The purpose of this thesis was to investigate the attitudes and working methods that study- and career counselors apply when it comes to competence provision. The main focus of the thesis was to investigate whether the study and career counselors consider that competence development work is an essential part of their work in a primary school in a municipality with a dominant market of industries. Therefor our main question was about how the study and career counsellors are working with this today, if there is any influence from external stakeholders and what the desired role of collaboration they would like to have in the future. We have contacted forty study and career counsellors who work in primary school in member municipalities in the network of Industristarka Kommuner and they were interviewed by mail and in some cases by phone. There were totally nine study and career counsellors that were represented in the survey. The study results in a model for the collaborative role, which could be divided into four stages, directly active, indirectly active, indirectly passive and direct passive, depending on the position and behavior of study and career counselors in the question of collaboration. The roles could also be linked to different career theories and were largely dependent on how the top of the board looked and most of our informants had a desire to take a step back and allow someone else to manage the skills to solve time for other guidance work.

This study looks at how career guidance counselors in high school experience the degree of autonomy in their work. We have interviewed eight career guidance counselors in high school and use semi-structured interviews designed based on the concept of autonomy and the three dimensions of the Sense of coherence-theory: comprehensibility, manageability and meaningfulness. The interviews have then been analyzed through a thematic analysis based on SOC and the concept of autonomy. The empirical evidence shows that all respondents experience that they have a high degree of autonomy. We also see that the respondents experience and manage autonomy in the career guidance role in three different ways and have thus been able to distinguish three different SOC types among our respondents. Six of them are type 1, which have high values ​​on all three dimensions of SOC. One is type 4, which means low comprehensibility, low manageability and high meaningfulness. One is type 7 with low comprehensibility, high manageability and low meaningfulness. We show that the professional role is an example of flexible work, which in today's society is something that is sought after. / Denna studie tittar på hur studie- och yrkesvägledare inom gymnasieskolan upplever graden av autonomi i arbetet. Vi har intervjuat åtta studie- och yrkesvägledare inom gymnasieskolan och använder oss av semistrukturerade intervjuer utformade utifrån autonomibegreppet och KASAM-teorins tre dimensioner: begriplighet, hanterbarhet och meningsfullhet. Intervjuerna har sedan analyserats genom en tematisk analys utifrån KASAM och begreppet autonomi.  Empirin visar att alla respondenter upplever att de har en hög grad av autonomi. Vi ser även att respondenterna upplever och hanterar autonomi i studie- och yrkesvägledarrollen på tre olika sätt och har därmed kunnat urskilja tre olika KASAM-typer bland våra respondenter. Sex av dem är typ 1, vilka har höga värden på KASAM:s alla tre dimensioner. En är typ 4 vilket innebär en låg begriplighet, låg hanterbarhet och hög meningsfullhet. En är typ 7 med låg begriplighet, hög hanterbarhet och låg meningsfullhet. Vi visar att yrkesrollen är ett exempel på flexibelt arbete, vilket i dagens samhälle är något som eftertraktas.

Studie-och yrkesvägledning är något som enligt skollagen alla elever utom förskolebarnska erbjudas för att kunna göra väl underbyggda framtidsval. Skolans vägledningska även vara frivillig, vilket innebär att det ofta är elevernas eget ansvaratt söka upp vägledaren för att få prata om sina tankar och funderingar.Grundskolan är en plats där eleverna utökar sin kunskap, men även utvecklar sinidentitet samtidigt som de utsätts för stereotyper och könsmässiga fördomar. Dennaundersökning har fokuserat på pojkarna i grundskolan. Fyra kvinnliga och fyramanliga studie- och yrkesvägledare inom grundskolan har intervjuats för attsöka svar på deras upplevelser av vägledning av pojkar inom grundskolan. Resultatetvisar ambivalenta svar då den generella upplevelsen är att pojkar och flickorsjälvmant uppsöker vägledning i samma utstäckning, för att sedan visa attpojkar är överrepresenterade i att inte komma till de bokade samtalen och attflera vägledare känner sig tvingade att hämta in främst pojkar till samtal. Resultatetvisade också att vägledarna generellt har en tydlig bild av hur en pojke ”är”och hur en flicka ”är”, samtidigt som de har en oreflekterad inställning tillhur deras eget kön påverkar vägledningssituationen. Studien tillför enförståelse för studie- och yrkesvägledarnas upplevelser av att vägleda pojkarinom grundskolan samtidigt som den visar på brister i forskningen när detkommer till studie- och yrkesvägledares vägledningssituation med pojkar. / The availability of career guidance counselling to pupils in the Swedish grundskola (mandatory school years covering ages 7-16) is stated in law, with the aim of giving them the tools needed to make well-informed choices regarding their future. Career guidance in schools is also volontary, meaning the responsibility of seeking it out often falls on the pupil. School is a place where pupils expand their knowledge and form their identities, while at the same time being exposed to stereotypical expectations based on gender. This study focuses on boys in the mandatory school years. Four female and four male career guidance counsellors are interviewed in an attempt to describe their experiences of career guidance with boys in school.   The results are ambiguous. On the one hand, the career guidance counsellors experience that boys and girls seek career guidance to the same extent. On the other hand the results indicate that more boys than girls fail to show up to booked appointments and are more often coerced into sitting down to talk with the career guidance counsellor. The results also show that the career guidance counsellors generally have a clear picture of how boys and girls "are", while not reflecting to the same extent on how their own gender affect the counselling. The study improves knowledge on how career guidance counsellors experience counselling with boys in the mandatory school years, while at the same time showing the need for further research.

Diploma thesis is focused on system of career guidance in the Czech Republic and Germany. The aim of this thesis is to analyze system of career guidance for adults in the Czech Republic and compare it with current situation in Germany. The first part of the thesis deals with definition of career and its development. Thesis then deals with guidance and with theoretical approaches in career guidance. The second part of thesis is dedicated to framework of comparative study and determines criteria, which are going to be use in the thesis. Another part is focused on description of career guidance system in the Czech Republic and Germany. In last part of the thesis is described comparation with list of recommendations and project suggestions for implementation in the Czech Republic.