Elementary students¡¦ participation in activities is an important issue. By participating in activities, students become socialization; learn the optimistic attitude toward people and environment and develop their personality. This study was assumed that elementary students not only participate in school activities, but also in extra curricula activities. The degree of participation in both activities depends on the family background, and shapes individual life chance in the future. The data focuses on four elementary school in residential district and industrial estate, located in Yongkang City, Tainan County, and sampling randomly 310 students from the senior students¡]sixth grade¡^to analyze. These below are the analysis¡G 1. The variable of school and extra curricula activities has significant correlation with variables of educational expectancy and the life chance. 2. This study regards the level of Father¡¦s education and occupation as a family¡¦s socio-economic status. It founds that the higher the family¡¦s socio-economic status, the better the students¡¦ educational expectancy. 3. Variable of the level of Father¡¦s education and occupation makes significant correlation with extra curricula activities. ¡]1¡^The higher the family¡¦s socio-economic status is, the more frequency of children¡¦s participation extra curricula activities is. ¡]2¡^The higher the family¡¦s socio-economic status is, the longer the children¡¦s participation in extra curricula activities is. ¡]3¡^According to these two point above, it founds that a family¡¦s socio-economic status makes great influence in students¡¦ participation in extra curricula activities. 4. By statistic regression, it shows that a family¡¦s socio-economic status is the biggest influence to students¡¦ educational expectancy. This study founds that whether elementary students participate in activities or not, makes great influence to life chance in the future. However, a family¡¦s socio-economic status makes the inequality of the chance. It is proposed that socialist, educationist, and the policy-maker should make efforts to eliminate the restriction of inequality, and build a friendly environment for students to learn by participating in any activities. Consequently, the equal chance will promote students¡¦ self and social competition ability, and make them develop great life chance.

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The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)