This special issue comprises articles based on a pan-European research project (CEDEFOP, 2016) on career transitions of low-qualified and low-skilled adults, their approaches to learning and experiences with career guidance and counselling. Narrative interviews with 105 people from the Czech Republic, Denmark, England, France, Germany, Italy and Poland were undertaken, half of which were repeated after a 12 month period. The research provides new perspectives drawing upon individual narratives to illustrate the variety of career trajectories, as well as the unique challenges and opportunities experienced by low-qualified adults. European surveys show that post-compulsory education qualification of adults is not equally distributed and that many adults in industrial societies lack basic skills and relevant labour market related competences (OECD, 2013). The question of how to support low-qualified adults to reengage in learning in order to improve their educational attainment, mobility and employability has long been on the policy agenda (Council of the European Union, 2008). The European Commission continues to focus on improving labour market mobility of low-qualified adults through engagement with educational programmes and career guidance services (CEDEFOP, 2008, 2010, 2011a, 2011b). These programmes and services are viewed as having a positive impact on low-qualified adults (Moreno da Fonseca, 2015). However, institutional frameworks shape the ways in which adults engage in learning in order to prepare themselves for learning and work transitions. Their considerations depend on the nature of the education and training system, access to welfare supply for career reorientation and retraining and access to career guidance (Bimrose & Brown, 2014; Brown et al., 2010; CEDEFOP, 2014). This special issue provides perspectives on individual life circumstances that further explain participation in lifelong learning, whilst deepening our understanding of the relationship between policy contexts and institutional constraints. Findings confirm the need to differentiate policy support for various target groups. Across this special issue, there is a clear argument for context sensitive career guidance and counselling that takes account of the multiple systemic and structural forces that impact and influence individual career trajectories. The need to move to theories and frameworks that meet the demands of a changing labour market has long been accepted by the careers profession. From an analysis of the narratives, it is evident, however, that individual and wider societal contexts are still neglected in the design of services. From the articles presented, we can gain knowledge about structural forces and trajectories to inform policy, practice and theory development. It becomes evident that interconnectedness of different aspects of individual lives is important, so context sensitive guidance comes to the fore. In their article, Bimrose, Mulvey and Brown focus on the experience of career guidance for lowqualified adults facing mid-career changes in England and France. They argue this particular group need high quality career support and ask why appropriate approaches appear not to have been deployed. The analyses includes an examination of the positive aspects of learning, career support for young people and employment support for adults; the latter revealing interesting differences across the two countries. It concludes that context sensitive career guidance frameworks include approaches and methodologies that allow for the integration, knowledge and understanding of the broad social and economic factors that impact individuals career trajectories. Career adaptability and perseverance are advocated as important skills. The challenge, however, is supporting the development of these skills throughout life especially in cases where they were not developed early on.

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社论

本期特刊包括基于泛欧洲研究项目（CEDEFOP，2016）的文章，涉及低资格和低技能成年人的职业转型，他们的学习方法以及职业指导和咨询的经验。对来自捷克共和国，丹麦，英国，法国，德国，意大利和波兰的105人进行了叙事性采访，在经过12个月的采访后，其中一半被重复。这项研究提供了新的观点，以个人叙述为基础，以说明职业轨迹的各种变化，以及低素质成年人面临的独特挑战和机遇。欧洲的调查表明，成年人的义务教育后学历分布不均，而且工业社会中的许多成年人缺乏基本技能和与劳动力市场相关的能力（经合组织，2013）。如何支持低素质成年人重新学习以提高其教育水平，流动性和就业能力的问题长期以来一直在政策议程上（欧洲联盟理事会，2008年）。欧盟委员会继续致力于通过参与教育计划和职业指导服务来改善低素质成年人的劳动力市场流动性（CEDEFOP，2008、2010、2011a，2011b）。这些计划和服务被认为对低素质成年人有积极影响（Moreno da Fonseca，2015）。但是，制度框架决定了成年人从事学习的方式，以便为学习和工作过渡做好准备。他们的考虑取决于教育和培训系统的性质，获得福利资源以进行职业调整和再培训以及获得职业指导（Bimrose＆Brown，2014; Brown et al。，2010; CEDEFOP，2014）。本期专刊提供了关于个人生活情况的观点，这些观点进一步解释了终身学习的参与，同时加深了我们对政策背景与制度约束之间关系的理解。调查结果证实有必要区分不同目标群体的政策支持。在这个特殊问题上，对于上下文相关的职业指导和咨询有一个明确的论据，其中考虑到了影响和影响个人职业轨迹的多种系统性和结构性力量。长期以来，职业人士一直接受转向满足不断变化的劳动力市场需求的理论和框架的需求。但是，从对叙述的分析来看，很明显，在服务设计中仍然忽略了个人和更广泛的社会环境。通过介绍的文章，我们可以获得有关结构力和轨迹的知识，以为政策，实践和理论发展提供信息。显而易见，个人生活各个方面的相互联系非常重要，因此上下文相关的指导应运而生。Bimrose，Mulvey和Brown在他们的文章中重点介绍了面临英格兰和法国职业中期变化的低素质成年人的职业指导经验。他们认为这个特殊群体需要高质量的职业支持，并询问为什么似乎没有采用适当的方法。分析包括对学习积极方面的检查，对年轻人的职业支持和对成年人的就业支持；后者揭示了两国之间有趣的差异。结论是，上下文敏感的职业指导框架包括允许对影响个人职业轨迹的广泛社会和经济因素进行整合，认识和理解的方法和方法。提倡职业适应性和毅力是重要技能。但是，挑战在于支持这些技能在整个生命中的发展，特别是在这些技能没有得到较早发展的情况下。对影响个人职业轨迹的广泛社会和经济因素的知识和理解。提倡职业适应性和毅力是重要技能。但是，挑战在于支持这些技能在整个生命中的发展，特别是在这些技能没有得到较早发展的情况下。对影响个人职业轨迹的广泛社会和经济因素的知识和理解。提倡职业适应性和毅力是重要技能。但是，挑战在于支持这些技能在整个生命中的发展，特别是在这些技能没有得到较早发展的情况下。