Özet:

The 21st. In the face of changes and developments such as Industry 4.0, the role of school guidance services in preparing young people for their future careers and the business world is in the forefront. In this direction, it will be a proactive step that the school’s psychological counseling and guidance programs will provide content to provide students with the skills that can respond to the needs of the age, such as career adaptation skills. In this context, this study aims to evaluate whether school guidance service’s annual programs include work and practices aimed at career-adaptive skills. Through the maximum diversity sampling method, Gaziantep has formed eight program working groups that are determined to be different types of schools from different districts of the province. Using the code list created according to the Career Configuration Theory, the annual programmes with the Maxq 12 programmes have been subjected to content analysis. According to the findings, the programs have provided content to the most Interest size (n=265, 58) with specifically self-discovery and occupation indicators. This was followed by the Interest (n=161,35%) and the sub-themes of preparation and orientation for the outstanding future. Trust (n = 29%6) was third with the problem-solving indicator, while studies on the Control (n = 3%) dimensions were almost unrecognized in programs. These findings are the 21st century of the future workforce. In its preparation in accordance with the requirements, school guidance programs have pointed out the need to update their career-adjusting skills, in particular decision-making skills, continuity, autonomy and self-confidence skills.

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