The practical implications are for more progressive career learning, in conditions which enable 'due process' to establish viable bases for both choice and change of mind. This thinking more sharply differentiates careers education from guidance, setting out a strong rationale for the former. It does not replace DOTS, but extends it into a new-DOTS re-conceptualization termed 'career-learning space'. The effectiveness of career learning is determined by its transferable outcomes. New-DOTS thinking resonates with the conditions for transferable learning. There are possibilities here for building a strong consensus between practice, theory and policy.
It helps us in exploring our strengths and can identify the areas we really want to develop. These areas can be related to academic abilities, skills or personal characteristics.
Understanding what we want to develop, there are numerous ways of going about this. The approach depends on what we want to develop and may vary. ...Show more