This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12-19 years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning environment that are taken into account here are the following: career orientation and guidance methods used, instruments implemented, and the degree to which the curriculum is practice-based and dialogical. In the study, three career competencies are identified: career reflection (reflective behaviour), career forming (proactive behaviour), and networking (interactive behaviour). To research the relationship between the learning environment and the presence of career competencies, a study was done among 3499 students and 166 teachers in 226 classes in 34 schools. The results show that career guidance in school, in which a dialogue takes place with the student about concrete experiences and which is focused on the future, contributes most to the presence of career competencies among students. Without this dialogue, career guidance methods and instruments barely contribute to the acquisition of career competencies.
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The cultivation of intrinsic motivation is key in the 21th century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity. However such an environment is absent in much of vocational education in The Netherlands. Research shows that the desired learning must be practice based (real life experiences are key), enable a dialogue (in order to attach personal meaning to real life experiences) and give students more autonomy in making choices in their school careers. Although there has been an increase in the use of portfolios and personal-development plans, these instruments are used mainly for improving success at school but are not in career and work. In addition research on the conversations between student and teachers/work-place mentors shows that the latter talk primarily to (65%), and about (21%), but rarely with (9%) students. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growing number of teachers want to be trained in initiating meaningful career dialogues. In order to make such training successful in terms of promoting new guidance behaviours, it is essential that school managers create a strong career-learning environment for teachers. The Standards Era policies (Gatto, 2009) that dominate Dutch vocational education at the moment, however, leaves managers little space to do so. https://doi.org/10.1007/978-3-319-50734-7_7 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
MULTIFILE
This chapter explores qualitative career assessment as an identity learning process where meaning-oriented learning is essential and distinguished from conditioned or semantic types of learning. In order to construct a career identity in the form of a future-oriented narrative, it is essential that learners are helped through cognitive learning stages with the help of a dialogue about concrete experiences which aims to pay attention to emotions and broadens and deepens what is expressed.
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The German-Dutch project "Young Maritime Talents" aims to inspire young people for the maritime industry and prepare them for the professional demands of the future. The goal of the consortium, consisting of ten partners and numerous associated partners on both sides of the border, is to develop strategies and measures to attract, develop, and retain young talent in the industry. This will be achieved in particular by strengthening maritime career orientation, actively facilitating suitable practical contacts, and promoting relevant future skills. The broad spectrum of perspectives and competencies of the project partners offers great potential for this. The participation of innovative companies from shipping, shipbuilding, and the port and offshore industries ensures comprehensive industry coverage.The project is aimed at all stakeholders in the field of (pre-) professional orientation and the career entry phase, i.e., from school through training or university studies to the company: from Young Maritime Talent to Young Maritime Professional.The core content of the project is a cross-border structural analysis of career orientation and the transition from school to work, as well as the development of a matching system to precisely match prospective career seekers with opportunities offered by maritime employers. Furthermore, target group-specific materials and formats are being developed to support schools and maritime companies in implementing practical programs for students and career starters. These include simulation games and various events for exchange and mutual coaching among the participating stakeholders. With these measures, the project contributes to making the maritime labour market in the German-Dutch border region more effective, inclusive, and sustainable, and to improving access to high-quality training and jobs.
