Contribution
Topic. Career Guidance in Higher Education Sector inLithuania: from Theory to Practice Research question. Does career guidance services being declared and provided in higher education sector in Lithuania correspond to the relevant needs of students? Objective. To present and compare the results of few research being carried out. The target groups of initial and collateral research refer to the students of Lithuanian universities who are in the great demand for career guidance and management services and experts of career guidance who provide those services. Purpose. To reveal inadequacy between the relevant students' needs towards career guidance and management and the real quality of career guidance services being declared, offered and provided by different career guidance institutions.Value. Reseach outcomes should be presented to different career guidance institutions with the particular recommendations for the improvement of career guidance services being offered, as well well as implementation of innovations in this specific field.Theoretical framework. Expectations for a human beings to become flexible in educational and labour market fields are creating greater demand for career guidance services. Career guidance is expected to play a key role in helping labour markets and education systems meet their goals. It is a means of assisting young people to make appropriate and judicious educational choices that will enable them to develop their potential and to have access to work opportunities that are compatible with their interests and abilities. It also promotes equity - social mobility relies on wider acquisition not just of knowledge and skills, but of an understanding about how to use them. In this context, the mission of career guidance is widening and becoming a part of lifelong learning. To achieve the aim the scientific literature, as well as political documents regulating career guidance has been analyzed, the results of international reports, as well as those of the empirical research carried out in different universities of Lithuania and institutions offering and providing career guidance services were reviewed.1. Career guidance services being offered and provided for the students by the different career guidance institutions do not correspond the relevant students' needs; 2. The proper career guidance services provided in Lithuanian career guidance institutions should refer more to the development of students' career management skills, instead of short-time career decisions; 3. The career guidance specialists should accumulate and analyse the feed back of clients leading towards professional self-improvement and implementation of innovations in career guidance services being provided; 4. If career guidance is becoming a part of lifelong learning, empirical research being carried out should serve as practical guidelines for improvement of career guidance services being provided for students in career guidance institutions.1. CEDEFOP. (2005). Improving lifelong guidance policies and systems Using Common European Reference Tools. Luxembourg: Office for Official Publications of the European Communities. 2. CEDEFOP. (2004). Guidance Policies in the Knowledge Society: Trends, Challenges and Responses across Europe. Malta. 3. Commission of the European Communities. (2001). Making an European Area of Lifelong Learning a Reality. Brussels. 4. Hiebert, B., McCarthy, J. and Repetto, E. (2002). Professional training, qualifications and skills in Canadian Career Development Foundation (ed.). Making Waves: Volume 2. Connecting Career Development with Public Policy. Ottawa: Canadian Career Development Foundation. 5. Mokymosi vis? gyvenim? memorandumas. (2000). Vilnius: Europos bendrij? komisija, Lietuvos Švietimo ir mokslo ministerija. 6. OECD (2004). Career Guidance and Public Policy: Bridging the Gap. Paris: OECD Publications. 7. OECD (2004). Career Guidance: A Handbook for Policy Makers. Paris: OECD Publications. 8. Profesinio orientavimo strategija. (2003). Internetinis adresas http://www.smm.lt/veiklos_planai_ir_programos/docs/strategija.9. Pukelis, K., Garnien?, D. (2005). Lithuanian Career Counseling System. Vocational Education: Research and Reality, No. 8, pp. 92-107. Kaunas: Spindulys. 10. Review of career guidance policies in 11 acceding and candidate countries synthesis report July. (2003). Luxembourg: Office for Official Publications of the European Communities. 11. L. Sajiene L., E. Dailidiene "Mentor's Role in the Sustainable Vocational Teacher Development", Journal of Teacher Education and Training, ISSN 1407-8724, 2004, Volume 4, p. 86-93. 12. L. Sajien?, E. Dailidien? "Mentor's Role in the Changing Context of Vocational Teacher Training: Learning in the Workplace", Vocational Education : Research and Reality, ISSN 1392-6241, 2003, No. 6, p. 104-116. 13. E. Dailidien?, L. Navickien? "Training and Professional Development of Career Guidance Specialists: Lithuanian Case", Tiltai, 2005, No. 4, p. 59-65. 14. E. Dailidien?, L. Navickien? "Efficiency of Career Guidance Services: Issues and Solutions", Vocational Education: Research and Reality, ISSN 1392-6241, 2005, No. 11, p. 78-86.The paper is intended for publication in national journal seeking to present the research carried out in Lithuanian universities by revealing students' opinion and expectations towards the quality of career guidance services being provided.
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