkesorientering. Detta står i kontrast till elever utan behov av särskilt stöd, som i allmänhet genomför färre praktikperioder. Sammantaget framstår det som tydligt att elever med SOU är beroende av olika praktiska erfarenheter under sin skoltid och att frekvensen, varaktigheten samt kvaliteten på dessa erfarenheterna har ett varaktigt inflytande på deras yrkesinriktning. Nyckelord: praktikperioder; yrkesorienteringsprocess; kul; elever med inlärningssvårigheter; övergångsprocess från skola till arbetsliv
In 2021, Norway introduced a new Integration Act in which career guidance is expected to contribute to the ‘accelerated integration’ of newly arrived refugees. While there is extensive research on both Norwegian integration and career guidance policies, the position of career guidance in the current integration policy remains underexplored. In this article, we employ Carol Bacchi’s ‘What is the Problem Represented to Be’ (WPR) approach to analyse nine recent Norwegian policy documents that shape the understanding of the integration ‘problems’ that career guidance is intended to address. We ask: How are the problems that career guidance is intended to solve represented in Norwegian integration policy, and what effects can these understandings have on career guidance for refugees? We explore three problem representations in Norwegian integration policy and discuss alternative perspectives on integration and career guidance, which are overlooked in integration policy problematisations. Sammendrag I 2021 innførte Norge en ny integreringslov der karriereveiledning forventes å bidra til ‘raskere integrering’ av nyankomne flyktninger. Selv om det forskes mye på både norsk integreringspolitikk og karriereveiledningspolitikk, er karriereveiledningens posisjon i den nye integreringspolitikken fortsatt lite utforsket. I denne artikkelen bruker vi Carol Bacchi’s tilnærming ‘What is the Problem Represented to Be’ (WPR) for å analysere ni nyere norske policydokumenter som former forståelsen av integreringsproblemene som karriereveiledning er ment å adressere. Vi spør: ‘Hvordan blir problemene som karriereveiledning er ment å løse, representert i den norske integreringspolitikken, og hvilke effekter kan disse forståelsene ha på karriereveiledning for flyktninger?’. Vi utforsker tre problemrepresentasjoner i norsk integreringspolitikk og diskuterer alternative perspektiver på integrering og karriereveiledning, som blir oversett i integreringspolitiske problematiseringer. Nøkkelord: Flyktninger; norsk integreringspolitikk; policyanalyse (WPR); karriereveiledning; diskurser
With support from guidance counselors and teachers, young people are expected to not only acquire the knowledge and skills to handle their future choices of studies and employment but to also take an active role in developing their careers and designing their lives. Finland has been acknowledged as having one of the most professionalized school-based career education systems, with a long tradition of guidance counseling taught in class as a school subject in addition to support provided individually or in groups. A qualified guidance counselor is responsible in both cases. The formal foundation for career education is in place, which sets expectations regarding students’ career learning. This article aims at exploring career learning in Finnish general upper secondary education (GUS) through university students’ reflections on their experiences of transitioning from GUS to higher education. A pedagogical perspective is applied using the principles of educative teaching as the theoretical approach. The data consist of written career stories produced during the 2022–23 academic year by university students (N = 19) enrolled in specialization studies required to acquire these qualifications as guidance counselors in Finland. The data are interpreted using reflexive thematic analysis. The metaphor of career as a journey is used to generate three themes: (a) the tour guidance paradox, (b) destination is subject to change, and (c) souvenirs are rare. The findings show the informants recognize career development as a lifelong process. To support an individual’s career learning process, discussion of a strong pedagogical approach to career education is needed. Abstrakt Med hjälp och stöd av vägledare och lärare förväntas unga inte bara skaffa sig kunskaper och färdigheter för att hantera sina framtida studie- och yrkesval, utan också aktivt forma sina karriärer och sina liv. Finland är känt för sitt professionaliserade skolbaserade system för karriärvägledning, med en lång tradition av ett schemalagt skolämne som undervisas i klassrummet samt individuell och gruppbaserad elev- och studiehandledning. En behörig studiehandledare ansvarar för båda formerna. Dessa formella grunder för karriärvägledning skapar i sin tur förväntningar på elevernas karriärlärande. Den här artikeln syftar till att utforska karriärlärande genom universitetsstuderandes retrospektiva reflektioner över sina erfarenheter av övergången från gymnasieutbildning till högre utbildning. Ett pedagogiskt perspektiv tillämpas med principer för bildande undervisning (educative teaching) som teoretisk ansats. Datamaterialet består av karriärberättelser skrivna av universitetsstuderande (N = 19) under läsåret 2022–2023. Studerandena var inskrivna på specialiseringsstudier för att bli behöriga elev- och studiehandledare i Finland. Datamaterialet har analyserats genom reflexiv tematisk analys. Metaforen “karriär som en resa” användes för att skapa tre teman: (a) resan är en vägledningsparadox, (b) destinationen kan förändras och (c) souvenirer är sällsynta. Resultaten visar att informanterna ser karriärutveckling som en livslång process. För att stödja en individs karriärlärandeprocess behövs en diskussion om ett starkt pedagogiskt grepp i karriärvägledning. Nyckelord: karriärlärande; karriärvägledning; bildande undervisning
The purpose of this paper is to explore the process through which higher education students in the U.K. are inducted into using digital platforms for their careers. This paper will present data from a longitudinal study looking at how students use digital social media platforms as part of their career transitions after graduating. A key finding from this study is that the university plays a central role in why and how students start using digital platforms for their career. Qualitative data was gathered from students both before and after graduating about their experiences of using digital platforms for their careers. This data was analysed using an interpretative phenomenological analysis. The themes developed from this pointed to four main themes: induction, hybridity, imaginations and exposure to e-safety. This is contextualised through exploring this process as an example of the platformisation of career in a higher education context. Abstrakti Tämän artikkelin tarkoitus on tarkastella prosessia, jonka kautta Britannian korkeakouluopiskelijat perehdytetään käyttämään digitaalisia alustoja urasuunnittelussaan. Artikkeli esittelee aineiston pitkittäistutkimuksesta, jonka aiheena on miten opiskelijat käyttävät digitaalisia sosiaalisen median alustoja osana valmistumisen jälkeisiä urasiirtymiä. Keskeinen tulos tästä tutkimuksesta on, että yliopistolla on keskeinen rooli siinä miksi ja miten opiskelijat alkavat käyttää digitaalisia alustoja osana urasuunnitteluaan. Opiskelijoiden keskuudesta kerättiin laadullista aineistoa sekä ennen että jälkeen valmistumisen koskien heidän kokemuksiaan urasuunnitteluun liittyvistä digitaalisista alustoista. Tämä aineisto analysoitiin tulkitsevan fenomenologisen analyysin avulla. Analyysin perusteella aineistosta erotettiin neljä pääteemaa: perehdytys, hybriditeetti, ennakkouskomukset sekä digitaalinen turvallisuus. Nämä pääteemat kontekstualisoitiin tarkastelemalla opiskelijoiden prosessia esimerkkinä uran nivoutumisesta alustoihin korkeakoulukontekstissa. Asiasanat: urasuunnittelu; uraohjaus; digitalisuus; korkea-aste
The purpose of this paper is to explore the social justice implications for career guidance of the emerging technologies of career access. Emerging recruitment and selection practices – such as Artificial Intelligence (AI) analysis of candidates’ social media presence and performance in interview, and the use of bots or virtual agents interacting with prospective candidates to evaluate, shortlist and profile them – demonstrate the complexity of contemporary career access in highly technological societies. Career guidance practice has become highly digitalised, and guidance practice likewise can include the use of AI. This paper compares the uses of AI in career guidance and in human resource management and provides an analysis of emerging practices through synthesis of the extant research. With the emerging practices sketched, the paper then outlines the social justice and ethical risks of the increased reliance on AI in career access. The analysis here highlights the need to consider how to avoid reinscribing existing inequities in the emerging digitalised processes of career access, education, and guidance. The nascent nature of AI augmented recruitment and guidance represents not only an educative opportunity for career guidance professionals but also suggests an advocacy role. As legislation and ethics around the use of AI for recruitment is underdeveloped there is an opportunity for career guidance professionals and educators to provide input into the ethical guidelines and regulation of the use of AI in employment and in their practice. Abstrakt Formålet med denne artikkelen er å undersøke hvilke konsekvenser de nye teknologiene for karriereveiledning har for sosial rettferdighet. Nye rekrutterings- og utvelgelsesmetoder – for eksempel kunstig intelligens (AI) som analyserer kandidatenes tilstedeværelse på sosiale medier og deres prestasjoner i intervjuer, og bruk av roboter eller virtuelle agenter som interagerer med potensielle kandidater for å evaluere, velge ut og profilere dem – viser kompleksiteten i dagens karriereveiledning i et høyteknologisk samfunn. Karriereveiledningspraksisen er blitt svært digitalisert, og veiledningspraksisen kan også omfatte bruk av kunstig intelligens. Denne artikkelen sammenligner bruken av kunstig intelligens i karriereveiledning og personalforvaltning og gir en analyse av nye praksiser gjennom en syntese av eksisterende forskning. Etter å ha skissert den nye praksisen, skisserer artikkelen de sosiale og etiske risikoene ved økt bruk av kunstig intelligens i karriereveiledningen. Analysen belyser behovet for å vurdere hvordan man kan unngå at de nye digitaliserte prosessene for karrieretilgang, utdanning og karriereveiledning gjenskaper eksisterende ulikheter. Det faktum at rekruttering og veiledning ved hjelp av kunstig intelligens er i sin spede begynnelse, representerer ikke bare en utdanningsmulighet for karriereveiledere, men også en mulighet til å påvirke. Ettersom lovgivningen og etikken rundt bruken av kunstig intelligens i rekrutteringsprosessen ennå ikke er ferdig utviklet, har karriereveiledere og lærere en mulighet til å bidra til utformingen av etiske retningslinjer. Nøkkelord: Kunstig intelligens; Rekruttering; Teknologi; Karriereveiledning; Sosial rettferdighet; Personalforvaltning
This article uses the lens of career education, understood as a systematic attempt to support pupils’ career development, to map and analyse activities described in the Danish national legislation and curriculum for compulsory education. This mapping reveals detailed descriptions of a plethora of interconnected activities spanning from 1st to 10th grade and involving collaboration with career guidance practitioners, upper secondary schools, and employers. The activities identified through the mapping are analysed focusing on the objectives of the activities, target groups, content, responsibility, and organisation and discussed in light of various evaluations of the identified activities as well as research findings. This reveals that despite a cohesive structure (on paper) where each activity builds on outcomes from previous activities, significant challenges exist concerning the provision, meaningfulness for pupils, and expected outcomes of the activities. The metaphor of a house of cards is suggested to capture the progressive structure, its instabilities, and challenges. Finally, the article touches upon the possibilities of using career education as a uniting principle and unifying objective for the plethora of activities in practice. Abstrakt Denne artikel anvender karrierelæring, forstået som et systematisk forsøg på at understøtte elevers karriereudvikling- og læring, som linse til at kortlægge aktiviteter, mål, målgruppe, ansvar og organisering beskrevet i den danske nationale lovgivning og læseplan for grundskolen og særligt udskolingen. Denne kortlægning afslører detaljerede beskrivelser af et væld af sammenhængende aktiviteter, der spænder fra 1. til 10. klasse og involverer samarbejde mellem mange parter. De aktiviteter, der identificeres gennem kortlægningen, analyseres og diskuteres i lyset af forskning og evalueringer af området. Dette viser, at der på trods af en, på papiret, sammenhængende struktur, hvor hver aktivitet bygger på resultater fra tidligere aktiviteter, er betydelige udfordringer med hensyn til aktiviteternes implementering i Folkeskolen, gennemførsel, meningsfuldhed for eleverne og forventet udbytte. Metaforen om et korthus foreslås for at fange den progressive struktur, men også dens ustabilitet og udfordringer. Endelig diskuterer artiklen mulighederne for at anvende karriere læring som et samlende princip og mål for de mange aktiviteter i praksis. Nøgleord: Karrierelæring; vejledning; Folkeskole; lovgivning; implementering
This quasi-experimental field study evaluated the short- and long-term effects of two short theoretically based career interventions, Icelandic Developmental-focused Intervention (IDI) and Cognitive Information Processing intervention (CIP), with upper secondary school students. In Iceland drop out is high and normative graduation rates low in higher education, indicating that student’s need support in managing transitions. The participants split in the IDI, CIP, and control groups were in their last year of upper secondary schools, age 17 to 28 years, 60% were female. Career indecision, career thoughts, career decision self-efficacy, and global life satisfaction were assessed at pre-test (N = 468), post-test (N = 336), and follow-up (N = 225). At post-test, MANCOVA analysis showed statistically significant difference between the groups as expected. Pairwise comparisons revealed larger difference scores for the CIP group in career decision self-efficacy as compared to the control group, as well as in global life satisfaction as compared to the IDI group. Short-term effects were detected on all the outcome measures, except negative career thoughts (CTI). Short, focused, structured and theoretically founded intervention can have impact at transition points. At the one-year follow-up, MANCOVA analyses did not indicate any statistically significant difference in all measures between groups. Lack of effectiveness for the developmentally based intervention and long-term impact suggests that students need career education from an early age to support career development. The results can support policy makers and practitioners in Iceland in providing effective career interventions in upper secondary education and through the school system. Útdráttur Íslenskir háskólanemar hætta frekar námi eða útskrifast seint í samanburði við nágrannalöndin. Vitað er að náms- og starfsráðgjöf dregur úr brotthvarfi og ýtir undir farsælt náms- og starfsval. Rannsókn með hálf-tilraunasnið var framkvæmd til að meta skammtíma- og langtíma áhrif tveggja stuttra starfsþróunarinngripa á lokaári framhaldsskólans. Inngripin eru byggð á þekktum kenningum, annars vegar með áherslu á starfsferilsþróun (e. Icelandic developmental-focused Intervention – IDI), og hins vegar ákvarðanatöku (e. cognitive information processing theory – CIP). Þátttakendur voru á aldrinum 17–28 ára og 60% konur. Þau voru skráð í svokallaða lok áfanga í framhaldsskóla og var skipt í þrjá hópa IDI, CPI og samanburðarhóp. Þátttakendur svöruðu fjórum spurningalistum einni viku fyrir (forpróf N = 468) og einni viku eftir (eftirpróf N = 336) inngripstímabil og við eins árs eftirfylgd (N = 225). Margbreytusamvikagreining sýndi marktækan mun á hópunum eins og búist var við viku eftir inngrip. Paraður samanburður á milli hópa benti til að þátttakendur í CIP hóp hefðu meira sjálfstraust við ákvarðanir um nám og störf heldur en þátttakendur í samanburðarhóp og meiri almenna lífsánægju en IDI hópur. Ekki komu fram tölfræðilega marktækur munur á hópunum ári eftir inngripin. Skammtímaáhrif komur fram á öllum matsþáttum nema hugsunum um störf. Framhaldsskólanemar virðast þurfa kenningarlega grunduð og skipulagðari inngrip í náms og starfsferil en lok áfangar hafa boðið uppá hingað til. Kerfisbundin náms- og starfsráðgjöf eða fræðsla í gegnum allt skólakerfið myndi styðja nemendur við að verða sjálfstæðari í náms- og starfsvali og auðvelda næstu skref. Lykilorð: Starfsþróunarinngrip; árangur; skammtímaáhrif; langtímaáhrif
The aim of this study is to analyse how Swedish students in their final semester of a career counsellor programme describe their future professional identity based on experiences from their education and from participating in counsellor activities. The study builds on qualitative interviews with 23 career counsellor programme students. Professional identity theories are used as the theoretical framework. The results show that through the theoretical part of their education students acquired a special combination of knowledge, abilities and approaches they perceived the professional culture requires, which they described in a coherent manner. The students expressed loyalty to the person being counselled, a desire to behave neutrally as well as to pay attention to and counteract one’s own and societal norms and structures in the conversation as important parts of the professional identity. Abstrakt Syftet med studien är att analysera hur svenska studenter som läser sista terminen på studie- och yrkesvägledarprogram beskriver sin kommande professionella identitet utifrån sina erfarenheter från utbildningen och vägledande verksamhet. Studien bygger på kvalitativa intervjuer med 23 studenter. Som teoretiskt ramverk används Professionella identitetsteorier. Resultatet visar att studenterna genom den teoretiska delen av sin utbildning tillägnat sig en speciell kombination av kunskaper, förmågor och förhållningssätt som de upplevt att yrkeskulturen kräver, vilket de beskrev på ett samstämmigt sätt. Studenterna uttryckte en lojalitet mot den som vägleds, en vilja att alltid förhålla sig neutralt liksom att uppmärksamma och motverka egna och samhälleliga normer och strukturer i samtalet som viktiga delar av den professionella identiteten. Nyckelord: studie-och yrkesvägledarstudenter; professionell identitet; studieoch yrkesvägledarutbildning; kunskap; förhållningssätt
This research examines the types of social representations that university students conceive concerning career planning. Our study draws from an extensive dataset comprising 999 short descriptions that students provided. The data analysis employed a thematic and inductive approach, resulting in the identification of six distinct social representations of career planning: a) matching, b) securing employment, c) embracing the field, d) self-realisation, e) strategising and f) coping with uncertainty. These social representations provide new insights into how individuals conceive of and navigate their career paths. This study offers significant contributions to the understanding of everyday perspectives on career planning in the higher education context. These diverse representations underpin students’ thoughts, behaviours and actions, which also can be instrumental for career counsellors. Notably, when career planning is represented as coping with uncertainty, it redirects the focus of career counselling from traditional self-oriented activities, opportunity exploration and decision-making, towards addressing inherent challenges of uncertainty itself. Abstrakti Tämä tutkimus tarkastelee yliopisto-opiskelijoiden urasuunnitteluun liittyviä sosiaalisia representaatioita. Tutkimuksemme pohjautuu laajaan aineistoon, jossa 999 opiskelijaa kertoi syitä sille, miksi he ovat tyytyväisiä, tyytymättömiä tai epävarmoja omasta alavalinnastaan. Aineiston analyysissä käytettiin temaattista ja induktiivista lähestymistapaa, jonka tuloksena tunnistettiin kuusi erilaista sosiaalista representaatiota urasuunnittelusta: a) alan ja itsen yhteensopivuus; b) työllistymisen varmistaminen; c) alaa kohti kurkotteleminen; d) itsensä toteuttaminen; e) strategioiden laatiminen ja f) epävarmuuden kanssa selviytyminen. Tutkimus tarjoaa oman panoksensa korkeakoulutuksen kontekstissa tapahtuvan urasuunnittelun ymmärtämiseen. Urasuunnittelun sosiaaliset representaatiot vaikuttavat opiskelijoiden ajatuksiin, käyttäytymiseen ja toimintaan. Ne tarjoavat näkökulmia siihen, miten eri tavoin opiskelijat käsittävät urasuunnittelun ja suunnistavat urapolullaan. Tämän ymmärtäminen on hyödyllistä myös uraohjaajille. Erityisesti silloin, kun urasuunnittelu nähdään epävarmuuden kanssa selviytymisenä, se ohjaa uraohjauksen painopistettä perinteisemmistä itsetuntemuksen lisäämisestä, mahdollisuuksien kartoituksesta ja päätöksenteon tukemisesta kohti epävarmuuden työstämistä. Avainsanat: Urasuunnittelu; sosiaaliset representaatiot; yliopistoopiskelijat; korkeakoulutus; epävarmuus
This article explores policy arguments for the re-actualization of work experience placement (WEP) as a career education and guidance (CEG) activity in Sweden and Denmark through analysis of problematizations and assumptions that underpin its re-actualization as a CEG activity in the two countries. The exploration focuses on core policy documents that widened the right to WEP in Denmark in 2017/18 and reintroduced mandatory WEP in Sweden in 2018. The results show that WEP was actualized by a problematization of the decline in applications for upper secondary vocational education (VET) and accompanying concerns regarding the supply of competences needed by the labour market. The decline was assumed to be due to young people’s lack of interest in VET. This, in turn, was attributed to their lack of knowledge and contact with the world of work and insufficient preparation in compulsory schools to enable them to make informed educational and vocational choices. The ability of the policies that address WEP to reach the goal of increasing young people’s interest in VET is questioned and social justice concerns are raised. It is argued that isolated WEP events do not necessarily increase young people’s interest in, or knowledge of, VET. Instead, WEP must be embedded in a systematic and coherent CEG program that can support expansion of the space of valued occupational options. Abstrakt Denne artikel undersøger policyargumenter for re-aktualisering af erhverspraktik (WEP) som en karrierelæringsaktivitet i Sverige og Danmark gennem en analyse af hvilke problematiseringer der ligger til grund for denne re-aktualisering af erhvervspraktik som karrierelæringsaktivitet. Udforskningen fokuserer på de policydokumenter, der udvidede retten til erhvervspraktik i Danmark i 2017/18 og genindførte obligatorisk praktik i Sverige i 2018. Resultaterne viser, at erhvervspraktik blev aktualiseret ved en problematisering af nedgangen i ansøgninger til de gymnasiale erhvervsuddannelser (EUD), og medfølgende bekymringer vedrørende udbuddet af kompetencer, som arbejdsmarkedet har brug for. Nedgangen blev antaget at skyldes unges manglende interesse for EUD. Dette forklares med unges manglende viden og kontakt til arbejdslivet og utilstrækkelige forberedelser i grundskolerne i at understøtte dem i at træffe informerede uddannelses- og erhvervsvalg. Artiklen sættes spørgsmålstegn ved WEP-politikkernes evne til at nå målet om at øge unges interesse for EUD og mulige udfordringer i relation til social retfærdighed rejses. Det hævdes, at erhvervspraktik alene ikke nødvendigvis øger unges interesse for eller viden om EUD. I stedet skal WEP placeres i et systematisk og sammenhængende karrierelæringsprogram som kan understøtte en udvidelse af hvilke erhverv som anses for værdifulde. Nøgleord: Karrierelæring; karrierevejledning; erhvervspraktik; uddannelsesog erhvervsvalg; social retfærdighed
This study examines artistic career decision processes and aspiratory narratives of art students who are studying for a future working life ‘behind and around the scenes’ (BAS). The analyses are based on data from 17 biographical interviews. The study found that the BAS programmes were ‘hidden’ in the context of the performing arts, where pre-education work engagements and networking were critical for making them available as a career choice. In the processes of actualising educational aspirations, the emotion of self-confidence was found to be central, due to the challenges involved in getting accepted and the risks and insecurities involved in aspiring to a career in the arts. Three sources of self-confidence are analysed: pursuing a meaningful (working) life; coping with rejection; and acknowledgement from significant others. Drawing on careership theory and sociology of emotions, the study interprets the students’ aspiratory trajectories as social and emotional learning processes in which the individual acted with bounded agency. Through the non-linear and processual character of the students’ transitions to artistic education, the study challenges understandings of artistic careers as predetermined by social structures, ‘talent’ or an inner ‘calling’. Furthermore, by emphasising emotions as critical for action and agency, the study offers resistance to a dominant position in critical research in which emotions are negatively interpreted as complicit in precarisation and self-exploitation in the world of art. Abstrakt Studiet undersøger kunstneriske karrievalg og aspirant narrativer blandt scenekunststuderende der uddanner sig til et fremtidigt arbejdsliv ’bag- og rundtom scenen’. Analyserne er baseret på data fra 17 biografiske interviews. Studiet fandt at uddannelserne var ‘skjulte’ i den scenekunstneriske kontekst, hvor praktisk arbejdslivserfaring og netværksdannelse inden uddannelsen spillede en væsentlig rolle i at gøre uddannelserne tilgængelige som mulige studie- og karrierevalg. I processen mod at aktualisere uddannelsesaspirationerne var følelsen af selvtillid central, grundet konkurrencen om uddannelsespladserne, samt mere overordnede usikkerheder forbundet med at aspirere til en karriere som kunstner. Tre kilder til selvtillid analyseres: at efterstræbe et meningsfuldt (arbejds)liv; at håndtere afvisning; samt anerkendelse fra signifikante andre. Baseret på careership teori og emotions sociologi, fortolker studiet de studerendes veje til uddannelse som sociale og emotionelle læreprocesser i hvilke individet handlede med begrænset aktørfrihed. Herigennem udfordrer studiet udbredte forståelser af kunstneriske karrierer som værende forudbestemt af sociale strukturer, ‘talent’ eller et indre ‘kald’. Ved at fremhæve følelser som væsentlige komponenter i individets mulighed for handling, yder studiet desuden modstand til en dominerende position i forskningen om kunstnerisk arbejde, hvor følelser ofte fortolkes negativt, som medvirkende til prekarisering og selvudnyttelse i den kreative sektor. Søgeord: Scenekunstuddannelse; careership teori; emotioner; uddannelsesovergange; biografiske interviews
Using Q-method, this article explores how experience with integrated guidance frames practitioners’ pedagogic stances. Integrated guidance is an approach to delivering career guidance that combines face-to-face and digital approaches. Through statistical analysis of participants’ Q-sorts and qualitative interpretation of the results, we identify three groups of participants with different philosophies about integrated guidance and, consequently, different strategies and approaches to guidance. All groups recognise that blended learning pedagogy is useful in career guidance and believe that digital information, guidance tools and platforms can benefit clients in their career learning. However, there are also differences between the groups. The first group (enthusiasts) view the digital environment positively and are confident about their ability to adapt and apply emerging technologies in guidance. The second group (human connectors) prefer face-to-face approaches, especially for clients with low digital skills; they view the digital environment as potentially hostile and have concerns about their abilities to adapt to new guidance technologies. The third group (critical pragmatists) are confident in using digital technologies for guidance but believe that the digital environment can be hostile while recognising its potential as a site for their clients’ career development. These different groups are theorised and display three distinct pedagogic stances on integrated guidance. Abstrakt Ved bruk av Q-metode, utforsker denne artikkelen hvordan erfaring med integrert karriereveiledning former praktikernes pedagogiske standpunkt til karrierelæring. Integrert karriereveiledning er en tilnærming til karriereveiledning som kombinerer ansikt-til-ansikt og digitale strategier. Gjennom statistisk analyse av deltakernes Q-sorteringer og kvalitativ tolkning av resultatene identifiserer vi tre grupper av deltakere med ulike tanker om integrert karriereveiledning, og følgelig ulike strategier og tilnærminger til veiledning. Alle gruppene er enige i at blandet læring-pedagogikken er nyttig i karriereveiledning, og tror at digitale informasjonskanaler, veiledningsverktøy og plattformer kan være til nytte for veisøkerne i deres karrierelæring. Det er imidlertid også forskjeller mellom gruppene. Den første gruppen (entusiaster) ser positivt på det digitale miljøet og er trygge på sin evne til å tilpasse seg og anvende nye teknologier i veiledningen. Den andre gruppen (relasjonsorienterte) foretrekker å gi veiledning ansikt-til-ansikt, spesielt i arbeid med veisøkere med lave digitale ferdigheter. De ser på det digitale miljøet som potensielt fiendtlig og viser bekymring for sine egne evner til å tilpasse seg nye veiledningsteknologier. Den tredje gruppen (kritiske pragmatikere) er trygge på bruken av digitale teknologier for veiledning, men ser at de digitale miljøene kan være utrygge. Samtidig anerkjenner de potensialet som digital teknologi har for veisøkeres karriereutvikling. Gruppene har altså forskjellige innfallsvinkler til sin praksis som kan forstås som tre distinkt ulike pedagogiske holdninger til integrert karriereveiledning. Kaiserortus: Integrert karriereveiledning; digital; Q-metode; karriereveiledning; pedagogisk standpunkt
The coronavirus crisis of 2020–21 was a catalyst and an opportunity to adapt to the digital challenges in lifelong guidance. In many European societies, national/regional digitalisation strategies and policies provide an essential framework for career guidance services. Some countries have standalone policies for developing lifelong guidance systems (e.g., Finland). In other countries, this is a part of sectoral strategies (e.g., Estonia). In Hungary, the national government has overarching strategies for developing public services. This paper considers four relevant Hungarian national strategies in the context of some of the policy guidelines of the European Lifelong Guidance Policy Network (ELGPN, 2015), especially Guideline 9 – Information and Communications Technology in Lifelong Guidance. We were particularly interested to see to what extent is this holistic policy approach is reflected in Hungarian policy documents on education, labour and digitalisation almost two decades (European Council, 2004) after the emergence of the European lifelong guidance policy idea. Abstrakti Vuosien 2020–21 koronakriisi oli katalyytti ja mahdollisuus sopeutua digitaalisiin haasteisiin elinikäisessä ohjauksessa. Monissa eurooppalaisissa yhteiskunnissa kansalliset/alueelliset digitalisaatiostrategiat ja -politiikat tarjoavat olennaisen kehyksen ohjauspalveluille. Joissakin maissa on toimintaperiaatteet ja politiikat elinikäisen ohjauksen järjestelmien kehittämiseksi (esim. Suomi). Toisissa maissa tämä on osa alakohtaisia strategioita (esim. Viro). Unkarissa kansallisella hallituksella on yleiset strategiat julkisten palvelujen kehittämiseksi. Tässä artikkelissa tarkastellaan neljää Unkarin kansallista strategiaa, jotka liittyvät joihinkin Euroopan elinikäisen ohjauksen poliittisen verkoston (ELGPN, 2015) suuntaviivoihin, erityisesti suuntaviivaan 9 – Tieto- ja viestintätekniikka elinikäisessä ohjauksessa. Olimme kiinnostuneita erityisesti siitä, missä määrin kokonaisvaltainen poliittinen lähestymistapa näkyy koulutusta, työvoimaa ja digitalisaatiota käsittelevissä Unkarin poliittisissa asiakirjoissa lähes kaksi vuosikymmentä (Euroopan unionin neuvosto, 2004) eurooppalaisen elinikäisen ohjauksen toimintapoliittisen idean syntymisen jälkeen. Avainsanat: digitalisaatio; elinikäinen ohjaus; järjestelmä; Unkari; COVID
In this practice article, that builds on our experiences from a Norwegian context, we argue for a shift in the traditional performance interview towards what we call career interviews. Underpinned by relevant theory, we show how a reconstruction of the traditional performance interview into what we call career interview may restore and maintain the balance in the game of exchange between employer and employee, and secure knowledge sharing processes to the benefit of both the organisation and the individual. Tools from the Norwegian Quality framework for career guidance are used to show the practical utilisation of such a shift. Abstrakt Med utgangspunkt i en norsk kontekst argumenteres det i denne praksisartikkelen for hvordan et skifte i den tradisjonelle medarbeidersamtalen til det vi kaller karrieresamtaler kan medvirke til en balansert prosess hvor både arbeidsgiver og organisasjoners behov for videreutvikling ivaretas. Samtalestartere, et verktøy hentet fra nasjonalt kvalitetsrammeverk for karriereveiledning, brukes som eksempel på hvordan de foreslåtte karrieresamtalene kan gjennomføres. Nøkkelord: Medarbeidersamtale; karrierelæring; kunnskapsutvikling i arbeidslivet; organisasjonsutvikling
This article examines the Finnish lower secondary career education system as set out in national policy and curriculum documents. Grounded in a theoretical framework informed by prior phenomenographic research on lifelong guidance systems development, the study systematically explores the alignment of Finland’s lower secondary career education system with established themes, including legislation, strategic leadership, cooperation, delivery, professionalisation and evidence of the impact. According to the results, the Finnish career education system for lower secondary schools is congruent with the systemic systems development category in the conceptual framework. The study demonstrates how systems thinking can provide nuanced insights into career education systems and functions. Abstrakti Tässä tutkimuksessa tarkastellaan perusopetuksen oppilaanohjauksen järjestämistä, sellaisena kuin se on kuvattu kansallisissa linjauksissa/kansallisissa poliittisissa asiakirjoissa ja opetussuunnitelmassa. Tutkimus nojaa teoreettiseen viitekehykseen, joka perustuu aiempaan elinikäisen ohjauksen järjestämistä koskevaan fenomenografiseen tutkimukseen sekä siinä tunnistettuihin keskeisiin teemoihin, kuten lainsäädäntö, strateginen johtaminen, yhteistyö, toteutus, ammattimaisuus sekä näyttö vaikuttavuudesta. Tulosten mukaan Suomessa oppilaanohjaus opetussuunnitelmien perusteissa ja sen käytännön toteutus vastaavat hyvin teoreettisen viitekehyksen mukaista systeemisen kehittämisen kategoriaa. Tutkimuksen mukaan systeeminen ajattelu voi rikastuttaa oppilaanohjauksen suunnittelua ja järjestämistä. Avainsanat: oppilaanohjaus; ohjaus; perusopetus; systeemi; politiikka; Suomi
Career guidance in Norway has been provided through the school system for the last 30 years and forms the background for the rise of career education. This article examines which discourses appear in the development of career guidance and the rise of career education in lower and secondary schools in Norway since the 1990s. The purpose is to shed light on the meaning-making that takes place in legal and political debates and practices related to career guidance and career education in the Norwegian context. Drawing on content and thematic analyses of political documents, research, curricula, and evaluation reports, we identify five discourses: (1) completion, (2) gender equality, (3) resources, (4) professionalisation and quality, and (5) whole school's responsibility. These discourses shed light on how the aim of career guidance and career education in Norway is politically and contextually framed. Sammendrag Karriereveiledning i Norge har blitt levert gjennom det obligatoriske skolesystemet de siste 30 årene og danner bakgrunnen for fremveksten av karriereundervisning. I denne artikkelen undersøkes hvilke diskurser som fremtrer i utviklingen av karriereveiledning og fremveksten av karriereundervisning i grunnskolen i Norge, siden 1990-tallet. Hensikten er å belyse meningsskapingen i juridiske og politiske debatter og praksiser om karriereveiledning og karriereundervisning i norsk kontekst. Ved hjelp av innholds- og tematisk analyse av policy dokumenter, forskning og læreplaner og evalueringsrapporter, identifiserer vi fem diskurser: (1) Fullføring, (2) Likestilling, (3) Profesjonalisering og kvalitet, (4) Ressurser og (5) Hele skolens ansvar. Diskursene belyser hvordan målet med karriereveiledning og karriereundervisning i Norge er politisk og kontekstuelt innrammet. Nøkkelord: karriereveiledning; karriereundervisning; politikk utvikling; skole
All Nordic countries provide career education and guidance (CEG) as part of compulsory education. Although the educational systems share common contexts, features, and challenges, there are differences in how career education as a systematic strategy supporting career learning and development is implemented and accessed in each country. This study aims to map and compare career education in compulsory schools in Denmark, the Faroe Islands, Finland, Greenland, Iceland, Norway, and Sweden. In doing so, the aim is to spark further discussion, support development in practice, and identify themes for further research. The analysis focuses on macro-level input for career education and includes each nation’s relevant legislation and curriculum, resulting in a broad comparison consisting of four general parts: 1. National legislation, 2. National curriculum, 3. Organisation and roles, and 4. Quality and evaluation. The comparison revealed that while each country guarantees students the right to career guidance by law and requires a certain level of professionalisation for implementation, national legislation on career education and related curricula differ widely. In all the Nordic countries, career counsellors play a role in supporting career learning alongside teachers, but in most cases neither group’s role is well-defined. Quality processes are rarely in place, but ad hoc evaluations have been conducted. The study and the categories can be utilised to enhance discussion in policy and practice development and guide further research on career education. The comparison identifies leadership in career education as an important topic for future research. Abstrakt Samtliga nordiska länder erbjuder någon form av studie- och yrkesvägledning i den obligatoriska utbildningen. Utbildningssystemen i de nordiska länderna har liknande kontext, syfte och utmaning. Däremot finns skillnader i hur länderna genomför och implementerar studie- och yrkesvägledning som en systematisk strategi, för att stödja karriärlärande. Studiens syfte var att kartlägga och jämföra styrande dokument som rör studie- och yrkesvägledning för grundskolorna i Danmark, Färöarna, Finland, Grönland, Island, Norge och Sverige. Analysen genomfördes på makronivå med fokus på varje lands skollagstiftning och läroplan. Kartläggningen resulterade i följande fyra teman som blev utgångspunkt för jämförelsen: 1. Nationell lagstiftning, 2. Nationell läroplan, 3. Organisation och roller och 4. Kvalitet och utvärdering. Jämförelsen visade att samtliga länders lagstiftning garanterar eleverna rätt till studie- och yrkesvägledning och att det krävs en viss nivå av utbildning för utförandet av vägledningen. Trots likheterna skiljer sig lagstiftningarna och läroplanerna avsevärt åt vad gäller utformningen av studie- och yrkesvägledningen. När det gäller organisation och roller visade det sig att samarbetet mellan funktionen studie- och yrkesvägledare och läraren spelar roll för betydelse av studie- och yrkesvägledning. I de flesta länder saknas dock en tydlig rollbeskrivning för vad som ingår i uppdraget. Angående kvalitet och utvärdering genomförs visserligen utvärderingar i vissa länder, men inte på ett systematiskt sätt. Studiens resultat kan användas som utgångspunkt för en diskussion om studie- och yrkesvägledningens utveckling. Ett särskilt intressant fokus för framtida forskning är vilken roll ledarskapet spelar för studie- och yrkesvägledningen. Nyckelord: studie- och yrkesvägledning; obligatoriska skolor; lagstiftning; läroplan; jämförelse; nordiska länder
