Publication details

Využívání služeb kariérového poradenství žáky středních odborných škol

Title in English Th e Use of Career Advisory Services by Students at Middle Vocational Schools


Type Article in Periodical
Magazine / Source Pedagogika
MU Faculty or unit

Faculty of Arts

Keywords career advisory service; social justice; pupils in vocational education; higher secondary education
Description The importance of career advisory services is usually discussed in relation to its value for individuals, but in this study attention is focused on one of the wider social goals of these services, and specifically the question of how career advisory services can contribute to social justice in society. Th e goal is to identify the role of career advisory services in tackling social inequalities. Method: The text is based on data obtained by questionnaire in the course of March and April 2018 among pupils in the final year of full-time studies at middle vocational training centres and middle vocational schools in the South Moravia and Moravian-Silesian regions. The roles of career advisory services are uncovered via statistically significant differences between those who used the services and those who did not as correlated (or not) with gender, subjective rating of educational results, type of completion of studies, and educational aspirations. Results: 14% of the 3096 pupil-respondents had consulted a career expert. These services had more frequently been used by pupils who had changed school in the course of their studies, rated their educational results as “one” (i.e. highly) on a scale of classification, had declared an improvement in their educational results in the course of their studies and those with an idea of their educational and/or work future. By contrast pupils who rated their educational results as “sufficient” (i.e. mediocre) or are unsatisfied with their results, more often just plan to use the services of an expert. A one-off consultation with an advisor has more often been sought by those who do not see themselves going into work connected with their field of school studies so far, but have aspirations to achieve a higher level of education than the level they are just finishing. Conclusion: The findings described suggest that career advisory services have the potential to contribute to social justice via three roles that develop depending on the profiles of pupils-clients and their reason for consulting the service.
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