Guidance on career development in vocational education in the Netherlands

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dc.contributor.author Kuijpers, Marinka
dc.contributor.author Meijers, Frans
dc.contributor.author Winters, Annemie
dc.date.accessioned 2010-02-08T10:28:53Z
dc.date.available 2010-02-08T10:28:53Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/123456789/22917
dc.description.abstract This paper explores which learning environments – geared towards career learning in students –contribute to the acquisition of career competencies in students attending pre-vocational, secondary and higher vocational education. The learning environment is laid out into the organization of the curriculum and career guidance. The study makes a distinction between three career competencies: career reflection, career forming and networking. Two quantitative studies (8325 students and 537 teachers in total) in pre-vocational, secondary and higher vocational education took place in order to study the relationship between aspects of the learning environment and career competencies. A case study in secondary vocational education provides a description of what happens in conversations between the student, the teacher and a mentor from placement. Conversations are observed and analysed from a career learning perspective for formal characteristics, content, form, and relational components. The results show that career-directed guidance at school and on the job – including a dialogue with the student about concrete experiences that are focused on the future – contributes most to career competencies in students. Also a learning environment which is practice based and in which students have the opportunity to have a say in what and how they learn, contributes to career development of students. en
dc.language.iso eng
dc.title Guidance on career development in vocational education in the Netherlands en
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-201002081204
dc.identifier.conference IAEVG International Conference 2014

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