Currently, in the field of guidance, relevant stakeholders including guidance
practitioners, educators and policy makers, have identified progression
for adults in education and employment as one of the key outcomes of educational
guidance. Lifelong guidance is now inextricably linked with lifelong
learning as a mechanism to enhance individual mobility in the workforce
for future economic growth. However, the current policy requirement for
measurable data through positivistic methods of analysis may not provide a
true reflection of individual progression. The author argues that methodologies
generating extensive qualitative data in the longitudinal tracking of clients
in adult guidance provision are now required. This is the topic of current
research by the author which aims to determine whether progression can be
effectively measured within the framework of longitudinal tracking systems in
adult guidance.
History
Publication
The Adult Learner: The Irish Journal of Adult and Community Education;pp. 74-87
Publisher
AONTAS
Note
peer-reviewed
Rights
First published in The Adult Learner: The Irish Journal of Adult and Community Education. 2007, pp. 74-87