![]() Conclusion: The career guidance of teenagers should combine not only a story of a target audience about the benefits of a profession, but also about ways of communication and formation of a definition of technological way to bring information about the choice of profession. The practical significance of the study is determined by long-term projects, which are considered as a probabilistic improvement of socioeconomic development and improvement of the quality of work in various industries, and at the personal level-sociocultural development and socialisation of teenagers. Results: The article not only analyses the current experience of career guidance but also proposes to analyse the situation of teenagers' susceptibility to such guidance basing on different components. The methodology for creating and implementing a special course is focused on the formation of the basic components of readiness for professional activity in the sociocultural environment: personal, interactive, and reflective (evaluative). Method: The main content of the formation of teenagers' knowledge and skills for professional activities in the sociocultural environment were the disciplines of the variable part of the curriculum and the special course "Features of professional activity in the sociocultural environment". The relevance of the work is determined by the fact that such a choice is made without the ability to determine success in a specific professional field in advance. In this regard, early identification of professional preferences and the establishment of a system of work with schoolchildren, point-oriented to the choice of a profession, is relevant. Each teenager chooses a profession based on their current market situation and their perception of it not only by technical capabilities but also by social, cultural, and value orientations. Background: A modern teenager is formed as a personality in the conditions of a constant increase of prestige of a profession and readiness of the labour market for the formation of subject-matter specialists. Objective: Compilation and partial testing of a career guidance program for students with special training in high school. The results established that the teaching staff agrees they lack skills in the digital age and are willing to develop a career as the need of the hour but constraints of money and time do not allow career development among them and teaching staff is expecting a support from the management which will benefit the staff and management both. Questionnaire method is used to collect data from the teaching staff. ![]() A teacher can leverage its key resources through digitization. The reason for selecting the teaching staff is mainly the flooding online courses attracting the generation Y to trim away the concept of physical schools to virtual schools. This paper aims at studying the effect of digital age on career development in MESCO GROUP OF SCHOOLS, Hyderabad only. The fact being manpower can be reduced but can never be replaced should be understood. The arrival of digital revolution not only looks dazzling with the way things are done fast and accurate but it also frightens with the lethal effects of downsizing and jobless economies. The desired result in a career of an individual is referred as career development. Human resource management is the heart of every organization. Recommendaons for changes in design and delivery opons of the course for future offerings are suggested in order to make the course more effecve and to meet its objecves. Analysis of data from this research indicated that, CareerForward in its current format had very lile impact on student atude towards career planning. This evaluaon study was conducted to provide Michigan Virtual School with informaon to improve the design and delivery of the Career Forward course, in order to improve the learning experiences of the future students and to improve the overall efficiency of the course. ![]() In December 2008, the Michigan Virtual University provided the Naonal Repository of Online Courses access to the CareerForward course content, allowing students from anywhere in the United States, the ability to access CareerForward free of charge. ![]() Michigan Virtual School helped the schools in Michigan to fulfill this requirement by developing a 20‐hour online learning course called " Career Forward ". All Michigan's students entering high school during 2008‐2009 school year were required to complete online learning during their course of high school studies in order to graduate. In April 2006, the Michigan State Board of Educaon and Michigan Legislatures adopted a rigorous package of high school graduaon requirements, one of which made Michigan the first state that incorporated an online learning graduaon requirement into the K‐12 curriculum.
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