Unges deltagelse i vejledning: og samarbejdet herom

The article is based on an empirical study ex- amining the cooperation between career guid- ance practitioners and teachers, as well as how young people participate in the complex and conflict-ridden field of school-based career guidance. There are a number of inherent contradictions in the legislation governing teaching and career guidance in schools. These contradic- tions have an impact on the cooperation between guidance practitioners and teachers and on the participation of young people in career guidance activities. The article shows that the cooperation between different professional groups is a complex matter that is pivotal in determining how career guidance is practised and plays out within the school setting. Furthermore, the article demonstrates that young people participate in career guidance activities based on their understanding of the aim of the activities. Educational choice is a strong category in the field. The article discusses issues of social justice and how, unintentionally, career guidance and teaching can reproduce unequal conditions for different young people. Efforts to broaden the scope of what young people consider relevant and worthy educational pathways and career opportunities are examined as a crucial task for career guidance with ramifications for so- cial justice. The article concludes with a discussion of the potentials for developing career guidance provision in schools. A shift in perspective is proposed – from a view that the primary pur- pose of guidance activities is to help young people choose an educational pathway to a greater focus on the learning that participa- tion in guidance activities can support – where learning is understood as expanding the indi- vidual’s influence on the conditions of his or her own life.Artiklen er baseret på et empirisk forsk- ningsprojekt, der undersøger professionel- les samarbejde om og unges deltagelse i den sammensatte og modsætningsfyldte sag, som uddannelses- og erhvervsvejledning i skolen udgør. Der er en række indbyggede modsigelser i lovgivningen omkring undervisning og vejled- ning, som har betydning for de professionelles samarbejde og for unges deltagelse i vejled- ningen. Artiklen giver indsigt i, at samarbej- det mellem de professionelle er komplekst og centralt for den måde, vejledningen praktise- res og kan udfolde sig i samspil med skolen. Endvidere giver artiklen indsigt i, at unges forståelser af hvad vejledning skal bidrage til har betydning for deres oplevelse af mening og deres deltagelse i vejledningsaktiviteter. Uddannelsesvalg og afklarethed er stærke kategorier i feltet. Artiklen diskuterer spørgsmål omkring social retfærdighed og hvordan den sociale praksis i vejledning og undervisning ubemærket kan skabe ulige betingelser for forskellige unge. Det diskuteres, at det er centralt i vejledning og har social retfærdighedsimplikationer at arbejde for at udvide rammerne for, hvad unge oplever som relevante og anerkendelses- værdige muligheder. Afslutningsvist diskuteres potentialer for udvikling af vejledningen i samspil med skolen, og der foreslås et perspektivskifte fra, at vejledningsaktiviteter primært skal føre til valg af uddannelse til, at de skal have større fokus på den læring, som deltagelse i vejledningsaktiviteter kan bidrage til – hvor læring forstås som en udvidelse af rådighed ift. en social verden

Gymnasielæreres forståelse af karrierelæring – en Koselleck inspireret begrebshistorisk analyse

The objective of this article is to offer insight into how upper secondary teachers interprets ’career learning’ as a new educational concept, and how their understanding refers to a wish to maintain a meaningful educational practice. The empirical foundation is based on a development project, where teachers develops their understanding of career learning in relation to their practice. The theoretical foundation is Kosellecks conceptual history, which illuminates how career learning is attributed a certain meaning, and how the political and social structures is contributing to this development. Five categories in which the concept is articulated are detected and discussed.Formålet med artiklen er at give indsigt i, hvordan gymnasielærere forstår karrierelæring som et nyt begreb i den lov, der rammesætter undervisningen i gymnasiet, samt hvordan deres forståelse relaterer sig til et ønske om opretholdelse af en meningsfuld praksis. Artiklens empiri baserer sig på et forsknings- og udviklingsprojekt, hvor gymnasielærere støttet ved metoden forskningscirkler, arbejder med at forstå begrebet karrierelæring og udvikle deres undervisningspraksis i forlængelse heraf. Det teoretiske fundament bygger på Reinhart Kosellecks begrebshistorie, hvorigennem det bliver muligt at analysere og diskutere, hvordan begrebet karrierelæring tilskrives mening, samt hvordan erfaringer med og forventninger til de politiske og sociale strukturer er med til at forandre og udvikle begrebet. Med analysen identificeres fem meningskategorier der diskuteres med særligt fokus på kompleksiteten i begrebsliggørelsen og udmøntning i praksis

The diverse world of career guidance

This book is the product of an EU funded project involving parterns from The Czech Republic, Denmark and the United Kingdom. The book contains personal reflections of career guidance provision and activities in which theory and practice are united through the eyes of experienced practitioners from a range of guidance settings. This book is aimed at both established and new guidance practitionersEU Erasmus

The master’s views on his role in vocational training:: What is important in order for the student to be able to live a valued life with her/ his education?

Vocational Training and Education (VET) attract a lot of attention, not least regarding recruitment and the educational quality. Although practical experience in companies is a central part of VET-programs and the trainers play an important part in the education of the students, the amount of research-based knowledge of the masters’ understanding of their role in the training of students is limited. Based on an explorative study, this article explores masters’ understanding of their role in vocational training and what they find important when supporting the student’s process towards living the life with her/his education that she desires. Starting from four qualitative interviews with masters in the field of food production and with a critical psychological grounding, three central themes for the masters’ understanding of their role are identified, “To earn your pay”, “To be formed and to come into your own”, and “To progress to something you want – and be able to create a good everyday life with your job”. The themes show that the masters are occupied with supporting the students’ process of developing an awareness of possibilities and a generalized human agency in a life with their trade.Erhvervsuddannelserne har stor bevågenhed – blandt andet i forhold til at tiltrække flere lærlinge og i forhold til kvaliteten af uddannelsen. Til trods for at oplæring i virksomheder er en væsentlig del af erhvervsuddannelser og at oplærerne her spiller en stor rolle for lærlingenes uddannelse, er der begrænset forskningsbaseret viden om oplærernes forståelse af deres rolle i oplæringen af lærlinge, ift. at lærlingene på sigt kan skabe sig et liv med deres fag, som de bliver glade for. Med udgangspunkt i et eksplorativt studie undersøger denne artikel mestres forståelse af deres rolle i oplæringen, og hvad de lægger vægt på i forhold til at understøtte lærlingens proces hen mod at leve et liv som faglært. Med afsæt i fire kvalitative interviews med oplærere inden for fødevareområdet og på et kritisk psykologisk grundlag identificeres tre centrale temaer for oplæreres forståelser, nemlig ”At tjene sin løn”, ”At blive formet og at træde i karakter”, og ”At komme videre til noget, man gerne vil – og kunne skabe et godt hverdagsliv i branchen”. Temaerne viser, at oplærerne er optagede af at understøtte, at lærlingene udvikler mulighedsbevidsthed og handleevne i et liv med deres fag