A perspective on career guidance in the twenty-first century

Abstract

The content of the preceding articles touches upon many concerns which are likely to confront operators of career guidance programs through the first quarter or so of the next century. Which of those is regarded as suitable for inclusion in the discussion that follows is certain to reflect the biases of the one who makes the selection. Hence, what follows inevitably reflects my own peculiar point of view. In making the selections, however, I have tried to identify topics that arise not only in the manuscripts included in this issue, but ones that are likely to be relevant in a wide range of settings. In reviewing the materials for ideas to focus on, I found myself repeatedly asking the question: “In what ways will the operation of career guidance programs be markedly different in 10, 20, or 30 years than it has been in the recent past?” With that question in mind, I have selected three areas for consideration, each of which, I think, offers a partial answer: (1) the continuing impact of technological progress on the delivery of career guidance services; (2) diversity, not only in the populations served by career guidance programs, but also among the professionals who provide the service; and (3) the guidelines used in evaluating effectiveness in order that program operators can be held accountable for their actions.