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Career competence - a European perspective by Ronald Sultana

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Keynote presentation at the NVL CMS Conference in Malmö, November 2017

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Career competence - a European perspective by Ronald Sultana

  1. 1. Career competence aeuropeanperspective ronald g. sultana university of malta malmö - november 2017
  2. 2. Key points 1. Career Management Skills: an EU story 2. Revisiting the CMS narrative 3. Emancipatory work education
  3. 3. Career Education & Guidance in Europe … and beyond [2000-2015 … ]  Improving access to guidance  Career management skills  Enhancing quality of services  Co-ordination of services 57and counting…
  4. 4. Outputs  Reports  Handbooks  Common guide tools  Peer learning visits  National frameworks  Concept papers  Political resolutions  EU Network (ELGPN) …policytravel…
  5. 5. CMS Competences that help individuals and groups to gather, analyse, synthesise, organise & use information about – Self – Education – Occupations Career competences support: – self-understanding/development – exploring/dealing life, learning & work – especially during change & transition Career competences: awareness – of what you do – of what you could do – of how individuals > are formed by their activities & actions > while simultaneously affecting their own opportunities for the future (Thomsen, 2014, p.5) Decision-learning Opportunity awareness Transition skills Self-awareness DOTS
  6. 6. critical reflections…
  7. 7. education for work or education about work
  8. 8. Work is important because:  Access to livelihood  Sense of purpose  Self-expression / creativity  Workplace conviviality  Community membership  Social recognition / inclusion  Part of something bigger than self  Helps fill the time Work is alienating because: Income at cost of health  Jobs too small for our spirits  Profit over nourishment of sel  Divide and rule  Social hollowed out  Extreme individualism  Notion of ‘arete’ lost  Non-decent work
  9. 9. Impact on CG theory and practice message Changes in the social and political environment Changes in the economy and the world of work Changes in the ecosphere and natural environment
  10. 10.  deepened social gap  intensified global inequality  insecurity abounds  competition vs solidarity Zygmunt Bauman Richard Sennett Noam Chomsky Careers… In liquid modernity  concentration of wealth  monopolisation of profits  eroded democracy  individualisation ‘Careers’ or ‘jobs’? Work, labour or toil? — intensification — precarity — short-term — temping — part-time — non-unionized…
  11. 11. Mainstream narrative New spiral ‘career’ Spiral (ideally upward) through: - different roles - different organizations - different skill sets - Need judgment / resilience / flexibility…  Portfolio careers  Boundaryless careers  Protean careers  Automation: disposable careers  The mobile (rootless) worker at service of globalization  Choice replaced by career management – life design  Chameleon careers: employability, not employment…
  12. 12. Problems with this narrative inevitability generalisability normativiity
  13. 13. normativiity inevitability generalisabilit y  Change is good  Benefits all  Trickle down  Economic model  Consumerism  Self-harm  Planetary harm  Objects/subjects  Who decides?  No alternative?  Being vs having  Reality of class  Global south  Informal LM
  14. 14. weaving 3 discourses 1989 = 15 2017 = 70
  15. 15. Social efficiency Key words:  fit, match, supply-demand  societal needs  realism, placement  trait-factor approaches  competence approaches Developmentalist Key words:  self-fulfilment  choice  facilitative  constructivist approaches  narrative approaches Social reconstructionist Key words:  decode/’read’ the world  critical, reflective practice  emancipatory  structural approaches  advocacy approaches
  16. 16. Standpoint “Give me a lever and I will move the world” Some ‘fundamentals’: 1. The absolute dignity of the human person 2. Living above a poverty line is minimal condition 3. Life is about expansion of ‘beings’ and ‘doings’ 4. Choices should not lead to deprivation 5. Equity trumps equality 6. We are ‘free’ but everywhere we are in chains 7. Some are freer than others to access ‘goodies’ 8. Preferential option towards most vulnerable
  17. 17.  Theories of social justice  Critical theory  Reproduction theories  Rational choice  Structuration theory  Liberation psychology/theology  Network/social capital theories  Globalisation/Europeanisation  Epistemologies of the South  Foucault (e.g. governmentality)  Capability approach Willis, Bourdieu, Boudon, Gambetta, Freire, Santos, Giddens, Bauman, Sennett, Blau, Foucault, Sen, Fraser, I.M. Young, Barrò, Gilligan, Butler, Dale & Critical concepts and paradigms … Critique impact of neoliberalism | NPM | human capital theory …
  18. 18. emancipatory work education  Intervention in the lives of people  Troubling master (hegemonic) narratives – promote reflexivity  Conscientisation: see how we reproduce societal discourses  Support in the deconstruction of these narratives  Reconstruct these narratives to work in community interests  Recognition and naming of injustice  Encouraging the ‘capacity to aspire’ (Appadurai), move beyond ‘bounded rationality’ (Simon), and ‘adaptive preferences’ (Nussbaum), contest ‘realistic choices’ (Colley), enhance ‘horizons for action’ (Hodkinson et al.)  Beyond conscientisation – civic engagement | advocacy
  19. 19. emancipatory work education  Meaning/ nature of work  Work trends  Alternative forms of work  Decent work  Workers’ rights  Trade unions  Gender gaps  Horizons of possibility  Brain vs brawn?  Socialisation of risk  Work you can build a life on  Stereotyping  Capacity to aspire  Safety, health, wellness  Why unemployment?  Globalization  Deskilling  Sustainability | ecology  Work/life balance  Precarity | austerity  Social vs ‘heroic’ resilience  Self-employment  …from denizens to citizens ….….….….….….….….….….…… Work education for social justice..
  20. 20. Resources: https://goo.gl/7xb36o Publications: www.um.edu.mt/emcer Contact: ronald.sultana@um.edu.mt tack

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