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24RESEARCH ON CAPACITY DEVELOPMENT CAREER ORIENTATIONS FOR STUDENTS AT SCHOOLS HIGH SCHOOL Le Thi Duyen1, Trinh Thi Nguyet2
1Le Thi Duyen - PhD, Lecturer;
2Trinh Thi Nguyet - Master, Lecturer, FACULTY OF PSYCHOLOGY AND EDUCATION, UNIVERSITY OF DA NANG - UNIVERSITY OF SCIENCE AND EDUCATION, DA NANG, SOCIALIST REPUBLIC OF VIETNAM
Abstract: the report presents a number of studies related to the development of career-oriented competencies for students such as the role and structure of career-oriented competencies; measures to develop career-oriented capacity for students; career-oriented assessment tools for students. Data is collected from many domestic and foreign sources with reliable survey criteria and tools. In general, the collected studies use a survey tool which is a questionnaire and all confirm that career orientation competence plays an important role in influencing the success and satisfaction of individuals as well as job satisfaction. increase student learning outcomes; Career-oriented competencies are structured by multiple component competencies. The proposed measures to develop career orientation capacity are diverse from the development of programs and projects on career guidance to the organization of various forms of vocational education; impact on many objects in the school from students; student's parents; teacher. Schools and teachers can use questionnaires, plans or records to guide career orientation and assess students' career orientation capabilities.
Keywords: career orientation, career orientation capacity, teacher, the student, overview.
1. Introduction
Career orientation is a special type of personal orientation because in the various types of social activities of people, professional activities occupy the most important position. Author Schein (1978) said that foreign university is "orienting future career choice based on consideration of many factors such as self-efficacy and self-perception of these competencies; the ability to identify basic values and a sense of motivation and need; thereby affecting career-related decisions and job satisfaction and success in the future" [11].
Recent studies show that career orientation is important not only for individual students but also for society. O'Brien (1996) asserts that everyone should have an honest profession. However, many students may end up making wrong career decisions due to lack of information, ignorance, peer pressure, wrong model, or due to the prestige associated with certain careers without realizing it. there is career guidance guidance (Salami, 1999, Ndambuki and Mutie, 1999) [13].
Developing career-oriented competencies for students is considered a process of influence of educators on educated people in order to gradually change and perfect the individual's career-oriented capacity based on the professional development. Component competencies in the structure of career-oriented capacity and based on the factors that influence and govern the process of developing career-oriented competencies. From there, the individual has a suitable and accurate career orientation. Abson and Mitchell, (1995) suggest that children should be helped in areas such as: self-awareness, educational awareness, career awareness, career exploration, career planning and career decision-making career with different methods and methods to help learners become aware of issues related to career orientation [13].
The article summarizes a number of studies on measures to develop career-oriented competencies for students, from there, there are suggestions for appropriate and effective career-oriented competence development contents and measures for students.
2. Research methods
The topic uses the online method of information collection: We searched the data on PsycINFO, the account at the library melbourne of university. In addition, we choose advanced search on google with no limit on publishing time and author.
Document retrospective method: The author synthesizes and analyzes documents from many different sources of documents, books and journals. Methods of analysis, synthesis and generalization: We selected the studies according to the following criteria: "articles in English; Full text article in PDF file, studies have reliability and validity.
Below are the results compiled according to different research aspects on developing career-oriented competencies for students.
3. Research results
3.1. Research on students' career orientation ability
3.1.1. Research on the role of career orientation competence for students
Studies confirm that career-oriented competence affects academic performance at school as well as personal success and satisfaction:
Research works of Kuijpers, M.; Meijers, F.; Gundy (2011), derived from the project "Alfred P. Sloan Research of Youth and Social Development" (1992-1997), clearly demonstrated the important role of career orientation for adolescents in improving the quality of learning in high schools as well as in shaping future career paths after graduating from high school. A lack of understanding of career planning and its requirements creates an ever-increasing difference between high school choices and later workplace realities [3].
Authors group Lerpornkularat, Koul and Sujivorakul (2012) in Thailand conducted a quantitative survey on a random sample of 2997 participants to assess the causal impact of personal career orientation on life satisfaction, life job or career satisfaction. The contribution of this study raises the need to improve the career orientation capacity of individuals while still studying in school [9].
3.1.2. Research on structural elements of career-oriented competencies
There are many theories as well as research works showing the structure and elements of career-oriented competence in students such as:
According to F. Parsons, that individuals need to be aware of their own capacity; awareness of the characteristics of each profession in the occupational world, then combine individual personality characteristics with the characteristics of the profession, thereby having the behavior to choose an appropriate profession [4].
K.K. Platonop with the concept of "Triangle of career guidance", which clearly identifies three sides of career direction as: (1) characteristics and requirements of professions in society, (2) human needs of the labor market, (3) personality and psychophysiological characteristics of individuals. When an individual finds a match on all three sides of the triangle, then the optimal career choice is found.
Geistfeld, Loren, (1992) proposed four factors in career orientation competence, which are: "Self-awareness; educational awareness; professional awareness; awareness of social trends". In which, factors of occupational awareness include awareness of occupational characteristics; career exploration; career planning and career choice decision-making". These factors will help the individual to make a good and appropriate decision in choosing a career. This is a continuous, sequential process [5].
In Vietnam, author Nguyen Duc Tri (2005) proposed personality structure in career choice including: (1) career trends; (2) professional capacity; (3) cognitive characteristics; (4) characteristics of temperament, gender, age in the career selection process [8].
However, according to Kelly's personal construction theory that emphasizes career planning competence in career orientation, he proposed the "working world map" as an element to be included in career orientation competence [1].
Thus, studies have shown the structure and different elements of career-oriented competencies such as: Ability to recognize personal characteristics; capacity to identify occupations and job market needs, capacity to plan careers; ability to solve problems and make career-related decisions.
3.2. Research on developing career-oriented competencies for students
There are many studies that address different aspects of career-oriented development for students, which are:
3.2.1. Research to determine the process offorming and developing students' career-oriented competencies
Around the world, many authors have pointed out specific stages of career-oriented capacity formation, thereb y proposing specific impacts in each stage. Ginzberg (1969) emphasized that career orientation is not an event, but a process that occurs and develops over a certain period of time.
The author Zenker (1992) has suggested that career orientation is a long process consisting of 3 stages: (1) The first is the imagining stage - the stage when children imagine and want about careers in the future. the future (from childhood to the age of 12); (2) The second is the tentative period - the period in which specific career-choice intentions are formed (from 12 to 17 years old); (3) The third is the actual stage of choosing a career - the stage of making a decision to choose a career (from the age of 17 onwards) [17]. Or author UMass (2015) proposed a career orientation process including 5 steps: (1) Step 1: Identify the problem; (2) Step 2: Know yourself (Enhance awareness); (3) Step 3: Identify options and gather information (Explore options); (4) Step Four: Evaluate Options for Problem Solving; Step five: Make a decision to choose a career.
In Vietnam, author Tran Khanh Duc (2010) has built a professional personality model that takes into account the differentiation of career development stages in the continuing education system [16]. Therefore, he proposed that the career orientation process should be carried out through the following stages: (1) First, pre-career - orientation stage; (2) The second stage is vocational training - learning to improve vocational capacity; (3) The third is the stage of
career development adaptation. In which, the first stage is considered an important stage to ensure the success of the later stages.
Thus, it can be concluded that career orientation is considered a process consisting of many stages, each stage has its own characteristics and goals in choosing a career. Therefore, forming and developing career-oriented competencies for students also needs to be conducted in a long-term process with diverse impacts.
3.2.2. Research the roads develop career-oriented competencies for students
Puplampu (1998) hypothesized that to develop career-oriented competencies, students need career-oriented education or career counseling. Therefore, it is required to implement many paths/forms of career-oriented capacity development for learners, specifically:
* Develop vocational education programs/plans/projects for students
In Germany (1992) the Ministry of Science and Culture of the State requested the implementation of a program called "Fukuyama records" to be used for vocational education in secondary schools. In this profile focus on four aspects: (1) Adaptation of the Fukuyama Profile into the curriculum framework related to career orientation; (2) Accepting Fukuyama Records of students, teachers and occupations; (3) The ability to execute the Fukuyama Profile in everyday conditions; (4) The effect of employment with the Fukuyama profile on students' ability to fit into the professions.
The vocational education program in Australia defines four basic tasks: (1) Learn about yourself in relation to labor; (2) Learn about the professional world; (3) Learning about planning and decision-making for career guidance and career development; (4) Develop the ability to make career-oriented decisions and make job changes. These four tasks are interrelated.
In Vietnam, according to Decision No. 47/2002/QD-BGD&DT, it is determined: "The vocational education and training program is implemented in all high schools, with the aim of forming and improving the decision-making capacity. career guidance for students".
* Career counseling path for students in school:
Author McCain, Shae C (2017) in her research proposed to use the term "career counselor" to assist students in the process of career counseling. According to the author, it is necessary to have measures to improve the capacity and skills of the team of "career advisors". These "career advisors" can be teachers, friends, parents... Only then will career counseling be effective [7].
In Vietnam, author Tran Khanh Duc (2010) in his research emphasized the stages of career counseling, which are: (1) Step 1: Assessing students' personality and ability, through tests to help students understand their general and special abilities, interests, personality, temperament and aspirations; (2) Step 2: Analyze job requirements for workers; (3) Step 3: Compare the students' psycho-physiological characteristics with the requirements of the profession, thereby helping students to make the right choice, eliminating the risks while choosing a career [16].
* Coordinating facilities and forces to help learners experience careers:
As early as 1986, the authors H.Frankiewiez; Bernd Rothe; U.Viets; B.Germer, D. Marschneider have proposed the following methods: "Coordination and close cooperation between the center of general technical education and high schools in planning internships for high school students" [ 6].
The authors Rodrigues, Guest, Budjanovcanin (2013) have had researches on how to organize internships for students in factories, enterprises, business and service establishments[14].
Author Annoesjka Boersma1; Geert ten Dam; Willem Wardekker; Monique Volman (2014) proposed the concept of "community of learners" to be used to improve primary vocational education. The framework of a "community of vocationally oriented learners" will provide a theoretical understanding of the teaching process in primary vocational education and a diagnosis for the design of innovative learning environments to optimize the learning process this program [2].
* ThAuthors Schmidt, J.J. Roger D. Herring (1996) encourages teachers to coordinate career orientation for students through daily classroom lectures; Organize group activities or special events such as picnics, book selections, movies, clips, and other mass media.
In Vietnam, this is also a research direction mentioned by many authors. Author Phan To Oanh in the research work: "The issue of career guidance for students through basic cultural subjects in high schools in the Mekong Delta provinces" [10], analyzed the role of of basic culture has "special importance for the all-round development of the human personality" and its potential in vocational education for high school students. At the same time, the author also offers some career guidance measures through teaching basic cultural subjects.
Thus, there are many measures taken to help students form and develop career-oriented competencies. Such measures can be the development of programs and projects on career guidance; or conduct various forms of career guidance such as career counseling; job experience or integrate vocational education in school subjects or activity plans.
3.3. Research on assessment tools for students' career-oriented competencies
The first half of the twentieth century was the first period of vocational guidance, which required the use of tools to assess students' career-oriented competencies in the process of formation and development.
Researchers use the test to measure a certain trait of an individual, to help individuals discover their own ability characteristics in career orientation such as: The non-verbal test of John C. Raven (1936) is used to measure thinking capacity; Raven's intelligence test to determine intellectual capacity; Communication test of V.P. Zakharov (Russian) to determine human communication capacity.
Authors Toit, Didi-Mari du and colleagues in the study of investigating the relationship between individual archetypal values and career orientation used the Pearson-Marr Archetype index and the Occupational Orientation Inventory profession for evaluation. In which, the Pearson-Marr Archetype Index (PMAI) is a self-assessment consisting of 12 items with a total of 72 items that are individual characteristics including cognitive aspects, emotions, behavioral styles. From there, it helps individuals to identify psychological characteristics and related potentials in life [15].
The career orientation measurement tool (COI) proposed by Schein contains 41 items, based on 8 career models, that will determine the importance and concordance between individual characteristics and social career patterns. Developing this toolkit, the authors suggest that it is possible to combine the COI tool with a structured in-depth interview exercise to get better results.
Authors Kuijpers, M. Meijers, F. Gundy, C. in their study used a self-assessment questionnaire based on 88 items developed over five stages. This questionnaire includes the following components: (1) The first is a measure of professional competence: including written questions to help individuals discover their personal characteristics and activities; (2) The second is career guidance: including questions related to the level of impact of teachers and the school environment that have an impact on learners' career orientation; (3) The third is career guidance and tools: This part is mainly for teachers in the process of guiding and orienting learners' careers; (4) Fourth is organizing a career guidance program that affects learners; (5) The fifth is the personal and situational factors that are bound [12]. As such, there are many different tools to assess students' career-oriented competencies. These tools include career tests, quizzes, questionnaires or structured interviews. However, these tools mainly evaluate one aspect or one element of career-oriented competence, but no research has provided a complete assessment tool for the components in career-oriented competence students' careers.
4. Conclusions
Organizing regularly and effectively activities to develop career-oriented competencies for students is of great significance, helping students to form and develop this capacity well in making career choice decisions. Karma. From the research results, we draw the following conclusions:
- One is: The role of career-oriented competence has been clarified for individual learners and society.
- Secondly: The structural elements of career-oriented competencies have been identified as a theoretical basis as well as showing an overall picture of students' career-oriented competencies.
- Third: Have pointed out a number of tools, plans or records to guide career orientation and assess students' career orientation capacity.
- Fourthly: Synthesize research works on the ways/forms of developing foreign language university competencies for students.
Thus, career-oriented competence and career-oriented capacity development for students have been studied by many authors in the world and in Vietnam. The research results of the above authors have achieved certain achievements in theory and practice of career guidance.
* Acknowledge
This research is funded by Funds for Science and Technology Development of the University of Danang under grant number B2019-DN03-37; The University of Danang - University of Science and Education.
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