CHAPTER 4: A MODEL FOR CAREER DEVELOPMENT PRACTICE IN SINGAPORE

Without education and challenge, this continual narrow focus will continue to stymie the professional development efforts of career educators, researchers, and the work of the Career Development Association of Singapore to grow the profession and building a business case for private practice to flourish. Apart from the different terminologies used, an analysis of the models of career development provision reveals a general preponderance of delivery in three key areas: career development in the educational sector (i.e., equipping students between high school and tertiary education with career awareness, knowledge, and skills), career development with adults on an individual basis, and career development for adults within organisational settings. In the UK, the bulk of career development and guidance provided through the school system comprises the range of interventions as follows (National Careers Service UK, n.d.): * face-to-face guidance in a career centre and guidance over the phone * redundancy support * training fund application * apprenticeship advice * online career assessment tools and resources * apprenticeship * help with resume writing, job applications and interviews * career events Similarly, in the US, Dykeman et al. [...]career development services for adults in Canada include individual and group interventions and programs, such as career assessment, counselling, information and resource management, work development, and community capacity building (National Steering Committee, 2004, as cited in Lalande & Magnusson, 2007), while services in UK include informing, advising, counselling, assessing, enabling, advocating, and providing feedback (Development of Adult Continuing Education, 1986).