Conference Program

Over the past decades, career guidance has undergone profound conceptual and institutional transformations. Changes in the organization of work and the globalization of economies have reshaped both the nature of careers and the expectations placed on individuals navigating education and labor markets. Within this context, career development theories have progressively evolved from models based on stable and linear trajectories toward frameworks emphasizing adaptability, lifelong learning, and self-directed career management (Marcarini, 2012). This paper examines the relationship between career development theory and guidance policies in the European and Italian contexts. Drawing on a review of relevant literature and a qualitative analysis of policy documents across the multilevel governance, the study investigates the extent to which policy frameworks reflect, or diverge from, theoretical developments in the field. The analysis is structured around three key analytical dimensions: definitions, aims, and beneficiaries of career guidance.

From a theoretical perspective, the evolution of career development theory is interpreted in relation to broader socio-economic transformations (Boland, 2024): the transition from relatively stable labor markets (Adlya & Zola, 2022) to more flexible and precarious employment regimes has contributed to the emergence of concepts such as boundaryless (Arthur & Rousseau, 1996) and protean careers (Hall, 1996), as well as renewed emphasis on career adaptability, reflexivity, and identity construction. While these frameworks have been presented as empowering individuals to navigate complex life trajectories, critical perspectives (Hooley, 2022; Aldrovandi et al., 2024; Sultana, 2022; Thomsen & Hooley, 2022) highlight how they also reflect neoliberal shifts that relocate responsibility for career management from institutions and organizations to individuals.

The policy analysis focuses on European lifelong guidance frameworks and Italian national and regional guidance policies. Findings show important areas of convergence between theory and policy: both conceptualize career guidance as a lifelong process, emphasize individual agency and adaptability, and frame guidance as a key component of lifelong learning. At the same time, significant tensions emerge: while literature increasingly emphasizes identity development, reflexivity, and social justice (Tomlinson et al., 2018; Hooley & Sultana, 2016), policy frameworks tend to prioritize employability, workforce activation, and alignment with labor market needs. As a result, theoretically rich concepts are often translated into more instrumental policy objectives linked to economic competitiveness and human capital development.

To explore how these dynamics unfold in practice, the paper presents the case study of #Orientati, a career guidance initiative implemented by the Veneto Region and financed through European Social Fund resources. The case illustrates how theory-informed policy principles can be translated into concrete guidance interventions through territorial networks involving schools, training providers, employment services, and local stakeholders. At the same time, it highlights how institutional mandates, sectoral governance structures, and broader neoliberal policy frameworks shape the practical implementation of guidance initiatives.

The paper concludes that bridging the gap between theory, policy, and practice requires stronger dialogue between scholars, policymakers, and practitioners. Such collaboration is essential to ensure that career guidance systems support not only labor market integration but also the development of meaningful, sustainable, and socially inclusive career trajectories.