Karjeros specialistų veiklos bendrojo ugdymo mokykloje organizavimas

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Karjeros specialistų veiklos bendrojo ugdymo mokykloje organizavimas
Alternative Title:
Organisation of career specialists activities in general education school
Authors:
In the Journal:
Socialinis darbas [Social Work]. 2020, t. 18, Nr. 2, p. 38-49
Subject Category:
LT
Karjera / Career; Mokykla / School; Ugdymas / Education.
Summary / Abstract:

LTStraipsnyje analizuojami karjeros specialistų veiklos bendrojo ugdymo mokykloje organizavimo ypatumai. Kokybiškų karjeros paslaugų prieinamumas kiekvienam mokiniui yra socialinis, kultūrinis, švietimo ir ekonominis imperatyvas. Tai aktualizuoja būtinybę vystyti karjeros paslaugų teikimą bendrojo ugdymo mokykloje ugdant mokinių kompetencijas, sąlygojančias sėkmingą jų perėjimą iš mokymosi aplinkos į darbo rinką. Karjeros paslaugos apibūdinamos kaip paslaugų visuma ugdanti asmens kompetencijas, įgalinančias asmenį planuoti asmeninę karjerą, priimti pagrįstus mokymosi ir karjeros sprendimus. Tai kryptinga veikla, nukreipta į asmens supratimo apie save ir darbo pasaulį ugdymą bei formuojanti jo požiūrį apie mokymosi ir tobulėjimo pridėtinę vertę dabar ir ateityje. Straipsnyje pristatomo tyrimo tikslas – atskleisti bendrojo ugdymo mokyklų karjeros specialistų veiklos organizavimo ypatumus. Tyrimo objektas – bendrojo ugdymo mokyklų karjeros specialistų veiklos organizavimo ypatumai. Tyrimo metodai: mokslinės literatūros ir dokumentų analizė, anketinė apklausa. Tyrime dalyvavo 368 Lietuvos bendrojo ugdymo mokyklų karjeros specialistai. Tyrimas vykdytas bendradarbiaujant su Lietuvos mokinių neformaliojo švietimo centro (LMNŠC) Ugdymo karjerai skyriumi. Straipsnyje pateikiama tik dalis tyrimo rezultatų, susijusių su analizuojama tema. Tyrimas atskleidė, kad bendrojo ugdymo mokyklose dirbančių karjeros specialistų darbo krūvis sudaro mažiau nei pusę etato dalies arba yra priskirtas prie kitų pagrindinių vykdomų funkcijų. Labiausiai mokyklų karjeros specialistai orientuojasi į informavimo ir konsultavimo funkcijų vykdymą, mažiau dėmesio skirdami ugdymo karjerai turinio realizavimui. Aktyviausiai karjeros paslaugos teikiamos 5–12 klasių mokiniams ir jų tėvams. Mažesnis dėmesys skiriamas pradinių klasių mokiniams.Mažesnis dėmesys skiriamas pradinių klasių mokiniams. Karjeros paslaugų teikėjai teikdami paslaugas tikslinėms grupėms aktyviausiai bendradarbiauja su klasių auklėtojais, socialiniais partneriais bei dalykų mokytojais, aktyviai bendradarbiauja su mokyklos administracija, jaučia mokyklos administracijos palaikymą. Tyrimas atskleidė, kad pagrindinės problemos, su kuriomis susiduria karjeros specialistai teikdami karjeros paslaugas bendrojo ugdymo mokyklose sietinos su dideliu darbo krūviu ir bendradarbiavimo su mokinių tėvais/globėjais bei kolegomis stoka. [Iš leidinio]Reikšminiai žodžiai: Ugdymas karjerai; Karjeros paslaugos; Karjeros specialistas; Bendrojo ugdymo mokykla; Career education; Career services; Career specialist; General education school.

ENThe availability of career services for every student is a social, cultural, educational and economic imperative. This highlights the need to develop career services at general education school in order to provide students with vital knowledge and skills related to the world of work that will enable them to make a successful transition from the learning environment to the labor market. Career services are described as a set of services that develops a person’s competencies that enable a person to plan a personal career, make informed learning and career decisions. It is a purposeful activity aimed at developing a person’s understanding of themselves and the world of work and shaping their attitude about the added value of learning and development now and in the future. Some of the first career decisions are made while attending general education schools. Therefore, schools play a huge role in ensuring that each school student has access to a wide spectrum of career information and counseling, forming the necessary conditions for the student to learn about oneself as an individual, to find out about many available professions, to develop the skills to correlate the acquired knowledge, and to make careerrelated decisions responsibly and independently. The results of international research reveal that young people find it increasingly difficult to make career decisions in both learning and work situations, and young people’s career aspirations are not linked with projected labor market demand. Although most people aged 15-18 already understand what kind of job they would like to do in the future, their field of choice, their approach to the world of work is extremely narrow, and their career aspirations have little to do with projected labor market needs.This highlights the need to develop career services at general education school in order to provide students with vital knowledge and skills related to the world of work that will enable them to make a successful transition from the learning environment to the labor market. The provision of quality career services is related not only to the response of young people to the needs of the labor market, but also to their future economic well-being. It is emphasized that career services provided at general education school have a positive impact on students ’academic achievement. Provision of high-quality career services in general education schools is based on the joint endeavors of the entire school community and social partners, and since 2016 the career specialists have been named as the main providers of these services. However, there is still a lack of a unified system for the provision of career services in general education schools, the provision of these services is hampered by their spontaneity and chaos, and there is a lack of professional career service providers. Although the training of career specialists was started in Lithuania in 2003, there is still a lack of functional justification for this position, the position of career specialist is not regulated, and the existing training of career service providers is based on the initiative of individual higher education institutions. Job indeterminacy and different perceptions of career specialists’ job functions and activities have a negative impact on the quality of career services. The research object is the peculiarities of the organization of the activities of general education school career specialists. The aim of the research is to reveal the peculiarities of the organization of the activities of general education school career specialists.The aim of the research is to reveal the peculiarities of the organization of the activities of general education school career specialists. The following problem questions are raised: How is the workload of career specialists regulated in general education schools? What are the target groups the career specialists work with, what are their functions and who do they cooperate with? What work planning challenges do career specialists face in general education schools? It should be noted that no previous nation-wide researches delving into the career specialist-related work organization of career specialists in general education schools exist. Research methods are analysis of scientific literature and documents, questionnaire-based survey. A quantitative research was carried out from February 2020 to March 2020 for the purpose of revealing the peculiarities of organization the work of career specialists in general education schools. Research scope are 368 career specialists working in different general education schools in Lithuania. Descriptive statistical methods and non-parametric analysis were used for the overall data evaluation. The research was conducted in cooperation with the Department of Career Education of the Lithuanian Centre of Non-formal Youth Education. The article presents only a part of the research results related to the analyzed topic. The research revealed that the workload of career specialists working in general education schools constituted less than a half of the shift or was allocated to other main functions. In schools, career specialists mostly focused on providing information and counseling, and less on career education. When providing services to target groups, career specialists most actively cooperated with class teachers, social partners, other school teachers, administrative staff of the school. They felt the support of the administrative staff. [...]. [From the publication]

DOI:
10.13165/SD-20-18-2-03
ISSN:
1648-4789; 2029-2775
Subject:
Edukologija / Education
Related Publications:
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https://www.lituanistika.lt/content/90983
Updated:
2021-02-14 15:58:54
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