Vocational guidance and a complete system. Take the university as an example. After the start of school, the department heads of colleges and universities should introduce the employment situation of their majors to freshmen and put forward relevant employment countermeasures for students. When planning a career, we should pay special attention to students' personality characteristics and career development aspirations. After entering the school, students begin to receive graded vocational guidance (compulsory course) and calculate credits. In the first year of school, the school provides students with pre-service guidance services to help them understand and understand the job market. In the second year, the school helps students understand and discover their own characteristics, specialties and interests, guides students to participate in related activities, and then chooses a major. In the third year, the school helps students understand enterprise information and market demand, participate in social practice and some recruitment activities, so that they have a direct feeling about choosing a job. In the fourth year, graduates receive job-hunting skills training.
Canada:
Vocational guidance runs through high schools and universities. There are arts, science, engineering, medicine, business, art and other categories in high school. Students receive guidance from career counselors in senior one, and then choose the major direction of the university according to their hobbies. In the university stage, the Canadian Association of Universities and Colleges requires universities, the government and the private sector to work together to improve the employability of college students. For example, universities should train students to have comprehensive skills needed by the labor market; Universities should consult industry, government and industry committees to ensure that accurate and reliable labor market information is transmitted to students, so as to help students make career decisions; The government should provide core funds to enable universities to continuously develop the skills needed by graduates in various disciplines.
Vocational guidance teachers have high professional level and strong sense of service. Professionals engaged in employment guidance in Canadian universities have a high level of specialization. For example, a consultant requires a doctorate in education, psychology, consulting or the corresponding humanities and social sciences, and has certain work experience. Lecturers or managers also require a master's degree with a humanistic background.
Canadian universities have a strong sense of employment guidance service, and their main functions and tasks include: helping students determine their employment intentions and career goals according to their personal interests and specialties; Assess the skills of graduates, explore their potential skills, and help graduates turn their accumulated experience in professional study and extracurricular activities into work skills; Provide career planning guidance for graduates, so that graduates have the ability to constantly seek more suitable professional positions; Carry out job-hunting skills training; Contact internship units for students and create internship opportunities; Collect and provide employment information.
Britain:
A series of documents were issued for vocational guidance. After the 1980s, the British government issued a series of documents, requiring ordinary middle schools to carry out vocational education and vocational guidance, emphasizing that vocational education and vocational guidance should be part of the school curriculum. Vocational education and vocational guidance in ordinary middle schools are mainly completed by school instructors and professional officials outside the school. The task of the instructor is mainly to implement the vocational education plan, help vocational officials arrange students' consultation and provide the latest vocational information. The main duties of professional officials are to consult students individually and collectively, to help make vocational education plans, to provide the latest vocational information, to attend parent-teacher conferences, to hold consultation days, to conduct career visits, to give career speeches and other activities.
Vocational education is rich in content. The contents of career education in British ordinary middle schools include: developing self-awareness-helping students to learn, recognizing individual differences in abilities, interests, personal needs and values, evaluating individual physiological and psychological characteristics, and judging which occupation suits them; Raise awareness of career opportunities-schools should introduce students to their possible career choices and ways to obtain careers; Develop decision-making skills-help students develop their ability to make career decisions, guide them to objectively evaluate and analyze career information, and understand the importance and consequences of career choice; Learn to change from school to workplace-help students adapt to the workplace environment, go to the society independently, engage in careers, and adapt to professional life smoothly.
Give full play to the synergy of all aspects. In some relevant laws and regulations in Britain, relevant social departments should provide convenient conditions for students to be familiar with various occupations. Enterprises, institutions and factories should establish extensive cooperative relations with schools, provide opportunities for students to visit and practice, familiarize students with various majors, occupations and types of work, and help students make correct choices; At the same time, schools should also get the support of parents. Parents are trained regularly to make them pay attention to instilling professional awareness in their children.
Germany:
Career planning has a clear purpose. The purpose of career planning is to help students choose a reasonable career path. First of all, schools, labor departments and information centers should strengthen cooperation and introduce the nature, requirements, scope of work, development prospects and local labor market to students in detail through books such as Today's Jobs and Ladder. , so that students can have a broad and in-depth understanding of the occupations that society can provide. While helping students understand the professional world, we should guide students to objectively evaluate their academic performance, participate in various psychological and physiological self-tests, and let students learn to rationally analyze themselves and make targeted career choices.
Career planning is comprehensive and meticulous. First of all, there are specific steps to guide students to apply for positions correctly: teachers guide students to write the format, content and skills of cover letters to increase the possibility of getting interviews; Help students adjust their psychological state, improve their appearance, practice self-introduction, grasp the conversation process and pass the interview smoothly: for some industries that need written tests, teachers will also select some test papers to train students' computing ability, logical reasoning ability and thinking ability in images, so as to achieve good results in written tests. Secondly, it also teaches legal knowledge related to career planning, guides students to learn vocational training law, juvenile labor protection law, enterprise law, economic assistance law, labor contract law and related vocational training laws and regulations, so that students can understand and abide by the law and learn to use legal weapons to safeguard their legitimate rights and interests.
South Korea:
Establish vocational guidance schools and implement career planning. In order to promote vocational guidance in schools quickly in a short time, South Korea funded the establishment of "vocational guidance demonstration schools" covering junior high schools, senior high schools and universities in 46 regions of the country, trying to provide an example and demonstration for the development of vocational guidance in other schools. In addition, the Korean government renamed the Ministry of Education as the Ministry of Education and Human Resources in 20001year, which further demonstrated the government's determination and attitude to intervene in vocational guidance and counseling. According to the survey, in 2002, 28.5% of 4-year colleges and universities in South Korea offered vocational education module courses for students. At present, most colleges and universities offer career guidance courses for students for at least one semester.
Career planning is lifelong. Korean organizations have formulated national standards for lifelong career development in Korea. The standard runs through six years of primary school, three years of junior high school and three years of senior high school, and vocational education is generally carried out, which is roughly 1/3 of vocational education and two-thirds of general education. The school has specialized vocational guidance teachers, who generally provide vocational guidance in course teaching and extracurricular activities. More than 100 four-year universities and colleges, more than 100 higher vocational colleges and more than 10 polytechnic colleges in Korean higher education have generally carried out career guidance, and universities generally have career guidance institutions such as employment information centers and career guidance consultation centers.
Sweden:
Vocational guidance courses are offered in the basic education stage to help students choose careers according to their personal knowledge and ability. This kind of course is necessary for every school, and it is not a personal behavior of vocational guidance experts. This course runs through the whole study. Teachers not only teach theoretical courses, but also teach vocational guidance courses. Among them, 20% of the vocational guidance courses are conducted outside the school, which are set by the vocational guidance teachers themselves.
Efforts should be made to enhance parents and students' comprehensive understanding of off-campus careers and training options. Invite parents to attend the school's vocational guidance class, publicize their careers, and let parents help students determine their careers and study subjects; Arrange for students to visit the factory where their parents work to enhance their understanding of society; Hire career guidance experts to help students determine their chosen majors and help them make personal development plans. Let students try vocational training courses first, and then determine the specific courses, so as to combine vocational training with school culture and education.
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