References

Framework career guidance for young people

Sources

  • CEDEFOP (2019). Panorama. Professionalising Career Guidance.
  • Department Education and Skills (2016). Programme Recognition Framework Guidance Counceling (Department Education and Skills, Ireland).
  • GKB (2013). Generic Knowledge Base (GKB) for grade-two teacher training programmes and addendum.
  • Hughes, D., Meijers, F. & Kuijpers, M. (2015). Testing Times: careers market policies and practices in England and The Netherlands. British Journal of Guidance and Counselling, 43 (2),
    183- 201.
  • Kuijpers, M., F. Meijers & J. Bakker (2006a). Krachtige loopbaangerichte leeromgevingen in het
    (v) mbo: hoe werkt het? (Powerful career-oriented learning environments in intermediate and upper secondary vocational education: how do they work?). Driebergen: HPBO.
  • Kuijpers, M., Meijers, F. & Gundy, C. (2011). The relationship between learning environment and career competencies of students in vocational education. Journal for Vocational Behavior, 78 (1) 21-30.
  • Lusse, M. (2015). Van je ouders moet je het hebben. Met ouders samen werken aan het toekomstperspectief van de jeugd in Rotterdam-Zuid (With parents like these: working with parents to improve the prospects of young people in Rotterdam-Zuid). Rotterdam: Rotterdam University of Applied Sciences.
  • Netherlands Association of VET Colleges (2015). Qualifications file for upper secondary vocational education teachers.
  • Meijers, F. (2015). Loopbaanreflectie en docenten (Careers reflection for teachers).
  • Meijers, F., Kuijpers, M., & Gundy, C. (2013). The relation between career competencies, career identity, motivation and quality of choice. International Journal for Educational and Vocational Guidance 13 (1) 47-66. DOI: 10.1007/s10775-012-9237-4.
  • Netherlands Association of Career Guidance Professionals (NOLOC). Assessment frameworks for the Dutch professional register of career guidance professionals and Dutch professional register of career guidance professionals. Netherlands Association of Career Guidance Profes-sionals website (May 2016).
  • Runhaar, P., Brinke, D. ten, Kuijpers, M., Wesselink, R., & Mulder, M. (2013). Exploring the links between interdependence, team learning and a shared understanding among team members: The case of teachers facing an educational innovation. Human Resource Development International, DOI: 10.1080/13678868.2013.856207.
  • Schiersmann, Katsarov (eds) (2012). NICE framework for the Academic Training of Career Guidance and Counselling Professionals.
  • Dutch Secondary Education Council (2011). LOB en professionaliseren in verschillende vormen en maten (Career education and guidance: professional development in all its shapes and sizes).
  • Winters, A., Meijers, F., Kuijpers, M., & Baert, H. (2012). Can training teachers stimulate career learning conversations? Analysis of vocational training conversations in Dutch secondary vocational education. Journal of Vocational Education & Training,
    DOI:10.1080/13636820.2012.691536.
  • Winters, A., Meijers, F., Harlaar, M., Strik, A., Kuijpers, M. & Baert, H. (2013). The Narrative Quality of Career Conversations in Vocational Education. Journal of Constructivist Psychology 26(2), 115-126.

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