On September 1st, 2nd and 3rd, the II International Congress on University Orientation (CIOU) took place in the Faculty of Education and Social Work (FEyTS) of the University of Valladolid.
Soledad Romero Rodríguez, Celia Moreno Morilla, M. Jesús Balbás Ortega, Eduardo García-Jiménez, Fernando Guzmán-Simón and Alejandra Pacheco-Costa, members of the Literacies research group (HUM 404); were in attendance to present the symposium “Orientation in Vocational Training. Challenges and proposals from a systemic and lifelong learning approach.”
It consisted of the presentation of the research trajectory of the group in relation to vocational training orientation, organized in different contributions.
Contribution 1: Orientation throughout life, from a narrative-systemic approach.
Soledad Romero-Rodríguez y Celia Moreno-Morilla
This first contribution presented the theoretical approaches on which research on guidance for career development in Vocational Training is based, focusing on the narrative-systemic approach (Romero-Rodríguez, 2013), which takes McMahon and Patton’s proposals as reference (McMahon and Patton, 2018; Patton and McMahon, 2014); as well as the Life Design approach developed by Savickas (2011, 2012). The research was contextualized as part of the framework of guidance policies conceived as a lifelong learning process.
Contribution 2: Guidance for the development of the professional career in FP. Challenges for intervention with collaborative approaches.
Soledad Romero-Rodríguez, Celia Moreno-Morilla, Tania Mateos-Blanco, Eduardo García Jiménez
The second contribution showed the main results of the Orientacual and La orientación en la Formación Profesional Andaluza (FPA): Diagnósitico, Retos y Propuestas. projects. The purpose of the first was to identify the orientation needs of Vocational Training students, as well as to design and evaluate a program and an orientation platform. An analysis of the orientation situation in the FPA was carried out, as well as the identification of challenges and action proposals that would allow the development of a comprehensive orientation model.
Contribution 3: Innovation in the training of guidance agents. A competency-based training experience.
Tania Mateos-Blanco, Celia Moreno-Morilla, Soledad Romero-Rodríguez, M. Jesús Balbás Ortega, Eduardo García-Jiménez, Fernando Guzmán-Simón, Alejandra Pacheco-Costa
The third contribution presented innovation projects focused on the training of university educators and guidance professionals. This training is presented as an orientation process in which the student body acquires the competences of career management for the construction of their professional and vital project. For the development of this process, narrative methodologies of intervention were used through multimodal tools (Visual Arts), and all the projects presented have been carried out within the framework of the calls for innovation projects of the Third Own Teaching Plan of the University of Seville.
Contribution 4: Exploring how to guide for career development from childhood. A study from an ethnographic-collaborative approach.
Celia Moreno-Morilla, Soledad Romero-Rodríguez, Eduardo García-Jiménez, Fernando Guzmán-Simón
The fourth contribution addressed the research process and the findings found in relation to the development of career management competencies in girls and boys in Early Childhood and Primary Education. This research was developed within the framework of the APErtURAproject, which focused on the study of literacy as a social practice in areas in need of social transformation.
The last contribution was intended to share the future agenda of the research group in relation to career guidance, considering the continuation of the work on career development in childhood through the Matilda project. Another line of work focuses on the development of the careers of young people who have left the educational system prematurely (Second Chance Schools) or who are studying the first levels of professional qualification (Basic Vocational Training and Middle Grade Training Cycles) (Orienta-20 and Tempo projects). The intervention concluded with a participatory session with the attendees on the role of guidance in Vocational Training as a factor of equity and social justice.
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