Parallel sessions 4
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Thursday 12 Sep 2019
Conference symposium 4 - Decent work and career counseling in Sub-Saharan Africa: A focus on Burkina Faso and Togo
Adapting and strengthening educational guidance and career counseling to promote decent work in Burkina Faso
Abdoulaye Ouédraogo & Issa Abdou Moumoula & Idrissa Ouili & Jean François Kobiané & Donatien DahourouPlenary room
An efficient and inclusive education system is a key element for the development of a country. Despite several efforts made by the international community, education remains a concern for most of the West African countries. To deal with these issues, Burkina Faso has led several reforms of its education system in order to make it more efficient. Despite these efforts, access to decent work remains difficult for most school leavers. Decent work contributes to the life and well-being of individuals and was defined by the International Labor Conference in 1999 as productive work, carried out in conditions of freedom, equity, security, and human dignity. Decent work is also mentioned in the eighth objective of the United Nations’s 2030 Sustainable Development Goals. The psychology of working theory (Duffy et al., 2016) states that contextual and individual factors have an impact on individual work paths, and suggests that appropriate educational and vocational guidance can promote access to decent work and preserving well-being. This conception of work requires new efforts in terms of pedagogical and professional orientation. Thereby, Liñán and Chen (2009) suggested that to support economic development in these countries, entrepreneurship training could be included in educational and vocational guidance interventions for young adults preparing for their transition from school to work or for adults to manage their career transitions. For these reasons, the system needs to be reformed. Thus, the objectives of this research conducted in Burkina Faso is to (1) describe the supply of educational and vocational guidance and assess its adequacy with the population needs, (2) to assess how the education system takes into account the needs of the economy and the labor market, (3) to check whether the psychology of working theory and the model of entrepreneurial intentions can be used in Burkina Faso and to what extent these models can be adapted to the local context, (4) develop appropriate career counseling interventions and entrepreneurship training, and (5) make interventions available and produce policy brief for policymakers at national and international levels.
Decent Work Scale and the Psychology of Working Theory in Togo: Initial tests of theoretical assumptions
Kokou A. Atitsogbe & Yawavi Kossi & Paboussoum Pari & Jérôme RossierPlenary room
The newly developed psychology of working theory in the US has been tested in some countries in Europe and is receiving growing attention from career investigators. However, no study has examined the theory in low-income countries or developing economies such as Sub-Saharan Africa, where decent work is still uninvestigated. Thus, our purpose in this paper was to provide a validation of the French versions of the Decent Work Scale (DWS) and the Job Satisfaction Scale (JSS) and test some psychology of working theory basic assumptions in a Sub-Saharan African context. For this reason, a Togolese sample of 334 primary school teachers responded to a questionnaire that included the DWS, the Satisfaction With Life Scale (SWLS), the JSS, and a single measure of work meaning. Results indicated that the DWS fitted well the Togolese data as well as the adapted form of the JSS, suggesting that both measures are perfectly usable in this context. Our findings mostly supported theoretical assumptions in Togo. As expected some personal and socio economic variables (i.e., age, job insecurity, seniority, social status) and pay satisfaction were related to subscales of decent work. Overall decent work predicted the outcome variables of job satisfaction and life satisfaction. Furthermore, overall decent work mediated only between pay satisfaction and life satisfaction. Nevertheless, possible specific points to be considered for the theory’s adaptation in Africa are discussed.
Decent work, meaning, and well-being, in the formal and informal sector in Burkina Faso
Jérôme Rossier & Abdoulaye OuédraogoPlenary room
Decent work is crucial for an individual’s career and life development. In the 2030 Agenda for Sustainable Development of the United Nations, decent work was made an explicit goal. However, people perception of a decent work may vary from one context to the other. Moreover, the psychology of working theory suggests that personal resources may buffer or mediate the relationship between socio-economic constraints and decent work. For this reason, a first qualitative study aimed to describe how decent work is defined by people working in the formal and informal sectors in Burkina Faso. A second quantitative study described the links between socio-economic constraints, personal resources, decent work, and meaning and satisfaction at work in the formal and informal sectors in Burkina Faso. Fifty participants were interviewed about their ideas of what constitutes decent work and more than 500 participants completed a survey about decent work, work volition, and meaning and satisfaction at work. For most interviewees, decent work was defined as work that allows living, but also has dignity, and allows access to some social recognition. Decent work should provide a socially recognized social identity. Quantitative analyses showed that large differences exist between formal and informal workers, in terms of level of education, salary, and social class (d > 0.80). The differences were however surprisingly smaller for work volition and meaning and satisfaction at work (0.20 > d > 0.50), and even non-significant for decent work. Finally, work volition and decent work did predict meaning and satisfaction at work in both the informal and formal economy, decent work partially mediating this relationship. Overall, these results illustrate that the psychology of working theory can be applied meaningfully in a variety of cultural settings and that social recognition may be a key element when defining decent work.
The Togolese formal education system and perspectives
Chair: Jonas Masdonati; Yawo A. Holu & Paboussoum Pari & Pazambadi Kazimna & Akila Alfa & Tchonda MasamaéssoPlenary room
Global abstract for the symposium
Theories, researches and practices in vocational psychology and career counseling have been criticized because they almost exclusively focus on populations of western societies (Blustein, 2013). In the current globalized world, there is then the need to better understand the issues of low-income countries and developing economies, and to adapt the existing career counseling models to these realities (Ribeiro, 2018; Van Esbroeck, 2008). The symposium addresses this challenge by specifically investigating decent work issues in the Sub-Saharan Africa (Togo and Burkina Faso) through both a contextual and a theoretical/empirical lens.
From a contextual perspective, the education systems in these countries have to cope with the double goal of ensuring universal access to school and developing effective vocational training that fosters professionalization and facilitates the access to decent work. Stating the existence of a structural gap between educational outcomes and the labor market needs, presentation 1 and 2 stress among others the necessity, both in Togo and in Burkina Faso, of reforms that take into account the demand of workforce, such as designing entrepreneurship training for students entering the world of work (Atitsogbe et al., 2019).
From a theoretical/empirical lens, the Psychology of Working Theory (PWT, Duffy et al., 2016) seems relevant to address and assess the characteristics, antecedents and consequences of decent work in the Sub-Saharan Africa, as long as it takes into account the specific issues of work in that context. In line with the necessity to adapt the PWT to non-western countries, communications 3 and 4 empirically verify the relevance of some of its assumptions in Togo and Burkina Faso. Despite tending to confirm the suitability of the PWT, they pave the way for reflections on how to better grasp the specific characteristics of meaningful work within these contexts and to consider the social dimension of decent work, which appears to be essential in both countries.
Abstract of the presentation:
The Togolese educational system has undergone new changes and adjustments in the light of the circumstances. Education in Togo, after the country recovered its international sovereignty, sought to equip itself with means of action with the aim of fostering its socioeconomic development while freeing itself from colonial burdens. Numerous legal and institutional arrangements will then be put in place for a more dynamic contextualization of Togolese education. Indeed, during a three five-year period (1970-1985), the public authorities, in the cyclical economic buoyancy, implemented the 1975 education reform in order to bring it into conformity with the requirements of the international institutions such as UNESCO. This reform had three objectives: (i) give all children equal opportunity and build an effective school system through the provision of appropriate teaching materials; (ii) train and motivate teachers, following an active and participative pedagogy;(iii) adapt the educational system to the realities of the country and direct it towards a greater professionalization. To that end, and in accordance with the provisions of Order No. 087 / MEPSA / CAB / SG of August 26, 2010 concerning the internal reorganization of the Ministry of Primary, Secondary Education and Literacy, in its article 104, Educational and Career Counselling has been rehabilitated under the name of Centre National d’Information et d’Orientation Scolaire et Professionnelle (CNIOSP) [National Centre for Information and Vocational Guidance]. Despite this concern to make the educational system a means of promoting human capital formation more effective, tremendous difficulties hinder its implementation. These difficulties are related to the lack of reference documents, the shortfall of counsellors in educational and vocational guidance and a lack of communication. Moreover, the lack of connection between several institutions (e.g., career counseling services and the National Agency for Employment) have made the transition from education to work more difficult for young graduates. Some studies conducted in Togo have attempted to analyze the transition from education to work, especially the entrepreneurial behavior of young job applicants (Pari, 2014, Pari, Kazimna and Adita, 2016, Pari, Kazimna and Amedjrovo, 2018). These studies reveal among respondents a preference for paid employment. The underlying assumption that this study seeks to examine, is the inadequacy of an entrepreneurial culture in the practices of the current education system that should be reviewed.
Oral session 4.1 - ICT
Challenges in implementing ICT in career services: Perspectives from Career Development Experts
Jaana Kettunen & James P. SampsonB1.06 Kysuce
Information and communication technology (ICT) has gradually gained a firm foothold within the field of guidance and counselling. There is evidence of significant progress in integrating ICT into career services and related practices; however, the potential for further improvement persists. With constant technological developments, improved implementation of ICT in career services becomes increasingly important. In order to achieve this aim, both policy and practice must by a broader understanding of the challenges of ICT implementation. By better anticipating challenges before they occur, less time will be needed to resolve issues that could have been avoided.
This presentation on career development experts’ perspectives across 16 countries provides insights into the perceived challenges involved in the implementation of ICT in career services. Four categories, which can be considered on a continuum ranging from inadequate access to inadequate integration, were identified. The hierarchical structure of the categories enables policy-makers and other stakeholders to deepen their understanding of critical aspects that may play an important role in further developments and the successful implementation of existing and emerging technologies in career development. The presented results may serve as a catalyst for discussion on challenges in the implementation of ICT in career services that were previously avoided or overlooked. In addition, the hierarchical structure of the findings may provide a tool for evaluating developments regarding the implementation of ICT in career services at both national and international levels. Ultimately, more effective implementation is seen to promote better use of higher-quality resources and services by citizens.
Challenges of gamification in school career guidance
Zuzana FreibergováB1.06 Kysuce
This paper presents desk research of online career guidance games devoted to school pupils aged 12-14 that are standing before difficult task of finding out their own educational and vocational orientation and choosing a follow-up study path.
The use of computers and the introduction of the Internet have been advancing career guidance since 1960, concerns access to career guidance information, skills assessment tools, linking online client to career guidance counsellor, etc. The use of these systems facilitates accessibility and awareness of the world of work, increased self-awareness, increased confidence in education and career opportunities (Harris-Bowlsbey, 2013).There is quite a lot of computer-assisted career guidance systems available on internet in several languages. Most of them are devoted to adult population, are based on sets of questions, lack the fun factor, and are long and therefore for school pupils aged 12-14 boring and inappropriate.
Another possibility offers gamification, which is term for using game-like elements in non-gaming situations. Games are effective and enjoyable way to support learning experiences, and are especially useful in triggering learning, knowledge structuring and cognitive change in children (Bounfour & Edvinsson, 2012). However, there do not appear to be many games developed or deployed in the area of career guidance in schools. The publicly available games will be assessed and compared as to their aims, goals, structure, information base, user friendliness, etc.
The desk research has three goals. First goal is to find the best example of career guidance game which can be developed for the Czech school pupils ages 12-14. Second goal is to enhance the game’s author / owner to consider further development of their product. Third goal is to present the most interesting, comprehensive and innovative career guidance games and discuss them at the Bratislava IAEVG 2019 conference.
Oral session 4.2 - Enhancing employability
A joint approach to career management: enhancing employability outcomes
Daniel Kooistra & Sara De Hauw & Judith Semeijn & Beatrice Van der HeijdenB1.07 Liptov
This study aims to unravel the impact of career self-management and organizational career management practices on the so-called ‘employability chain’ (wherein movement capital affects perceived internal and external employability, which in turn affects internal and external job transitions). It incorporates the perspective of not only employees and their direct supervisors, but also of the career professionals involved.
In order to be able to determine the impact of career management on the employability chain we include the perspectives of three different stakeholders in this process (employees, supervisors and career professionals). This study will indicate how they can synchronize their efforts and collectively contribute to strengthen a person's sustainable employability by elucidating the effectiveness of instruments and interventions over time for different roles. Therefore, and more specifically, career professionals may learn how their efforts contribute to this process.
The design consists of a longitudinal quantitative survey at three measurement moments with 6-month intervals, and allows us to explain the impact of career management on organizational and individual outcomes over time. Data are collected from three large public service organizations, all of them situated in the Netherlands. The survey includes context-specific measures on the organizational career management practices, career self-management, movement capital, perceived internal and external employability, and measures for internal and external job transitions.
In this contribution, results are presented based on the first data wave, gathered in the first half of 2019.
Academic competences in preventing students' educational and professional failures
Jakub Wierzbicki & Małgorzata RosalskaB1.07 Liptov
The basic thesis of the speech is the assumption that deficiencies in the same competence areas can cause both educational and professional failures. The analysis of various models of academic competences and employability skills indicates that both ranges of competences have a large common set. On the basis of this thesis, it can be assumed that it is possible to provide consulting and educational projects addressed to students who will develop individual resources facilitating both academic and career success. The aim of the presentation is to indicate systemic possibilities of designing consulting offers aimed at preventing educational and professional failures. This issue was presented both in the context of strengthening individual competence resources of students, as well as as part of the advisory system implemented at the university level, whose aim is to reduce the percentage of drops out and sifting of students. The possibilities of using academic competences in combating educational and career failure were discussed in relation to three basic levels of prophylaxis. Systemic proposals for supporting students whose aim is not only to strengthen their academic competences but also to build their careers are shown through the recognition of offers from selected Polish universities. Preventive, intervention and compensation activities were analyzed.
Capacity Building in Adult Education: Sharing and Developing Best Practices in Eastern Ontario
Lorraine Godden & Sandy YoumansB1.07 Liptov
This report details the activities undertaken during the Phase Two of the Ministry of Education Adult Education Strategy, the Capacity Building phase in eastern Ontario, Canada. During this phase, researchers collected data to provide a documented record of the developmental processes undertaken by the Eastern Regional Partnership for Adult Education (ERPAE) as it built capacity over the 2017-2018 period. Data collection and analysis helped us monitor and evaluate the progress we made toward the previously identified key areas of the ERPAE strategic plan. The research team collected data from field notes, generative products, photographs, participant interviews, participant surveys. The 2017-2018 ERPAE Capacity Building sessions (CBSs) were intended to build capacity in Adult Education staff in the Eastern region by helping them learn about Adult and Continuing Education from within the region and from outside the region. The ultimate goal of the CBSs was to prepare ERPAE members to develop and implement innovative pilot projects to improve vulnerable adult learners pathways to employment and other successful outcomes in their respective school boards. Interviews and survey responses from participating ERPAE members provided valuable insights about the effectiveness and outcomes of the Phase Two: Capacity Building sessions. In analyzing the range of data collected throughout the Phase Two: Capacity Building process, we identified key components of a collaborative coalition model for professional development (CCMfPD) and how it can be used as an effective means of professional development in adult education to support innovative ways of meeting the needs of vulnerable and marginalized adult learners.
Oral session 4.3 - Ethics in career guidance
Contracting-out counselling for young third country immigrant`s transition to work in Austria, Finland and Czech Republic
Esien Eddy BrunoB1.08 Orava
This paper examines contracting-out employment counselling from public to private employment service agencies to enable young third country immigrant employment-related transition in Austria, Finland and the Czech Republic . Existing research pointed contracting-out of employment counselling as a major trend of Public Employment Service reforms. Given the enthusiasm to contracting (in general) for welfare from public to private sectors, assuming that non-state employment agencies are better off to meet consumers need and less bureaucratic in the implementation process. Yet, on the one hand, private enterprise may have too strong incentives to cut costs with self-interest and opportunism to maximised profit that can impair counseling service implementation quality. On the other hand, local government units faced costly administrative procedures and information asymmetry to monitor agency counseling activities. Based on document analysis, this paper concludes information, delegation of specific task, and monitoring as relational contractual agreement to enhance transparency and accountability that enable young third country immigrant employment-related transition from welfare to work in the selected entities. The outcome point to a new market-based performance management governance to negotiate huge sum of taxpayer`s money in times where countries are still facing economic crisis and fiscal burden with gross domestic product deficit. This is relevant to understand the pluralistic arrangement in a mixed economy setting with tension of interest between the public and private service providers in times of anti-immigration perspectives where not only hard-core unemployed non-EU citizens faced challenges, but the society and (global) economy to sustain social cohesion.
The ethics of disgust – uncovering inequality in career guidance practice
Dimsits MiriamB1.08 Orava
Career guidance practitioners often set high standards for professional ethics and values regarding an inclusive practice in relation to marginalized citizens. Inclusive practice, however, often places career guidance counsellors in a central role as a figure bridging center and periphery in the career guidance relationship, which ascribes the practitioner a critical and powerful role in completing political, ideological and societal goals. A phenomenological example study of encounters between career guidance counsellors and marginalized citizens with a focus on disgust and disgust sensation uncovers a deep and often silenced inequality between societal groups. Silenced, perhaps, because professional discourse regarding ethics and humanity does not allow a discourse concerning the interconnectedness of body, taste and class. The study proposes that career guidance practitioners should engage in learning activities that investigate the root of the practitioner’s own disgust sensations in terms of social and cultural habitus, which can enable the counsellor to take responsibility for bridging the gap between different societal groups.
Oral session 4.4 - Social-emotional learning
Nature and Value of Socio Emotional Learning in a group of Italian teachers
Lea FerrariB1.09 Turiec
Alongside the inclusion of children with disabilities that in Italy has existed since the 70s, the increasing number of students with a foreign background is today posing new challenges to the teaching and inclusion of all the students and their families. In this evolving context the need to give teachers new theoretical and practical points of reference to positively impacting their students life emerges as crucial.
This study presents the Italian results of an international research project designed to evaluate educator perspectives regarding Social Emotional Learning (SEL) at the end of the first year of working. The project involves 34 scholars from 20 countries. Teachers were asked to provide written responses to a series of open-ended questions about their understanding of SEL, their perspective on SEL’s relevance to their own effectiveness as educators, and whether and how they perceive SEL as relevant to classroom teaching and career development. Using NVivo, the coding booklet about the perspective of Italian teachers will be discussed.
Oral session 4.5 - Changing labour market
“HR4.0”: How to thrive amid the increased career flexibility demanded by the 4th Industrial Revolution
Chris Percy & Ngoc Tram NguyenB1.10 Záhorie
Longer lifespans, more frequent industry disruption and more diverse technology-enabled modes of work collectively point towards more common and more substantial career changes taking place during people’s working lives. As people increasingly aspire to such career shifts, there is a risk of conflict with employers who prioritise retention and HR practices which aim for cost-efficiency, consistency and risk reduction in workforce management.
This paper reports the results of a semi-structured interview process, engaging ten HR and careers professionals, with more than 80 years experience between them across a range of sectors and countries. The process is designed to develop practical ideas for how HR practice might evolve and thrive to better serve such a workforce. Ideas are identified across the full range of an employee’s potential journey, from pipeline building prior to application, recruitment, in-company career and exit/alumni management.
Motivations for employers are identified in a quantitative evidence base relating productivity and wage gains to increased exposure to multiple employers and employee mobility, but interviews suggest such motivations are unlikely to be evenly spread across sectors and roles.
This potential evolution of HR practice is placed within an historical context that extends from the Taylorism of the late 19th century through workplace conditions and talent management, to position such an “HR 4.0” as the continuation of a trend in which HR pays attention to an increasingly broad range of features that define a person’s working life.
Labour market inclusion in a country in transition: A Mongolian model
Sara Galbaatar & Bernd-Joachim Ertelt & GELENKHUU Tumennast & MONKHOOROI Batbaatar & NERGUI Doljin & SANJPERENLEI Nandintsetseg & SCHARPF Michael & SONOMDARJAA MunkhbatB1.10 Záhorie
Mongolian current situation is characterised by economic dependency on mining sector, lack of skilled employees with vocational education, tendency to exclude NEETs, and weakness of HEIs’ programmes to meet labour market requirements, as well as labour migration in the sense of brain drain. This situation has created the need for a scientific based education and training of career guidance counsellors on international standards.
The scientific based development of the Mongolian career guidance system is crucial for successful completion of the economic transition. To do this, the National University of Mongolia cooperates with international and national organisations (such as German Society for International Cooperation (GIZ) and University of Applied Labour Studies (HdBA, Germany)) to establish a scientific based master programme for career guidance. In addition to this academic programme, empirical research on career guidance counselling services and methodologies has been realized in Mongolia.
In this session, we will also discuss with experts from other countries about our experiences with this programme and possibilities for cooperation in the frame of bi-lateral and/or international projects.
The impact of the changing labour market on the practice of career guidance counsellors
Jenny Bimrose & Sally-Anne BarnesB1.10 Záhorie
While much progress has been made in integrating information communications technology (ICT) into career counselling and guidance practice, there is room for improvement. Existing research indicates that its successful integration into career practice is contingent on three key factors: policy support, at both the macro (government) and micro (organisational) levels; workforce capacity development, so that practitioners feel confident and competent in this aspect of their work; and for the design of ICT systems and applications that ensure that they are fit for purpose.
This presentation will consider the impact of Industry 4.0 on the way that career and labour market information is obtained, stored and disseminated in career guidance counselling practice. Using a theory of professional identity formation, it will focus on the use of technology in providing online learning support for practitioners who are, in turn, integrating technology into their services to support clients. It will highlight the potential enhancement of services provided, alongside some inherent tensions, particularly with regard to social inclusion. A particular exemple of ongoing research, funded by government in the UK, will be used to highlight the potential of this technology: ‘LMI for All’, funded by government in England, uses state-of-the-art technology to collect, and mediate the dissemination of robust, current and reliable labour market information to support career interventions. Some fundamental implications for practice will be presented.
Oral session 4.6 - Reflecting on practice
Career Guidance as a matter of school culture
Andrea CsirkeC1.06 Gömör
Albert Einstein used to say that it is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry. Not yet. Society's expectations on students are to be obedient and willing to learn something others think is important to their future and in a way that others think is beneficial to them. Students are not motivated to do it. They resigned and think that everything, what concerns them is running on an “about them but without them” basis. Most of them think it should be like that because it has always been so. The story is about our approach to children and young people. As they are still children, we don’t consider them being our partners and therefore we adults know better what they need and how. Our excessive care which may kill their curiosity, motivation and desire to work on themselves and to learn, may be devastating. The result is a person who is not motivated to learn and to be responsible for his or her own education. In response to this situation career guidance and counselling tries to invent and introduce experience-based methods of guiding and counselling to consolidate the situation. We are unable to solve problems facing us - they remain and new ones arise.
We need young people who will think and act creatively, who will know themselves and the community, who will be able to learn, communicate and make agreements, who will be able to make informed decisions about their lives taking the community into account. When we want to preserve these values in favor of our future, it is our duty to create a learning environment that promotes freedom and responsibility. This oral paper is my contribution to this goal.
Career guidance facing the climate change – thoughts for career practitioners
Hašková KateřinaC1.06 Gömör
The presentation is reflecting current discussions regarding climate change, considering the consequences for career guidance theory and practice based on previous works of various authors (e.g. Irwing, 2013; Plant, 2014; Librová et al., 2016). The paper is specifically focused on how the efforts to decrease climate change can influence labour market and career(s) and career decision making, whether there are connections between solutions of social inequalities and environmental problems, and finally, what can be the role of career counsellors facing climate change.
Changes at the Czech schools – How to set up a sustainable career guidance system?
Helena Koštálová & Lenka Nemcova & Eva KavkovaC1.06 Gömör
In the Czech Republic, career counselling still does not have a stable and clear position in the school system. Whilst in the 20. century the main goal of the school counsellors was to “give the right advice”, nowadays they more or less face a big puzzlement. On one hand there is a big expectation from the society and parents, but each group follows a different goal. The government needs skilled and adaptable workforce responsible for continuous self-development, the parents wish for their children safe and promising career path and the global world of work is ever changing, unstable and unpredictable. On the other hand there is neither methodology nor structure to support Czech school guidance system and the school counsellors claim lack of methodology. The Czech pupils have to do their first and crucial career choice at the age of 15 and usually do not have sufficient information about the dynamics and challenges of the world of work.
In the presentation I will share the experience from a Czech training organisation EKS with over ten years’ experience. Since 2017 we have been developing a pilot project to improve the system of preparing students for the labour market of the 21.century. The first step of this project was a pre-research (using questionnaires) and thorough assessment of the situation at the pilot schools. The next steps consist of setting up the system tailored to the schools ‘needs and the implementation.
In the presentation we are going to describe the process of evaluation, design and implementation of the school guidance system by presenting a case study of one of the pilot schools.
Workshop 4.1
Supporting secondary schools to engage parents as partners in careers work
Annemarie Oomen & Anthony BarnesC1.07 Horehronie
In this interactive workshop, aimed at policy-makers, careers teachers, consultants and trainers at national, regional and local level who are keen on involving parents in careers work in secondary schools, we will explore with and through the participants recent research, policies and practices around the world.The literature confirms that parents have a major influence and role in the career development of their adolescent children. Many countries are now responding to this with a political drive to involve parents in the educational and career decision making of their children in secondary education, e.g. to prevent drop-out in higher education. However, examples of parent-involved career interventions in careers work in secondary schools are limited, under-researched and mostly short-lived which may explain why knowledge of how to involve parents successfully in careers work is underdeveloped. We will start off by making an inventory of good and interesting practice at national, regional and local level shared by the workshop participants. We will map these examples against research rooted in systems thinking (Patton and McMahon, 1999), and a taxonomy of parental involvement (Oomen, 2018), which sets new and challenging objectives for developing the parental capacity to be involved in their child’s career development and stimulating educational innovation. In the workshop, we will share instruments and materials, available in hard copy and digitally, that we have inventoried and were developed on involving parents in careers work. We will lead a reflection on what are the potential benefits of a policy to involve parents, but also on a strategy and approach to parent-involved career interventions at national, regional and local level. Finally, we will reflect on the well-known barriers to parental involvement in the school system and how we can recognise and overcome them.
Workshop 4.2
Workshop 4.3
Bilan de compétences (skills audit) in the practice of career counselling (Slovak language workshop)
Peter CsoriC1.09 Zemplén
The goal of this workshop is to practically demonstrate the realisation of the skills audit (bilan de compétences) in the practice of career counselling. The process as used in the practice of Slovak employment services, as well as in other country contexts (France, Italy, Belgium) will be presented and a selection of tools will be practically demonstrated. Practical outcomes and experiences of clients will be discussed.
Career tree and work with career cards (Czech language workshop)
Sylvie NavarováC1.09 Zemplén
A Career Tree allows to work with clients in the field of self-knowledge, search for their inner sources, and it helps to monitor clients´ skills and to work with their visions, set targets and action steps on the basis of an original unifying element of the Tree. A combination of attitudes and systemic coaching techniques are used, as well as coaching inspired by M. H. Erickson and John Holland´s career theory. The creation of the Career Tree makes use of self-reflection, feedback, drawing and career cards. The cards we use depict STATES on the basis of RIASEC theory. They describe MOTIVATION AND NEEDS inspired by the International manual of professional orientation methods. The cards called PICTURES are integrated according to the age of the client. The cards are used for creating visions and life path reflection. The counsellor, who guides the client through the process, uses a coaching approach by asking open constructive questions. By making use of the Career Tree in the counselling process, we employ creativity and guide the clients to self-awareness in the area of their career planning and responsibility for their own lives.