CAREER_COUNSELLING_EN

activities as early as possible. Internationally, educational guidance starts in the primary
school, through activities of assessment and information, extending over the entire
compulsory school period. For example, in Canada the approach called l’ecole orientante,
the guidance-oriented school, initiated in Quebec is associated with certain educational
reforms based on competence development. If in general education the main objective is
supporting pupils in outlining their personal identity, in secondary school they are ready
to choose a profession. To this end, resources are allotted to increase the number of
specialists in the field of guidance and counselling, and in addition collaboration between
teachers and school counsellors, partnerships with parents and representatives of the local
community are encouraged.

Theoretical background

Law (1996) proposes a comparative analysis of career education and career guidance
activities.

Criteria Career education Career guidance

Contact Activities are carried out in groups, and

specific group interactions are

favoured

Activities take place individually or in

small groups, benefiting from human

interactions

Relevance Stress is laid on learning in general,

relevant for the group

Stress is on the role of differentiated

learning, important for individual

Fundaments Teaching programme is prepared in

advance

The client negotiates the programme

with the counsellor

Development Learning is progressive, from

fundamental competences to advanced

Learning is based on experience,

starting from what the client needs to

do now

Results Developing a general framework for

learning, open to including and

supporting individual answers

Preparing a person to face specific

problems or present decisions

Law pleads for organized, systematic, and rigorous activities of career education and
counselling that motivate subjects to become involved actively, put their potential to use,
and prepare them for lifelong learning.

Introducing elements of counselling in the curriculum represents an important argument
for the development of information, counselling and guidance services in schools. The
contents of the programmes differ by country, but they include a series of fundamental
aspects, according to the DOTS model of Law and Watts (1977):

• becoming aware of possibilities: opportunities, requirements, interest for
  client, advantages offered;