Who Am I: The Inadequacy of Career Information in the Information Age.

Autor/in	Grubb, W. Norton
Titel	Who Am I: The Inadequacy of Career Information in the Information Age.
Quelle	(2002), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Career Choice; Career Guidance; Constructivism (Learning); Decision Making; Decision Making Skills; Education Work Relationship; Educational Innovation; Educational Planning; Futures (of Society); Guidance Objectives; Information Needs; Labor Force Development; Lifelong Learning; Marketing of Education; Occupational Information; School Counselors; Service Learning; Technological Literacy; Vocational Maturity + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Berufsorientierung; Decision-making; Entscheidungsfindung; Instructional innovation; Bildungsinnovation; Bildungsplanung; Future; Society; Zukunft; Information need; Informationsbedürfnis; Arbeitskräftebestand; Life-long learning; Lebenslanges Lernen; Berufsinformation; School counselor; Beratungslehrer; Pädagogischer Berater; Service-Learning; Technisches Wissen; Berufsreife
Abstract	Individuals in liberal societies have to construct their own conceptions of who they are and what career(s) they should prepare for as opposed to being told by families, schools, or communities. The trends toward providing more and more career information is a valuable component of an overall policy to prepare individuals to make decisions for themselves. But it is an incomplete policy and especially may leave behind precisely those individuals who most need to become more sophisticated decision-makers. Instead, a constructivist conception of career guidance and career information is necessary, one that facilitates individuals constructing their own identities, their careers, and the role they want education and work to play relative to their other possible interests in life. Some constructivist practices include the National School Counselor Training Initiative; the "exploratories" of high schools following the model of education through occupations, work-based learning, or service learning; the creation of learning communities in community colleges or parent groups; the family advocacy system; embedding counseling in the curriculum and distributing the counseling function among a number of professionals, including teachers. So there is no lack of constructivist ideas and practices but they have not become common. (The paper includes a description of the Puente Program, created to help Latino students complete high schools and become eligible for California public colleges and universities. There are 47 references.) (MO)
Anmerkungen	For full text: http://www.oecd.org/dataoecd/32/35/1954678.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC