WI1'HDHA

Career Education 3101

Department of Education

Division of Program Development

Authorized by the Minister

WlTHDR~.AW

CAREER EDUCATION 3101

COURSE DESCRIPTION

Division of Program Development Authorized by the Minister

June, 1990

Introduction I 1

Statement of Purpose I 2

TABLE OF CONTENTS

Career Development in School Age Children I 4

Course Objectives I 6

Course Content I 7

Course Materials I 8

Philosophy of Instruction I 12

Instructional Strategies I 13

Student Evaluation I 14

Evaluation Suggestions I 15

1

INTRODUCTION

Exploring careers is not simply the choosing or deleting of occupations. The general

aim of a course like this one is to put career exploration into a much broader perspective.

The overall purpose of this course will be to show career exploration as life-planning.

Career education concerns itself with meaningful activities throughout one's life. A

career education course aims to help prepare a person for a worthwhile and productive

life. This type of course is not dictated by any type of academic streaming nor is it

confined to the classroom. The course can help any student making the transition from

school to the working world.

This course responds to this life-planning by dealing with: decision making, career

planning, leisure activity, sex role stereotyping, occupational information, job analysis, life

styles, leaving home, personal responsibility, independence, rapid job change, life

management, and many other life skills.

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STATEMENT OF PURPOSE

Guidance and career development programs focus on the developmental needs of

children. These needs are influenced by a number of factors including the very nature of

the maturing human being and the demands of t<xiay's complex society. The concept of

career development has been redefined in keeping with today's rapidly changing work

world. An individual's career is no longer thought to be a specific occupational choice,

but, rather, a series of roles enacted by the individual throughout life. At various times

these roles might include student, family member, volunteer worker, employee or employer.

From this viewpoint, career development becomes a lifelong process of awareness,

exploration, preparation and adjustment to the world of work. These changes in the

concept of career development reflect the more profound changes that have occurred in

work and society.

The impact of new technologies has had a dramatic effect upon society, work, and the

individual. Technological knowledge and its applications are expanding at an ever

increasing rate, thrusting us into an information-oriented society dependent on electronics

and computers. At the same time, with the advent of robots, computerization and

telecommunications, jobs are being eliminated while others are being created. Many of

these new jobs require a high degree of skill and education. Given this rapid technological

change, we can predict that many of today' s occupations will be transformed or eliminated

in the future, and large numbers of workers including the unemployed, will have to be

retrained.

In addition to technological changes, social changes have had a major impact on the

world of work, and together these have created a number of significant trends which have

altered individual and family styles in Newfoundland and Labrador.

* Individuals no longer expect to spend their working lives in one occupation, employed in the same job. Students in high school today may have five or six jobs in their lifetime. Many will have two or three different occupations.

* While technology has created many new jobs, it has eliminated many that used to service as 'entrance' jobs for young people or those with minimum skills and education. While there is increased emphasis on education and training, a university degree or college diploma is no guarantee of a job. Work related experience is being demanded

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by an increasing number of employers.

* The composition of the Newfoundland and Labrador labour force has changed dramatically. Nearly half of all workers are female, and almost half of all married women are employed. The increased participation rate of women has created new problems for organizations and for women as they try to break into the labour force and into non-traditional occupations.

* Today's labour force is extremely mobile. Individuals must become more self-sufficient as they become separated from major sources of support and experience.

* There has been a major shift in rural occupations as the inshore fishery gives way to larger concerns. Increased technology is bringing about movement from rural to urban living and many students now who live in rural areas will not be able to earn a living there when they graduate.

Examination of these trends, together with the probability that as many as 20% of the

occupations that will be available in the year 2000 have not yet been identified, leads to

the inevitable conclusion that in order to cope successfully with the future, today's students

will need to be flexible, willing and able to adapt to changing situations.

As young people remain in school for longer periods, the responsibility to assist them

in their career development is greater than ever. School programs should provide pupils

with an awareness of career possibilities and the information and skills necessary to make

intelligent decisions.

The necessity for this is borne out by the current high levels of youth unemployment.

Many young people in Newfoundland and Labrador have great difficulty in making the

transition from school to the workplace. Difficulties in finding a first job, frequent job

changes, and a poor job market for their age group all testify to the urgency of finding a

solution to this escalating problem.

In our present economy, not only do youth expenence high unemployment, but, they

also face uncertain prospects for future employment. Changes in technology will create

a need for more highly skilled and well educated workers. The unskilled worker faces a

bleak career future. At the same time, new work concepts such as temporary employment,

job-sharing, and reduced work time have an impact upon employee opportunities and life

styles. Education programs must address these areas if students are to be adequately

prepared for the future.

3

CAREER DEVELOPMENT IN SCHOOL AGE CHILDREN

Individuals progress through a series of stages in their career development. Of particular

interest in working with school age children are the following three stages:

Stage 1: Awareness is the stage most associated with the primary and elementary school years (K-Grade 6).

During these years, children's natural curiosity and openness can be channelled into

understanding themselves and others as well as the meaning of work and the types of

work carried out in their homes, schools and community. Some general objectives for

this stage of career development include:

* development of individual self-awareness;

* development of positive attitudes towards one's self;

* development of interpersonal skills;

* development of positive attitudes regarding the nature of work - its personal and social significance;

* identification of specific occupations that are carried out tn the student's immediate environment;

* identification of a variety of occupations that are available to both men and women;

* identification of the role of student as worker;

* enhancement of student performance by demonstrating the relevance of subject matter to the world of work.

Stage 2: The exploratory stage is closely associated with the intermediate school years (grades 7 -9).

In this phase of career development, students have the opportunity to explore, observe,

and experience the world of work and to develop a more complete understanding of their

own skills, interests, and abilities as they relate to vocational choice. The emphasis is upon

the development of effective decision-making skills founded upon a thorough base of

knowledge. Some general objectives for this stage of career development include:

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* exploration of occupations clusters to develop an understanding of their characteristics and the relationships of jobs;

* understanding of the value of personal responsibility, good work habits, and career planning;

* practice of skills in interacting with others;

* development of an awareness of the social, personal and economic significance of differing types of work;

* identification of interests, abilities, aptitudes, attitudes, needs, and values as they relate to career decision making;

* identification of working conditions related to various occupational groups, education and preparation required for job entry;

* identification of senior high school preparation programs related to occupational interest areas as part of educational planning;

* acquisition of initial job search skills.

Stage 3: In the senior high school years (10-12), students enter the third phase of career development, that of exploration and preparation.

During this stage, in addition to continuing the exploratory process begun in junior high

school, students are actively involved in preparation for entry into the world of work or

post-secondary training. General objectives at this level include:

* development of a more complete understanding through self-assessment and examination of how personal values, interests, aptitudes and needs relate to occupational goals;

* use of interpersonal and social skills required for positive interaction with others;

* exploration of personal interests, aptitudes and attitudes through a variety of experiences;

* formulation of career expectations consistent with physical, intellectual, social, and emotional attitudes;

* exploration of various post-secondary educational and training programs available in Newfoundland and Labrador and elsewhere;

* preparation of job skills in readiness for the job search.

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COURSE OBJECTIVES

Career Education 3101 has been designed to do the following: help students realistically

appraise their needs, interests, abilities, and aptitudes; acquaint students with a wide range

of career options; provide each student with the opportunity to explore career preferences

in depth; provide st\}dents with an opportunity to prepare for further education or entry into

the workplace; stimulate students to plan and execute a career development program; help

students understand and prepare for a future of constant change.

The specific objectives of Career Education 3101 are as follows:

1. to develop self-awareness and an understanding of individual strengths and weaknesses.

2. to develop human relations skills.

3. to develop decision-making skills

4. to acquaint students with the transition from dependent to independent living.

5. to develop a healthy attitude towards self, learning, and work.

6. to develop an understanding of the continuous changes in male/female roles and how they relate to career decisions.

7. to provide students with knowledge of the world of work.

8. to acquaint students with education, occupation and lifestyle options.

9. to develop an understanding and appreciation of different lifestyles.

10. to develop skills for locating, evaluating and interpreting information about career opportunities.

11. to develop an understanding of how occupation choice impacts on all aspects of life.

12. to acquaint students with future trends and the changing aspects of the world of work.

13. to acquaint students with the process of making career changes.

14. to develop job search skills.

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COURSE CONTENT

1. Introduction to World of Work.

2. Self-Awareness

- interests, skills, aptitudes, values, personality, sex role stereotyping.

3. Occupational Awareness

- occupational clusters, job trends.

4. Occupational Information

- resources, exploration strategies.

5. Decision Making

- decision making model, career decisions.

6. Educational Planning

- goal setting, educational alternatives, financial needs.

7. Job Search

- sources of information, organization, application forms, resume, interview.

8. Transition to the World of Work

- working conditions, employer expectations, work evaluation, salary.

9. Functioning in the World of Work

- getting along with co-workers, self-management, communication skills, math skills.

10. Future in the World of Work

- taking on more responsibility, changing jobs, losing your jobs, re-evaluating a career plan, changing roles of men and women.

11. The Economy

- the free enterprise system, role of unions, entrepreneurship.

12. Money Management

- paycheck, budgeting, credit.

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COURSE MATERIALS

Authorized Resources

Student Text

Kelly, Joan M ., and Volz-Patton, Ruth, Career Skills - Canadian Edition, Glencoe, Bennet & McKnight, 1990.

Kelly, Joan M., and Volz-Patton, Ruth, Career Skills - Canadian Edition, Student Activity Workbook, Glencoe, Bennett & McKnight, 1990.

Teacher Book

Kelly, Joan M., and Volz-Patton, Ruth, Career Skills - Canadian Edition, Instructor's Guide and Resource Book.

Computer Software

Choices - Interactive computer assisted career information and exploration systems.

Distributor:

Choices Education

* compare - matches occupational characteristics with personal characteristics of users.

* specific - provides detailed descriptions of occupations.

* compare - enables detailed descriptions of occupations.

* related allows search for occupations with characteristics related to one entered.

S.T.M. Systems Corp. Attn: Careerware 1200 St. Laurent Blvd. Ottawa, Ontario K1K 3B8

& Training - Includes information on post-secondary institutions and program.

Distributor: S .T.M. Systems Corp.

Choices Junior - An interactive computer assisted career information and exploration system for the intermediate, Junior High Level.

Distributer: - S.T.M. Systems Corp.

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Recommended Resources

Print Material

Campbell, Richard, and Thompson, Mary J. Working Today and Tomorrow, Irwin Publishing, 1987.

Winder, Linda, and Stih, Sonja; O'Connor, Jim, Transitions, Collier MacMillian, 1989.

Shudd, David, Life Career Planning, McClelland Steward, 1988.

Nixon, John, and Kokaski, Karen, Career Workbook Series, OISE Press Guidance Centre, 1985.

Canada Employment and Employment and Immigration, Canadian Classification and Dictionary of Occupations, (C.C.D.O.), 1971.

Department of Education, Looking Ahead, A Guide for Senior High Students-annual publication.

Job Futures: An Occupational Outlook for Newfoundland Department of Employment and Labour Relations, 1988.

Job Futures: An Occupational Outlook to 1995, Minister of State for Youth, Government of Canada, 1988

"Occupational Monographs": - OISE Press-Guidance centre.

Department of Employment and Labour Relations, "Career Information Hotline"-toll free career information, 1-800-563-6600 in St. John's 576-6600

Report on Business - monthly magazine published by the Globe and Mail. Feingold, Norman and Atwater, Maxine, New Emerging Careers, Today, Tomorrow, and

in the 21st century, Garett Park Press, 1988.

Audio Visual Aids

There are many audio-visual resources listed in the Department of Education's Instructional Materials Catalogue. Of particular note are:

Zoptions 1989 C.E.I.C.

A ten minute VHS video with positive messages regarding the future of work and the need to complete an education. Zoptions is a talking video game which promotes various

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aspects of the world of work such as the trades for women, entrepreneurship, life-long learning and sound career planning.

Good Work Series #1 to #7. 1983-1988

Each tape contains 5 minutes by T.V.O. information clips on 10 different occupations. Some titles are:

aircraft electrician appliance repairer audiologist baker biomedical engineer biomedical care attendant dietician computer aided design environmental engineer hotel management pharmacist systems analyst shipmaster

Skills Series 1989. T.V.O.

chemical engineer civil engineer cabinet maker computer programmer cook machinist geriatric social worker teacher waiter/waitress X-ray technologist occupational therapist plumber robotics technician

Each tape contains six 91/2 minute clips on occupational clusters. The tapes concentrate on the skills needed in these areas:

Travel Trades Health Care Logging Food Services Horticulture Career Awareness

Computer Software

Office Services Security Services Animal Care Hotel Services Warehousing Sawmill Operations

As the career related software field is a rapidly growing one, these represent only a sample of what currently is available.

Career Search - An interactive computer program designed to obtain a list of occupational goals that match their interests, educational goals and abilities. Suggested grade level 7-10.

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Distributor:

Pathfinder -

Distributor:

Personal Career Directions -

Distributor:

OISE Press-Guidance Centre 252 Bloor Street W. Toronto, Ontario M5S 1V5

An interactive computer based student career information system. This system helps students identify interest areas, generates a list of related occupations, and will give specific information on occupations. Appropriate for students with special needs.

Ontario Ministry of Education Ontario Software Service Mowat Block, 900 Bay Street Toronto, Ontario M7A 1L2

An interactive computer assisted career information and exploration system. Files include:

l.Occupations 2.Educational Opportunities 3.Financial Aid

Software Research Corp. 3939 Quandra Street Victoria, BC V8X 115

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PHILOSOPHY OF INSTRUCTION

Students participating in this program will be at different stages of career development.

The most meaningful learning will take place when teachers are aware of the stages of

development and the experiences of their students and when they build on these

experiences.

The objectives of this course and the diversity of student experience highlights the need

for encouraging active involvement of the student through:

• structuring the content to meet individual needs • allowing students to reflect on and personalize the information and ideas outlined

within the course. • encouraging students to share their ideas and consider the point of view of ctlus.

This approach will be facilitated by establishing an effective environment for learning

through:

1. The development of an accepting. cooperative classroom environment. 2. Student participation in the learning experiences. 3. Cooperative learning and interaction with fellow students. 4. Ongoing communication with and feedback from the teacher. 5. Student assessment procedures that address individual growth.

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INSTRUCTIONAL STRATEGIES

Teacher's instructional strategies reflect their beliefs about how students learn. Although

educators are familiar with a wide variety of teaching strategies, research indicates a

dominance of telling, lecturing, questioning the class, and monitoring seatwork rather than

the development of critical thinking strategies through inquiry, questioning, probing, and

hypothesizing. While teachers may adapt the pattern of instruction to suit the needs of

their students, it is suggested that strategies include the following:

-small group discussions to allow students to discuss new skills and participate in skill development exercises and to help the teacher to develop a positive learning climate and encourage those students who may be sensitive about sharing personal information;

-exchange of information upon completion of most small group exercises to allow groups to share their findings with the rest of the class;

-a skill practice exercise;

-a teacher-designed questionnaire to help students to evaluate their level of knowledge and understanding of the unit;

-student feedback to determine the needs or concerns of students.

The Instructor's Guide provides many suggestions for structuring activities for success

and a wide variety of instructional strategies are recommended, including:

• role playing/dramatization • demonstrations by teacher or student • peer helping • case studies/stories • brainstorming • discussions (peers, small/large groups) • simulations • student planning and organizing events • field trips • analysis of newspaper or magazine articles • review of selected television programs • guest speakers

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STUDENT EVALUATION

Most people are aware of the difficulty of grading or trying to evaluate progress in the

affective domain. If the teacher is following a general contract established in class, general

behaviour can be a criteria for evaluation. Participation is also a criteria but is very

difficult to evaluate. The shy student who rarely participates may be trying his or her best

while the talkative student may rmd participation easy. Try to evaluate individual

progress, not group progress. The purpose of evaluation is learning, growth, and

experiencing success.

We strongly suggest that you positively reward your students - write positive comments.

You should also take the time to provide positive feedback during small group discussion,

in one to one outside of class, or any other time you see students struggling with growth

and change. Personal criticism is not constructive. Encouragement helps students to build

on positive qualities which in tum provides more of the positive behaviour.

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EVALUATION SUGGESTIONS

This is a high school course and a number grade is required. In arriving at the grade

it is essential to remember this is an affective course and activity oriented. The evaluation

can be divided into the following areas:

1. Tangible Products (content) • student activity workbook • projects • chapter quizzes • job shadowing • role playing • career decision making • self evaluation • peer evaluation

2. Observable Process • desire to interact with a group • willingness to communicate in the group • respect for others • listening skills • verbalisation skills • commitment to a group • commitment to a task

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DATE DUE