Experiences of indigenous women of New Zealand (Māori) in engineering and engineering trades

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.

<p><em>The 4.0 industrial revolution brought various changes in various fields of life especially related to the development of individual careers. This development has positive and negative impacts that create opportunities and challenges. This has become material for BK / Counselor teachers, especially in the implementation of career guidance in schools. The following will be explained related to the opportunities and challenges of career guidance in vocational high schools in the industrial revolution era 4.0. This paper was written using a literature study of various references related to the topics discussed. Reference literature in this manuscript is from textbooks, scientific journals of research results, online proceedings, and other supporting literature.</em><em></em></p>

The existence of Guidance and Counseling services has strong legality and has become an integrated part of the national education system with the explicit recognition of the title of counselor in Law no. 20/2003 on the National Education System. Recognition of the legality of the counselor profession is in line with the paradigm of thinking that contains the concept of redefining education and the prepositions of guidance and counseling. Guidance is the process of providing assistance to individuals that is carried out continuously, so that the individual can understand himself, so that he is able to direct himself and can act naturally, in accordance with the demands and circumstances of the family and society. Career guidance is an activity and assistance service to students with the aim that they gain an understanding of the world of work as well as a guide on how to achieve it. In the context of implementing career guidance services in schools, every educator is required to understand deeply and thoroughly about the basics or main ideas that underlie the implementation of career guidance in schools. With this understanding, educators are expected to be able to strengthen confidence and a greater sense of responsibility. In general, the purpose of career guidance in schools is to assist students in understanding themselves and their environment, in making decisions, planning, and directing activities that lead to careers and ways of life that will give a sense of satisfaction according to, in harmony, and balance with themselves and their environment. In order for career guidance in schools to function properly in accordance with the goals that have been set, a supervisor or school counselor needs to pay attention to the principles of career guidance in schools, especially in the preparation of program implementation services.

In an educational context undergoing continuous change, career guidance represents an essential process for supporting students in making educational and professional decisions. This article addresses the issue of career guidance in schools, with a focus on developing teachers' competencies through training programs implemented based on the Career Guidance Methodological Guide. The research is based on a comparative analysis of questionnaires applied in the pre- and post-training stages, on a sample of 239 participants, including teachers, school managers, psychologists, and other educational specialists. The results highlight significant progress in teachers' familiarization with the methodological guide and in their confidence in conducting school guidance activities. The conclusions emphasize the need for continuous professional development, mentoring, and the adaptation of methodological resources to teachers' needs, in order to strengthen the career guidance process in general education institutions

This report examines the provision of career guidance in schools and colleges in the Cambridgeshire and Peterborough region. Findings are informed by an online survey of 54 secondary schools and colleges in the region and interviews with 10 career guidance service providers. The findings draw attention to challenges faced by schools and providers operating in the region, informing the development of recommendations to improve careers guidance.

Fitting into the concept of lifelong learning, career guidance in schools is only one stage in the system of lifelong guidance; however, it has an important and definitive role in the foundation and development of career building competences. An individual’s life and career is influenced by a number of independent factors: the structural transformation of the economy, the rise of the capital market, the decline in employment, the polarization of salaries, and the generally instable labour market environment make adjustment more and more difficult not only for the individual but for society as well. An individual’s career is hardly plannable, the fast changes in circumstances and the need to perform well in multiple roles results in uncertainty and puzzlement. In such a social and economic environment it is important to prepare the individual – taking their opportunities into consideration – to be able to take advantage of arising opportunities, be able to react to circumstances adequately, to be able to change and make changes, and manage their own learning and career paths. Career building competences, that is, the ability to find one’s way in the world of work, knowledge of professions, job search skills, knowledge of learning paths and training opportunities, and self-knowledge development can help individuals overcome difficulties even if we know that career paths have an objective economic definiteness that individuals cannot change. Career guidance in schools can be one of the pillars of founding and developing the above described competences.

This study examined the level of career maturity of 324 secondary school students and the impact of career guidance and parental involvement on the career development of these students. The results showed that students who had been exposed to some form of career guidance in school scored higher on the Career Attitude Scale. Those who had received home support in the form of parental involvement in career planning and availability of career role models also showed a higher level of career maturity in terms of career planfulness and work orientation. Although career attitude was found to mature with age, there was no significant sex differences in the career development of these students. Such findings highlighted the importance of career guidance in school and home support in enhancing the career maturity of our students.

The article analyzes the state of the identified problem. It was found that vocational guidance in modern schools of Ukraine is conducted at a low level, is ineffective and uses a narrow range of methods. Ways to implement career guidance are mostly theoretical and do not provide sufficient knowledge for a conscious choice of profession. Lack of implementation of practical ways deprives high school students of a deep understanding of the chosen profession, the ability to conduct self-analysis and compare personal abilities and skills with the requirements for the specialty. For the most part, career guidance is reduced to the propaganda work of higher education institutions. Student visits by students and other activities organized by universities are mostly aimed at acquainting students with the peculiarities of studying in a particular university, its advantages over other educational institutions. However, such measures cannot be considered career guidance, as they do not provide sufficient information about professions, but only acquaint future entrants with the specifics of training and provide general information about the relevant professions. In addition, in Ukraine there is no relationship between the State Employment Center and the vocational guidance of schoolchildren. This leads to an imbalance between supply and demand in the labor market, which in turn negatively affects the economic situation of the country due to higher unemployment. It also has a negative impact on social development, because a person who has not been able to realize himself cannot be a socially active and life-satisfied citizen who loves his country. Due to professional uncertainty and misunderstanding by young people of the answer to the question "Who am I?" loss of flair and abilities, the development of which could bring the country advantages, victories, economic independence. Analysis of career guidance work in schools abroad shows that career guidance in schools in Ukraine is at a low level, lacks a number of important components and does not have a positive impact on the social and economic life of the country.

This study discusses the strategies implemented by Guidance and Counseling (GC) teachers in assisting students to explore and determine their career choices. The study employs a qualitative approach with a descriptive method. Data were collected through in-depth interviews, observations, and document analysis conducted at Madrasah Aliyah Muhammadiyah Padaelo, Barru Regency. Based on the research findings, it can be concluded that the implementation of career guidance at this school has been running fairly well, although it still faces several challenges. GC teachers serve as the main facilitators in providing information, direction, and motivation to students regarding career choices that align with their interests, talents, and potential. Support from homeroom teachers and the school principal also contributes to the continuity of this program, although coordination among stakeholders still needs to be improved. The approaches used—such as group discussions, individual counseling, and the involvement of external parties—have proven effective in broadening students’ perspectives. However, limitations in facilities, time, and resources pose significant obstacles to the implementation process. With these efforts, it is hoped that career guidance in schools can become more optimal, relevant, and have a long-term impact on students' futures.

Guidance and counselling teachers need to understand and be skilled in technology, especially understanding and implementing social media in the current era of disruption. Social media as a means of supporting the implementation of career guidance services. This article is to obtain the stages of career guidance with social media as a service support media. The research method uses literature studies to design social media models in career guidance, using national and international journals and scientific articles. Career guidance in schools has the function of introducing, knowing interests, helping make decisions, and adjusting to the world of work. Interactive media in career guidance services is a multimedia-based service. The function of social media for students is to expand social interaction as an unlimited information field and as a means of directed information. Career guidance needs an active role from guidance and counselling teachers for students. The critical part of school career guidance is to establish themselves and realize meaningful career decisions. Guidance and counselling teachers can apply social media as interactive media in school career guidance services.

This study aims to deeply understand the indecision experienced by 12th-grade high school students in choosing a university, a phenomenon known as decision paralysis. Using a qualitative approach with a transcendental phenomenological method according to Moustakas (1994), this study explored the personal narratives of 20 students attending intensive classes of UN USM PTN at BIMBEL Matrik Palembang City who experienced significant uncertainty in the selection process of majors and higher education institutions. Data were collected through semi-structured in-depth interviews and analyzed through epoch, horizontalization, grouping of meanings, and textural and structural synthesis. The results of the study show three main themes: (1) uncertainty of self-identity and future, (2) external pressure from family, peers, and social media, and (3) coping strategies through personal reflection and decision postponement (gap year). These findings reveal that students' indecision is not just ignorance but the complexity of psychosocial pressures rooted in the dynamics of identity formation and social expectations. This research recommends the need for a personalized approach to career guidance in schools and the importance of systemic support from families and educational institutions in helping students formulate choices that align with their personal potential and values.

Context: Gender stereotypes continue to often unconsciously shape young people’s career aspirations resulting in a narrowed range of perceived career options and gender-typical career choices. Despite increased awareness of gender inequality, horizontal segregation in education and the labour market persists, particularly in STEM fields. Schools represent a key environment for addressing these patterns, yet many teachers report lacking time, training, and materials needed to implement gender-sensitive career guidance in practice. Digital tools, when embedded in didactic concepts, offer promising opportunities to support teachers and engage students in meaningful reflection on gender and career. Approach: To explore the potential of digital media in promoting gender-sensitive career guidance, two practice-oriented studies were conducted in Switzerland. Both studies focused on the digital toolbox “Berufswahl klischeefrei!” [ “Career choice without stereotypes!” ] and its key components: the serious game like2be and new gender-sensitive teaching units for the educational resource Profolio. Study 1 examined teachers’ perspectives through qualitative interviews (n = 6), focusing on their needs, challenges, and feedback on the didactic design. Study 2 captured student perspectives (n = 74) through an online survey following the use of selected Profolio learning units in regular classroom instruction. Findings: Teachers and students emphasised the importance of accessible, clearly structured, and engaging materials. Key features identified as particularly helpful included relatable role models, opportunities for peer discussion, and reflective tasks in gender-sensitive contexts. Based on these results, the digital toolbox was revised and expanded. Both like2be and Profolio were positively evaluated as helpful resources for implementing gender-sensitive career guidance in schools. Conclusions: The findings demonstrate how digital tools can promote gender-sensitive career guidance when they are practice-oriented, embedded in teaching concepts, and aligned with curricular needs. The toolbox illustrates how digital media can support inclusive education and contribute to more equitable participation the world of work in the future.

Established student career identity is proven to influence individual career commitment. However, several research results show that some career identities still need to be established and have high commitment. This study aims to examine the effect of individual career commitment on career identity diffusion in vocational students. This study is a quantitative correlational research design that examines the effect of X1: social standards, X2; financial benefit, X3: functional benefit to variable Y; Career Identity Diffusion which is analyzed using multiple regression analysis. The population in this study were vocational students at Universitas Negeri Makassar. A sample of 210 students participates in the study. The instruments in this study consisted of 2, namely the Career Identity Development Inventory (CIDI) and the Career Development Questionnaire, which have been tested for validity and reliability through the Confirmatory Factor Analysis test. This study's findings indicate that financial and functional benefits are the main considerations for students who have a career diffusion identity to remain in their majors. This finding contributes to the fact that students tend to choose majors because of the high salary they will get in the future and the desire to fulfill their parents' expectations as successful people. The findings of this research are expected to be a consideration in implementing career guidance in schools, especially for teachers at vocational high schools and Counseling Guidance Teachers, so that effective career guidance since middle school will help students develop a more positive career identity.

The article addresses the decision-making process of career choice among high-school students and emphasizes the importance of supporting their informed decisions by trained teachers acting as career-guidance counselors. While, ideally, school counselors handle career counseling, their limited availability necessitates the involvement of other resources, such as trained teachers. The present study introduces a career-guidance training program for teachers, implemented with 20 Romanian and 20 Serbian teachers. The research conducted simultaneously with the training aimed to assess the effectiveness of this cross-national program in enhancing teachers’ competence in career guidance. Utilizing a longitudinal mixed methodology, the study assessed the teachers’ perceptions of the training’s effectiveness and sustainability over a period of 24 months. Two questionnaires featuring multiple-choice and open-choice questions were employed. The results consistently indicated that teachers rated the training as excellent or very good across various dimensions, including content, trainers, didactic materials, and applications. Challenges were noted in designing and implementing group career activities compared to individual ones, with no significant differences observed between Serbian and Romanian teachers. After 24 months, a deductive content analysis of open-ended questions assessed the sustainability of acquired competencies. Our findings indicated active teacher participation in career-guidance activities, primarily with final-year students serving as class teachers or subject instructors. In the context of a scarcity of career-counseling specialists, training teachers as career-guidance advisors emerges as a viable solution. The study highlights the potential of such training programs to address the critical need for comprehensive career guidance in schools.

The study was carried out to investigate the Relationship between Personality Types and Career Choice of Secondary School Students in Nigeria. The researchers formulated one research question and one hypothesis to guide the study. The researchers employed two sampling techniques, cluster and random sampling methods to draw a sample size of six hundred and sixteen (616) senior secondary two students. The two instruments used for the study were Students' Personality Questionnaire (SPQ) and Students' Career Choice Questionnaire (SCCQ). The first instrument has a coefficient of .89 while the second has a coefficient of .81. Both have content validity and language appropriateness. The chi-square statistical analysis was used to analyze the data. The hypothesis was tested at 0.5 level of significance. The results showed that there were significant relationships between the Artistic, Social Enterprising and investigative personality types on one hand and career choice on the other. However, no significant relationship were found between the realistic and conventional personality types and career choice. Based on the findings it was recommended, among others, that practising counsellors should give priority to career guidance in schools so as to enable students align their personality types with intended careers and also that emphasis should be placed on the importance of psychological testing in counsellor-training programmes in Nigeria's institutions. The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 1-11