ABSTRACT
In this chapter Butcher makes the case for learner-managed progression through learning and work, pointing out that, until comparatively recently, autonomy in this aspect of the student’s experience had been given little attention. She makes the key point that, from a capability perspective, ‘guidance’ should be a learner-managed process and not something that is passively received. The Law and Watts model relating to career orientation, she argues, provides a framework which students can use to help them make choices throughout their lives, and is not – as some have claimed – a relatively static model for matching student to career.
