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New school for the old school: career guidance and counselling in education

These are critical times for career guidance and counselling in education. Wherein the twentieth century emphasis was on training well-socialised citizens and well-trained employees with technical skills (Cedefop, 2010), the twenty-first century attention is focused on active citizenship (Veugelers, 2009), intrinsic motivation (Grugulis & Vincent, 2009; Payne, 2000), the ability to work together (Leckey & McGuigan, 1997), and proactive adaptability and resilience to changing circumstances (Hillage, Regan, Dickson, & McLoughlin, 2002). Prerequisites for these so-called twenty-first century skills are self-awareness and self-directedness of students (Savickas et al., 2009; Schulz, 2008). In education and educational policy, self-direction has until today often been conceived of as ‘self-regulation’ on the basis of individuals taking more responsibility, being in control and the development of metacognition.