Session Information
16 SES 05 A, ICT in Career Guidance
Paper Session
Contribution
In the last years career guidance has been on of the most vital elements in the European debate about lifelong learning strategies. Lifelong guidance as a part of the lifelong learning policy has been highlighted as the key means of increasing wellbeing as well as improving employment rates and productivity (Sultana 2004). Guidance enables citizens of all ages and in any phase of life analyse their own interests and skills, make educational and vocational decisions and manage their individual span of development in learning and at work (European Council 2004). This definition emphasizes a client-based approach, the promotion of social equality and a more extensive examination of the concept of guidance as one of the underlying factors of a competitive economy (OECD 2004).
The growing popularity of web 2.0, particularly social networking tools among young people, challenges career guidance practitioners to rethink guidance practice. Web 2.0 tools appear promising and valuable in career guidance settings. However, more careful consideration and evaluation studies are needed in order for career guidance 2.0 to emerge. The international evaluations of guidance (OECD 2004; Sultana 2004) signal the characteristics of alternative models as well as the attempts to develop guidance service provision required by the learning society.
According to Sampson (2008) career guidance services can be designed consisting of three elements. Career services include self-help, brief staff-assisted, and individual case-managed services that are delivered by staff members to assist students in making informed and careful decisions about occupational, educational, training, and employment choices. All these elements can contain forms of web-based guidance services. The use of virtual environments in educational and guidance settings is expanding. New forms of virtual tutoring and support, distribution of working life information, career planning and development are being developed (Vuorinen 2006).
First we focus on establishing how well known social media and web 2.0 applications are among career guidance practitioners. Secondly we will examine what applications are put into the use as a part of the guidance practice and, third, we analyze the potential barriers and restrictions influencing acceptance of web 2.0.
Method
Expected Outcomes
References
European Council 2004. Draft Resolution of the Council and of the representatives of the Member States meeting within the Council on Strengthening Policies, Systems and Practices in the field of Guidance throughout life in Europe. Council of the European Union, 18 May 2004. Brussels, EU. OECD 2004. Career Guidance and Public Policy; Bridging the Gap. Paris, OECD. Sampson, J. P., Jr. 2008. Designing and implementing career programs: A handbook for effective practice. Broken Arrow, OK: National Career Development Association. Sultana, R. 2004. Guidance Policies in the Knowledge Society. Luxembourg, Cedefop. Vuorinen, R. 2006. Internet ohjauksessa vai ohjaus internetissä? (The Internet in guidance or guidance in the Internet?) Koulutuksen tutkimuslaitos. Tutkimuksia 19. Jyväskylän yliopisto.
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