Drivers of learning for the low skilled

The picture that often emerges from the research literature on ‘Chinese learners’ is a caricature of rote-learning, memorization and passivity. This article takes issue with the stereotype. The paper is in three parts. The first part considers the extent to which Chinese culture may influence Chinese learning styles. Some received opinions are counterpoised with more recent reinterpretations. The paper later examines some of the findings from the literature on effective adult learning. The third part explores the extent to which Hong Kong adult learners adopt learning styles consonant with those outlined in the second section. The results of the survey research, action learning projects and case studies considered suggest that Hong Kong adult learners are receptive to new modes of learning and go on to adopt learning styles quite different from those they deployed in school. The arguments are situated within the literature on adult Chinese second language (L2) learning but have wider resonance and application to Hong Kong adult learners in general

The use of on-line collaborative learning to facilitate learning, development and professional identify transformation of careers and employment practitioners

This paper draws upon work from a European research project, EmployID, in order to provide an overarching view of how to use on-line collaborative learning to facilitate learning, development and professional identify transformation of careers and employment practitioners. The methodology comprised participatory design, so that learning support could be developed that met the particular needs of the practitioners. IT applications were developed to support practitioners with on-line reflection, coaching and the use of labour market information (LMI) in their practice. In the UK Public Employment Service (DWP) two blended learning programmes were developed to support identity transformation for employer advisers and work coaches, while subsequently a MOOC was developed to support the continuing professional development of careers and employment practitioners more generally. Employer engagement and coaching staff took forward the development and adaptation of an LMI on-line tool demonstr ated in the learning programmes. The learning and development staff used the ideas and skills developed in the blended learning programmes to feed into DWP’s on-line learning support. The International MOOC was successful in facilitating a dialogue about the implications of the changing world of work for the professional identities of careers and employment practitioners in Europ

Exploring career decision-making styles across three European countries

Career decisions are amongst the most important we make. Unsurprisingly, much published research exists on this particular aspect of career behaviour. However, the overwhelming majority of studies have been carried out on young people making initial career decisions. This paper extends our understanding by examining how mid-career adults in three European countries (Denmark, France and Italy) actually make career decisions. Characteristic patterns of behavior recur when individuals approach points of transition or of crisis; each of these transitioning styles is illustrated by an iconic case. Emergent findings support the growing body of evidence that challenges the dominant policy and practice orthodoxy, which places rationality at the center of the process, by recognising the importance of emotion and context

Lifelong guidance policy and practice in the EU

A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring

Use of web-based collaboration and knowledge transformation tools to support the development of a learning community to enhance careers guidance practice

This paper outlines progress towards the development of a learning community to enhance careers guidance practice, through the process of developing web-based collaboration and knowledge sharing tools. These will be used in order to provide a comprehensive telematic platform for interactive and focused knowledge sharing and transformation for Careers Guidance students, tutors, practitioners, policy makers, and training organisations as collaborative participants in a dynamic community of practice. Note some of the technical detail of the operation of the system is given in the linked paper of Attwell and Brown (2000) describing knowledge development in the CEDEFOP Research Arena

Professional identity transformation : supporting career and employment practitioners at a distance

The professional identity of career counselling and employment practitioners is somewhat fragile. Balancing tensions like meeting targets that exist around funding, whilst attending to the individual needs of the clients they serve, can prove challenging. Maintaining professionalism is increasingly also challenging for practitioners because they need to attend continually to their professional learning needs, ensuring familiarity with new theories, research and ways of working. This article draws on European research (2014–2018) that examined how career guidance counselling and employment practitioners can be supported at a distance using technology, to facilitate their professional identify transformation. Results from an international online learning course designed to support practitioners across Europe as part of this research are presented and the implications for practice discussed

Vocational behavior of refugees : how do refugees seek employment, overcome work-related challenges, and navigate their careers?

Over the last few years, we have witnessed the largest displacement of refugees in modern history. Among the many challenges faced by refugees, finding employment and navigating the employment relationship are crucial for successful integration into mainstream society. In this editorial, we outline the background of our special issue on the vocational behavior of refugees and summarize the 12 conceptual and empirical articles included in the special issue. We conclude by outlining a number of implications for future research on the vocational behavior of refugees as well as for vocational practice