In this blog, we explained how you (guardian and teachers) would guild Students To Choose Career for them self.
As secondary schools are designed to help young adolescents in several ways. The schools continue the learning that students began in elementary school. Teachers at this level support students as they mature physically and face the emotional problems that accompany puberty. They also help students understand how their current educational and personal choices will affect their future life roles, in particular their choices for a career, because secondary schools provide youth with the skills, self-esteem, and attitudes they need for a rewarding work life.
In our society today, the high rate of unemployment and unfilled jobs are a reflection of the skills mismatch between workforce supply and demand.
Potential employees on the one side no longer match the available jobs on the other. Young people must therefore be given the assistance they need to decide on their future careers, based on an adequate overview of the changing educational, training and labour markets and awareness of their own interests and strengths.
It is also important to note that teachers shouldn’t be expected to be careers guidance professionals. Instead, it’s about a partnership. Career guidance professionals bring expertise in theory and knowledge of the labour market and links with employers to the table, while teachers bring pedagogic knowledge and have sustained relationships with their students. Other key stakeholders – such as employers and post-secondary learning providers – are also important. Together all of these different people help young people to explore the opportunities open to them and make purposeful steps towards their future.
The early adolescents (ages 10-14) in middle school are undergoing rapid physical growth and experiencing many new emotions. They are moving from concrete to abstract thinking as they progress in their studies. They are acquiring a self-concept and social skills. They are developing lasting attitudes about learning, work, and other adult values. Finally, they are learning to take responsibility for their education.
Youth who are most likely to think about their future careers, and believe that they have a variety of career options, have high self-esteem and are able to understand and evaluate complex career information. They have families that help them learn about career choices and support their efforts, in school and outside, to prepare for a career.
But some adolescents have difficulty seeing a connection between what they learn in school, and how they behave there, and their future careers. Students who are not able to meet with a guidance counselor may not know what they need to do, and which courses or vocations they should take, in order to make their plans for the future a reality. Unfortunately, poor students are least likely to think about how their middle and high school course choices can limit their career plans later. They mostly have less family support because of all the stresses created by poverty.
There is no one magic solution that teachers or parents will prepare today that will eliminate the challenges Student face on Chosen Career.
Below are some of the Better ways to Prepare Students for Careers
In many ways, real life begins at graduation for students — they begin to put their knowledge into use and manage their own finances and life plans. So schools should focus not just on whether students have learned material, but where it will take students later. Will they be a financial, career and personal success because of what they learned? And when students ask, “Will I ever even use this in real life?” have an answer — and an example of why they will.
“Right now our schools measure knowledge gain from one year to the next. Conversely, students (even really good ones) come to school as a means to an end. It is a stepping stone to their life goals. We need to bring those two values together. In fact, schools will never realize the full power of their influence on the economic health of our nation until they start measuring post-graduation success,” explained Beaven.
Round Out the Curriculum
Giving students a well-rounded education that includs arts; Science, Technology, Engineering and Math (STEM); history and communications courses can help.
“STEM is integral to solving practical problems, but STEM alone is not enough. Music and the arts encourage creativity and innovation while underlining self-discipline and providing individual insights into science and math. History informs us of the struggles and successes of past innovators. Communication helps us ask questions, customize our learning, and spark our passions,” said Collias.
Combine Education Strategies with Vocational Education. This includes the following:
- Explore with students how they can successfully live and work in a culturally diverse world.
- Help students recognize their interests, aptitudes, and abilities, and understand adult roles.
- Help students understand the broad scope of work and career possibilities available currently and in the future.
- Help students broaden their aspirations beyond the stereotypes of gender, socioeconomic status, and ethnicity.
- Integrate vocational and academic education to promote intellectual development, and the acquisition of higher level think and problem-solving skills.
- Assist with students’ development of social skills, personal values, and self-esteem.
- Work with families to support their children’s career aspirations.
One of the biggest things that students today need to succeed at work is the ability to work as a team. They need to understand how to communicate, compromise and share credit so that they can be a valuable contributing member to projects. This can be taught in school by encouraging teamwork on some projects and assignments.
Teach Complex Thinking Skills
In the workplace, it’s not just about getting to the right end, but getting there by the best path. This is something that can be reinforced in high school by giving students context for decision-making and solving problems.