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This research analyses childhood career development learning through a qualitative career assessment. To help children to make meaning of the career influences, culturally sensitive procedures were used. A casestudy design has been carried out, using techniques such as mapping, family portrait, role-playing and self-portrait to unveil the process of 5year old children’s career development learning. The findings illustrate the process of meaning making of the children’s system of influences in low-income contexts. They show the life themes that shape the construction of identities.
The development of quality career guidance requires the collaborative and coordinated action of different stakeholders. On the one hand, this paper aims to explore the possibilities of collaborative research in diagnosing the situation of guidance in vocational education and training. On the other hand, it aims to show the applicability of collaborative research in the processes of co-design and co-production of proposals for innovation and improvement of guidance in VET.
Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment.
This study describes the situation of entrepreneurial career guidance in four European countries with an entrepreneurial impact, through the analysis of their policies and programmes on career guidance and entrepreneurship. A descriptive-qualitative methodology is used. A documentary/web analysis is carried out, establishing a system of categories as a technique for content analysis. The results show that guidance and entrepreneurship aims and practices are common in policies and programmes.
This paper explores participation trends in interventions that promote self-evaluation exercises on the effective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self-reflection questionnaires that capture different dimensions of school's digital capacity. We benefit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a representative sample of Spanish schools.