Career plans report bulgaria

1

CAREER PLANS REPORT

PROFESSIONAL HIGH SCHOOL OF ELECTRONICS AND ELECTRICAL

ENGINEERING “MARIE CURIE”

SLIVEN, BULGARIA

1. SCHOOL DESCRIPTION

PHSEE “Marie Curie” Sliven is a vocational High School which main objectives are to

build up professionals for the needs of the labour market and provide the necessary knowledge

and skills for all technical and technological problems associated with the production, operation,

maintenance and repair of different types of equipment in the field of electronics and electrical

engineering.

The school education is four or five years.

The students who choose to study 5 years /grades 8-12/ enroll in the school at the age of

14. The admission is based upon the grades from the National entry exams in Bulgarian

and Mathematics. They have more classes in foreign languages.

The rest of the students enter the school at the age of 15 /grades 9-12/.

Since 2012/2013 school year, the school collaborates with the opened the same year

Career Guidance Center. The time spent for group VET guidance is 4 hours per year for the

students who finish secondary /11, 12 grades/ education. The Center provides:

Psychological tests for diagnostics of interests, attitudes and reasons for the choice of

profession.

Interactive methods and training on skills for decision-making.

Skills for making a portfolio and work application /a CV, a cover letter, a job interview/.

The materials for this survey are provided by the psychologists from the Career Guidance

Center in Sliven. The students filled in two questionnaires.

Description of the target group:

Number of participants 6

Gender Male-3, Female-3

Grades 10, 11

Age 16,17

Period End of June 2014

2. QUESTIONNAIRES

2

TEST 1.Professional orientation of the individual

Instruction: Choose one of the two following statements.

1a. Caring for animals

1b. Serving machines, devices, appliances

2a. Caring for sick people

2b. Writing programs, schemes

3a. Monitoring the quality of illustrations, posters,

advertisements

3b. Monitoring the condition and development of

plants

4a. Processing materials -wood, metal, plastic

4b.Delivering and advertising goods

5a. Analyzing and discussing science books,

articles 5b. Discussing literature and novels

6a. Breeding animals 6b. Training the others / in sports, employment,

study skills /

7a. Creating art / pictures, music/ 7b. Managing big machines / cranes, tractors,

excavators /

8a. Informing people /giving information,

references /

8b. Creating artistic decoration of windows, halls,

theaters

9a. Repairing equipment, machinery, homes

9b. Editing newspapers, books

10a. Curing animals

10b. Doing accounts and calculations

11a. Creating new types of plants

11b. Creating new machines and equipment

12a. Helping to settle disputes, problems, conflicts 12b. Detecting errors in drawings, schemes,

program

13a.Dealing with art

13b. Studying animals

14a. Working with medical equipment 14b. Providing direct medical care to injured

people, victims in accidents

15a. Doing precise mathematical calculations

15b. Participating in performances

16a. Working in a medical lab

16b. Healing patients

17a. Designing and decorating homes

17b. Design and building homes

18a. Arranging holidays, sightseeing tours, trekking

18b. Participating in concerts, tours.

19a. Creating and designing details, maps,

drawings.

19b. Doing drawings, copying articles

20a. Fighting plant diseases

20b. Working on a computer

3

Answers Sheet

І ІІ ІІІ ІV V

1а 1b 2а 2b 3а

3b 4а 4b 5а 5b

6а 6b 7а

7b 8а 8b

9а 9b

10а 10b

11а 11b 12а 12b 13а

13b 14а 14b 15а 15b

16а 16b 17а

17b 18а 18b

19а 19b

20а 20b

I "human-nature" – a botanist, a veterinarian, a forester, a farmer

II "human- technique" - an engineer, a designer, a technician, a mechanic

III "human-human" - a teacher, a doctor, a lawyer, a consultant, a psychologist

IV "human-signs" – a draftsman, a programmer, an accountant

V "human-art" – an artist, a writer, a restorer, a designer

TEST 2. Multiple Intelligences Test – based on Howard

Gardner’s MI Model

Score the statements: 1=Mostly Disagree, 2=Slightly Disagree, 3=Slightly Agree, 4=Mostly

Agree

Put your score in the marked place.

Statement

Score

I like to learn more about myself -

I can play a musical instrument -

I find it easiest to solve problems when I am doing something physical -

I often have a song or piece of music in my head -

I find budgeting and managing my money easy -

4

I find it easy to make up stories -

I have always been very co-ordinated -

When talking to someone, I tend to listen to the words they use not just

what they mean

-

I enjoy cross words, word searches or other word puzzles -

I don’t like ambiguity, I like things to be clear -

I enjoy logic puzzles such as 'sudoku' -

I like to meditate -

Music is very important to me -

I am a convincing liar -

I play a sport or dance -

I am very interested in psychometrics (personality testing) and IQ tests -

People behaving irrationally annoy me -

I find that the music that appeals to me is often based on how I feel

emotionally

-

I am a very social person and like being with other people -

I like to be systematic and thorough -

I find graphs and charts easy to understand -

I can throw things well - darts, skimming pebbles, frisbees, etc -

I find it easy to remember quotes or phrases -

I can always recognise places that I have been before, even when I was

very young

-

I enjoy a wide variety of musical styles -

When I am concentrating I tend to doodle -

I could manipulate people if I choose to -

I can predict my feelings and behaviours in certain situations fairly

accurately

-

I find mental arithmetic easy -

5

I can identify most sounds without seeing what causes them -

At school one of my favourite subjects is / was English -

I like to think through a problem carefully, considering all the

consequences

-

I enjoy debates and discussions -

I love adrenaline sports and scary rides -

I enjoy individual sports best -

I care about how those around me feel -

My house is full of pictures and photographs -

I enjoy and am good at making things - I'm good with my hands -

I like having music on in the background -

I find it easy to remember telephone numbers -

I set myself goals and plans for the future -

I am a very tactile person -

I can tell easily whether someone likes me or dislikes me -

I can easily imagine how an object would look from another perspective -

I never use instructions for flat-pack furniture -

I find it easy to talk to new people -

To learn something new, I need to just get on and try it -

I often see clear images when I close my eyes -

I don’t use my fingers when I count -

I often talk to myself – out loud or in my head -

At school I loved / love music lessons -

When I am abroad, I find it easy to pick up the basics of another

language

-

I find ball games easy and enjoyable -

6

My favourite subject at school is / was Maths -

I always know how I am feeling -

I am realistic about my strengths and weaknesses -

I keep a diary -

I am very aware of other people’s body language -

My favourite subject at school was / is art -

I find pleasure in reading -

I can read a map easily -

It upsets me to see someone cry and not be able to help -

I am good at solving disputes between others -

I have always dreamed of being a musician or singer -

I prefer team sports -

Singing makes me feel happy -

I never get lost when I am on my own in a new place -

If I am learning how to do something, I like to see drawings and

diagrams of how it works

-

I am happy spending time alone -

My friends always come to me for emotional support and advice -

Answers Sheet

Intelligence type

Your totals

Linguistic -

Logical-Mathematical -

Musical -

Bodily-Kinesthetic -

Spatial-Visual -

Interpersonal -

Intrapersonal -

7

Intelligence

type

Description Typical roles Related tasks,

activities or

tests

Preferred

learning

style clues Linguistic words and

language, written

and spoken;

retention,

interpretation and

explanation of ideas

and information via

language,

understands

relationship between

communication and

meaning

writers, lawyers,

journalists,

speakers, trainers,

copy-writers,

English teachers,

poets, editors,

linguists,

translators, PR

consultants, media

consultants, TV

and radio

presenters, voice-

over artistes

write a set of

instructions;

speak on a

subject; edit a

written piece or

work; write a

speech;

commentate on an

event; apply

positive or

negative 'spin' to

a story

words and

language

Logical-

Mathematical

logical thinking,

detecting patterns,

scientific reasoning

and deduction;

analyse problems,

perform

mathematical

calculations,

understands

relationship between

cause and effect

towards a tangible

outcome or result

scientists,

engineers,

computer experts,

accountants,

statisticians,

researchers,

analysts, traders,

bankers

bookmakers,

insurance brokers,

negotiators, deal-

makers, trouble-

shooters, directors

perform a mental

arithmetic

calculation; create

a process to

measure

something

difficult; analyse

how a machine

works; create a

process; devise a

strategy to

achieve an aim;

assess the value

of a business or a

proposition

numbers and

logic

Musical

musical ability,

awareness,

appreciation and use

of sound;

recognition of tonal

and rhythmic

patterns, understands

relationship between

sound and feeling

musicians, singers,

composers, DJ's,

music producers,

piano tuners,

acoustic engineers,

entertainers, party-

planners,

environment and

noise advisors,

voice coaches

perform a musical

piece; sing a

song; review a

musical work;

coach someone to

play a musical

instrument;

specify mood

music for

telephone systems

and receptions

music,

sounds,

rhythm

8

Intelligence

type

Description Typical roles

Related tasks,

activities or

tests

Preferred

learning

style clues

Bodily-

Kinesthetic

body movement

control, manual

dexterity, physical

agility and balance;

eye and body

coordination

dancers,

demonstrators,

actors, athletes,

divers, sports-

people, soldiers,

fire-fighters, PTI's,

performance

artistes;

ergonomists,

osteopaths,

fishermen, drivers,

crafts-people;

gardeners, chefs,

acupuncturists,

healers,

adventurers

juggle;

demonstrate a

sports technique;

flip a beer-mat;

create a mime to

explain

something; toss a

pancake; fly a

kite; coach

workplace

posture, assess

work-station

ergonomics

physical

experience

and

movement,

touch and

feel

Spatial-

Visual

visual and spatial

perception;

interpretation and

creation of visual

images; pictorial

imagination and

expression;

understands

relationship between

images and

meanings, and

between space and

effect

artists, designers,

cartoonists, story-

boarders,

architects,

photographers,

sculptors, town-

planners,

visionaries,

inventors,

engineers,

cosmetics and

beauty consultants

design a costume;

interpret a

painting; create a

room layout;

create a corporate

logo; design a

building; pack a

suitcase or the

boot of a car

pictures,

shapes,

images, 3D

space

Interpersonal

perception of other

people's feelings;

ability to relate to

others; interpretation

of behaviour and

communications;

understands the

relationships

between people and

their situations,

including other

people

therapists, HR

professionals,

mediators, leaders,

counsellors,

politicians,

educators, sales-

people, clergy,

psychologists,

teachers, doctors,

healers, organisers,

careers, advertising

professionals,

coaches and

mentors

interpret moods

from facial

expressions;

demonstrate

feelings

through body

language; affect

the feelings of

others in a

planned way;

coach or counsel

another person

human

contact,

communicati

ons,

cooperation,

teamwork

9

Intelligence

type

Description Typical roles

Related tasks,

activities or

tests

Preferred

learning

style clues

Intrapersonal self-awareness,

personal cognisance,

personal objectivity,

the capability to

understand oneself,

one's relationship to

others and the world,

and one's own need

for, and reaction to

change

arguably anyone

who is self-aware

and involved in the

process of

changing personal

thoughts, beliefs

and behaviour in

relation to their

situation, other

people, their

purpose and aims

consider and

decide one's own

aims and personal

changes required

to achieve them

(not necessarily

reveal this to

others)

self-

reflection,

self-

discovery

3. CAREER PLANS

STUDENT 1: female, 10th

grade, 16 years old

Test 1 showed the third type of professional orientation - "human-human" - a teacher, a

doctor, a lawyer, a consultant, a psychologist. Test 2 and Graph 1 show a high level of

intrapersonal, interpersonal and linguistic intelligence type. There is clear association between

these types of intelligence and what is now termed as 'Emotional Intelligence' or EQ:

Understanding yourself, your goals, intentions, responses, behaviour and all.

Understanding others, and their feelings.

The five domains of the Emotional intelligence are: knowing your emotions, managing

your own emotions, motivating yourself, recognising and understanding other people's emotions,

managing relationship.

The girl was advised to choose Psychology, Biology or Chemistry for her Matura exams

which could help her to prepare for the suitable profession for her future.

Graph1

05

10152025303540

Intelligence type

10

STUDENT 2: male, 10th

grade, 16 years old

Test 1 showed the second type of professional orientation - "human - technique" - an

engineer, a designer, a technician, a mechanic. Test 2 and Graph 2 confirm the survey and show

a high level of logical-mathematical and spatial-visual intelligence type. In other words, he is

skilled at deductive reasoning, detecting patterns, and logical thinking. He is good at scientific

investigations and identifying relationships between different things and understanding complex

and abstract ideas. He learns well with visual aids, such as videos and maps. He has a

“photographic memory”.

The boy was consulted to choose Mathematics or Physics as optional classes to help him

with the preparation for the Matura exams.

Graph 2

STUDENT 3: male, 10th

grade, 16 years old

Test 1 showed the first type of professional orientation - "human-nature" – a botanist, a

veterinarian, a forester, a farmer. Test 2 and the Graph 3 show a high level of interpersonal and

bodily-kinesthetic intelligence type that is needed to practice the suitable professions. People

with interpersonal intelligence are good with people and thrive in social interactions. They are

good at reading, empathize and understanding others. They are good at working with others and

have many friends. They learn best through interaction and dialogue. In other words, they are

easily able to interact with and understand those around them. People with interpersonal

intelligence are able to pick up on the mood, characteristics, emotions, and intentions of those

around them. They are also able to use this information to tailor their approach of interacting

with each individual. People with kinesthetic intelligence love movement. They are good at

building things and like to stay active. They learn best through movement and experimentation.

The boy was advised to choose Biology or Chemistry as Matura exams and study in

depth these school subjects to be ready for the university exams.

05

10152025303540

Intelligence type

11

Graph 3

STUDENT 4: female, 11th

grade, 17 years old

Test 1 showed the fourth type of professional orientation - "human-signs" – a draftsman,

a programmer, an accountant. Test 2 and the Graph 4 show the same level of logical-

mathematical, spatial-visual and interpersonal intelligence. The girl has the ability to appreciate

and calculate the effect of actions upon objects or ideas and the relationships among them, to

apply inductive and deductive reasoning skills, to provide solutions and to overcome complex

mathematical and logical challenges as well as solving critical and creative problems. The girl

has a strong photogenic memory that helps her to recognize and manipulate patterns. This also

makes her an excellent puzzle solver. Such individuals have a clear sense of mapping or

direction and good coordination between the eye and hand, which helps develop their artistic and

creative inclination.

The girl was consulted to choose Maths as a Matura exam, visit extracurricular classes

and consult with the Maths teachers about her preparation for the university exams.

Graph 4

05

10152025303540

Intelligence type

0

5

10

15

20

25

30

35

Intelligence type

12

STUDENT 5: female, 11th

grade, 17 years old

Test 1 showed the third type of professional orientation - "human-human" - a teacher, a

doctor, a lawyer, a consultant, a psychologist. Test 2 and the Graph 5 show that the girl has the

same high level of linguistic and interpersonal intelligence type which confirms the suitable

professions from test 1. People who are strong in linguistic-verbal intelligence are able to use

words well, both when writing and speaking. These individuals are typically very good at writing

stories, memorizing information and reading. This can include the ability to express oneself

effectively through speech or the written word and the increased ability to learn foreign

languages. People who have strong interpersonal intelligence are good understanding and

interacting with other people. These individuals are skilled at assessing the emotions,

motivations, desires and intentions of those around them.

The girl was consulted to choose Psychology, Biology or Chemistry for her Matura

exams which could help her in the preparation for the university exams and her future career

development.

Graph 5

STUDENT 6: male, 11th

grade, 17 years old

Test 1 showed the second type of professional orientation - "human - technique" - an

engineer, a designer, a technician, a mechanic. Test 2 and the Graph 6 show that the boy has a

high level of logical-mathematical and musical intelligence. This result is interesting because

confirms the relationship between the music and the Maths. The link between the physical

practice of music and strong mathematical abilities are demonstrated in studies that show that

kids who play a musical instrument can perform more complex arithmetical operations than

those who do not play an instrument. The slow work of practice, the attention to detail and the

discipline it takes to learn an instrument are also excellent preparation for the practice involved

in building strong Math skills.

The boy was advised to choose Maths as a Matura exam, visit extracurricular classes and

consult with the Maths teachers about his preparation for the university exams.

05

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Intelligence type

13

Graph 6

4. CONCLUSION

The intelligence is a mixture of several abilities that are all of great value in life. But

nobody's good at them all. The fact is that people are intelligent in different ways. The school counsellors and the career guidance psychologists should help the students to

be more confident in their own skills and talents and know the strengths and weaknesses of their

own personality. They must rediscover and promote the vast range of capabilities that have a

value in life and support the students to fulfil their potential choosing the suitable profession for

their future.

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Intelligence type