Concept Of Career Guidance

CAREER GUIDANCE AS A CONCEPT
It is more important than ever for economic growth strategies to be underpinned by an education and training system which develops a literate and trainable workforce. Entrepreneurial talent and the ability to absorb, adapt and apply knowledge and technology are increasingly the key. Economic success also requires education and training systems that impart broad-based problem-solving skills as well as the social and interpersonal skills and attitudes required for effective teamwork.
Under this view career guidance has an important role to play in encouraging all individuals, including youth and adults, to engage in career planning and learning throughout life, so enabling them to respond more flexibly to the opportunities

Most people know that everyone needs education beyond high school; however, help with developing a thoughtful career plan is often not provided. In today's world, parents cannot afford to ignore helping their children with this important task.

We live in a world of unprecedented change. Shifting demographics, technological change, and economic globalization are major trends that impact everyone. Jobs and companies are created and dissolved simultaneously. As professionals, we know that knowledge and skills may be out of date in three years or less. Education alone isn't enough. Forward thinking parents realize they are preparing their children for a world that will be very different than the one they live in now.

For today's students, particularly gifted adolescents, career management skill is a competitive asset. is the basic knowledge that everyone needs to be able to compete in the 21st century work environment.

Career literacy is based on the premise that in order to make choices and navigate in a world in constant flux, we need to

These goals are being reframed in the light of lifelong learning policies, linked to active labour market policies and the concept of sustained employability. Career guidance accordingly needs to be accessible not just to school-leavers and the unemployed, but to everyone throughout their lives.

The OECD report reviews the existing evidence at three stages: immediate learning outcomes from career guidance, including attitudinal changes and increased knowledge; intermediate behavioural changes, including entry into a particular career path, course or job; and longer-term outcomes, such as success and satisfaction with these paths or placements.

In these terms, there is substantial evidence of the learning outcomes which individuals derive from career guidance interventions. This is important, because in general career guidance interventions are concerned not with telling people what to do but with helping them acquire knowledge, skills and attitudes that will help them make better career choices and transitions. It is also congruent with the growing attention to the development of career management