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The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of 'career(s)'. Relating to the New Zealand context, differing versions of social justice are outlined, the challenges for career education explored, and the potential for change discussed.

Abstract taken from 'International journal for educational and vocational guidance' reproduced by permission of the copyright owner. Show less

Career education plays a crucial role during compulsory secondary schooling by providing students with opportunities to gain diverse insights into the multiple ways in which social, political and economic discourses shape and position concepts of self, career, opportunity and justice. It hence has the potential to make a difference to how young people construct their career(s), make sense of their lives and critically engage with the world but the current career development focus on skills acquisition, competencies and self-management may be limiting opportunities for wider critical educational learning, leading to a restricted conceptualisation of career(s). In this article I draw on the work of Young (1990) to explore the concepts of social justice and injustice, to consider how these intersect with career education and to outline ways in which career education might engage in anti-oppressive practice. While the examples presented and the issues are from New Zealand, they are applicable elsewhere.

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Rapid change within the economy and society at large is precipitating the need to introduce a lifelong learning strategy that will prepare people for uncertain futures. This paper suggests that the contemporary focus upon adult needs in relation to lifelong learning fails to adequately recognise the needs of young people and the central role played by compulsory education. It is argued that it will be essential for schools to promote a lifelong learning ethos to ensure that students are prepared for, understand, and have the skills to engage with a future of lifelong learning. This article explores the fit between lifelong learning and compulsory secondary education, with areas of congruence and difference identified. Questions about the dominant ethos of compulsory education and the lack of coherence within the process of schooling, are raised. Strategies that may overcome the artificial curriculum divide are suggested, and issues concerning the empowerment of students discussed. The importance of community participation is also considered. The author suggests that educational professionals, particularly those with responsibility for the career and personal development of students, will need to act as catalysts for change if lifelong learning is to become a reality within schools.

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Research undertaken in England during 1999 identified that ethnic minority groups have diverse career needs, and while this is generally recognised, few initiatives have been instigated to address them. If the career education needs of Muslim girls are to be effectively met, a shift away from a predominantly ethnocentric provision, based on Western values, is required. This article explores the impact of religion and culture on Muslim girls’ career choices, and provides a rationale for the development of culturally appropriate career education for this group. An overview of the Muslim Girls Careers Education Pack developed by the authors during 2002 is provided, initial findings from an ongoing evaluation are discussed, and issues concerning the introduction and management of differentiated provision are considered.

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This article identifies the impact of a rapidly changing world of work upon the provision of career education, and considers the need to implement a radical response. Moving away from narrow definitions of career as 'linear progression and work preparation', a 'new' career education paradigm is discussed that is proactive, dynamic, forward looking and critical, locating career education at the centre of the school curriculum. It is imperative for career education to develop an 'organic' model that demonstrates relevancy and meaning by embracing and involving all sections of the wider community. Questions are raised about the current philosophy of career education and the extent to which it reflects and transmits the inequalities of the current labour market. A critical framework is proposed that seeks to actively empower students by enabling them to review and evaluate the changes taking place, from both a social and individual perspective. Implications for practice and delivery of career education are identified and located within a lifelong learning context.

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This chapter explores the phenomenon of careers blogging. It argues that the blogosphere is an important arena within which people are having career conversations. It then goes on to define a typology of careers blogs which distinguished between person career blogs, career support blogs and careers work blogs. The chapter focuses on a discussion of a career support blogs, which it seeks to contextualize as a form of career support or career guidance. The chapter demonstrates that the themes which careers support blogs focus on are similar to those which career guidance practitioners focus on in other forms of delivery. Furthermore the business models that underpin career support blogs are also related to broader career support business models. However it notes that the 'government pays' and 'charity pays' models are not represented in the sample of blogs identified here. It is possible that the lack of public or third sector funded career support blogs has an impact on the assumed audience for career support blogs. In general it appears that career support blogs are aimed at working adults although this may say more about how public sector funders have embraced blogging than about the inherent suitability of the mode for a wider range of clients. The chapter finishes by exploring how career support blogging fits into wider careers practice. An argument is made that the careers sector should engage further with career support blogging as it offers a practitioner-led, interactive and cost-effective form of service delivery.

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What should be the role of career services? What is their cultural knowledge of Muslim girls, and in what ways can they assist this minority group in achieving their career aspirations? These are some of the questions we posed in a Department for Education and Employment (DfEE) funded project into the position of career services as gatekeepers to professional advancement. Through quantitative surveys, all 66 Career Services in England were approached and we had a return rate of 82 per cent. Additionally, we conducted in-depth case studies of five of these providers, to explore the support available for minority groups with particular reference to Muslim girls. Within this paper we analyse the issues of: religious affiliation, ethnic monitoring, and equal opportunities. Finally, the discussion concludes with examination of the framework we devised which enables Career Services to review and evaluate current practice, supported by examples of positive practice aimed at addressing such issues as prejudice caused by religious as well as racial identity.

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Introduction: Currently, there is no consensus on education required to develop haemophilia nursing. The aim was to develop a curriculum for haemophilia nurses that could be used as a resource in Europe. This could form a basis for continuous professional development and used in the preparation of specialized educational programmes.

Methods: The [European Association for Haemophilia and Allied Disorders] EAHAD nurses working group set out to describe the skills and knowledge needed for a nurse to work in this specialty. This was considered at two levels: basic requirements and at a more advanced level. The working group acted as a focus group for this project drawing on existing specialist training, national role definitions, competencies and results of the EAHAD Nurses survey (2012). A template was populated with the knowledge base and the skills required.

Results: Themes were analysed and information generated organized into domains: content of curriculum; learning outcomes, defined in terms of knowledge, skills, behaviour and attitudes; and suggestions for teaching methods. For curriculum content the following domains were identified: Applied biological science; treatment and management of haemophilia and associated disorders; genetic practice; care management of affected carriers and women; the impact of living with bleeding disorders; evidence base and applied research in haemophilia practice; and, the specialist role of the haemophilia nurse. Examples are given for teaching and learning process.

Conclusion: This curriculum is intended for use as a strategic resource to outline education for the haemophilia nurse and contribute to the standardization and benchmarking of haemophilia nursing care and thus to improvement in the quality of patient care.

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