Abstract:This chapter explores and questions the aims of public policy for career development. In the early years of the 21st century, an international consensus emerged in the literature describing the intentions of governments when they seek to intervene in the careers of their citizens. A case is made for a broader conception of the socially desirable outcomes from career interventions. Drawing on the United Nations Sustainable Development Goals, a systematic framework of six types of policy goal for career developm… Show more
“…Much research on careers uses various concepts like career guidance (Hooley & Sultana, 2016), career development (Robertson et al, 2021), career counseling, career management, and career education. The common point of these concepts is the structuring of life, education, and occupation experiences of individuals before the job market, and the management of experiences, competence, opportunities, skills, and processes after employment.…”
Section: Individualized Career Guidancementioning
confidence: 99%
“…It is frequently emphasized that an individual-centered perspective dominates career development studies (Sultana, 2014;Sultana, 2018;Pouyaed & Guichard, 2018;Irving, 2018;Bengtsson, 2018;Hooley et al 2018;Gutowski et al 2021;Hooley, 2021;Robertson, 2021). It is also argued that individualization becoming a widespread value is a strategy of the neoliberal economy (Türken et al 2016;Gough & Neary, 2021;Harvey, 2015).…”
This article aims to demonstrate how neoliberal individualist discourse is represented in compulsory Career Planning Courses added to the curriculum of every department in Turkish universities. For this purpose, the course contents are subjected to critical discourse analysis. As a result of the analysis, it was observed that generating career goals, self-development, selfinvestment, designing oneself as an enterprise, being employed, and being preferred in the market are turned into individual tasks. When reaching career goals is turned into a matter of individual success, unemployment or failure can also be explained through individual deficiencies, instead of individuals' socioeconomic backgrounds. This also serves to hide the structural problems embedded in neoliberalism. This process, called the institutionalization of individualization, individualizes both existing inequalities and market-based risks.
“…Much research on careers uses various concepts like career guidance (Hooley & Sultana, 2016), career development (Robertson et al, 2021), career counseling, career management, and career education. The common point of these concepts is the structuring of life, education, and occupation experiences of individuals before the job market, and the management of experiences, competence, opportunities, skills, and processes after employment.…”
Section: Individualized Career Guidancementioning
confidence: 99%
“…It is frequently emphasized that an individual-centered perspective dominates career development studies (Sultana, 2014;Sultana, 2018;Pouyaed & Guichard, 2018;Irving, 2018;Bengtsson, 2018;Hooley et al 2018;Gutowski et al 2021;Hooley, 2021;Robertson, 2021). It is also argued that individualization becoming a widespread value is a strategy of the neoliberal economy (Türken et al 2016;Gough & Neary, 2021;Harvey, 2015).…”
This article aims to demonstrate how neoliberal individualist discourse is represented in compulsory Career Planning Courses added to the curriculum of every department in Turkish universities. For this purpose, the course contents are subjected to critical discourse analysis. As a result of the analysis, it was observed that generating career goals, self-development, selfinvestment, designing oneself as an enterprise, being employed, and being preferred in the market are turned into individual tasks. When reaching career goals is turned into a matter of individual success, unemployment or failure can also be explained through individual deficiencies, instead of individuals' socioeconomic backgrounds. This also serves to hide the structural problems embedded in neoliberalism. This process, called the institutionalization of individualization, individualizes both existing inequalities and market-based risks.
“…The (technocratic) rationalities that inform public policy approaches to career guidance were described by the OECD (2004) as being focused on economic efficiency, the effective functioning of the education system and its connection to the labour market, and the desire for social justice, or at least some mediation of existing social inequalities and inequities. More recently, attempts have been made to broaden the thematic palette that underpins career guidance policymaking to encompass health and wellbeing, the environment, and peace and justice, but the impact of such calls remains limited (Robertson 2021).…”
In this paper we examine the objectives and meanings of the career guidance provided in comprehensive education as set out in discussions in the Parliament of Finland. We approach the topic through an exploration of parliamentary sessions concerning three major legislative proposals for reforming compulsory education in Finland.The premise is that the parliamentary discussions concerning guidance provided in comprehensive education reflect the rationalities that underpin guidance in different eras in Finland and elsewhere. Examining these rationalities provides a way to explore the principles which frame career guidance policy in Finland. Using the actantial model as a methodological tool, the analysis aims to discover the actantial positions in the parliamentary discussions and the interactions that emerge between these.The various actantial narratives demonstrate the way in which guidance is influenced by wider ideological trends. The actantial analysis portrays a shift from the more structural corporatist approaches of the 1960s when the object of guidance was to fulfil the needs of society, towards more third way individualism in 1990s. The current reform of 2020 to extend compulsory education and reinforce guidance may represent some return to more structural approaches.
“…The United Nations Sustainable Development Goals (SDGs) provide a global policy framework for career development interventions (Robertson, 2021). The SDGs are particularly pertinent to developing nations which may not have access to career development resources which are readily available to citizens of developed nations.…”
This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale‐Senior and the Career Education and Development Scale‐Tertiary. The International Labour Organization Vietnam facilitated collection of data from students in high schools (N = 1463) and universities (N = 645) who completed these new measures along with comparator measures of self‐efficacy and career‐related beliefs, and expectations. Confirmatory factor analyses revealed an eight‐factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures’ properties across different sociocultural factors and gender.
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