The article describes some directions of professional orientational work at schools of Kazakhstan. Revealed that professional orientation is an independent area of knowledge, which is formed at the junction of pedagogy, psychology, sociology, Economics, medicine, law. The article notes that professional orientation is a multifaceted system that includes enlightenment, education, study of psycho-physiological characteristics, conducting psycho-diagnostics, organization of elective courses and others. Solving problems of professional orientation is carried out in a variety of student activities: cognitive, socially useful, communicative, gaming, labour productivity and others.
The rapid pace of development of national economy, the use of new information technologies and more complex organization of human labour have affected significant changes in the system of professional orientation of studying youth. During its century – professional orientation has gone a long history and rapid way from the first professional consultation offices at the beginning of the XX century in the United States to professional orientation systems that exist under the state support in the EU countries. In France, there is the National Information Office on Education and professions (ONISEP). Along with this, the country has established an extensive network of professional self-determination of the French youth, who operate with government support. In the UK a unified system of of professional orientational work and employment services operate. The leading role in this system is assigned to professional counselors. A large number of programs are funded by the state. In Sweden, there are no specialized institutions dealing with professional orientation. These functions are performed by committees on youth employment. Technical progress of the XXI century has led to the availability of sites for professional orientation not only within each country, but also in separate regions of the states of the modern world [1].
In the countries of the former Soviet Union the highest level of professional orientational work demonstrates in Belarus and Russia. Ukraine also shows a high degree of organization of the process to promote professional self-determination. In Kazakhstan, the professional orientational work is carried out in a school by a special teacher on vocational guidance.
In the modern sense of the essence of professional orientational work such universal qualities of students should be formed that allow to make a conscious, independent professional choice, responsible for their choices, to be professionally mobile, as well as the knowledge and skills that would help them to reorient themselves quickly in case the situation changes in the labour market or job loss.
New requirements for the professional development of modern students have led to a rethinking of professional orientation activities. It should not just help young people to choose a profession and teach them to "build" a professional career, to make responsible decisions throughout their working life.
Professional orientational work of schools connects the education system to the economic system of the country, the needs of students with their future, helps students to find their place in a developing economy, ensuring the realization of individual freedom of choice of profession.
Professional orientational work performs intermediary functions between the human needs in the professional activity and the labour market.
Professional orientational work is an organic component of the educational and training process, which is closely related to other activities of educational and training establishments.
Professional orientation is a multifaceted system that includes enlightenment, education, study of psychophysiological characteristics, conducting psycho-diagnostics, organization of elective courses and others.
Professional orientation in educational institutions is carried out in the process of learning, extracurricular and out-of-school activities, in the interaction of school with other social structures: family, vocational schools, vocational guidance centers, youth and psychological support of the population, employment services, enterprises, organizations and etc., and the purpose of a school professional orientation the gradual formation of the internal readiness for independent and conscious planning, updating and implementing personal professional
Professional orientation at the school a system of educational activities aimed at the assimilation of the students the necessary amount of knowledge on the socio-economic and psycho-physical characteristics of the professions. It is carried out under the supervision of the headmaster, the deputy director on educational work, guidans teachers, school psychologists, social teachers and subject teachers altogether.
The main directions of professional orientational work in schools are:
- professional enlightenment;
- professional education;
- professional consultation
Professional enlightenment includes: professional information, professional propaganda and agitation. Professional information includes information about the world of occupations, personal and professionally important qualities of the person, essential for the self-determination of the system of education, and how to obtain profession, about society needs in personnels.
Students gain knowledge about professions not only at school. The sources of knowledge on the subject are the media, relatives, friends and others. In this case, information about the content of the profession and their importance can sometimes be given in a very distorted form so that it is possible to create a picture of some unwarranted attractiveness of professions and the atmosphere of malevolence towards others. Professional orientation is a continuous process and should be targeted at all age levels. Students of senior classes of comprehensive schools are part of the most important social groups – youth. This group is on the stage of its intensive personal formation in system of general education. High school students experiencing the difficulties of transformation of society that affects process of forming their social and professional orientation. At this age stage the formation of value orientations becomes leading, which pivotal, motivational basis is social responsibility. Its formation is associated with the development of self-reliance, initiative, readiness to take decisions, ability to foresee the results and consequences of their actions or a particular action. Therefore, deliberate professional orientational work is required exactly with this group of students.
Professional informing must be reliable, complete, conclusive, timely, accessible to students in its form, content and carried out both through the media, publications (brochures, guides, and etc.), information boards and through information consultation.
The result of a professional informing is students’ mastering the information of such scope and content which are necessary for conscious professional self-determination, as well as ways of mastering self-search information and familiarity with the necessary resources (manuals, bulletins, and etc.).
Professional agitation aims to influence actively the choice of those professions needed by the labour market or the projected expansion of admission to any profession which corresponds to the identity of the students. This work should be, first of all, to use an individual approach to each person, taking into account his interests and psycho-physiological characteristics.
With proper formulation professional propaganda and agitation must promote a positive attitude to the problem of professional choices and in order to avoid mistakes it must be: authentic (obtained from a reliable source), objective (impermissible to advertise certain aspects of professional activity), comprehensive (should pay attention to all aspects of professional activity, with particular emphasis on the prospects for professional growth and the possibility of applying creative abilities).
Professional education includes the formation of students’ aptitudes and professional interests. The essence of pedagogical work on professional education is to encourage students to participate in various forms of educational and extracurricular activities, the active trial of strength. This allows to learn the practical experience and to identify students’ attitudes and abilities. Addiction develops in the course of activity and professional knowledge which is successfully accumulated in the presence of professional interests. It is important that the student tries his hand in a variety of activities.
The principles of pedagogical and psychological support should be respected in professional education in modern school.
Psychological support is provided in the following areas:
Psychoprophylactic work envisages the creation of conditions for the full mental development of students at each age stage, early warning of personal and interpersonal problems, making recommendations for optimizing the social and psychological conditions of self-realization, as well as the formation of students, teachers, parents, general psychological culture, desire to use the psychological knowledge to work with children or in the interest of his own development.
Psychological counseling involves assisting students in the knowledge of "Me", the formation of values and motivational attitudes, self-esteem, overcoming emotional instability, increasing psychological competence of managers and employees of the institution, parents, conducting family counseling.
Developing and psychocorrectional work is the system of active psychological and pedagogical measures aimed at the formation of the child's personality, in accordance with age-related regulations, the elimination of deviations in mental and personality development of students.
Professional counseling is studying of the student personality and on this basis, the issuance of professional advice. Professional consultation often has individual character. Professional consultation is being held according to the age, physical and psychological individual characteristics of the student, his general and professional interests, aptitudes and abilities.
According to Klimov E., both professional orientation and professional consultation is a student orientation (Klimov E.G.’s definition) [2]. Also he uses the term of professional self-determination as a professional self-orientation of a student. It is possible to identify a number of directions that contribute to the solution of practical problems of professional self-determination of senior pupils. They include: professional orientation system, which equips students with the necessary knowledge for orientation in the world of professions and skills objectively evaluate their own individual characteristics, diagnostic methods for studying students’ personality to provide individual assistance in choosing a profession; bank of professiograms; socially significant motives of choice of profession; the formation of the elements of culture in the process of preparing students for the conscious choice of profession.
Professional orientation work with students can be divided into four stages depending on the objectives and content.
Stage I beginning. Work with students of 1-4 grades.
With the help of professional orientational activities (role plays, didactic games, conversations, competitions, socially useful work, visits on the enterprises, where parents work, family holidays, and etc) forms a view about the world of professions, conscientious attitude to work, the understanding of its role in human life and society, given the installation to choose a profession, developing an interest in the future of the profession.
Stage II introductory. Work with students of 5-7 grades.
The aim to give students an initial understanding of the world of occupations, introduce the diversity of professions, to generate interest for problem of profession selection.
The content of the work: conversation, questioning of students and parents, the primary diagnostics of cognitive interests of students.
Stage III determinative. Work with students of 8-9 grades.
The aim to teach students to relate their own interests and inclinations to the requirements put forward by profession; expand students' knowledge of the world of professions.
The content of the work: cycle of professional orientation lessons, trips in the educational institutions of primary and secondary vocational education; professional orientational games; conversations with parents at parent meetings, individual consultations.
Stage IV developmental. Work with students of 10-11 grades.
The aim – to help students in self-knowledge and choice of profession in accordance with their abilities and personal qualities.
The content of the work: creative works, psychological games, exercises on the identification and development of personal qualities; individual consultations.
In the context of a 12-year school the most important mean of pedagogical support of self-determination of the senior teenagers is profiled orientation, designed to activate students' choice of 9th grades, the direction of further education. Profiled orientation helps them to determine the continuation of education and creates conditions for improving the readiness to the social, professional and cultural self-determination as a whole.
In the context of professional education, schooling in grades 9-12 corresponds to the main stage of professional orientation – pre-profiled organization and profiled schooling, in the process of which occurs a modeling of educational activities demanded in the profile school, and forms the ability of decision-making in a variety of educational situations.
The transition to 12-year education model has led to the introduction of the Day of professional orientation by the Ministry of Education and Science of Kazakhstan for students’ 9 12 grades of secondary schools. Day of professional orientation is planned to be held every 2nd and 4th Saturday of the month within 2 academic hours [3]. School schedules will receive a unified standard by which universities will apply for meetings with the students in a particular school. Comprehensive schools will prepare quarterly a schedule of Day of professional orientation with stated universities.
If universities plan to conduct the testing of students, it is necessary to carry them out of school, either as a part of open days at colleges and universities.
Meetings within the framework of Day of professional orientation will create a comprehensive vocational guidance system that gives every university the right to carry out information work in schools. Students of graduating classes will receive information about current professions and training opportunities. Meetings on Saturday will help to create conditions for parents to explore with universities and colleges in collaboration with children.
In the professional orientational work of the teacher along with the traditional forms and methods (meetings, discussions, and etc.), should use interactive methods, trainings, professional orientational games. For example, master classes with the heads creative unions, where students actively try their forces. Using the plot role-playing games professional orientation. Through games the students have the opportunity to "simulate", analyze and lose those life situations that may occur in real life. By participating in such games, the guys reveal their talents, learn to express their thoughts, develop oratory skills, and etc.
Thus, аt the organization of the system of professional orientation work at school, we must consider the following:
- In any event of academic and educational nature professional orientational tasks should be reflected;
- All subjects of the educational process should be engaged in professional orientation work;
- Measures should be taken to improve the knowledge of all the professionals involved in carrying out the professional orientation
References:
- http://proforientator.kz/index.php/metod-materialy/41-opyt-organizatsii-proforientatsionnoj raboty -v-mire
- Климов Е. Психолого-педагогические проблемы профессиональной консультации. – М.: Знание, 1983.— 96 с.— (Новое в жизни, науке, технике. Сер. “Педагогика и психология”; №
- http://newskaz.ru/politics/20160325/11436048.html#ixzz43t0uj2o4Подробнее: http://www.m-astana.kz