GoogleTranslate Service


Careers Guidance

March 9th, 2010 by Jo Turner-Attwell

I think the emphasis with careers guidance is often put in the wrong place, on the word career rather than guidance. This means that much of careers guidance is based upon the actual career a student may have rather than guiding the student as they take steps which will eventually leading to their end career. Often the major problem with this is that students look back and realise they closed doors and opportunities for themselves that they had no idea they were closing and make decisions without a thorough knowledge of where their choices will take them.
This is particularly important as the majority of students are not sure of what particular job they would like to end up in and therefore when making decisions the optimum choice keeps options as wide open as possible. It is also at key choice or transition points that considering career options becomes important. Therefore career and education guidance should be focused on these key times. Within the English education systems these fall at the end of Year 9 for GCSE choices, the end of Year 11 for Post 16 options and the end of Year 13 when students reach the age of 18.
I find much of current guidance to be based on students looking at potential careers. My problem with this system is that from my experience students see their choices from the point of view of their current surroundings so through subject-based perspectives and only within the parameters of the decisions they are currently making. Such specific guidance seems to miss the focus of students towards careers and provide them with abstract information they will struggle to relate to their situation within a school environment.
However currently these conclusions are drawn from the experiences and opinions of myself and the people around me and I hope to do some wider work work on establishing if this really is the case.

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @pete_wh For those interested in university architecture and open plan offices, my thesis Whitton, Peter David (2018)The new university: space, place and identity. Doctoral thesis (PhD), Manchester Metropolitan University. is available from MMu's e-space at ... e-space.mmu.ac.uk/620806/1/Ph…

    About 4 days ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories