As the direct manager of students in secondary vocational schools, class teachers are in the front line of student management and ideological and political work, and there are many favorable conditions to participate in student employment guidance. Giving full play to the positive role of class teachers in career guidance will greatly promote the employment of graduates. Studying the participation of class teachers in vocational guidance is an important topic to strengthen graduates' employment guidance, which is of great significance to the future employment of secondary vocational students.
First, the advantages of the class teacher's participation in vocational guidance
1. Time is full of energy, which helps to participate in career guidance.
At present, the head teachers in secondary vocational schools are mostly young and middle-aged teachers in our school, and many of them are "double-qualified" teachers. They are full of vigor and vitality, with profound knowledge background, certain life experience and rich practical experience, which undoubtedly laid a good foundation for participating in student employment guidance.
2. The particularity of the class teacher's work is conducive to the effectiveness of vocational guidance for secondary vocational school students.
Because of the characteristics and requirements of their own work, the head teacher needs to go deep into the student group, get along with the students day and night, and manage all aspects of their study, work and life, which is trusted by the majority of students. Compared with other teachers, the relationship between students and class teachers is more harmonious and intimate. In the process of students' career planning, job hunting and job selection, the class teacher puts forward relevant opinions and suggestions, which are more convincing than other teachers and easy to be accepted by the majority of students, thus making the employment guidance work of secondary vocational school students effective.
3. The class teacher can fully understand the students
The class teacher's full understanding of students will help the employment guidance work to be more targeted. The head teacher is in the front line of ideological and political work and student management in the school. His work includes not only students' ideological and political education, but also students' daily education, which basically covers all aspects of students' study and life. In addition, the head teacher is relatively fixed, and often the same teacher is the head teacher from the entrance to graduation. The head teacher spends a lot of time with the students. Through daily in-depth observation and conversation, he has a certain understanding of the family education background, personality characteristics, strengths and weaknesses of each student in the class. These information resources are not available to other teachers. Class teachers can make full use of these information resources, provide personalized career guidance according to each student's characteristics, and help each student analyze their own strengths and weaknesses, thus making feasible career plans, mastering employment-related skills and improving employment competitiveness.
4. The class teacher's participation in vocational guidance is a supplement to vocational guidance education.
The increasingly severe employment situation has become a concern of the government, society and schools. In particular, the employment rate of graduates from secondary vocational schools has become the core index for schools to evaluate teaching quality. In this regard, all secondary vocational schools attach great importance to students' employment, and at present, they basically offer career planning and career guidance courses. Courses are mostly conducted in the form of lectures and lectures, and the form is relatively simple.
Class teachers can participate in vocational guidance in different ways, which is determined by the nature of class teachers' work, but they can achieve the same effect, effectively make up for the lack of single form of vocational guidance, and play a good supplementary role in formal vocational guidance education. The specific methods are as follows: First, fully rely on the daily education of the class teacher. By holding special discussions, class meetings, visiting alumni and exchanging experiences, we will introduce students to the current employment situation and policies of the country, the employment destination of previous graduates of the school, and the future employment prospects of this major, so that students attach great importance to employment from the time they enter school and regard employment as an important goal at school. Encourage and help students to combine their interests, hobbies and specialties with social needs, and make perfect career plans to lay the foundation for successful employment in the future. Second, through daily management, make full use of rewards and punishments, take excellent graduates who have been employed as pacesetters, and guide students to actively participate in cultural and sports activities, various competitions, social practice, employment internships and other activities to enhance their employment competitiveness. Third, the class teacher can easily obtain the relevant information of the temporarily unemployed students and the related problems after the students get employed. Students have more contact with the class teacher, even after graduation. Students are more willing to ask the class teacher if they have questions after graduation. This undoubtedly provides conditions for class teachers to participate in vocational guidance and helps class teachers to provide better services for students. In addition, many class teachers are professional teachers, who have more contacts with the industry and can keep abreast of the latest requirements of employers for students, which will provide strong support for guiding students to adjust their employment direction and focus.
Second, the current problems of class teachers participating in vocational guidance work
1. The school does not pay much attention to the class teacher's participation in vocational guidance.
In order to improve the employment rate and quality of students, secondary vocational schools have not only set up employment leading groups, but also established employment guidance centers (offices) and other related institutions, equipped with corresponding employment guidance professionals, and the employment guidance team has become quite large. For this reason, many schools ignore the importance of class teachers' participation in vocational guidance, and do not give them the corresponding rights and obligations to participate in students' vocational guidance, which makes some class teachers have no awareness of participating in students' vocational guidance at all, which seriously hinders class teachers' participation in vocational guidance.
2. Lack of understanding of participating in vocational guidance.
At present, the employment situation of secondary vocational school students is very severe, and the class teacher can realize the importance of employment, but he still has some prejudice against participating in vocational guidance. In people's general understanding, the main responsibility of a class teacher is to manage class affairs and educate students ideologically and politically, but career guidance is not within the scope of the class teacher's responsibility. Some class teachers believe that the school has corresponding employment institutions and specialized courses of vocational guidance, and vocational guidance does not belong to the scope of the class teacher's duties, but the work of full-time employees. Although some class teachers think that career guidance is their own responsibility, they lack in-depth thinking about career guidance, and equate it with providing students with employment information services and teaching job-seeking skills, while ignoring the change of employment concept, reasonable career planning and corresponding professional ethics education for secondary vocational students.
3. Lack of necessary vocational guidance knowledge
Due to the lack of vocational guidance knowledge, many class teachers are not competent for vocational guidance. Vocational guidance is a highly professional job, which requires systematic theoretical knowledge and understanding of national employment policies. But at present, the class teachers in secondary vocational schools are mostly part-time. Due to the limitations of their own work, most of them lack systematic vocational guidance theory and practical knowledge. When giving students career guidance, they can't meet the needs of students well, and basically stay in simple employment procedures and simple job-hunting skills, and can't help students make scientific and reasonable career planning according to their individual characteristics. The reason is that on the one hand, it is limited by the majors studied, on the other hand, there is little training in employment knowledge. Every secondary vocational school has little vocational guidance training every year. If there is an opportunity, priority will also be given to full-time personnel in the employment management department. Due to the large number of class teachers, there is basically no opportunity to receive training.
4. Lack of supervision and assessment mechanism
At present, not all secondary vocational schools include the head teacher in the school career guidance system. Although some schools take into account the positive role of the head teacher in vocational guidance, they only make oral articles in specific operations, mostly mentioning them at the meeting of the head teacher. Without clear responsibility requirements, there is no assessment method, which makes the head teacher participate in vocational guidance "do more and do less", which seriously dampens the enthusiasm and initiative of the head teacher to participate in vocational guidance.
Third, promote the class teacher to participate in vocational guidance.
1. Schools should attach great importance to the participation of class teachers in vocational guidance.
With the proposal of "all-staff career guidance" and the special position of the class teacher in the process of educating students, the class teacher's direct participation in career guidance has increasingly shown its irreplaceable role. Therefore, schools and other relevant departments should attach great importance to the ready-made superior strength of class teachers and bring them into the school career guidance system; Vigorously support and encourage the class teacher to carry out vocational guidance, and give the class teacher the corresponding rights and significance to participate in vocational guidance; Formulate and improve the responsibilities of class teachers to carry out vocational guidance, and clearly incorporate vocational guidance into the scope of work of class teachers; Help the class teacher to straighten his position, establish the main position of participating in vocational guidance, and improve his initiative and enthusiasm in participating in vocational guidance; Emphasize the whole process of career guidance, so that career guidance faces the whole study life of each student.
2. Increase the intensity of vocational guidance and training for class teachers.
The key to do a good job in students' employment guidance is to master how many scientific employment guidance theories and methods. Therefore, while strengthening the class management ability of class teachers, schools should pay more attention to the training of class teachers' career guidance theory and business skills, and improve the level of class teachers' career guidance. The specific methods include attending seminars, listening to lectures by industry experts, participating in vocational guidance qualification training, visiting famous schools, investigating the job market, and participating in social activities in various industries. Schools can choose relevant training methods according to the actual situation of the school. The training content should be related to the national employment policy, employment situation, industry demand, how to make career planning, how to start a business and related job-hunting skills, so that the class teacher can closely link the students' ideological and political work, school-wide study, living ability and employment when doing student work, and make vocational guidance run through the whole process of students' enrollment to graduation, and achieve tangible results.
3. Establish an assessment and incentive mechanism for class teachers to participate in vocational guidance.
We should actively explore and formulate a scientific and effective inspection, assessment and incentive system, and fully mobilize the initiative and creativity of class teachers to participate in student employment guidance. Schools should incorporate the effect of class teachers' participation in vocational guidance and students' employment status into the assessment index system of class teachers, and take the interview employment rate, recommended employment rate, job stability rate and dismissal rate of employers as an important basis for evaluating the performance of class teachers. Class teachers who have made outstanding achievements in students' career guidance should be given certain material and spiritual rewards to encourage the majority of class teachers to participate in career guidance extensively.
In short, giving full play to the positive role of the class teacher in vocational guidance can overcome the phenomenon of "employment guidance before entering the profession", continuously improve the pertinence and effectiveness of vocational guidance, enhance the employability of secondary vocational students, promote the employment of graduates, realize the matching of people and posts, and truly cultivate socially applicable talents.
(Author: Guangxi Liuzhou Health School)