Proposals to improve the effectiveness of vocational guidance. A set of measures aimed at improving the vocational guidance of students. Minister of Labor and Social Development of the Republic of Dagestan, Ph.D. D., Makhachkala [email protected] datacom. ru
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UDC 37.048.45 BBK 74.200.526
Sardushkina Yulia Anatolievna
deputy Head of the Educational and Methodological Administration of the Autonomous Municipal Educational Institution of Higher Professional Education "Samara Academy of State and Municipal Administration"
samara Sardushkina Yulia Anatolievna Deputy Administrator of Instruction and Methodological Department Autonomous Municipal Educational Establishment of Higher Professional Education “Samara Academy of State and Municipal Management”
Increasing the efficiency of vocational guidance work among senior students in the school's profiling system Senior School Students ’Professional Guidance Effectivization in the School
Streaming System
The relationship between specialized training and vocational guidance is considered. The article presents the results of a study aimed at studying the formation of the ability to make a choice among senior schoolchildren, as well as the conditions of the educational process that contribute to the development of the ability to choose. On the example of the structured interaction between the university and the school, a possible way to increase the effectiveness of vocational guidance work among senior students is proposed.
The article surveys a connection between school streaming and professional guidance. A research which studies the ability to make a professional choice among senior school students and conditions of the educational process are described. A possible way of effective professional guidance among senior school students is offered on the basis of well-structured coordination between school and university.
Key words: professional orientation, specialized training, the ability to make choices, interaction between the university and the school.
Key words: professional guidance, streaming, ability to make a choice, coordination between school and university.
The problem of vocational guidance of students always remains attractive in its relevance for specialists in various fields of activity. This is due to the fact that the scientific and practical solution of vocational guidance issues is a response to the social order of the state for the correct selection of personnel, their training and subsequent consolidation in the chosen profession.
Career guidance is "... a system of scientifically based measures aimed at preparing young people for the choice of a profession, taking into account the characteristics of the individual and the socio-economic situation in the labor market." , which includes professional education, professional counseling, and psychological support for students. Work in these areas is carried out in regional or city vocational guidance centers, in various circles and sections that give students the opportunity to develop their abilities, acquire additional skills and abilities. But better conditions for planned, systematic vocational guidance work can be created on the basis of a specialized school. This is due to the fact that it is specialized training that allows "to take into account the interests, inclinations and abilities of students more fully, to create conditions for the education of senior pupils in accordance with their professional interests and intentions in relation to continuing education." Through high school profiling to students
the opportunity is given to “design your future and form the necessary resources for making an informed professional choice”.
Accordingly, one of the results of effective profile training should be - "the ability to make a choice", ie:
Ability to analyze the motives of choice;
Ability to analyze external conditions;
Ability to predict and evaluate the selection results.
This skill is one of the main necessary resources for making an informed choice of profession.
In order to study the formation of the ability to make a choice in senior schoolchildren, as well as the conditions of the educational process that contribute to the development of the ability to choose, we conducted an empirical study.
Among the methods that we use in the research, there are interviews and content analysis.
"Interview (from the English. Interview - conversation) - one of the main types of survey through a conversation, which is conducted by the researcher according to a predetermined plan either with one person or with a group." Their answers serve as material for subsequent analysis, interpretation and generalization, of course, in conjunction with the material obtained by other methods.
Content analysis is “a method of collecting quantitative data about a phenomenon or process under study contained in documents. The word "content" means the content (or content) of a document. In this case, a document is understood as an official text (such as an instruction or a legal law), as well as everything written or spoken, everything that has become communication. "
The study takes place throughout the academic year, on the basis of predetermined educational institutions (a number of schools and gymnasiums) in Fr. Samara.
At the beginning of the academic year, head teachers of these educational institutions were interviewed. All the head teachers recognized that the school needs to implement a career guidance program aimed at developing students' ability to make independent choices. This is due to the fact that, according to their observations, finding themselves in a situation of choice, high school students have difficulties related to the ability to make this choice.
Most of the head teachers consider it expedient to start career guidance work from the 9th grade, explaining that at the end of the 9th grade, students must decide on their further education profile or decide to continue their education in institutions that provide secondary vocational education. And their work experience shows that, today, by the end of the 9th grade, students are not ready to make a conscious independent choice. And, accordingly, already in the 9th grade, the head teachers see the need for the implementation of a program that develops this skill, with a mandatory continuation in grades 10, 11, but already at a more in-depth level. Part of the head teachers, relying on the vast experience of work at school, suggests starting to implement the tasks of vocational guidance from grade 1 through the program "Acquaintance with the world of professions", and, starting from grade 8, within 4 years on
at a more in-depth level - a career guidance program that promotes the development of the ability to make choices. The rest of the head teachers believe that the best option for starting the implementation of a vocational guidance program is grade 10, explaining this by the fact that by this age students have an idea of \u200b\u200bwhat they are interested in / not interested in, what they have abilities, and what field of activity is satisfying ... The information received allows us to conclude that the high school has a need for a career guidance program aimed at developing the ability of students to make independent choices, and the best option that is actually feasible in modern conditions, to start its implementation, is either 9 or 10 class.
Answering the question: “Is there enough appropriate human resource in the school to implement the vocational guidance program?”, All the head teachers answered that, today, the school personnel resource is not enough. Cooperation with higher education will help to resolve this issue. The head teachers note that it is the university teachers, through direct interaction with practitioners, who can best develop and implement a career guidance program. Thus, we see that at present the high school is interested in building interaction with the higher school, as a result of which both the personnel issue (in the relevant direction of work) and the issue concerning the development and implementation of a career guidance program will be resolved.
The results of the study, obtained by us as a result of the conducted content analysis, confirmed the statements of the head teachers that by the end of the 9th grade, as well as further education in the 10th grade, when they find themselves in a situation of choice (in this case, we are talking about a profession), difficulties arise associated with the ability to make this choice.
We conducted a study among students in grade 10. Of all the subjects, only 32% can say with less doubt which professional field they choose. 40% of students have chosen for themselves
several priority areas of activity, but do not know which one to give preference to, what criteria to use when choosing. 28% - do not know at all what profession to choose, in their works they say that there are great difficulties with how to choose; they do not know what to be guided by when choosing a profession. Some of them openly admit that, despite the difficulties that have arisen with the choice of a profession, they will think about this issue only after the end of grade 10, or rely on the fact that their parents will help them make their choice. The results obtained indicate that students have difficulties in designing their further educational and professional activities, with the ability to analyze their motives and reasons for making certain decisions, with the ability to predict the result of a choice and the consequences of a choice being made.
Being in a situation of choosing a profession, only 28% of subjects think about external conditions, by which we mean, among other things: the ability to analyze the situation on the labor market and take into account what specialties are in demand today and will be in demand in a few years. The ability to analyze external conditions, to take them into account when making a choice, is one of the necessary conditions for making the choice the most conscious. According to the data obtained, it is clear that in this direction, as part of the implementation of the vocational guidance program, it is also necessary to carry out work.
The study of the judgments of the head teachers and the content analysis of the work of schoolchildren show us that high school needs help aimed at increasing the effectiveness of career guidance work, one of the aspects of which is the development and implementation of a career guidance program that contributes to the development of students' ability to make informed independent choices. And, in the opinion of the head teacher, the best option for solving this issue is - well-built interaction with higher education.
Since in order to choose a profession, students must have developed the ability to make a conscious independent choice and, accordingly,
activities, first of all, should be aimed at the formation of this skill, to create the necessary conditions for increasing the efficiency of career guidance work is possible within the framework of specialized training: it is essentially aimed "at meeting the individual needs of high school students (subject to mastering the they have the ability to make responsible choices. " But, since, as noted above, it is difficult for a school in this situation to independently successfully carry out career guidance work, and the need for specially organized career guidance activities is acute, a well-built interaction between the university and the school can help to resolve this problem.
The school has a need for highly professional specialists who will be able to carry out career guidance work at the proper level, incl. will contribute to the development of high school students' ability to make informed independent choices; in a career guidance program that provides high school students with a wide range of choices.
The need for a university to interact with a general education institution is to attract senior students to enroll in this particular university. Any higher educational institution needs schoolchildren oriented towards this institution, independently aware of what they want, understanding why they want to enter this particular institution, and why they choose this particular direction of training. Only through interaction with such applicants will the university receive a responsible student, and in the future, meet the needs of society and the state in qualified specialists with higher professional education, in scientific and pedagogical personnel of higher qualifications.
Therefore, a possible way to increase the efficiency of vocational guidance work is such a structure of interaction between the university and the school, where the university develops an appropriate modular vocational guidance program that provides high school students with a sufficient breadth of choice, contributing to the development of the ability to do
conscious independent choice, which, in turn, is a prerequisite for successful career guidance work, and also sends qualified teachers to the school for the implementation of this program; and the school provides an opportunity for the university to engage with the audience of high school students in order to orient them towards the professions for which they are trained in this university. By building interaction in this way, the quality of the educational service provided increases. And it is within the framework of coordinated interaction between the university and the school that the interests of these two parties are satisfied, and the effectiveness of vocational guidance work is also increased.
Bibliographic list
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http://www.edu.ru/abitur/act.15/index.php
2. On the approval of the Concept of profile education at the senior level of general education. Order of the Ministry of Education of the Russian Federation of July 18, 2002 No. 2783. URL: http://www.edu.ru/db/mo/Data/d_02/2783.html
3. Organization of profile training in the form of an individual educational trajectory at the senior level of general education: method. recommendations / G.B. Golub, E.A. Perelygin, I.S. Fishman, O.V. Churakova; ed. E.A. Kogan. - Samara: OOO "Etching", 2007. 93 p.
4. Methods and methods of pedagogical research. URL: http://paidagogos.com/
5. Gudzovskaya AA Content analysis as a method of empirical and applied research in psychology: a tutorial. Samara: Publishing house "Samara Municipal Management Institute", 2007. 48p.
6. Golub G.B. Elective courses in the system of specialized training // Directory of the deputy director of the school. 2010. No. 6.
1. Golub, G.B. Elective Courses in the Streaming System / G.B. Golub // An Assistant Headmaster's Guide. - 2010. - No. 6.
2. Gudzovskaya, A.A. Content-Analysis as a Method of Empirical and Practical Research in Psychology: Study Guide / A.A. Gudzovskaya. - Samara: “Samara Municipal Institute of Management” Publishing House, 2007. - 48 p.
3. Methods and Methodology of Pedagogical Research. - Access Mode: http://paidagogos.com/
4. On the Streaming Conception Adoption on the Senior Level of General Education. Order of the Russian Federation Ministry of Education dated July 18, 2002, No. 2783. - Access Mode: http://www.edu.ru/db/mo/Data/d 02/2783.html
5. Streaming Organization in the Individual Educational Frame Form on the Senior Level of General Education: Guidelines / G.B. Golub, E.A. Perelygina, I.S. Fishman, O.V. Churakova; ed. by E.A. Kogan. - Samara: “Ofort” Ltd., 2007. - 93 p.
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on the organization of vocational guidance work with students of educational institutions, aimed at increasing the prestige of working specialties in demand on the regional labor market
1. Introduction
Today, the problem of professional self-determination of young people is one of the most important in terms of the formation of a person as a full-fledged member of modern society. Each student must make a choice of a profession, an appropriate educational institution, as well as be ready for possible changes on the path of their professional development in connection with the general socio-economic changes in the country and their region.
The success of choosing a profession is largely determined by the psychological readiness of a student, associated with: the formation of a professional orientation of the individual, an adequate self-assessment of abilities, a realistic level of aspirations, stable professional intentions, and sufficient awareness of the professions. It should be noted some common mistakes that students make when choosing a future professional field of activity:
Orientation to a profession that requires higher qualifications (lawyer, economist, banking specialist, etc.).
Disregard for professions that are not prestigious, although significant in life (bricklayer, locksmith, public catering worker, paramedic, etc.).
Lack of opinion in choosing a profession and making a decision, not of their own free will, but at the request of parents or other people.
Transfer of attitudes towards a specific person who is a representative of a given profession onto the profession itself.
Passion only for the outside or any one side of the profession.
Transfer of attitudes towards a school subject to a profession related to this subject.
Lack of skills to understand, assess their abilities, opportunities in the chosen profession;
The choice of a profession, determined by the material considerations of the family and the student himself.
The analysis of sociological studies conducted by the laboratory of the Institute of Vocational Education of the Russian Academy of Education (St. Petersburg) of the process of forming positive motivation when choosing a working profession by students in grades 9-11 shows the following. The number of students choosing blue-collar occupations is relatively small, although it significantly depends on the type of school and the socio-economic profile of the region. Most of those wishing to choose a blue-collar profession are students (mostly boys) from junior high schools in villages and small towns. For most students, interest in the content side of the profession as the leading motive for choice is presented in a much smaller number of cases than the so-called side reasons: the desire to become financially independent as soon as possible and free from the care of the school and parents, "for company with friends", unwillingness to "hammer science at school ”, the desire to graduate from a vocational school with excellent grades and receive privileges for entering a university (1.21-22).
The results of a sociological study aimed at identifying the professional priorities of young people in the Vologda Oblast, and comparing these data with the needs of the modern labor market, clearly show the existing contradiction between the needs of rational distribution of labor resources and the prevailing professional preferences of young people.
The study of the dominant motives of professional preferences shows that the overwhelming majority of young people have a stereotype of getting a fashionable, prestigious profession. According to the research, only 24% students of educational institutions of the region When choosing a profession, they were interested in whether it was in real demand in the labor market, and were guided by this criterion. More than half of future school graduates choose specialties of economic, management, social and humanitarian profile. Reduced interest in the professions of material production and social services: transport, communications, agriculture, housing and communal services, consumer services, public catering.
Young people give preference to getting higher professional education. The results of the survey show that for about 70-85% of graduates making a professional choice, a significant factor is study at a higher educational institution, along with the fact that there is a demand in the labor market of the region mainly for professions received in institutions of primary and secondary vocational education.
The annual demand of the regional economy is about 23 thousand new workers and specialists, including graduates of educational institutions, of which 7.2 thousand people - the need for specialists with higher education, 8.5 thousand people - with secondary vocational education, 7 , 3 thousand people - with primary vocational education.
The greatest annual need for workers and specialists is experienced by organizations in the field of wholesale and retail trade, repair of vehicles (4 thousand people), agriculture (2.5 thousand people), transport and communications (2.2 thousand people). , education (1.9 thousand people), construction (1.4 thousand people). Specialists with secondary vocational education are most in need of wholesale and retail trade (1.6 thousand people), transport and communications ( 0.9 thousand people), healthcare (0.8 thousand people). The greatest need for specialists with primary vocational education is experienced by organizations in the field of agriculture (1.5 thousand people), wholesale and retail trade (1.5 thousand people), transport and communications (1 thousand people).
There is a significant increase in the pragmatic orientation of young people, the desire to get professions that maximize material wealth. This choice is not always in the interests of employers and society. Young people regard blue-collar occupations as not prestigious - only 5% of young people associate their professional plans with getting a blue-collar occupation. At the same time, in the structure of vacancies offered by enterprises to the bodies of the employment service, about 80% are workers. This indicates the absence of a market-oriented career guidance in the education system.
In recent years, the output of specialists in the field of economics and management has doubled, specialists in the humanities and social specialties - 1.5 times, which does not correspond to the real needs of the regional labor market. The consequence of the excess of specialists in certain sectors of the economy was that graduates find it difficult to get a job. In 2009-2011, the percentage of employment of graduates of vocational education institutions of all levels averaged 55%. The total employment, including graduates of vocational education institutions who continued their studies and drafted into the army, amounted to 91%.
A significant number of graduates of vocational education institutions cannot find work in their specialty. In 2011, 46% of graduates of higher vocational education, 35% of graduates of secondary vocational education and 56% of graduates of primary vocational education were employed in a permanent job that did not correspond to their specialty.
The discrepancy between the structure of vocational education and the current and future needs of the labor market in terms of the qualification level and professional structure leads to a shortage of qualified personnel in a number of professions and specialties, which can become a significant restriction for accelerating the economic growth of the region.
The factors that negatively affect the choice of a working profession include: low prestige among parents and schoolchildren of blue-collar professions; lack of knowledge by schoolchildren of the prospects for professional and social advancement in working professions; unpopularity of labor training lessons at school, inadequate assessment by students of their inclinations and abilities.
Factors that have a positive effect on the choice of a working profession include: a positive attitude of parents; close connection between schools, enterprises and institutions of the system of primary and secondary vocational education; adequate self-assessment by students of inclinations and abilities; success in educational, industrial and work activities (in student teams, in patronage work, in school workshops, in school areas), provided that all these activities are well organized, and achievements are noticed and publicly noted.
These factors sharply raise the issue of more targeted preparation of students for the choice of a future profession related to working specialties in demand on the regional labor market, where the task of forming stable educational and professional motives will be one of the most important. At the level of an educational institution, work on the study and formation of the motivational factors of the student's personality should be systematic, that is, the school administration, and teachers, and school psychologists, and social teachers, and, of course, the students themselves should participate in it. In addition, parents of schoolchildren should also actively participate in career guidance work.
These recommendations highlight the organizational and methodological component of purposeful vocational guidance work among young people and schoolchildren based on the system of basic components that determine the formation of needs, professional intentions and real capabilities of students with a focus on blue-collar occupations. They are addressed to municipal education authorities, heads and teachers of general educational institutions of the system of general, primary and secondary vocational education, institutions of additional education directly organizing pre-profile and professional training of students, pedagogical and parental communities.
2. The main ideas of the system of vocational guidance work with students of general education institutions, aimed at increasing the prestige of working specialties
The correct vocational orientation of adolescents to blue-collar occupations lies in solving a dual task: on the one hand, it must meet the demands of the labor market, on the other, it must correspond to the abilities, inclinations, skills and personal qualities of young people when choosing a future field of activity.
The purposevocational guidance in educational institutions is the formation of students' ability to choose a field of activity that best suits their abilities, interests and psychological characteristics of the individual, taking into account the labor market conditions. A successful solution to this problem is impossible without the active participation of education authorities, local administrations, employers, the media, as well as the students themselves and their parents.
Within the framework of the general goal, vocational guidance work with students aimed at increasing the prestige of blue-collar occupations is designed to solve a certain circle tasks:
To promote the development of students' attitude towards themselves as a subject of future professional education and professional work; awareness of the moral significance of future professional choices in accordance with the interests and abilities of each and taking into account the needs of the region;
To prepare students for a conscious and responsible choice of the field of future professional activity, ways of obtaining education, for a conscious choice and mastering of various professional educational programs with a focus on demanded working specialties;
To acquaint students in practice with the specifics of typical types of activities corresponding to the professions most in demand in the region; contribute to the development of self-presentation skills as a guarantee of the beginning of a successful labor activity;
To create additional conditions for psychological and pedagogical comfort in teaching students, the formation of stable educational and professional motives, the ability to correlate their individual psychological characteristics and capabilities with the requirements of the chosen profession.
Informing about the positive aspects of blue-collar occupations
The results of sociological research (2,14) prove that the less students are informed about the world of professions, about their personal qualities, the more dominant factors in choosing a profession are external factors (the influence of parents, material income, prestige of the profession, etc.). In this regard, it is necessary consistently reveal to students the positive aspects of choosing blue-collar occupations, the possibility of building their own career and its development in this direction. The advantages of choosing a working profession include:
obtaining a profession in demand on the labor market in a shorter training period;
getting a profession free of charge or for an affordable fee;
guaranteed employment due to the lack of blue-collar professionals, especially in times of crisis;
early economic independence;
the formation of basic skills and skills of work, which are significant in the practice of everyday life;
the opportunity to engage in entrepreneurial activities in the provision of services to the population;
increasing requirements for specialists in blue-collar professions (new technologies, new equipment require high qualifications);
improving the quality of education in connection with the increasing trend towards the conclusion of tripartite agreements: between institutions of primary and secondary vocational education, students and an enterprise that provides the latest equipment and places for internship;
increasing the prestige of employers from the real sector.
This idea determines the "horizontal" and "vertical" construction of possible professional and career trajectories of professional development of students.
The readiness for professional mobility is one of the mandatory requirements for a modern worker and includes a set of private readiness (competencies), suggesting the possibility of implementing alternative scenarios:
after completing professional education - work in the specialty; change of specialty; continuation of education in a specialized university; entrepreneurial activity; combination of these scenarios;
at the stage of professional activity - improving existing competencies and mastering new ones without changing the formal level of education; moving up the steps of formal educational levels; changing the profile of professional activity with or without obtaining an appropriate formal education.
Professional self-determination is realized only in the context of general self-determination. In this regard, the education system should support not only educational and professional, but also broader socio-professional self-determination, which implies the orientation of the student in various economic, social and political processes, in the context of which the social and professional formation of the individual takes place.
Another important aspect of the unity of general and professional self-determination is to consider professional activity as primarily practical, practical-transformative activity, significantly different from educational activity, mainly (and in some cases exclusively) implemented in educational institutions. In the light of the above, the inclusion of students of general education schools in the system of practice-oriented (project, research, labor) activities is an important precondition for the formation of their readiness for professional self-determination.
Continuity of the process of supporting professional self-determination in the education system
In the system of lifelong education, the process of supporting professional self-determination loses the form of a one-step act of "choosing a profession" and also acquires the features of continuity, accompanying a person's entire life from preschool to retirement age. Each stage of education requires the solution of its own special tasks of supporting professional self-determination using a specific set of tools (see Appendix 1). At the same time, some cross-cutting trends can be identified that characterize the change in the tasks of supporting vocational education by age level:
as the student grows up, his ideas about the possibilities of choice should gradually expand, which requires a gradual expansion of the content of information work in the system of support for professional self-determination;
as the subject of self-determination develops, the degree of his independence increases, which requires a gradual transition from “influencing” and “guiding” relationships to “helping” ones;
the need for career guidance services and professional diagnostic consultations, as a person grows older, decreases and, on the contrary, the need for psychological support increases.
The idea of \u200b\u200bmeaningful choice
The educational and professional choice of the subject must be meaningful; at the same time, as much as possible, a complete understanding of both what this or that profession gives to society and what it can give the subject of self-determination (and his family) should be achieved. This requires special work to overcome common myths and prejudices about various professional activities. As part of such work, it is necessary to remove a number of acute problems from the "zones of silence" and turn them into a subject of open discussion with students and their families. This includes, among other things, such problems as: the elite orientations of students and their parents as a factor of educational and professional choice; perception of higher education as “storage and maturation rooms”; pressure on the applicant from vocational education institutions; poor quality and imitation of vocational education; situations of limited educational and professional choice; deformations in the world of work associated with the discrepancy between work and its payment, etc.
The idea of \u200b\u200bself-determination as a trial
In modern conditions, repeated educational and professional self-determination, occurring in various forms, is becoming the norm. The student must be ready for such a repetitive self-determination, and his parents must understand and accept it as a socio-cultural norm of modern society.
The idea of \u200b\u200ba possible mismatch between ends and means
The subject of self-determination can consciously use various social institutions for their own purposes, which differ from the purposes for which these institutions were intended (for example, obtaining a higher professional education may be initially planned not in order to subsequently work in this specialty, but to achieve other goals , for example, for the accumulation of "social capital", etc.). These points should also be considered as a socio-cultural norm of modern society, and not as indicators of the ineffectiveness of vocational guidance work.
Reliance on activating techniques (professional tests, educational and research projects of vocational guidance, role and business games, etc.) This will ensure a gradual transition from working with a passive subject to activities in which the subject of self-determination is formed, the system of his values \u200b\u200band motives develops, ensuring adequacy and stability educational and professional choice.
Complexity of career guidance work should not be limited to one or several functions, but include the whole range of them: professional education (professional information and professional propaganda), professionalography, professional diagnostics, professional consultation, professional selection (selection) and professional adaptation (see Appendix 2).
All of these ideas complement each other, forming a specific structure within which vocational guidance work with students is built. The main directions and mechanisms of vocational guidance based on the goals, objectives and characteristics of the functioning of the main types and types of educational institutions, as well as public associations and organizations, interested social institutions and partners responsible for education, upbringing, vocational training, retraining and employment of young people, are accordingly filled their qualitative content and are concretized taking into account the needs of the regional labor market.
The goal of the vocational guidance system at the level of general secondary education is to form the ability of a person choosing a profession to choose a field of professional activity that is optimal for personal characteristics and demands of the labor market, to increase its competitiveness in the labor market, i.e. the subject of vocational guidance must be capable of planning and implementing career goals.
General actual directions of career guidance work in institutions of general secondary education are:
organization of socially useful labor and labor (industrial) practice;
pre-professional and vocational training of students;
establishment and implementation of the relationship of academic subjects with the professional environment;
comprehensive vocational guidance support for students;
use of modern information and communication technologies, including conducting on-line consultations, conferences;
carrying out extracurricular activities of vocational guidance;
vocational guidance work with parents;
registration of the office (corner) of vocational guidance.
organization of professional tests with the aim of forming stable orientations towards a certain profession, working lifestyle, professional self-determination, a conscious attitude towards the profession;
informing students of institutions of general secondary education about the socio-economic situation and trends in the labor market in order to form motivation for professional self-development as a means of increasing competitiveness;
familiarization of students of institutions of general secondary education with the professional and qualification characteristics of professions, the requirements for the profession, about professional opportunities in the selected areas;
organizing and holding events, meetings with graduates of institutions of primary and secondary vocational education, aimed at creating a positive image of a worker and a specialist;
organization and conduct of elective courses on the basis of institutions of general secondary education, institutions of primary and secondary vocational education in the framework of pre-profile training and specialized training of students;
holding open days with the aim of vocational guidance for blue-collar occupations (at least 4 times per academic year);
organization of excursions to production in order to familiarize students of general secondary institutions with the specifics of professional activities, production technology, modern technology (at least 3 times a year);
organization of weeks according to specialties, months of professional skills, professional decades;
organization of meetings with leaders and innovators of production in order to form positive motivation for professional activity and increase the prestige of blue-collar professions.
attracting students from institutions of general secondary education outside of school hours to technical and artistic creativity on the basis of institutions of vocational and secondary specialized education in order to promote professions and a massive influx of students for further education;
organization of the work of clubs of creative associations, youth scientific communities;
organizing the participation of students in the productive work of student production teams, training and production workshops, cooperative associations and contracting teams;
organization of exhibitions of technical creativity, the best works of students of institutions of general secondary education, institutions of NGO and secondary vocational education, institutions of additional education.
Career guidance work at the I stage of general secondary education (grades 1-4)
The goal of career guidance at this educational stage is considered to be the formation of a conscientious attitude to work, an understanding of its role in the life of a person and society, an attitude towards choosing a profession and the development of interest in work.
The tasks of career guidance in primary school include:
explaining to students the social significance of various professions, their importance and necessity;
acquaintance of junior schoolchildren with the peculiarities of the social and industrial infrastructure of the district, city;
instilling elementary labor skills;
the formation of a positive orientation towards labor activity.
At this stage, it is advisable to apply methods that are in the nature of professional education. These include:
study and formation of socially and personally significant motives for choosing a profession;
individual work with students on the choice of a profession;
circles of technical and artistic creativity;
the formation of cognitive interests, the organization of socially useful labor, excursions to enterprises and organizations;
the formation of a social and professional orientation towards labor activity, a system of vocational guidance work with parents and teachers;
meetings with masters of their craft;
holding meetings, class hours, exhibitions of children's works, drawing contests;
mini-conferences: "People of what professions live in our house, area?", "My favorite heroes of books and films."
The tasks of vocational guidance at this stage are to actualize the importance of professional activity in younger adolescents, to help them understand their interests, abilities, social values \u200b\u200bwith an orientation towards future professional activities; development in schoolchildren of a personal sense of the choice of a profession, the ability to correlate their own priorities with public ones.
The achievement of the goals is facilitated by the involvement of students in specially organized activities aimed at actualizing the self-determination of adolescents in their future: these can be training courses, workshops, trainings, comprehensive diagnostics and self-diagnostics, drawing up a portfolio of achievements and self-presentation, career guidance game. Vocational guidance game - modeling the process of choosing a profession and further professional self-determination in conditions of active learning. Business games of a vocational guidance orientation reproduce the process of professional self-determination, employment and professional adaptation in the conditions of interactive interaction of the participants of the study group working in the "immersion" mode.
In addition, in the educational process, it is necessary to establish the relationship of academic subjects with the professional environment, which provides for:
highlighting topics in the program material in the presentation of which it is advisable to include vocational guidance material;
determination of the form of presenting vocational guidance material (business game, discussion, excursion to production), which is most appropriate to the content of a particular topic;
study of literature on the fields of economics and basic professions related to the program material on this subject (special attention is paid to the demanded blue-collar occupations in the region);
studying the interests and inclinations of students;
regular individual work with students in order to form their interests and inclinations for the studied subject and professions related to this subject;
updating of the displayed materials on professions related to the study of this subject in the classroom.
The goal of career guidance at this stage is to continue the formation of students' ability to make a conscious choice of a profession, to confirm, form or correct professional plans, and to develop professionally important qualities.
The main targets of professional self-determination of students are: the organization of the development of the social and personal meaning of various areas of professional activity; providing a space for choosing the possible use of one's strengths and abilities, a sphere of professional activity corresponding to the interests, inclinations and abilities of each; inclusion of students in the simulated future professional activity, etc.
At this stage of profile orientation, during the presentation of the educational map of the territory, students get acquainted with the types of vocational education institutions. This work may include the following information blocks:
characteristics of the levels and prospects of vocational education;
restrictions and risks associated with the acquisition of vocational education in vocational education institutions of various types and levels;
presentation of educational institutions of various types and levels, whose graduates are in demand on the labor market of the region;
acquaintance with the most striking and typical examples, testifying to the ways of achieving professional success by former graduates of the region's schools.
At the main stage, it is desirable to implement a special orientation course of classes, which will contain:
learning how to make decisions about choosing an individual route for educational activities (carried out, if possible, by a specialist psychologist using mini-training or focus groups);
analysis of educational situations, allowing to identify the main constraints (difficulties, problems) of the freedom to choose a training profile;
tests for choosing a training profile (a series of heuristically oriented tasks predicting the correspondence of a student's personal interest in learning in a given profile to his capabilities).
Professional tests
When completing the pre-profile training of secondary school graduates, it is necessary to take into account not only academic achievements and a certified "portfolio", but also the level of social maturity of students, expressed in the readiness to independently choose a training profile (conditionally - "I can").
At the final stage of profile orientation, it is envisaged to work with the scheme of an alternative choice of a training profile, which allows formulating, ranking and visually, “quantitatively” correlating the arguments “for” and “against” the chosen profile (for example, school subjects of interest to the student, academic performance; opinions of parents; certified and uncertified personal achievements of a student in basic and additional education; advice of teachers; recommendations of psychologists; perspective or prestige of choice, territorial proximity of the place of future study, financial situation, health status, sensitivity to the emotional climate at the place of study, etc. ). It is important that the student, teachers and parents take part in the ranking ("weighing") of the factors independently of each other. This can reveal differences in the priority motives of profile orientation, as well as highlight internal and external factors that influence the choice.
Based on the results of the work carried out, the array of students can be differentiated according to the following, for example, signs:
are adolescents capable of independently formulating a request to an educational institution;
whether profile training is associated with further educational and professional activities;
does the formation of general educational abilities of a universal nature, which are in demand in the profile of education and the corresponding options for further life, professional and social development, reach the required level?
Profile orientation can be carried out in the system of pre-profile training in the form of career guidance courses, for example: the course "Your choice" (NV Afanasyeva, NV Malukhina). This training course is aimed at forming students' ideas about the requirements of society for school graduates, future specialists in a particular field of professional activity, at developing their attitude towards themselves as a subject of future professional education. The content of this course includes the use of means of clarifying diagnostics of readiness for choosing a vocational and educational route; information about the world of professions, professional interests and inclinations of students; training in planning a vocational and educational route; special assignments-exercises aimed at clarifying the choice made and gaining additional practical experience in other areas of professional activity, helping to evaluate oneself, to check the readiness for alternatives.
The result of the main stage of professional orientation of schoolchildren is the presence of a thoughtful, really substantiated personal professional plan of a graduate, which allows answering the questions: “What profession do I want to become a representative of? in which educational institution I will acquire this profession; where I will work in a few years ”, and, just in case, choose a backup option for professional education:“ if I don’t enter, then ... ”.
Thus, vocational guidance activities with students of general education institutions aimed at increasing the prestige of working specialties in demand on the regional labor market is considered as an active, multi-stage process. In its implementation, it is necessary to rely on forms and methods that require the direct participation of schoolchildren in the very process of obtaining information. Methods and forms are considered effective if they allow students to "Try on" take on one or another professional role, get an external assessment of your abilities, skills and abilities formed, try yourself in activities to form an adequate self-assessment of certain professionally important qualities (role-playing games, socio-psychological trainings, etc.), close cooperation educational institutions with institutions of additional and professional education, industry enterprises and organizations, the sphere of small, medium and large businesses.
Career guidance work at every age stage should contribute to:
by the end of primary school - the formation of a positive attitude towards the value of labor, its social significance;
by the end of the 8th grade - the development of educational and professional interests and inclinations;
by the end of the 9th grade - readiness to choose a training profile, informed formation of professional intentions, options for obtaining a complete general education;
by the end of the 11th grade - towards a conscious choice of a profession, the formation of an individual trajectory of vocational education;
by the time of graduation from an educational institution of vocational education - the formation of professional competence, readiness for independent employment and professional self-realization.
A. V. Batarshchev Psychological and pedagogical support of the choice of a profession by student youth: a practice-oriented monograph. ”- M.: Academy, 2011.
A. V. Batarshchev Educational and professional motivation of youth: textbook. Benefit. - M .: Academy, 2009.
Bodrov V.A. Psychology of professional fitness. M .: PER SE, 2001.
E.A. Klimov Psychology of professional self-determination. - From "Phoenix", Rostov-on-Don, 1996.
Klimov E.A. How to choose a profession. - M., Education, 1990.
E.A. Klimov The image of the world in different types of professions. - M .: Education, 1995.
N.V. Kostyuk Psychological and pedagogical support for the formation of students' competitiveness // New pedagogical research: Almanac: app. K zhurn. "Professional education". - Number 3. - 2004. - S.102-109.
E. N. Proshchitskaya Choose a profession! - M .: Education, 1992.
Pryazhnikov N.S. Professional personal self-determination. - M .: Education, 1996.
Pryazhnikov N.S. Psychology of work and human dignity. - M .: Academy, 2001.
Rogov E.I. Choice of profession: Becoming a professional. - M .: Vlados, 2003.
Yu.V. Tyushev Choice of profession: training for teenagers. - SPb .: Peter, 2006.
Chistyakova S.N. Criteria and indicators of readiness for professional self-determination. - M .: Institute of General Secondary Education, Russian Academy of Education, 1997.
V.V. Yaroshenko Motivation for choosing a profession and features of its development among secondary school students. - M .: Education, 2004.
Official website of the Department of Labor and Employment -http: //www.depzan.info
information on the provision of state services for vocational guidance; register of educational institutions, organizations;
rating of professions (specialties);
information materials for the regional employment lesson
professions in demand on the labor market of the region;
forecasting the economy's needs for qualified personnel in Russia for the period up to 2015;
10 most demanded professions of the future;
internships for graduates of educational institutions;
the applicability of graduates of vocational educational institutions to employment agencies in order to find work;
prestige of professions;
secrets of the right choice of profession;
training for the tourism industry.
Information portal of the employment service of the Vologda region -http://vologda.regiontrud.ru
Official site of the Department of Education of the region - http://www.edu35.ru
Sections:
« List of professions (specialties) for the 2011-2012 academic year»;
"Institutions of vocational education";
"Regional Center for the Promotion of Employment" (heading - " Career guidance for graduates of the Vologda region»);
"Applicant" (heading "List of professions", "List of specialties", "Admission rules")
FSBEI "Vologda State Technical University" department of training young specialists - http://www.market.vstu.edu.ru
FSBEI "Vologda State Dairy Academy named after N.V. Vereshchagin "- http://molochnoe.ru (section "Employment of graduates", "Additional education", "Admissions committee")
Department of Culture and Protection of Cultural Heritage Sites of the Vologda Region
http://www.cultinfo.ru/education/uchilkulture/index.htm
http://www.cultinfo.ru/education/cherepovets-college/index.html
http://depcult.cultinfo.ru/index.php?id\u003d95
Vologda Regional Youth Library named after V.F. Tendryakova - http://www.tendryakovka.ru:
"Where to go to study?" (Presentations of educational institutions of the Vologda region);
"Virtual book exhibition on career guidance"
Committee for Physical Education, Sports and Youth Policy
Budgetary institution of youth policy of the Vologda region "Commonwealth" -http://upinfo.ru on this site there is a link to the Portal for Applicants -http://www.moeobrazovanie.ru
Appendix 1BASIC TASKS AND LEADING EQUIPMENT
PROFESSIONAL SELF-DETERMINATION OF STUDENTS
(BY LEVEL OF EDUCATION)
|
Stage of education |
Tasks |
Facilities |
|
Primary general education
|
- Development of value-motivational foundations of self-development and self-determination. Formation of a positive attitude towards professional and labor activity; sustained interest in the world of work and professions; elementary ideas about the diversity of professions and the role of modern production in the life of a person and society. |
- Gradual development of initial work skills. General acquaintance with the world of professional work, including excursions to enterprises. Practice-oriented projects implemented in extracurricular activities. |
|
Basic general education |
- Formation of readiness for self-development and self-determination. Formation of successful experience in creating useful products as a result of practical activities and, on this basis, the motive for striving for success in activities. |
- Using the career guidance potential of various academic subjects. Educational area "Self-determination". A system of practice-oriented educational and social projects implemented in extracurricular activities. Excursions to enterprises |
|
Basic general education |
- Definition of educational and professional interests and motives. Formation by students of their own life position at the stage of primary professional choice and designing a successful career. Formation of the ability to correlate one's own aspirations and inclinations with public interests. Students build a personal professional perspective. Preparing for individualized curriculum training in high school. |
- Acquaintance with the lists of blue-collar professions, specialties of vocational education and training. Discussion of consumer profiles of professions of interest. Pre-profile elective mini-courses of professional orientation and professional tests. Information work with families, including drawing up an educational map of the city, district. Specially organized orientation work with students and their parents (diagnostics, professional and educational counseling). Acquaintance with the experience of successful professionals in various fields. |
|
Secondary (complete) general education |
- Clarification of the profile choice in terms of variable learning; designing a post-school educational and professional route (taking into account the introduction of a bachelor's degree in universities); acquaintance with the specific features of specific chosen specialties and areas of training. Formation of the value of self-education and self-development. |
- Using the career guidance potential of specialized academic subjects. System of specialized elective courses. Specially organized orientation work with students and their parents (diagnostics, educational counseling). Extra-curricular design and research activities of students (including the study of the world of professional activity). |
|
Secondary vocational education |
- Clarification of the personal meaning of the chosen specialty or working profession. Ensuring the transition from the social role and personal position of the "learner" (consumer, dependent) to the position of the "employee", the formation of professional and labor independence. Formation of the value of professional self-education and self-development. |
- Saturation of the educational process (educational environment) with a professional context. Course "Introduction to the specialty" (in the first year of study). Acquaintance with the experience of successful professionals in the field corresponding to the profile of the education being received. Acquaintance with the corporate culture of partner enterprises, the introduction of its elements into the educational environment. Providing opportunities for paid professional activities in the learning process. |
|
Higher education |
- Accompanying local elections in the learning process (specialization, topics of term papers and theses, places of internship, etc.); choosing a place for future work in the specialty. Assistance in the formation of an individual style of activity. Formation of readiness for professional self-realization |
- Course "introduction to the specialty" (in the first year of study). System of individual and group consultations. |
|
Additional professional education |
- Identification of individual professional difficulties and the definition of a strategy for working with them. Determination of ways and means of achieving "akme" in the profession. Determination of motivation to continue working in their specialty (profession) or to master new specialties (professions). Promoting the development of an individual style of activity. |
- Diagnostic work. System of individual and group consultations. Acquaintance with the experience of successful professionals in the field corresponding to the profile of the education being received. |
Appendix 2
The main directions and mechanisms of career guidance in the education system
Vocational education
- scientifically organized informing about the content of labor activity, ways of acquiring professions, the needs of the labor market, as well as the requirements of professions for individual psychological characteristics of the individual.
Professional information - familiarizing young people with the types of production, the state of the labor market, the needs of the economy for qualified personnel, the content and prospects for the development of professions, the forms and conditions for their development, the requirements for professions to a person, the possibilities of professional and qualification growth and self-improvement in the process of labor activity. Professional education provides information about the socio-economic and psychophysiological conditions for the correct choice of a profession. The source of information about professions is the media and various reference literature: reference books describing professions (specialties), their characteristics, reference books for applicants to various educational institutions, as well as information on promising employment trends.
Professional propaganda contributes to the formation of positive motivation for professions in which society is in need.
Professiography - one of the directions of vocational guidance associated with the description of professions (specialties), including their requirements for the psychophysiological qualities of a person. Professiography results in professiograms and psychograms.
Professiogram - a comprehensive, systematized description of a specific profession (type of labor activity), its characteristics, including information about working conditions, rights and obligations of the employee, as well as personal qualities, knowledge, skills and abilities necessary for mastering the profession. Professiogram reveals the most essential characteristics of the profession and professionally important qualities of a person.
Prodiagnostics
- an integral component in the vocational guidance system, which covers all stages of school education. Diagnostic work is built in such a way as to maximally identify the needs, interests and inclinations of each child at each age stage. The study of individual psychological characteristics can be carried out in various ways: from simple observation of achievements in the development of academic disciplines to the use of various questionnaires, questionnaires, traditional and modified methods for self-determination of students. This is a rather voluminous work that requires the involvement of not only the administration, psychologists, social educators, but also teachers.
In order to organize the interaction of all participants in the educational process, today schools are developing complex-targeted programs of socio-psychological support for the professional self-determination of students, which include propaedeutics and training, consulting work and diagnostics.
Professional consultation - part of the vocational guidance system, the regulator of the professional self-determination of the individual. This is direct assistance to the student in choosing a specific profession based on the study of the personality, its capabilities and comparison of the information received with the requirements of the profession, which ensures maximum consideration of the objective and subjective conditions of professional choice. The vocational consultation stimulates the student's thoughts about the prospects of his personal and professional self-determination, providing him with certain guidelines for assessing his own readiness to implement the outlined professional plans
Professional selection is a predictive procedure for the selection of persons professionally suitable for a certain type of activity (profession, specialty). Professional selection, associated with the idea of \u200b\u200brational use of individual differences of people, allows you to solve a number of socio-economic problems: increasing labor productivity, saving financial and material and technical resources, reducing injuries and accidents. In the process of professional selection, it is envisaged to diagnose fairly stable psychophysiological functions of mental processes, properties and states.
Professional adaptation - an active process of adaptation of the individual to production, labor market conditions, the specifics of specific activities, a new social environment, labor or educational team. Adequate self-esteem of the individual of his professional suitability can be considered as one of the factors of his successful adaptation. The success of adaptation is a criterion for the correct, informed choice of a profession.
Professional tests focused on acquaintance with various types and types of professional activities in real practice, access to which have various training profiles at the senior level of education. They help high school students to test new professionally appropriate communicative behavior in conditions imitating professional activity.
EFFECTIVE PROFORIENTATION APPROACHES FOR SUCCESSFUL
SOCIALIZATION AND SELF-REALIZATION OF YOUTH
N.V. Maslova
OBOU SPO "Dmitrievsky
agricultural college ",
dmitriev
The problem of studying the professional self-realization of a student's personality is relevant, since cardinal changes in the political, economic, spiritual spheres of our society entail radical changes in professional values \u200b\u200band people's actions. Students cannot carry out adequate professional self-identification in order to understand whether their personal qualities and psychological data correspond to the requirements of the chosen specialization. Such self-identification is largely based only on intuitive self-concept.
The quality of the labor force producing goods and services is of great importance today. In order to achieve significant development of human resources, it is first of all necessary to create conditions for increasing the competitiveness of citizens in the labor market.
Particular attention should be paid to working with young people, who are one of the most vulnerable categories of the country's population. The relatively low competitiveness of students is caused by a number of factors:
Lack of professional knowledge, qualifications and skills;
A significant part of students combine work with studies;
Infantilism of a part of students who are accustomed to receiving basic life benefits for free (from the state, parents, etc.)
As numerous studies show, students do not receive sufficient knowledge about the modern labor market, about the rules of behavior on it, the components of building a successful professional career, about their rights and obligations in the field of labor relations. Students are not ready to compete and be a subject in the labor market.
When they first enter the labor market, vocational school graduates are dominated by idealistic ideas about their future profession, work and professional career. From the first steps on the market, in conditions of impossibility of employment, these ideas are destroyed and lead to the emergence of complex socio-psychological states (anxiety, depression, affecting the communicative sphere and accompanied by a feeling of hopelessness, a guilt complex).
A collision with labor reality leads to a reorientation or degradation of labor values. There are points of view that unemployment should be considered as a kind of socialization of youth, but numerous examples confirm that unemployment negatively affects the socio-psychological development of young people and often leads to the disappearance of the view of work as a means of personal self-realization, and the process of normal socialization itself turns out to be violated.
In recent years, research interest in the problem of personality self-realization has sharply increased both in domestic and foreign psychology. The increased attention to this problem is associated with an understanding of its decisive role in personality development, the imposition of higher requirements for such human qualities as the ability to self-development and self-improvement, which is dictated in Russia by socio-economic conditions that have sharpened competitiveness in the professional labor market.
The creation of conditions for successful socialization and effective self-realization of students directly depends on the degree of interest of potential applicants in obtaining a profession or specialty related to the priority industry. In professional educational organizations, significant changes are taking place in the content and technology of education. There was a need for the formation of students' skills and abilities of independent and creative transfer of acquired knowledge to changing socio-economic and production-technical situations.
In order for each graduate of general education organizations to choose a business according to their heart, to be in demand on the labor market, to become successful, teachers must work hard.
Every year in the Dmitrievsky district, job fairs are held, including for students in schools, employment of adolescents is organized for vacation time. In the Dmitrievsky agricultural technical school, an "Open Day" is held annually for graduates of educational organizations.
To build a system and create conditions for successful socialization and effective self-realization of students in the educational institution "Dmitrievsky Agricultural College" the following activities are being implemented:
Thematic contests and olympiads are held in the vocational education system;
Organizational documents (regulations) are being developed for conducting thematic conversations with applicants and students, an excursion route is determined by specialists from leading enterprises in the industry;
Joint conferences with enterprises, competitions of scientific, technical creativity and professional skills, Olympiads in special disciplines are held;
Student councils are held in the priority area;
Scientific, creative and rationalization activities of students are developing.
The implementation of these measures allows to increase: the share of graduates who have mastered the modules of the variable component of the main professional educational programs on methods of job search, employment, career planning, adaptation in the workplace, from 84% in 2014 to 100% by 2020;
The share of graduates who have mastered the modules of the variable component of the main professional educational programs in special disciplines, their own business, contributing to the "self-employment" of the graduate in the modern labor market, from 65.0% in 2013 to 80.0% by 2020;
The proportion of graduates who have mastered the programs of an educational institution registered as individual entrepreneurs within 3 years after graduation, from 8.0% in 2013 to 3.0% by 2020.
In OBOU SPO "Dmitrievsky Agricultural College" systematic work is carried out to create conditions to meet the needs of various categories of the population in vocational education (training).
In order to develop a system of vocational guidance and support for professional self-determination of young people, a vocational guidance center was established at the Dmitrievsky Agricultural Technical School, educational-program and methodological materials for planning, organizing and conducting vocational guidance work with various categories of the population.
The administration of the OBOU SPO "Dmitrievsky Agricultural College" considers the creation of favorable conditions for socialization and self-realization of students as the most important condition:
1) inclusion in the professional educational programs implemented by the institution of academic disciplines and special courses on effective behavior in the labor market and the basics of entrepreneurship, as well as professional disciplines (modules) aimed at the formation and development of students of additional applied qualifications demanded by employers in the region;
2) creation and functioning in the institution "DSHT" of a service for promoting employment and supporting the employment of graduates who actively interact with territorial bodies and institutions of the regional state service for labor and employment;
3) the development of the practice of identifying and supporting talented youth, increasing the prestige of blue-collar occupations, the formation of additional knowledge, skills and abilities through the expansion of the youth competition movement (holding competitions of professional skills and scientific and technical creativity, Olympiads, etc.), including within the framework of implementation of the state program of the Russian Federation "Development of education for 2013-2020."
To implement the assigned tasks, the educational institution has developed an Action Plan "Road Map" of the technical school development program. The part of the program dealing with this issue is presented in the work (Appendix 1).
In conclusion, I would like to note that a developing society needs educated, morally entrepreneurial people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, capable of cooperation, characterized by mobility, dynamism, constructiveness, and possessing a developed sense of responsibility for the country's fate. The training of such a competitive in the labor market, professionally mobile worker largely depends on the socialization and pedagogical support of vocational guidance of young people.
Bibliography:
- Akberdina A.R. Motivation for obtaining education as a factor of professional socialization of university students / Akberdina A.R. - Technologies for improving teaching staff: theory and practice: Kazan. Tat. book ed. - in -2005. S. 75-77.
2. Golomshtok A.E. Choice of profession and education of the student's personality / A.E. Golomshtok. M: Pedagogy, 2009 .-- 160 p.
3. Kovalchuk A.S. Social and cultural activities: Uch. pos. 2nd ed. / Kovalchuk A.S. Orel, 2012 - 172 p.
4. Scientific and methodological foundations of modernization of the content of socio-cultural education // Comp. E.V. Kulagina Kazan, 2013 - 350 p.
5. Nikandrov N.D. Russia: socialization and education at the turn of the millennium / Nikandrov N.D. - M., 2008 - 304 p.
S. V. Zholovan Candidate of Pedagogical Sciences, Associate Professor,
Rector of the St. Petersburg Academy of Post-Dimlom Pedagogical Education
The effectiveness of forms of vocational guidance work as a factor in improving the quality of vocational education
It should be noted that a specific feature of the regional labor market is that, along with the growth of the unemployed population, there is a shortage of labor for blue-collar occupations.In this regard, an important place in the work of pedagogical collectives is given to professional information, which meets the following requirements:
Reliability (objectivity, accuracy of facts, figures, assessments characterizing vocational training and work, including an adequate display of difficulties, hazards and risks);
- relevance (compliance with the demands of the labor market, physical and spiritual needs of clients);
- prospects (showing the profession in development, disclosing the possibilities of professional and qualification and job growth of an employee, including through the development of related professions);
- updatability (timely replacement and clarification of data on the level of demand, content and conditions, mode, payment and organization of labor, content and timing of vocational training, employment prospects);
- clarity (clarity, orderliness, simplicity and clarity of presentation);
- attractiveness and accessibility (rational selection and combination of text and visual materials, placement in a convenient place, favorable conditions for perception).
The complexity of organizing vocational guidance with adolescents requires solving a dual problem: on the one hand, it must meet the demands of the labor market, on the other, it must correspond to the abilities, inclinations, skills and personal qualities of young people when choosing a future profession.
Various forms of vocational guidance work are systematically used in GOU NGOs and VET, the effectiveness of which is different, in the opinion of employees of educational institutions of primary and secondary vocational education (diagram 1).
From this diagram it can be seen that in all educational institutions advertising products are distributed and information is posted on the site. However, the results of the study reveal their lowest efficiency (distribution of advertising products and placement of information on the site, 19% each). The efficiency of the Open House Days is the highest (52%), but insufficient, because used systematically, but in a traditional way. The low efficiency of the presentation of an educational institution in schools (30%), excursions to GOU NGOs and secondary vocational schools (22%) and speeches at parent meetings (22%) is due to the insufficient interest of schools and gymnasiums in the city in joint vocational guidance work with institutions of primary and secondary vocational education. Active forms of vocational guidance work, despite the limited use of them, confirm their effectiveness (career guidance games, quizzes, festivals - 45%, professional tests - 33%, master classes - 30%).
The study of the motivation for admission to GOU NGOs and vocational schools, the choice of the profession of students in 1-5 courses (diagram 2) determines the priority areas of career guidance.
Analysis of the diagram shows that:
The majority of respondents chose the educational institution independently and consciously (42.6%);
- parents (22.3%) and friends (17.3%) had a significant influence;
- wages in the chosen industry are not the determining motive for choosing a profession (8.2%);
- a rather high percentage of those who chose an educational institution by chance (14.5%);
- it is necessary to pay attention to the fact that the advertising activities of GOU NGOs and SPO are not effective enough (3.5%).
These results are confirmed in the study of the motivation for admission to GOU NGOs and vocational schools, the choice of a profession for freshmen in the 2010-2011 academic year:
The majority of the respondents chose an educational institution independently (39%) or their choice was influenced by their parents, other family members and relatives (36%);
- significant influence on the choice of profession of friends and neighbors (19%);
- the opportunity to receive good earnings upon graduation is one of the defining motives for freshmen (36%);
- the percentage of those who chose an educational institution by chance is quite high (easy to enter - 15%, easy to study - 10%, did not enter a university, college - 10%, decided to enter for a company with friends - 8%) ;
- the advertising activities of GOU NGOs and SPE insignificantly influenced the choice of freshmen (advertising materials of an educational institution (booklets, memos, etc.) - 6%, mass media (television, radio, newspapers, magazines) - 3%, advertising of an educational institution, placed on transport, etc. - 2%).
For effective training of specialists, a partnership of institutions of general, professional and additional education with employers is necessary. The results of the study show that vocational guidance work in this direction is insufficient in terms of the impact on the professional choice of applicants (the influence of school teachers - 6%, teachers of additional education - 5%, psychologists (professional consultants) - 4%).
A survey of freshmen allows you to determine from what sources they learned about a particular educational institution (Diagram 3).
This diagram shows that the information in the reference book for applicants to vocational education institutions (27%) and from friends, acquaintances, neighbors (23%) is decisive. It should be noted that 51.6% of students at GOU NGOs and vocational schools would advise their friends to enter an educational institution in which they receive a profession (specialty).
On the basis of 70% of the NGOs and vocational schools, vocational guidance campaigns have been created, but only 50% would like to take part in the city competition of propaganda teams in 2011. Open days, which are held regularly, are not sufficiently effective (14%), as are the websites of educational institutions (15%), school visits by representatives of the educational institution (12%), participation in various career guidance events (8%), job fairs for educational places in district (7%), which coincides with the opinion of employees of educational institutions of primary and secondary vocational education.
The research carried out allows us to determine the expectations of students from educational institutions (Diagram 4).
The priority is to obtain a profession, solid knowledge of the subjects and the ability to think independently. The possibility of a guaranteed placement after graduation and the experience of communicating with people are also noted. The chosen profession (specialty) is considered in demand in the labor market by 24% of freshmen. The results of the study confirm the relationship between the demand for a profession (specialty) in the labor market and satisfaction with the chosen profession (specialty) (diagram 5).
In the learning process, there is a positive trend in the demand for a profession (specialty) in the labor market. 52.2% of students at GOU NPO and SPE believe that the future profession (specialty) is in great demand, 27.4% - that it is not in demand, 4% - that it will be in demand very soon. However, 6.4% believe that it is not in demand at all. These data correspond to the level of satisfaction with the chosen profession (61.6% are satisfied with their choice, 27.1% - have not yet decided on their attitude to the chosen profession (specialty), 6.4% - absolutely all the same and 4.3% - disappointed in choise).
Based on the results of the study, the activities carried out by educational institutions of vocational education to solve several interrelated tasks were determined:
Confirmation of students in the correct choice of professional education (diagram 6);
- social and professional adaptation to the labor market during the educational process (diagram 7);
- employment in the acquired profession (diagram 8)
Analysis of the diagram shows that in order to approve students in the correct choice of vocational education:
Excursions to city enterprises are organized (100%);
- competitions of professional skills are held (63%);
- various creative contests and meetings with alumni (45% each).
The results of the questionnaire survey of GOU NGO and SPE employees indicate that class hours, conversations of industrial training masters, visits to museums, temporary employment in the chosen profession in their free time, questioning and testing of students are also held (27% each).
Analysis of the diagram shows that for social and professional adaptation during the educational process to the labor market:
Training is conducted on the course "Fundamentals of job search and employment" (100%);
- excursions to enterprises are organized (63%);
- individual support of students is carried out during industrial practice (55%);
- Contests of professional skills are held, meetings of graduates with employers and representatives of the Employment Center, questionnaires and testing of students (36% each);
- assistance is provided to temporary employment of students, and various simulation, business, organizational and activity games are held (27% each);
- Conversations with students about the prospects for the development of the industry are held, monitoring of vacancies and salaries (18% each).
Analysis of the diagram shows that for employment in the received profession:
Employers are interviewed with alumni and meetings with representatives of social partners (91%);
- inform graduates about job vacancies at enterprises (73%);
- long-term contracts are concluded with enterprises for the training, internship and employment of graduates (63%).
The results of the study determine the main problems in vocational guidance work, in the opinion of employees of institutions of primary and secondary vocational education (diagram 9).
This diagram shows that the main problems in career guidance work are as follows:
Conditions are not created for vocational guidance work at school for representatives of GOU, NGOs and vocational schools (67%);
- insufficient methodological products on the organization and conduct of vocational guidance work (37%);
- using only traditional forms and methods in career guidance (15%);
- insufficient level of professional competence of employees of the institution in matters of vocational guidance (12%).
Based on these diagrams, it is necessary to pay attention to measures for psychological support to approve students in the correct choice of vocational education, for social and professional adaptation during the educational process to the labor market, for employment in the profession they have acquired.
Despite the lack of effectiveness, in the 2010-2011 academic year on the basis of educational institutions are planned similar career guidance activities. 30% do not plan to hold meetings with successful production workers and persons who have achieved significant success in their work activities, graduated from educational institutions of NGOs and vocational schools and started their career with blue-collar occupations. 33% plan to invite only those with whom such meetings were previously held. 10% conduct similar events only with graduates who are currently working in the same GOU NGO and SPE.
The results of the study allow us to generalize the proposals from educational institutions of primary and secondary vocational education to improve the efficiency of vocational guidance work (diagram 10).
Based on this diagram, it can be seen that it is advisable to solve the following issues:
Creation of more favorable conditions for vocational guidance in grades 9-11 of the city's schools and gymnasiums (42%);
- development of methodological recommendations for schools and institutions of NGOs and SVE with specific proposals for both parties (30%);
- organization of joint events (conferences, seminars, round tables) on career guidance issues with representatives of schools, with employers (23%);
- additional financing of vocational guidance work (18%);
- professional development of specialists (18%);
- creation of a common site with a forum (18%);
- informing in the media about the events that are held in GOU NGOs and SPE (6%);
- publication of a collection of current regulatory documents (6%).
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