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Popykin Ivan Anikeevich. Pedagogical conditions for increasing the effectiveness of career guidance work with students of urban secondary schools: IL RSL OD 61:85-13/1058

Introduction

Chapter I. ORGANIZATIONAL AND PEDAGOGICAL FOUNDATIONS OF CAREER GUIDANCE FOR STUDENTS

1.1. System-structural approach to the problem of career guidance for schoolchildren..... 17

1.2. District career guidance center for students getting younger 37

1.3. School council for career guidance of students. . 63

Chapter P. PEDAGOGICAL CONDITIONS FOR INCREASING THE EFFECTIVENESS OF CAREER GUIDANCE WORK

2.1. Conditions for increasing the effectiveness of career guidance work of teachers in the process of studying the fundamentals of science 84

2.2. Extracurricular career guidance work of teachers and class teachers 111

2.3. Joint activities of the school, family, vocational school and basic enterprise for training students

to choosing a profession 145

CONCLUSION 157

BIBLIOGRAPHY 170

APPENDIX I 193

APPENDIX 2 202

APPENDIX 3 207

APPENDIX 4 211

APPENDIX 5 213

APPENDIX 6

Introduction to the work

Career guidance is a system of targeted activities in the work of schools, government agencies and enterprises, families and the public to prepare young people for a conscious choice of profession, taking into account both the needs of society and the personal interests and abilities of each young citizen. The problems of career guidance are given much attention in Marxist-Leninist theory. Even seventeen-year-old K. Marx noted that “a delusion regarding our abilities for a certain profession, which we have subjected to detailed examination, is a mistake that takes revenge on itself, and even if it does not meet with censure from the outside world, it causes us more terrible torment than those that are able to evoke the outside world" (2, p. 3).

The classics of Marxism-Leninism showed that in bourgeois society young people are deprived of a free choice of profession. In a socialist society, this problem is solved in the interests of society and the individual. її.К. Krupskaya wrote: “The choice of profession is of enormous importance. It is necessary for a person to draw joy from work, and not feel disgust for it. Only when he likes the profession, when a person has an interest in the work that he does, when he is in love, as they say, into his work - only then can he draw joy from his work, only then can he maximize the intensity of his work without overwork, only then can he give something valuable in his field of work... Only correctly organized work can make work joyful choice of profession. And all school work should be organized in such a way as to help the child choose a profession.... The school’s extensive social and labor work unleashes the child’s strength, helping him “to know himself,” to realize his inclinations, his interests.”

Human development occurs in the process of activity. Next Consequently, the main means of career guidance for schoolchildren are also types of activities that are in one way or another connected with their future professions. There were types of such activities at one time. identified and tested by outstanding Soviet teachers: S.T. Shatsky, A.S* Makarenko, V,A# Sukhomlinsky and others"

Based on the Marxist-Leninist methodology of career guidance and taking into account modern conditions of social development (the ever-increasing scale and pace of modern scientific and technological revolution, the complication of social production, changes in the content, nature and conditions of work, the emergence of new requirements for direct participants in production, for their general educational and professional qualification level, the severity of the problem of labor resources, etc.), starting from the 20th Party Congress, the CPSU has constantly drawn attention to the problem of labor education and career guidance for students. Thus, at recent congresses, in particular at the XXV Congress of the CPSU and in the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR adopted in 1977 “On further improvement of training, education of students in secondary schools and preparing them for work”, it was noted that the organization of labor training, education and The professional guidance of students does not meet the increased requirements of social production and scientific and technological progress. Many school graduates enter life without proper labor training, do not have a sufficient understanding of the main mass professions and experience difficulties in transitioning to work in the national economy. By the time they graduate from secondary school, most young people do not have clearly expressed professional intentions, and

I) Krupskaya N.K. Op. t. 4, 1958, p. 106-108." when choosing a life path, he is guided by motives that do not fully correspond to personal capabilities and the needs of society. Schoolchildren have an incomplete and sometimes distorted idea of ​​modern production and professions, they know little about vocational schools where they can obtain the profession of a skilled worker* Poor awareness of professions leads to a random choice of specialty. Mistakes in choosing a profession ultimately lead to disappointment in the chosen profession, low productivity, frequent changes of place of work, and staff turnover.

When choosing a profession, school graduates often do not realize the extent to which their intentions can be realized. They are not introduced to the requirements that this profession places on the physical and mental characteristics of a person; they are not prepared to understand the characteristics of their personality and relate them to the requirements of the profession.

Measures were taken to improve the labor training and vocational guidance of students: labor training and vocational guidance of students began to be carried out taking into account the use of enterprises, collective farms and state farms close to the school; the participation of schoolchildren in socially useful work has expanded, depending on their age characteristics; In grades IX-X(XI), the time for labor training has been increased from two to four hours a week (within the limits of the curriculum); the use of training workshops of enterprises, local labor schools, student production teams and other labor associations of schoolchildren, BTU, school workshops, laboratories and classrooms has been improved for the purpose of labor training, education and career guidance of students; schools are reinforced with cadres of labor education teachers; the position of inspector for labor training, education and career guidance of students and other measures were introduced into the staff of regional, district (city) departments of public education.

The problems of labor training and career guidance for schoolchildren were further developed in the decisions of the 21st Congress of the KShS and subsequent Plenums of the CPSU Central Committee. The June (1983) Plenum of the Central Committee of the KShS pointed out the need to raise the work of the school to a new, qualitatively higher level. Its goal is to train and educate young people with maximum regard for the social conditions in which they will live and work. In the materials of the June (1983) Plenum of the Central Committee of the KShS it is noted: "... A good means of education is the combination of education with production work. We must firmly pursue a policy of instilling in the student the habit and love of useful work. This can be physical or mental , but necessarily real work - productive, necessary for society. Labor also contributes to physical development" (33, p. 18).

The main ways to solve these problems are described in detail in the “Main Directions for the Reform of General Education and Vocational Schools.” This document states: “... Correctly delivered labor education, training and vocational guidance, direct participation of schoolchildren in socially useful, productive work are indispensable factors in the development of a conscious attitude to learning, civic formation, moral and intellectual formation of the individual, and physical development.”

Vocational guidance is a complex problem. Its sociological, socio-economic, medical-biological, psychological and pedagogical aspects have been widely covered in scientific and methodological literature in recent years.

The general scientific and methodological foundations of career guidance have been developed in great detail. Thus, problems associated with social conditions -~" I) Materials of the first session of the Supreme Soviet of the USSR of the eleventh convocation (April 11-12, 1984). - M.: Publishing House of Political Literature, 1984, p. 61. difficulty in choosing certain professions , the dynamics of their preetik, the movement of labor resources, the study of professional interests and intentions of young people, are analyzed in the works of: I.N. Nazimova, M.Kh. Titma, V.їi. .M., Gurevich, N.D. Kartseva, їїD. Perchenko. Issues of psychological and pedagogical vocational counseling of students, typology of professions, education of interests, inclinations, and abilities of the individual are covered in the works of E.A. .K. Platonov. In the works of P.R. Atutova, S.Ya. Batyshev, A.A. Makhmutov, V.A. Polyakov, the problems of combining general education with professional ones. Research by A.E. Golomshtok, L.A. Yovaisha, V.F. Sakharov Chistyakov gave a more complete understanding of the educational concept of career guidance, its elements such as vocational education, vocational consultation, vocational selection and vocational adaptation.

The assimilation of the wealth of social experience by schoolchildren depends on the opportunities that we provide them, as well as on their own abilities and activity. It occurs selectively, on the basis of previously developed positions and interests. Therefore, it is important to work to educate each student to be active in their own development, and to take into account the features of this process. The active, active essence of personality was repeatedly pointed out by the classics of Marxism-Leninism. IN AND. Lenin wrote that the environment is a material, an object of spiritual activity, and the personality not only depends on social relations, but also creates them (6, p. 423). It reaches the required level of development when its activities and behavior meet the interests of social development.

A truly scientific study of social processes presupposes a Marxist-Leninist interpretation of the problem “personality - society”.

The socio-pedagogical problem - a combination of personal and socially significant motives for choosing a profession by students - is disclosed in detail by Soviet scientists: Likhachev B.T., Platonov K.K., Penkrat L.V., Smirnov G.L., Olshansky V.B., Ru Slivova A.A., Ovchinnikov V.F., VDurachkovsky N.I., Pisarev T.V., Kovalev A.G., Sharov Yu.V., Ravkinnm Z.Y. and others.

The developed aspects of career guidance represent a general scientific basis on the basis of which all career guidance processes are carried out, regardless of the type of labor (mental or physical). They are a necessary prerequisite for further deepening and development of the theory and methodology of professional guidance.

However, despite such a quantity of work, much remains controversial and unresolved.

A*A, Weissburg in article -1, notes: “The existing theory and methodology of vocational guidance need to be radically improved, in the development, within the framework of the general theory of career guidance, of such independent theories and methods that would take into account the specifics of orientation to professions of physical and mental labor and correspond current social tasks... It is also noted here: orientation towards blue-collar professions must be accompanied by special, targeted work to increase their assessment, popularity, and social significance in public opinion; orientation towards the vast majority of blue-collar professions;

I) Orientation of schoolchildren towards working professions in the context of universal secondary education. Journal "Soviet Pedagogy", No. 2, 1983, p. 38-39. requires combining the efforts of the school, educational institutions and production; - an important direction in preparing students for a conscious choice of profession is their focus on entering secondary vocational schools and technical colleges, but the mass consciousness lives by old ideas, which are not so easy to change. Consequently, the orientation of schoolchildren towards working professions requires not only special preparation of their individual self-awareness, but also involves a simultaneous complex impact on mass consciousness."

These provisions constitute the features of the process of orientation of schoolchildren to working professions in the conditions of universal secondary education. In particular, the organizational and pedagogical conditions of career guidance work in school and the ways of their creation, the didactic foundations of career guidance work of teachers in the learning process, in extracurricular and extracurricular work are poorly developed.

Many studies do not answer the question of how to guide school youth living in an industrial zone towards working professions, what are the forms of interaction between schools and large enterprises in a modern city.

Scientific recommendations contained in dissertations, monographs and textbooks poorly reach practical workers in public education. Regional teacher training institutes do not do enough work to summarize and implement the best experience of the best teachers in district and city schools. Currently, career guidance for students is provided by: vocational schools, enterprises, universities, technical schools, schools, families and other educational institutions. And everyone has their own approach to the practical solution of this problem, a different understanding of the social need for professions. Departmental disunity between them often creates artificial barriers, reduces work efficiency, and there are no uniform forms and methods of working with schoolchildren. Moreover, each educational institution has its own specific potential capabilities, but they are not sufficiently used in practice. There is no specific relationship and joint career guidance work between production teams and secondary schools.

An analysis of the state of career guidance for schoolchildren shows disunity and duplication of work by various organizations; overloading educational institutions with work unusual for them; low methodological level of career guidance activities; overload of students due to the abundance of all kinds of career guidance activities, and as a result, their disorientation.

Unfortunately, there are still few published methodological developments that determine the content and continuity of all levels of career guidance in the primary, middle and senior classes of secondary schools. Career guidance is often carried out by random people who work at an “amateur level” and reduce their work mainly to vocational propaganda.

Having studied the experience of schools, districts, many cities, regions and republics of the country, the following conclusions can be drawn:

1. At present, a clear regional and school system of career guidance has not yet developed. Its organizational and pedagogical foundations have not been developed. Serious difficulties arise due to the lack of specially trained personnel. There is no staffing unit in a school, district, or city that would take upon itself the coordination and management of the career guidance system as a whole. And if there are any successes in individual cases, they are based on the enthusiasm of individual teachers, public education workers, enterprise managers,

2. Practical workers - teachers, class teachers, organizers of extracurricular and extracurricular activities and others are in dire need of good organizational and methodological recommendations for _ .. -p.- .. . .. . ..improving the forms and methods of career guidance work, more effective use of extracurricular and extracurricular forms, inclusion of students in work activities, technical creativity, etc.

Pedagogical practice and research prove that career guidance work in the process of teaching and upbringing requires clear guidance from the administration of the school, district, and city, that the efforts of one teacher or educator in career guidance are insignificant, therefore career guidance work in schools is often of a formal nature.

Despite the large number of dissertations on the study of students’ professional intentions, nevertheless, this problem remains an important one for secondary schools.

There is a discrepancy between the relatively high level of general educational training of young people and certain types of work, characterized by a certain poverty of functional and intellectual content, monotony, requiring great physical effort, and therefore young people with secondary education often do not want to engage in such types of work, although production needs workers. This is explained by the fact that the content of the vast majority of lessons, subject clubs, electives, and extracurricular activities is closely related to intellectual activity and is aimed primarily at developing the intellectual strength of students. To foster interest in mass working professions, other forms of manifestation of labor activity are needed. Here it is not enough to be aware of one’s interests, inclinations, abilities, and social position; one also needs to be aware of one’s duty to society.

In conditions of developed socialism, the functions of career guidance are steadily expanding. It acts not only as a means of introducing a person to a certain type of work activity, but also as the most important factor in his comprehensive development.

The unsolved nature of the above problems determined the choice of the topic of our research. Its purpose: to scientifically substantiate and develop a manageable and controllable system of career guidance work for the teaching staff of secondary schools and public education authorities.

When studying this problem, the object and subject of the study were determined, a working hypothesis and research objectives were formulated.

The process of career guidance for students in urban secondary schools was chosen as the object of the study.

The subject of the research is the organizational and pedagogical conditions that ensure the effectiveness of career guidance work with students in urban secondary schools and rational ways of creating them.

In our study, we proceeded from the assumption that increasing the effectiveness of career guidance work in an urban secondary school can be significantly increased under the following conditions: a) the use of new organizational and pedagogical forms of managing career guidance work on a district and school scale; b) optimization of career guidance work for subject teachers and class teachers; c) coordination and management of joint activities of the school, family, vocational school, base enterprise and the public to prepare students for choosing a profession.

The system of career guidance work should be understood as: - familiarizing students of all classes with professions and specialties of the national economy, science and culture in a form accessible to - ІЗ - each age group in the learning process, extracurricular and extracurricular work; creating conditions for students to demonstrate their inclinations, abilities, talents, purposeful cultivation of professional interests, professional self-determination, in compliance with the principle of succession; relationship with polytechnic, labor training, ideological, political, patriotic, moral, physical and aesthetic education.

This system of career guidance work is implemented through the joint efforts of the school, family, industry and the public, united by the school council and the district career guidance center.

Based on the above assumption, we have set the main objectives of the study: to provide an analysis of the current state of career guidance for students in theory and practice; develop organizational and pedagogical foundations for career guidance work with students at the school and district level; develop pedagogical conditions that ensure optimal effectiveness of career guidance work in school for teachers and class teachers; develop the content, forms and methods of joint activities of the school, family, vocational school and basic enterprise for career guidance of students; - check the effectiveness of the developed recommendations. The methodological basis of the work was the Marxist-Leninist doctrine of polytechnic, labor training and education. The author was guided by the resolution of the CPSU Central Committee and the Soviet government on school and public education, and the materials of the 21st Congress of the CPSU. The theoretical basis of scientific research was the study of the works of Soviet teachers devoted to the problems of labor education, polytechnic education, and career guidance work in schools.

During the study, the following were chosen as the main methods for solving the intended problems:

I. System analysis method,

2* Analysis of pedagogical, psychological and methodological literature, study of dissertation research.

Studying the experience of advanced schools and teachers, leaders of M7PK, out-of-school institutions in the city of Kharkov.

Conducting targeted pedagogical observations: individual conversations with students, teachers, classroom teachers, parents, heads of schools and out-of-school institutions; attending classes, electives, clubs, pioneer gatherings and other extracurricular activities with career guidance content.

Questionnaires, interviews with students, subject teachers, class teachers, principals of secondary schools, directors of the municipal school, district staff, parents and other leaders of out-of-school institutions.

Analysis and generalization of the experience of twenty years of teaching work of the dissertation candidate in secondary schools,

Experimental work in schools together with the district of the city of Kharkov and testing the practical value of the results obtained.

A distinctive feature of the undertaken research is the use of a complex of sociological, psychological and pedagogical methods to obtain data that allows for both quantitative and qualitative analysis of the phenomena being studied.

The research was carried out in three stages: I) selection of materials and their analysis - 1977 - 1980; 2) experimental work - 1981 - 1982; 3) generalization of data obtained - 1982 -1983.

The scientific novelty of this study lies in the systemic-structural and integrated approach to solving the problem of career guidance work with students in urban secondary schools, the identification and justification of such not yet studied pedagogical conditions that contribute to increasing the effectiveness of career guidance work with students. This creation of a regional career guidance center makes students younger; management by the school council of the career guidance system for students; identifying ways to improve the career guidance of teachers and class teachers, families and the public, and their joint activities.

The practical significance of the study lies in the development of an optimal organizational and pedagogical system for managing and monitoring the career guidance of students. Its implementation in the conditions of a city general education school leads to the shortest path to the most high-quality solution to the problems of radically improving the career guidance of schoolchildren, provided for in the “Main Directions of Reform of General Education and Vocational Schools”, to prepare students for a conscious choice of profession. The pedagogical recommendations we have developed indicate specific ways to increase the effectiveness of career guidance work in the educational process, in extracurricular and extracurricular activities.

Currently, our recommendations have been implemented in the practice of schools and non-school institutions in the city of Kharkov. They can benefit managers of production facilities, municipal housing districts, districts, municipalities, and oblons. We have determined the optimal relationship between school, family, vocational schools and production teams in the implementation of career guidance work among students.

The results of the study were reported and discussed at regional seminars in the city of Kharkov, Republican seminars at the KSPI named after. A.M. Gorky, meetings of the Department of Methods of Physics of the KGISH named after. A.M. Gorky, at meetings of the Department of Labor Training and Drawing of the KIM named after. A.M. Gorky, at meetings of the Department of Pedagogy of the KGISH named after. A.M. Gorky, at the Republican seminar (Slavyanok, 1979), at the reporting scientific conference of the Scientific Research Institute of Pedagogy of the Ukrainian SSR (Kiev, January 5-6, 1983).

The following main provisions are submitted for defense: organizational and pedagogical conditions for career guidance for secondary school students; system for organizing the management of career guidance work with students on a school and district scale.

The goals and objectives of the study determined the structure and content of the dissertation.

System-structural approach to the problem of career guidance for schoolchildren

School career guidance work is unthinkable without taking into account the impact of the social environment on the student. It must be organized in such a way that the subjective influence and the objective influence of the social environment complement each other in the process of forming the personality of a socialist society.

The social environment is a set of material conditions and social relations, and above all the main types of these relations - economic, social, political and ideological. In our time, this is the totality of social relations of mature socialism, enshrined in the Constitution of the USSR. They are the ones who define the socialist way of life.

The social relations of mature socialism appear as an objective reality that has a tremendous impact on the formation of the socialist type of personality. “... The essence of man,” wrote K. Marx, “is not an abstraction inherent in an individual. In its reality, it is the totality of all social relations”1.

From the perspective of Marxist-Leninist teaching, the determining role of the social environment in the upbringing of the younger generation consists in the labor training of students and in the impact of the socialist working lifestyle on the student’s personality.

A graduate of a general education school can be actively active only if, in the process of his education at school, a connection between study and socially useful work is carried out, skills and abilities are formed in the use of the tools of labor, the most popular I) Marx K., Engels F. Soch., vol. 3, p. 3. widespread in modern industrial production. A schoolchild can learn social experience and realize his own essence through fulfilling social roles in the process of work.

The social aspect of studying the problem of career guidance for students should take into account the peculiarities of interaction between the team and the individual. The main and determining thing here is the provision about the formative influence of the team on the individual. The educational and work teams act as educators of the schoolchild, who is involved in social activities primarily in the process of performing socially useful work. Taking this situation into account is especially important in the context of modern scientific, technical and social progress in our country, which is introducing fundamental changes in the nature of work.

However, the specific influence of the social environment on the personality of a high school student can be not only positive, but also negative. It is known that the subjective influence on the personality of a high school student is exerted not only by certified teachers, but also by the widest strata of the adult population: workers in production, science, culture, the service sector, and parents. The flow of various influences on the student is growing. This is a conversation overheard by chance, the behavior of parents, the praise of a teacher, a book read, heroic examples from life, from the history of a socialist state, and much more. The influence of the social environment on the personality of a high school student can be presented in the form of a complex structural and logical table (see Diagram 16 I).

District career guidance center for students getting younger

The “Main Directions for the Reform of General Education and Vocational Schools” notes:

“Improve the work on vocational guidance for students. Intensify the activities of interdepartmental councils, city and district commissions on career guidance for youth.

To create, as an experiment, career guidance centers in a number of urban and rural areas to organize work with schools, students and parents"1.

Currently, both research and practical work in the field of career guidance have significantly revived in our country. Economists and sociologists, psychologists and teachers, doctors and physiologists, etc. are studying various aspects of this complex problem. On the basis of scientific achievements, a certain system of career guidance for students has begun to take shape. Very valuable practical experience has also been accumulated in preparing students for a conscious choice of profession (in the Baltic republics, Belarus, Moscow, Leningrad, Kemerovo, Sverdlovsk, Khar I) Materials of the first session of the Supreme Soviet of the USSR of the eleventh convocation and in a number of other areas). Public education authorities, enterprises and institutions, collective farms and state farms, as well as the media - print, radio, television - began to pay much attention to issues of career guidance. The question “who and what to be” has become more often posed in works of literature and cinema.

Of significant interest are the activities of the Coordination Council for Career Guidance, created under the Leningrad City Committee of the CPSU, and the massive experience of the Kemerovo region in developing the work of bureaus, points, offices and corners of career guidance in production, at school, and at post-graduate teacher training institutes. Lithuania and Latvia have achieved great success on the path to creating a unified career guidance service. Management and coordination of all career guidance work here is carried out by interdepartmental district, city and republican councils. However, these are only the first successes.

From the book by E.K. Vasilyeva (chief editor) and others “School-vocational school-plant” (222) describes the experience of Leningraders on the problem of coordinating the efforts of various departments involved in preparing young people for work and choosing a profession. Describing the positive experience of the Latvian SSR S.її. Chistyakova in her book (220) notes that the career guidance system that has developed in each district of Riga is aimed at developing in schoolchildren socially significant motives for choosing a profession, independence in determining their vocation, and their inclusion in the active labor process. The regional council for vocational guidance of students and assistance in the employment of graduates of secondary schools is in charge of vocational guidance work. The composition of the council is approved at a meeting of the executive committee of the Leningrad District Council of People's Deputies.

Conditions for increasing the effectiveness of career guidance work of teachers in the process of studying the fundamentals of science

Career guidance work is an integral part of the educational process at school, including at school.

The main means of career guidance are lessons in all academic subjects, electives, special seminars and special workshops. During the lessons, schoolchildren develop an interest in knowledge, specific sciences, and the work activities of people and their professions. On this occasion, the Minister of Education of the USSR M.A. Prokofiev notes: “It is necessary to orient teachers of all subjects so that the topic of labor is the object of their constant attention. Each teacher, through his subject, reveals the necessity and greatness of labor, and contributes to labor education.”

Shevchenko P.I. in his dissertation, he quite rightly emphasizes: “The effectiveness of career guidance work increases when it is carried out in the process of purposeful educational activities, when a clear system of information is developed in each lesson about those professions that are needed by the city, region; drawing up calendar plans taking into account the environment assists the teacher in this work.

The effectiveness of professional information in the process of studying the fundamentals of science increases when teachers are well acquainted with the needs for personnel, know professiograms and form a professional orientation in students, based on the production environment, use more progressive Foresh

I) Prokofiev A.A. Prepare for execution and trz. Agitator, 1978, JS 6, p. 38-42. - 85 methods. Career guidance work should organically fit into the process of teaching subjects, be carried out on a broad polytechnic BASIS AND LABOR EDUCATION, CONNECTION OF TRAINING WITH EIZ new, with practice, the formation of students’ readiness to choose a working profession, taking into account the needs of a specific economic region.”

Yu.P. Averichev, summarizing the best experience of the country’s secondary schools, notes: “The formation of students’ readiness for a conscious and independent choice of profession is carried out in the process of studying the fundamentals of science... The role of subjects of the natural and mathematical cycle in career guidance is, first of all, in the formation of students’ knowledge about scientific foundations of modern production, in expanding their polytechnic horizons" (112, pp. 56-57).

An analysis of the literature and scientific research on this topic allows us to draw the following conclusions: the organization of career guidance in secondary schools is revealed without identifying the root causes of its weaknesses; the depth of the potential of educational subjects to increase the effectiveness of career guidance in secondary schools is not shown; the main forms and methods of career guidance activities of subject teachers in the educational process have not been determined; Subject connections in teaching the fundamentals of science are poorly reflected; there is no system of career guidance in the educational process.

Subject teachers have an urgent need for methodological recommendations on determining the volume, content, methods and techniques of including career guidance material in the lesson. This is necessary to coordinate the career guidance work of all teachers and bring it into a certain system.

The problem of criteria for assessing the effectiveness of career guidance work has been developed for a long time (Vershinin, 1990; Klimov, 1983; Pryazhnikova, Pryazhnikov, 2005, pp. 303-306, etc.). Unfortunately, the existing criteria are largely imperfect, and so far this is the most painful (unresolved) issue not only in career guidance, but also in all of practical psychology.

The unresolved problem of criteria leads to mutual misunderstanding between: vocational consultants and clients (schoolchildren and their parents), vocational consultants and the management of various educational institutions, vocational consultants and enterprise managers, vocational consultants and local authorities (responsible for personnel policy), as well as between the vocational consultants themselves, who adhere to different views on the essence of career guidance assistance...

The criteria themselves should answer the question: how successfully are the assigned tasks accomplished and the goals of career guidance achieved? Accordingly, the criteria are derived from clearly defined goals and objectives.

At the same time, it is the goals that are the most important condition for creating a system of career guidance work at the level of the country as a whole, regions, industries and specific psychological and pedagogical institutions (schools, psychological centers, vocational educational institutions), where career consultants can work (see Pryazhnikov, 2010, C .6-18).

Today is characterized by some fragmentation of the entire personnel policy in the country, and as a consequence, fragmentation of career guidance work with schoolchildren.

We believe that when developing new (and improving existing) criteria for assessing the effectiveness of career guidance work with schoolchildren, it is necessary to focus on the prospect of creating a truly systematic and comprehensive personnel policy for the country. The performance criteria themselves must also be systematic and comprehensive. In this case, we can briefly outline main guidelines and requirements for the system of such criteria:

1.Correlation with the main objectives of the state personnel policy . Even if today they are not clearly formulated, career guidance specialists in their projects (concepts) can offer their vision of these goals.

2.Reliance on the principle of continuity of career guidance work, labor education and training . In particular, it is necessary to develop criteria specific to different levels of such work:

1) on preschool labor education;

2) for school career guidance (at the same time, distinguish between criteria for primary and secondary schools, for high school students and school graduates);

3) on professional training itself, where we also distinguish between different levels of professional education: colleges and universities, different levels of university training (bachelor's and master's degrees), as well as separate criteria for promoting the employment of graduates;

4) career guidance assistance for working specialists (within the framework of personnel policies of organizations - through personnel management);

5) for the unemployed population and the unemployed (through the system of employment services);

6) to manage migration processes (including both external and internal migration);

6) for pensioners who are able to work

The identification of different levels of career guidance work should be based on the idea of ​​human resource management, which will make it possible to better understand the specifics of school career guidance. For example, the unsolved nature of some problems at previous levels forces the expansion of tasks at a higher level, and vice versa. Considering that there is no real career guidance work being done at many levels, it can be assumed that school career guidance should take on more tasks at the initial stages of creating a general system, but as this system develops, some of the tasks should be transferred to other levels. At the same time, school-specific tasks should be clarified and deepened (become more complex).

3.Implement principle of consistency , which involves the participation of all social institutions in career guidance work with schoolchildren: schools, families, vocational educational institutions, organizations and enterprises, medical institutions, mass media (media), psychological centers (state and non-state), employment services, law enforcement agencies, public organizations etc. This involves clarifying specific tasks for each social institution and developing appropriate criteria for their effectiveness, focused on a common goal.

4. The principle of complexity, which involves work in the main areas: professional information, professional diagnostics, moral and emotional support for self-determining schoolchildren, assistance in specific professional choices and assistance in planning future life prospects. Accordingly, performance criteria should also be highlighted for each area. Since this principle is closer to solving specific practical problems of career guidance, we will highlight approximate parameters for assessing the effectiveness of work in each of the areas:

1) Professional information work:

Completeness of ideas about the world of professions (based on systemic knowledge and the ability to group professions according to various criteria);

Accurate knowledge of professions (especially the most popular and in demand);

Knowledge of the situation on the labor market;

Willingness to predict the development of the labor market (and the needs for certain professions);

Knowledge of educational institutions for the training of certain specialties;

Knowledge of the specifics of admission to universities and colleges;

An idea of ​​places of employment after acquiring specific professions and graduating from specific educational institutions;

Knowledge of ways to prepare for a profession;

Knowledge of the main external and internal obstacles on the way to professional goals;

Knowledge of the main mistakes made when choosing a profession and planning the prospects for one’s development, etc.

2.Professional diagnostics:

An idea of ​​your intentions, values ​​and meanings;

An idea of ​​long-term, short-term and immediate professional and life goals (the ability to correlate these goals and make them complementary)

An idea of ​​your capabilities and shortcomings (personal characteristics, character traits and temperament, psychophysiological and motor characteristics, etc.);

The idea of ​​your readiness to use opportunities (advantages) and overcome disadvantages;

An idea of ​​your life and career situation – a “situation of self-determination” (according to E.A. Klimov), i.e. how much does it make it easier or more difficult to achieve professional goals);

An idea of ​​ways to take advantage of your situation of self-determination and ways to overcome the limitations of this situation.

3) Moral and emotional support:

An optimistic view of your future (based on faith in your readiness to overcome any obstacles on the way to your goal);

Willingness to self-control in difficult situations of professional, life and personal self-determination (the ability not to lose heart, to control oneself, to concentrate on the main thing);

The ability to learn from your own and others’ mistakes (a wise attitude towards mistakes and failures); to make certain (reasonable) compromises when you are “forced” to do something completely different from what you dreamed of (for example, preparing for stupid exams or following ridiculous rules and conventions in your native educational institution, etc.) - and all this for the sake of achieving the main goal;

The ability to help your friends, family and loved ones (according to the principle, “when you help someone, you worry less about your own problems”);

The moral validity of elections, i.e. confidence in the ethical legitimacy of one’s intentions (note that doubts in this case can demoralize a self-determining individual);

Possession of self-regulation techniques in difficult situations (practical self-control);

The ability to identify life and career priorities for a given moment and given development situation;

Knowledge of specialists (or psychological centers) where you can turn for moral and emotional support, etc.

4) Help in making decisions and specific choices:

Knowledge of techniques for making informed choices;

Taking into account the main factors of choice;

Correspondence between goals and means (opportunities), i.e. realistic choice;

The ability to justify and defend the legitimacy of one’s choices;

Willingness to exert volition in the event of choosing equivalent alternatives;

Ethical legitimacy of choice (compliance with moral standards, law and own moral ideas of a self-determining teenager and his immediate environment).

5) Assistance in planning your development prospects:

Logical continuity of actions to achieve goals;

Ability to break down goals into simpler and more understandable tasks (career steps);

Ability to identify alternative plans;

Ability to identify the most optimal plan options (from a set of alternatives);

The ability to combine professional, life and personal goals in your plans (strive to minimize contradictions between them);

The ability to independently realize one’s intentions (especially to take the first, most difficult independent steps), etc.

From the above examples it is clear that some criteria for different areas of work may coincide, which indicates that all work is interconnected and areas are highlighted only for the convenience of analysis, self-analysis, i.e. for assessment and self-assessment. Unfortunately, even the selected parameters are quite numerous and it is unlikely that you will be able to use all of them. In this case, you can select the most important (“working”) parameters and focus on them.

It is clear that for the real use of these parameters it is also necessary to highlight for each of them: 1) a system of indicators (through which these parameters are manifested); 2) describe these indicators by levels of manifestation (i.e., highlight indicators for each level so that you can determine what level of development a given student is at) and 3) develop the assessment procedures themselves (through questionnaires, tests, assignments, observation data and conversations, through student self-reports, etc.). Some of these procedures are described in the second part of this manual, but many remain to be developed. It was also noted that it is better to use these procedures not only as a “purely” diagnostic tool, but as real methods of psychological and pedagogical influence on students. In this case, diagnostics (and assessment of work efficiency) should ideally be carried out in the formative experiment mode.

5. The principle of interaction between psychologists and teachers with clients and customers, involving their activation and aimed at developing clients’ readiness for self-determination. Here you can also develop special criteria and indicators of such activity (both clients and professional consultants), as well as levels of readiness for interaction.

6.The principle of simplicity and accessibility methods of career guidance work, which allows organizing real interaction between career consultants and clients. This principle allows you to optimize work and organize more effective interaction based on “feedback” with the client, as well as discussions and disputes on the most important positions, when all participants in the interaction understand what is happening and they have the opportunity to express their opinions and assessments on an equal basis . Accordingly, it would be possible to develop criteria and indicators for assessing the “usability” of career guidance methods and programs.

7.The principle of individual approach and joint creativity with clients, suggesting the possibility of identifying new criteria with clients that take into account the individual characteristics of clients - within reasonable limits.

8. The principle of ethical validity of criteria, i.e. the correlation of the assistance provided with legal and moral norms, as well as the correlation with the ideas about the “worthy” choices of the client and the professional consultant.

9. The principle of complementarity different performance evaluation systems, for example:

1) a reasonable combination of quantitative criteria, reflecting changes (improvements) in the client’s mental characteristics, his behavior and achievements, which can be measured mathematically, and qualitative criteria, reflecting changes in the client’s consciousness and his readiness to independently solve career guidance problems that cannot be measured mathematically, but which can be described verbally;

2) a combination of operational criteria that allow for assessment directly in the course of work and long-term criteria that are forward-looking and assume success in the foreseeable future;

3) a reasonable combination of paid and free forms of career guidance assistance. At the same time, the need for paid forms of assistance is associated with the insufficient level of development of career guidance as an important element of state personnel policy, and accordingly, as this policy develops (the authorities realize the need to invest in the development and distribution of the country’s labor resource), the importance of paid forms will decrease. But for now this is inevitable.

Speaking about the effectiveness of career guidance work and methods for assessing such effectiveness, one should remember that purely "economic" approach not always appropriate here. If in economics, efficiency is usually assessed as the optimization of various costs required to produce a unit of output, then in psychological and pedagogical professional consulting assistance, various options for “saving” funds will not allow this assistance to be provided efficiently. For example, you should not save time on career guidance work, because in one short consultation it is unlikely that you will be able to consider all the complex issues related to self-determination and life planning. Moreover, in all areas of psychological counseling and psychotherapy they work with the client on a long-term basis (multiple meetings over several weeks or months). Accordingly, when assessing the effectiveness of such time-extended work, it would be possible to do this in stages, highlighting the specific tasks of each stage and developing appropriate criteria and indicators that reflect the “progress” in the client’s career guidance preparation.

In addition, one can highlight official criteria required for reporting and career guidance work, and the criteria are real - for the professional consultant himself , which he could use for self-evaluation of his work and self-improvement. It is clear that a career consultant has the right to independently identify guidelines for his professional self-improvement, correlated with the general goals of career guidance, and has the right not to inform other people (management, colleagues, clients) about this until he himself considers it necessary to do so.

3.5. Promising ideas for the development of the “school-college-university” system

production"

The idea of ​​interaction between schools, vocational educational institutions (universities) and industry has an old history. One can recall the “labor school” (I.G. Pestalozzi, T. More, T. Campanella, C. Fourier, G. Kershensteiner, etc.), and the “polytechnic education” (Bekhterev V.M., N. K. Krupskaya, A.V. Lunacharsky, etc.), and about different options for industrial practice of students of the post-war period, and about the idea of ​​​​socially useful work for schoolchildren (D.I. Feldshtein, etc.), and about summer labor and recreation camps for schoolchildren, and about student construction brigades, and about the system of “patronage assistance” to schools from enterprises, and about the system of “higher educational institutions,” and about the system “school-university-enterprise” and much more.

Despite the undoubtedly positive experience of such interaction, it is possible to highlight both controversial and unsuccessful moments. If we evaluate the latest experience in organizing “school-university-enterprise” interaction and its failures, we should highlight the following: reasons complicating such interaction :

1. Low interest both on the part of school administrations and on the part of representatives of organizations (such as “they have enough to worry about”).

2. A difficult situation in the labor market, when many industries are actually either degrading or developing very poorly, and as a result, they have little interest in the influx of new workers, especially graduates of schools, colleges and universities (“they cannot provide their specialists with work ").

3. Almost complete elimination of power from strengthening such interaction. Although the authorities have the opportunity to create tax and other benefits to encourage those organizations that work closely with schools, colleges and universities.

4. Weak public opinion (including the psychological and pedagogical public?), unable to cultivate the idea of ​​such cooperation and encourage potential participants in interaction, as well as the authorities to improve the entire career guidance system.

5.Weak substantive continuity between different stages of development of the subject of labor and professional self-determination. For example, often educational programs do not connect meaningfully with subsequent studies at colleges and universities, when first-year students are joyfully told: “Forget everything you were taught at school!” (we know of such cases)... Or other examples, when in various “schools for young people...” organized at some universities for schoolchildren (and it’s good that they are organized, because this does not happen everywhere!) University teachers simply read such the same lectures as for students, because they just don’t know what else to tell school students about...

6. Weak readiness of many university teachers and employees of organizations to work with schoolchildren (during excursions, at open days, in the already mentioned “schools for young people ...", etc.).

7. Poor funding (and incentives) for this work, when employees of schools, universities and organizations have to spend their time and energy on this, but apart from stingy verbal gratitude (or monotonous certificates) they receive nothing. Although in any organization you can always find people who are happy to work with children and teenagers, even during working hours.

8. Weak material base for this kind of cooperation, because in addition to interesting conversations, schoolchildren sometimes just want to try to do something with their own hands... By the way, this is exactly the kind of positive experience we had in Soviet times. For example, we ourselves visited back in the late 60s gg. last century, the “School of Young Doctors” at the Rostov Medical Institute, when during practical classes we were even allowed to receive patients at the central city emergency room (with the exception of difficult cases when real traumatologists were involved)…

One can also recall the system of “professional tests” developed by Japanese professor S. Fukuyama (1989), when, for three years, high school students are required to become familiar with the main areas of Japanese production, practically working in special training workshops at specialized enterprises. As a result, by the time they graduate from school, Japanese graduates are well-oriented and usually make fairly informed choices. Perhaps this explains the phenomenon of the “Japanese miracle”, when everything was invested in creating a high-tech economy based, first of all, on competent career guidance and an education system. Unfortunately, now, in modern Russia, for many organizations and enterprises, organizing such work with schoolchildren and college students will seem like a “luxury”.

For our entrepreneurs and managers (even government organizations) it is much more important to purchase expensive personal cars (which can be purchased as a “written-off” car in a year for a much lower price), maintain entire armies of security guards and organize fabulously expensive “corporate drinking parties” (like, “for team unity”) and all that stuff...

If we fantasize a little and dream about “better times” (and they will undoubtedly come!!!), we can highlight the following main discussion ideas on improving the system of interaction between “school-college-university-organization” :

1.On the part of the authorities, it is important to create organizational conditions for such interaction, encouraging all potential participants to search for common interests. And the common interest should be determined by a common goal - the formation of worthy citizens of their country (see section 1.1). In addition to material conditions and incentives (preferential taxation, etc.), it is important to create a system of moral incentives aimed at raising the prestige and strengthening the reputation of interaction participants. For example, moral incentives include widespread notification of this in the media, special titles, status, and perhaps some additional rights (for example, the right to admit talented applicants according to one’s own rules, etc.).

2. Recognition of the fact that early giftedness in some schoolchildren may also manifest itself in relation to the study of such disciplines that should be mastered only at a university. In this regard, create conditions for the possibility of independent study of certain disciplines not provided for in the school curriculum and for schoolchildren to pass relevant exams. We fully admit that some enthusiastic high school students will be able to successfully compete in this even with students. And if the exams are successfully passed (and articles are written and successfully published on an issue that interests the student), then this will be an excellent incentive for him to enter the appropriate university. It is clear that such preparation for exams presupposes real cooperation between the school and the university. But for now we are talking about this more in terms of fantasy (designing a possible future), although some real examples of the implementation of this idea can be found both in our time and in history, when talented teenagers graduated from universities as external students... and some young men commanded regiments... and some schoolchildren made mathematical discoveries or wrote...

To increase general motivation (both schoolchildren, college students, students, and teachers), it would be possible to work on specific projects. It is desirable that this is not one grandiose project, but many small projects where the participants could not get away with a formal presence. Experience shows that it is by participating in joint activities and facing real difficulties that a person begins to understand that solving problems requires both knowledge and the ability to cooperate with each other. And for teachers, this is a great way to demonstrate the importance of knowledge when solving problems, and also a good experimental platform for improving their ability to convey their knowledge intelligibly to both students and schoolchildren.

3.Recognition of the fact that schoolchildren are quite capable of performing many professional functions no worse than adults . It is clear that the formation of a true professional requires education, experience, personal and civic maturity (developed responsibility). But not all adults (professionals) can boast that they fully possess good knowledge, experience, and civic maturity... We can give many examples when, to perform some work, home self-education or training from friends (according to the craft scheme) is enough preparation), naturally based on high passion and motivation. We have already mentioned our own example, when during the “courage” my peers (8th grade students) quickly mastered simple techniques for providing medical care to patients at the city emergency room in Rostov-on-Don. The therapists even allowed us (trainees of the School of Young Medicine) to conduct consultations until difficult cases appeared (opening fractures, overly nervous and excited patients, etc.). And we were also proud that we looked like real doctors and they even turned to us - “Doctor, help!”... It is noteworthy that the most enthusiastic of us was never able to enter the Rostov Medical Institute, although he tried to do it several times: damned exams in physics and chemistry (!). But, for sure, he could have become an excellent surgeon if the then system of selecting applicants had been more reasonable...

Other examples from the military. We have observed more than once how ordinary ordinary soldiers seriously advised their officers who graduated from a higher military-technical school on issues of complex repairs of military equipment. And all because the soldiers are from villages where they know this technique by heart from early childhood (note, without special education!). We can cite numerous examples from modern life when low-grade students demonstrate a willingness to work with modern computer technology and are often even invited (legally or illegally) to collaborate with computer companies...

We believe that schoolchildren should definitely be given the opportunity to demonstrate their capabilities not only in educational or leisure time, but also in real work, receiving appropriate remuneration for this. It is clear that it is necessary to limit such involvement of schoolchildren in work, because studying should be more important for them. We are talking only about finding a reasonable balance between work (on a voluntary basis) and study (on a mandatory basis)…

Here, too, the most effective form of cooperation could be joint projects to solve practical (production) problems (with the interaction of schools, colleges and enterprises).

3. The idea of ​​multi-level training of specialists is now causing great controversy. In fact, there were multiple levels before, for example, primary, secondary and higher education. Now many are racking their brains to understand the advantages and disadvantages of the bachelor-master system. We believe that many professions cannot be correlated with a certain level of education. For example, no matter how highly qualified a sixth-grade turner is, he always belongs to primary vocational education, even when engineers and graduate designers come to consult him (a typical situation at defense enterprises of the Soviet period). Nowadays there are more and more calls to introduce a “technical bachelor’s degree”, which would allow highly qualified workers to be classified at least at the bachelor’s level... We think that in many professions it is necessary to distinguish their levels of skill in such a way that a highly qualified hairdresser does not feel inferior in comparison with a highly qualified scientist or farmer It is clear that in reality there are absurd inconsistencies in the remuneration of different specialists, which makes it even more difficult to equalize the statuses of representatives of different professions with approximately the same level of skill. But there is something to think about...

4. The problem of multidisciplinary (universality, versatility, polytechnicity) of education, when a person increasingly moves away from “narrow specialization” and develops in different directions. Such development is beneficial for the economy and for specific organizations, since a versatile worker switches more easily to new tasks, it does not require large investments in his education, and therefore he is more profitable and effective (subject to his inclusion in the system of continuing education). But this is also beneficial for the employee himself, because it is known that professional personality destruction more often occurs in an employee as a result of his many years of monotonous work. Mastering different specialties (and obtaining the corresponding diplomas and certificates) expands employment opportunities. Moreover, a person has the opportunity to more seriously master those types of activities where there is high competition (artistic professions, the field of science and art, etc.). For example, a person works in his main profession, but in his spare time he does work that is more interesting to him, but as an amateur (not for money, but for the “soul”).

It seems to us that in the near future such expansion of professional horizons will even become in demand in modern industries. The explanation here is as follows. Modern man is becoming more and more technologically advanced. Modern information technologies have made many areas of activity accessible to him, i.e. modern man has become more educated and informed than the man who lived just a few decades ago (we will not discuss the problem of the value-semantic degradation of modern man here).

Such awareness and education often makes many activities that were previously considered difficult uninteresting for him. As a result, a modern person is often bored at work and degrades, unable to apply (realize) all his considerable potential. No wonder such terms as “office plankton” appeared, and some books have even more terrible names - for example, the book by the American author David Bolokhover “The Living Dead. The shocking truth about office life" (2006), which provides many examples of outright stupidity and stupid work, even despite the fact that people work on computers, in modern interiors, etc. Often, the “salvation” for such workers is squabbles, entertainment, empty conversations in smoking rooms, playing on the computer and traveling on Internet sites (according to Bolokhover, on average, up to 1.5 hours a week) - according to the principle “just not to become completely stupid.” !

In these conditions, it is possible to offer more worthy options for preserving (and self-preservation) the mental health and self-esteem of workers in the conditions of the increasing primitivization of their work (in relation to the increasing level of education and awareness of employees): 1) expansion of leisure activities, involving the same career guidance of the choice of the most suitable hobbies; 2) revision and optimization of work schedules in many organizations, when the freed-up time could be spent either on developing leisure time, or on performing work in other professions (if the employee has mastered them), or performing some work altogether at home (the modern Internet does all this more affordable and even desirable, because the organization spends less money on renting and equipping premises, paying for transport services for delivering employees, etc.).

Finally, the employee himself (if he has mastered different specialties) has the opportunity to change his type of activity over time or take a significant break from work, doing something else. Experience shows that especially in creative professions, this even increases labor efficiency. For example, a university teacher, who sometimes gets “stupefied” over time from lectures, seminars and exams, can go to work in his field in production or engage in scientific research, or even go to school. Having gained new impressions, he can return to teaching again with new strength and new motivation. Students will only benefit from this.

We repeat the main idea – the future belongs to versatile workers. Unfortunately, our second professional education is paid... At the same time, in developing organizations, advanced training and retraining of personnel are often carried out without fail and, naturally, at the expense of the organization itself, because human resource development is the most important condition for efficiency, which involves significant investments in personnel (hence the term “human capital”, meaning that these investments are the basis for the prosperity of the company). But in society, some very important people do not understand this: they probably studied poorly and have a poor understanding of management, economics, and politics. Although, we are discussing issues that are understandable even at the level of common sense...

The “fantasies” presented above can become topics for specially organized discussions on the problem of improving the interaction between “school-college-university-enterprise”. These discussions could be useful for leaders, education workers, as well as for schoolchildren and college students themselves, because it is they who will transform the country in the near future...

Chapter 4. BASICS OF COMPOSITION

CAREER GUIDANCE

PROGRAMS, LESSON PLANNING AND

on organizing career guidance work with students of general education institutions, aimed at increasing the prestige of working specialties in demand in the regional labor market

1. Introduction

At the moment, the problem of professional self-determination of young people is one of the most important in terms of the formation of a person as a full-fledged member of modern society. Each student must choose a profession, an appropriate educational institution, and also be prepared for possible changes along the path of his professional development in connection with general socio-economic changes in the country and his region.

The success of choosing a profession is largely determined by the student’s psychological readiness, which is associated with: the formation of a person’s professional orientation, adequate self-assessment of abilities, a realistic level of aspirations, stable professional intentions, and sufficient awareness of professions. It is worth noting some common mistakes that students make when choosing a future professional field of activity:

• 
  Orientation towards a profession that requires higher qualifications (lawyer, economist, banking specialist, etc.).
• 
  Disregard for professions that are not prestigious, although significant in life (bricklayer, mechanic, catering worker, paramedic, etc.).
• 
  Lack of your own opinion in choosing a profession and making a decision not of your own free will, but at the request of parents or other people.
• 
  Transferring the attitude towards a specific person who is a representative of a given profession to the profession itself.
• 
  Passion only for the external or one side of the profession.
• 
  Transfer of attitude towards an academic subject to a profession related to this academic subject.
• 
  Lack of ability to understand, evaluate one’s abilities and capabilities in the chosen profession;
• 
  The choice of profession is determined by material considerations of the family and the student himself.

An analysis of sociological research conducted by the laboratory of the Institute of Vocational Education of the Russian Academy of Education (St. Petersburg) into the process of forming positive motivation when choosing a working profession by students in grades 9-11 shows the following. The number of students who decide to choose blue-collar professions is relatively small, although it depends significantly on the type of school and the socio-economic profile of the region. The majority of those wishing to choose a working profession are students (mostly boys) from junior high schools in villages and small towns. For the majority of students, interest in the substantive side of the profession as the leading motive for choice is presented in a much smaller number of cases than the so-called secondary reasons: the desire to quickly become financially independent and free from the tutelage of school and parents, “to be in the company of friends,” the reluctance to “gouge” science at school”, the desire to graduate from a vocational school with excellent grades and receive privileges for entering a university (1.21-22).

The results of a sociological study aimed at identifying the professional priorities of young people in the Vologda region, and comparing these data with the needs of the modern labor market, clearly show the existing contradiction between the needs of rational distribution of labor resources and the existing professional preferences of young people.

The study of the dominant motives for professional preferences shows that the vast majority of young people have a stereotype of obtaining a fashionable, prestigious profession. According to the study results, only 24% students of general education institutions in the region When choosing a profession, they were interested in whether it was in real demand in the labor market, and were guided by this criterion. More than half of future school graduates choose specialties in economics, management and social and humanitarian fields. Interest in the professions of material production and social services has decreased: transport, communications, agriculture, housing and communal services, consumer services, public catering.

Young people give preference to obtaining higher professional education. The survey results show that for approximately 70-85% of graduates making a professional choice, studying at a higher educational institution is a significant factor, along with the fact that in the labor market of the region there is a demand mainly for professions acquired in institutions of primary and secondary vocational education.

The annual need of the regional economy is about 23 thousand new workers and specialists, including graduates of educational institutions, of which 7.2 thousand people are in need of specialists with higher education, 8.5 thousand people are in need of secondary vocational education, 7 ,3 thousand people – with primary vocational education.

The greatest annual need for workers and specialists is experienced by organizations in the fields of wholesale and retail trade, vehicle repair (4 thousand people), agriculture (2.5 thousand people), transport and communications (2.2 thousand people) , education (1.9 thousand people), construction (1.4 thousand people). The greatest need for specialists with secondary vocational education is in organizations of wholesale and retail trade (1.6 thousand people), transport and communications ( 0.9 thousand people), healthcare (0.8 thousand people). Organizations in the field of agriculture (1.5 thousand people), wholesale and retail trade (1.5 thousand people), transport and communications (1 thousand people) have the greatest need for specialists with primary vocational education.

There is a significant increase in the pragmatic orientation of young people, the desire to obtain professions that provide maximum material wealth. This choice is not always in the interests of employers and society. Young people assess working professions as unprestigious - only 5% of young people link their professional plans with obtaining a blue-collar profession. At the same time, in the structure of vacancies offered by enterprises to employment services, about 80% are blue-collar workers. This indicates the absence of market-oriented career guidance in the education system.

In recent years, the output of specialists in the field of economics and management has increased by 2 times, specialists in humanitarian and social specialties - by 1.5 times, which does not correspond to the real needs of the regional labor market. A consequence of the excess of specialists in certain sectors of the economy is that graduates have difficulty finding work. In 2009-2011, the employment rate of graduates of vocational education institutions of all levels averaged 55%. Total employment, including graduates of vocational education institutions who continued their studies and were drafted into the army, amounted to 91%.

A significant number of graduates of vocational education institutions cannot find work in their specialty. In 2011, 46% of graduates of higher vocational education, 35% of graduates of secondary vocational education and 56% of graduates of primary vocational education found permanent work that did not correspond to their specialty.

The discrepancy between the structure of vocational education and the current and future needs of the labor market in terms of qualification level and professional structure leads to a shortage of qualified personnel in a number of professions and specialties, which can become a significant limitation for accelerating the rate of economic growth in the region.

Factors that have a negative effect on the choice of a working profession include: low prestige among parents and schoolchildren of blue-collar professions; lack of knowledge by schoolchildren of the prospects for professional and social advancement in blue-collar professions; unpopularity of labor training lessons at school, inadequate assessment by students of their inclinations and abilities.

Factors that have a positive effect on the choice of a working profession include: the positive position of parents; close connection between schools, enterprises and institutions of primary and secondary vocational education; adequate self-assessment of students’ aptitudes and abilities; success in educational, industrial and labor activities (in student teams, in supervision work, in school workshops, on school sites), provided that all these types of activities are well organized, and achievements are noticed and publicly celebrated.

These factors urgently raise the question of more targeted preparation of students for choosing a future profession related to blue-collar specialties in demand in the regional labor market, where the task of forming sustainable educational and professional motives will be one of the most important. At the level of an educational institution, work on the study and formation of motivational factors of a student’s personality must be systematic, that is, school administrations, teachers, school psychologists, social educators, and, of course, the students themselves must participate in it. In addition, parents of schoolchildren should actively participate in career guidance work.

These recommendations highlight the organizational and methodological component of targeted career guidance work among young people and schoolchildren based on a system of main components that determine the formation of needs, professional intentions and real capabilities of students with a focus on working professions. They are addressed to municipal education authorities, managers and teachers of educational institutions of the system of general, primary and secondary vocational education, institutions of additional education directly organizing pre-profile and vocational training of students, the pedagogical and parental community.

2. The main ideas of the system of career guidance work with students of general education institutions, aimed at increasing the prestige of working professions

The correct professional orientation of adolescents towards blue-collar professions is to solve a dual problem: on the one hand, it must meet the demands of the labor market, on the other hand, it must correspond to the abilities, inclinations, skills and personal qualities of young people when choosing a future field of activity.

Purpose Professional guidance in educational institutions is to develop in students the ability to choose a field of activity that optimally matches their abilities, interests and psychological characteristics of the individual, taking into account labor market conditions. A successful solution to this problem is impossible without the active participation of educational authorities, local administrations, employers, the media, as well as the students themselves and their parents.

As part of the overall goal, career guidance work with students, aimed at increasing the prestige of working professions, is intended to solve a certain circle tasks:

• 
  To promote the development in students of an attitude towards themselves as a subject of future professional education and professional work; awareness of the moral significance of future professional choice in accordance with the interests and abilities of each and taking into account the needs of the region;
• 
  To prepare students for a conscious and responsible choice of the field of future professional activity, ways of obtaining education, for an informed choice and mastery of a variety of professional educational programs aimed at in-demand working specialties;
• 
  To acquaint students in practice with the specifics of typical types of activities corresponding to the professions most in demand in the region; promote the development of self-presentation skills as a key to starting a successful career;
• 
  To create additional conditions for psychological and pedagogical comfort when teaching students, the formation of stable educational and professional motives in them, the ability to correlate their individual psychological characteristics and capabilities with the requirements of their chosen profession.

Informing about the positive aspects of working professions

The results of sociological research (2.14) prove that the less students are informed about the world of professions, about their personal qualities, the more dominant factors in choosing a profession are external factors (parental influence, material income, prestige of the profession, etc.) In this regard, it is necessary consistently reveal to students the positive aspects of choosing working professions, the possibility of building their own career and its development in this direction. The “advantages” of choosing a working profession include:

• 
  obtaining a profession in demand on the labor market in less training;
• 
  obtaining a profession for free or for an affordable fee;
• 
  guaranteed employment due to the shortage of specialists in blue-collar professions, especially in times of crisis;
• 
  early economic independence;
• 
  the formation of basic skills and work habits that are significant in the practice of everyday life;
• 
  the opportunity to engage in entrepreneurial activity in the provision of services to the public;

• 
  increasing requirements for blue-collar workers (new technologies, new equipment require high qualifications);
• 
  improving the quality of education due to the growing trend towards concluding tripartite agreements: between institutions of primary and secondary vocational education, students and an enterprise that provides the latest equipment and places for internship;
• 
  increasing the prestige of employers from the real sector.

This idea defines the “horizontal” and “vertical” construction of possible professional and career trajectories of students’ professional development.

Readiness for professional mobility is one of the mandatory requirements for a modern employee and includes a set of specific readiness (competencies) that suggest the possibility of implementing alternative scenarios:

• 
  after completing vocational education – work in the specialty; change of specialty; continuation of education at a specialized university; entrepreneurial activity; a combination of these scenarios;
• 
  at the stage of professional activity - improving existing competencies and mastering new ones without changing the formal level of education; moving up the formal educational levels; changing the profile of professional activity with or without receiving appropriate formal education.

Professional self-determination is realized only in the context of general self-determination. In this regard, the education system should support not only educational and professional, but also broader socio-professional self-determination, which involves the student’s orientation in various economic, social and political processes, in the context of which the social and professional development of the individual takes place.

Another important aspect of the unity of general and professional self-determination is the consideration of professional activity as a predominantly practical, practical-transformative activity, significantly different from educational activities, mainly (and in some cases, exclusively) implemented in educational institutions. In light of the above, the inclusion of secondary school students in the system of practice-oriented (project, research, labor) activities is an important precondition for the formation of their readiness for professional self-determination.

Continuity of the process of supporting professional self-determination in the education system

In the system of continuing education, the process of accompanying professional self-determination loses the appearance of a one-time act of “choosing a profession” and also acquires the features of continuity, accompanying a person’s entire life from preschool to retirement age. Each level of education requires solving its own special problems of accompanying professional self-determination using a specific set of tools (see Appendix 1). At the same time, some cross-cutting trends can be identified that characterize changes in the tasks of supporting vocational education by age level:

• 
  as the student grows up, his ideas about the possibilities of choice should gradually expand, which requires a gradual expansion of the content of information work in the system of supporting professional self-determination;
• 
  as the subject of self-determination develops, the degree of his independence increases, which requires a gradual transition from “influencing” and “guiding” relationships to “helping” ones;
• 
  The need for career guidance services and professional diagnostic consultations, as a person grows older, decreases and, on the contrary, the need for psychological support increases.

The idea of ​​meaningful choice

The educational and professional choice of the subject must be meaningful; at the same time, the fullest possible understanding should be achieved both of what this or that profession gives to society, and of what it can give to the subject of self-determination (and his family). This requires special work to overcome common myths and prejudices about various types of professional activities. As part of such work, it is necessary to remove a number of pressing problems from “zones of silence” and turn them into the subject of open discussion with students and their families. We are talking, among other things, about such problems as: elitist orientations of students and their parents as a factor in educational and professional choice; perception of higher education as a “storage and ripening chamber”; pressure on applicants from vocational education institutions; low quality and imitation of vocational education; situations of limited educational and professional choice; deformations in the sphere of labor associated with the discrepancy between work and its payment, etc.

The idea of ​​self-determination as a test

In modern conditions, repeated educational and professional self-determination, occurring in various forms, is becoming the norm. The student must be prepared for such repeated self-determination, and his parents must understand and accept it as a sociocultural norm of modern society.

The idea of ​​a possible discrepancy between ends and means

A subject of self-determination may consciously use various social institutions for his own purposes that differ from the purposes for which these institutions were intended (for example, obtaining a higher professional education may be initially planned not in order to subsequently work in this specialty, but to achieve other goals , for example, for the accumulation of “social capital”, etc.). The identified points also need to be considered as a sociocultural norm of modern society, and not as indicators of the ineffectiveness of career guidance work.

Reliance on activating techniques (professional tests, educational and research projects with career guidance, role-playing and business games, etc.) This will ensure a gradual transition from working with a passive subject to activities in which the subject of self-determination is formed, a system of his values ​​and motives is developed, ensuring adequacy and sustainability educational and professional choice.

Complexity of career guidance work should not be limited to one or a few functions, but include the entire complex of such: vocational education (occupational information and vocational propaganda), professionography, professional diagnostics, professional consultation, professional selection (recruitment) and professional adaptation (see Appendix 2).

All of the above ideas complement each other, forming a certain structure within which career guidance work with students is built. The main directions and mechanisms of vocational guidance, based on the goals, objectives and characteristics of the functioning of the main types and types of educational institutions, as well as public associations and organizations, interested social institutions and partners responsible for education, upbringing, vocational training, retraining and employment of youth, are filled accordingly their qualitative content and are specified taking into account the needs of the regional labor market.

General current areas of career guidance work in general secondary education institutions are:

• 
  organization of socially useful labor and labor (production) practice;
• 
  pre-vocational and vocational training of students;
• 
  establishing and implementing the relationship between educational subjects and the professional environment;
• 
  comprehensive career guidance support for students;
• 
  use of modern information and communication technologies, including holding on-line consultations and conferences;
• 
  conducting extra-curricular activities for career guidance;
• 
  career guidance work with parents;
• 
  design of the career guidance office (corner).

• 
  organization of professional tests in order to form stable orientations towards a certain profession, working lifestyle, professional self-determination, conscious attitude towards the profession;
• 
  informing students of general secondary education institutions about the socio-economic situation and trends in the labor market in order to create motivation for professional self-development as a means of increasing competitiveness;
• 
  familiarizing students of general secondary education institutions with the professional and qualification characteristics of professions, the requirements for the profession, and professional opportunities in selected areas;
• 
  organizing and holding events, meetings with graduates of primary and secondary vocational education institutions, aimed at creating a positive image of a worker and specialist;
• 
  organization and conduct of elective courses on the basis of institutions of general secondary education, institutions of primary and secondary vocational education as part of pre-professional training and specialized training of students;
• 
  holding open days for the purpose of career guidance for blue-collar professions (at least 4 times per academic year);
• 
  organizing excursions to production in order to familiarize students of general secondary institutions with the specifics of professional activity, production technology, modern equipment (at least 3 times a year);
• 
  organization of weeks by specialty, months of professional excellence, professional decades;
• 
  organizing meetings with leaders and innovators of production in order to create positive motivation for professional activities and increase the prestige of blue-collar professions.

• 
  attracting students from general secondary education institutions during extracurricular hours to technical and artistic creativity on the basis of institutions of vocational and secondary special education in order to promote professions and a massive influx of students to further education;
• 
  organizing the work of clubs of creative associations, youth scientific communities;
• 
  organizing the participation of students in the productive work of apprentice production teams, training and production workshops, cooperative associations and contract teams;
• 
  organizing exhibitions of technical creativity, the best works of students from general secondary education institutions, NPO and vocational education institutions, and additional education institutions.

Career guidance work at the 1st stage of general secondary education (grades 1-4)

The goal of career guidance at this educational stage is the formation of a conscientious attitude towards work, an understanding of its role in the life of a person and society, an attitude towards choosing a profession and the development of interest in work activity.
The tasks of career guidance in elementary school include:

• 
  Explaining to students the social significance of various professions, their importance and necessity;
• 
  acquaintance of younger schoolchildren with the features of the social and industrial infrastructure of the region, city;
• 
  instilling basic labor skills;
• 
  formation of a positive orientation towards work.

At this stage, it is advisable to use methods that are in the nature of professional education. These include:

• 
  study and formation of socially and personally significant motives for choosing a profession;
• 
  individual work with students on issues of choosing a profession;
• 
  technical and artistic creativity circles;
• 
  formation of cognitive interests, organization of socially useful work, excursions to enterprises and organizations;
• 
  the formation of a social and professional orientation towards work, a system of career guidance work with parents and teachers;
• 
  meetings with masters of their craft;
• 
  holding meetings, classes, exhibitions of children's works, drawing competitions;
• 
  mini-conferences: “What professions do people live in our house, area?”, “My favorite characters from books and films.”

The objectives of career guidance at this stage are to update younger adolescents with the importance of professional activity, to help them understand their interests, abilities, and social values ​​with a focus on future professional activity; development in schoolchildren of a personal meaning in choosing a profession, the ability to correlate their own priorities with public ones.

Achieving goals is facilitated by the involvement of students in specially organized activities aimed at updating adolescents’ self-determination in their future: these can be educational courses, workshops, trainings, comprehensive diagnostics and self-diagnosis, compiling a portfolio of achievements and self-presentation, and a career guidance game. Career guidance game – modeling the process of choosing a profession and further professional self-determination in an active learning environment. Career-oriented business games reproduce the process of professional self-determination, employment and career adaptation in the conditions of interactive interaction between participants in a study group working in the “immersion” mode.

In addition, in the educational process it is necessary to establish the relationship between educational subjects and the professional environment, which provides for:

• 
  highlighting in the program material topics in the presentation of which it is advisable to include career guidance material;
• 
  determining the form of presentation of career guidance material (business game, discussion, excursion to production), most appropriate to the content of a particular topic;
• 
  studying literature about areas of economics and main professions related to program material on this subject (particular attention is paid to in-demand blue-collar professions in the region);
• 
  studying the interests and inclinations of students;
• 
  regular individual work with students in order to develop their interests and aptitudes for the subject being studied and professions related to this subject;
• 
  updating the exhibited materials about professions related to the study of this subject in the classroom.

The purpose of career guidance at this stage is to continue to develop students’ ability to make an informed choice of profession, to confirm, form or correct professional plans, and to develop professionally important qualities.

The main goals of students' professional self-determination are: organization of mastering the social and personal meaning of various spheres of professional activity; providing space for choosing the possible use of one’s strengths and abilities, a sphere of professional activity that corresponds to the interests, inclinations and abilities of everyone; inclusion of students in simulated future professional activities, etc.

At this stage of profile orientation, during the presentation of an educational map of the territory, students become familiar with the types of vocational education institutions. This work may include the following information blocks:

• 
  characteristics of levels and prospects of professional education;
• 
  restrictions and risks associated with the acquisition of vocational education in vocational education institutions of various types and levels;
• 
  presentation of educational institutions of various types and levels, whose graduates are in demand in the regional labor market;
• 
  acquaintance with the most striking and typical examples demonstrating the ways of achieving professional success by former graduates of schools in the region.

At the main stage, it is advisable to implement a special orientation course, which will contain:

• 
  training in ways of making decisions about choosing an individual route of educational activity (carried out, if possible, by a specialist psychologist through mini-training or focus groups);
• 
  analysis of educational situations that allow us to identify the main limitations (difficulties, problems) of freedom to choose a training profile;
• 
  tests for selecting a learning profile (a series of heuristically oriented tasks that predict the correspondence of a student’s personal interest in learning in a given profile to his capabilities).

Professional auditions

When completing the pre-professional training of primary school graduates, it is necessary to take into account not only academic achievements and a certified “portfolio”, but also the level of social maturity of students, expressed in readiness to independently choose a study profile (conventionally – “I can”).

At the final stage of profile orientation, work is envisaged with a scheme for alternative choice of a study profile, which allows you to formulate, rank and visually, “quantitatively” correlate the arguments “for” and “against” the choice of profile (for example, school subjects of interest to the student, academic performance in them; parents’ opinions; certified and non-certified personal achievements of the student in basic and additional education; recommendations from psychologists; the prospects or prestige of the choice, the territorial proximity of the place of future study, financial situation, health, sensitivity to the emotional climate at the place of study, etc. ). It is important that the student himself, teachers and parents take part in the ranking (“weighing”) of factors independently of each other. This can reveal differences in priority motives for profile orientation, as well as highlight internal and external factors that influence choice.

Based on the results of the work carried out, the student body can be differentiated according to the following characteristics, for example:

• 
  Are teenagers capable of independently formulating a request to an educational institution;
• 
  whether specialized training is linked to further educational and professional activities;
• 
  whether the formation of general educational abilities of a universal nature, which are in demand in the educational profile and the corresponding options for further life, professional and social development, reaches the required level.

Profile orientation can be carried out in the pre-professional training system in the form of career guidance courses, for example: the “Your Choice” course (N.V. Afanasyeva, N.V. Malukhina). This training course is aimed at developing in schoolchildren ideas about society’s requirements for school graduates, future specialists in one or another field of professional activity, and at developing their attitude towards themselves as a subject of future professional education. The content of this course includes the use of means of clarifying diagnostics of readiness to choose a vocational educational route; information about the world of professions, professional interests and inclinations of students; training in planning a vocational and educational route; special tasks-exercises aimed at clarifying the choice made and acquiring additional practical experience in other areas of professional activity, helping to evaluate oneself and check readiness for backup options.

The result of the main stage of vocational guidance for schoolchildren is the presence of a thoughtful, realistically substantiated personal professional plan for the graduate, which allows him to answer the questions: “what profession do I want to become a representative of; in which educational institution I will acquire this profession; where will I work in a few years,” and just in case, choose a backup option for vocational education: “if I don’t get in, then...”.

Thus, career guidance activities with students of general education institutions, aimed at increasing the prestige of working specialties in demand in the regional labor market, are considered as an active, multi-stage process. In its implementation, it is necessary to rely on forms and methods that require the direct participation of schoolchildren in the process of obtaining information. Methods and forms that would allow students to "try on" take on one or another professional role, receive an external assessment of your abilities, developed skills and abilities, try yourself in activities to form an adequate self-esteem of certain professionally important qualities (role-playing games, socio-psychological trainings, etc.), close cooperation general educational institutions with institutions of additional and vocational education, industry enterprises and organizations, small, medium and large businesses.

• 
  by the end of primary school – the formation of a positive attitude towards the value of work, its social significance;
• 
  by the end of the 8th grade – development of educational and professional interests and inclinations;
• 
  by the end of the 9th grade - readiness to choose a study profile, reasonable formation of professional intentions, options for obtaining a general complete education;
• 
  by the end of the 11th grade - to a conscious choice of profession, the formation of an individual trajectory of professional education;
• 
  by the time of graduation from a vocational education institution - the formation of professional competence, readiness for independent employment and professional self-realization.

1. 
   Batarshchev A.V. Psychological and pedagogical support for the choice of profession by students: a practice-oriented monograph." - M.: Academy, 2011.
2. 
   Batarshchev A.V. Educational and professional motivation of youth: textbook. Benefit. – M.: Academy, 2009.
3. 
   Bodrov V.A. Psychology of professional suitability. M.: PER SE, 2001.
4. 
   Klimov E.A. Psychology of professional self-determination. – From “Phoenix”, Rostov-on-Don, 1996.
5. 
   Klimov E.A. How to choose a profession. – M., Education, 1990.
6. 
   Klimov E.A. The image of the world in different types of professions. – M.: Education, 1995.
7. 
   Kostyuk N.V. Psychological and pedagogical support for the formation of students' competitiveness // New pedagogical research: Almanac: appendix. To the journal "Professional education". - No. 3. – 2004. – P.102-109.
8. 
   Proshchitskaya E.N. Choose a profession! – M.: Education, 1992.
9. 
   Pryazhnikov N.S. Professional personal self-determination. – M.: Education, 1996.
10. 
    Pryazhnikov N.S. Psychology of work and human dignity. – M.: Academy, 2001.
11. 
    Rogov E.I. Choosing a profession: Becoming a professional. – M.: Vlados, 2003.
12. 
    Tyushev Yu.V. Choosing a profession: training for teenagers. – St. Petersburg: Peter, 2006.
13. 
    Chistyakova S.N. Criteria and indicators of readiness for professional self-determination. – M.: Institute of General Secondary Education RAO, 1997.
14. 
    Yaroshenko V.V. Motivation for choosing a profession and features of its development among secondary school students. – M.: Education, 2004.

1. 
   Official website of the Department of Labor and Employment -http://www.depzan.info

• 
  information on the provision of public services for vocational guidance; register of educational institutions, organizations;
• 
  rating of professions (specialties);
• 
  information materials for the regional Employment Lesson

• 
  professions in demand in the regional labor market;
• 
  forecasting the economic needs for qualified personnel in Russia for the period until 2015;
• 
  10 most in-demand professions of the future;
• 
  internships for graduates of educational institutions;
• 
  the appeal of graduates of vocational educational institutions to the employment service in order to find a job;
• 
  
• 
  prestige of professions;
• 
  the secrets of choosing the right profession;
• 
  on training personnel for the tourism industry.

1. 
   Information portal of the employment service of the Vologda region -http://vologda.regiontrud.ru

1. 
   Official website of the Department of Education of the region - http://www.edu35.ru

Sections:

• 
  « List of professions (specialties) for the 2011-2012 academic year»;
• 
  “Vocational education institutions”;
• 
  “Regional Center for Employment Promotion” (category - “ Career guidance for graduates of the Vologda region»);
• 
  “For applicants” (section “List of professions”, “List of specialties”, “Admission rules”)

FSBEI "Vologda State Technical University" department for training young specialists - http://www.market.vstu.edu.ru

FSBEI Vologda State Dairy Academy named after. N.V. Vereshchagina" - http://molochnoe.ru(section “Employment of graduates”, “Additional education”, “Admissions committee”)

1. 
   Department of Culture and Protection of Cultural Heritage Objects of the Vologda Region

http://www.cultinfo.ru/education/uchilkulture/index.htm

http://www.cultinfo.ru/education/cherepovets-college/index.html

http://depcult.cultinfo.ru/index.php?id=95

1. 
   Vologda Regional Youth Library named after V.F. Tendryakova - http://www.tendryakovka.ru:

“Where should I go to study?” (Presentations of educational institutions of the Vologda region);

1. 
   Committee on Physical Education, Sports and Youth Policy

Budgetary institution of youth policy of the Vologda region "Commonwealth" -http://upinfo.ru on this site there is a link to the Portal for applicants - http://www.moeobrazovanie.ru

MAIN TASKS AND LEADING SUPPORT MEANS

PROFESSIONAL SELF-DETERMINATION OF STUDENTS

(BY LEVEL OF EDUCATION)

Appendix 2

Main directions and mechanisms of career guidance activities in the education system
Professional education – scientifically organized information about the content of work, ways to acquire professions, the needs of the labor market, as well as the requirements of professions for the individual psychological characteristics of the individual.

Professional information – familiarizing young people with types of production, the state of the labor market, the needs of the economy for qualified personnel, the content and prospects for the development of professions, the forms and conditions for their development, the requirements of professions for a person, opportunities for professional growth and self-improvement in the process of work. Vocational education provides information about the socio-economic and psychophysiological conditions for the correct choice of profession. The source of information about professions is the media and various reference books: reference books describing professions (specialties), their characteristics, reference books for applicants to various educational institutions, as well as information about promising employment trends.

Trade-union propaganda contributes to the formation of positive motivation for professions in which society feels the need.

Professionography – one of the areas of career guidance related to the description of professions (specialties), including their requirements for the psychophysiological qualities of a person. The result of professionography is professionograms and psychograms.

Professionogram – a comprehensive, systematized description of a specific profession (type of work activity), its characteristics, including information about working conditions, rights and responsibilities of the employee, as well as the personal qualities, knowledge, skills and abilities necessary for mastering the profession. A professionogram reveals the most essential characteristics of a profession and professionally important qualities of a person.

Professional diagnostics – an integral component in the career guidance system, which covers all levels of school education. Diagnostic work is structured in such a way as to maximally identify the needs, interests and inclinations of each child at each age stage. The study of individual psychological characteristics can be carried out in various ways: from simple observation of achievements in mastering academic disciplines to the use of various questionnaires, questionnaires, traditional and modified methods for self-determination of students. This is quite a voluminous work that requires the involvement of not only administration, psychologists, social educators, but also teachers.
In order to organize the interaction of all participants in the educational process, today schools are developing comprehensive targeted programs for socio-psychological support for the professional self-determination of students, which include propaedeutics and training, consulting work and diagnostics.

Professional consultation – part of the professional guidance system, a regulator of professional self-determination of the individual. This is direct assistance to the student in choosing a specific profession based on studying the individual, his capabilities and comparing the information received with the requirements of the profession, which ensures maximum consideration of the objective and subjective conditions of professional choice. Career consultation stimulates the student’s thinking about the prospects for his personal and professional self-determination, providing him with certain guidelines for assessing his own readiness to implement his planned professional plans

Professional selection is a predictive procedure for selecting persons professionally suitable for a certain type of activity (profession, specialty). Professional selection, associated with the idea of ​​rational use of individual differences of people, makes it possible to solve a number of socio-economic problems: increasing labor productivity, saving financial and material resources, reducing injuries and accidents. The process of professional selection provides for the diagnosis of fairly stable psychophysiological functions of mental processes, properties and states.

Professional adaptation – an active process of adaptation of the individual to production, labor market conditions, the characteristics of a specific activity, a new social environment, a work or educational team. An individual’s adequate self-assessment of his professional suitability can be considered as one of the factors of his successful adaptation. The success of adaptation is a criterion for the correct, informed choice of profession.

Professional auditions are focused on getting acquainted with various types and types of professional activities in real practice, access to which has various profiles of training at the senior level of education. They help high school students test new professionally appropriate communicative behavior in conditions that simulate professional activity.

The essence of the problem is that there are no good and generally accepted criteria for assessing the effectiveness of a psychologist-vocational consultant!

Failure to resolve the problem of performance assessment often leads to the following costs:

To mutual misunderstanding between psychologists-professional consultants and their managers (for example, it can be difficult for a manager to evaluate the work of subordinate psychologists);

To a misunderstanding between a professional consultant and his client*
(for example, when parents and schoolchildren themselves expect mental illness to
log the same, but receive completely different help);

To the misunderstanding between fellow psychologists (what
consists of mutual reproaches and accusations of unprofessionalism

To the professional consultant’s inadequate self-assessment of his

To this we can add that the very development of the theory and practice of professional self-determination is directly related to< знанием целей, задач и возможных результатов профконсульт ционной помощи.

Basic requirements for indicators of the effectiveness of professional self-determination!

1) compactness, convenience for practical use*

2) the opportunity to evaluate professional self-determination*
in its entirety (with emphasis on the most essential);

3) a combination of quantitative and qualitative assessment methods*
affecting not only external actions and actions, but |
inner world (feelings, experiences, thoughts) is self-determined
a developing person;

4) clarity of criteria and indicators not only for
consultant, but also for the teenagers themselves (for the possibility of
assessing the success of their professional choices);

5) predictiveness of assessments, which would allow not
assess the current level of self-determination (as already
achieved result), but also consider the process
professional self-determination in its dynamics and thus |
so, predict expected results.

At the same time, in modern conditions (with the general instability of the socio-economic situation in the country), it is the failure of the accuracy of professional self-determination that becomes the most important condition for its effectiveness.

What comes to the fore when working with teenage schoolchildren is not so much determining their readiness for a given (chosen) profession, but rather predicting the ethical and meaningful (personal) acceptability of this profession for them in the short term.

In career guidance (as in other areas of psychology, there is an acute problem of the relationship between quantitative and qualitative indicators of the effectiveness of the activities of a psychologist-nj consultant.

Examples of quantitative indicators:

Number of people consulted over a certain period of time;

The share of certain forms of work (individuals -
consultations, mass surveys, how many schoolchildren are covered
but" games, etc.);

The number of people who have chosen a profession (self-determined)
c i) from the total number of teenagers in the class;

Various characteristics of LPP (stability, justified
ness, etc. professional plans).

Qualitative performance indicators in professional consultation are much more difficult to determine, since here it is important to understand what significant changes have occurred in the consciousness of the teenager(in his attitude to life, to himself and to his place in society).

Examples of quality indicators:

The emergence of new value orientations and meanings of choice
profession (or strengthening existing value orientations
tation);

Formation of internal readiness independently
to throw elections;

Willingness to work in an interactive mode (collaboration)
with a professional consultant).

In the practice of career counseling It is important to combine quantitative and qualitative indicators. The need to use quantitative indicators in work is caused by the fact that both fellow professional consultants and the manager (and his superiors) require some kind of (“objective”) means of assessing the work of a professional consultant. In addition, using only qualitative performance indicators is too difficult for many career consultants and their bosses, and also creates many temptations for profiteering and dishonesty. Naturally, in full-fledged work teams of psychologists (where squabbles and “showdowns” are considered a professional disgrace), assessment (and self-assessment) of work is possible mainly based on qualitative indicators of effectiveness.

However, the effectiveness of a career consultant is not always immediately obvious.

E.A. Klimov identified four main groups of time-delayed performance indicators: 1) real choice; 2) the success and realism of this choice; 3) the “psychophysiological price” for such success; 4) a person’s satisfaction with the perfect choice. In addition, E. A. Klimov noted that “at a minimum, professional consultation should form in the optant an optimistic attitude towards his future.”

Thus, real effectiveness can only be assessed after many years, when it becomes clear how successfully a person has realized himself in his chosen profession (as E. A. Klimov noted, “professional consultation is essentially aimed at the future” and “it discusses , which does not exist yet"), but at the same time, the professional consultant (together with the client) must evaluate his work now. What is the way out of this situation?

The traditional, purely “economic” approach to the effectiveness of career counseling is not suitable. As you know, in nomics it is important to achieve maximum results with minimal costs. But in a professional consultation, this would look like the most “good, prestigious and lucrative” place of work] due to the client’s obvious shortcomings, and even given his internally passive position. In fact, the best indicator of the effectiveness of professional consulting assistance should be activation! reflections and experiences of the self-determining person (provoked and controlled by the psychologist “and creativity” of the self-determining personality), i.e. so pomo! which allows you to mobilize the internal resources of the entity itself.

Examples of operational indicators effective

1) according to observation data (each parameter - according to the conditions
5-point scale):

Emotional involvement;

Business involvement;

Overall satisfaction from the lesson or professional consultation!

2) using the “feedback” method:

At the end of the lesson, ask students to rate it for*
on a 10-point scale according to the following parameters: interesting, useful
and your own activity, and then briefly justify your oi
ki;

At the end of the course, ask to write what you liked about it
what you didn’t like and give your suggestions for improvement,
new methodology, lesson or entire course;

3) according to the questionnaire according to the scheme for building a personal PR
national perspective (see: Pryazhnikov N.S., 1999, p. 21-|
when the answers are compared (in points for each component L1|
at the beginning and at the end of the course.

In reality, the professional consultant has to take into account the quantitative indicators adopted in a given school or psychological center: as noted above, the principles also have to be reported to higher authorities using quantitative indicators, and the professional consultant must present these principles. In addition, ins| you have to conduct “double” reporting: separately for your superiors and inspectors, and separately for yourself, without a self-manager, to really evaluate the effectiveness of your work, to adjust it, and most importantly - to gradually connect it to the real assessment (and reflection) of the work done jointly ;! bots and the client himself. Forming the ability of the person being consulted to evaluate the effectiveness of professional consultation is a kind of indicator of the quality of the assistance provided.

13.4. Fundamentals of planning and conducting specific

“Lesson effectiveness” - The effectiveness of the lesson is the level of assimilation of knowledge and methods of activity of students. The effectiveness of the lesson depends on: Tell me - and I will forget Show me - and I will remember Let me act on my own - and I will learn. The lesson is the beginning of everything, the end of everything. Effective – giving a certain effect, effective. Evaluate ways to increase the effectiveness of a lesson in a school setting.

"Faculty of Advanced Training" - Professional retraining. State exam and defense of thesis. Intended for persons with a specialist, bachelor's or master's degree. The faculty implements more than 60 types of advanced training programs in the following areas: Classes as groups are completed. From October 1 to June 30.

“Career Guidance Activities” - What are your relatives? II stage of general secondary education II.1. Basic school (grades 5-7). The first introduction to professions in English lessons occurs in the third grade. What is your dad? By the end of the ninth grade, the graduate must make a certain choice. Three stages of career guidance.

“Improving the quality of education” - Creating a year-round educational environment. Volumes and sources of financing of the Program are carried out: - at the expense of the budget (federal, regional, municipal - 80%; - at the expense of extra-budgetary sources (sponsorship and charitable assistance) - 20%. Material and technical base. Program implementation period: 2009 - 2013 .

“The role of the class teacher at school” - Interactions of the class teacher. Regulation of interpersonal relationships. Organization of the educational process in the classroom. The purpose of the class teacher's activities. A teacher who does not constrain, but frees. Protecting the rights and interests of students; organization of system work. Forms of work of the class teacher.

“Responsibilities of the class teacher” - Improving the skills of the class teacher. Strict attendance control. Organization of extracurricular life of the class team. Reporting documentation. Close relationship with medical staff. Taking care of the appearance of pupils. Classroom teacher. Job responsibilities of the class teacher.