Modern problems of science and education. Career Guidance: Experience, Problems, Prospects Main Problems of Professional Guidance of Students

UDC 374.32

D.V. Kazakov, A.A. Danichev, A.A. Mashanov

MAIN PROBLEMS OF VOCATIONAL GUIDANCE OF SCHOOLCHILDREN IN THE MODERN

STAGE OF DEVELOPMENT OF THE SOCIETY

The theoretical study is devoted to the range of the main problems of professional self-determination of the individual, which are the lack of an individual, differentiated approach to the individual choosing a profession, the lack of qualified personnel, poor monitoring of the modern labor market, etc.

Keywords Keywords: professional orientation, self-determination, professional choice, individual characteristics.

D.V. Kazakov, A.A. Danichev, A.A. Mashanov

MAIN PROBLEMS OF STUDENTS’ PROFESSIONAL ORIENTATION IN MODERN STAGE OF SOCIETY DEVELOPMENT

Theoretical investigation is devoted to the range of the main problems in the individual’s professional selfdetermination that consists in the absence of individual and differentiated approach to the personality that is choosing the profession, the lack of qualified teaching staff, insufficient monitoring of the labor market, etc.

Key words: professional orientation, professional self-determination, vocational choice, personal characteristics.

Increasing pace of transformation in all areas Russian society objectively determine the orientation of high school students in their professional choice, which in turn reflects the qualitative changes taking place in the educational sphere. It is no coincidence that priority national project"Education" (2012) provides for the modernization Russian education, which should result in modern quality education adequate to the changing socio-economic conditions and demands of society.

One of the primary tasks that the system of general education needs to solve is the creation of such learning conditions under which children could reveal their capabilities already at school, prepare for life in a high-tech competitive world - this is the development of individual abilities of students, the expansion of differentiated learning in accordance with their needs and inclinations, development of a network of specialized schools and classes with in-depth study of various subjects, ensuring that the level of secondary education meets the requirements of scientific and technological progress.

The implementation of modern requirements for a general education school has significantly intensified the development of scientific and practical problems of career guidance. There are a number of areas that contribute to the solution of practical issues of professional self-determination of the younger generation. These include:

A career guidance system that equips schoolchildren with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics (Fedoryshyn B.A., Kyiv);

Diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession (Shadrikov V.D., Moscow; Voronin N.P., Yaroslavl);

Theoretical and methodological foundations of professional counseling for young people (Klimov E.A., Moscow);

Systems approach to the career guidance of schoolchildren (Sakharov V.F., Stepanenkov N.K., Minsk);

Socially significant motives for choosing a profession (Pavlyutenkov E.M., Komsomolsk-on-Amur);

Features of career guidance of students in the conditions of higher education (Shadiev N.Sh., Tashkent; Shavir P.A., Tyumen);

Formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession (Shevchenko G.P., Lugansk).

However, despite some positive results, career guidance in modern conditions still does not achieve its main goals - the formation of professional self-determination among students, corresponding to the individual characteristics of each individual and the demands of society in personnel, its requirements for a modern worker. A significant drawback in the development of career guidance is that it is usually designed for some average student; there is no individual, differentiated approach to the person choosing a profession; mainly verbal, declarative methods are used, without giving everyone the opportunity to try themselves in various types activities, including elective ones. Many cities and districts are not provided with current information on staffing needs; the training of qualified career guidance specialists is poorly carried out.

On the low effectiveness of career guidance work with schoolchildren, according to E.F. Zeer, also testify to the contradictions associated with the professional self-determination of students:

Between their inclinations, abilities and requirements of the chosen profession;

Awareness of the level of their general development and the possibility of less qualified work;

Their claims and real opportunities to fill vacancies;

Propensity and ideas about the prestige of the profession;

The desire to try yourself in the chosen professional activity and the lack of such an opportunity in the school and its immediate environment;

Inconsistency of health, character, habits with the requirements of the profession, etc.

These contradictions can be attributed to the group of internal, personal-psychological. But not less

significant and socio-economic contradictions:

Between the increased requirements for a modern specialist and the current forms and methods that have developed on the basis of ideas about the extensive ways of developing the national economy, its staffing;

Youth professional plans with high level education and the economic need of the state to fill vacant jobs with heavy physical labor;

General need educational school and others social institutions in career guidance specialists and the lack of stable comprehensive training for them in the country's universities.

Analysis of the accumulated experience in the field of theory and practice of vocational guidance, identified contradictions, ways of their development and solution allows, following A.M. Stolyarenko formulate the definition of career guidance as follows: “it is a multifaceted, integral system of scientific and practical activities of public institutions responsible for preparing the younger generation for choosing a profession and solving a complex of socio-economic, psychological, pedagogical and medical-physiological tasks for the formation of professional self-determination among schoolchildren, corresponding to the individual characteristics of each individual and the demands of society in highly qualified personnel ".

The career guidance system is part of the general system of training schoolchildren, continuous education and upbringing, the purpose of which is the comprehensive development of the individual, the harmonious disclosure of all creative forces and abilities, the formation of the spiritual culture of the younger generation. It is implemented by solving a complex of the above tasks that ensure the professional self-determination of students.

Career guidance, being complete system, consists of interconnected subsystems (components), united by common goals, tasks and unity of functions.

Organizational and functional subsystem - the activities of various social institutions responsible for preparing schoolchildren for a conscious choice of profession, performing their tasks and functional responsibilities based on the principle of coordination.

Personal subsystem - the student's personality is considered as a subject of development of professional self-determination. The latter is characterized by an active position, i.e. the desire for creative activity, self-expression and self-affirmation in professional activities; orientation, i.e. stable dominant system of motives, beliefs, interests, attitude to acquired knowledge and skills, social norms and values; the level of moral and aesthetic culture; development of self-consciousness; self-image, their abilities, character traits.

The process of professional self-determination is due to the expansion and deepening of creative, socially significant (labor, cognitive, play, communication) activities of students, the formation of moral, aesthetic and environmental culture.

The management subsystem involves the collection and processing of information about the processes, phenomena or state of the career guidance system, the development of an action program, the regulation of the implementation process and the development of recommendations for its improvement. The Career Guidance Management Program of Schools is integral part management of socio-economic development of the district, city, region.

All subsystems of vocational guidance are interconnected and in this relationship acquire new, integrative qualities.

Career guidance work with high school students today is, as a rule, competitions in professions, designing school classrooms, meeting interesting people, getting a narrow specialty in school circles, and not always corresponding to the inclinations of the high school student himself.

Participation in vocational guidance and assistance to adolescents in an informed choice of profession is one of the most important aspects of work in the pre-profile training of schoolchildren. This activity includes:

Identification of interests, inclinations of schoolchildren, personality orientation, primary professional intentions and repeated ones, their dynamics;

Determination of social attitudes and assistance in their formation;

Determination of the choice motivation and its structure;

Formation of readiness for introspection and self-assessment, the real level of claims;

Determining the severity and structure of abilities;

Determination of the level of development of various aspects of the personality, the dynamics and variability of manifestations, life style, the possible “price” of activity (conflict, tension, anxiety, a tendency to monotony, potentialities and their realization, stability and perseverance, purposefulness, etc.);

Implementation of professional selection, if necessary - primary professional selection;

Determining the degree of compliance with the "personality profile" and professional requirements, making adjustments to the professional intentions of schoolchildren;

Conducting theoretical classes with schoolchildren on the course "Fundamentals of choosing a profession".

For an in-depth study of this issue in order to solve the problems of professionalization on

In 2011, the Center for Psychological and Pedagogical Support of Career Guidance Work with Students of All Levels of Education was opened on the basis of the Municipal State Educational Institution of the Yemelyanovskaya Secondary School No. 3. In the course of monitoring career guidance work (2011-2012 academic years), employees of the Center for Psychological and Pedagogical Support found that in the educational system of the MKOU Emelyanovskaya Secondary School No. 3, work on psychological and pedagogical support for the professional choice of high school students does not use a full-fledged system of means aimed at developing professional self-determination. The reporting documentation of the center allows drawing conclusions reflecting contemporary issues career guidance for schoolchildren not only in MKOU Emelyanovskaya secondary school No. 3, but also in many others educational institutions in Russia.

Findings. First, a health worker should be involved in the career guidance process. This is important, since the health worker has information about the health status of each student, and this is directly related to the professional choice, that is, if the student has inclinations, abilities and desire for the chosen profession, then he may have physical contraindications, health problems which you just need to pay attention to. It is also important to constantly improve the qualifications of a psychologist on the topic of vocational guidance for high school students, since the work of a psychologist should not be limited to diagnosing, the psychologist should also participate in consultations, cooperate with a health worker and make recommendations for each student.

Secondly, speaking about the specifics of career guidance work with schoolchildren, such important points as taking into account the needs of the labor market and monitoring new professions are missed. It is not possible to build effective career guidance work on the basis of individual characteristics only, since it is necessary to take internal prerequisites together with external conditions, and then, based on the analysis of external and internal factors, build further work on career guidance.

And, finally, thirdly, there are no criteria for assessing high school students for professional self-determination. On the basis of assessing only professional desire, it is impossible to draw any qualitative conclusions about the personality of the student, here we need an in-depth personal and professional diagnostics, conversations with students. It is necessary to know the level of professional, communicative and competent

stnyh characteristics of the personality of each student. If any level sinks, then it is necessary to direct corrective activity in this direction. For a student to be fully prepared for a professional choice, it is important that all parameters, characteristics, both psychological and personal, be at the proper level for each age. If there is a norm in the development of the student according to all criteria, then here we are talking about the quality work done to form a professional choice.

In conclusion, it should be noted that among the conditions created to improve the quality of general education, it is necessary to focus on creating in the system of vocational guidance for students of each school in Russia the conditions listed above for the psychological support of students, as well as assisting schoolchildren in identifying professional interests, inclinations, determining real opportunities in the development of a particular chosen profession.

Literature

1. Zeer E.F. Psychology of professions. - M.: Academic Project, 2005. - 336 p.

2. Stolyarenko A.M. General and professional psychology. - M.: UNITI-DANA, 2003. - 382 p.

3. Gosteva P.A. Types of career choice modern high school students// Prof. potential. - 2002.

- No. 4. - S. 12-17.

4. Klimov E.A. Psychology of professional self-determination. - Rostov n / a: Phoenix, 1996. - 512 p.

UDC 378.96 M.I. Shilova, I.L. White

ON THE QUESTION OF VALUE SELF-DETERMINATION OF A STUDENT OF A TECHNICAL UNIVERSITY

The article is devoted to the problem of the formation of a student's value self-determination in the culturally appropriate educational process of a technical university.

It has been established that the value self-determination of a student's personality is a complex phenomenon, the consideration of which is based on the idea of a personality as a subject that has freely determined and developed its position in the space of culture.

Key words: student, technical university, self-determination of values, cultural process.

M.I. Shilova, I.L. Belikh

TO THE PROBLEM OF VALUE SELF-DETERMINATION OF THE STUDENT IN TECHNICAL HIGHER EDUCATIONAL INSTITUTION

The article is dedicated to the problem of student values self - determination formation in cultural corresponding educational process in technical higher educational institution.

It is established that student’s self - determination of values is a complex phenomenon which is based on the perception of the personality as the individual who has made free choice and has worked out of his own position in the cultural field.

Key words: student, technical higher educational institution, values self - determination, cultural corresponding process.

Modern socio-economic conditions of formation market economy require socially mobile specialists capable of realizing their potential, which determines the need to modernize the education process. Against the background of the crisis of social values and the contradictory priorities of economic transformations, a chaotic picture of the state of public consciousness, a plurality of trends and the uncertainty of the prospects for its development is unfolding. AT modern society a person constantly faces the need to make a choice, orientation in the space of economic, social and personal life. In this process, an important place is occupied by the value self-determination of the individual. In a number of state documents: in the Law of the Russian Federation "On Education", in the Concept of Modernization

Prospects for building a career guidance system in a large industrial center in market conditions
Zakharov N.N., Rector of the Kama Social Institute, professor

Vocational guidance is a system of scientific and practical activities of public institutions (family, school, enterprise, organization, primary, secondary and higher vocational schools, career guidance centers, employment service, etc.), including solutions to a complex of socio-economic, psychological and pedagogical and medical and physiological tasks in order to form professional self-determination among schoolchildren, corresponding to the individual characteristics of each individual and the demands of society in terms of personnel, its requirements for a modern worker. In the conditions of new market relations, the relevance of vocational guidance is increasing: the individual's need for optimal professional self-determination is increasing, the market dictates new requirements for the training and retraining of personnel, and all this against the backdrop of an unformed long-term plan for the economic development of Russia, the lack of an effective mechanism for coordinating the development of various industries, regions, enterprises and organizations various shapes
Vocational guidance is a system of scientific and practical activities of public institutions (family, school, enterprise, organization, primary, secondary and higher vocational schools, career guidance centers, employment service, etc.), including solutions to a complex of socio-economic, psychological and pedagogical and medical and physiological tasks in order to form professional self-determination among schoolchildren, corresponding to the individual characteristics of each individual and the demands of society in terms of personnel, its requirements for a modern worker. In the conditions of new market relations, the relevance of vocational guidance is increasing: the individual's need for optimal professional self-determination is increasing, the market dictates new requirements for the training and retraining of personnel, and all this against the backdrop of an unformed long-term plan for the economic development of Russia, the lack of an effective mechanism for coordinating the development of various industries, regions, enterprises and different organizations In determining the place and role of vocational guidance in managing the professional self-determination of young students, it is necessary to proceed from the fact that management involves a targeted impact both on socio-economic conditions (objective factors in choosing a profession) and on an individual (subjective factors).
The problem of vocational guidance in the conditions of a general education and vocational school at the present stage of its development requires ensuring its systematic implementation, coordination of actions of state and municipal bodies, schools, families, the public and other social institutions involved in its solution, delineation of functions between them, continuous and timely solution scientific and organizational issues.
Management - a process carried out according to a specific program, providing for the achievement of a given goal (i.e., the coincidence of professional self-determination and public needs for personnel), taking into account the initial level of professional self-determination and its transitional states, a correction system based on information received about the functioning of the management system (see .scheme 1). Career guidance management includes the preparation and decision-making regarding various aspects of the career guidance process, the organization of the practical implementation of decisions, operational regulation, control over the implementation of the decision, accounting, summing up the results, processing and analysis of management information, selection, placement and training of career counselors.
The process of professional orientation management is considered by us as a two-way process, the basis of which is the relationship of the subject and the object, where the object is the professional self-determination of the student's personality, the subject is social institutions, but (acting on his professional self-determination. Accordingly, the controlled system is the professional self-determination of students; the control - social institutions that influence it.The driving force behind the management of vocational guidance is the need of the individual to achieve a given goal, i.e. professional self-determination, corresponding to the individual characteristics of the student and the needs for state personnel.Improving the effectiveness of vocational guidance requires the definition of evidence-based ways and conditions for managing it , identifying its principles, functions, structure, methods
The main principles of career guidance management are: specificity, optimality and efficiency, feedback, complexity, consistency, hierarchy, integration of career guidance influences, scientific character.
Career guidance is a complex dynamic system in which two levels can be distinguished: public and personal, which are closely interconnected and consist of a combination of certain components (subsystems). Ignoring at least one of them can reduce the quality of career guidance as a whole. These components perform their specific functions and have certain connections and relationships with each other.
The functioning of career guidance subsystems and their management are aimed at maintaining their integrity and qualitative certainty.
The principle of an integrated approach means a system of vocational guidance influences, which implies the unity of the goals of vocational guidance and the directions of its influence: the relationship of management and self-government; taking into account the main factors, external and internal, affecting the professional self-determination of schoolchildren; planning and coordination of all means of career guidance; coverage by the career guidance system of all students, taking into account their age and individual characteristics; interaction of consciousness and feelings of students, their own experience in acquiring knowledge about the world of professions, testing one's strength in future professional activities; systematic analysis of the results of the career guidance process and adjustment of its management, taking into account the tasks that were set.
The principle of hierarchy includes multi-stage and multi-level systems, which are divided into elements (links and steps). Each step (level) controls the lower level and at the same time is the object of control in relation to the higher level.
The principle of integration is associated with the activation of career guidance influences on the consciousness, motives, inclinations, emotional sphere of schoolchildren, their accumulation of social experience, the acquisition of certain knowledge, skills for mastering future profession, with the maximum use of their creative possibilities.
The principle of scientific character consists in building the entire system of managing the professional orientation of schoolchildren on the latest data from the science of management using the achievements of scientific and technological progress, involves a critical assessment of the effectiveness of decisions made, the timely disclosure of contradictions that arise in the process of professional self-determination of students, and finding effective ways to resolve them.
The territorial-sectoral principle is the implementation of work with schoolchildren, taking into account the needs of the state in personnel in general and, above all, a particular region, region, city, district.
So, the principles of career guidance management express the nature of the requirements for the content management activities.
In a dialectical relationship with the principles of career guidance management, there are functions that reveal the essence and content of management activities at all levels.
Functions characterize any management process (see diagram 2).

Scheme 2

Stage	Planning	Organization	Coordination	The control	Information Support
Professional education
Development of interests, inclinations of students in various types of professional activities
Professional consultation
Professional adaptation

In vocational guidance, this can be the management of professional education of a student and the development of their interests, inclinations in order to form a professional orientation, vocational counseling and other subsystems. The main functions of career guidance management include planning, organization, coordination, control, information support.
Planning - setting the goals of managerial influence, determining the stages of its implementation, performers, resources. Organization - the choice of the structure of the object and subject of management, the implementation of their relationships and actions. Coordination - adjustment of regulations, activation of the influence of the governing bodies on the formation of professional self-determination of schoolchildren. Control - accounting and analysis of the results of management activities. Information support - a set of information about the state of the managed, control system and the external environment. It includes information: about the goals and objectives of vocational guidance facing the subject of management at the moment and in the future; about the needs of the national economy, culture and science in personnel at the present time and in the future, as well as the possibility of admitting applicants to professional educational institutions; about the actual implementation of the professional intentions of school graduates; on the effectiveness of social influence aimed at the personality, its formation, study and implementation of professional interests, inclinations and abilities.
All these functions, acting in unity, are aimed at the implementation of professional self-determination of schoolchildren. For example, in planning (planning function), the main thing is to set goals and objectives in a plan that should provide for the means to achieve them, that is, the structure of management bodies (organization function), which should lead to agreement between performers (coordination function), and then to constant monitoring of the progress and timing of the implementation of the plan (control function), to the elimination of shortcomings identified during the implementation of the plan (regulatory function).
Thus, management functions are aimed at achieving a specific goal. They answer the question of what is or should be done in the management system.
The success of career guidance management is largely determined by management methods, which are ways of managing social institutions in order to influence the professional self-determination of schoolchildren.
The most effective in the management of career guidance is the use of the program-target method.
On the basis of the main goal and sub-goals of career guidance, the subjects of management determine a set of measures (a system of management activities) to achieve the maximum result in the implementation of the goals set.
The application of this method makes it possible to reveal the real possibilities of the resources of all subjects of management in preparing schoolchildren for the choice of a profession, to concentrate and coordinate managerial influences, and to avoid their duplication.
In inseparable unity with the program-target method is the forecasting method, which is based on the forecast in the personnel policy of the state, takes into account modern and future requirements for the employee, trends in scientific and technological progress. With its help, you can develop scientifically based goals, tasks of professional self-determination of students, carry out analysis, evaluation and selection of the optimal solution.
Schoolchildren career guidance management involves the use of the modeling method. This method, using prognostic information, helps to create appropriate career guidance management models in an educational institution (school, lyceum, college, college, university), microdistrict of an enterprise, organization, city district, industry.
Along with the methods indicated by us, we also used methods that have proven themselves in the practice of pedagogical management: organizational and administrative, psychological and pedagogical, socio-economic.
Organizational and administrative methods - orders, orders for career guidance indicating who and what should be performed (in modern conditions, these are mainly instructive-methodical letters and recommendations). Psychological and pedagogical methods include systematic, annual compilation of career guidance characteristics of schoolchildren, their questioning. Socio-economic methods - collective tasks, innovation, material incentives, economic responsibility, activity in a market environment.
The professional orientation of schoolchildren will be able to achieve more effective results if it is brought into a single stable dynamic mechanism. To a large extent, this is facilitated by the definition of goals, principles, functions of career guidance, methods of managing it.
Is it possible to build a career guidance management system in a large industrial center such as Perm?
Based on the historical experience of the functioning of such a system in the 80s of the last century in the regional center, the fundamental agreement of all social institutions on the need for practical work to improve career guidance work is certainly possible.
The first steps have already been taken - this is the creation in the city of Perm of the Interdepartmental Career Guidance Council headed by the Deputy Mayor, the competition of models of professional self-determination of the city's educational institutions within the framework of the Education and Career 2002 exhibition, the creation of a city career guidance center and much more.
Based on those methodological and theoretical principles discussed above, an attempt can be made to create an urban career guidance management system.
Here it is necessary to provide for several directions of both scientific, methodological and organizational work.
First. Creation of the concept of career guidance management in the conditions of market relations and modernization of education, profile training of students.
Second. Training of vocational guidance personnel, redistribution of functional duties of school psychologists, social pedagogues, deputy directors of educational institutions for educational work, coordinators of this work in municipalities and authorities.
Third. Creation of career guidance rooms and the entire material base of this work, its scientific and methodological support.
Fourth. Publication of the popular science and methodical magazine "Choice" for students, teachers and parents, other necessary literature, professiograms, reference books, etc. Creation of a career guidance website, computerization of career guidance work in the districts of the city of Perm.
Fifth. Alignment of the vertical and horizontal of career guidance work. Coordination of activities of career guidance centers of educational institutions of primary, secondary and higher vocational education, professional consultants, recruitment agencies, personnel departments of enterprises and organizations, divisions of the federal employment service, etc.
Sixth. Formation of public opinion on the importance of coordinating the efforts of all social institutions to form the future human resources potential of the city of Perm. Introduction of the nomination "Professional orientator" in the competition "Teacher of the Year".
Seventh. Creation of working groups, temporary creative teams, experimental sites for the dissemination of advanced career guidance experience, basic educational institutions, a system of grants, financial support for interesting undertakings, etc.
Eighth. Financial support for all career guidance work, allocation of funds for the development of a career guidance management system in the city of Perm on a separate line in the city budget.
The new, as they say, is the well-forgotten old. Therefore, there is no need to create completely new management models: it is necessary to rethink the vast experience that was accumulated in Perm in the 70-80s. The main thing is not to wait until all problems (personnel, organizational, material, methodological, etc.) are solved, but to start work on improving career guidance work immediately, in stages.
For example, it does not require large financial investments to create a temporary group (commission) under the city Interdepartmental Council for Career Guidance to promote those professions that will be in demand in the market conditions in the near future by enterprises, a city that could organize mass events, coordinate schedules for schoolchildren to visit enterprises and educational institutions, vocational counseling centers and career guidance centers; would provide schools with information materials about enterprises of various forms of ownership, educational institutions; would organize the production and distribution of operational career guidance materials on the structure of vacancies, the prospects for the development of the region's economy (leaflets, posters, brochures, reference books), as well as the production of vocational materials on mass professions, the need for which will be in the coming years.
The parenting group could organize career guidance work with parents through mass media; coordinate the purposeful work of the boards of trustees of educational institutions, adjust the work plans of vocational counseling centers and vocational guidance centers, etc.
The City Center for Career Guidance is a working body under the Interdepartmental Council. Its tasks include the methodological guidance of career guidance work and its provision. necessary materials, conducting reference and information, medical and psychological-pedagogical consultations for students and parents on the choice of a profession. Employees of the career guidance center are directly involved in the work of the interdepartmental council, interact with the Career Guidance Centers of educational institutions and vocational counseling centers in the districts.
The tasks of the office of career guidance of the territorial center include the study and dissemination of best practices.
The divisions of the employment service and labor administration, in accordance with their specifics, study the needs of enterprises and organizations in personnel, participate in scientifically based coordination of recruitment plans for educational institutions located on their territory, identify and analyze the professional intentions of high school students; directs the work of social institutions to promote the professions of tomorrow; promotes youth employment.
District structures should actively participate in career guidance work, starting with interdepartmental councils for career guidance, as well as departments and departments of district administrations.
The Department of Education ensures the implementation of career guidance in schools and out-of-school institutions, controls its implementation through the methodological office, and provides schools with methodological materials.
In order to provide methodological support for the career guidance work of the schools of the microdistrict and to communicate with the Interdepartmental Council for Career Guidance, pivotal schools are being created, where experience in career guidance work has been accumulated and profile training of students is well organized.
Career guidance management in Perm can be represented as a process that includes five levels of functioning:
I level - regional coordinating council of youth career guidance (regional); II level - coordinating council of vocational guidance (city); III level - career guidance coordinating council (district); IV level - coordinating council of vocational guidance of the microdistrict (where there are conditions and need); Level V - career guidance council of an enterprise, organization, institution.
The main criterion for the reliability of the career guidance management system in the city is the degree of its compliance with production structure national economy of the area. Implementation of a targeted career guidance program without requiring restructuring organizational structure production, occurs only through the introduction of a small number of permanent and temporary governments.
The general scientific and methodological guidance of the career guidance of young people in Perm should be carried out by the city center of career guidance, the coordination of career guidance and its management at enterprises and organizations of the given territory - the coordinating councils of cities and regions. Career guidance councils of enterprises, organizations and educational institutions are subordinate to them.
Each responsible manager (chairman of the SPO of the corresponding level) should be accountable to only one manager of a higher level. With this approach, communication between them occurs through direct contacts. This promotes the relationship between managers and subordinates and ensures the unity of commands in the management system.
Labor authorities, the federal employment service, recruitment agencies. Executors and headquarters units report only to their superior leader. The management structure characterizes the degree of participation of each interested authority in conducting vocational education, activating the test of students' strengths in various types of activities, vocational consultations and adapting them on the basis of age features, interests and capabilities of the individual, the needs of society in personnel.
The city management system for career guidance for young people should provide for a set of measures for each of the subsystems of career guidance, establishes the functional responsibilities of the bodies, services, performers responsible for career guidance, determines the interaction of enterprises, schools, training and production plants (CPC), educational institutions, cultural institutions in career guidance work with young people, clarifies the role of each interested authority in conducting career guidance activities based on age characteristics, individual interests and opportunities, the needs of society.
The implementation of the city system should be carried out on the basis of the "Comprehensive Plan for the Management of Career Guidance of Youth in the City of Perm", compiled for a long time based on the real needs of enterprises and organizations in personnel, the demographic situation that is developing in the region.
Thus, in Perm there is a real opportunity to create a scientific and methodological system for managing the career guidance of young people in the conditions of new market relations.

MKOU "N-Dzhengutaevskaya secondary school"

Problems of professional orientation of schoolchildren.

Gereeva V.A.

At the present time of economic and political instability in society, the world of professions is extremely dynamic, changeable, and the requirements it imposes on a person are steadily changing. In this regard, the problem of choosing a profession becomes more and more relevant for a high school student. A teenager is forced to rely on himself, he must be mobile and flexible, able to quickly and correctly navigate the general nature of any specialty and determine his suitability for it. A survey of the above data shows that 65% of the surveyed school graduates have no idea about the real demand for specialists in modern market labor. This means that random, non-social choice prevails, entailing personal and social costs, and as a result of this, the high school student loses time and faith in his own strength. For decades, the problem of professional self-determination has been developed theoretically and solved in practice from the standpoint of the dominant attitude to the professional environment, and not to the personality of the senior student and the social order. Hence, the forms and methods of professional self-determination were designed not for a specific, but for an abstract student. Therefore, the majority of older students are characterized by unstable, situational interests in professional activities, as well as problems associated with the definition and evaluation of their professional perspective; awareness of the need for an independent and responsible choice of a professional future, not knowing how to study one's individual, personal capabilities in accordance with the chosen profession, etc. And in this regard, it is necessary to note the main contradictions that have arisen between the increased requirements for school graduates and the level of their preparedness for professional self-determination.

Problems of vocational guidance for schoolchildren

Career guidance is a socio-economic problem in its objectives: to promote rational distribution labor resources, increasing the efficiency of production, revealing the potential of the individual, its comprehensive development. Each profession imposes certain requirements on the physical, psycho-physiological qualities of the employee, his health. The level of these requirements depends on the content, nature and working conditions. When choosing a profession, it is necessary to compare these requirements with the individual characteristics of a person, so the orientation of schoolchildren to any profession is a medical and psychological problem. The student has the right to free choice of profession, but one desire to work according to certain profession and interest in it is not enough. The basis for a conscious choice of profession should be a whole range of knowledge and skills, which can be called the readiness of a teenager to choose a profession.

For a long time, the problems of vocational guidance were studied and implemented solely from the point of view of the existing professional environment, leaving aside such important aspects as the personality of the student, the existing social order from the state or society in the labor market. Abstract approaches have become a sad consequence, without taking into account the desires and abilities of a person, while the current problems of vocational guidance for schoolchildren include:

Unstable bursts of interest in professions and work.

Lack of identification skills, personal predispositions and abilities in relation to the chosen professions.

Difficulty defining and evaluating their development prospects in various professions.

The oppressive need to make a choice of profession on their own and bear responsibility for it.

Increased requirements for school graduates and their insufficient level of preparedness for professional determination.

Missing or unqualified assistance in choosing a profession for a student.

The absence of a permanent, widespread program for getting acquainted with various specialties, the labor market, its requirements and needs.

Of course, far from all the existing problems of vocational guidance for schoolchildren and high school students are listed here, but it will not be difficult to assess the scale of the situation and the need to act on them.

According to N.S. Pryazhnikov, Doctor of Psychology, Professor of the Department of Psychology at Moscow State University, the desire to take into account the individual abilities of the child during career guidance is becoming more and more noticeable, and personal self-determination begins to take on the form of professional orientation. Which is the internal readiness of the individual for independent and, which is one of the most important points, a conscious choice of one of the many options for development, both life and professional. Graduates begin to show, albeit small, but still a willingness to consider themselves not only in the present tense, but also taking into account development plans. Independently revealing the meanings of a certain professional activity that are significant for them.

Contradictions of career guidance for schoolchildren

The existing needs of society often run counter to the personal plans and desires of schoolchildren. Even knowing about the oversaturation of the labor market with representatives of "fashionable" and "prestigious" specialties, school graduates consciously make it difficult for themselves to further employment, choosing them as their desired profession.

The chosen profession does not always correspond to the capabilities of a high school student. Having received the appropriate education and started working, a person understands that the choice was erroneous and that he does not have the required personality traits to successfully realize himself in this field. Change of profession or retraining lead to great losses of time and effort.

A combination of an acute shortage of ongoing career guidance work and the need for a mandatory choice. By the last grade, students usually realize that difficult choices career path will lead to long-term consequences.

The lack of planning and forecasting skills among schoolchildren, coupled with the need to build long-term plans for their future life and career at the same time. In such a situation, the graduate of the school can more or less imagine the desired life paths and intended professions, but the ways to achieve these goals will elude him without outside help.

The requirement for the mandatory selection of a set of state exams to be passed for subsequent admission to educational institutions and professions is superimposed on the missing or insufficient understanding of students about the variety of professions available in the world, which leads to a series of mistakes, such as choosing a future career according to the degree of its "prestige", in company with friends or simply on the advice of parents.

The need of schoolchildren for vocational training and the lack or insufficient qualification of school psychologists and vocational consultants who are able to conduct long-term career guidance from primary school and accompanying the child until graduation.

Wanting to try himself in a particular profession, the student understands that such an opportunity simply does not exist at school or in the immediate environment. Career guidance lessons in the form of a game are not held, excursions to enterprises are not carried out, etc.

To gradually correct the general situation with the existing problems of vocational guidance for schoolchildren, the following measures can be distinguished, which should be used comprehensively and for a long time without interruption:

Professional education of schoolchildren in order to expand their general horizons.

Professionalism, i.e. study of the requirements imposed by various specialties on the personal qualities of an employee. When transferring the accumulated knowledge to schoolchildren, they acquire the knowledge and skills to determine the need and demand for a specialty, career prospects, personal development, prospective wages, job responsibilities.

Raising the desire to work and choose the most necessary professions for society, taking into account individual characteristics through professional propaganda.

Development and improvement of the student's individual qualities (desire to work, responsibility, a sense of pride in the chosen profession, a sense of duty to others, etc.).

Determination of professional suitability for the possible prediction of the mastering of various professions by a high school student.

Professional diagnostics for the study of personal characteristics of the qualities of a graduate that are significant for professional activity and monitoring of profiling.

As a result of the introduction and maintenance of such comprehensive measures, it can be assumed with a high degree of certainty that a significant increase in the number of children who have unequivocally decided on the desired direction of professional activity, and, consequently, help them avoid many mistakes and solve the problems of professional orientation of schoolchildren.

findings

As a conclusion and generalization of all the above, we can safely assume high efficiency raising the awareness of schoolchildren at relevant lessons, events and individual consultations with qualified specialists.

Undoubtedly, great importance should be attached to the study of the psychology of self-determination. Only with her help is it possible complete solution acute problems of vocational guidance for schoolchildren. The effectiveness of vocational guidance for school graduates can be increased by actualizing the subjective desires and position of adolescents, their active inclusion in activities important for personal development, and stimulating a personal choice of professions of interest. A great help to the self-determination of a teenager will be the compilation of his proposed career path, which will lead to a conscious choice of profession and the realization of the fact that he himself made a decision and is ready to bear responsibility for it, while being proud of it. Otherwise, if such a choice is imposed from above or made under the influence of momentary circumstances, then there will be no successful self-determination along with the solution of the career guidance problem. Professional self-determination is not only a fact of choosing a specialty, but also, including a long dynamic process of forming a professional throughout life.

One of the most important decisions that a person makes in his life is the choice of profession and career path, which will determine the quality of his whole future life. Unfortunately, very often such a choice is made without due deliberation, at the level of intuition or momentary desires and hobbies. It is even worse when, under the pressure of the need to determine with the necessary Unified State Examination, the main assistants in solving the problem of the professional orientation of an individual become the desires of others (for example, friends or parents), the mood or impressions of a recently seen profession without awareness of all its requirements and a weak idea of the specialty in in general. The vast majority of mistakes in choosing a profession with a detailed description and ways to solve them are analyzed in our material “Typical mistakes in choosing a profession”, and now let's focus on the issue of the relevance of career guidance in general.

In fact, the problem of choosing a profession and career guidance as such arose relatively recently. For many centuries, children had little choice but to continue the craft of their parents, with the possible exception of military service, sudden circumstances or social upheavals that significantly changed the structure of society and made some professions obsolete and unnecessary. Class and class division drove the vast majority of the population into narrow limits, leaving virtually no choice. The fact that many parents try to make the choice for their children and make them continue their craft is, along with a sincere desire to help, a small echo of those times.

The modern definition of career guidance consists of four main areas:

career guidance as a source of information about the labor market, the current and planned demand for certain professions, their requirements for knowledge, skills and physical capabilities of a person. This also includes informing about various training programs in secondary special and higher educational institutions.

Career guidance and counseling, where, using extensive tools (career guidance tests, literature, observation, consultation, and others), the most developed skills and interests of each individual person are diagnosed and compared with the requirements for professions. There is a development of recommendations and possible ways of obtaining a suitable education and the most complete self-realization in labor activity.

Professional selection makes final conclusions about the possibility of a person to work in a particular specialty and his suitability for the implementation of labor activity in different directions.

Professional adaptation, in turn, deals with the processes of adapting a person to the conditions, requirements and content of his chosen profession.

In more detail about what career guidance is in general, its functions, types and a brief history development of career guidance in Russia can be found in the material "What is career guidance".

The problem of vocational guidance, of course, is a public one, since the state of society, the development of the labor market, employment of the population, the possibility of identifying talents and directing them to the most suitable areas of activity depend on it. In addition, one of the main problems of career guidance is to overcome or minimize the emerging contradictions that exist between the objective needs of society in a sufficient and balanced personnel structure and the subjective professional desires and aspirations of young people that have developed over many years, which cannot or does not want to adapt to the realities of the current day. In such cases, distortions inevitably arise in the demand and supply of professions in the labor market, unreasonably high output of specialists in certain specialties, inconsistent ratings of the prestige of professions, and many others.

Thus, a developed and state-supported system career guidance should solve all emerging issues and significantly contribute to the distribution of human resources, the determination of optimal professions according to their abilities, successfully adapt labor resources to the specialty received and engage in labor education of the younger generation.

Modern problems of vocational guidance in Russia

Solving these and other problems of professional self-determination is gradually becoming an important task, and the relevance of career guidance is becoming obvious in Russia as well. One of the most important conditions for the successful solution of the above problems should be the improvement of the state's personnel policy.

Ways to solve the problems of career guidance in Russia

The most likely way to increase the relevance and role of vocational guidance in Russia should be to increase the degree of involvement of relevant specialists in the process of teaching and raising children, starting with kindergarten and ending with graduation.

In addition to banal classes, games in the profession and excursions to enterprises, such things as:

Profile training aimed at identifying talents and inclinations for certain types of activity, taking into account the current and planned needs of the labor market.
Increasing the number of practical classes from different fields of activity, both research and workers.
Formation in children of professional skills that will be in demand in any future practical activity.
Providing systematic, full-fledged assistance and support to students along the entire path of choosing a profession and educational profile: from the first interest in childhood to the choice of a higher educational institution and advanced training and additional education programs.
Involvement of the widest range of social partners-representatives of the professions to create an interesting and diverse environment for education. These can be various interest groups or hobbies, joint work with successful professionals, practices, excursions to enterprises, workshops at schools and the like.

Conclusion

In modern Russia, the problem of the relevance of career guidance is quite acute and has a large number of unresolved contradictions between the needs, desires of the state, society and individual people, and systematic work in this direction is either not carried out at all or is carried out by a small number of interested people on the ground. Developed with the help of active participation of the state, a common personnel policy can solve most of the issues and remove the most serious problems based on the most successful domestic and international practices, adapting them to the modern realities of Russia.

Preparation for choosing a profession is important because it is an integral part of the versatile development of the individual, and it should be considered. in unity and interaction with the moral, labor, intellectual, political, aesthetic and physical. personality improvement. Thus, career guidance is an important component, both in the development of each person and in the functioning of society as a whole.

In this regard, the organization of vocational guidance at school today is given new roles - creating conditions for identifying prof. interests and inclinations of students, determining their real opportunities in mastering a particular profession, providing a psycho-ped. support in professional self-determination, successful socialization in society and active adaptation in the labor market.

Today, career guidance for young people is not only a pedagogical problem, but also a social one. The essence of vocational guidance as a social problem is the need to overcome the contradictions between the objectively existing needs of the labor market in a balanced structure of personnel and inadequate subjective aspirations of young people.

At this time in the world, OK. 7000 prof., but among the issue. schools from year to year, only a few are popular. dozens of them (economist, lawyer, programmer, doctor, etc.). Often schoolchildren are poorly informed. about the complex world of professions, and their choice of yavl. unreasonable, inadequate and random. Many graduates choose a profession not because they are attracted by content. deyat, rather they like a certain way of life, with a cat. profession only a means for prestige and popularity in society. Economy loss of state-va as a result of a change of professions and duration. period of adaptation is annually about 50 billion rubles.

Thus, the preparation of high school. to the conscious, right choice life path- the task of the big state. importance. The solution to the question: "Who to be?" - serious trial. not just for teenagers. and virgins entering into independence. life, but for the whole society, cat. interested in rights. prof. definition of uch-Xia.

Having chosen the right profession, they say. people bring more. the benefit of the country and he himself will receive a more complete personal satisfaction. Accidentally, choosing the wrong specialty, he brings damage to himself and the state: the work does not captivate him, the creative possibilities of people are not fully revealed. and as a result - low productivity, frequent job changes, personal dissatisfaction.

92. Career guidance as a scientific discipline: basic concepts, subject, purpose, methods, content of the discipline.

Career guidance is associated with the disciplines of which the object is a person (his psyche, philosophy, etc.)

Thing vocational guidance people as a subject of professional self-determination.

Target- help people in choosing a profession and building your own. prof. way.

Spinners you: there are 4 gr methods:

1. information-reference, educational: professiograms (descriptions of goals, nature of labor, those ZUN necessary for the performance of labor, requirements that are presented to people); reference lit. (guidelines for applicants); information retrieval systems; professional advertising and agitation; excursions to enterprises; meetings with experts prof; cognizant-enlighten. lectures on ways to solve problems prof. definitions; career guidance lessons; educational films; use of the media; job fairs (meetings with employers).

2.prof.diagnostics: conversations, interviews, questionnaires of professional motivation, questionnaires of professional abilities, personal questionnaires, method of observation, collection of client information from acquaintances, parents, teachers, etc., psychophysiologist. method (in some professions there are strict health requirements), the method of professional tests (Fukuyama method), use. game and training situations where different are modeled. aspects of prof.d, the use of various simulators.

3. m. moral and emotional. support(group communication), communication trainings (mastered communicative skills), complex. methods of individuals and groups. psychotherapist, vocational guidance and vocational counselor. games with elements of training.

4. M. assistance in a specific choice and decision-making (building a plan for various options for action, using various alternative schemes for building one's professional career).

Basic concepts:

career guidance is a set of measures to assist people in choosing and building a professional path. Professional consultation– Individually-oriented assistance in choosing a profession. Professional self-determination- Determination of oneself in choosing a profession. This process takes a lifetime. Career- professional path of a person. professional selection- a set of measures, directed. to search for people most appropriate for a particular specialty or profession.