Career Education in Schools
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Career Education in Schools
Need Of Career Education In Schools
To enable students to “understand their own career aspirations and develop positive attitudes towards work and learning”
GOALS
The goals of the career education & guidance curriculum are to enable students to:
o Understand concepts related to lifelong learning, interpersonal relationships, and career planning
o Develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals
o Apply this learning to their lives and work in the school and the community
ROLES AND RESPONSIBILITIES
o Students: A commitment to work, study, and the development of appropriate skills. Extracurricular activities and community service, to extend and enrich their knowledge and skills
o Parents: Awareness to what is being taught in the courses their children are taking and what their children are expected to learn
o Teachers: To develop instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning
o Principals: To support student learning, principals ensure that the CEGS curriculum is being properly implemented in all classrooms using a variety of instructional approaches
Assessment And Evaluation Of Student Achievement
In order to ensure the quality of assessment and evaluation level of students, teachers must use strategies that:
o Address both what students learn and how well they learn o Are varied in nature and designed to provide opportunities for students to
demonstrate the full range of their learning
o Promote students’ ability to assess their own learning and to set specific goals
o Include the use of samples of students’ work that provide evidence of their achievement
o Are communicated clearly to students and parents at the beginning of the course or the school term and at other appropriate points throughout the school year
What Are The Strategies? These strategies include:
o Modification of some or all of the course expectations, based on the student’s level of English proficiency
o Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)
o Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and culturally diverse materials)
o Use of assessment accommodations (e.g. granting of extra time; use of oral interviews and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English)
Achievement Chart
The purpose of the achievement chart is to:
o Provide a common framework that encompasses all curriculum expectations for all courses outlined in this module
o Guide the development of quality assessment tasks and tools (including rubrics)
o Help teachers to plan instruction for learning
o Assist teachers in providing meaningful feedback to students
o Provide various categories and criteria with which to assess and evaluate students’ learning
Curriculum Expectations for courses In Standard 9 Learning Strategies are: o Learning Skills, Personal Knowledge and Management Skills o Interpersonal Knowledge and Skills o Exploration of Opportunities
In Standard 10 Career Studies are: o Personal Management o Exploration of Opportunities o Preparation for Transitions and Change
In Standard 10 Discovering the Workplace are: o Essential Skills for Working and Learning o Personal Managemento Exploration of Opportunitieso Preparation for Transitions and Change
CONTD….
The strands in the Standard 11 Designing Your Future are: o Personal Knowledge and Management Skills o Interpersonal Knowledge and Skills o Exploration of Opportunities o Preparation for Transitions and Change
The strands in the Standard 11 Leadership and Peer Support are: o Personal Knowledge and Management Skills o Interpersonal Knowledge and Skills o Exploration of Opportunities
CONTD….
The strands in the Standard 12 Advanced Learning Strategies are: o Learning Skills o Personal Management o Exploration of Opportunities o Preparation for Transitions and Change
The strands in the Standard 12 Navigating the Workplace are: o Essential Skills for Working and Learningo Personal Managemento Exploration of Opportunitieso Preparation for Transitions and Change
Learning Strategies (skills for success in standard 9)
o Improve reading, writing, oral communication and practical application of mathematics
o Evaluate the importance of various inter-personal and teamwork skills in a variety of learning situations
o Effective use of technology (e.g., CD-ROMs, the Internet, word processors)
o Identify the employability skills being developed through their school studies
o Communication skills to gather information from peers, teachers, and/or school and community programs
o Create portfolio and use them to select an appropriate pathway for secondary school studies
CAREER STUDIES, STANDARD 10 o Use a self-assessment process to develop a personal profile for use in
career development planningo Use a variety of assessment tools to produce a personal profile and identify
occupations that are suited to their personal profile
o Identify internal and external influences (e.g., previous successes, peer pressure, parental expectations, family responsibilities) affecting to career opportunities
o Demonstrate an understanding of the decision-making process as it relates to career planning
o Use a variety of resources to identify summer or part-time job opportunities in their community
o Demonstrate the ability to prepare effectively for the job interview process
Discovering The Workplace, Standard 10 o Describe learning and thinking strategies, and use them effectively in
school or in the community
o Plan for, assess, and document their on-going development and demonstration of selected workplace essential skills
o Identify the most important workplace essential skill requirements for a range of occupations
o Describe how the essential skills are transferable from home to school, school to work, occupation to occupation, and sector to sector
o Identify non-verbal and verbal communication o Describe factors, changing the workplace and the implications that these
may have for their learning and work plans
DESIGNING YOUR FUTURE, STANDARD 11 o Analyze their personal characteristics, strengths, interests, skills, and
competencies to determine career related goals
o Identify the transferable skills and personal management skills most valued by employers, and explain how their own skills can contribute to employability
o Describe the purpose and content of both comprehensive portfolios and portfolios targeted for specific purposes
o Identify effective risk, stress, and anger management strategies and use them appropriately in school and community based activities
o Identify the financial implications of their postsecondary choices and describe in their action plan how they will manage their finances after secondary school
CONTD….
o Summarize their leadership qualities and experiences
o Describe the dimensions of diversity within their community and identify the value of diversity as well as the challenges it poses
o Produce a comprehensive list of the leadership and peer support opportunities available in their school and
o Design and present a plan to address a need identified within the school or community where they can make a positive contribution
o Identify occupations or fields of work that require skills in leadership and peer support
Advanced Learning Strategies standard 12
o Analyze their learning skills and styles to determine their learning strengths and needs, and develop strategies to maximize their learning
o Identify possible challenges (e.g., learning difficulties, physical barriers, family, finances, location) to effective learning in their selected postsecondary work or educational destination
o Identify and use strategies for self-advocacy to meet learning and personal needs
o Demonstrate effective use of strategies for improving their personal-management skills (e.g., use of agenda, goal setting, time management, priority management, budgeting)
CONTD….o Identify traditional and emerging approaches to learning in modern
workplaces (e.g., formal instruction, independent computer- based learning, mentorship, apprenticeship)
o Assess how well their transferable and essential skills (e.g., writing, oral
communication, numeracy, computer skills) and other personal information (e.g., learning styles, family commitment, finances) align with selected fields of work
o Demonstrate effective use of decision-making, goal-setting, and action-planning skills and strategies to prepare for transition to their first postsecondary destination
Navigating The Workplace, Standard 12
o Demonstrate an understanding of the workplace essential skills necessary for success in life, school, and work
o Plan for, assess, and document their on-going development and demonstration of selected workplace essential skills
o Locate information on the most important workplace essential skill requirements for a range of occupations, and identify the varying complexity levels of tasks associated with these skills;
o Demonstrate effective use of strategies for communicating orally (e.g., active listening, paraphrasing, verbal affirmation) in real or simulated workplace settings
o Demonstrate effective use of a problem- solving process to deal with issues in school and in the workplace.
Name- Mohammad AkramMobile-9030580106E-mail- [email protected]
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