Vocational Career Research Articles

Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong)

Demand has risen for the introduction of career education in senior secondary schooling to enhance students’ transition from study to work. Against such a background, this paper aims to discuss the curriculum reforms and supporting structures in schools and to explore the challenges of life skills planning for secondary school students in China with particular reference to Hong Kong. Literature review and examples from Hong Kong and China indicate that although various Vocational (Career) Development Education and Career and Life Planning Education (CLPE) activities and school-based curriculum development take place at schools, a clear linkage between study opportunities and career choices, enhancement of learning experiences at work through activities such as job shadowing and provision of a curriculum to enhance career and life planning across years as dimensions of intervention, seem not to be found at secondary schools in Hong Kong. This paper will also look into the implications for future development of CLPE.

Development of e-career guidance programme for secondary schools in Akwa Ibom State

This study developed and field tested an electronic career guidance package for secondary schools, the e-Career Guidance System. The study was an educational research and development study and thus utilised the instrumentation research design. The formative evaluation of the developed programme was carried out using the pretest–posttest control-group quasi-experimental methodology. The researchers used the Students Career Awareness Questionnaire in collecting data for the experiment. The questionnaire was standardised, with a reliability index of .87. Sixty senior secondary two (SS 2) students were selected for the quasi-experiment using the purposive sampling technique. Thirty students were randomly assigned to the control group and the other thirty to the intervention group. The pretest and posttest data collected were analysed and used in testing the four null hypotheses in the study using analysis of covariance statistics. The results obtained showed that the e-Career Guidance System developed in this study produced a significant difference in the vocational self-awareness and career awareness of the sample in the experimental group in contrast to the sample in the control group. It was further observed from the analysis that gender did not interfere with the gains from the e-Career Guidance System. Based on these outcomes, the researchers concluded that the developed e-Career Guidance System has validity and could be used in the career guidance of male and female secondary school students in Akwa Ibom State and beyond.

Preventing Poor Vocational Functioning in Psychosis Through Early Intervention.

This study tested the hypothesis that early detection of psychosis improves long-term vocational functioning through the prevention of negative symptom development. Generalized estimating equations and mediation analysis were conducted to examine the association between employment and negative symptoms over ten years among patients in geographic areas characterized by usual detection (N=140) or early detection (N=141) of psychosis. Improved vocational outcome after ten years among patients in the early-detection area was mediated by lower levels of negative symptoms during the first five years. Regardless of symptoms, rates of full-time employment or study were lower among patients in the usual-detection versus the early-detection area. Patients from an early-detection area attained lower negative symptom levels earlier compared with patients from a usual-detection area, which seemed to have facilitated vocational careers.

Personal strategies for managing a second career: The experiences of Spanish Olympians

The purpose of this study was to examine how Olympians experience the transition to a second career, to identify the strategies they may or may not implement in order to prepare for it, and to determine the main factors that influence this process. Using a phenomenological approach we asked 26 Spanish Olympians (13 men and 13 women) from different summer Olympic sports about their experiences when it came to preparing for and entering a new place of work. The results revealed two main groups. The ‘strategists’ were Olympians with an awareness of their future and a deep understanding of their work environment, who took specific steps (academic training, entering a new job before ending their sporting career, saving money, taking advantage of their sporting capital and voluntary retirement) in order to enter their second career. The family was shown to be a key influence for Olympians in this group. At the other end of the spectrum were the ‘non-strategists’, those who did not combine their career in sport with an academic or vocational career. What set these Olympians apart was a lack of awareness regarding the need to prepare for their future career and that they did not implement strategies that might help them in this regard. In this group the family appeared somewhat indifferent to the question of what would happen when the athlete’s sporting career ended. These findings could serve as a platform from which to develop programs and assist athletes according to the group with which they are identified.

Building Social Capital Through Civic Education in VET: A Comparative Study of Finland and Luxembourg (1960–1970)

Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers.

Rebranding Technical Vocational Education and Training; Youth Education for Vocational Careers, Kenya

Rebranding Technical Vocational Education and Training; Youth Education for Vocational Careers, Kenya

Impact of Globalization on Higher Education in India: Issues, Challenges and Alternatives

Globalization is an umbrella term that refers to increasing global connectivity, integration and interdependence in the economic, social, technological, cultural, political, and ecological spheres. It is a unitary process inclusive of many such sub-processes, perhaps as best understood as enhanced economic interdependence, increased cultural influence, rapid advances of information technology, and novel governance and geopolitical challenges. Higher education includes certain collegiate level institutions, such as vocational schools, trade schools, and career colleges that award degrees, diplomas and certificates. Globalization of higher education has brought remarkable changes in cross-border education. Attracting a good number of international students has been fairly a strong base of educational trade that is growing rapidly around the world. India has one of the largest and most complex higher educational systems in the world. Prior to a few decades ago, due to multifarious reasons, India was unable to attract a good number of foreign students in its universities. Keeping this in mind, the Government of India has taken various steps and launched a few ambitious programmes. Now, Indian universities and other institutes are open to the global market and hope to attract foreign students. This paper examine different aspect of globalization which can usefully be viewed as challenges to higher education especially in its efforts to develop diverse ideas and demonstration of quality and systems of quality guarantee that will be useful and sustainable in this situation.

Significance of educational and vocational counselling in low-skilled people's narratives

ABSTRACTIn the contemporary world, many people find themselves confused and challenged by unpredictability of life paths, labour market instability and necessary revisions to vocational careers. They may be helped by professional support institutions. For some people, seeking professional help when facing a predicament is evidence of resourcefulness. Others, however, perceive a request for help as expressive of vulnerability and a lack of self-reliance in coping with life problems. In this article, we examine 15 interviews with low-skilled and low-educated people in Poland about their experiences with educational and vocational counselling as well as the relevance they attribute to past meetings with counsellors. Concluding, we formulate recommendations for Polish educational and vocational counselling.

Intrapreneurship education in the dual education system

Intrapreneurship as a form of entrepreneurial behaviour has the potential to create substantial value for an enterprise. Intrapreneurs, as opposed to entrepreneurs, are usually active on a lower hierarchical level and confronted with the internal, rather than the external environment of an enterprise when engaging in entrepreneurial activities. Usually, intrapreneurs lack formal decision-making power and thus require special social competences to overcome challenges such as organisation-internal resistance. How can an enterprise train its employees to develop intrapreneurial behaviour? This paper analyses the apprenticeship training of three enterprises that are considered as good practice examples regarding innovativeness. The research results show that strict selection processes of apprentices, systematic vocational education and career planning, social integration, incentive systems, quality orientation and corporate social responsibility are conducive for the development of intrapreneurial behaviour.

Success in the first phase of the vocational career: The role of cognitive and scholastic abilities, personality factors, and vocational interests

The present study examines the relationship of cognitive and scholastic abilities, vocational interests, and personality traits with vocational success in the first phase of the vocational career. Drawing on large samples of technicians and industrial clerks, the effects of the covariates on satisfaction and dropout intention in the first months of vocational education and training (VET) were examined. Results show that the sets of predictor variables, especially personality traits and vocational interests, had a large proportion of variance in common, but exhibited different patterns of effects. Whereas in the case of personality traits the predictor-outcome relationships were largely invariant across different fields of VET, vocational interests exhibited a non-invariant pattern of effects that was in line with the congruence hypothesis (Holland, 1997). Vocational interests in the dominant domain characterizing the field of VET were the strongest predictors, whereas interests in the non-dominant VET domains were less important for predicting success. Abilities did not turn out to be important predictors of the markers of success under study. The results underscore the crucial role of personality traits and vocational interests in securing success in the first phase of vocational career.

Trends of Integrated Support of Vocational Training and Career Development among People with Disorders of the Musculoskeletal System: The Essence and Main Determinants

The article discusses an important and urgent problem of providing integrated support for vocational training and career development of disabled people and persons with musculoskeletal disorders (MSD). Thus, under the complex support training and career development, the authors define a set of measures to improve the efficiency of these processes in individuals with MSDs disorders. The article shows that in the development of an integrated model of vocational training support for persons with MSD disorders should be considered, on the one hand, the functional purpose of the vocational training and career development, and on the other hand, the totality of the typical problems associated with disabilities. In addition, the concept of comprehensive support training and career development of persons with MSD disorders should take into account current socio-economic realities. DOI: 10.5901/mjss.2015.v6n4s4p34

Preferencje wartości w mapowaniu kariery zawodowej w przestrzeni społecznej

Preferencje wartości w mapowaniu kariery zawodowej w przestrzeni społecznej

Career outcomes of adolescents with below average IQ: Who succeeded against the odds?

The educational and vocational careers of adolescents with below average IQ were studied in a sample of Swedish adolescents (N=1326), born in 1955 and followed from early adolescence to midlife. Compared to those with average IQ, the level of education and occupational status achieved by those with below average IQ were, generally, considerably lower. This was the case, in particular, for female participants in the lowest IQ group. No significant relationships were found between parents' socioeconomic status and educational level, income, or occupational status in midlife for adolescents with low IQ (lowest 20%). When those with a successful educational or vocational career were compared to others on a number of competence factors, own educational aspirations stood out as the factor that differed most within each IQ group between those who succeeded and those who did not. The differences were largest for those of low IQ (effect sizes 0.4–1.6). These findings were consistent with results from multiple regression analyses, which, for instance, showed that, within the low IQ group and controlling for confounders, the only significant predictor of career outcomes was educational aspirations.

PRECONDITIONS FOR SUCCESS OF VOCATIONAL COUNSELLING OF PUPILS HAVING SPECIAL EDUCATIONAL NEEDS

In contemporary society that is getting more and more modern maximal revelation of person’s possibilities, successful adaptation to the needs of labour market have great importance, therefore, effective and timely vocational counselling has decisive influence on person’s successful socialization and integration. The most vulnerable part of the society – people having special educational needs (SEN) belongs to the great risk group that is at risk to experience social exclusion, become long-term unemployed and find themselves below the limit of poverty. In 2011 in Lithuania the action research was performed in which 95 students having SEN participated. During the research internal and external factors conditioning the success of vocational counselling have become distinct. Stable relations in a family, adequate evaluation of one’s wishes and possibilities, early planning of vocational career are important preconditions for vocational adaptation of students having SEN.

STUDENTS' SOCIAL AND PROFESSIONAL MOBILITY AS A PREREQUISITE OF DYNAMIC CAREER PROSPECTS

The paper is devoted to the problems of students' social and professional mobility in the post-industrial society, given the dynamism and uncertainty of future career prospects, and variability and multidimensionality of individual career trajectories. The research is aimed at defining the phenomenon of social and professional mobility, determining factors of professional growth, and functional structural characteristics of mobility development. The scientific novelty involves the author's interpretation and conceptual analysis of students’ socio-professional mobility, and its contribution to the future professional growth. The author considers both the objective and subjective factors affecting the uncertainty of students' professional future: objective factors include socio-economic conditions of postindustrial society, systems of vocational education and guidance; subjective factors deal with the intrapersonal conflicts of professional self-determination, discrepancy of socio-professional orientation, and low auto-competency level. The research findings reveal the structure and characteristic features of students' social and professional mobility: psycho-physiological qualities, cognitive abilities, socio-professional experience and orientation, as well as the negative impact factors. Based on the content analysis and expert evaluation, the author singles out and defines the key characteristics of students’ mobility: adaptability, initiative, innovativeness, learning ability, behavioral flexibility, reflexivity and excessive activity. Practical significance : the research outcomes provide the ground for extrapolation of students' career prospects in vocational schools, career counseling and job placement centers.

Vocational career decision-making of Finnish upper secondary school students

The aim of this research was to clarify the characteristics of Finnish upper secondary school students as vocational decision-makers. The focus was especially on what skills and competences were related to decision-making at different phases of the decision-making process. Altogether, 216 upper secondary school students filled in the e-questionnaire. The clustering of generic competences and dimensions of the career decision-making profiles revealed three different kinds of decision-makers: followers, cautious decision-makers, and goal-oriented decision-makers. Even though the division into clusters in relation to decision-making was mixed, characteristics of these decision-maker groups will help understanding of personal features that promote or delay adolescent vocational decision-making.

The Vocational Goals and Career Development of Criminally Involved Youth

Little is known about the career development of youth with a history of criminal activity and the factors that influence their career development. The ability to secure employment is important in predicting successful outcomes for this population, but unfortunately youth who have been involved in crime are likely to face a myriad of obstacles to obtaining secure employment. This qualitative study used the enhanced critical incident technique to explore the incidents that 16 male and female youth with a history of criminal activity perceived as helping and hindering their short-term career goals and things that they did not experience but wish they had. Results revealed that criminally involved youth have career expectations of relatively low prestige and that their experiences with crime and the justice system have contributed to the development and achievement of these career goals in unique ways. The implications of these findings for career counseling and youth outreach programming are discussed.

High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study

To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43–47). To obtain at least a master’s degree was almost 10 times more common for those of high IQ than for those of average IQ. Stillthe proportion of high-IQ adolescents who did this was not high (13% of females34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men onlythere was a graded raise in income by IQ group. Within the high-IQ group there was no significant relationship between parents’ socioeconomic status and income. For menhigh IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship.

Integrative Summary and Future Research

This article provides a summary and treatment of the wider implications of the findings reported in four empirical articles, in which the importance for outcomes in midlife of having a high IQ was studied. All studies were based on data from the Swedish longitudinal research program Individual Development and Adaptation (N = 1,326, born 1955). Some highlights from the studies include the identification of a nonlinear relationship between IQ and a number of adult outcomes, suggesting that nonlinear IQ-outcome relationships might not be rare. In common with numerous studies of IQ-outcome relationships, parents’ socioeconomic status was found to be a moderately strong predictor of vocational outcomes when the whole sample was studied. However, within the high-IQ group no significant relationship existed. In adolescence, the adjustment for those of high IQ was often better than for those of average IQ, but in midlife this positive difference often disappeared and was in some cases reversed. Intellectually talented women as compared to intellectually talented men often had considerably less successful careers, especially vocational careers. Underachieving women as compared to women who did not underachieve also tended to have more adjustment problems in midlife. It was concluded that schools and their personnel must be adequately supported to “make good on” society’s obligation to further the potential of students that show early intellectual talent. Given past and current inequalities of opportunity, this seems especially important for bright girls and women.

Research and Practice on Method of Computer Professional English

Computer Professional English is a required course for computer science majors and it is an important tool for computer applied sciences courses. Our daily exposure to computer textbooks, reference books, manuals, man-machine interactive keyboard keys, windows on-screen menu, dialog boxes, various web browsers on the statements of various programming languages and syntax error are all related to the use of English. Computer professional English is an effective way to further enhance the students‘ ability to translate, read, understand and so on. Whether they can learn computer professional English well affects the students'vocational careers to some extent. Therefore, is particularly important to study and explore computer professional English.