The turn of the century is an apposite time to review the development of gu
idance in the United Kingdom. The concept of guidance, in the terms in whic
h it is now understood, is very much a 20th-century notion. It draws on two
distinct but related traditions: the development of the practice of career
guidance; and the development of guidance as an educational concept. The h
istory of these two developments, and the relationship between them, are br
iefly outlined. Some of the conceptual issues they raise are examined, incl
uding the important but somewhat problematic interface with counselling. Ch
allenges for guidance in the new millennium are discussed, in relation both
to policy and practice and to theory and research.