2007/HRDWG/FOR/006b Case Study of Korea: Sustainable Career Development Throughout Working Life - Policy Issues and Insights (Paper)

Transcription

1 2007/HRDWG/FOR/006b Case Study of Korea: Sustainable Career Development Throughout Working Life - Policy Issues and Insights (Paper) Submitted by: Korea Research Institute for Vocational Education and Training (KRIVET) Forum on Sustainable Career Development Throughout Working Life Chiba, Japan November 2007

2 Sustainable Career Development Throughout Working Life - Policy Issues and Insights - The APEC Forum on Human Resources Development Chiba, Japan 14th - 16th, November, 2007 Dr. Ji- Yeon Lee KRIVET Korea Research Institute for Vocational Education & Training

3 Contents Career Development Sustainable Career Development The Need for Sustainable Career Development Career Resilience and Sustainable Career Development Changing Career Expectations Changing Life Views Changing Environment Career Guidance in Schools Career Guidance in Colleges and Universities Career Guidance in Public Employment Services Career Guidance in Community-based service Strong co-operation between education and employment Consolidating Career Development Guidelines Strengthening Career Guidance facilitator s Professionalism Meeting the career guidance needs of All Strategic leadership by exercising in co-operation with other stakeholders Setting career development competencies within in new technology and globalizations Establishing a Lifelong Guidance System

4 Strengthening Career Development Support System for All in Life Stage List of Tables <Table 1> Advancement Rate and Wage Differentials by Educational Level List of Figures <Figure-1> Labor Participation Rate and Unemployment Rate by Sex <Figure-2> Career Education Model across Life-Span

5 Most career development efforts are directed to occupational preparation in response to technological advances, new management process, and the changing economy. However, other workplace characteristics have career implications as well characteristics such as the changing conditions of employment, alternative work arrangements, and aging population. Career development in the education and training of youth and adults must move to new levels to keep up with theses workplace developments. Career management skills such as creative thinking and problem solving may have a new focus as workers strive to navigate through new and uncharted employment practices for their sustainable career development throughout working life. Career Development A career is the sequence of positions, jobs, and occupations that a person occupies and pursues during the course of a life of preparing to work, working, and retiring from work (Super, 1990) Career development is the unfolding of capabilities and requirements in the course of a person s interaction with environments of various kinds(home, school, play, work) across the life span (Dawis, 1996) IT IS CRUCIAL TO MAKE CLEAR A DEFINITION OF CAREER DEVELOPMENT before unfolding this article. To summarize a number of definitions of career or career development, career is a subset of work characterized by volition, pay, and hierarchical and thematic relationships among various jobs over the course of the life-span. Thus, career development means working out of a purposeful life with relation to what they do in all aspects of one s life. It has significance when today s definition is compared

6 with old notion of career development, choosing a vocation. It contains more widening range of period, contents, and agency for individuals. Due to increasing concerns of career development and integrating perspectives in one s life, sustainable career development has to be highlighted. Sustainable Career Development The term sustainability is also open to many different interpretations. Generally, however, it refers to the ability to ensure that we are able to meet the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development 1987). The concept of sustainability proposes a balance between biophysical, economic, social and political systems (Fien 2001). To achieve sustainability, governments, the community and individuals need to change attitudes and behaviours to look beyond a purely economic agenda, and accept that the environment does not have limitless resources. Education has been nominated as a key agent for change in this process, with education for sustainability growing in prominence both nationally and internationally. Within the education sector, career education and career guidance has a central role to play in changing the way we as individuals approach work and life, by providing the skills to think and act with a wider vision of sustainable development in mind. The need for sustainable career development THE WORKPLACE IS RAPIDLY TRANSFORMING with diversity of the world. There are widespread assertions that the international restructuring of the workplace has changed every aspect of work such as decreasing security, longevity of jobs, increasing the importance of adaptability, skills, and teamwork (Gysbers et al., 2003). Many research evidences identified several factors influencing the emerging trends of workplace as follows.

7 The pervasive effects of advanced information, communication and technology The change of relationships and social psychology of work Widening international global economic competition Changing employment forms: the decrease of permanent job Emerging new concepts of career development The increase of average educational requirements in employment The increased significance of Knowledge Worker The context of lifelong education Changing demographic patterns in workplace Changing concept from career maturity to career adaptability To employability security from employment security Additionally, these changes of workplace also cause a number of reported psychological problems, such as, anxiety from ambiguous career path, and low job stability, and frustration due to a role conflict at home and work. In addition company downsizing, early retirement, and the growing use of contingent employment has led some people to fear that full-time employment will not be available to them. These negative experiences of employees make sure of increasing needs for sustainable career development throughout working life. In sum, the dramatic changes in various aspects of job context, such as, the enhancement of technology, the changes of politic, economy, demographics, and globalization, make workers more embarrassed. More workers are required to alertly cope with a new situation than before, which means they have to participate in a series of obtaining new information, transferring their skills to other areas and even equipping flexible attitude. At this point, the sustainable career development is deserved to be emphasized. It would enable to cope with variable circumstance and promote individual career development throughout their whole life. Career Resilience and Sustainable Career development The concept of career resilience has several implications for sustainable development. To summarize a few definitions of the concept, one is the ability to adapt to changing circumstances, even when the circumstances are discouraging or disruptive, and another is the result or outcome of being

8 career self-reliant In sum, career resilience refers to individual career development developing the knowledge and skills required to make a visible and personally motivated contribution to the organization and its customers (Collad et al, 1996). To achieve successful career development with career resilience, above all, flexible attitude has to be equipped. Teamwork, effective communication, adaptability to change, positive attitudes, continuous learning, self-confidence, willingness to take risks, and a commitment to personal excellence are all characteristics identified in career resilience (Bettina, 1996). It enables to adapt effectively to new-emerging job circumstance for one s sustainable career development. Individuals need to prepare themselves for redefined career paths that require resilience and an ability to be self-reliant. They must continually update their skills, looking ahead to the future and to market trends as well as to the current demands of the workplace (Collard et al, 1996). They must have a plan for enhancing their performance and long-term employability (Waterman, Waterman, and Collard, 1994). In these contexts, career resilience would be a concept, presenting effective ways to adapt new circumstances, for sustainable career development. Changing Career Expectations Economic and cultural changes in the workplace are creating frustrations for many workers. The patterns of employment are also changing, and more corporations and employers do not guarantee the security and longevity of jobs any more. Employment with forms of part-time/temporary jobs is increasing, and more workers suffer from anxiety causing from not having a persistent identity as a worker and an individual. Thus, workers in new forms of employment are recognizing the necessity of readjusting their career expectations as a means of fulfilling for their work and love as two essentials for healthy and mature adulthood viewed by Freud (Merram and Clark, 1991).

9 Changing Life Views Many people usually have a linear view of life, and put their desires paralleled on the linear life. Those people see life as a process steadily going upward through hard work and perseverance, and subconsciously or consciously believe that good works and deeds will lead to success and happiness. This way of easygoing thinking makes people not prepared for unexpected events that interfere with their life plans. The cyclical view of life suggests that there is a time appropriate for everything patterns are repeated but each has a unique meaning at different times. A cyclical view of adult life promotes self-renewal. It is characterized as follows (Hudson, 1991). It portrays life as a complex, pluralistic, varied flow, with ongoing cycles in nature, societies, and people. It assumes that life is developed through a cycle of changes and continuity rather than in progressive, straight lines. It portrays human systems as flexible, interactive, and resilient, permitting continuous adaptations. It considers continuous learning to be essential to the constant improvement of adult competence. The cyclical view has a suggestion that adults discard outmoded habits, and then, learn new ways to live effectively coping with changing circumstance. It recognizes that adults need not the only knowledge and training to make the changing external world work but self-knowledge and training to make the internal world effective (Hudson, 1991) Workers have been touched by significant life events related with jobs, family, and health and established a life structure only to move toward a new life structure. It is in transition from one life structure to another that many get lost. Changing Environment Aging of Population Aging of the population is the most salient feature observed in Korea s population structure. Currently, Korea has become an aging society according to UN criteria, and the percentage of over 65 reached 8.7% in Korea is expected to become an aged society in It is remarkable that it

10 takes only 19 years in Korea compared to 24 years in Japan, 40 years in Germany, and 47 years in the U.K. Even though such a rapid rate of population aging in Korea, there is a negative attitudes and stereotypes toward older workers. Ageism denies older workers equal opportunity and equitable treatment and appears to be a serious issue in the workplace. Among the barriers faced by older workers the following is most significant: managerial biases that they are too costly, too inflexible, and too difficult to train resulting in a lack of access to training that would enable them to maintain their productivity and value, in other words, sustainable career development. Growing Female Labor Participation According to <Figure 1>, the labor participation rate for females has rapidly surged from 37% in 1963 to 49.8% in This figure is in contrast with the labor participation rate for males, which dropped from 78.4% in 1963 to 74.8% in As a result, the gap between labor participation rates by sex drastically narrowed from 41.4%p in 1963 to 25.0%p in Though the labor participation rate for females has increased in a relatively short period, the figure is still lower than those of OECD countries like the U.S. (59.5%), U.K. (55.6%) and Sweden (60.4%). After the 1990s, as the number of females with high school or better educational background increased, the gender segregation of occupations gradually faded and the scope of female participation widened. Female labor participation entered a new phase, resulting from the increase in skilled female workforce with higher educational attainments and the female-friendly change in industry structure caused by the rapid growth of IT and the service industry.

11 <Figure -1> Labor Participation Rate and Unemployment Rate by Sex Source: Korea National Statistical Office, Annual Report on the Economically Active Population Survey, various years. Expanding Higher Education According to <Table 1>, the advancement rate of high school graduates to college has surged from 27.2% in 1980 to 89.8% in Since the 1980s, Korea has maintained a policy of expanding higher education opportunities for high school graduates. Regulations restricting the establishment of two- and four-year colleges have been relaxed, and existing institutions are allowed to increase their student enrollment. Consequently, in Korea, college education has become popularized among the youth, and the general educational level of the population has rapidly increased. In this sense, higher education must play a vital role to support student s sustainable career development by responding to new technology and globalization and providing life-long learning environment to all. <Table -1> Advancement Rate and Wage Differentials by Educational Level (Unit: %) Year Advancement rate Wage differentials

12 Elementary middle Middle high High college Middle school graduates High school College graduates graduates & above Notes: 1) Wage differential by educational level means relative wage index calculated under the assumption that the average monthly wage of male high school graduates equals ) Advancement rate = (number of advanced graduates/number of total graduates) 100. Source: 1) Korea National Statistical Office, Annual Report on the Economically Active Population Survey, various years. 2) Ministry of Education & HRD, Statistical Yearbook of Education, various years. Career education and career guidance has a central role to play in changing the way that individuals approach work and life, by providing the skills to think and act with a wider vision of sustainable development in mind. Career education and career guidance has generally focused on helping people understand the relationship between education and work and acquire employability skills. Therefore, looking at the reality of career guidance system in Korea suggests the issues and insights for policy applications in sustainable career development throughout working life Career Guidance in Schools The ministry of education and human resource development has the responsibility of career education and career guidance. The school system comprises twelve years of school, followed by six years of primary school, three years of middle school, and three years of senior high school. There is a national curriculum, but some decisions about the detailed content of the curriculum have been devolved to the 16 provinces and to individual schools. The first educational decisions with major career implications are made at the end of junior high school, around the age of 15. Of students in senior high

13 school, nearly two-thirds are in academic general high schools, and the remainder in vocational/technical high schools. Most of the former aim at college entrance; it is also now much more possible than in the past for students to go to college from the vocational/technical schools. The pressure for entrance to prestigious colleges means that many parents supplement school provision with private tuition for their children. The main guidance specialist in schools is the school counselor, who is a qualified teacher with (usually) some additional specialist training. Their role covers not only educational and career guidance but also dealing with personal and behavioral issues: the emphasis appears to be shifting from the latter to the former. Across the 4,820 junior and senior high schools, there are only 185 school counselors devoting two-thirds or more of their time to this role; other schools usually have one or perhaps more counselors with a smaller amount of time perhaps a few hours per week for this work. Most career guidance delivery in schools, however, is provided by the homeroom teachers. Almost all subject teachers also act as homeroom teachers for a group of students, seeing them for a short period (perhaps ten minutes) at the beginning and end of each day, largely for registration purposes. They also have a variety of other duties in relation to their group, which can include administrative, disciplinary and guidance tasks. The role of the school counselor is to supply the homeroom teachers with information and support, and to see students who require specialist help. In practice, the content of most guidance is focused around college entrance, and particularly decisions about which colleges and field of study to apply for. Such guidance is informed largely by school marks and aptitude/interest test results, and appears in general to pay little or no attention to clarifying longerterm career aspirations. Career education is currently being introduced into the school curriculum. The 7th School Curriculum (the latest version of the national curriculum framework, which is revised every five years) permits The Employment and Career as an elective extra-curricular subject for two hours per week for one semester (i.e. a total of 68 hours), both in junior and senior high school. There is little opportunity for most school students to experience the world of work. Vocational courses in senior high schools are legally obliged to include work experience, commonly in the form of a pattern in which some or all of the final year is spent on appropriate work-based training. Some difficulties are experienced in securing adequate placements for such programs, and this appears to consume most of whatever resources and energies are available for school-industry co-operation. Certainly there are

14 very few exploratory work-experience programs for vocational education students prior to choosing their vocational field, or for general education students. Elementary and junior high schools may organize career days or career weeks which include work visits. Schools sometimes also have careers talks from parents, alumni, local business people or career experts. In addition, senior high schools are required to encourage all students to undertake community work during school vacations: this is given credit by colleges for entrance purposes (largely on the grounds that it indicates the possession of social and moral values) and may provide an opportunity for some work experience in the social-service sector. In 2007, the ministry of education and human resource development announced the Job experience day in every May of third weeks. The purpose of job experience day is to give opportunity to students for real experience of the world of work. The Korea Research Institute for Vocational Education and Training (KRIVET) is developing guidelines and manual for work-based career guidance to support each schools job experience day. Schools have access to some external support for their guidance work. Each provincial office of education has an Education and Science Research Institute, which may provide career education guidelines and information resources, and also undertake some monitoring of career education provision. Vocational counselors from the public employment services commonly visit schools to administer psychometric tests and run group sessions to help students interpret the results; they have also recently piloted one-week job-seeking courses for senior high school students in the period immediately after the college entrance examinations. In addition, schools can refer students to local youth counseling services for psychometric testing and vocational counseling as well as other forms of counseling. Career Guidance in Colleges and Universities Employment information centers in universities and colleges, in general, have very few experienced persons (on average, 3.2 persons in universities and 1.5 persons in colleges).. The main reason for their limited experience is that career practitioners are too often transferred to other positions within the organization for future promotion, since working in the employment services center is not considered favorable to their promotion prospects. As a result of this, most of the career practitioners working in employment services centers lack the necessary skills to provide quality career guidance. From the

15 perspective of student services, counselors at student counseling centers are mostly graduate students majoring in counseling. They tend to focus on personal and psychological problems and are not sufficiently trained for career development competencies such as self-knowledge, career information exploration, career planning and effective job-seeking skills. Career Guidance in Public Employment Services The Ministry of Labor is extending the target of PES from the unemployed to youth. The Ministry of Labor presented a PES innovation strategy in May of One of the plans is to support career guidance in schools by providing job experience ( Job School program) and psychological test services (aptitude and interest tests). In addition to these services, the Ministry of Labor is undertaking a project to establish a comprehensive job experience complex inspired by Japan s Job World. In order to support career education in schools, it is necessary to develop accurate information on jobs and education. The Ministry of Education and Human Resources Development consigned Career Development Center (CDC) at KRIVET since 1999 to develop career development programs and information. CDC developed psychological tests and information on jobs and schools that are integrated into web-based comprehensive career guidance systems at CareerNet ( In 2007 CareerNet run by CDC at KRIVET provided cyber career counseling, psychological services, and self-directed career development program such as Aro-junior for elementary students and career vision for university students. Near 2,000,000 students in national wide have membership in CareerNet which is an extensive on-line career information and guidance system designed as a career development system, based on similar principles to the US DISCOVER and SIGI-Plus systems; it is customized to a range of different users, from elementary-school students to teachers, researchers and career development practitioners; it includes not only databases of occupations and education/training opportunities but also aptitude and interest tests which are completed by around 90% of users; and it also incorporates a web-based counseling service in which questions can be placed on a message-board and answered either publicly or privately. Another useful facility is a listing of career counseling services, by area. Much of the occupational information is adapted from the Work Information Centre s WorkNet; it is supported by short video-clips.

16 The Central Employment Information Office (CEIO), which is under the authority of the Ministry of Labor, also developed psychological tests and provided services through Youth Worknet ( as well as occupational information. In order to provide extensive job information, CEIO runs an additional website, KNOW (Korea Network for Occupations and Workers), which was developed after modeling on O*NET in the U.S.A. Career Guidance in Community--based services A network of youth counseling services has been established by the Ministry of Culture and Tourism. It comprises regional offices in each of the 16 provinces, plus 118 youth counseling centres which are funded by the municipalities. Their target group is aged 9-24, and they offer counseling services on a wide variety of personal and social problems, including career issues. The aims of the service include instilling a sense of morality and spirituality in our youth. Around half of clients are referred by schools and other organizations; the other half come on a self-referral basis (the referrals include more boys; the self-referrals more girls). Most are seen individually, but there is also some group counseling: in all, around 899,000 young people were seen by the centres in the most recent six-month period. About 30-35% of the issues they deal with are career guidance issues, particularly relating to choice of college major (choice of institution and other information-based issues are left for schools to cover). Especially where there are conflicts in this respect between students and parents, some centres like the parents to come too. Extensive use is made of aptitude and interest tests. Complementing these services is a Cyber Youth Counseling Centre run by the Korea Youth Counseling Institute which includes a problem-solving encyclopedia (a database of around 6,000 cases), message-board counseling (where users can post messages, share their problems with one another and work together to solve their problems), counseling, and chat-room counseling which includes a video counseling facility (all the cyber counselors are equipped with a web-cam; although it is used only rarely at present, partly because not many clients have this facility, it is viewed as offering potential for future development). Of the concerns raised by cyber counseling clients, 6% are career problems. The institute also runs a telephone counseling service: there are plans to have a single national number for this service, with calls being routed to the local youth counseling centres.

17 Another extensive though less strongly co-ordinated network of community-based services is the network of human resource centers for women. There are around a hundred of these, some funded by national government and some by the provinces. They provides education and training courses, and offer career information and counseling services for women. For example, Kyonggi Women s Development Centre(KWBC) plays a vital role to support women s career development. KWBC offers assistance for women who want to set up their own business (including incubator facilities), and runs one-week career planning courses for unemployed women and for single mothers, as well as providing web-based and face-to-face career guidance services which include testing programs and a job-placement service. Its web-based services include databases on educational courses, child-care facilities, women experts, and companies with women as chief executives: it was built by women employed through a public-works program. Among the staff of the centre are several people with social-welfare and counseling qualifications. A short course (one day per month for five months) on career guidance was provided by KRIVET for staff from this and other women s centres in the province. There are also a number of voluntary organizations which include career guidance and placement services in their range of services. These include religious organizations, the YMCA and employers federations. Thus, for example, 36 manpower banks for older workers have been set up in a variety of organizations including YMCA, Korean Elderly Association centres and social welfare centres. Strong co-operation between education and employment To achieve successful career development for working life, various career guidance agencies should be more connected with each other. The Ministry of Education and Human Resources and the Ministry of Labor need to work much more closely with one another. For more effective coordination of the two ministries, it is necessary to build a clear co-ordination mechanism for key officials. There have been joint committees to discuss policies for youth

18 unemployment, but little has been done to promote close coordination between the two ministries. In addition to ministerial links, local level links are also required. Provincial education offices, comprehensive employment security centers, colleges and universities should collaborate much more closely via the exchange of information and services to support sustainable career development for all. There also need to be closer links between KRIVET and the Central Employment Information Offices. Though CEIO develops excellent materials and information, they lack an educational perspective. Through collaboration, CEIO can benefit from KRIVET researchers educational professionalism, and the two organizations can generate a synergy for supporting life-long career development for various target groups. Consolidating Career Development Guidelines To support career development for all people, from students to the elderly, national guidelines for career development should be established. They should include goals, contents, and delivery methods of career development for each age group. Based on these guidelines, curriculum for career education can be developed, programs can be designed, and curriculum for training professionals can be constructed. National Career Development Guidelines of the U.S.A. and Blueprint for Life/Work Designs of Canada are good examples. In the development of BLWD, the NLWC (National Life/Work Center) performed a leading role in cooperation with HRDC (Human Resources Development Canada), IC (Industry Canada) and various other professional groups (these included Canadian Labour Force Development Board, Canada Career Information Partnership, Canadian Career Consortium, Canadian Career Development Foundation, Canada WorkinfoNET). KRIVET made an attempt to develop similar national career guidelines under the consignment of the Ministry of Education and Human Resources Development, but it revealed certain limitations, especially since various organizations related to career guidance did not participate in the process. Therefore, future endeavors to revise these guidelines should be based on a national cooperating mechanism for career guidance.

19 Strengthening Career Guidance facilitator s Professionalism Staffs for career guidance widely vary in their level of professionalism. In schools, teachers who are in charge of counseling have either master s degrees or counseling teacher qualifications as a result of on-the-job training. However, their professionalism is not specific rather than being focused on career counseling. Career education is provided by teachers with various majors and they often tend to be insufficient to support the career development of students. On-the-job training programs are provided mainly by provincial offices, KRIVET, and CEIO. Because these institutes have limited resources to cover all of the training needs, alternative ways to expand the scope of training are currently being considered. For example, KRIVET is conducting a project to develop an e-learning program on career education for teachers. In order to develop their competencies, more opportunities for training need to be provided and they need to stay longer in career guidance positions instead of being transferred frequently through the personnel transfer and rotation system. It is also recommended that a national competence framework for various levels of career guidance be established, based upon which training curriculum can be developed, and the effects of training can be evaluated. Thus government needs to play a more direct role in reshaping the nature of the career guidance workforce and its qualification and training arrangements. In particular, comprehensive competency frame works need to be developed such as developing skills in ICT use in career guidance; training for support workers; providing an understanding of labor market changes; developing skills for curriculum-based delivery; teaching practitioners how to develop clients career self-management skills; and teaching practitioners how to organize and manage career guidance resources, as opposed to direct personal service delivery. Meeting the career guidance needs of All Meeting the career guidance needs of schools, out-of-school and at-risk youth, adults, and to be linked to work experience is the most important factor. KRIVET currently develop career guidance programs for various targeted groups. Most of these programs are, however, targeting a wide range of people, and do not reflect the specific needs of various groups within the same age range. In order to help professionals in career guidance provide high quality services, it is important to have programs and reliable information

20 corresponding to the specified needs of various groups such as drop-outs, technical high school students with learning difficulties, college students with learning difficulties, workers in small companies, and the elderly. Various types of learning can be applied to these programs: self-directed learning on the web; group activities; person-to-person counseling; and work experience. Since Korea has very strong infrastructure for web-based learning, prospects are high for self-directed web based learning systems for career development. KRIVET has developed web-based career exploration programs including Aro Junior for elementary school children, Aro Plus for secondary school students, and Career Vision for university students. These systems contain psychological tests for self-knowledge, vocational and educational information and tips for career decision-making. These elements are articulated with each other and services are provided free of charge via CareerNet. Individuals can keep records of their career exploration, and compare the history of their activities. Accurate and useful information on jobs is in high demand in career counseling and self-directed career exploration. This information should be able to connect labor and education markets, be qualitative as well as quantitative, and reflect local characteristics. To produce such information, a systematic mechanism needs be established not only at a national level, but also at a local level. More appropriate systems for the various interested groups need to be developed and utilized. An inter-agency agreement, identifying areas of potential collaboration and procedures for such collaboration among KRIVET, CEIO, local educational research offices, and private sector organizations would be beneficial. In addition, the results of using these various types of career guidance programs should be periodically systematically monitored and evaluated to ensure continuous improvement of the programs. KOREA IS FACED WITH MOMENTOUS CHALLENGES including population aging, shortening of skills lifecycle, new technology and globalization and the importance of lifelong learning and lifelong guidance

21 system. The Korean government aims to build a lifelong learning society and lifelong guidance system in which everyone will have the opportunities to learn, and upgrade their skills and knowledge throughout their lives. It seeks to improve the quality of life for individuals and strengthen national competitiveness. Extensive efforts are required to transform Korean society into one lifelong learning community and lifelong guidance system. Strategic leadership by exercising in co-operation with other stakeholders Governments have an important role to play in exercising strategic leadership and in co-ordinating career guidance services both at the level of policy development and in the delivery of services from various kinds of partners. Thus strategic leadership and co-ordination need to be carried out by governments in co-operation with other stakeholders such as education and training providers, employers, trade unions, community agencies, students, parents, consumers, and career guidance practitioners. Clear strategic leadership is needed to articulate a vision of how career guidance can support lifelong learning and sustained employability. Setting career development competencies within in new technology and globalizations Traditionally, career guidance has mainly been provided in schools and in public employment services. In schools, career guidance has focused upon helping young people at the point of leaving school with key decisions such as which occupation or which major course of university study to choose. In public employment services, career guidance has largely focused upon helping the unemployed with immediate job decisions. In both settings face-to-face interviews were the typical career guidance delivery method by supplementing career information in printed form. In both settings information provision and immediate decisions have predominated over the development of careermanagement skills Therefore career guidance needs to change and play a significant role to support people s sustainable career development throughout working life. Career education and career guidance focused on helping people understand the relationship between education and work and acquire employability skills. However, the shift to new technology and globalization requires a broader set

22 of career management skills; hard (technical) and soft (interpersonal and communication)skills are equally important. The career management skills identified by a number of studies include as follows. Managing information, resources, and relationships with people as well as self-management Basic skills: reading, writing, computation, and most important, ability to learn continuously throughout life Flexibility, problem-soling and decision-making ability, adaptability, creative thinking, self-motivation, and the capacity for reflection Self-knowledge, educational and occupational exploration, career goal development, job search competencies such as resume writing and interviewing skills, career and personal development planning are important in career education. Moreover, the ability to take personal responsibility for one s career development is essential. Career educators must help people set these career development competencies with in new technology and globalization world of work. Establishing a Lifelong Career guidance System In designing lifelong career guidance systems, government must translate the need for wider access to services, and for a broader focus upon the development of career self-management skills, into practical sets of priorities and specific decisions about how resources are used. In broad terms, the first priority should be for systems and programs that develop career selfmanagement skills and provide high quality and impartial career information. Policies should not be based upon the assumption that everybody needs intensive personal advice and guidance, but should seek to match levels of personal help, form brief to intensive, to personal needs and circumstances. Policy makers need to decide: when the career guidance process should start; how long it should continue throughout life; how responsibility for young people should be shared at key decision points such as the transition form school to work or to tertiary education; whether services should be allage or age-specific; and what mix of present models and more innovative approaches.

23 Strengthening Career Development Support System for All in Life Stage Career guidance system for support one s career needs in their life stage is an essential part of individual s sustainable career development. The government needs to build a career development support system for all without any failures from pre-school to to-be-retired people. Supporting effective transition of school to work, work to work, and home to work is also requirement of one s life satisfaction and quality. In addition, more attention to the minorities is needed for supporting their career development. Development of career information and dissemination for fitting minorities are urgent issue to be solved. In addition, producing of career education indicators every year to predict and suggest a good policy issues is main task to be solved for strengthening career development system at the national level for the future. The The purpose of of Career Education Retirement Preparation Lifelong learning across a whole life life Improving quality of of an an individual life life Lifelong Career Development Job adjustment transition Effective Job seeking activity Non-formal Education Vocational Education Training Reinforcing Certification System Providing Career Information Supporting Self-directing Career Resilience Late Late Adulthood (Decline) Middle Middle Adulthood (Maintenance) Reasonable career decision Career preparation Formal Education Supporting Career Competency Matching School-Industry Partnership Strengthening Career Experience Improving Career Curriculum Early Early Adulthood (Establishment) Career Exploration Adolescence (Exploration) Career Awareness Childhood (Growth) The The world of of job job Life Life Cycle Birth Childhood Age Female(Male) Elementary school Middle School High School College /University Beginning job Changing/ losing job (28) (36-46) Retirement Death 57 80(77)

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