Interesting question! I just know that the sociologist Eric Verdier has written some good works on that matter. Here is an example about Europe : https://www.cairn.info/revue-les-sciences-de-l-education-pour-l-ere-nouvelle-2010-2-page-109.htm

En Cuba existen programas de formación vocacional para ayudar a los estudiantes en la selección de las carreras universitarias por las que pudiera optar.

No conozco que en Colombia haya una política nacional al respecto.

In Iran there is usually one or two sessions held by teachers in the first year of high school where they discuss different options for continuing the focus (major) for high school subjects: biological sciences, mathematical sciences, art, humanities.

Different career and university options (according to each track) are discussed.

Students have to pick a track starting their second year of high school.

Hey Evelyne, I hope you are well. In Austria, vocational guidance rather takes place at 15 between secondary level I and secondary level II. 40 per cent of a cohort enter the apprenticeship system and therefore need information at this (st)age. Pre-Vocational School trains a lot how to apply for an apprenticeship place. Youth coaching, a school-external service, joins the classes and offers individual support. Now let’s come to your question in the narrow sense: Vocational Guidance at the end of the Academic Secondary School (upper level) (= Gymnasium or Allgemeine Höhere Schule) at 18, is not very elaborated. Partly, it takes place at the Chambers of Commerce which offer “potential analysis” or “talent checks”. You might find further information here: https://www.bildungssystem.at/en/guidance-in-austria/the-austrian-guidance-system. (In the German version, literature is mentioned: https://www.bildungssystem.at/bildungs-und-berufsberatung/das-oesterreichische-bildungs-und-berufsberatungssystem) There, they say: “The active role of the social partners (Chamber of Commerce, Chamber of Labour) in the provision of career guidance is a prominent feature of the Austrian guidance system.” Let's stay in touch about these questions; I'm very interested in comparative perspectives. Best wishes, Alban

Estimada Evelyne,

En España hay un proceso de acompañamiento al alumnado de Educación Secundaria Obligatoria (12-16 años) y Bachillerato (16-18) para orientarlos vocacional y profesionalmente que está vertebrado en torno al Departamento de Orientación Educativa que existe en cada centro educativo.

Cada comunidad autónoma tiene competencias en materia educativa para organizar estos programas para nuestros jóvenes. Te adjunto link con el Proyecto que se lleva a cabo en Andalucía (https://www.juntadeandalucia.es/educacion/portals/web/revista-andalucia-educativa/contenidos/-/novedades/detalle/8dKQZE7Sn2zC/guia-de-orientacion-vocacional-y-profesional-de-andalucia-para-el-curso-2020)

En los centros educativos de Secundaria existe un Orientador Escolar que lleva a cabo un proyecto de orientación profesional compuesto por conferencias, visitas a empresas, a facultades universitarias, etc. Asimismo, hacen baterías de tests para ayudarlos a conocer sus talentos y aquellos aspectos en los que destacan.(https://blogsaverroes.juntadeandalucia.es/salonvirtualdelestudiante/test_orientacion/)

Las universidades también, a su vez, organizan distintas actividades destinadas al alumnado de Secundaria con un amplio programa con visitas guiadas

para dar a conocer al alumnado de los centros de enseñanzas las instalaciones y la oferta educativa, (https://atencionalumnado.uca.es/visitas-guiadas/), también se organizan Jornadas de Orientación (https://atencionalumnado.uca.es/jornadas-de-orientacion/) y existen clases aplicadas que consisten en charlas  multidisciplinares dirigidas a alumnado de Bachillerato, Ciclos formativos  y alumnos de  4º ESO.  Estas charlas son  impartidas por profesores universitarios que se desplazan a cada Centro, cuyo objetivo es enriquecer el conocimiento en diversas materias, despertando el interés del alumnado en temas aplicados a la vida cotidiana. He incluido los enlaces de la Universidad de Cádiz a la que yo pertenezco que tiene una amplia oferta para ayudar a este alumnado.

Espero que te haya sido de utilidad.

Saludos cordiales.

Lucía Cancelas (Universidad de Cádiz)

According to the regions and the type of administration in them

In Bangladesh, after 8th Grade, we have three divisions for pursuing higher studies: Science, Arts, and Business. According to students' merit and choice, they have the liberty to choose any. The curriculum is also designed according to students' needs so that they don't have to face any problems in pursuing higher studies. Thank you.

Many thanks to all for your very useful answers and references!

I still have a fair bit to read but so far, interestingly, there seems to be quite some diversity regarding who is involved in supporting study choice (actors such as teachers, counselors; 'external' institutions such as universities, chambers of commerce, parents' organisations, and so on) and which tools are used (info sessions, tests, visits and so on). Levels of commitment seem to differ too, as well as the degree of choice devoted to students.

Please keep me posted in case you have any further thought or reading suggestion on this. Take care and stay safe!

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In Ghana, it is not included in the curriculum for students to be taught and guided on what school and program they should attend after senior high school. However there other structures in place to provide such support to students which is absolutely optional and hence most students do not attend. Among all such structures, the most effective one is the one currently in the Ashanti Region, were after writing final exams and completing while waiting the results? Students are enrolled in a preparatory classes were they are only prepared for the university and other Tartary Institutions.