Social Exclusion and Career Development: A United Kingdom Perspective (Report‪)‬

Introduction Career development has traditionally had a strong link with a concern for social equity and social justice. The origins of the vocational guidance movement in the United States of America were as contributing to a process of gradualist social reform, seeking to improve the work conditions of the poor (Brewer, 1942; Stephens, 1970). Much the same was the case in the United Kingdom (Peck, 2004). More recently, the Organisation for Economic Co-operation and Development (OECD) in its analysis of policy goals related to career guidance (2004), identified social equity goals as one of the three main sets of such goals, alongside learning and labour market goals.