Syftet med detta examensarbete är att fördjupa förståelsen för hur studie- och yrkesvägledare ser på sitt uppdrag med särskilt fokus på hur de uppfattar uppdragets likvärdighet. Intresset för detta område har väckts under vår utbildning till studie- och yrkesvägledare på Stockholms universitet och utifrån de diskussioner kring vägledning och vägledares uppdrag som förs i samhället idag. Genom en kvalitativ intervjustudie med examinerade vägledare erhölls en fördjupad förståelse för studie- och yrkesvägledares syn på sitt uppdrag och likvärdigheten i det. Resultatet visar på att vägledarna upplever att de saknar tid och resurser för att genomföra sitt uppdrag som de skulle önska samt att även om de arbetar så likvärdigt de förmår så upplever de inte att studie- och yrkesvägledningen är nationellt likvärdig idag. Det konstateras också att SOU 2019:4 tas emot mycket positivt av vägledarna och att de önskar att förslagen som denna utredning lägger fram skulle lagstadgas. Resultatet har analyserats utifrån Careershipteorin vilket lett till slutsatsen att vägledarnas syn på sitt uppdrag är tätt sammanlänkat med deras handlingshorisont. / The purpose of this dissertation is to deepen the understanding of how career guidance counsellors view their work assignation in particular how they perceive the equivalence within career guidance. The interest in this topic arose during our education to become career guidance counsellors at Stockholm University and was influenced by the current discourse regarding career guidance and career counsellors' work assignations in general. Through a qualitative interview study with educated career guidance counsellors, an in-depth understanding of career guidance counsellors' views on their work assignation and the equivalence within it was obtained. The study concludes that career guidance counsellors experience a lack of time and resources which prevents them from carrying out their work in the way they would like. Though they try to carry out their assignations with as much equivalence as possible, they do not feel that career guidance and counselling is nationally equivalent today. Furthermore, the study concludes that the SOU 2019:4 is perceived very positively by the career guidance counsellors and that they wish the proposals presented within it would be legislated. The results have been analysed using the Careership theory, which has led to the conclusion that the career guidance counsellors’ views on their work assignation are closely linked to their horizons for action.

Denna studie ämnade att undersöka hur studie- och yrkesvägledare informerar och vägleder elever på högskoleförberedande gymnasieprogram inför val av eftergymnasiala studier på högskola/universitet och yrkeshögskola. Studien bottnade i en teoretisk ansats som tar sin grund i Careershipteorin, med särskild tyngdpunkt i handlingshorisont. Sammanlagt har åtta studie- och yrkesvägledare verksamma på högskoleförberedande gymnasieprogram i olika delar av Sverige intervjuats i denna kvalitativa studie. De empiriska data som insamlats genom dessa intervjuer har analyserats genom en abduktiv kodning. Studiens resultat visade på att såväl information som vägledning anges kunna bedrivas på ett flertal olika sätt, alla med olika påverkan på eleverna och deras handlingshorisonter inför val av framtida studier på högskola/universitet och yrkeshögskola. / This study intended to investigate how study and career counselors inform and guide students in college preparatory programmes in upper secondary school before choosing post-secondary studies at colleges/universities and higher vocational education. The study was based on a theoretical approach that is based on the Careership theory, with special emphasis on horizons for action. A total of eight study and career counselors active in college preparatory programmes in various parts of Sweden have been interviewed in this qualitative study. The empirical data collected through these interviews have been analyzed through abductive coding. The results of the study showed that both information and guidance are stated to be conducted in a number of different ways, all with different effects on students and their horizons for action before choosing future studies at colleges/universities and higher vocational education.

Brytpunkten från gymnasiet kan förstås som ett avgörande vägskäl med ett överflöd avvalmöjligheter för ungdomar. Syftet med denna studie var att genom en kvantitativenkätundersökning kartlägga hur gymnasieelever i år tre på naturvetenskaps-,samhällsvetenskaps-, och ekonomiprogrammet i Stockholms län planerade och motiverade sittval inför tiden efter gymnasiet och att se hur detta skilde sig åt utifrån bakgrundsfaktorerna kön,etnicitet och bostadsort, samt att få en översikt för hur gymnasieeleverna upplevde brytpunktenfrån gymnasiet och hur de såg på sin egen handlingshorisont. Resultatet analyserades sedanutifrån Hodkinson & Sparkes Careershipteori (1997, 2008) och visade att etnicitet såväl sombostadsort till viss del gjorde skillnad i hur elever planerade sina studie- och yrkesval. Valen attstudera vidare, arbeta eller ta sabbatsår motiverades främst av intresse, behov av paus frånstudier och att fundera på nästkommande val. Resultatet av studien visade även att majoritetenav respondenterna upplevde brytpunkten som halvt osäker men med en majoritet som vartillfredsställda med sina planerade val. Den främsta begränsningen vid det planerade valet somrespondenterna uppgav var betyg. / The turning point from upper secondary school can be understood as a definitive crossroadswith an abundance of choices for young people. The purpose of this study was to, through aquantitative survey, study how students in year three of the science, social sciences andeconomics program in Stockholm County planned and motivated their choice for the next phasein life, and to see how this differed based on the background factors gender, ethnicity and placeof residence, as well as to get an overview of how upper secondary school students experiencethe turning point from upper secondary school and how they see their own horizons for action.The results have then been analysed based on Hodkinson & Sparkes Careership Theory (1997,2008). The results showed that ethnicity as well as the students' place of residence to someextent made a difference in how the students planned their educational and career choices. Thechoice to study, work or take a sabbatical was mainly motivated by interest, the need for a breakfrom studies and to further plan for their future. We also concluded from the results of the studythat the majority of respondents experienced high to some satisfaction with their plannedchoice. Grades were what the students experienced as most limiting in planning for their future.

Many students change their choice of secondary school programme or fail to complete their studies which results in a great cost to society or personal costs for the student. The purpose is to examine the experiences of two groups of upper secondary school students regarding their choice of upper secondary school programme. The questions we wanted answers to were: what influenced the student’s choice of study, what support did the students receive from comprehensive school and what might have caused them to choose another programme. The study was carried out in two focus groups where one of the groups was made up of students who had chosen the “right” programme and the other made up of students who had chosen the “wrong” programme. One thing that influenced the student’s choice of upper secondary school programme was whether or not the programme provided eligibility to higher studies which they had heard from primary school and parents was a choice that would give them many possibilities in the future. It appeared that there had not been much of a guidance process for developing career management skills which could have given the students support in reflecting over their transition to upper secondary school. The students’ interests and the parents and people near the students influenced the students’ choices. The study shows that students needed a longer guidance process and a clearer understanding of its purpose. Narrow and wide guidance varied depending on a student’s comprehensive school. They would have needed a better description of the consequences such as what study demands were required for the programme and what moving or commuting would mean in practice.