Learners' perceptions of a career guidance curriculum in different school-based support systems in Switzerland

Printer-friendly versionPrinter-friendly version

Permanent URL for this page: http://hdl.voced.edu.au/10707/555428.



This article examines the different functions and further potential of a curriculum of career guidance in lower secondary school and bridge-year courses. With a focus on young adults following a nonlinear pathway to post-compulsory education in the Swiss Canton of Zurich, we answer the questions why bridge-year courses are attended (RQ1) and how career guidance is perceived (RQ2). Furthermore, optimisation segments for a curriculum of career guidance were analysed from a learner-centred perspective (RQ3). Taking a mixed-method approach, we combine data from a quantitative questionnaire...  [+] Show more

Subjects: Students; Secondary education; Career development; Pathways; Participation; Outcomes

Keywords: Career guidance; Secondary school; Curriculum; Decision making; Career choice; Perception; Postcompulsory education; Transition from secondary to further education and training; Relevance of education and training; Institutional role

Geographic subjects: Switzerland; Europe

Published: Abingdon, England: Taylor and Francis, 2020

Access item:

Request Item from NCVER
Publisher or alternative source

Journal volume: 72

Journal number: 3

Journal date: September 2020

Pages: pp. 375-395

ISSN: 1363-6820, 1747-5090 (online)

Resource type: Article

Peer reviewed: Yes

Document number: TD/TNC 142.567

Show Extra Info
QR Code for https://www.voced.edu.au/content/ngv%3A88355