Педагогические науки.

Стратегические направления реформирования системы образования

Ponomarenko O.G. Senior Lecturer,

National University of Life and Environmental Sciences of Ukraine

CAREER QUIDANCE SERVICES AT SECONDARY SHOOLS OF UKRAINE

The questions of career guidance necessity in secondary education and training of future specialists are highlights in this article. The system of training of qualified professionals is the main task of practical vocational education.

Key words: vocational guidance, occupation, educational conditions, structure, secondary schools, pupil, person.

Well-planned and well-organized career guidance services are increasingly important to improve career guidance for young people. The process of training the qualified specialists is one of the main problems of the professional-practical education. Therefore, the above-mentioned problem in the article is considered the major among the problems, which the secondary school meets.

Vocational guidance with youth is a priority work of the modern school. The correct choice of profession – an important step in everyone's life. At this stage, it is a specific role in our country devote for the teacher at school. How he would be able, to orient students in the wide world of professions depends their future professional definition. To show all the sides of a profession, its demand on the labor market, to help the child to know himself and his opportunities are the basic tasks of the teaching staff. Complete their schooling pupils should be clearly aware that they can, capable, and knows where to go to learn. Learners should have the knowledge, understanding and skills that they need to prepare for employment.

The problem of vocational guidance studied by experts of various disciplines and in its various aspects. It revealed through professional values (I. Vasylyev, N. Heyzhan, and M. Ivanyuk) professional interest (S. Kryahzhde, V. Rimkyavichenye, P. Shavir) procedural side of professional orientation (N. Tkachev). Vocational guidance of pupils (O. Holomshtok, Y. Klymov, M. Kotylenkov, S. Martynova, S. Osadchyy, Y. Pavlyutenkov, D. Thorzhevskyy, V. Sydorenko, B. Fedoryshyn, S. Chystyakova), the formation of vocational school students focus on trades (N. Heyzhan, M. Ivanyuk, N. Nychkalo, V. Rimkyavichenye, T. Skrypchenko). Pedagogical aspects of vocational guidance considered by several authors in connection with the investigation of polytechnic education, employment training and guidance on the basis of agricultural production (P. Atutov, V. Madzigon, P. Oliynik, D. Smets).

Ideally, the education system in Ukraine should include a system of vocational guidance, which should be comprehensive and multi-stage, accompany a person during the professional development and training. Therefore, it is important to carry out career guidance in training the youth at school, implementing a focused support, and logically complete career guidance assistance at the end of training in the process of employment or further study at university.

The purpose of activating approach in vocational guidance is – to form human installation of vocational self-induce an active search, choice and self-solving existing problems. Tests, games, discussions and other methods will be effective in this approach.

The diagnostic-consultative approach includes conducting psychological testing and consultation their results. It can be carried out individually and in groups. The aim is to identify the vocational guidance of man based on objective test data, and in the process of consultation to solve the fundamental human vocational guidance request using the obtained information. In this approach, you can diagnose the severity of certain competencies professionally important in getting profession.

The developmental approach includes trainings solving various career guidance issues, and develop skills and personality traits that can be useful in their future professional life. It is important to realize and secure the results, as well as to develop the necessary competencies in the learning process.

The aim of informational approach is to highlight the general trends in the labor market, and the situation of students choosing professions – where they can work on the modern labor market, and conduct lectures on career planning, company presentations, information on trends in the labor market, job fairs, etc. [1].

Holding of a thematic unit depends mainly on the particular circumstances and needs of the institution. For example, work with students may not begin with testing but from information lectures to generate interest and understanding of career guidance necessity and career counseling.

The choice of method for career guidance depends on the expert level of his or her qualifications and experience. It is very important to rely on indicators such as reliability, validity, reliability and the ability to solve the task – accordance to public and people needs.

The main task of vocational guidance at schools is to define the professional orientation of the student.

Procedures of career guidance should comprehensively diagnose interests, abilities and personal qualities of the person, correlating them with the choice of profession and education profile.

The correspondence between the person psychological characteristics and the relevant characteristics of the profession is very important choosing a profession. The technique allows combining the analysis of the interests, abilities and personal qualities of students within their professional intentions diagnosis.

Doing the complex of testing and discussing its results with psychologists of career guidance, pupil can better understand the nature of the self and determine which occupations and professions he can choose according to his interests, supported by relevant personal qualities and the development of appropriate skills. Therefore, the test material is focused on the interests and abilities that are important for education in the relevant professional field [5].

Testing complex includes various types of tasks: it is the solution of problems, and selection of the most attractive alternatives, evaluation of objects for the given parameters, estimation of behavior in certain situation. According to the results of the test, receive a list of professions that best meet their individual characteristics.

Therefore, in order to choose a profession, students do not need to understand the world of existing jobs only, but also have to recognize themselves, their individual mental properties.

The main task of vocational guidance at schools is not only to create conditions and to assist in the conscious choice of profession, but also in teaching students the ability to evaluate themselves adequately to labor market demands and build their professional trajectory, understanding the need for continuing education that accompanies professional qualification growth and successful adaptation at work [3].

Active methods can develop new and previously formed existing pupil personal qualities. They include activating diagnosis, which not only obtain information about the teenagers but also consider the possibilities to stimulate their thinking about the prospects for personal and professional self-determination. Active techniques include the use of online forms work, such as training, discussion, role and business play. These forms of work are the most effective, especially at school age. In the school environment we can successful use such forms of career guidance: questioning, testing, including computer diagnostics aptitudes and interests of future students; activate career questionnaires, consultations for students and their parents; vocational games, including customized and specialized "quests", consultation meetings of teachers and students with pupils, parents and teachers, individual support students [5].

Activities focused on vocational guidance: subjects Olympiads, themed festivals, intellectual games, gaming advice; games consultation methods and vocational questionnaires, counseltation for students and their parents, days and weeks of open house tours in educational institutions, businesses, thematic competitions (such as "Best in Profession"), creativity laboratories, pre-professional training classes – specialized classes with the assistance of teachers of vocational colleges, additional training programs; courses at the college, "Labor samples" (practical activities in the profession), promoting temporary employment during vacation time, projects of social partnership of professional educational institutions with businesses, educational institutions, presentations at schools, specialized exhibitions, vocational workshops on professionals, workshops, seminars and other forms of practical training, themed online contests and quizzes, organization of professional competition "Best Occupation", "open lessons", speaking on class hours and parents' meetings at schools, meetings with professional experts, specialized exhibitions and fairs professions (with the Employment Centres) action campaign to recruit training at vocational training institutions, the work of the "mobile teams" in remote and sparsely populated areas to give a hand [2].

In modern terms the social order in vocational services emerged in our society through such phenomena as unemployment, which recently acquired a mass character. The solution of this problem defined assumptions of definite training. Its goal is to create an enabling environment to ensure sufficient level of general and specific training, which will enable the younger generation to compete in the labor market.

References

1. Beh I. Vocational guidance in the content of the labor training activities of pupils / I. Beh, M. Tymenko // Scientific Proceedings of Ternopil State Pedagogical University. Series: Pedagogy. Number 5. – 1999. – P. 15 – 21.

2. Volodyna Y. New Approaches to conduct vocational guidance /  

Y. Volodyna // Electronic Resources – Mode of access: http://yppk.ru/index.php?option=com_content&view=article&id=156:2013-03-27-05-44-33&catid=1:articles&Itemid=5

3. Gurova R. Today's youth: social values and moral orientation / R. Gurova // Pedagogy. – 2000. – № 10. – P. 32 – 38.

4. Zinchenko V. Theory and practice development of vocational guidance in the present conditions // Update the content and methods of psychology, education and career guidance / V. Zinchenko, M. Yantsur // – № 4 – 1998. – P.4 – 15.

5. Melnyk O. Fundamentals of occupational choice: The pilot and a collection of practical problems. / O. Melnyk, V. Romanchuk – Kyiv: Institute of Education Sciences of Ukraine, 2001. – 98 p.