ABSTRACT
The role of guidance is receiving ever-greater attention, in relation both to educational change and to lifelong career development. The notion of more individually driven ‘careers for alP, linked to continuous learning throughout life, is being viewed as the means of achieving the ‘skills revolution’ Britain requires if it is to achieve competitive advantage in the global economy (CBI, 1989), as well as sustaining social cohesion within flexible labour markets (Watts, 1996). Effective guidance within compulsory education is seen as critical to laying effective foundations for lifelong career development; continuing access to guidance is viewed as essential for supporting the process of such development.
