The influence of the school in the decision to participate in learning post‐16

The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in schools. It also further enhances the modelling of pupil decision making in education and training markets, and in labour markets. The research is based on a series of qualitative interviews in 24 schools across nine local education authorities. Focus groups were undertaken with young people in years 10, 11 and 12. Interviews were also conducted with head teachers, heads of year and heads of careers. A postal survey of parents was also undertaken. Four key school‐based factors were found to have a very strong influence in the choices and decisions of young people about their post‐16 education, training and career pathways. These were: whether the school had a sixth form or not; the characteristics of school leadership, ethos and values; the socio‐economic status (SES) of the schools' catchment; and the organisation and delivery of careers education and guidance at the school level. In the main, high SES schools see themselves as developing pupils for academic university careers, while low SES schools maintain a rather stronger commitment to vocational pathways. The academic ethos of schools offers a very powerful influence on post‐16 choices and decisions of pupils. The usual interventions put in place to influence choices and decisions appear to have greater impact in schools with a less robust academic vision.     

Improving the career decisions of deaf seniors in residential and day high schools.

Career development interventions can have positive effects on the career decisions that deaf seniors make before graduating from high school. Interviews with 189 seniors from 16 residential and day high schools revealed their career decisions and their experiences with career development activities. School staff evaluated the seniors' career decisions, career decision-making skills, and probable post-high school placements. The results indicated that seniors who had vocational training were more knowledgeable about their vocational aptitudes than were seniors who had no vocational training. Seniors with vocational training were also more likely to have considered other careers prior to making career decisions. Seniors who had received career counseling were more knowledgeable than those who had not about the skills needed to enter their chosen careers and were more interested in their career choices. More importantly, the amount of interest in one's career choice was determined to be related to ratings of motivation, readiness, and prospects for completing the postsecondary placement. The implications of these results are discussed below for professionals in education and rehabilitation.     

基于毕业生跟踪调查的中职学校人才培养环境研究

以2009年上海市部分中等职业学校毕业生为样本调查发现,中等职业学校毕业生就业质量总体上有了很大提高,但仍存在很多问题,如毕业生职业发展能力不强,达不到企业用人标准,毕业生薪酬水平不高,造成学生就业不稳定,部分企业没有为毕业生创造良好发展环境,社会仍然对中职毕业生存在歧视。针对如上问题,政府应在技能人才待遇、职业教育发展和人才培养方面加强制度建设;用人单位和社会应加强对中等职业教育的认识;中职学校自身应加强学生的职业指导,培养学生的可持续发展能力。     

职业性向理论研究对职业教育的现实意义

从职业的内涵与性向的理解出发,简述了国内外的职业性向理论研究状况,着重从四个方面探讨了职业性向理论研究有助学生的职业选择与规划,学校课程设置的针对性,学生职业能力的培养和学校开展就业指导工作方面的现实意义。     

培养高职学生职业规划素养的思考

职业规划是一个与＂职场成功＂密切相关的话题,是人生不可忽视的重要战略。高职学生的职业规划要从树立职业理想,提高职业素质,正确选择职业着手,更要加强职业适应期内职业岗位、企业文化、人际关系、职业挫折的指导。     

完善中等职业学校就业指导工作的思考

随着我国中等职业教育规模的不断扩大,中职毕业生的就业矛盾日益显露,如何加强中等职业学校就业指导工作成为各校探讨的热点问题。本文就当前中等职业学校就业指导工作存在的问题入手,探讨了完善中等职业学校就业指导工作的办法,并针对就业指导工作的实施过程中应注意的问题提出了处理好几个关系的建议。     

The development of strong career learning environments: the project ‘Career Orientation and Guidance’ in Dutch vocational education

Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students.     

高校师范类毕业生择业观教育浅析

高等学校毕业生就业制度的新旧交替使得大学毕业生的思想意识和择业观念发生了前扎未有的变化，当前大中专毕业生就业的形势日益严峻，如何对高校师范类毕业生进行正确的择业观教育，使他们尽快适应新的就业方式具有重要的现实意义。     

The Influence of a Career Pathways Model and Career Counseling on Students' Career and Academic Self-Efficacy

This qualitative study examines the effects of career pathways programming and targeted career counseling services on 71 high school seniors across seven schools engaged in school reforms funded through South Carolina's Education and Economic Development Act (EEDA). EEDA is a statewide, multipronged effort to improve academic achievement, graduation rates, and students' chances at success in both careers and college. One component of EEDA is the requirement that all students complete an individual graduation plan, and in order to build capacity to execute this new requirement, additional counselors and/or counselor aides were added to every high school in the state. We found that the combination of a career pathways model along with targeted career counseling services enhanced students' sense of career and academic self-efficacy by increasing their motivation to complete school, willingness and interest to take more challenging courses, and sense of preparedness for college and work. We examine these themes through the social cognitive career theory's triadic model of causality (Bandura, 1997) connecting study findings with the central constructs of self-efficacy beliefs, outcome expectations, and personal goal development.     

Students’ perceptions of career conversations with their teachers

Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development, vocational schools in the Netherlands are implementing integral career guidance in which teachers receive a new task in guiding students in developing their own learning and career paths. A questionnaire was developed to investigate students’ perceptions of career guidance by teachers during career conversations, and data involving 28 teachers were collected from 579 students. The study identified four different teacher guidance profiles. Remarkable is that teachers spoke very little about career issues, and school issues were mostly on the agenda. The results indicate that teachers struggle with the transition towards becoming a career guide of students, and aspects influencing the transition into this new role need to be considered.     

中职生与企业员工的职业预期的对比分析——以汽车运用与维修专业为例

职业预期对中职学生职业能力的培养以及就业有着极为重要的作用,但这一核心理念并没有受到应有的重视。通过对中职学生与企业员工的问卷调查发现,两者的职业预期在学习进修、晋升空间与自我实现方面存在显著差异,且两者的职业预期所受到的影响因素上也同样存在显著性差异。由此可见,学校、企业和社会要更加关注中职生的职业预期,这样他们才会形成正确的人生观、价值观与择业观。     

中职生的升学选择及影响因素研究——基于全国10660名中职生的调查

基于中等职业教育基础性转向的政策背景,通过对全国10660位中职生的问卷调查,研究了影响我国中职生升学的若干因素。研究发现：中职生具有很高的升学意愿,且以本科为主要期望学历;毕业班和学习自我效能感强的中职生更可能选择升学;学生干部身份和学校生涯教育质量会影响中职生升学意愿;家庭对中职生升学与否的影响主要体现在经济、文化和社会资本,但影响方式和程度与普高生存在差异;对省域中职升学政策的了解和认同会促进学生升学,而对就业市场和本科招生政策的了解和认同会削弱中职生升学意愿。基于此,未来应从职教本科办学规模、高等职业教育招考机制、央地项目设置、公共财政兜底、生涯教育和升学指导等方面优化中职升学环境。     

School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools

In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted.     

Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England

This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.     

疫情期间中职学校在线教学实证研究——以芜湖市某中等职校公共管理类专业为例

为了解疫情期间中职公共管理类专业师生的在线教学现状,以芜湖市某中等职校公共管理类专业的112名学生为调查样本,采用了自编问卷"中职公共管理类专业学生在线学习体验效果调查问卷",用SPSS 25.0进行统计分析.结果发现,中职公共管理类专业学生在线学习体验效果总体高于中等水平,可以分为自我发展感知、自我互动感知、教师指导...     

中高职土建类专业对接情况概述及对接模式思考——基于福建13所中高职院校实证调研

中高职对接是一项新的课题,结合对福建省13所中高职土建类专业学校的调查研究,对中高职土建类对接模式进行探讨,认为可以采取学校核心文化对接、学生职业生涯规划对接、教学过程对接、师资力量对接和实训基地对接等模式,以更好促进中高职土建类专业的有效对接。     

职技高师师范生职业倾向性实证研究

采用问卷调查法,对465名职技高师在校师范生进行调查分析.结果发现：职技高师师范生的教师职业倾向性整体上是较为积极的,但是比较其对去普通学校和职业学校任教的倾向性不难发现,他们去职校从教的意愿较低,需要国家、学校及学生自身多方努力,培养其对职业教育的积极向往,彰显其职技高师特色.     

河南省中等职业学校学生课程满意度的调查研究

对河南省郑州、新乡、濮阳12所中等职业学校1133名学生课程满意度的调查结果显示：在课程设置方面,学生对文化基础课教师和专业课教师的讲课、专业课程的设置以及实训实习的效果等比较满意;对在校学习和生活、总的课程门数与安排、基础文化课课程的设置等方面基本满意;对课程内容难度、职业指导课与素质类课程的设置、课程安排的时间问题、教师管理班级的能力等方面不满意。针对调查结果,应该合理设置中等职业学校的课程;加强中等职业学校的师资队伍建设;积极探索适宜的职业学校教学模式;大力支持中等职业学校的基本建设;努力提高义务教育阶段的教学质量。     

中职生职业成熟度的特点研究

为探讨中职生职业成熟度的特点及趋势,采用中学生职业成熟度问卷对江西省一所中等职业技术学校的学生进行调查。结果显示中职生职业成熟度,已经形成了稳定的职业倾向,但职业知识不足;中职生在职业态度上存在性别差异,女生功利性大于男生但主动性低于男生;中职生在职业态度上存在年级差异,二年级学生在功利性上低于一年级学生,但在稳定性和主动性上高于一年级学生;中职生职业态度上是否有打工经历存在影响,有打工经历的学生独立性和主动性更高;中职生在职业态度上存在专业差异,机械加工类专业学生在独立性和功利性上不如非机械加工类专业学生但在主动性上好于非机械加工类专业学生。总体来说,中职生职业态度在性别、年级、有无打工经历和专业上均存在一定的差异。     

欠发达地区中职学生职业生涯规划指导初探

我国由于历史的原因,人们对职业生涯规划的认识还非常有限,欠发达地区中职学校的职业生涯规划指导工作还未起步。而在欠发达地区由于本地经济不发达的原因,绝大部分中职学生就业于我国东南沿海地区,直接成为第三代"农民工",他们在学校学习的动力不足,辍学现象严重。而一般中职学校重就业安置,轻就业指导,较少关注学生的可持续发展,缺乏对学生职业生涯规划的认识和指导。基于这样的背景,从学校教育的角度,在对湖南怀化市中职学校的职业生涯规划指导进行调查研究,主张从转变观念入手,开发校本教材,加强专业化建设,从分利用现代化的手段加强欠发达地区中职学生职业生涯规划的指导工作。