Technical and Vocational Education and Training (TVET) and Career Guidance: The Interface

Abstract

One would surmise that Technical and Vocational Education and Training (TVET) and Career Guidance have a close affinity and relationship. In reality the interface between the two is less clear-cut and may even be considered distorted. In this chapter this ambiguity is explored, the different dimensions of the interface are elaborated, and the reasons explaining why provision of career guidance services often remains underdeveloped within and in relation to TVET are analyzed. Also included are barriers and stereotypes regarding TVET careers which impact choices in both developed and developing countries. Finally, models and emerging examples of policies and practices in career guidance which aim to support students and learners in TVET are described.The interfaces between career guidance and TVET are manifold though career guidance services tend not to take place in TVET or to be linked to it. An a priori “TVET-blindness” within career guidance forfeits a more effective relationship. Career guidance has come under attack for having lost its impartiality and of being used in favor of general and academic education pathways and careers. But career guidance also faces restrictions due to limited choices or sometimes even forced allocation of students to TVET as pathway for low performers. In other words, no choice, therefore, no guidance. Other dimensions of the interface potentially foster a stronger relationship, for example, the linguistic notion between the two, the vocational or occupational interface, the labor market and world of work, as well as recent policy trends in both areas. However, certain challenges and obstacles continue to obstruct the strengthening of the interface. Insufficient mutual interest, limited access and capacities, a practitioner dilemma and bias, as well as the prevailing of old paradigms are identified as the main reasons. A taxonomy of possible career guidance intervention models is proposed as an inspiration for policy options in order to increase the relevance and impact of career guidance in relation to TVET. Finally, emerging examples of policy and practice in TVET and their relevance for multiple cultures are presented. These examples look at issues such as policy framework and governance, multitier and multi-stakeholder approach, the role of economic bodies, career guidance and apprenticeship, compulsory career education, and career management skills in TVET. It is argued that both career guidance prior to TVET as well as career guidance within TVET can make an important contribution to TVET if certain conditions are met. While the first could serve as an eye-opener to stimulate TVET demand and as a change agent to improve TVET supply, the latter can help to improve efficiency of TVET. This may be better accomplished if a new career guidance paradigm, that of changing from a psychological to a pedagogical or hybrid model, is more widely introduced. It is concluded that career guidance needs to become more TVET sensitive and that TVET systems need to better consider, involve, and integrate career guidance.KeywordsLabor MarketEuropean UnionCareer GuidanceAsian Development BankVocational GuidanceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.