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


Kamm, Chantal; Gebhardt, Anja; Gonon, Philipp; Brühwiler, Christian; Dernbach-Stolz, Stefanie (2019). Learners’ perceptions of a career guidance curriculum in different school-based support systems in Switzerland. Journal of Vocational Education and Training:Epub ahead of print.

Abstract

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 and qualitative problem-centred interviews. To examine differences in attendance of bridge-year courses and the perceived usefulness of supporting actors, quantitative data were analysed by mean ranges. The in-depth qualitative data were analysed using a structured content analysis. The findings underline the importance of an individualised approach to career guidance in both lower secondary school and on bridge-year courses. There is further potential for a curriculum of career guidance in lower secondary school to strengthen the orientation function, taking into account the potential of social structural reproduction. Bridge-year courses should rethink their compensation function given the diversity of their attendees.

Abstract

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 and qualitative problem-centred interviews. To examine differences in attendance of bridge-year courses and the perceived usefulness of supporting actors, quantitative data were analysed by mean ranges. The in-depth qualitative data were analysed using a structured content analysis. The findings underline the importance of an individualised approach to career guidance in both lower secondary school and on bridge-year courses. There is further potential for a curriculum of career guidance in lower secondary school to strengthen the orientation function, taking into account the potential of social structural reproduction. Bridge-year courses should rethink their compensation function given the diversity of their attendees.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Uncontrolled Keywords:Education, vocational orientation, career guidance, school-based support systems, lower secondary school, bridge-year courses
Language:English
Date:26 April 2019
Deposited On:22 Jan 2020 13:37
Last Modified:22 Jan 2020 13:38
Publisher:Taylor & Francis
ISSN:1363-6820
OA Status:Closed
Publisher DOI:https://doi.org/10.1080/13636820.2019.1610474
Related URLs:https://www.recherche-portal.ch/permalink/f/1h21i27/ebi01_prod005527301 (Library Catalogue)

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