Technical and vocational education should be designed to operate within
a framework of open-ended and flexible structures in the context of lifelong
education and provide:
an introduction to technology and to the world of work for all young
people within the context of general education;
educational and vocational guidance and information, and aptitude
counselling;
Guidance should be viewed as a continuous process spanning the entire
education system, and should be directed towards aiding all to make conscious
and positive educational and occupational choices. It should ensure that
individuals are provided with the prerequisites:
to become aware of their interests, abilities and special talents, and to
help them frame a plan for life;
to pursue courses of education and training designed to realize their
potential and fulfil their life plans;
to acquire flexibility in decision-making concerning their occupations,
in the initial and later stages, for developing a satisfying career;
to facilitate transitions back and forth as needed, between education,
training and the world of work.
Guidance should take into account the needs of industry, the individual
and the family while preparing students and adults for the real possibility of
frequent career changes, which could include periods of unemployment and
employment in the informal sector, to be achieved through:
close liaison and coordination between lifelong learning, training, the
workplace and placement services;
ensuring that all necessary information concerning the world of work and
career opportunities is available, and actively disseminated using all available
forms of communication;
ensuring that those engaged in work have access to information concerning
continuing education and training as well as other work opportunities.
While emphasizing the needs of individuals, guidance should be
accompanied by information that gives them a realistic view of the opportunities
available, including trends in the labour market and employment structures, the
environmental impact of various occupations, and what may be expected in terms
of remuneration, career advancement and occupational mobility.
Particular attention should be given to guidance for girls and women to
ensure that:
guidance is gender-inclusive and covers the whole range of education,
training and employment opportunities;
girls and women are encouraged and motivated to take advantage of the
opportunities available;
girls and women are encouraged to pursue subjects such as mathematics and
science, which are prerequisites for vocational education and training
programmes.
Guidance in the formal schooling context should promote technical and
vocational education as a viable and attractive choice for young people. It
should:
cover a broad range of occupations, include supplementary visits to
workplaces, and make the student aware of the eventual necessity of choosing an
occupation and the importance of ensuring that this choice is made as rationally
as possible;
assist students and their parents/guardians in making a positive choice
concerning educational streams, and encourage learners to keep open a wide range
of options so as to increase their learning and occupational flexibility.
Guidance in technical and vocational education as preparation for an
occupational field should:
inform students of the various possibilities open in the particular field
of interest, the educational background required, and the subsequent
possibilities for continuing education and further training;
encourage students to choose educational programmes that will not limit
their later employment options;
follow the students' progress through their educational programmes;
supplement the programmes by short periods of work experience and study
of real work situations.
For individuals engaged in continuing technical and vocational education
as a part of their lifelong learning, guidance should:
help to choose the programme best suited to their needs;
enable them to make effective choices regarding their entry into suitable
levels of specialization.
Guidance should take into account:
economic, social, technological, cultural and family factors influencing
the learners' attitudes, expectations and choice of career;
results of testing, including aptitude tests;
educational achievements and/or work experience;
opportunities and prospects in the occupational sector of interest;
individual preferences and special needs, including medical conditions,
physical limitations and disabilities.
Guidance systems need to be accountable to the beneficiaries and sponsors
of the service. Quality assurance and long-term results should be continually
monitored at national and institutional levels through:
accurate records of clients, needs addressed, programmes and
interventions used and resultant employment including self-employment;
a system of evaluation both of staff performance and of the methods used
to determine the long-term effects of guidance and the degree of self-reliance
of beneficiaries.
