Syftet med vår uppsats är att undersöka om de gotländska studie- och yrkesvägledarna arbetar med genus-, klass- och etnicitetsfrågor. Vi vill ta reda på vilka metoder som används och om något samarbete sker runt dessa frågor. Utöver detta är vi intresserade av att ta reda på om verksamhetscheferna tar ansvar för detta uppdrag och formulerar hur man har tänkt sig att arbetet skall gå till. Intresset har väckts under vår tid på studie- och vägledarutbildningen i Stockholm och främst som ett resultat av vår B-uppsats, då vi granskade vilken kunskap rektorerna hade om studie- och yrkesvägledarnas kompetens och i vilken mån studie- och yrkesvägledning hade tagits upp i rektorsutbildningen. Vi fann att rektorerna hade mycket liten kunskap om vägledning och att rektorsutbildningen inte hade berört detta område alls. Vi har sänt ut postenkäter till 24 vägledare, verksamma inom grundskolan, gymnasieskolan, särskolan, komvux, folkhögskolan, högskolan och arbetsförmedlingen. Även friskolorna har tillsänts enkäter. 16 vägledare har svarat. Det resultat vi har fått fram visar att en majoritet av vägledarna inte har uppfattat att de har fått ett uppdrag att arbeta med genus-, klass- och etnicitetsfrågor. Trots detta är det en del vägledare som arbetar med detta, i individuella samtal och vid gruppvägledning. Genusfrågor är det område som flest arbetar med, därefter kommer klassfrågor och då det gäller etnicitetsfrågor är det endast en vägledare som har arbetat med detta under det senaste året. Inget samarbete sker vägledare emellan, men i vissa fall med övrig personal. Uppsatsen visar att vägledarna sannolikt behöver ett formulerat uppdrag av sina chefer för att arbetet skall initieras, men också att fortbildningsinsatser krävs för att kunna utföra uppdraget. Vi anser att det är ett angeläget uppdrag, som om det uteblir får till följd att människor begränsas i sina studie- och yrkesval på grund av genus, klass och etnicitet. Om inte vägledarna arbetar med detta, vem är det då som tänder stjärnorna? / The purpose of this essay is to examine whether or not career guidance counselors in Gotland work with consideration to gender, class and ethnicity.  We wish to find out which methods are employed and whether or not there is any collaboration among counselors concerning these issues. As well, we are interested in finding out if the directors take responsibility for these tasks and have a framework for how the work is to be executed. Interest has been raised during our guidance counselor education and particularly as a result of our B-essay in which we examined the level of knowledge principals had concerning the competence of guidance counselors and to which extent guidance counseling had been a part of the principal's education. We found that the principals had very little knowledge of guidance counseling and that their education had not even touched on the subject.  We have sent questionnaires to 24 guidance counselors working in comprehensive schools, upper secondary schools, schools for handicapped children, adult education schools, university and the employment office.  Even independent schools received questionnaires. 16 guidance counselors have responded.  Our results show that a majority of the counselors have not comprehended that their task includes working with questions of gender, class and ethnicity. In spite of this, there are a number of counselors who work with these issues, in individual conversations and in group discussions. Gender issues are most frequently taken up followed by class issues. During the past year there was only one counselor who had worked with questions of ethnicity.  There occurred no collaboration between counsellors. However, in certain cases, there was collaboration with other staff members. The essay shows that counselors likely require a framework from their directors in order for this process to get under way but that continued education is required in order to follow through with this task. We consider this a mission of urgency, the lack of which will result in students being limited in their choice of study and vocation as a result of gender, class and ethnicity. If guidance counselors don't work with these issues then who will light the stars?

The focus of this project is on the quality and relevance of Vocational Counselling programme in Nigerian schools. It analyses the discipline’s training syllabuses in Universities and the extent and manner of its application in secondary schools by graduates in the field and proffers suggestions on how to improve upon both the training and the practice. As a professional field of study, Guidance and Counselling was first introduced at the University of Ibadan, in the 1980s. Within a few years, the Universities of Benin and Lagos also commenced a programme in the discipline. However, and as I have discovered, the products of the programme have really not achieved much impacts in Nigerian secondary schools almost thirty years after it was first introduced. As at today, most secondary schools still do not have professional career counselors. Where they exist, they are not always very competent, and are not often consulted by pupils while selecting their subject combinations. In the Universities, Guidance and Counselling syllabus are found to be outdated. Two major approaches were adopted in carrying out this research. The first method is empirical and was executed through field research. I visited the Universities of Ibadan, Ife and Lagos – all in Nigeria - to conduct interviews with students and lecturers of Guidance and Counselling in the Universities. I also collected documents like manuals, handbooks and course outlines issued by personnels in the Departments. I also visited, conducted interviews with, and served questionnaires on, professional counselors in a selection of public and private secondary schools in Nigeria. At the end of the field work, the documents, questionnaires and interviews were analysed and what I identified as the strengths and weaknesses of Guidance and Counselling programmes in Nigerian Universities were laid out. The second approach adopted in this study has to do with analysis of scientific publications in the field. Books, journals, manuals and even electronic publications by Guidance and Counselling experts in Germany, Europe and other places were assembled and carefully studied. In the end, what constitutes minimum competence requirements were underlined. Applied to the data earlier collected in the field, my conclusion is that the various Guidance and Counselling programmes in Nigeria need to be improved upon II and/updated and that its importance in secondary education needs to be further stressed. To improve the programme, I suggested, among others, the need for Nigerian Universities to actively work toward the development of collaborative and exchange programmes with institutions in Europe and other parts of the world.

Studie- och yrkesvägledning i lägre åldrar har blivit ett allt mer aktuellt ämne på senare tid. Ämnet utgör grunden för denna studie, som syftar till att visa små barns egna perspektiv när det gäller deras upplevelse av karriär. Studien består av tio intervjuer med barn i 4-6 års ålder och resultatet visar att barnen har stor medvetenhet när det gäller karriär. Barnen kan berätta om vad ett arbete är, hur man får ett jobb, vilka som arbetar m.m., vilket analyseras utifrån begreppen self-concept, circumscription och images of occupations samt utifrån tidigare forskning. Några slutsatser som dras är att barnen till övervägande del kopplar arbete till föräldrarna, att de inte ser några begränsningar vad gäller könsroller samt att alla barnen anger realistiska yrkesaspirationer. / Career guidance and counselling at younger age has become an increasingly current topic lately. This forms the basis for this study, which aims to show small children‟s perspectives regarding the concept of career. The study consists of ten interviews with children 4-6 years of age, and the results show that the children have a great awareness of the concept of career. The children can describe what a job is, how to get a job, who is working, etc., which are analyzed from the concepts of self-concept, circumscription and images of occupations and based on previous research. Some conclusions drawn are that the children predominantly connects work to the parents, they do not see any limitations in terms of gender roles and all the children seem to have realistic work aspirations.

Tyrimo aktualumas. Karjeros pasirinkimas yra viena aktualiausių problemų, nuo kurios tinkamo sprendimo priklauso žmogaus asmeninės gerovės augimas. Todėl labai svarbu, kad jau pats pirmasis jaunuolio apsisprendimas būtų sąmoningas, tikslingas, kad suprastų, jog adaptacija darbo pasaulyje ir asmenybės vidinė harmonija priklauso nuo tinkamo apsisprendimo. Tyrimo objektas – Šiaulių universiteto socialinių mokslų ir menų fakultetų studentų karjeros rinkimosi veiksniai. Darbo tyrimo tikslas buvo palyginti socialinių mokslų ir menų fakultetų studentus karjeros rinkimosi veiksnius. Tyrimo metodai: mokslinė literatūros analizė; anketinė apklausa naudota Beresnevičienės D. sudaryta metodika (1995); kiekybinė tyrimo duomenų analizei buvo naudota „SPSS 11,0 for Windows„ programa bei „MS Exel“ paveikslėliai. / Relevance of the Survey. Career selection is one of the most relevant problems; the appropriate decision has an influence on the growth of personal wealth. Therefore it is very important, that the first decision of the schoolchild is conscious, purposeful with understanding that adaptation in the labour market as well as internal harmony of personality depends upon suitable decision. Object of the Survey – career selection factors of students from Faculty of Social Sciences and Faculty of Arts at Siauliai University. Aim of the Survey – to compare career selection factors of students from Faculty of Social Sciences and Faculty of Arts. Methods of the Survey: scientific literature analysis; questionnaire was performed using methodology, prepared by D. Beresneviciene (1995); quantitative research data analysis was performed using SPSS 11.0 for Windows and MS Excel images.

Profesijos pasirinkimas yra viena aktualiausių problemų visame pasaulyje, nuo kurios tinkamo sprendimo priklauso žmogaus asmeninė gerovė. Labai svarbu, kad jaunuolio karjeros apsisprendimas būtų sąmoningas, tikslingas. Tai tampa dar svarbiau integruojantis į Europos Sąjungą. Jaunimui atsiveria didesnės galimybės pasirinkti profesiją, tačiau kartu padidėja individualios kompetencijos ir asmeninės atsakomybės reikšmė. Jau pagrindinės mokyklos vyresnių klasių mokiniams tenka priimti svarbius savo gyvenime sprendimus: baigus aštuonias klases tęsti mokslą pagrindinėje mokykloje (kurioje yra ir 9–10 klasės) ar stoti į gimnaziją (akademinės ar profesinės krypties). Mokykla yra pagrindinė ugdymo institucija, kuri turėtų padėti apsispręsti. Ugdymo (si) karjerai paskirtis – padėti mokiniui pažinti save, savo gebėjimus ir galimybes, norus ir lūkesčius, ugdytis karjeros kompetenciją. Todėl labai svarbu išskirti veiksnius, kurie yra susiję su sėkmingos karjeros projektavimu ir profesijos pasirinkimu paauglystėje. / Choosing a career is one of the most relevant problems all over the world as wellbeing of a person depends on his or her suitable decision. It is very important that the decision of a youngster is conscious and purposeful. It becomes even more important as we are more and more integrated into the European Union. Youth are faced with greater possibilities to choose a career, however, the importance of individual competence and personal responsibility is increased at the same time. Even the pupils in the higher forms of the lower secondary school have to take important decisions for their lives: to continue education in the lower secondary school (comprising forms 9–10) after finishing eight forms or enter the gymnasium (of academic or vocational focus). School is the main education institution which could help to make a decision. The purpose of training for career is to help a pupil to know himself or herself, his or her abilities and possibilities, wishes and expectations and to build career competence. Therefore, it is of the utmost importance to identify the factors related with successful career guidance and choosing of a career in adolescence.

The single most common decision that people between the ages of 16 years and 22 years need to make is that of their career choice. Research in the field of career guidance has shown that the world of work is changing. It is generally accepted that an individual will be presented with many opportunities in the world of work and these give rise to the notion of multiple careers. To predict accurately what these opportunities might be is impractical and naive, if not impossible. Career guidance counsellors are now expected to understand the interrelationships between occupations and occupational groups; an understanding that is vital when providing a comprehensive and realistic career guidance service. The career guidance processes or programs that counsellors use, need to allow for the identification of base or entry level careers that will provide opportunity for both horizontal and vertical career movement. While the schooling system has traditionally been the primary role player in preparing learners for the world of work, recent budgetary cuts have forced schools to focus on academic subjects, and, as a result, career guidance as a subject has become ancillary to the school syllabus. This situation is unlikely to be remedied unless career guidance becomes an examinable subject as are mathematics, physical science, biology and so on. A literature study surrounding career guidance practices in South Africa and career choice and development theories from around the world, suggest that existing career guidance programs in South Africa need to be restructured to allow for a more comprehensive solution for learners, that need to make a career choice. The "PACE" career guidance program was designed to enhance the career knowledge of learners, increase their self awareness in relation to careers, and ultimately to accelerate the career maturity process. Learners from schools in East London were exposed to the program, with the intention of determining the effect of the program on their career maturity levels. Whilst certain elements which constitute career maturity were not influenced by the program, results obtained from the research indicated a significant increase in the overall career maturity level of these learners. Resulting from this dissertation, recommendations have been made relating to the length of a career guidance program, the point of departure and the point of exit, the importance of balancing realism with circumstances, and the necessity for career guidance practitioners to possess a thorough understanding of careers and the various paths that careers may follow. Suggestions regarding further research in the area of career guidance are also provided. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

No description available.

Syftet med detta arbete var att skapa en bild av studie- och yrkesvägledares egen syn på behov av och möjligheter till kompetensutveckling, detta i förhållande till de kunskaper och färdigheter som de själva och gällande bestämmelser säger behövs för att klara av yrkets utmaningar. För att uppnå syftet och för att få svar på frågeställningarna valdes en kvalitativ intervjustudie med 15 stycken utbildade yrkesverksamma studie- och yrkesvägledare och 5 stycken skolledare. När det gällde kompetensutveckling uttryckte samtliga respondenter i studien framförallt att för dem innebar det annat än kunskaper som utvecklas genom utbildning. Det de såg som kompetensutveckling var snarare egenskaper, erfarenheter och värderingar hos vägledaren som kunde utvecklas genom arbetet och samspelet med klienter och kollegor. Denna brist på kunskap hos vägledarna själva om de kunskaper de kan utveckla sina kompetenser inom kan ses bero på det faktum att studie- och yrkesvägledare inte har en arbetsbeskrivning för sitt yrke. Hade vägledarna haft en sådan skulle det vara enklare för dem att veta och visa på vilka kunskaper de bör ha i yrket, och vad de behöver kompetensutveckling inom. Att ungefär hälften av respondenterna saknade utvecklingsplan tyder även det på behovet av detta. En utvecklingsplan skulle då kunna kopplas till arbetsbeskrivningen för att få större tyngd. Respondenterna är rörande överens om att grundutbildning, återkommande kompetensutveckling och livslångt lärande tillhör de viktigaste framgångsfaktorerna för dem för att klara sig i sitt yrke i dagens snabbt föränderliga samhälle.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho, problematizamos as práticas de escolha profissional dos jovens e suas articulações com o mundo do trabalho, a educação e os processos de produção de subjetividade na cena contemporânea. Adotamos o referencial teórico da Análise Institucional, as ferramentas conceituais de Foucault e a Filosofia da Diferença e, como ferramenta metodológica da Filosofia da Diferença, a Cartografia. Sendo esta puro processo, sem começo nem fim, cartografamos, de forma parcial e provisória, os caminhos em que vida e trabalho foram se constituindo nas práticas localizadas e cotidianas dos jovens. A Cartografia permitiu-nos acompanhar a invenção de um percurso de pesquisa ditado pelos deslocamentos e práticas de contágio com jovens, pesquisadora e pesquisa. A radicalidade da experiência foi tanta que afetou o próprio corpo da escrita, produzindo o reverso, um outro lado do texto. Com o conceito de prática de Foucault, seguimos a formação discursiva do conceito de vocação e as suas articulações com as transformações do capital e os efeitos da lógica do mercado na vida dos jovens na atualidade. Diante das intricadas articulações, passamos a questionar a escolha como uma possibilidade, já que esse tema adquire um lugar central nas investigações atuais, pois a máquina capitalista se reinventa na própria produção de desejo. Em outra vertente, analisamos as práticas educacionais que produzem o Homo Economicus e outras práticas inventivas que questionam e se reinventam na composição com um Homo Politicus, numa intervenção em que as escolhas seguem com o outro e não sobre o outro. Trabalhamos com as oficinas como dispositivos de pesquisa que nos permitiram seguir os múltiplos atravessamentos nos jovens e em seus processos de vida, primeiramente em um colégio de uma área semirrural do município de Petrópolis RJ, e depois em Lisboa, Portugal, numa escola secundária pública, numa organização de apoio a migrantes e numa ONG que trabalha com a cultura hip-hop. Esses caminhos nos levaram a um modo de orientação profissional como processo, ao deslocar de uma orientação responsiva, linear, que orienta para um lugar no mundo, para uma orientação intensiva, que acolhe as dúvidas e que se abre a multiplicidades de práticas inventivas com o outro. Uma aprendizagem que pede tempo e corpo e potencializa novos modos de fazer vida, quiçá mais dignos, interessantes e solidários. / In this work we discuss the practices of career choice for young people and their linkages with work, education and production of subjectivity processes, in contemporary society. The theoretical framework adopted includes Institutional Analysis, conceptual tools of Foucault and the Philosophy of Difference. The methodological tool of the Philosophy of Difference chosen was Cartography. Being Cartography pure process, without a beginning or an end, by way of it we determined the paths through which life and work were being constituted in localized and day-to- day practices of young people, yet in a partial and provisional form. Cartography helped to follow the invention of a course of investigation that was dictated by the shifts and mutual influence among youngsters, researcher and the research itself. The experience was radical to the point of affecting the writing itself, thus producing a reverse, another side of the text. With Foucaults concept of practice in hand, we followed the discursive formation of the concept of vocation and its links with the transformations of capital and the effects of market forces in the lives of todays youngsters. Given the intricate links, we began to question choice as a possibility, as it plays a central role in current investigations, since Capitalism reinvents itself in the production of desire. In another aspect, we analyze the educational practices that produce the Homo Economicus and other creative practices that may question and self-reinvent the composition with a Homo Politicus, in an intervention in which the choices may follow with the other and not over the other. We used workshops as research devices. They allowed us to follow the multiple crossings through young people and their life processes, first in a school of a semi-rural area in the city of Petrópolis - RJ, and then in Lisbon, Portugal, in a public high school, in an organization that supports migrants and in an NGO that works with the hip-hop culture. These paths led us to see professional guidance as a process, as we moved from a responsive, linear guidance, that points out to a given place in the world, to an intensive guidance, which hosts doubts and opens to a multiplicity of inventive practices with the other. A learning process that requires time and presence and enhances new ways of making life, perhaps more worthy, interesting and supportive.

Processos de Orientação Profissional e de Carreira objetivam auxiliar pessoas a refletirem sobre seus projetos de vida e as decisões relacionadas à carreira. Em tais processos instrumentos de avaliação psicológica, utilizados em uma perspectiva dinâmica e integrativa, podem contribuir para a clarificação das inclinações e disposições para a escolha da carreira em pessoas que buscam auxílio para tal empreendimento. Entre as diversas variáveis psicológicas que influenciam as escolhas ocupacionais destacam-se, neste estudo, os interesses profissionais, mensurados por meio de dois instrumentos: a Avaliação de Interesses Profissionais (AIP) e o Teste de fotos de Profissões (Berufsbilder Test, BBT-Br). Assim, esta investigação objetiva descrever as estruturas de interesses profissionais em estudantes do ensino médio regular e técnico em função do sexo e da procedência escolar, avaliar índices de consistência interna (fidedignidade) dos instrumentos, e correlacionar os resultados da AIP com o BBT-Br. A amostra desta investigação foi composta por 231 participantes, com idade entre 16 e 55 anos; 75 (32,5%) do sexo masculino e 156 (67,5%) do sexo feminino; 121 (52,4%) provenientes do ensino médio técnico e 110 (47,6%) do ensino médio regular. Os alunos do curso técnico eram oriundos dos cursos de administração, secretariado, eletrônica, design, mecatrônica, edificações e eletrotécnica. Os resultados indicaram a existência de diferenças significativas de escolhas em função do sexo dos participantes, tal como em estudos similares da área, que já apontavam a existência de padrões de escolhas diferenciados entre homens e mulheres. Em relação à procedência escolar, foram verificadas diferenças significativas entre os estudantes de ensino médio regular e técnico somente no grupo masculino da amostra. No que diz respeito aos índices de consistência interna da AIP (Alfa de Cronbach), foram obtidos valores que variaram de 0,529 a 0,746, que podem ser considerados índices razoáveis; para o BBT-Br foram encontrados valores de consistência interna entre 0,418 a 0,753, indicadores também classificados como índices razoáveis de fidedignidade. Quanto a análise dos índices de correlação (Correlação de Pearson) entre a AIP e o BBT, foram obtidas diversas correlações significativas ( 0,30), tanto no grupo feminino da amostra quanto no grupo masculino. Assim, aponta-se para a convergência dos resultados dos instrumentos avaliados. Sobre os índices de consistência interna da AIP, indica-se a necessidade de aprimoramento do instrumento. Por fim, assinala-se a importância de ampliação de estudos que avaliem as características de estudantes de ensino médio técnico / Career Guidance and Career Processes aim to assist people in reflecting on their own life plans and decisions related to career. Applied in a dynamic and integrative perspective, psychological assessment instruments can contribute to clarify inclinations and dispositions to career choice for those who seek help for such undertaking. Among several psychological variables that can influence occupational choices, the professional interests stand out in this study, measured by two instruments: the Assessment of Professional Interests (AIP) and the Test of pictures of Occupations (Berufsbilder Test, BBT-Br). This research aims to describe the structures of professional interests of students in regular secondary and technical education schools by gender and school of origin. To assess the internal consistency (reliability) of the chosen instrument, the results have been correlated to the AIP BBT-Br. The research sample consisted of 231 participants, aged from 16 to 55 years; 75 (32.5%) male and 156 (67.5%) female patients; 121 (52.4%) and 110 (47.6%) from technical schools and regular high schools, respectively. Students in technical schools were distributed in courses on administration, secretarial, machine design, mechatronics, electrical engineering, and buildings. The results indicated significant differences in career choices depending on the sex of the participants. This agrees with similar studies already reported in the area, indicating the existence of patterns of differentiated choices between men and women. Also, for the school of origin, it was found significant differences between students from technical and regular schools only in the male sample group. Regarding to internal consistency of the AIP (Cronbach\'s alpha), values ranged from 0.529 to 0.746 , which can be considered reasonable rates; for the BBT -Br were found internal consistency values between 0.418 to 0.753, indicators also classified as reasonable levels of reliability. With respect to the analysis of correlation coefficients (Pearson correlation) between the AIP and the BBT, several significant correlations ( 0.30) were obtained in both female and male sample groups. Therefore, it is noted for the convergence of the results of both instruments; on the internal consistency of the AIP, it indicates the need for improving the instrument. Finally, we point out the importance of expanding studies to evaluate the characteristics of students from technical high schools