focus on educational choice has social justice consequences - an empirical study informed by Sen’s capability approach

Abstract

Manuscripts are welcomed focusing on any form of scholarship that can be related to the NICEC Statement. This could include, but is not confined to, papers focused on policy, theory-building, professional ethics, values, reflexivity, innovative practice, management issues and/or empirical research. Articles for the journal should be accessible and stimulating to an interested and wide readership across all areas of career development work. Innovative, analytical and/or evaluative contributions from both experienced contributors and first-time writers are welcomed. Main articles should normally be 3,000 to 3,500 words in length and should be submitted to one of the co-editors by email. Articles longer than 3,500 words can also be accepted by agreement. Shorter papers, opinion pieces or letters are also welcomed for the occasional 'debate' section. Please contact either Phil McCash or Hazel Reid prior to submission to discuss the appropriateness of the proposed article and to receive a copy of the NICEC style guidelines. Final decisions on inclusion are made following full manuscript submission and a process of peer review. COPYRIGHT AND DISCLAIMER Articles are accepted on the condition that authors assign copyright or licence the publication rights in their articles to the National Institute for Career Education and Counselling (NICEC). An important goal of NICEC is to encourage freedom of expression. Individual viewpoints expressed in the journal do not represent NICEC as a whole.

Insights and Outlooks: career learning in the final years of compulsory school

“…However, in spite of this necessary problematisation, a case can be made for the value of looking at the group of pupils as a whole. Skovhus (2018), Skovhus (2016)) shows in her dissertation how career learning activities and a career learning perspective are essential for both pupils from rural and lower middle-class backgrounds and pupils from city and higher middle class to upper-class backgrounds, when the aim of the activities is to widen the educational possibilities of pupils in the final years of compulsory school. Secondly, a central perspective in Law's career learning theory, as highlighted all through this article, is the community perspective, where career learning is understood as processes that are quite dependent on communities of peers, and where career learning activities, therefore, are aimed at and facilitated for groups and classes of students.…”

Developing career capabilities in “NEET” young people: experiences of participants in the Prince’s Trust team programme

“…It represents one of a number of recent international attempts to view employment-or education-related interventions through the lens of CA (e.g. Berthet, Dechezelles, Gouin, & Simon, 2009;Egdell & McQuaid, 2016;Galliott & Graham, 2014Picard, Olympio, Masdonati, & Bangali, 2015;Picard, Pilote, Turcotte, Goastellec & Olympio, 2015;Skovhus, 2016).…”

If Career Education Is the Solution, What Is the Implied Problem?

“…The curriculum name Educational Choice implies a focus on the student choosing an educational trajectory, as opposed to on work or other career activity. Teaching CMS (which Thomsen refers to as career competences) in the Nordic countries has a strong focus on the choice of education (Thomsen, 2014;Skovhus, 2016). Consequently, less attention is paid to the opportunity to facilitate learning activities that support the development of CMS among participants.…”