Supporting influences

For our comments on supporting influences see chapter 5.5., where we, among other, stress the importance of addressing issues related to the complexity involved in promoting the learning goals of key competence nr. 7 – e.g. the interplay between contextual and individual factors.

Possible obstacles when implementing new learning goals

In compulsory schools we believe that it is of great importance that career issues are being integrated in the formal school curriculum. Careers Education facilitates the transition from school to work by providing all children with an insight into the world of work and the possibility to reflect upon how available career options and educational pathways, coincide with their personal goals and aspiration. However it poses a problem, that Careers Education in Denmark not is an independent subject, taught in a specified number of lessons.

As we have described in chapter 3.1. Careers Education is organised in cooperation between the local school and the Youth Guidance Centre. And, since the targets are only suggestive and not a subject of evaluation (like other school subjects), the quality will rests on local priorities and decisions – e.g. in regards to specifying teacher’s qualifications, and the didactical, theoretical and methodological approaches.