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Project business card
Kurylenko Lyudmila Mikhailovna – class teacher of the 11th grade; |
|
Name of educational institution |
Municipal budgetary educational institution "Samofalovskaya secondary school" of the Gorodishchensky district of the Volgograd region |
Project type |
Pedagogical, long-term, practice-oriented |
Vocational guidance as a means of professional self-determination in a rural school |
|
Objective of the project |
To determine the process of formation of professional orientations of secondary school students. as a component of professional self-determination and the professional path of the individual. |
Methodological tasks |
– providing assistance to class teachers and subject teachers in the professional self-determination of adolescents; |
Leading idea |
In rural schools, there are no positions of social pedagogues and educational psychologists in the staff list and job responsibilities have partially been transferred to class teachers, so there is a need to systematize the work on career guidance. The project material can be used by class teachers and subject teachers. |
Class teachers of grades 5-11, subject teachers, students of the Municipal Budgetary Educational Institution "Samofalovskaya Secondary School" |
Introduction
In pedagogy, the center of attention becomes the student’s personality and its orientation. The orientation of a person, as defined by L.F. Zheleznyak, is a complex personal property that is determined by the system of its needs, predominant motives, worldview and is expressed in life goals, attitudes, attitudes towards active work to achieve these goals. An important aspect of the general orientation of an individual is his professional orientation, which is a set of needs, attitudes, interests, inclinations, ideals, beliefs, determines the choice of life goals and contributes to the development of the entire set of moral qualities of the individual, his cognitive activity, and performance.
At the present stage, the basic requirements for a comprehensive school have been determined. A number of areas can be identified that contribute to solving practical issues of professional self-determination of the younger generation. These include: a career guidance system that equips schoolchildren with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics, diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession, theoretical and methodological foundations of professional counseling for youth, a systematic approach to career guidance schoolchildren, socially significant motives for choosing a profession, the formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession.
However, despite some positive results, career guidance in modern conditions still does not achieve its main goals - the formation of professional self-determination in students, corresponding to the individual characteristics of each person and the needs of society in personnel, its requirements for a modern worker.
An analysis of the accumulated experience in the field of theory and practice of career guidance, identified contradictions, ways of their development and resolution allows us to formulate the definition of career guidance as follows: it is a multidimensional, integral system of scientific and practical activities of public institutions responsible for preparing the younger generation to choose a profession and deciding the complex social - economic, psychological-pedagogical and medical-physiological tasks for the formation of professional self-determination in schoolchildren, corresponding to the individual characteristics of each person and the needs of society in highly qualified personnel.
Various studies have shown that a well-chosen profession increases a person's self-esteem and positive self-image, reduces the incidence of physical and mental health problems and increases life satisfaction.
The social significance of this problem determined the theme of the pedagogical project:
Object of study is the process of professional self-determination.
Subject of research are the conditions for self-determination of adolescents.
Resources:
- informational: Internet resources, professional literature, methodological literature;
- personnel: class teachers of grades 1-11, subject teachers, administration of the institution, representatives of the state budgetary educational institution of primary vocational education "Vocational School No. 11", representatives of the local post office, representatives of the village hair salon "For You", representatives of TopAgro LLC pig farm "Samofalovsky", representatives of the village medical center.
Partners: educational institutions of Volgograd, enterprises of the village "Samofalovka".
The purpose of this work: to determine the process of formation of professional orientations of secondary school students. as a component of professional self-determination and the professional path of the individual.
Tasks:
- Consider the essence of determining professional guidance, professional self-determination of school students in the absence of specialists.
- Determine the problems facing a teenager in professional self-determination.
- Consider the main methods of developing professional orientation.
- Create a system of diagnostic measures to determine the choice of professional self-determination of students, contributing to the creation of a personal development trajectory for each student, based on his natural capabilities.
- Determine the role of information sources in the professional self-determination of adolescents.
Hypothesis: We assume that the information received about the level of professional self-determination of students will help class teachers of rural educational institutions in further work on vocational guidance.
Research methods.
- Studying scientific literature and periodicals.
- Diagnostic studies.
- Analysis of our own system of work on this problem.
Research base: MBOU "Samofalovskaya sosh"
Relevance
An important feature of a person that determines the successful nature of his activities, deep personal interest and job satisfaction is professional orientation.
Happy is the student who knows for sure what he can do and what he will do in the future in his life. Parents, as a rule, insist that the student master a profession that will ensure his high social status and material well-being, and if school grades in a particular subject are also high, then admission to a certain university may be inevitable.
As a rule, already in the first year a student begins to understand whether this specialty is for him or not. There are only a few of those who are satisfied with their choice (many people face the problem of mistakes during career guidance for schoolchildren). This problem is solved by career guidance work carried out with all school students. Each teacher has a general idea of the goals and objectives of career guidance work with students. This work is usually carried out by class teachers and subject teachers (since in recent years in rural schools there have been no positions of social pedagogues and educational psychologists on the staff list).
The purpose of vocational guidance for students should be considered in general connection with the broader goals and objectives of the modern school.
Modern students are not motivated to acquire knowledge, skills and abilities and, as a result, are completely unaware of many professions where they could apply their strengths.
Our school is trying to develop its own system of career guidance work with students, which is very difficult to do in the absence of a national doctrine in this area.
The project provides the minimum theoretical and methodological material necessary for carrying out career guidance work by class teachers ( Applications No. 1-9 ).
Technological map of career guidance work
Age stages |
The content of the work | Participants | Period result |
| 1-4 grades | Approximate theme of class hours “Professions of Our Parents” ( Appendix 10
), “All professions are important, all professions are needed” ( Appendix 11
), “Professional holidays in our calendar”, “There is such a profession as defending the Motherland”, “I want to be...”, “I try to study so that...”, “Labor dynasties”. Extracurricular activities: “Why”, “Rhetoric”, “Entertaining English”, “Volleyball”, “Dolls and us”. Conducting the school stage of the subject Olympiad, a festival of educational projects. Participation in school subject weeks, international, all-Russian competitions (Umka, Erudite of Russia...) Conducting school-wide thematic events. Drawing and craft competitions. Testing, diagnostics. |
Class teacher, parents, students in grades 1-4. | The purpose of career guidance work during this period is to form ideas about the world of professions, about understanding the role of work in a person’s life through participation in various types of activities. When organizing career guidance work in elementary school, it is important to take into account that during this period children develop a hard work ethic, an interest in the professions of their parents and people in their immediate environment, and an interest in the most common professions, based on the practical participation of students in various types of cognitive, playful, social activities. useful work activity. |
| 5-7 grades | Approximate topics for class hours: “About people of science and art”, “Famous people and their professions”. Excursions “Postal service in our village.” “So that people are beautiful. Hairdresser. Makeup artist" (photo appendix). Conducting the school stage of the subject Olympiad, a festival of educational and social projects. Participation in school subject weeks, international, all-Russian competitions (“Kangureon”, “Leonardo”, “Erudition of Russia”...) Conducting school-wide thematic events. Organization of project and research work on subjects. Participation in events and volunteer activities. Implementation of the section of career guidance work in a thematic plan on technology. Career guidance games “Association”, “Guess the profession”, “Career consultation” ( Appendices 9, 12, 13 ) Meetings with representatives of various professions Testing, diagnostics ( Applications 7, 8 ) Completion of additional education programs (“Yunnaty”, “Sounding Voices”…) |
Class teacher, students in grades 5-7, postal workers in the village of Samofalovka, employees of the hair salon “For You” in the village of Samofalovka. | Target: development of interests and abilities related to the choice of profession Currently, the role of primary professional self-determination has increased significantly. This is due to the need to choose a training profile that predetermines the professional choice of students in high school. Therefore, it is extremely important to prepare students to make choices already in grades 5-7. Moreover, this is also supported by internal (age-related) reasons, because adolescence, the period of transition to youth, has its own psychological and social characteristics. Adolescence is a transitional, most critical period in the life of most children. This is explained by the fact that it is at this age that all components of personality begin to rapidly develop, accompanied by psychophysiological changes. |
| 8-9 grades | Career guidance games “Association”, “Guess the profession”, “Career consultation” ( Appendices 9, 12, 13
),
tests and classes “Motives for choosing a profession. Typical mistakes when choosing a profession. Map of interests" ( Appendix 7
),
use of periodicals and literature “What? Where? When?”, class hours “Employers and workers in the labor market”, “Labor market and school”, “ABC of professions” ( Appendix 15
) etc. Conducting the school stage of the subject Olympiad, a festival of educational and social projects. Participation in school subject weeks, international, all-Russian competitions (Kangureon, Leonardo, Erudite of Russia...) Conducting school-wide thematic events. Organization of project and research work on subjects. Participation in events and volunteer activities. Appendices 14, 16 ) Career guidance games “Association”, “Guess the profession”, “Career consultation” ( Appendices 9, 12, 13 ), Drawing and craft competitions. Meetings with representatives of various professions Testing, diagnostics (Applications 7, 8 ) Completion of additional education programs. |
Class teacher, technology teacher, booklets. Students in grades 8-9. | Target: formation of professional motivation, readiness for self-analysis of basic abilities and inclinations Older teenagers (8-9 grades) are the period of initial formation of life plans, the period of development of professional self-knowledge. The main tasks at this stage: to form in schoolchildren a personal meaning in choosing a profession, to develop skills, to correlate the social goals of choosing a field of activity with their ideals, ideas about values with their real capabilities. These tasks are accomplished through further self-knowledge, self-education and self-education and the acquisition of optimal knowledge and skills on the scientific foundations of choosing a profession in the process of studying special courses. The teenager begins to realize the complexity of the problems of choice, so it is necessary to create an information basis for solving the question “Who should I be?” Career guidance workers must realize the importance of a comprehensive study of the individual, since this period should end with the formation of a professional initial plan; the recommendations of teachers will be justified only if there is a long and comprehensive study of the dynamics of individual development. |
| 10-11 grades | Approximate topics for class hours: “Career guidance – reality or myth?”, “Professions about which we know little,” conversations “How to choose a profession?” ( Appendix 18
) Participation in regional competitions for research and design work, meetings with graduates “They studied at our school.” Conducting school, municipal, regional stages of subject Olympiads, festivals of educational and social projects. Participation in school subject weeks, international, all-Russian competitions (“Kangureon”, “Leonardo”, “Erudition of Russia”...) Conducting school-wide thematic events. Organization of project and research work on subjects. Participation in events and volunteer activities. Implementation of the section of career guidance work in thematic plan on technology ( Appendix 17 )) Career guidance games “Association”, “Guess the profession”, “Career consultation” ( Appendices 9, 12, 13 ), Drawing and craft competitions. Meetings with representatives of various professions Testing, diagnostics ( Applications 7, 8 ) Completion of additional education programs. |
Classroom teacher, students in grades 10-11, graduates. |
Target: formation of the value and semantic side of self-determination, determination of professional plans and intentions of students. Development of abilities through in-depth study of individual subjects. Stage (grades 10–11) – a period of clarification of socio-professional status. The main tasks at this stage: to form a stable professional interest, to develop professionally important qualities in the chosen type of work, to develop the norms and values of a particular work team. These tasks are accomplished through an in-depth study of subjects, a “test” of strength, further work on self-knowledge, monitoring and correction of professional plans, evaluation of results, achievements in the chosen activity, self-preparation for it, and self-development. This is the period of formation of moral and psychological readiness to choose a profession. The professional orientation of the individual continues to be studied and diagnostics are carried out. Based on diagnostic data, a conclusion is made about the desired group of professions and the level of students’ preparation for deciding on a profession. This is a period of active professional activity. It is necessary to teach high school students to “try on” a profession for themselves, make changes and correct professional plans and choose a self-education program |
Expected results:
- Consultations will help students in choosing a profession.
- The development of methodological recommendations for conducting career guidance work will be in demand.
- Adaptation of the younger generation in various sectors of the economy through the organization of joint activities.
- Improving the qualifications of teachers and mentors involved in career guidance work.
The implementation of career guidance work with students allowed:
– to acquaint students in practice with the specifics of typical types of activities corresponding to the professions most in demand in the region; promote the development of self-presentation skills as a key to starting a successful career;
– expand students’ understanding of professions and sectors of the economy, personnel requirements in the context of the rapid development of information and communication technologies and market relations, the needs of local enterprises, government agencies and educational institutions for workers;
– create additional conditions for psychological and pedagogical comfort when teaching students, develop their ability to correlate their individual psychological characteristics and capabilities with the requirements of their chosen profession;
–
to form in students a positive attitude towards work and people in blue-collar professions.
Prospects for work on this topic will allow:
– to promote the development of students’ attitude towards themselves as a subject of future professional education and professional work;
– to prepare students for a conscious and responsible choice of the field of future professional activity, ways of obtaining education, for an informed choice and mastery of a variety of professional educational programs aimed at in-demand working professions.
Used Books:
1. Anastasi A. Psychological testing. /Edited by M. Gurevich, V.I. Lubovsky. M., 1982.
2. Andrienko E.V. Social psychology / Ed. V.A. Slastenina. – M.: Academy, 2002. – 263 p.
3. Education of students in the process of labor training / Ed. T.N. Malkovskaya. – M.: Education, 1986. – 192 p.
4. Danilova V."How to become yourself." Psychotechnics of individuality. Kharkiv. IMP "Rubicon" RIP "Original", 1994.
5. Zakharov N.N. Vocational guidance for schoolchildren: a textbook for students. – M.: Education, 1998. – 272 p.
6. Games, education, training, leisure. M.: New School, 1994.
7. Klimov E.A. How to choose a profession. M.: Education, 1984., 2nd edition 1990.
8. Marishchuk V.L., Bludov Yu.P., Plakhtienko V.A. Psychodiagnostic methods in sports. M., 1984.
9. Melnikov V.M., Yampolsky L.T. Introduction to experimental personality psychology. M., 1985.
10. Martynov S.S. Vocational guidance for schoolchildren (methodological recommendations). – Omsk, 1976. – 196 p.
11. Methods and technology of work of a social teacher / Ed. M.A. Galaguzova, A.V. Mardakhaeva. – M.: Academy, 2002. – 192 p.
12. Makhaeva O.A., Grigorieva E.E. I choose a profession. – M.: Perspective, 2002. – 52 p.
13. Mudrik A.V. Social pedagogy. – M.: Academy, 2002. – 200 p.
14. Ovcharova V.N. School psychologist's reference book. M.: Education, Educational literature, 1996.
15. Pryazhnikov N.S. Game method of career guidance. /Ed. E.A. Klimova. Perm, 1989.
16. Professional adaptation of youth. – M.: Moscow University Publishing House, 1969. – 128 p.
17. Professional guidance of youth / Ed. HELL. Sazonova, N.I. Kalugina, A.M. Menshikov. – M.: Higher School, 1989. – 272 p.
18. Professional guidance of students: a textbook for students of pedagogical institutes / Ed. HELL. Sazonova. – M.: Education, 1988. – 233 p.
19. Professional guidance of students: Interuniversity collection of scientific works. – Novosibirsk, 1980. – 87 p.
20. Professional and personal self-determination of orphans (methodological manual). – Yaroslavl: YAGPI im. K.D. Ushinsky, 1999. – 68 pages.
21. Professional guidance of schoolchildren: Interuniversity collection of scientific works. – Yaroslavl: Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, 1987. – 156 p.
22. Sazonov A.D. Professional guidance of students. M., 1988.
23. Testing of children. Author compiled by V. Bogomolov. Publishing house "Phoenix", 2005.
24. Educational and methodological office for professional guidance: A book for teachers / Ed. L.V. Botyakova, A.E. Golomshtok, S.S. Grinshpuna and others - M.: Education, 1986. - 112 p.
25. Chistyakov N.N., Buyanova G.A., Kasatkina N.E. Professional guidance in the Criminal Procedure Code. – M.: Pedagogika, 1985. – 121 p.
26. School and choice of profession / Ed. V.A. Polyakova, S.N. Chistyakova, G.G. Aganova. – M.: Pedagogy, 1987. – 176 p.
27. School and work / Ed. P.G. Atutova, V.A. Kalnes. – M.: Pedagogika 1987. – 216 p.
Equipment used: handout questionnaire on sysiema Klimova E.K.
Applications:
To help class teachers and subject teachers. Useful sites on professional self-determination.
- The concept of career guidance.
- Provisions of the career guidance system.
- The structure of the teaching staff's activities.
- A plan for introducing students to professions through conversation.
- Working with parents.
- Classes with students to determine the choice of professions.
- Questionnaires.
- Game "Professional Consultation".
- Class hour "Professions of our parents."
- Class hour “All professions are important.”
- Game "Association".
- Game "Guess the profession."
- Fragment of thematic planning on technology for 8th grade.
- Lesson “ABC of professions”.
- Thematic planning of the course “Man and Profession” 9th grade.
- Approximate thematic plan for technology for grades 10-11.
- Conversation “How to choose a profession.”
- Criteria and indicators of high school students’ readiness for professional self-determination, consistent with the choice of educational profile.
- Photo apps.
Graduates face an important problem: choosing a future profession. But not everyone has yet decided exactly who they will be. The choice of a future profession is influenced by various aspects of a student’s life. This includes confidence in future employment, the prospects for the chosen profession, and advice from parents and friends. But the greatest impact is the ability to live without needs. Most schoolchildren have already decided on their choice of university. The choice of university does not depend on the gender or social status of the teenager. When choosing a profession, young people experience difficulties such as insufficient material opportunities, the futility of some professions, and uncertainty about future employment. But still, it is still difficult for the guys to understand what they want from their profession and how to make the right choice. First of all, the school should help them with this. There should be a special program aimed at helping schoolchildren in their choice.
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
SECONDARY SCHOOL No. 63
Yekaterinburg city
PROJECT
“Steps to a future profession.
Career Guidance Model
in MBOU secondary school No. 63"
Skatova Irina Viktorovna,
Deputy Director for HR
MBOU secondary school No. 63
2011
Project passport
Project name: “Steps to a future profession. Model of work on career guidance in MBOU Secondary School No. 63.”
Competition nomination: “Model of career guidance work in an educational institution.”
Skatova Irina Viktorovna, deputy director for educational work, Municipal Budgetary Educational Institution Secondary School No. 63.
Educational institution: municipal budgetary educational institution secondary school No. 63
Head of MBOU Secondary School No. 63: Salova Natalia Petrovna.
Relevance of the project
There are more than 7,000 professions in the world today. Only a few hundred of them are popular in megacities. According to the company MAR Consult, currently about half of the Russian population (52%) is not working in their profession. After graduating from universities, those wishing to work in their specialty face the main obstacle - the situation on the labor market (the specialty they receive turns out to be unclaimed, poorly paid, or, on the contrary, competition in the labor market is so high that it is almost impossible to find a job).
Therefore, in modern society the problem of creating conditions for successful professional self-determination of graduates of secondary general education institutions is becoming increasingly urgent. Its most important aspect is the organization of support for the professional self-determination of students, taking into account their abilities and interests, as well as the needs of society. In modern society, social and professional support for young people in resolving issues of professional self-determination and professional career planning is important.
An analysis of the situation on the labor market showed the importance of forming individual trajectories of life and professional self-determination and career building for young people, taking into account their interests, abilities, personal characteristics and labor market requirements. Each region forms its own demand for labor. Potential employers strive to select the best employees who can successfully and efficiently perform their duties. In this regard, issues of professional development of young people and support for this work become extremely important.
The main task of modern education is the full mental and personal development of each child, the disclosure of his intellectual abilities, and, finally, the preparation of students for social and professional development. One of the ways to solve the problem of pre-university professional training in secondary school is specialized training or differentiation.
A student has the right to freely choose a profession, but the desire to work in a certain profession and interest in it are not enough. The basis for a conscious choice of profession should be a whole complex of knowledge and skills, which can be called the teenager’s readiness to choose a profession. Such readiness can be the result of a long, pedagogically guided process of professional self-determination of students. This is the essence of the pedagogical aspect of vocational guidance in general and the orientation of schoolchildren to working professions in particular.
Such pedagogical practice makes it possible to solve a significant number of problems: to take an individual approach to the development of each student, to “actually” introduce students to professions in different specialized fields, to avoid mistakes in professional choice, and to strengthen the educational preparation of everyone when entering a university.
There are two main directions of teenagers’ orientation towards working professions:
– professional propaganda and professional education;
– development of interests, inclinations, abilities of schoolchildren, their self-esteem through inclusion in various types of educational and extracurricular activities.
A key role in career guidance for graduates is played by information: about the content, conditions, organization of work and training in a specific profession, remuneration, its requirements for the human body and personality, opportunities for professional qualifications and job growth (career planning); information about current and future personnel demand.
The relevance of professional self-determination of schoolchildren is also emphasized in the modern concept of specialized education at the senior level of general education, which is focused on the individualization of learning and the socialization of students and involves, through changes in the structure, content and organization of the educational process, more fully taking into account the interests, inclinations and abilities of students, creating conditions for training high school students in accordance with their professional interests and intentions regarding continuing education.
The choice of profession, decision-making about the place of study, work occurs as a result of comparing information on all these positions and depends on their objective content and understanding by everyone. The negative consequences of an incorrectly chosen profession affect both the person himself and the entire society as a whole. According to sociologists, the correct choice of profession reduces staff turnover by 3-3.5 times, increases labor productivity by 20% and reduces the cost of training by 2.5 times.
It is assumed that the career guidance system should give schoolchildren the opportunity to try themselves in different directions.
Target: Create a system of comprehensive career guidance work with students.
Tasks:
Creating conditions for the formation of an informed choice of profession in accordance with one’s abilities, psychophysical data and the needs of society.
Formation of knowledge among schoolchildren about the organization of production in the country, modern equipment, and ways of professional training.
Developing interest in a future profession, developing in students positive motivation for work and internal readiness for a conscious and independent choice of life and professional path.
Organization and conduct of various events for professional guidance of schoolchildren.
Development and implementation of elective courses.
Providing assistance to adolescents with a low level of motivation profile.
Formation of independent cognitive activity skills in students, preparing them to solve problems of various levels of complexity.
To develop students' motivation for research activities.
To develop in students a mindset that allows them not to passively consume information, but to process it critically and creatively; have your own opinion and be able to defend it in any situation.
Make students competitive in terms of admission to the universities of their choice.
Controversies:
Between the need of society for an effective system of educational vocational guidance in secondary schools and the insufficient theoretical and methodological development of this problem in pedagogical science;
Between the need of students for personal and professional self-determination and the real conditions of vocational guidance available in an educational institution are insufficient to ensure this process.
Main areas of work
1. Organizational and methodological work. Information and analytical activities.
2. Collaboration of the school with secondary vocational education institutions, NGOs, universities, enterprises, city libraries, the “Dialogue” center, participation in the city program “Pro-debut: scale - city”.
3. Organization of work with parents of students and school graduates.
4. Monitoring the quality of career guidance work.
Project participants
Students of 1st – 6th grades. The main direction of the work is to develop the interests and abilities of schoolchildren, to create fields for self-actualization of primary school students and adolescents in various fields of activity, to formulate the children’s needs for professional self-determination.
Students of 7th – 9th grades. The main direction of the work is the organization of assistance to adolescents in formulating specific personal goals of professional and personal self-determination and psychological and pedagogical support in the selection of graduates of the basic general school.
Students of 10 – 11 grades. The main direction of work is preparing school graduates for an adequate choice of profession, career, life path, taking into account abilities, health status and needs in the labor market.
Project coordinator– Deputy Director for educational work.
Coordination Council: class teachers, parent committees, curators from NGOs, secondary vocational education institutions, universities.
Subject teachers, social educator, director, librarian.
One of the most important problems in choosing a professional direction is avoiding selection mistakes. And if the mistake of choosing a major can still be corrected, then, taking into account the modern conditions for obtaining higher education, we can assume how expensive mistakes in choosing a profession can be today.
Expected results
An adequate system of students’ ideas about themselves, the labor market, and the market for educational services.
Students have reflection skills, including the skills to analyze their interests, abilities, opportunities, personal and professional experience.
Students' knowledge of decision-making technology in situations of professional choice.
Active personal position of students in a situation of choice, confidence in their own steps to build an educational and professional project.
Criteria for assessing project results
Choice of profession:
The choice of profession has been made;
The student chooses between 2–3 professions;
The choice of profession has not been made.
Level of knowledge about the profession:
High level of knowledge (knows the essence of the profession, what requirements it places on a person, what contraindications there are for working in this specialty; knows which educational institutions teach this profession, what level of education you need to have and what exams you need to pass for admission);
Intermediate level (knows what the essence of the profession is, its requirements, but does not know which educational institutions teach this profession or knows educational institutions, but knows about the profession only in general terms);
Low level of knowledge (knows practically nothing about either the profession or the educational institutions in which this profession can be obtained).
Due to the choice of profession:
The profession is interesting to the student himself, he likes to do this work;
The main thing is the prestige of the profession, its high pay, interest in the profession is not necessary;
The student chose a profession based on the example or advice of his parents.
Regulatory framework
1. The concept of specialized training at the senior level of general education.
2. Law on Education.
3. Convention of the International Labor Organization No. 142 “On vocational guidance and training in the field of human resource development.”
4. “Federal target program for the development of education for 2006-2010.”
5. Law of the Russian Federation “On Employment in the Russian Federation”.
Basic requirements for a comprehensive school at a new quality level
Increasing the responsibility and active role of the school in the education and social adaptation of the younger generation.
Ensuring broad interaction between the school and the family, other levels of education, educational authorities, children's and youth public organizations for more effective education and socialization of children and youth.
Improving the quality of management of educational activities based on the formation of a democratic style of management of the educational process.
Development of a system of psychological, pedagogical and medical-social support for students.
Introduction of invariant models of educational content, taking into account the modern sociocultural situation, new values of education and training, ensuring the individualization of education and upbringing, the implementation of a person-oriented approach.
Prevention of antisocial behavior among students and youth in the district, aimed at overcoming negative manifestations among children and youth.
Strengthening the interaction of the school with the media, systematically countering information that is harmful to the spiritual and moral education of the younger generation.
Development of a system of additional education as a center of socialization not only for students, but also for residents, primarily the youth of the municipality.
Basic principles of career guidance:
Personality is not something uniquely given by nature or the educational environment, but is always an open possibility of free development based on internal choice;
Each person is unique, so you should not adjust your personality to the results of statistical studies;
A person has a certain degree of freedom from external determination due to his meanings and values;
Man is endowed with the potential for continuous development and self-realization, which are part of his nature.
I. Organizational and methodological work.
Information and analytical activities.
The content of the work
Deadlines
Responsible
September
Coordinator
To form, study and summarize the best experience of teachers in career guidance for students.
During the school year
Coordination Council
Create a bank of teaching materials for pre-professional and specialized training of students.
During the school year
Librarian
Systematize available materials for conducting career guidance work with students and promoting professional knowledge among parents.
May June
Coordinator
Expand the library's collection with reference and information materials about the city's educational institutions, admission rules, specialties, etc.
During the school year
Director, librarian
Design of the information stand “Me and my profession”.
Coordinator, librarian
Organize an exhibition of literature on professions.
September (updated once a month)
Librarian
II. Working with the teaching staff
The content of the work
Deadlines
Responsible
Meeting with the head teacher “Organization of career guidance work with students in accordance with regulatory documents on career guidance.”
Aug. Sept
Coordinator
Checking work programs for elective courses and specialized subjects.
August
Coordinator
Teachers' council "Teacher's work on developing sustainable interests among students."
November
Deputy Director for Methodological Work
Organizing mutual visits to lessons and career guidance events for the purpose of exchanging experiences
During the school year
Coordinator
Participation in the city forum heads of educational institutions “Prospects for interaction between institutions of general, secondary and higher vocational education during the transition to a two-level education system.”
February - May
Ural State Economic University
Maintaining a professional diagnostic chart of the class team, identifying the interests and aptitudes of students.
During the school year
Class teachers, coordinator
Festival of Pedagogical Ideas
May June
Director, coordinator
III. Working with students
1 – 6 grades
The content of the work
Deadlines
Responsible
Exhibition of drawings “My Parents’ Profession”
October
Class teachers
Questionnaire “I want - I can.”
November
Class teachers
Essay competition “What do I know about my future profession?”
January
Russian language teachers
Class hour "Kaleidoscope of professions."
February
Class teachers
Research and production complex “I want to become an academician”, defense of projects.
February March
Subject teachers, Deputy Director for Educational Management
Training sessions on self-determination and vocational guidance at the Pravoberezhny library information center, 6th grade.
March
Family presentation competition “Labor Dynasties”.
April
Deputy Director for Educational Work, parents
During the school year
Coordination Council
7 – 9 grades
The content of the work
Deadlines
Responsible
Excursions to institutions of secondary vocational education and non-governmental organizations.
During the school year
Coordination Council
Excursions to city enterprises.
During the school year
Coordination Council
Meeting of generations “From labor traditions to labor dynasties.”
November
“Find your business” – survey and consultation on vocational guidance at the Pravoberezhny library information center, grades 8–9.
November December
Class teachers, library No. 7
Exhibition of student creativity “My Hobbies”
February March
Class teachers, deputy director for educational work
Class hour “My calling and my future profession.”
February
Class teachers, parents
Interview with 9th grade students about continuing education
February
Diagnostics of 9th grade students in order to identify professional orientation.
March, April
School psychologist, class teachers
Competition of propaganda teams “Journey into the world of professions”
March, April.
10.
Round table "Summing up the year."
May
Coordinator
11.
Fair of professions.
May
Coordination Council
12.
Elective courses:
- “Ecology and Health”, 7th grade
- “Historical portrait”, grades 7 – 9;
- “Entertaining physics”, 7th grade;
- “Chemistry at home”, 8th grade
- “Methods and techniques for solving problems in planimetry”, grades 8 – 9;
- “The World of Graphics and Drawings”, 9th grade.
During the school year
Subject teachers
13.
Collective work on the social project “Healthy Eating”, 8th grade.
During the school year
Class teachers, nutrition manager, curators from USUE.
10 – 11 grades
The content of the work
Deadlines
Responsible
Creating profile classes:
Social and humanitarian (major subjects: history, Russian language, literature, elective course “Business English”);
Socio-economic (major subjects: algebra and basic analysis, computer science and ICT, social studies; supported by physics and economics).
August
Director, Deputy Director for HR
Excursions to leading universities in the city during Open Days.
During the school year
Class teachers
Meetings with university teachers and students.
During the school year
Coordinator
Science Day. Protection of projects, abstracts.
December
Deputy Director for Educational Management, Subject Teachers
Visit to the exhibition “Education from A to Z”.
March - May
Class teachers
IV. Working with parents
The content of the work
Deadlines
Responsible
Parent meeting “A teenager chooses a profession,” grades 7–9.
November - March
Deputy Director for Educational Work
Conference "The role of family in the right choice of profession."
February
Deputy Director for Legal Regulation
Involving parents in cooperation, organizing meetings to attract teenagers to different types of professions.
During the school year
Coordination Council
Competition of family slide and video films “Professional dynasty of my family.”
March, April
Deputy Director for Legal Regulation, class teachers
V. Interaction with school alumni
The content of the work
Deadlines
Responsible
Behavior of joint classroom hours “My choice”.
September
Class teachers
Invitation of graduates to school Science Day.
December
Deputy Director for HR
KVN between high school students and graduates.
December
Deputy Director for Educational Work
The “Last Bell” holiday, a speech by graduates of past years with parting words to current graduates.
May
Deputy Director for Educational Work
VI. Monitoring the quality of career guidance work
1. Conduct a survey of students in grades 10 and 11 to determine the level of satisfaction with the work carried out at school on career guidance.
2. Analysis of further continuing education and employment of graduates of grades 9 and 11.
3. Analysis of participation in competitions, exhibitions on career guidance, the level of events with schoolchildren.
Bibliography
Averkin V.N. A start to life. Education, profession, career: textbook. allowance for grades 9,10,11. educational institutions. – M.: Education, 2005.
Bendyukov M. A. Career steps: the ABC of career guidance. - St. Petersburg: Speech, 2006.
Bolsunovskaya N. Career guidance on the Internet: About sites and career guidance resources on the Internet // Public education. - 2007.
Graduate before choosing a path: social and moral image. Edited by Babosov, Minsk, Narodnaya Asveta, 1988.
Gretsov A.G. Choosing a profession: advice from a practical psychologist. - St. Petersburg: Peter, 2007.
Zeer E.F. Psychology of professions. - Ekaterinburg: UGPPU, 1997.
Klimov E. A. How to choose a profession. Ed. 2nd, add. and revision / E. A. Klimov. M.: “Enlightenment”, 1990.
Nemova N.V. Profile orientation of ninth-graders: elective courses and “educational information cards” / N.V. Nemova // School Director. – 2005, No. 6.
Orel V.E. Psychological foundations of career guidance work with schoolchildren. Yaroslavl, 1990.
Recommendations for the implementation of specialized training at the third stage of general education in the form of an individual curriculum for the student // School Management: App. To the newspaper "First of September". – 2004, No. 8.
School and choice of profession. /Ed. A.E. Golomshtok, M., 1970.
Shcherbo I.N. Implementation of specialized education at school / I. Shcherbo. - Head teacher. – 2005, No. 4.
Social project: “Your “Compass” in the world of professions or the creation of a career guidance office” on the basis of the Municipal Educational Institution “Secondary School” 2 Implementation dates Social project: “Your “Compass” in the world of professions or the creation of a career guidance office” on the basis of the Municipal Educational Institution “Secondary School” 2 Dates implementation
According to the State Statistics Committee of the Russian Federation, the share of workers aged 16 to 29 years currently accounts for more than one third of the total number of working people, and the proportion of youth among the unemployed varies across regions of the country on average from 25 to 40%.
Summer unemployment is formed largely by those entering working life for the first time, that is, among young people aged 20 to 24 years. Among summer workers, a high proportion are formerly employed young people.
As practice shows, the structure of the production of specialists does not correspond to the structure of the demand for them; not all young specialists manage to find employment in their field, which ultimately leads to destabilization of the social situation in the region. After all, the lack of work and permanent income means, if not the collapse of personal life, then its significant complication. The uncertainty of professional prospects is aggravated by regrets about wasted time, effort and money on acquiring a profession that turned out to be unnecessary.
Project goal: Formation of stable semantic, life orientations in choosing a future profession among high school students, adequate to the trends of the time and demand, through a comprehensive study and monitoring of the problem of employment and the creation of school offices for psychological and pedagogical assistance in the vocational guidance of schoolchildren.
Project objectives. Organizational and research. To study the quantitative and qualitative characteristics of the labor resources of the city of Megion. Investigate the problem of employment and use of labor resources in the study area. Work through the material received from the city employment center. To explore the range of educational services provided and specialties of professional secondary and higher education institutions in the city of Megion, taking into account their demand. Conduct social high school survey on the topic: “Your future profession.” To create a rating of actually in-demand specialties in the labor market with data on the promising choice of profession of future applicants.
Project objectives. Practical. Creation of a school office to assist high school students in choosing a future profession. Interaction with city social services. Collection of information from the employment center, higher and secondary specialized educational institutions. Psychological assistance to students and parents. Conducting testing and processing results. Organization of a one-day internship in the chosen profession. Organization and method of developing thematic events with the aim of developing socially adaptive skills in the economic and legal sphere of life.
Objectives of the career guidance office: Create a system of career guidance for students through classroom and extracurricular activities. Providing individual consulting assistance to students in choosing a profession, helping to determine a strategy for developing a fallback option. Activating students’ internal psychological resources and organizing practical activities for their development and students’ ability to work.
Expected results By creating this office, we plan, based on interaction with the city’s social services and collecting information from the employment center, higher and secondary educational institutions, to help young people decide on the modern labor market. Through psychological assistance to students and parents, identify aptitudes for certain professions. Formation of socially adaptive skills in the economic and legal sphere of life by organizing a one-day internship in the chosen profession. Due to all of the above, young people will be able to choose a profession that is in demand, and thus will not fall into the ranks of the unemployed.
