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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account

employability --- orientation --- disability

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In this moment the policies on lifelong guidance, recognition of learning and skills certification seem more working on who should do what and not on how make. It would be desirable to create links between the various providers of training, education and business, allowing for a reframing of orientation processes and of identification and certification of skills. All these practices can reduce distances for those who are likely to remain at the margins of education, training and work (Neet and over fifty)

lifelong learning --- skills --- orientation --- guidance --- identity --- carrier

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What do girls want from their future profession? What image do STM professions have in the eyes of girls? What do companies and institutions need to take into account when designing career guidance programmes for girls? The authors deal with these and other questions on gender-specific career guidance on the basis of evaluation results for Girls' Day 2013.

Career orientation --- gender --- girls --- STM --- Berufsorientierung --- Gender --- Mädchen

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Chaque année, l'Union Nationale des Clubs Universitaires et l'Union Syndicale des Journalistes Sportifs de France organisent une université d'été. En 2007, la manifestation a été accueillie par la Cité Internationale Universitaire de Paris. Le thème choisi pour cette 25ème Université Sportive d'Été s'intitulait : Le Sport, l'Université, la Société, doublé d'une ambition non dissimulée, en guise de sous-titre : En finir avec les espérances déçues ? L'Université et le Sport ne sont pas au-dessus ou en dehors de la Société mais l'une et l'autre sont bien au cœur de la Société. Or la Société n'est pas au clair sur ce que pourrait être leur rôle, y compris dans cette forme singulière qu'est le Sport à l'Université, lieu de passage obligé pour la formation d'une grande partie de la jeunesse d'aujourd'hui. Pour autant, le Sport et l'Université sont aussi à un moment clé de leur existence. En outre, tout en cherchant leur place au sein de la Société, l'Université et le Sport ont tendance à se regarder avec une certaine distance. L'objectif initial de I'USE était de mettre en relation les représentants des institutions qui ont pour charge de gouverner ces trois domaines afin de fixer ensemble des conditions permettant de lever malentendus et marques de méfiance. Au terme des analyses et des échanges, il semble acquis de pouvoir supprimer de mauvaises habitudes, d'en finir avec des espérances souvent déçues et d'ouvrir de réelles perspectives d'action concertée.

ambition déçue --- société --- sport universitaire --- orientation --- enseignement supérieur

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The second volume of a double editorial project: while the first is dedicated to the relationship between the methodological-didactic, technological and organizational dimensions in the process of school innovation, the latter is dedicated to the inclusive education teachers and the role of technology in the services of skills assessment and career guidance. Its aim is to interpret and support the relationship between school and work.

career advising --- innovation --- skills assessment --- technology --- career management --- school --- professional orientation --- education --- lifelong learning