Different reports defining policies for the development of quality guidance highlight the need to build a common working “culture” among the different guidance actors, which favor the configuration of integrated guidance systems OECD (Mann et al., 2020), the International Centre for Career Development Practice and Policy (ICCDPP, 2019), CEDEFOP (2020a and b) or the Council of Europe, in the Recommendation of 24 November 2020 on Vocational Education and Training for sustainable competitiveness, social justice and resilience or in the Osnabrück Declaration (November 2020). However, there is still a long way to go for teachers, guidance counselors and different social actors (companies, local bodies, etc.) To work collaboratively to develop lifelong guidance processes. From a systemic perspective of guidance the guidance task to be developed in educational centers cannot be developed in isolation. Collaboration between the educational sphere and social agents, however, is carried out through differentiated rather than shared responsibilities (Kuijpers, 2019). However, schools can be dynamizers of collaborative proposals for the development of a culture of lifelong learning and guidance, accessible to all people and, especially, to the most vulnerable groups (Olmos-Rueda & Mas-Torrelló, 2019). The lack of agreement on the essential elements and the multitude of strategies used for career guidance makes it necessary to develop studies that provide evidence to support approaches that favor a more ecological and systemic action, combining research, policy and practice (Nassar, et al. 2020). Participatory Action Research has been shown to be a tool that favors the co-creation of systems and integrated proposals for guidance in vocational training (Romero-Rodríguez et al., 2022). It has also allowed us to demonstrate the possibilities of workspaces where researchers, policy makers and practitioners have an equal participation in all phases of research (Nassar et al., 2020). In addition, its contribution has been shown in the co-design processes of proposals to improve the provision of public services oriented to social welfare (Brandsen et al., 2018). In this paper we will present the results obtained in four studies (Romero-Rodríguez et al., 2020; Romero-Rodríguez, et al., 2023) developed by our research team in which the use of Participatory Action Research methodologies has favored the shared work of teachers, counselors and social agents to develop career guidance processes in which the importance of the role of teachers and collaborative work with other agents has become evident, favoring an effective guidance committed to social justice.

Brandsen T., Verschuere, B. Y Steen, T. (2018). Co-Production and Co-Creation. Engaging Citizens in Public Services. Routledge. Kuijpers, M. (2019) Career guidance in collaboration between schools and work organisations. British Journal of Guidance & Counselling, 47(4), 487-497 Mann, A., Denis, V. Y Percy, C. (2020). Career ready?How schools can better prepare young people for working life in the era of COVID-19. OCDE. Olmos-Rueda, P. Y Mas-Torrelló, O (2019). Building Up a VET System: Formal VET. En F. Marhuenda. The School-Based Vocational Education and Training System in Spain. Achievements and Controversies( pp. 21-40). Springer. Nassar, S.C., Al-Quimlass, A. Y Ozdemir, N.K. (2020). A tripartite model of program evaluation: implications for effective career services and workforce development. International Journal for Educational and Vocational Guidance, 20, 411-427. Romero-Rodríguez, S., García-Jiménez, E., Guichot-Reina, V., Mateos-Blanco, T., Moreno-Morilla, C. (2020). La Orientación en la Formación Profesional Andaluza: Diagnóstico, Retos y Propuestas. Caixabank-Dualiza. Romero-Rodríguez, S., Mateos-Blanco, T., & Moreno-Morilla, C. (2022). Aportaciones de la investigación colaborativa para el co-diseño de planes estratégicos de orientación: El caso de la Formación Profesional Andaluza (FPA). Revista complutense de educación, 33(3). Romero-Rodríguez, S., Moreno-Morilla, C., Mateos-Blanco, T. (2023). Orientación para la construcción para la carrera y justicia social. Octaedro.