A vocational guidance programme for secondary schools

Abstract

The term 'vocational' was widely used in the past, and remained quite popular until the 1980s. However, under the influence of the growing awareness of the concept of 'life-long development', the impact of social variables and circumstances, and the recognition of the relationship between these and careers, the term 'vocational' was replaced by that of 'career development and guidance' (Taylor, 1994). Given that much of the latter activity took place in the context of schools, the term 'educational' was also employed, so that increasingly one spoke and wrote about 'educational and career guidance' (HEQC, 1995). In the framework of this chapter the term 'guidance' is used as 'an umbrella term which encompasses counselling as well as activities such as informing, coaching, teaching, assessment and advocacy' (Nathan and Hill 1992, p.3). This definition is entirely in line with the guidance programme that will be proposed, which is based upon an analysis of adolescent development. However, it has been adapted for use in the framework of the educational system in Flanders, Belgium.