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Journal articles on the topic 'Career And Vocational Education'
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Masdonati, Jonas, Geneviève Fournier, and Imane Zineb Lahrizi. "The Reasons Behind a Career Change Through Vocational Education and Training." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 249–69. http://dx.doi.org/10.13152/ijrvet.4.3.4.
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We report the results of qualitative research on adults who enrolled in a vocational and education training (VET) program with the intention of changing their careers. The participants were 30 adults aged between 25 and 45 years. A modified version of the consensual qualitative research method was applied to transcriptions of semi-structured interviews with the participants. There appeared to be two main reasons underlying the decision to enrol in a VET program with the aim of initiating a career change. Based on the reasons given, two groups (career changers and proactive changers) and five distinct categories were recognized. The career changers included individuals who wished to change careers due to dissatisfaction with their current situation. In this group, the decisions were motivated by either health problems or personal dissatisfaction. The proactive changers included individuals who wished to reorient their career because of a desire to undertake new projects. In this group, there were three categories of reasons: a wish to attain better working conditions, a search for personal growth and a desire to have an occupation that fitted the person’s vocation. Thus, the participants reoriented their careers according to various motivations, pointing to the existence of a heterogeneous population and the complexity of the phenomenon. The results highlight the importance of understanding the subjective reasons behind career changes and the need to adjust career interventions accordingly.
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Ismail, Rusli, Nurlaela Nurlaela, Amiruddin Amiruddin, Fiskia Rera Baharuddin, and Wirawan Setialaksana. "Development and validation of a new career maturity questionnaire for vocational high school students." Cypriot Journal of Educational Sciences 17, no. 11 (November 30, 2022): 4045–54. http://dx.doi.org/10.18844/cjes.v17i11.7978.
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For vocational school students, career maturity is an important part of the curriculum. The evaluation of career maturity can be done using a questionnaire. The existing career maturity instruments of CMI and revised CMI show low internal consistency. This research aims to develop new instruments for measuring career maturity. The instrument consists of a 20-item Career Maturity Questionnaire and is constructed based on the theory of vocational career maturity. Exploratory factor analysis (EFA) was conducted to examine the measurement property of the new questionnaire. The results of the analysis show that the construct consists of three factors deriving from four factors of the vocational career maturity theory. Two factors are consistent with the vocational career maturity theory. The last factor is found to be the combination of career planning and self-concept. The Indonesian vocational career maturity comprises three factors (1) Career Planning and Self Concept, (2) Career Decision Making and (3) Career Exploration. The questionnaire contains sixteen items giving the required factor loadings. Further research can investigate the concurrent validity of the instrument. Keywords: career maturity, vocational school, exploratory factor analysis, development, validation;
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Paik, Sunhee, and Woo-jeong Shim. "Career Education in Vocational High Schools." Institute for Education and Research Gyeongin National University of Education 40, no. 3 (September 30, 2020): 227–53. http://dx.doi.org/10.25020/je.2020.40.3.227.
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Dougherty, Shaun M., and Allison R. Lombardi. "From Vocational Education to Career Readiness." Review of Research in Education 40, no. 1 (March 2016): 326–55. http://dx.doi.org/10.3102/0091732x16678602.
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Wu, Ya-Ling, Yu-Lin Tsai, and Cheng-Wu Chen. "EXAMINING THE EXPERIENCES OF CAREER GUIDANCE, VOCATIONAL SELF-CONCEPT, AND SELF-PERCEIVED EMPLOYABILITY AMONG SCIENCE EDUCATION MAJORS IN TAIWAN." Journal of Baltic Science Education 13, no. 2 (April 25, 2014): 182–90. http://dx.doi.org/10.33225/jbse/14.13.182.
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This study aims to investigate the science education majors’ experiences of career guidance, vocational self-concept, and self-perceived employability, as well as the relationships among these variables in the Taiwanese context based on the developmental-contextual model of career development. Data were collected from a questionnaire survey of 614 science education majors in the selected Taiwanese universities. It was found that the science education majors’ experiences of career guidance directly and indirectly influenced their self-perceived employability vis-à-vis the effect on their vocational self-concept. The findings suggest that the science education departments of universities in Taiwan may provide sufficient and appropriate career guidance and vocational information for science education majors to promote their vocational self-concept and employability. Keywords: career guidance, science education majors, self-perceived employability, vocational self-concept.
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Watson, Mark B., and Darryl Smith. "Career Decision of South African Students in Vocational Education." Psychological Reports 84, no. 2 (April 1999): 488–90. http://dx.doi.org/10.2466/pr0.1999.84.2.488.
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The career decisiveness of postsecondary South African students in vocational education ( N = 1062) were assessed. Analysis indicated that White students were more decisive about careers than Asian and Black students in the first year. The implications of this finding for postsecondary education in South Africa are discussed.
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Mahfud, Tuatul, Yogiana Mulyani, Ria Setyawati, and Nur Kholifah. "The Influence of Teaching Quality, Social Support, and Career Self-Efficacy on the Career Adaptability Skills: Evidence from a Polytechnic in Indonesia." Integration of Education 26, no. 1 (March 30, 2022): 27–41. http://dx.doi.org/10.15507/1991-9468.106.026.202201.027-041.
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Introduction. Changes in the industry impact the stable condition of working in a company or industry and it is not something that can be guaranteed again in the future. The proof is that there are many phenomena of job transfers or even layoffs in various business sectors due to COVID-19 pandemic. Many studies have examined the importance of developing career adaptability skills to face the changing needs of the industry. However, studies that discuss the mechanism of forming career adaptability skills involving important antecedent factors such as teaching quality, social support, and career self-efficacy of polytechnic students are still limited. Therefore, this study aims at examining the effect of teaching quality, social support, and career self-efficacy factors on the career adaptability skills of polytechnic students. Materials and Methods. This study involved 265 students at a polytechnic in East Kalimantan, Indonesia. The students expressed their perceptions of the quality of their internship learning, social support, and career selfefficacy – data analysis used Structural Equation Modeling by Amos 18 software. Results. This study reveals that teaching quality and social support does not have a direct effect on career adaptability skills. Meanwhile, career self-efficacy has a direct effect on the career adaptability skills of polytechnic students. Other findings, teaching quality and social support have a direct effect on the career self-efficacy of polytechnic students. Finally, career self-efficacy mediates the effect of teaching quality and social support on the career adaptability skills of polytechnic students. Discussion and Conclusion. This study provides important implications for the development of learning in vocational education so that students have a good mastery of career adaptability skills. Vocational education practitioners must design a vocational teaching model that combines vocational teaching, social support, and career self-efficacy to form mastery of career adaptability skills for pop-polytechnic students. In addition, the development of a vocational education curriculum needs to include mastery of career adaptability skills for students in vocational education, be it vocational high schools or polytechnics. In further research, it is necessary to develop a vocational learning model that aims to inculcate career adaptability skills for vocational students.
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Mahfud, Tuatul, Ibnu Siswanto, Danar Susilo Wijayanto, and Putu Fajar Puspitasari. "ANTECEDENT FACTORS OF VOCATIONAL HIGH SCHOOL STUDENTS' READINESS FOR SELECTING CAREERS: A CASE IN INDONESIA." Jurnal Cakrawala Pendidikan 39, no. 3 (October 26, 2020): 633–44. http://dx.doi.org/10.21831/cp.v39i3.32310.
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Vocational graduates' readiness for selecting careers is an important topic for vocational education research. Although there have been many studies on vocational student career selection readiness, there are only few studies on the roles of teaching quality, social capital, and psychological capital in shaping vocational students' readiness for selecting careers. This study aims to examine the antecedent factors of high school students' readiness for career selection which involve teaching quality, psychological capital, and social capital factors. This study employed the quantitative approach with ex-post facto design. The data were randomly collected from 279 vocational high school students in North Lampung-Indonesia by means of online questionnaires. SEM analysis was carried out in this study to see the effects among variables. The results show that readiness for selecting careers is influenced by teaching quality and psychological capital, as social capital does not directly influence student readiness. Besides, psychological capital is influenced by teaching quality and social capital. Then, social capital is influenced by teaching quality. Social and psychological capitals together mediate the effect of teaching quality on the readiness for selecting careers. The research findings present some implications for vocational education practitioners wishing to make further improvements.
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Onojah, Amos Ochayi, Omotayo Olabo Obielodan, Adenike Aderogba Onojah, Olawale Sunday Koledafe, and Faruq Adebayor Ishola. "Extent at Which Vocational Guidance Influence Career Decision of Vocational and Technical Students." Indonesian Journal Of Educational Research and Review 4, no. 3 (December 1, 2021): 424. http://dx.doi.org/10.23887/ijerr.v4i3.41634.
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Personal guidance centers on problems of personality, physical and emotional development, interpersonal relations and similar matters. But vocational guidance given to students may or may not influence their career after graduation. This study thus examined extent at which vocational guidance influence career decision of vocational and technical students. This is a descriptive research design of the survey type. 220 technical students were sampled all technical education students in Ilorin metropolis. Frequency count and mean were used answer the research questions and Hypothesis was tested with t-test at 0.05 level of significance. The findings established that vocational guidance has been able to influence career decision making of vocational and technical education students to a high extent. Also, there was no significant difference in the impact of vocational guidance on career choice of junior and senior vocational and technical education students. It was therefore recommended that Vocational and Technology Education students should be exposed to the importance of guidance services and what counseling is all about in order for them to make good career decisions.
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Bright, Jim E. H., and Robert G. L. Pryor. "chaos theory of careers in career education." Journal of the National Institute for Career Education and Counselling 28, no. 1 (March 1, 2012): 10–20. http://dx.doi.org/10.20856/jnicec.2803.
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Approaches to career education in schools continue to be dominated by a focus on school to work or further or higher education transition planning. It is argued that as a consequence of this, the emphasis is on identifying relatively stable and singular vocational goals or outcomes. Furthermore the theories, techniques and models that support this focus characterise the world as largely stable and predictable. It is argued that these assumptions about the world and careers are increasingly questionable and this calls into question the theories and models used to support the short-term vision of transition. The Chaos Theory of Careers is introduced as a dynamical systems theory alternative and contemporary model of career development that emphasises continual, uncertain and non-linear change, complexity of influences, and emergent fractal patterns in career. The application of this approach to career education is adumbrated challenging traditional notions of career planning and goal setting, and highlighting the importance of creativity, reinvention and resilience as important outcomes of contemporary career education.
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Zelloth, Helmot. "Career guidance for Vocational Education and Training (VET)." Journal of the National Institute for Career Education and Counselling 33, no. 1 (October 1, 2014): 49–55. http://dx.doi.org/10.20856/jnicec.3308.
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This paper has been inspired by Tony Watts’ pioneering work which explored the relationship between VET and career guidance. This relationship features traditionally ambiguous and not very clearcut definitions. His helpful distinction between career guidance ‘prior to’ and ‘within’ VET opened new perspectives for analysis. Career guidance cannot only serve as an ‘eye opener’ to stimulate VET demand, but also as a ‘change agent’ to improve VET supply. However, career guidance has come under attack for being ‘VET-blind’ and has been criticised for being inadequately sensitive to VET. Similarly VET needs to consider the relevance of career guidance. It is this potential for a reciprocal interaction between VET and career guidance that this paper focuses on.
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Munyaradzi Ndofirepi, Takawira, and Patient Rambe. "Entrepreneurship education and its impact on the entrepreneurship career intentions of vocational education students." Problems and Perspectives in Management 15, no. 1 (May 10, 2017): 191–99. http://dx.doi.org/10.21511/ppm.15(1-1).2017.06.
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The rich body of literature examining the entrepreneurship education-entrepreneurship intention relations tends to neglect the influence of contingent and other mediating factors on the relationship. This elusion creates an erroneous assumption that entrepreneurship intentions are insulated from external influences and the entrepreneurship education-intentions relationship is an automatic, directly linear interaction. Contesting this premise, this research explores the influence of exposure to entrepreneurship education (EE), mediated by precursors (such as attitude, subjective norms and perceived behavioral control) to entrepreneurial intentions on the actual entrepreneurship intentions (EI) of vocational education students at a particular institution in Zimbabwe. Drawing on a cross-sectional research design and 154 randomly selected students, the study examines the extent to which they intended to engage in entrepreneurship careers in the near future. A non-parametric technique, the Spearman correlation test, and regression analysis were employed to test the relationships between EE on the direct determinants of EI, between the immediate determinants of EI and actual EI and to test a number of predictive effects. The results demonstrate that EE had a positive correlation with the direct determinants of EI. In addition, EE predicted all the immediate determinants of EI, except for subjective norms. Lastly, there was no evidence to support a direct predictive effect of EE on EI, controlling for other psychological factors. To a large extent, the results validated the Theory of Planned Behavior as a guiding tool for estimating any premeditated entrepreneurial behavior. Thus, the Theory remains an invaluable theoretical lens for academics, educators and policymakers’ evaluation of effective ways of enhancing the grooming of potential entrepreneurs.
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Werdiningsih, Dyah, Alfan Zuhairi, Nur Fajar Arief, and Zulkifli Osman. "Integrated solution model to support competitiveness and relevance of vocational education in the era of technological disruption." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 7 (November 7, 2021): 319–29. http://dx.doi.org/10.20525/ijrbs.v10i7.1468.
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The aspect of relevance becomes an indicator of the success of vocational education. In order for vocational school graduates to be able to compete in the era of technological disruption, Vocational Schools are required to be able to produce graduates who have the alignment of competencies possessed by each graduate with the competencies needed in the world of work. To achieve the relevance of vocational education, the development of an integrated solution model for the preparation of vocational education graduates needs to be based on the need for ICT-assisted career services. In this study, survey design was used to examine the mapping of student/graduate needs, career service managers, and graduate users and development design to design an integrated solution model for the preparation of vocational education graduates. The results of mapping the needs of students/graduates, career service managers, and users are used as the basis for developing an integrated solution model for preparing vocational education graduates. It is hoped that this model can be used to optimize career services for students and vocational school graduates in Indonesia in the era of technological disruption.
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Базиль, Людмила, and Валерій Орлов. "CAREER COUNSELLING: A CONSTRUCTIVE INTERACTION BETWEEN SCIENCE AND PRACTICE." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 4–10. http://dx.doi.org/10.32835/2223-5752.2019.18.4-10.
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The article analyzes the current status of student counselling in vocational education institutions, contextualizes findings on this problem and discloses contradictory points of counselling. It is justified that vocational education institutions normally view professional career counselling as the processes of dealing with and solving students’ internal conflicts within professional self-determination. Career centres are positioned to be the implementers of the ideas of student career counselling. However, such research methods as theoretical analysis, comparison, pedagogical observations and logical generalization made it possible to specify some typical problematic aspects of career counselling within professional development of the modern personality, which are mostly reduced to the inconsistencies of the ideal and real images of the chosen career, subjective perception and ignoring of value orientations in relation to professional success and career growth in a market environment, irrelevant self-assessment of individual and personal qualities, etc. The authors of the research suggest some promising ways of solving the problematic aspects of student counselling in vocational education institutions, which are conceptualized in the mechanisms of a productive innovative interaction between scholars from the Institute for Vocational Education of the National Academy of Pedagogical Sciences (NAPS) of Ukraine and the teaching staff and are implemented in the framework of introducing the system of professional career counselling in vocational education.
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Zhong, Jinglei. "Construction and Application of a Competence Model of Accounting Vocational Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 16. http://dx.doi.org/10.3991/ijet.v14i21.11346.
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Accounting vocational education directly bears on the competence of accountants, and affects the development of the accounting industry. In light of the back-ground of vocational education, this paper develops a competence model of ac-counting vocational education in China, applies the established model in an actual case, and puts forward measures to improve the competence of accounting voca-tional education. The research results show that: the evaluation index system of accounting vocational education should highlight importance, incentives and ef-fectiveness; the management and leadership ability is the primary factor of the competence of accounting vocational education; an excellent accounting vocation-al educator must enjoy outstanding management and leadership ability, account-ing ability and accounting skills; the competence of accounting vocational educa-tion should be improved mainly through incentive measures, from the perspective of adjusting the education purpose. The research findings lay the theoretical basis for self-evaluation, self-management and career planning of accounting vocational educators and accountants.
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Susanti, Eni, Neviyarni S, and Marjohan Marjohan. "Pemahaman Siswa Tentang Informasi Karir Jurusan Pariwisata dan Upaya Guru BK di SMK Nusatama Padang." Konselor 4, no. 3 (September 1, 2015): 111. http://dx.doi.org/10.24036/02015436463-0-00.
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Counselor is one of the educators who assist students in understanding their career will live in the future. Specifically for vocational students, information about the types of careers that have been linked to employment, position or career aspired after completing studies in education are taken. The purpose of this study to describe: 1) understanding students majoring in Tourism Vocational Nusatama Padang on the type of career information and a description of the types of careers, 2) attempts to provide insight counselor to students about careers Nusatama SMK Padang Tourism department. The population was 156 students. The number of sample was 111 students and have been using cluster random sampling technique. The findings of the study are: 1) students understand the types of careers and career descriptions are in the middle category, 2) counselor need to further improve the students in understanding the type and career description. Therefore counselors need to improve guidance and counseling services related to an increase students' understanding of career information and descriptions of tourism department, so students are prepared to enter the workforce.
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Harangus, Katalin, and Erzsebet Szentes. "The Role of Information Technology and Labor Market Orientation in Vocational Training." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 62–69. http://dx.doi.org/10.18844/prosoc.v3i3.1615.
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In the present study we undertook a dual approach to explore the vocational training level of Hungarian high school students in Romania: in the light of career orientation and career socialization (vocational training and career choice factors, intention to further studies and further education, overview of work opportunities, conception of field of work) and from the perspective of information and communication technologies used in schools (school infrastructure, electronic didactic equipment, use of ICT tools). Our nationwide, cross-sectional survey with diagnostic purposes, can serve as a starting point for further research, which is necessary for the development of vocational training. The topic of our study fits into the European educational objectives, because the examination of vocational training is timely, since improving the quality of vocational training is being dealt with at the European level.Keywords: vocational education; career orientation; digital skill;
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Rumrill, Phillip D., Deborah Minton, Callista Stauffer, Deborah J. Hendricks, Elaine Sampson, Eileen Elias, Anne Leopold, et al. "An Organizational Case Study of a 5-Year Development Project to Promote Cognitive Support Technology Use, Academic Success, and Competitive Employment Among Civilian and Veteran College Students With Traumatic Brain Injuries." Journal of Applied Rehabilitation Counseling 50, no. 1 (May 1, 2019): 57–72. http://dx.doi.org/10.1891/0047-2220.50.1.57.
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Project Career was a 5-year interdisciplinary development initiative funded by the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR). The project merged cognitive support technology (CST) with best practices in vocational rehabilitation to improve postsecondary and employment outcomes for veteran and civilian undergraduate students with traumatic brain injuries (TBIs). Project staff conducted assessments of students' needs relative to assistive technology, academic achievement, and career preparation; provided CST training to 146 students; matched students with mentors; provided vocational case management; delivered job development and placement assistance; and maintained an electronic portal regarding academic accommodations and career resources. A single-group, quasi-experimental analysis revealed that Project Career students significantly improved their psychological outlook on their education and their careers, academic performance, persistence toward degree completion, and prospects for competitive careers after graduation. Project Career provides a national model based on best practices for helping postsecondary students with TBI to attain their academic and career goals.
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Herminarto, Sutiman*,, Herminarto Sofyan, Soenarto Soenarto, Farid Mutohhari, and Muhammad Nurtanto. "Students’ Career Decision-Making During Online Learning: The Mediating Roles of Self-Efficacy in Vocational Education." European Journal of Educational Research 11, no. 3 (July 15, 2022): 1669–82. http://dx.doi.org/10.12973/eu-jer.11.3.1669.
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<p style="text-align: justify;">In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students’ career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.</p>
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Vaitulionienė, Renata, and Dalia Augienė. "UGDYMO KARJERAI ĮGYVENDINIMAS GIMNAZIJOJE: LŪKESČIAI IR PROBLEMOS [IMPLEMENTATION OF CAREER EDUCATION IN GYMNASIUM: EXPECTATIONS AND PROBLEMS]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 3 (December 15, 2018): 115–27. http://dx.doi.org/10.48127/spvk-epmq/18.10.115.
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The National Programme for the Development of Studies, Scientific Research and Experimental (Social and Cultural) Development for 2013–2022 claims that the society has become active, unanimous and lifelong learning, what is more, each person is open to changes, responsible and creative. The laws highlight that an educational institution has to ensure that every student attending it knows where, when and how to get the service of career education and vocational counselling. The research aimed at revealing functions of education specialists working in five biggest municipalities in Marijampole county, as well as guiding the implementation of career education in gymnasiums within Marijampole region. In order to find education specialists‘ opinion, a structured interview was carried out. The research data revealed that the service of career education is available in educational institutions. However, according to the position of the respondents, the service is not adequate to satisfy students` needs. The service of career education is not consistent, furthermore, career education specialists do not have an opportunity to achieve high quality in service provision since it lacks adequate financial support. Keywords: career education, specialist executive for career education, vocational counselling, vocational information.
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Moser, Heinz, and Thomas Hermann. "Visual Storytelling in Career Counselling – An Ecological Approach." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 24, Educational Media Ecologies (October 2, 2014): 174–82. http://dx.doi.org/10.21240/mpaed/24/2014.10.02.x.
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In this paper, we present the concept of the project «Visualized vocational aspirations: Potentials of photography for career counselling and vocational preparation», which is funded by the Swiss National Science Foundation. The research project is a cooperation between the «Zurich University of Teacher Education» («Pädagogische Hochschule Zürich») and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Vocational education often is largely language-based, which could be a problem for the lower achieving students. Visual stimulation could be a means to support the learning process of this group of at risk learners.
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Kaminskiene, Lina, and Judita Bertašiūtė. "CHANGING CAREER DIRECTION FROM HIGHER EDUCATION TO VOCATIONAL EDUCATION AND TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 196. http://dx.doi.org/10.17770/sie2018vol1.3382.
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The article discusses the problem of overeducation which is described as a situation when individuals gain education higher than required in the labour market and, thus, fall into the so-called opportunity trap (Brown et al., 2011). Individuals’ investment into their education does not meet the expectations: they must expand their career opportunities by changing a career direction towards vocational training. The article aims to reveal the reasons that lead to such a situation. The case analysis revealed three periods which characterize and explain transformations in individuals’ considerations about the value of education and qualification. The 1st period describes a transition of graduates from secondary school to higher education institution. It reveals factors determining the choice of higher education institution. The 2nd period describes experiences of students in higher education system until changing their career for vocational training. The 3rd period reveals main reasons and factors of students’ choices.
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Gasparini, Paul G. "Liberalizing Vocational Study: Democratic Approaches to Career Education." Teachers College Record: The Voice of Scholarship in Education 108, no. 8 (August 2006): 1552–55. http://dx.doi.org/10.1177/016146810610800807.
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Karim, Abdul, and Nurus Sa'adah. "Career Guidance Services to Form a Career Identity for Vocational High School Students." Bisma The Journal of Counseling 5, no. 3 (December 29, 2021): 259–66. http://dx.doi.org/10.23887/bisma.v5i3.42407.
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Constraints and obstacles experienced by Vocational High School (SMK) students in the academic field are not only about the lack of information about the world of work or higher education, but the ability of SMK students in preparing their careers is still relatively low, students do not yet have a clear picture of their abilities, interests, and abilities. their goal. The purpose this a research is to form the career identity of students through career guidance services. This study uses descriptive qualitative research methods through Counseling Guidance Actions (PTBK). Data analysis was obtained from observations, interviews, and documentation. Based on the results of interviews and observations in this study, there is a significant difference between before and after being given career guidance actions to form career identities for class XII students of SMK Darussalam Blokagung Tegalsari Banyuwangi. Thus, students have a change in career identity after being given career guidance services, so it can be concluded that career guidance services can be used to form an identity in students' careers.
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Chukwuedo, Samson Onyeluka, and Jane Nwakaego Egbri. "DEMOGRAPHIC PREDICTORS IN SATISFACTION WITH ACADEMIC MAJOR AND NEGATIVE CAREER THOUGHTS RELATION: IMPLICATION FOR CAREER INTERVENTIONS IN VOCATIONAL EDUCATION IN NIGERIAN UNIVERSITIES." Baltic Journal of Career Education and Management 6, no. 1 (December 28, 2018): 6–14. http://dx.doi.org/10.33225/bjcem/18.6.6.
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To successfully progress in achieving the objective of vocational and technical education, it is necessary to determine the students’ satisfaction levels with the programmes as it relates to their career decision efficacy. This research, therefore, determined the demographic predictors in the relation between academic major satisfaction and negative career thoughts. The research was guided with four hypothesized research questions. Cross-sectional design that embedded a correlational survey was employed. The participants were 622 vocational education undergraduates selected from a public state-owned university in South-west Nigeria. The students’ demographic variables (e.g. gender, academic level of study, age, and subject areas of specialization), academic major satisfaction scale, and negative career outlook sub-scale were the main constituents of the questionnaire that was used for data collection. Data analyses were performed using mean, standard deviation, bivariate correlation, and regression analyses. Results depicted that the students’ satisfaction with their academic major significantly predicted their negative career thoughts. It was also found that gender, academic level and subject areas of specializations were the demographic variables that predicted satisfaction with one’s academic major, as well as negative career thoughts. Intervention studies were therefore recommended for career behaviour modification among vocational education undergraduates. Keywords: academic major satisfaction, career thought, demographic variables, vocational education students.
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Dang, Vi Hoang. "Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training." Journal of Education and Vocational Research 5, no. 4 (December 30, 2014): 228–38. http://dx.doi.org/10.22610/jevr.v5i4.172.
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Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.
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Piorunek, Magdalena. "Poradnictwo karier w sektorze szkolnictwa zawodowego – refleksje – dylematy – pytania." Kultura-Społeczeństwo-Edukacja 10, no. 2 (December 15, 2016): 43–58. http://dx.doi.org/10.14746/kse.2016.10.4.
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The text brings closer the career (vocational) guidance issues in the context of the vocational education specificity. Liquid modernity, with multidirectional changes occurring at a great speed, and growing requirements of the competitive labour market have become fertile soil for the growth of all sorts of guidance services, i.e. activities that concern the entire human life and treat individuals in a holistic way. Being one of them, the career guidance has travelled a long way undergoing a paradigmatic change of its objectives and tasks and of other aspects, i.e. how a relation with a client starts or what methods are applied. Vocational school students are one of those groups where career structuring is in demand. Being a weak link in Poland’s education system before the economic and political system transformations of 1989, after this date the group actually has started drifting, losing to the growing educational aspirations and the boom of secondary education that opened the door to increasingly popular higher education. Current efforts to restore vocational education need to be coupled with career guidance services that are provided professionally to the present and future vocational school students. Assumptions of these career guidance activities do not seem to differ basically from the general assumptions applied in the holistic guidance, which does not mean that a search for methods suited to this group of young people should be discontinued.
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Cardoso, Paulo, Maria Eduarda Duarte, Lisandra Pacheco, and Isabel Nunes Janeiro. "Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy." Cypriot Journal of Educational Sciences 17, no. 5 (May 15, 2022): 55–69. http://dx.doi.org/10.18844/cjes.v17i5.6674.
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This study examines the process and outcome of a life design group intervention with grade 9 students. In a sample of 139 participants (91 girls and 48 boys), a quasi-experimental design was applied to analyse the intervention’s effectiveness at fostering vocational identity, career adaptability and career decision-making self-efficacy. Seventy and 69 participants were included in the experimental and control groups, respectively. Outcome measures were applied at the onset of the intervention, at the end of counselling and three months after the last session. A focus group involving 17 participants was conducted to determine participants’ perceptions of the intervention process and outcome. The findings support the empirical evidence on the effectiveness of life design group-based interventions to foster vocational identity, career adaptability and career decision-making self-efficacy. The focus group participants evaluated the intervention as useful by fostering reflexivity and a sense of direction. Overall, the findings suggest the relevance of life design practices in educational settings to foster reflexivity and, therefore, to facilitate students’ career construction. The research implications of the findings are also discussed.
Keywords: Life design, vocational identity, career adaptability, reflexivity, adolescents
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Cardoso, Paulo, Maria Eduarda Duarte, Lisandra Pacheco, and Isabel Nunes Janeiro. "Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy." Cypriot Journal of Educational Sciences 17, SI.1 (May 15, 2022): 1453–67. http://dx.doi.org/10.18844/cjes.v17isi.1.6674.
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This study examines the process and outcome of a life design group intervention with grade 9 students. In a sample of 139 participants (91 girls and 48 boys), a quasi-experimental design was applied to analyse the intervention’s effectiveness at fostering vocational identity, career adaptability and career decision-making self-efficacy. Seventy and 69 participants were included in the experimental and control groups, respectively. Outcome measures were applied at the onset of the intervention, at the end of counselling and three months after the last session. A focus group involving 17 participants was conducted to determine participants’ perceptions of the intervention process and outcome. The findings support the empirical evidence on the effectiveness of life design group-based interventions to foster vocational identity, career adaptability and career decision-making self-efficacy. The focus group participants evaluated the intervention as useful by fostering reflexivity and a sense of direction. Overall, the findings suggest the relevance of life design practices in educational settings to foster reflexivity and, therefore, to facilitate students’ career construction. The research implications of the findings are also discussed.
Keywords: Life design, vocational identity, career adaptability, reflexivity, adolescents
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Behle, Heike. "Developing vocational competences during secondary school?" European Journal of Training and Development 41, no. 1 (January 3, 2017): 39–49. http://dx.doi.org/10.1108/ejtd-07-2016-0057.
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Purpose Using the example of an amalgamated secondary school qualification (International Baccalaureate Career-related Programme – IBCP), in which both vocational education and training (VET) and academic subjects are taught, the paper aims to discuss the use of skills and knowledge gained during the IBCP for post-secondary school activities. Design/methodology/approach The paper uses mixed method data based on a survey of 57 IBCP graduates and qualitative interviews with 20 IBCP graduates. Findings relate to the role of the IBCP in the careers decision-making process, the skills and competences students gained during their IBCP and its transferability to their current activity. Findings After their IBCP, more than half of all observed students had entered higher education. Whilst a few students did not engage actively in the career decision-making process, some were pro-active and used different sources to gain information. However, a large group of students used their time during the IBCP to test various occupational ideas and, thus, used their VET to further the careers decision-making process. Most students reported that they could transfer the skills and competencies they had gained during their secondary school to their current activity. Originality/value The paper calls for a renunciation of the ambivalent signals an amalgamated secondary school degree can provide. IBCP students signal both an increased productivity because of an increased level of vocational skills and a lower level of academic achievement. These signals, however, allow students to enter a highly diverse higher education system, especially in vocational courses.
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Mahfud, Tuatul, Setyabudi Indartono, Ida Nugroho Saputro, and Indah Utari. "The Effect of Teaching Quality on Student Career Choice: The Mediating Role of Student Goal Orientation." Integration of Education 23, no. 4 (December 31, 2019): 541–55. http://dx.doi.org/10.15507/1991-9468.097.023.201904.541-555.
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Introduction. Career choice is an essential stage for vocational students to identify suitability, readiness, and development of the capacity to work. However, until now, studies that discuss how vocational learning can shape students’ career choices are still limited and not yet widely discussed. This study aims to develop structural models to shape the maturity of student career choices, which involves teaching quality, learning goal orientation, and performance goal orientation in collaboratively and interactively. Specifically, this study aims to investigate the effects of teaching quality, learning goal orientation, and performance goal orientation on career choice. Also, it will help to examine the role of mediation for the student’s goal orientation under the influence of teaching quality. Materials and Methods. Data were collected randomly through an online questionnaire survey from 289 vocational students in the tourism field in Indonesia which included the culinary art and hospitality department. SEM analysis is used to test the path model and bootstrapping confidence interval estimate to test the mediation role. Results. This study revealed that teaching quality, learning goal orientation, and performance goal orientation are collaborative and interactive predictors of career choice of vocational students. Also, the learning goal orientation and performance goal orientation significantly mediate the effect of teaching quality on student career choices, and this mediation is partial. Discussion and Conclusion.This study also reinforces the theory that the success of achieving the learning outcome is significantly affected by external (e.g., teaching quality) and internal dimension (e.g., student goal orientation). Finally, it is recommended that vocational education practitioners should improve the quality of learning and teaching process by encouraging positiv e student goal orientation.
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Lysenko, V. "Study of Foreign Experience of Learners’ Vocational Self-Determination As an Innovative Potential of Advanced Professional Training." Profession-Oriented School 9, no. 1 (March 26, 2021): 35–40. http://dx.doi.org/10.12737/1998-0744-2021-9-1-35-40.
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The study of Russian as well as foreign experience concerning the effective practices for performing learners’ vocational training and self-determination allows the educators to extrapolate the most adequate ideas, principles, technologies, approaches to the development and implementation of career guidance and vocational training programs intended for specialists. The acquired knowledge can be further used for analysis, comprehension and application of the best practices in the system of advanced vocational training.
The article considers the features of the dual secondary vocational training system of Germany and focuses on the career guidance experience in schools and colleges in the UK. It also presents approaches that are not widespread and less known in Russia than in other countries to apply them to the dual higher education system.
Some elements of effective foreign practices of vocational training, self-determination and career guidance can be used in advanced vocational training centers as well as in institutions involved in general secondary, secondary vocational and additional education.
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Edokpolor, James Edomwonyi, and Stella Ebun Omiunu. "ROLE OF CAREER DEVELOPMENT SERVICES IN DEVELOPING STUDENTS LIFELONG LEARNING SELF-EFFICACY: VOCATIONAL AND ADULT EDUCATION LECTURERS’ PERCEPTIONS." Baltic Journal of Career Education and Management 5, no. 1 (December 20, 2017): 30–45. http://dx.doi.org/10.33225/bjcem/17.5.30.
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The purpose of this research was to assess the role of career development services in developing student’s lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student’s lifelong learning self-efficacy. It showed that there was no significant difference between the mean ratings of vocational and adult education lecturers on the role of career development services in developing student’s lifelong learning self-efficacy. These findings showed that vocational and adult education lecturers have the same perception on the role of career development services in developing student’s lifelong learning self-efficacy. It was therefore recommended, among others, that government through curriculum designers should integrate career development services into vocational and adult education programmes. This would help to instil confidence and positive attitude on students and working adults so that they can continuously learn new skills that would stimulate them for lifelong learning activities. Keywords: career development services, lifelong learning, work environment, student’s self-efficacy.
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Hlaďo, Petr. "Information Sources, Information, and Their Effectiveness in Determining Secondary School Students’ Choices of Further Educational Pathway and Careers." Lifelong Learning 2, no. 2 (2012): 19–39. http://dx.doi.org/10.11118/lifele2012020219.
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The present study is an overview of formal and informal sources of information that are currently used by students of upper-secondary technical and vocational schools in deciding on the course of their education and careers, and their availability and effectiveness evaluate on the basis of respondents’ subjective assessment. It also maps information that students consider to be important in career desicion-making. These findings are necessary to make the work of educational consultants, school psychologists and career counsellors more effective. They are also necessary for teachers of career education. For this purpose, a quantitatively oriented empirical survey, designed by the National Institute of Education, School Counselling Centre and Centre for Further Education of Teachers was carried out. Data was collected via paired questionnaires for students in the final year of upper-secondary school and their parents. Data collection was carried out in 2011 at twenty secondary technical schools and vocational schools in four regions of the Czech Republic. The sample consists of 442 students and their parents.
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Herr, Edwin L. "Education as preparation for work: Contributions of career education and vocational education." Journal of Career Development 13, no. 3 (March 1987): 16–30. http://dx.doi.org/10.1007/bf01351855.
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Herr, Edwin L. "Education as Preparation for Work: Contributions of Career Education and Vocational Education." Journal of Career Development 13, no. 3 (January 1987): 16–30. http://dx.doi.org/10.1177/089484538701300303.
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Creed, Peter A., Melisa Kaya, and Michelle Hood. "Vocational Identity and Career Progress: The Intervening Variables of Career Calling and Willingness to Compromise." Journal of Career Development 47, no. 2 (August 22, 2018): 131–45. http://dx.doi.org/10.1177/0894845318794902.
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Few studies have assessed potential underlying mechanisms related to vocational identity development. Informed by goal-setting and self-regulatory theories, this study ( N = 286 young adults; mean age = 20.5 years) tested the relationship between vocational identity and career goal–performance discrepancy (i.e., the appraisal that unsatisfactory progress is being made in one’s career) and assessed the process roles of willingness/unwillingness to compromise (as mediator) and career calling (as moderator) in this relationship. As expected, we found that a stronger vocational identity was associated with less willingness to compromise and fewer perceptions of career-related discrepancy and that willingness to compromise partially mediated the relationship between vocational identity and career goal–performance discrepancy. Additionally, career calling strengthened the negative relationship (i.e., moderated) between vocational identity and willingness to compromise and strengthened the negative relationship (i.e., moderated the mediation effect) between vocational identity and career goal–performance discrepancy.
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Andreeva, Alena A., and Tatiana E. Manger. "INNOVATIVE CAREER GUIDANCE ACTIVITIES USED IN LIFE-LONG EDUCATION." Volga Region Pedagogical Search 34, no. 4 (2020): 60–66. http://dx.doi.org/10.33065/2307-1052-2020-4-34-60-66.
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The article is devoted to the actual problem of vocational guidance in life-long education, carried out during the transition to the level of secondary general education via university profile classes and higher education institutions. The solution of the tasks of the national project "Education" is indicated. The strategic directions for the development of university profile classes based on the experience of a regional university are indicated, it includes such a component as improving the system of vocational guidance and professional self-determination of schoolchildren. The possibilities of implementing vocational guidance technologies during the transition to a new technological mode in different spheres of life are shown. Along with the traditional methods of career guidance, which proved to be effective, various innovative career guidance activities are considered, such as working in social networks, recording short video lessons, as well as conducting career guidance networking. New forms of building social connections have been introduced, they are used both remotely and in the real-format (online networking, real-networking, etc.). The article reflects the real experience of career guidance work carried out at Tambov State University named after G. R. Derzhavin.
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Indana, Luthfi, and Soenarto Soenarto. "Vocational Career Center as the Bridge between Industry and Vocational High School Graduates." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 2 (October 1, 2019): 219–28. http://dx.doi.org/10.21831/jptk.v25i2.19817.
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Preliminary study in Trenggalek city showed that there was a mismatch between the students’ skills learned at vocational high schools with their fields of work. It indicated that the role of vocational career center as a mediator between school and industry have not maximally yet. This study aimed to (1) describe how the vocational career center do its jobdesk, (2) categorize its performance, and (3) find the deficiency from the implementation of a career center in vocational high schools. The data analysis used a descriptive analysis from both quantitative and qualitative approaches. The result of study showed that the jobdesk of career center were collecting graduates databases, grouping the students who want to look for a job or study to higher education, and facilitating the students and world of work in the labour recruitment process. The performance of career center in Trenggalek Regency was good. From some predictors, those were job vacancy information, cooperation with world of work, alumni networking, data collection, communication between alumni, and alumni contribution, the career center’s aspect that need to be upgraded was the cooperation with the world of work.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 9, no. 2 (May 1986): 141–55. http://dx.doi.org/10.2307/1510363.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Okolo, Cynthia M., and Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work." Learning Disability Quarterly 11, no. 3 (August 1988): 292–306. http://dx.doi.org/10.2307/1510774.
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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
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Rogers, Mary E., Peter A. Creed, and Anna Praskova. "Parent and Adolescent Perceptions of Adolescent Career Development Tasks and Vocational Identity." Journal of Career Development 45, no. 1 (September 11, 2016): 34–49. http://dx.doi.org/10.1177/0894845316667483.
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We surveyed Australian adolescents and parents to test differences and congruence in perceptions of adolescent career development tasks (career planning, exploration, certainty, and world-of-work knowledge) and vocational identity. We found that, for adolescents ( N = 415), career development tasks (not career exploration) explained 48% of the variance in vocational identity; for parents ( N = 415), this was 38% (not world-of-work knowledge). Parent perceptions of career development tasks did not explain additional variance in adolescent vocational identity. There were moderate correlations between adolescent and parent perceptions of career development tasks and vocational identity, suggesting meaningful, but not substantial, congruence of perceptions. The findings provide useful insights into the understanding of, and relationship between, parent and adolescent perceptions of adolescent career development tasks and vocational identity, which suggest avenues for interventions with adolescents and parents.
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Gonzalez-Herrera, Ana Isabel, and Yolanda Márquez-Domínguez. "Career Education and Integrated Curriculum." International Journal of Research in Business and Social Science (2147-4478) 7, no. 3 (November 20, 2018): 18–35. http://dx.doi.org/10.20525/ijrbs.v7i3.878.
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The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.
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Kreisman, Daniel, and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." Education Finance and Policy 15, no. 1 (January 2020): 11–44. http://dx.doi.org/10.1162/edfp_a_00266.
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Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this deficiency, we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the National Longitudinal Survey of Youth (1997). Our results are twofold. First, students positively sort into vocational courses, suggesting that the belief that low-ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses—a nearly 2 percent wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest: (1) policies limiting students' ability to take vocational courses may not be welfare-enhancing, and (2) the benefits of vocational coursework accrue to those who focus on depth over breadth.
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İŞERİ, Emel TÜZEL. "From Mussels Stand to Becoming a Doctor: A Discussion on the Importance of Education in the Vertical Transition Between Social Strata in Terms of Career Choices and Sources of Vocational Awareness in Children with Low Socioeconomic Level." International Education Studies 12, no. 11 (October 25, 2019): 94. http://dx.doi.org/10.5539/ies.v12n11p94.
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This study aims to discuss the importance of education in vertical transition between social strata in the context of career choices and vocational awareness sources in children with low socioeconomic level. The study used a phenomenological design within a qualitative research approach framework. The study group consisted of 55 fourth-grade students enrolled in a primary school in a low socioeconomic area of Izmir province in Turkey. Findings of the research laid out that the students mostly wanted to be a doctor, their positive attitudes towards the profession and their desire to be beneficial to the society gained importance in their career choices, taking the example of people who they encountered in real life and who they watched on TV affected their career choices, and that there were participant views indicating that a thorough presentation of careers was not conducted even though a number of professions were mentioned in the lesson. The findings were discussed in terms of carrying out vocational guidance more carefully for participants consisting of children with low socioeconomic level who have parents with low education level so that its disadvantages can be eliminated.
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Ross Owen, T., and Trey J. Fitch. "CAREER CONCERNS OF DISPLACED WORKERS IN VOCATIONAL TRAINING." Community College Journal of Research and Practice 27, no. 3 (March 2003): 191–201. http://dx.doi.org/10.1080/713838119.
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Enachea, Rodica Gabriela, and Raluca Silvia Matei. "Study on Self-Awareness and Vocational Counseling of High School Students." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 372–78. http://dx.doi.org/10.18844/prosoc.v3i3.1620.
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Problem Statement: The term career guidance is a general term that covers a range of activities from informing, evaluating and continuing to education and career counseling. Career counseling aims to develop the skills a person / group of persons needs in solving specific career related problems such as difficulties in formulating career options, difficulties in job retention and professional development, unemployment. Career education is an educational intervention for the development of habits and skills necessary for the development and management of their careers. Purpose of Study: The research objectives are centered on investigation of adolescent personality types that is needed for academic and professional guidance, investigate how personal decision are made and social problem are solved as prerequisites in choosing a suitable profession, study efficiency analysis of the: psychological counseling activities, vocational and career guidance for high school students. The methods of our research were: the Type Finder Personality Test, based on Carl Jung’s and Isabel Briggs Myers’ typological approach to personality, Questionnaire about decisions making styles of students A. J. Rowe and R. O. Mason, Managing with Style: A Guide to Understanding, Assessing, and Improving Decision Making. Conclusions: A job can contribute to self-esteem and a sense of personal identity by allowing adolescents to feel they are doing something useful. They often show pride in their place of work as well as in themselves as workers. Not only are expressing the sense of industry and competence they worked and developing in middle childhood, they also are participating their future role as economically self- sufficient individuals. At the same time, by taking responsibility for showing up on time and doing the tasks they are given, they confirm their emerging status as adults. Career education is an educational intervention for the development of habits and skills necessary for the development and management of the careers.Keywords: Teenagers, vocational counseling, personality types, types of decision-making
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Zakatnov, D. "Career and value orientations of students of vocational (vocational and technical) education institutions." Theoretical and Methodical Problems of Children and Youth Education, no. 24-1 (2020): 155–70. http://dx.doi.org/10.32405/2308-3778-2020-24-1-155-170.
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Tsagem, Shehu Yahaya, and Malami Umar Tambuwal. "VOCATIONAL INTEREST, ATTRIBUTION AND CAREER MATURITY AMONG SECONDARY SCHOOL TEACHERS IN SOKOTO METROPOLIS." Sokoto Educational Review 14, no. 1 (June 30, 2013): 8. http://dx.doi.org/10.35386/ser.v14i1.89.
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The main thrust of this study was to examine and investigate whether relationships exist among vocational interest, attribution and career maturity among teachers in secondary schools of Sokoto state. Some research questions raised were: Is there any relationship between vocational interest and career maturity of secondary school teachers in Sokoto state: and is there any relationship between vocational interest and attribution of secondary school teachers in Sokoto state? Some null hypotheses generated for the conduct of the study were that: there is no significant relationship between vocational interest and career maturity of secondary school teachers in Sokoto state and there is no significant relationship between vocational interest and attribution of secondary school teachers in Sokoto state. The study used the correlational survey methodology for237 subjects drawn from the total population by means o f simple random sampling technique. Data for the study was collected with the use of an adopted version of Bakare 's Vocational Interest Inventory, an adopted version of Olomolaiye's Self Other Motivation Scale and an adopted version of Crites' Career Maturity Inventory Attitude Scale. Some major findings of the study were that there is a relationship between vocational interest and career maturity and also that there is a relationship between career maturity of secondary school teachers in Sokoto state. Some of the recommendations made were that the Ministry of Education in Sokoto state and the teachers themselves should embark on developing both internal and external inspiring factors toward the general development of the teachers' career maturity thus leading to sound academic effectiveness and that the state Ministry of Education should look for all possible ways to develop teachers' interest and attribution which will eventually enhance the realization of positive and efficient self-esteem, self-efficacy, self-concept and self-fulfillment which are necessary ingredients in career maturity etc.
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Nowak, Małgorzata. "Career counselling in the sustainable development trend on the example of secondary schools in one of the Polish cities." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 69–77. http://dx.doi.org/10.5604/01.3001.0014.6874.
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The article presents the theoretical aspects of sustainable development and career counselling. It also describes the expectations of young people and teachers towards career counselling, understood as a new strategy of joint efforts to create a good and safe future for the residents in which they have the certainty of finding decent jobs. The changes taking place in the modern world make the ways the young people were supported thus far insufficient. Therefore, the author of this article undertook research aimed at determining what models of career counselling are preferred by young people and the teachers who work as career counsellors in schools, how students perceive the attractiveness of vocational schools, and how the teachers assess the adaptation of the vocational education system to the requirements of the local labour market. Author's own questionnaires were used. Diagnostic surveys were conducted among the participants of the project Vocational education in schools as a springboard to sustainable development of staff on the Legionowo’s labour market. The questionnaires were completed by 221 students and 13 teachers. Studies have shown that while 64% of students do not have a good opinion about the offer of vocational schools in Legionowo, 65% of those surveyed do not rule out working in the city. It was found that most of the surveyed teachers rate the adaptation of the vocational education system in the Legionowo's county to the a) requirements of the local labour market and b) the interest of students in career counselling as good. The study revealed two career counselling models preferred by the teachers: 1) a model of counselling carried out during hours available to the class teacher and during workshops with a career advisor and 2) a model in the framework of cooperation with the labour market. Both models coincide with youth-preferred forms of vocational counselling classes: 63% of students chose meetings with a career advisor, 40% of respondents mentioned visits to workplaces, Career offices, the Employment Bureau, 35% indicated participation in job fairs.