Cardinals

Children’s career exploration is a critical aspect of career development. Through it, children explore the interplay between their different life roles, including those related to work (in a broad sense), learning, and education. Through career exploration, children can (re)construct the emotions derived from the interactions between personal and contextual factors by giving meaning to life experiences. This process involves cognitive and affective activities.

In recent times, we have been witnessing repeated economic and social crises, aggravated by the global pandemic caused by Covid-19. People have seen many rights that affect the development of work and a dignified life diminished. Governments and institutions propose policies and resources to promote economic development and employability, especially aimed at vulnerable groups, such as women. Entrepreneurship is a strategy for the development of the productive sector, sometimes considered as an alternative to the scarce employment options.

Results from self-reflection tools for schools’ digital capacity can lead to evidence-based decisionswithin the school community and/or the development of an action plan for a better integration of digital technologies. Thus, it is important that the information derived from self-reflection tools is complete, accurate, and relevant. However, usually self-reflection tools do not show evidence of the quality of the information provided.

This paper investigates the effect that participation in massive open online courses (MOOCs) ecosystem can have on workers' labour market outcomes, mainly employment retaining. We use primary data collected between 2015 and 2017 and obtained from two surveys (pre-course and follow-up questionnaires) sent to participants in six MOOCs. The treatment group is composed of individuals participating in MOOCs in 2015 and the control group is composed of individuals who enrolled in MOOCs for the first time in 2017.

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.

Recent research has shown that self-efficacy has a positive relationship with life satisfaction and with the perception of access to decent work. On the other hand, a perception of instability regarding the profession is negatively correlated with these dimensions. Few authors have studied these constructs within the same research.