Problems of career guidance work at school. Analysis of the problem of career guidance for high school students Problem of career guidance

In adolescence, children usually lack readiness for career guidance. The influence of peers and teachers is low, and there is little information about the variety of professions, their nature and characteristics. We can admit that high school students are insufficiently aware of the concept of professionally significant qualities. Restrictions in choosing a profession related to health status are simply not taken into account by adolescents. Since ancient times, career guidance at school has occupied a huge place in the future life of a child. Having touched on the times of the Soviet Union, one immediately notices the fact that the guys have been primary school decided for themselves further ways to advance into an independent life. Many set specific goals and an algorithm for moving towards a certain result. For many who have clearly defined their future for themselves, of course, not without effort, their dream has come true. They have learned a profession that will not only provide financial support for their future lives, but will also bring them pleasure from the work they do. Others, having rethought their decision or realizing that they would not be able to perform this or that activity, chose other roads to the future. This is what is becoming relevant these days. problem - problem career guidance for children at school. Now many of the children not only do not know who they will be in later life in high school, but also after finishing school. From this it follows that three directions can be distinguished: 1. The problem is the children’s own independent understanding of the future. 2. Lack of information about career guidance in the school itself. 3. Lack of awareness on the part of parents about the activities of various professions and their areas of activity. 1. The problem is the children’s own understanding of the future. This problem mainly comes from self-determination. A person has not yet reached maturity in independent decision-making, so it is difficult for him to make a choice in a profession. It also mainly depends on the upbringing of the parents. If parents have not taught their child to make independent decisions since childhood, then it will be difficult for him to short term learn this quality. It should also be noted that many teenagers simply do not think about their future. They live one day at a time and do not think about further providing for themselves and their family. According to N.S. Pryazhnikov, nowadays a shift of interest to the personal aspects of this problem is becoming more and more widespread. From the perspective of the problem of professional personality formation, personal self-determination takes on the features professional self-determination, which comes down to the formation of internal readiness to consciously and independently imagine, adjust and implement the prospects of one’s development (professional, life), readiness to consider oneself as developing over time and independently find personally significant meanings in specific professional activities. 2. Lack of information about career guidance in the school itself. This is also an important aspect of teachers’ activities. His responsibilities include not only conducting certain career guidance activities, but also taking into account the individual characteristics of high school students. After all, at their age it is very common various changes, and psychological characteristics also change. Some may become depressed, some lead a riotous lifestyle, and some completely abandon their studies. Despite the majority of good results, career guidance in modern conditions has still not achieved its main goals: the formation of professional self-determination in students, corresponding to the personal characteristics of each and the needs of society in personnel, its requirements for modern worker. Career guidance is designed for the average student; there is no individual, differentiated approach to the personality of those choosing a profession; mainly verbal methods are used, without giving everyone the opportunity to try themselves various types activity, including elected activity, all this is a significant brake on its development. Most cities and regions are not provided with current information about professions in demand in the labor market; There is little preparation of qualified professionals to help them choose the right path to independent life. 3. Lack of awareness on the part of parents about the activities of various professions and their areas of activity. Parental control over children should include not only educational activities, but also career guidance. Nowadays, this is the main mistake in raising children by parents. A high school student at the age of 15-16 should already be thinking about his future. Set specific tasks and ways to solve them. Parents try to focus only on educational process, forgetting that you need to have conversations with a high school student about independent living in society. And this, it seems to me, is the most important aspect in education - the development of independence and decision-making. It will be much more interesting for a teenager to learn about professions from their parents than from strangers. The parent will explain all the pros and cons of a certain profession and, perhaps, help the child take exactly the path that will be more suitable for him. If parents do not take any action in this process, then the teenager will not be able to fully live in society. Based on all these problems, it can be noted that a teenager is no longer a child, but not yet an adult. Therefore, you need to understand that he needs help, namely in career guidance. Help should not consist of choosing a profession for a teenager, but of pushing him in the right direction. A person cannot immediately understand who he wants to be or what he wants; he needs to understand his desires, strengths and qualities in more depth in order to understand what he needs. This problem, in my opinion, is relevant enough to consider it in more depth and begin to look for more modern solutions. Such decisions include: 1. As often as possible, distribute various questionnaires and tests to each of the high school students, based on identifying career orientation and professional suitability; 2. Conduct various events with an emphasis on various professions and their activities. 3. It would be very useful to take teenagers on various excursions to places of various professions, so that teenagers are interested in considering this or that activity not only from the positive sides, but also point out the difficulties of this or that profession. With the help of such simple methods, it is possible to significantly increase the horizons of high school students in the field of professional activities, as well as increase productivity, that is, career orientation, among the majority of teenagers, thereby solving this rather important problem of our time.

Russian State Pedagogical University named after A.I. Herzen

The problem of career guidance for schoolchildren and ways to solve it in pedagogical science.

3rd year students of OZO
Faculty of Mathematics
Markova Yu. N.
Supervisor -
Ph.D. Gutnik I.Yu.

Saint Petersburg
2010
Content.
1. Introduction.
2. Methodological and theoretical issues of professional guidance.

History of the formation of career guidance.
Issues of theory and methodology of professional guidance.

3. The problem of career guidance for schoolchildren.
4. Professional education of students.
4.1. Professional education in the learning process.
4.2. Professional education of students during extracurricular hours.
5. Study of schoolchildren for career guidance purposes.
5.1. General characteristics of the student’s personality.
5.2. Methods of studying schoolchildren for career guidance purposes.
6. Professional consultation for students.
6.1. Objectives, content and forms of professional consultation.
6.2. Methods of conducting professional consultations.
7. Preparation for work and choice of profession is the most important task of the school.
7.1. Motives for choosing a profession among schoolchildren.
7.2. The role of temperament in career guidance.
7.3. The importance of character traits and self-esteem for career guidance.
8. Conclusion.
9. Application.
10. List of used literature.

1. Introduction.

Problems of professional self-determination and career guidance have now acquired particular relevance. It is emphasized that the correct choice of profession and career guidance aimed at this are important not only from the point of view of determining a person’s life plans, but also from the point of view of the development of society as a whole.
Professional self-determination is a person’s definition of himself in relation to the criteria of professionalism chosen in society (and accepted by this society). The essence of professional self-determination is finding personal meaning in the chosen, mastered or already performed activity. Professional self-determination arises as a psychological new formation in adolescence.
At the moment, the situation is such that there are fewer and fewer real specialists working with enthusiasm and raising our country to higher levels of development. Why is this happening? Even despite the fact that in our country there are many higher and secondary educational institutions with a high level and quality of education, which graduate “specialists” every year, their competence and professionalism leave much to be desired.
Analyzing the facts of modern reality, one involuntarily thinks: what is the reason for these failures and disappointments of young people?
Perhaps one of the reasons is the wrong choice of profession in his youth. It is known that adolescence (14-18 years) is the age of self-determination. Who to be? What to be? Where am I most needed? These and many questions arise before schoolchildren.
The world of professions is very large. It includes thousands of different interesting specialties. In adolescence, everyone faces a choice. Every fifth person will talk about their misconceptions and fluctuations in professional self-determination. A high school student is attracted by dozens of professions. What are they? Different types of work require different and sometimes contradictory qualities from a person. In one case, this is the ability to get along with people, to manage and obey, in another - a high culture of movements, in the third - the acuity of observations. Of course, if you are 15-17 years old, it is not easy to understand such a variety of your personal qualities and abilities.
Making a social and deeply personal choice in professional self-determination is not a simple or easy task.
Independent choice of profession is the “second birth of a person.” After all, the social value of a person, his place among other people, job satisfaction, physical and neuro-mental health, joy and happiness depend on how correctly his life path is chosen.
The society expands the opportunities for self-determination of young people. She has opportunities to apply her strengths and abilities in a variety of areas of activity for the benefit of society.
Thus, professional work activity, which is preceded by the right choice, is one of the most important factors that determine much in the life of a modern person.

2. Methodological and theoretical issues of professional guidance.
2.1 History of the formation of career guidance

The beginning of career guidance is often attributed to 1908 - to the opening of the first career counseling bureau in Boston (USA). However, according to another point of view, career guidance appeared much earlier, in ancient times. Career guidance arose from the needs of the development of human society, and therefore, like society, it has its own history and background.
The history of the appearance of some elements of assessing a person’s professional suitability goes back centuries. This refers mainly to the diagnosis of knowledge, skills and abilities. Already in the middle of the 3rd millennium BC. e. In Ancient Babylon, tests were carried out on school graduates who trained scribes. During the tests, his ability to understand fabrics, metals, plants, as well as knowledge of all four arithmetic operations were tested.
In ancient Egypt, the art of priesthood was taught only to those who passed a system of certain tests. First, the candidate went through a procedure that could now be called an interview. Then they tested their ability to work, listen, remain silent, and conducted tests by water and fire. It is reported that the famous ancient scientist Pythagoras successfully overcame this harsh system of testing and selection.
There is a lot of data similar to the above, and they all point to a fairly early period of the emergence of elements of what is now commonly called professional diagnostics and professional selection. If we proceed from the now widespread point of view about the inclusion of vocational diagnostics and vocational selection in the system of vocational guidance, then we can say that vocational guidance arose a long time ago.
However, if we now look at career guidance as social process, which includes not only the above-mentioned vocational diagnostics and vocational selection, but also vocational education, vocational consultation, socio-professional adaptation and vocational education, it will become clear that vocational guidance as a scientifically meaningful human activity could appear only later, from the time when it began to gain strength the tendency of differentiation and integration of individual sciences and scientific directions. Consequently, the above historical data should be considered as an indication not of history, but of the prehistory of the emergence of career guidance. History began much later, during the period of developed capitalism with its inevitable companions - an increase in the intensity of production processes, the increasing role of specialization and professionalization of labor, as well as the forced need to implement vocational training huge masses of workers. It was at this time that the practical need to attract work force, its training and distribution to various labor operations in accordance with the individual differences and characteristics of people.
In January 1908, in Boston, as noted above, the first youth career guidance bureau began operating to assist teenagers in determining their career path in life. The activities of this bureau are considered to be the beginning of career guidance. His tasks included studying the requirements placed on a person by various professions, and a more detailed knowledge of the abilities of schoolchildren. The Bureau carried out its work in contact with teachers, using tests and questionnaires.
In its work, the bureau was guided by the following provisions:

In terms of significance, the choice of profession can be equated to a marital choice;
It is better to choose a profession than to hope for a lucky break;
no one should choose a profession without careful consideration, without relying on a career consultant;
young people should get acquainted with a large number of professions, and not immediately take on a “convenient” or random job;
The choice of a profession is more successful the more carefully the career consultant studies the personal characteristics of the person choosing, the factors of successful choice and the world of professions.

One of the founders of this bureau, F. Parsons, identified three main factors for the success of choosing a profession:

correct self-assessment of inclinations, abilities, interests, aspirations, opportunities and limitations;
knowledge of what is needed for successful activities in each of the chosen professions;
the ability to correlate the results of self-assessment with knowledge of the requirements of professions.

In Russia, career guidance activities began to develop in the first years of the twentieth century. The Pedagogical Museum of the Teachers' House has undertaken a number of surveys concerning the choice of profession by students of various types of schools. In the process of this work, it was decided to find out which professions attract the most attention, what are the reasons that encourage young people to follow one or another career path. To this end, the museum organized a survey of students in schools. Along with the students' answers, information about them was also collected through teachers. However, career guidance for youth in our country received its greatest development after the Great October Revolution. In the 20s of the last century, the first scientific studies by domestic authors appeared, devoted to elucidating the reasons for choosing a particular profession.
In Leningrad in 1927, a professional consultation bureau was organized, which, along with practical activities, carried out Scientific research. Firstly, an attempt was made to solve the problems of career guidance through career counseling and selection. The second important idea is an integrated approach to personality assessment. This progressive idea, like the idea of ​​diagnostics, was developed in the Main Directions of the Reform of General Education and Vocational Schools, where newly created career guidance centers are instructed to “identify the psychophysiological characteristics, abilities and inclinations of students for certain types of activities and develop appropriate practical recommendations on this basis.” The third important idea is the unity of practice, theory and methodology. This idea, unfortunately, did not receive further development for many years.
In the development of the scientific and pedagogical foundations of career guidance, outstanding teachers and public education figures N.K. Krupskaya, A.V. Lunacharsky, P.P. Blonsky, A.S. Makarenko and others played a large role. They helped create a psychological and pedagogical basis for subsequent development of ways to implement vocational guidance for schoolchildren. The problem of career guidance for schoolchildren was resolved in close unity with the implementation of polytechnic education, labor education and training.
A number of researchers proposed that all career guidance work should be carried out through the People's Commissariat for Education within the framework of the labor polytechnic school. Of exceptionally great importance was the fact that in the 1930s a career guidance system began to take shape in the educational process of schools. However, the development of career guidance work at this time was negatively affected by a decrease in attention to issues of labor training for schoolchildren. The abolition of labor training at school led to the curtailment of career guidance work.
Since the 50s, attention to the problem of career guidance has grown significantly, and a certain approach has emerged. This approach can be called organizational and methodological. All efforts, material resources, and publication of literature were aimed mainly at improving the organization of career guidance work and improving the methods of career guidance for schoolchildren.
Due to the acceleration scientific and technological progress New qualitative changes are also taking place in the professional training of workers in all spheres. The most important task of the school is to prepare young people for life, for active participation in work, and the right choice of profession.

2.2. Issues of theory and methodology of professional guidance.

The goals and objectives of career guidance are successfully realized in full when career guidance itself can rely on a developed theory and methodology. And this is no coincidence: after all, in theory and methodology, concepts, ideas, views, representations, forms, methods and principles are refracted and tested, which make it possible to increase efficiency practical work.
The concept of “career guidance” seems clear to everyone who gets acquainted with it even for the first time - it is the orientation of schoolchildren towards certain professions. Approximately the same definitions are given in methodological manuals, where career guidance is seen as helping young people choose a profession. In addition, career guidance is often understood as a system of activities that help a person entering life to scientifically choose a profession or a system of educational work in order to develop professional orientation and help students in moments of professional self-determination.
Whatever definitions are given to the concept of “orientation,” it is clear that they are all associated with the activity of choosing a main direction, in this case, choosing a profession. If a young person is trying to navigate the world of professions and begins to actively find out how this or that particular profession corresponds to his life aspirations, then in this case it is better to talk about his orientation towards the profession. If he becomes the object of pedagogical or other influence with the aim of choosing a profession suitable for him and for society, then here it is better to talk about orientation in the sense of orienting him towards the profession.
The lack of a common point of view on the concept of career guidance is also explained by other reasons. For example, because this is a complex problem, and therefore approaches to its definition may be different. If we look at this process through the prism of psychological science, then psychological concepts and concepts that explain the features of this or that choice will come to the fore. Another approach is sociological. At the same time, the process of vocational guidance is considered as part of a more general process of social orientation of young people. Accordingly, the choice of profession is considered as an act determined by the general life orientation, the desire of the individual to occupy a certain place in the social structure of society, in a social group.
The above understanding of career guidance as the unity of practical work and theory allows us to give its following definition. Vocational guidance is a purposeful activity to prepare young people for an informed choice of profession in accordance with personal inclinations, interests, abilities and, at the same time, with public needs for personnel in various professions and different skill levels.
The theory of career guidance can be defined as follows: it is a set of statements that reflect in a concentrated form a complex of views, ideas and ideas aimed at carrying out effective career guidance activities.
Let's consider the main components of the theory of vocational guidance for schoolchildren: facts, patterns, principles.
There are few reliable facts obtained using scientific methods in career guidance. Therefore, one of the most important tasks is to collect new facts and give them the correct interpretation.
An important component of the theory of career guidance is certain patterns. Cognition of patterns is, ultimately, the most important thing for which scientific research is usually undertaken. The found patterns are usually expressed using the conceptual apparatus and specific language of science, which is distinguished by greater accuracy, expressiveness, and greater possibilities for connecting the concepts of career guidance with the concepts of other sciences and scientific directions, including mathematics.
The level of development of each theory is often determined by the composition and quality of the principles underlying the activity. Much attention is paid to formulating the principles of career guidance. However, it cannot be said that the development of the system of principles is complete: much remains to be done to create a coherent, consistent system that satisfies all requirements.
The principle of consciousness in choosing a profession is expressed in the desire to satisfy with one’s choice not only personal needs in labor activity, but also to bring as much benefit to society as possible.
The principle of compliance of the chosen profession with the interests, inclinations, abilities of the individual and at the same time the needs of society as a whole in the personnel of the necessary professions expresses the connection between the personal and social aspects of choosing a profession.
The principle of activity characterizes the type of activity of an individual in the process of professional self-determination (you have to look for a profession yourself).
The last principle in this group is the principle of development. This principle reflects the idea of ​​​​choosing a profession that would give the individual the opportunity to improve their qualifications, increase earnings as experience and professional skills grow, and the opportunity to actively participate in social work, satisfy the cultural needs of the individual, needs for housing, recreation, etc.

Under methodology vocational guidance implies the doctrine of the basic principles, structure and methods of researching scientific problems of professional self-determination and improving practical methods of influencing young people in order to optimize the interests of the individual and society in matters of choosing a profession.
The main provisions that have a significant impact on the organization of all career guidance work include ideas of a conceptual nature. One of them is the idea of ​​organizing professional work based on a diagnostic study of the individual, careful consideration of the interests and abilities necessary for the right choice professions.
An idea of ​​a methodological nature includes the idea of ​​a differentiated approach to conducting career guidance work with students. It provides for the preliminary classification of students into groups depending on their life and professional plans and appropriate educational work in these groups. A differentiated approach allows career guidance work to be carried out more purposefully, and therefore more effectively.
Methodological issues of career guidance also include issues of defining and developing a career guidance system. The career guidance system for schoolchildren is an organized, managed activity of various government agencies. public organizations, enterprises, institutions and schools, as well as families, aimed at improving the process of professional and social self-determination of schoolchildren in the interests of the individual and society as a whole. The overall goal of the career guidance system is to prepare students for an informed choice of profession that satisfies both personal interests and social needs.
In work in various areas, a range of forms and methods of career guidance work has been determined - these are stories about professions, conversations, excursions to enterprises, organizing clubs of interests, technical creativity circles, questioning, using tests, students writing essays, playing various games with them, etc.
From a pedagogical point of view, the effectiveness of choosing a profession means the degree of compliance of the individual choice of profession with the recommendations of the teacher or teaching staff. It is assumed that pedagogical recommendations are based on taking into account both personal and social needs. Accordingly, the greater the number of students who choose the professions recommended to them, the higher the activity of career guidance work of teachers and schools.

3. The problem of career guidance for schoolchildren.

Career guidance work among schoolchildren is unsystematic and episodic. Career guidance services have not yet become an effective means of shaping the life path of students and building their professional careers. These alarming trends are confirmed by a number of sociological studies. Research on the professional intentions and life plans of graduates of 2001, conducted in 23 cities and districts of the Moscow region, with the participation of 3,122 ninth-grade students and 2,255 eleventh-grade students, showed that only about 10% of graduates intend to work in production. The list of chosen professions is very poor, and the choice of professions cannot be considered conscious. It is alarming that the professions chosen by the majority of respondents are not in demand in the labor market. Similar trends are observed in the Voronezh, Bryansk, Rostov, Chelyabinsk, and Yaroslavl regions. Extreme trends can also be traced. For example, in the Voronezh region, a fairly high focus of school graduates on a career and high earnings without receiving an education was revealed, and two-thirds of those surveyed would not work at all if they had any income.
An analysis of the professional plans and level of readiness to choose a profession among graduates of general education institutions in the Yaroslavl region in the 2000/2001 academic year shows that two-thirds of graduates are not ready to independently solve the problem of professional training or employment, and only 1% of graduates intend to work after graduation. In general, in the region, graduates of grades 9 and 11 prefer professions (specialties) that, as a rule, remain unclaimed in the regional labor market: driver, auto mechanic (for boys), accountant, economist, lawyer (for girls). There are practically no blue-collar professions in their choice. Of all the graduates surveyed, only 2% would like to perform the duties of industrial workers and 1% would like to perform the duties of skilled workers in agriculture and fisheries.
Sociological research conducted by the Department of the Federal State Social Protection Service for the Voronezh Region shows that high school graduates are mainly focused on continuing their education. Their share over the past five years (1995–2000) has increased from 81.5% to 90.6%. At the same time, the share of 11th grade students planning to obtain higher professional education increased from 64% to 81%. At the same time, the number of people wishing to receive vocational education in technical schools and vocational schools, on the contrary, decreased from 19.2% to 6.7% and from 11.4% to 4.8%, respectively.
According to research results in 2001, 73.7% of regional school graduates made their professional choice. At the same time, economic and legal professions predominate.
The desire of the majority of school graduates to receive higher education humanitarian profile contradicts the realities of the regional labor market. There is a growing shortage of workers in the region. Only every 4 enterprises are fully staffed with workers, and 65% of enterprises in the region are staffed with specialists.
Disadvantages in the work to develop sustainable motivation for work in schoolchildren lie in the absence of a legislative framework for vocational guidance, ineffective psychological and pedagogical conditions for its implementation, in the disunity of educational authorities and employment services in regulating the volume of specialist training, determining the list of specialties in demand in the labor market and etc.
The key task today is to prepare schoolchildren for professional and career growth, to develop their ability to independently set goals and determine the stages of achieving them, while making optimal use of available resources. To successfully solve this problem, it is necessary to integrate educational institutions, territorial youth career guidance centers of the Ministry of Labor and the Ministry of Education of Russia, regional career guidance centers for unemployed citizens, education authorities and departments federal service employment, district and city employment centers, as well as joint career guidance activities of teaching staff and specialists from employment authorities, development modern technologies career guidance work, psychodiagnostic and test methods, the use of existing blank and computer methods, methodological developments of the Russian Ministry of Labor for organizing career guidance work with schoolchildren.
Another task is to introduce educational standards for vocational guidance into the educational process and curricula.
The goal of modernizing the vocational guidance of schoolchildren is to form a model of vocational guidance that would be able to actualize the need for self-realization among young people, ensure their employment, and socialize the individual through work.
A number of regions have accumulated positive experience in career guidance work aimed at the final result - employment of young people.
For a number of years, the career guidance center, with the participation and support of the regional education department, has been developing and testing a similar career guidance course for secondary school students. Currently, the course has been introduced into the general education process in schools in seven districts of the region (based on the personnel capabilities of the career guidance center in consulting and supporting the training course). This course is conducted in different organizational and content forms: as a separate subject within the educational field “Technology” due to the variable part of the curriculum; part of some special subjects (“Fundamentals of Economics”, “Ethics and Psychology family life" and etc.); program for professional self-determination in interschool educational and production centers; cycle of specialized and thematic cool hours and extracurricular activities. The subject “Effective behavior in the labor market” has been provided with educational and methodological literature since 2000.
Since 1994, a regional center for career guidance and psychological support for unemployed citizens has been operating in the Voronezh region. Among the citizens who receive career guidance services, 35% are young people aged 16 to 20 years. The center carries out work on career guidance for students within the framework of annual cooperation agreements between the department and the main education department of the Voronezh region. It is carried out on the basis of an interdepartmental regional program of vocational guidance and psychological support for the population for 2001–2005 approved by the head of the regional administration in several areas:
- work with school psychologists (problems of professional self-determination and preparing students for work);
- joint work with teachers of secondary schools (information consultations for teachers on assisting students in choosing a professional path);
- interaction with parents of teenagers (participation in parent-teacher meetings).
The center organizes individual consultations for school students and professional educational institutions, in-depth psychological diagnostics are carried out, and assistance is provided in planning a professional career. At group informational conversations, schoolchildren get acquainted with the situation on the labor market, receive information about the demand for specialists, learn about professions, and the importance of a competent approach to choosing their future profession. The center's psychologists have developed training programs for young people: “The Art of Passing Exams”, “Effective Behavior in the Labor Market”, “Creativity of Thinking”, “Confident Behavior”, etc. These more complex forms of work are used with unemployed youth.
Effective forms of interaction with students include career lessons, which are conducted on the basis of an information agency. Up to 2,000 students visit the agency every year.
One of the types of interaction between various structures is the annual fairs of educational and work places for schoolchildren. Usually representatives of all vocational educational institutions of the city are present here. They widely inform schoolchildren about the conditions of admission and education, and answer questions that interest children. Continuing education institutions invite you to learn the basics of professions through a system of clubs, sections, and courses. Vocational education institutions promote training in vocational skills in the summer (according to the department, more than 400 teenagers were trained in 2001, 85 thousand rubles from the regional budget were spent for these purposes). Representatives of city enterprises and organizations offer jobs for minors in their free time from school. Employees of the career guidance center organize classes on planning a professional career, informational conversations using video materials “World of Professions,” individual counseling on choosing a future profession, and a diagnostic interview.
Over the past few years, cooperation between employment services and education authorities and educational institutions has been developing. Career guidance work with youth is aimed at obtaining basic vocational education and the formation of adaptive behavior in the labor market. For these purposes, career guidance centers for youth were established in a number of territories in 2000–2001 (Krasnoyarsk, Stavropol Territories, Republic of North Ossetia-Alania, Tyumen, Kaluga regions, etc.).
For young unemployed citizens without a profession and teenagers, classes are held on modified social and professional adaptation programs “School of Professional Self-Determination”, which make it possible to determine professional inclinations and abilities and, based on diagnostics, develop action algorithms for finding a job and obtaining vocational education.
Unemployed youth with no work experience are provided with psychological support services in the form of individual counseling with the development of a plan for professional self-determination. Trainings are conducted on personal growth and adaptive behavior in the labor market.
Compared to 1995, in 2001, twice as many young people received career guidance services (1995 – 1 million 120 thousand people, 2001 – 2 million 380 thousand people).
To further improve career guidance work with students of general education institutions, it is advisable to:
- to initiate the adoption by the State Duma of the Russian Federation of amendments to Article 5 of the Law of the Russian Federation “On Education” as amended: “State educational authorities ensure the development of exemplary educational programs, including vocational guidance, based on state educational standards”;
- speed up the preparation of a draft resolution of the federal government on approval of the “Regulations on vocational guidance of the population in Russian Federation»;
- include in state standard general education educational subjects that expand knowledge about the formation of the labor market, the world of professions, vocational education, and career planning (Makhmudov, 2002).
Thus, vocational guidance is important primarily for schoolchildren, as they are faced with choosing a future path in life.

4. Professional education of students.
4.1. Professional education in the learning process.

An important component of the system of vocational guidance for students is vocational education - providing schoolchildren with information about various professions, their purpose for the national economy, personnel needs, working conditions, requirements imposed by the profession on the psychophysiological qualities of an individual, methods and means of obtaining them, and remuneration.
In addition, students should know basic general labor and general production concepts: what is work culture, labor discipline, planning principles, enterprise structure, payment based on a single salary, payment based on the final results of work, etc.
Work on professional education includes professional information, professional propaganda and profagitation. Students gain knowledge about professions not only at school. Sources of knowledge on this issue are the media, relatives, acquaintances, etc. At the same time, information about the content of professions and their significance can sometimes be given very distortedly, as a result of which it is possible to create a picture of the unjustified attractiveness of some professions and an atmosphere of hostility towards others.
In this regard, the school, like our entire society, faces a rather difficult task - to correct the attitude towards some professions that runs counter to the needs and to form a new one. The part of professional education called professional propaganda is called upon to solve this problem. However, all work on vocational education in no case can be reduced only to the promotion of professions.
Planning work on vocational education at school, in particular on propaganda and subsequent profagitation, should be in accordance with preliminary professional diagnostics. Only on the basis of this approach can appropriate work be carried out with schoolchildren, aimed at developing a conscious attitude towards choosing a profession.
Conducting vocational education does not violate the logic of the material being studied, but is a concrete expression of the didactic principle of connecting learning with life.
Based on the fact that vocational education is an active process, one should rely more on methods of work that require the direct participation of schoolchildren in the process of obtaining information. In particular, it is necessary to introduce more widely into practice not just stories about professions and industries, but to guide students’ independent study of one or another professional activity. In addition, it is necessary to take into account that information is often better absorbed when it is presented in a certain situational form, and not in the form of a text (lecture, story).
For vocational education work to have positive results, it must be carried out skillfully and with great pedagogical tact. When orienting students to professions in which the country is experiencing a shortage, it is necessary to avoid any kind of pressure, since inept pressure on schoolchildren can only lead to their final loss of interest in blue-collar professions. The main principle that should guide the work on vocational education is its connection with life.
The lesson is the main organizational form of the educational process at school. Vocational guidance is an integral part of this process. Therefore, work on the professional education of students should become an integral part of the lesson. At the same time, the task of each teacher is to link cognitive information about professions with the topic and content of the lesson. Vocational education in the classroom can be carried out through conversation, storytelling, situational production tasks, the use of literary sources, sound recordings, demonstration of films and strip films, the use of posters, stands, albums, etc. The use of one or another means (or a set of them) depends on the goal and the content of the lesson, age, knowledge of the students, and, finally, on the skills of the teacher himself.
The teacher must not only convey knowledge about professions, but also receive feedback on how children learn them. To do this, when repeating the material covered, among other questions, it is necessary to include questions to test students’ knowledge about professions.
Such repetition can deepen and systematize students’ knowledge about professions, make them think about the importance of choosing the right profession, and therefore increase the effectiveness of career guidance work in the classroom.

4.2. Professional education outside of school hours.

A big role in the professional education of students belongs to extracurricular work and various extracurricular activities. In this case, school clubs, student production teams, interest clubs, etc. play a big role.
The task of vocational education is not limited to introducing schoolchildren to the world of professions, but also to develop and deepen the professional interests of children, and ultimately instill a love for the profession. Therefore, one of the valuable methods of professional education is practical work. Non-school forms of organizing such work include circle classes, small interest groups, schoolchildren’s associations, etc. By participating in them, schoolchildren can better understand the essence of professions, psychologically prepare for work, and for a conscious choice of profession.
Let us consider the main forms and methods of work on vocational education among students in extracurricular activities.
A significant place in this work is occupied by conversations conducted by class teachers, subject teachers or representatives of various professions, and mentors. Such conversations can be devoted to familiarization with one profession, a group of related professions, and the importance of choosing them correctly for a person. At the same time, the topics of the conversations should correspond to the age characteristics of schoolchildren and cover a range of issues that interest the students themselves.
Familiarization of students with professions during the conversation can be carried out according to the following plan:
- General information about the profession:
a brief description of the industry where the profession is applied; a brief historical outline and prospects for the development of the profession; main specialties related to this profession; examples of biographies of the best representatives of the profession.
- Production content of the profession:
the place and role of the profession, its prospects; subject, means and product (result) of labor; content and nature (function) of work activity; volume of mechanization and automation of labor; general and special knowledge and skills of a specialist in this profession, moral qualities; connection (interaction) with other specialties.
- Working conditions and profession requirements for a person:
sanitary and hygienic working conditions; age and health requirements; elements of creativity, the nature of difficulties, the degree of responsibility, special requirements for the physiological and psychological characteristics of a person, the distinctive qualities of a good worker; special conditions: the influence of the profession on the employee’s lifestyle, his way of life, etc.; economic conditions: labor organization, payment system, vacation.
- System of preparation for the profession:
ways to obtain a profession: team-individual training, training courses, technical schools, universities; connection between professional training and educational and work activities at school; the level and scope of professional knowledge, skills and abilities required to obtain an initial qualification level in a given profession; prospects for professional growth; where you can continue to get acquainted with the profession.
5. Study of schoolchildren for career guidance purposes.
5.1. General characteristics of the student’s personality.
etc.................

1

The approaches and historical aspects of choosing a profession by the younger generation in different countries; difficulties of career guidance and shortcomings of methods for studying professional orientation; the stages of the youth career guidance system in our country are revealed; the attitude of teachers and scientists in our country to career guidance and the possibility of realizing the potential of the younger generation was analyzed; the results of a study of career guidance of modern schoolchildren and their attitude towards choosing a profession are reflected; the results of the study of the attractiveness of the teaching profession were analyzed based on identifying the coefficient of significance of attractiveness factors among applicants and students (V. Yadov, modification by N.V. Kuzmina, A.A. Reana); an analysis of the main negative and positive factors for students of a pedagogical university was made; the role of career guidance services was analyzed; An analysis of the mistakes young people make when choosing a profession is made and recommendations are offered for organizing diagnostic and advisory assistance before entering an educational institution and during the acquisition of a profession.

stages of development of the career guidance system

difficulties of professional choice

career guidance

professional choice

attractiveness of the profession

significance factor

1. Yovaisha L.A. Problems of vocational guidance for schoolchildren. – M.: Pedagogy, 1983. – 542 p.

2. Klimov E.A. How to choose a profession. – M.: Education, 1990. – 541 p.

3. Klimov E.A. Psychology of professional self-determination. – M.: Academy, 2004. – 304 p.

4. Rean A.A., Kolominsky Ya.L. Social educational psychology. – St. Petersburg: Peter, 1999. – 416 p.

5. Sibileva L.V., Artemenko B.A. Professional self-determination of pedagogical university students as an indicator of satisfaction with their chosen profession // Bulletin of Chelyab. state ped. un-ta. –2013. – No. 1. – P. 141-149.

6. Chernyavskaya A.P. Psychological counseling for vocational guidance. – M.: VLADOS-Press, 2003. – 96 p.

The problem of preparing the younger generation for practical activities has always faced humanity, but in different times, in different socio-economic formations it was solved differently, each time filled with new content, and acquired new forms of implementation. IN late XIX- early 20th century scientists and public figures observing the growth large production, came to the idea that in order for a person to perform each specific job, not only training is necessary, but also very specific abilities. Due to the complexity of self-determination and the need to prepare for activity, young people choosing a profession need help. Already in the 19th century, the first literary sources appeared that revealed certain issues of professional guidance for young people. For example, in France a “Guide to the choice of professions” was published (1849); A book by university professor N.I. was published in St. Petersburg. Kareev “Choice of faculty and passing a university course” (1897). The emerging career guidance movement began at the request of life itself. At the beginning of the 20th century, in the USA, England, and Germany, information and information bureaus for young people were first organized at labor exchanges. Schoolchildren could consult about the possibility of further education and preparation for future work. The activities of such bureaus are considered to be the beginning of the career guidance movement, which contributed to the implementation of serious work on the study of various professions from technical, hygienic, psychological, social and economic points of view. The bureaus did not limit themselves to individual individual consultations: they promoted wise choice of profession through the publication of career guidance leaflets and brochures. In New York, the demands placed on a person by various professions were studied (1910). This is how the first experience of career guidance for students took shape, which included a preliminary study of the professional inclinations of teenagers at school, conducting interviews, filling out questionnaires, interviewing parents and teachers, consultations and mediation in determining graduates. The same kind of activity took place in Belgium, Spain, Czechoslovakia, Switzerland, Sweden, Denmark, and Finland. Career guidance institutions of that time used poorly developed methods for studying students, which often led to an incorrect determination of the suitability of young people for a particular profession. Vocational guidance was a new direction in social practice, it followed unexplored paths, and therefore many difficulties arose.

At the beginning of the twentieth century, work intensified: in some countries psychological institutes and laboratories began to be created to study issues of career guidance, and the problem of vocational guidance for young people was solved in different ways. However, the leading basis for the implementation of this activity was the socio-economic need of developing production. In the mid-20s of the last century in the USSR, following the Western model, a special psychotechnics was created, including career guidance, which, however, did not exist for even ten years and was banned. In the 70s In the twentieth century, vocational guidance in our country was rehabilitated and entered a new phase of its development. It should be noted that career guidance in the Soviet period of the country's history was restored thanks to the works of the famous psychologist E.A. Klimova. It was he who actively took up the theoretical and methodological foundations of professionography and career choice. The complex and rather contradictory history of the youth career guidance system in our country can be divided into several stages:

• period from the early 20s to the late 30s. The twentieth century is characterized by the emergence and development of career guidance work, the search for forms and methods of this work, and the comprehension of accumulated experimental and practical material;
• period from the late 30s to the late 50s. of the last century is characterized by episodic functioning, even forgetting previous experience; this was a stage of avoiding solving the problems of career guidance;
• from the early 60s to the early 80s. there is an active search in solving career guidance problems;
• in the period from 1984 to 1990, theoretical, organizational and methodological support for development was carried out civil service career guidance.

At the first stage, much attention was paid to the study of issues of career guidance, professional selection and consultations, in the development of which the authorities of education, health care and the People's Commissariat of Labor, which carried out accounting and distribution of labor, took part. Labor education and training were considered in these years as the most important part preparing the younger generation for production activities. Entire scientific teams began to study this problem. In 1922, the laboratory of industrial psychotechnics of the People's Commissariat of Labor was opened, the main purpose of which was to study professions from the perspective of psychology and create professionograms. A timely and completely responsible step towards the development of career guidance work was the proposal of N.K. Krupskaya, in which it was proposed to consider the choice of profession not from the angle of a person’s suitability for a profession or specialty, but from the point of view of the comprehensive development of a person. In their works devoted to issues of vocational guidance, Russian teachers note that this problem can be successfully addressed if attention is directed to ensuring that the education system and a specific area professional work helped the comprehensive development of the individual, the disclosure of his abilities and talents, and gave a person the opportunity to satisfy his immediate needs. An important factor in the comprehensive development of a young person is the presence of deep and extensive knowledge. Consequently, the main responsibility of the national school is to equip each student with knowledge and satisfy the requirement of a broad education, which will open all roads for him in the future. It is known that when choosing a profession, in any case, there are difficulties and mistakes occur. Let's look at some typical mistakes and difficulties:

• attitude to choosing a profession from a position of high qualifications;
• orientation towards higher education and for life;
• choosing a profession based on the choice of friends or parents;
• transfer of attitude from a representative of a certain profession to the profession itself;
• knowledge of the external aspects of activity, or passion for its private side;
• identification of a school subject with the corresponding profession;
• outdated ideas about the nature of labor in some areas of human activity;
• lack of awareness of one’s personal characteristics and capabilities;
• ignorance or underestimation of one's physical strength;
• ignorance of the ways and sequence of solving one’s professional problems and many others.

Purpose of the study

To study interest in the profession and significant factors in the attractiveness of the teaching profession for modern youth.

Material, methods and results of the study

Applicants to the Faculty of Natural Technology of Chelyabinsk State Pedagogical University (2008) were offered a methodology for identifying factors of attractiveness of a profession (V. Yadov, modification by N.V. Kuzmina, A.A. Reana). Analysis of its results revealed typical mistakes typical of young people. One of them is the lack of consideration of the specifics of the pedagogical educational institution and the emphasis in the name of the department on the second part, for example: “entrepreneurship technology.” This leads to not always correct conclusions about the characteristics of activities in the chosen profession. Let's consider one of the contradictory factors - “the most important profession for society.” The significance coefficient (SC) here is zero: for some it means positively, for others negatively. In general, in the study group this factor indeed indicates low significance. Low significance was found in factors 4 and 5 (“work does not cause fatigue” - KZ = -0.1 and “high salary” - KZ = -0.3). Therefore, we can say that applicants understand: the work causes overwork and does not provide much material benefit. But what kind of work exactly? Teaching the above-mentioned discipline or practical activities in the field of entrepreneurship. A significance coefficient of 0.1 in the ninth and tenth factors indicates their low significance for this sample. The most significant factor in this sample is “” (KZ=1). This factor is of particular importance because allows you to effectively use your capabilities and satisfy your needs in your chosen activity, if a person truly realizes his potential. By satisfying his needs, a person experiences positive emotions, which in turn affects the results of work and at the same time causes satisfaction with life in general. From a series of all factors, at least three more significant factors were identified: “working with people” (AC = 0.8); “work requires a creative approach” (AC = 0.6) and “the opportunity to improve oneself” (AC = 0.5). The stable value of the factor influences satisfaction with the choice and contributes to professional stabilization. The factor associated with the possibility of creativity in the future characterizes the attraction to non-standard manifestations in work, in particular creativity. The expectation of creativity in a future profession determines a special attitude towards it. Whether this actually happens depends on the individual. Associated with this factor is another: “the possibility of self-improvement.” Of course, this factor is ambiguous for everyone, but in a particular sample it is more or less significant and has an average value (AC = 0.5). From Table 1 you can see how the leading factors of attitude towards the profession were distributed.

Table 1

Leading factors of attitude towards the profession

Factors of attitude towards the profession
Positive factors					Negative factors
The job matches my abilities	Work with people	Work requires creativity	The opportunity to improve oneself, the opportunity to achieve social recognition	The job matches my abilities	Work causes overwork	small salary

The factor “the most important profession for society” is presented as very contradictory in proportion to the factor “the importance of work is little appreciated” (KZ = 0). In our sample, individual respondents reveal extreme contradictions: on the one hand, the choice is made: “work with people” and then the “lack of frequent contact with people” is noted. This suggests that applicants have little information about the profession they are applying for, and this is one of the significant difficulties when choosing a profession.

A survey of students at a pedagogical university was conducted, in which their true professional preferences were studied (2009). For this purpose, a list of educational institutions has been proposed, which has become a basis for establishing the choice of young people already studying. The survey was attended by 89 students of the Faculty of Philology and students of the Faculty of Primary Schools (17 people), students of the Faculty physical culture(22 people) 2 courses. Analysis of the survey results showed that only 59% (48 people) of the students of the Faculty of Philology made a deliberate choice - the pedagogical university in which they study. At the faculty of primary school teachers, there were 64.7% of them (11 people from among the respondents). At the FFK faculty (with a second specialty, life safety teacher), 9 students want to be trainers, only 3 people want to be teachers of physical education and life safety, among them two girls and one boy. At the same time, 12.35% (11 people) of the philological faculty would choose Moscow State University. From the same sample, 7.86% (7 people) of philologists noted legal educational institutions; and also among the philologists there were three people who would like to enter MGIMO, three people at the Faculty of Journalism, two at Economics, two at ChelSU. One person each went to the Medical Academy, the Academy of Physical Culture and the Literary Institute or GITIS. Studying at the Faculty of Philology allows some of them to receive high-quality preparation for later admission to another university. Students' comments about the choice adequately reflect their mood and preferences: young men (2 people) from the faculty noted that they were unable to enter the faculty of journalism and expressed hope to do what they love in the future. Of the students of UNK (1 person each stated other preferences) not related to their actual studies: Moscow Institute of Culture, MGIMO, Moscow State University, law school, foreign university (5.9% each). These data indicate a lack of correlation between opportunities and the characteristics of the profession, disappointments after teaching practice and the inability to obtain the desired profession. The not entirely satisfactory results of test activities at the university of some of the students surveyed speak eloquently of a low level of interest and negative motivation. Which, however, is confirmed by their preferences and random choice of place of study. The results obtained showed that, despite the achievements and accumulated experience in our country, career guidance work in educational institutions currently does not occupy a place of honor. Hence many of the problems young people have when choosing paths for self-realization and their performance at university.

At the Faculty of Preschool Education, 30 students took part in the study (2012). The results show: only 4 students in this group conscious choice profession, associated with internal motivations and in combination with social significance. For the most part, the choice is associated with external motivation. The positive side in this case is the understanding of social significance, which indicates external positive motivation. Relatively high indicators of the attractiveness of the profession are expressed in the items “opportunity for self-improvement” - 15 people; “the work matches my abilities” - 19 hours; most of all - “corresponds to my character” - 23 hours, which indicates the presence of ideas about myself and my qualities necessary in the profession, as well as “the opportunity to achieve social recognition” - 17 hours.

External negative motivation is characterized by the points “short working day” - this is a choice of 4 hours; “the work does not cause fatigue” - 3 people. (lack of understanding of the functions and essence of the profession with people, judgment based on external signs).

Most respondents are attracted to working with people (27 hours); compliance with one’s own character (23 hours); social significance of the profession (21 hours); 19 students are attracted to working with people in combination with their abilities; 17 students see the profession as an opportunity to achieve social recognition. At the same time, the low salary does not attract people into the profession - 29 respondents; low assessment of work - 16 hours. Of the same group, 16 hours report insufficient assessment of the importance of work; 5 people understand the possibility of overwork when working with children. One respondent is very contradictory in his choices on points: 6, 7, 8. In our opinion, this indicates low motivation, ignorance of the specifics of the profession, a personal crisis, a transition period from early adolescence and personal growth.

Participation in career guidance and assistance to high school students in making an informed choice of profession should become the most important aspects of the work of a school psychologist. The content of the psychologist’s activities includes identifying the interests and inclinations of high school students, studying the orientation of the individual, primary professional intentions and their dynamics; determination of the motivation for choice and its structure; determination of the severity of abilities; determining the degree of correspondence between the “personality profile” and professional requirements, making adjustments to the professional intentions of high school students, etc.

In addition, vocational guidance should not end after admission to an educational institution. Even after the first disappointments, beginning students, without a doubt, must continue their studies, but it is necessary to reveal to them the possible horizons for applying the knowledge, skills and abilities acquired at the university, to stimulate them, to organize not only the educational process, but also their research, social activities and leisure. By the way, Chelyabinsk Pedagogical University has enormous opportunities for this, and its specialists provide real assistance in self-discovery and self-realization of young people. Without a doubt, students experiencing learning difficulties and disappointments need constant psychological support from specialists, individual counseling and real help in educational activities. IN Lately There are often calls to teach students to organize their student life and independently study scientific disciplines. This is especially true for those who study away from their families and experience everyday difficulties and financial problems.

In connection with the identified features of career guidance and the preferences of applicants and students, let us turn to the analysis of career guidance services for schoolchildren. The career guidance activities of specialists have made it possible to accumulate sufficient theoretical material and methodological apparatus, making it possible to study a personality, its abilities and inclinations (methods of A.A. Rean, L.A. Yovaisha, D. Holland, etc.). Having studied the activities of the psychological service of the Municipal Educational Institution "MUK-2" in Zlatoust, we were convinced that we have sufficient experience that can allow us to solve the problems of professional self-determination of high school students. Specialists constantly conduct conversations, group and individual consultations, during which 779 students in the 10th and 11th grades have received support on issues of personal professional determination in recent years. School graduates who had problems choosing a profession were invited to individual consultations. As a result of diagnostic and consulting work, 52 schoolchildren received real help in 2008-2009. The difficulties facing high school students are quite stable: every year up to 63% of tenth graders find it difficult to make a choice and up to 44% of eleventh grade students doubt the correctness of their first steps towards self-determination. Despite doubts and mistakes, a number of professions have been identified, which characterizes the most popular of them: the profession of a lawyer (16% - 12%, respectively, students of the 10th and 11th grades); activities of programmers (12% - 6%); medical specialties of various profiles (11% of tenth graders, the same number of 11th grade students); accountant-economist (8% - 7%, respectively); designer - the choice was made only by tenth graders (4% of those surveyed); military professions (3%); pharmacist (among tenth graders, 3% made the choice); stylist-make-up artist (3%) (10th grade); coach - 1% of the surveyed tenth graders. 11th grade students have new preferences - engineer (9%); manager (6%); architect (4%). It is surprising that in a city with a wonderful tradition of metallurgists, machine builders, and steel engraving artists, there was not a single person interested in working professions or in a creative field. The professional plans of the majority of tenth-graders and almost every third graduate at the time of the survey turned out to be unformed or weakly formed. Analysis of the attractiveness factors of a profession (methodology by N.V. Kuzmina, A.A. Rean) allows us to draw some preliminary conclusions. Let's analyze the answers of 20 high school students (6 girls and 14 boys). High school students consider the most significant of the 12 factors of the attractiveness of a profession to be: compliance of the chosen profession with personal character - 15%; the opportunity to achieve social recognition and respect - 14%; opportunity for self-improvement - 12%; high salary - 12%; compliance of the chosen profession with abilities - 11%; working with people - 9%; constant creativity - 7%. The choice of factors is not clear; the guys note several parallel, sometimes contradictory factors. But here, apparently, the choice occurs based on external ideas about the profession, depends on professional immaturity, internal unwillingness to make a choice on one’s own. There is no doubt that satisfaction with the profession is determined by many factors, however, first of all, it is necessary to take into account the interests, inclinations and capabilities of school graduates, the degree of their preparedness and motivation, the level of correspondence of abilities and requirements to the profession.

A brief analysis nevertheless allows us to conclude that this experience is of great importance; in the future it is necessary to improve the work and familiarize specialists in the field of career guidance with it. The introduction of positive experience will provide an opportunity not only to study the preferences of young people and their abilities, but to prepare them for choice in a timely manner. There will probably be less disappointment while studying in educational institutions. Of course, the socio-economic situation in the country, the economic crisis that has engulfed many countries of the world, according to this, unemployment (in the world, according to the latest data, there are already more than 40 million people), fashion for certain professions, advertising play an important role in professional choice. , the media promoting one or another profession, a carefree lifestyle and the hope of an unexpected win.

Conclusion

Thus, having studied theoretical aspect problems, having analyzed the plans of senior schoolchildren and the factors of attractiveness of the profession of applicants and students, we came to the conclusion that it is the factors of the attractiveness of the profession in combination with personal characteristics, awareness in planning their future and development prospects, realism and flexibility of personal professional preferences, on the one hand, and their relative stability, on the other hand, can determine the choice of life activities of a senior schoolchild, who certainly needs help. Such assistance can and should be provided by appropriate career guidance services, despite the current unstable situation in the country. Economic situations are constantly changing, but a person still must be ready to make a conscious and responsible choice and, on this basis, actively implement his life plans, be competitive in his activities, and be able to defend his civic position.

Reviewers:

Tyumaseva Z.I., Doctor of Pedagogical Sciences, Professor, Head of the Department of Life Safety and Fundamentals medical knowledge Chelyabinsk State Pedagogical University,
Chelyabinsk;

Shumilova E.A., Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Pedagogy and Psychology, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic link

Sibileva L.V., Artemenko B.A. ANALYSIS OF THE PROBLEM OF CAREER GUIDANCE IN THEORY AND PRACTICE // Contemporary issues science and education. – 2015. – No. 1-1.;
URL: http://science-education.ru/ru/article/view?id=17689 (access date: 12/11/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

“The problem of self-determination is, first of all, the problem of determining one’s way of life”
S.L.Rubinshtein

In vocational guidance there is a group of principles that are closely related to general pedagogical principles. These are the following principles:

1. The connection of career guidance with life, work, and practice, which involves assisting a person in choosing his future profession in organic unity with the needs of the national economy for qualified personnel.
2. The connection between career guidance and the labor training of schoolchildren is a principle that provides for a good organization of labor education and training. In isolation from labor training, career guidance acquires the features of abstractness, appeal, isolation from practice, from the general tasks of labor and professional development of the individual.
3. Systematicity and continuity in career guidance is ensured by career guidance work from grades 1 to 11, subject to mandatory continuity of this work from class to class.
4. Relationship between school and family base enterprise, secondary vocational educational institutions and the public in career guidance for students provides for close contact to assist young people in choosing a profession. At the same time, strengthening of focus and coordination in joint activities is expected.
5. The educational nature of career guidance lies in the need to carry out career guidance work in accordance with the tasks of forming a harmonious personality, in the unity of the labor force. Economic, moral, aesthetic, legal and physical education.

The problem of choosing a profession is as old as the world, and a well-chosen profession reduces the incidence of physical and mental health problems and increases a person’s satisfaction with life. Work plays an important role in the life of every person and has a great impact on his condition and well-being.

Consequently, the adequacy of the choice and the level of mastery of the profession affect all aspects and the overall quality of life. Therefore, one of the central and, in this sense, fateful in the life of every person, in his professional career, is the question of searching, choosing and mastering professions.

In 1998 in international standard 9333 professions were listed, and in our country experts counted about 7000 professions. At the same time, about 500 professions are updated on the labor market every year.

At the same time, many professions “live” from 5 to 15 years, and then either “die” or change beyond recognition. It is necessary to take into account that

• Previously, the “ideal” image of a professional was largely associated with the image of specific people and their “professional” biography; sometimes it was a collective image, but it still had a specificity that helped the process of identifying a young person.
• Now we see that the “ideal image of a professional” has been replaced by an “ideal lifestyle”, that is, the profession acts as a means to achieve the desired lifestyle.

Despite the uniqueness of each life and destiny, people at specific stages of their development experience certain effects on the body and psyche, and face the same problems. Adaptation to these influences or the solution of these problems constitute the content of special - critical - periods of normal personality development. “Crisis” translated from Greek means a turning point, outcome, decision. In this sense, the age crisis is understood as a sharp turning point, a set of significant changes in the course of development, followed by characteristic changes in behavior, way of thinking and ideas.

• What am I?
• Whom I want to become?
• Who can I become?
• What are my personal qualities?
• Does it allow me to become who I want?

Every person poses all these questions to himself in early youth, that is, he is faced with the problem of developing a personal and professional “I”.

The collision of an ideal life plan with reality as it is provokes a youthful professional crisis - a rethinking of life, profession and one’s place in them.

The beginnings of interests can be observed in the first year of life (their basis is an indicative reaction and developing needs):

• Preschool childhood – interest in household and work operations. The interests of a preschooler are immediate, unstable and determined by a specific situation.
• 1st – 2nd grade – interest in all types of work at school
• 3 - 4 grades - interest in work at school is differentiated (favorite - unfavorite subjects, etc.) and an interest in collecting appears.
• Adolescence - interest in public life, adventure, sports.

Professional development is a rather complex, long-term and very dynamic process, in which four stages of development are clearly distinguished - the first of which occurs during the period of schooling - the emergence and formation of professional intentions under the influence general development personality and initial orientation in various fields of work in the world of work and the world of professions.

The psychological criterion for successfully passing this stage is the choice of profession or specialty that meets social needs (labor market requirements) and the needs of the individual himself. Therefore, career guidance work should be directed in two opposite directions:

• on the one hand, it is necessary to expand knowledge about the diversity of the world of professions (since most young people are familiar with only a small number of professions that they encounter in everyday life - doctor, teacher, driver, salesman, television presenter, etc.)
• on the other hand, to help high school students formulate their personal professional plan as concretely as possible (this requires diagnostics of professional preferences and diagnostics of personal qualities, i.e. awareness of their potential capabilities, prospects for personal and professional growth such as search, creativity and the ability to choose)

What a young person needs to pay attention to first:

• What is career guidance?
• What is the purpose of career guidance?
• It is necessary to understand the role of a psychologist-vocational consultant.

At the next stage, we achieve an understanding of the differences - what a position, specialty, vacancy, career, vocation is. Next, when choosing a profession, you need to know which group your chosen profession belongs to.

In every profession there are 2 sides:

1. content - specific requirements for a person’s personal characteristics, that is, a set necessary knowledge and skills that can be taught and trained.
2. Dynamic – a certain pace of execution, speed, the ability to switch from one type of task to another, concentration, etc. (although the list of such professions is not very large, to obtain them it is necessary to undergo a special selection).

Consequently, it is possible to divide all professions on the basis of professional suitability (Gurevich classification).

First group of professions is associated with absolute professional suitability (that is, the profession makes strict demands on a person’s personal characteristics).

Second group of professions requires relative professional suitability (that is, almost every person can have this profession, but subject to desire, perseverance, and therefore the application of some targeted efforts).

The following classification, widely used in career guidance, by E.A. Klimov, determines the scope of students’ professional preferences and is built on the basis of essential characteristics of labor. In accordance with these characteristics, all existing professions and specialties can be divided into five types:

• "man - technology"
• "man - nature"
• "man is a sign"
• "man - man"
• “man is a creative image”

Further, expanding knowledge about the world of professions and one’s preferences can be continued by defining professional type personality. According to the personality typology of the American psychologist J. Holland, there are six psychological types of people:

• realistic
• intellectual
• social
• conventional (standard)
• enterprising
• artistic

Each type is characterized by certain characteristics of temperament, character, etc. Consequently, a certain psychological type of personality corresponds to professions in which a person can achieve the greatest success.

In psychology, there are four main aspects of personality:

• socially determined side, personality orientation (worldview, beliefs, needs, motives, interests, ideals, focus, moral qualities, etc.)
• level of preparedness of mental processes (observation, memory, imagination, features of thinking, attention, feelings and will)
• temperament and other biologically and physiologically determined mental traits (mobility, excitability, strength of mental processes, inclinations, traits caused by physical disabilities, painful deviations).

At the next stage, it is necessary to find out the level of motivation (the incentives for which a person is ready to make efforts), that is, what the young man was guided by when choosing a particular profession: the social significance of this profession, prestige, earnings.

Work productivity is closely related to the characteristics of his temperament. Therefore, it is necessary to acquaint students with some properties of the nervous system, show their interrelation and individual characteristics of a person’s behavior, and reveal its significance in professional activities.

We must not forget that a person enters the world as an individual endowed with a set of natural properties and his abilities are formed in activity, developing on the basis of genetically determined inclinations. It has now been established that genotype determines the limits of a person’s capabilities that he can achieve, theoretically, and environment and upbringing determine the extent to which these capabilities will be realized by a person in practice.

Thinking is a generalized and indirect form of a person’s mental reflection of the surrounding reality, establishing connections and relationships between cognizable objects.

The type of thinking is an individual way of analytical-synthetic transformation of information. The thinking profile reflects the dominant ways of processing information and the level of creativity ( Creative skills), is the most important characteristic of a person and determines his style of activity, inclinations, interests and professional orientation.

The topic of professional youth, quite popular in the scientific community in Soviet times, against the backdrop of comprehensive liberalization in the early 1990s. lost my interest. In a market economy, everyone had to make their own way in life, relying mainly on their own strength.

Career guidance was mentioned again a few years later. By this time, an interesting situation had developed in the labor market: on the one hand, there was an acute problem of unemployment, especially among young people; on the other hand, there is a shortage of representatives of a number of professions, primarily workers. The public was faced with the task of balancing the demand and supply of labor in the labor market. One of the methods for solving this problem is the vocational guidance of schoolchildren - future representatives of certain professions.

In MOBU Secondary School No. 1, this is the second year that a study has been conducted on the topic of vocational guidance for schoolchildren, and compared to last year, it has a broader scope: while the first study covered only school graduates, the second included students in grades 7 and 9.

Both studies followed the same design. 5 content parts were not highlighted:

1. Professional choice of students and its conditionality;
2. Value orientations schoolchildren in the professional sphere;
3. Schoolchildren's choice of educational institution;
4. Opportunities to implement students’ professional plans.

Professional choice of students and its conditionality.

Key point of the study- this is finding out what profession schoolchildren are going to acquire in the future. The variety of selected professions and fields of activity is impressive - more than 60 titles. For further analysis, all options for the professional choice of schoolchildren were combined into 12 main groups (plus the “other” option).

Choice of profession by students of different classes

(in % of surveyed students of a particular class).

Professions	7 classes, %	9 classes, %	11 classes, %
Engineer	6,2	9,3	19,5
Artistic majors	30,5	26,3	13,4
Natural science majors	4,9	7,7	6,7
Economic specialties	14,8	22,3	24,5
Social sphere	9,5	4,6	9,2
Humanities	15,4	16,1	15,9
Medicine	9,5	5,3	11,1
Jurisprudence	20,3	14,6	9,5
Military and law enforcement	7,2	5,0	4,2
Managers	12,5	14,2	16,7
Programmers	13,4	14,6	9,7
Workers	6,5	18,0	4,2

However, not all students made their professional choice. Many either doubt it or have not yet decided what profession they will acquire in the future. This applies not only to 7th and 9th graders, but also to graduates, and among the latter, confidence in choosing a profession is practically no different from last year’s situation.

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

Professional guidance is a system of scientific and practical activities public institutions(family, school, enterprise, organization, primary, secondary and higher vocational educational institutions, career guidance centers, employment services, etc.), including solutions to a complex of socio-economic, psychological, pedagogical and medical-physiological problems in order to form a professional self-determination, corresponding to the individual characteristics of each person and the needs of society in personnel, its requirements for the modern worker. In the new conditions market relations the relevance of career guidance is increasing: the individual’s need for optimal professional self-determination is increasing, the market is dictating new requirements for training and retraining of personnel, and all this against the backdrop of unformed long-term plan economic development Russia, the lack of an effective development coordination mechanism various industries, regions, enterprises and organizations of various forms
Vocational guidance is a system of scientific and practical activities of public institutions (family, school, enterprise, organization, primary, secondary and higher vocational educational institutions, career guidance centers, employment services, etc.), including solutions to a complex of socio-economic, psychological and pedagogical and medical and physiological tasks with the aim of forming professional self-determination in schoolchildren, corresponding to the individual characteristics of each individual and the needs of society in personnel, its requirements for a modern worker. In the conditions of new market relations, the relevance of career guidance increases: the individual’s need for optimal professional self-determination increases, the market dictates new requirements for training and retraining of personnel, and all this against the backdrop of an unformed long-term plan for the economic development of Russia, the absence of an effective mechanism for coordinating the development of various industries, regions, enterprises and organizations of various types In determining the place and role of career guidance in managing the professional self-determination of students, it is necessary to proceed from the fact that management involves a targeted impact on both socio-economic conditions (objective factors in choosing a profession) and on the individual (subjective factors).
The problem of career guidance in the context of general education and vocational schools in modern stage its development requires ensuring its systematic implementation, coordination of the actions of state and municipal bodies, schools, families, the public and other social institutions involved in its solution, delimitation of functions between them, continuous and timely resolution of scientific and organizational issues.
Management is 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 transition states, an adjustment system based on information received about the functioning of the management system (see Scheme 1). Career guidance management includes preparing and making decisions regarding various aspects of the career guidance process, organizing the practical implementation of decisions, operational regulation, monitoring the implementation of decisions, accounting, summarizing results, processing and analysis of management information, selection, placement and training of career guidance counselors.
The process of managing professional guidance is considered by us as a two-way process, the basis of which is the relationship between 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 managed system is the professional self-determination of students; managing - social institutions influencing it. The driving force behind the management of vocational guidance is the individual’s need to achieve a given goal, i.e., professional self-determination that corresponds to the individual characteristics of the student and the needs of state personnel. Increasing the effectiveness of vocational guidance requires the identification of scientifically based ways and conditions for its management , 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.
Professional guidance is a complex dynamic system in which two levels can be distinguished: social and personal, which are closely interconnected and consist of a set 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 among themselves.
The functioning of career guidance subsystems and their management are aimed at maintaining their integrity and quality certainty.
The principle of an integrated approach means a system of career guidance influences, which presupposes the unity of the goals of career guidance and the directions of its influence: the relationship between management and self-government; taking into account the main factors, external and internal, influencing the professional self-determination of schoolchildren; planning and coordinating all career guidance tools; coverage of all students by the career guidance system, taking into account their age and individual characteristics; interaction of students’ consciousness and feelings, their own experience in acquiring knowledge about the world of professions, testing their 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 stage (level) controls the lower stage 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 social experience, acquisition of certain knowledge, skills to master future profession, making maximum use of your creative capabilities.
The scientific principle consists in building the entire system for managing the professional guidance of schoolchildren on the latest data from management science using the achievements of scientific and technological progress, involves a critical assessment of the effectiveness of decisions made, timely revelation 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 for personnel in general and, above all, a specific 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 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	Control	Information Support
Vocational education
Development of interests and inclinations of students in various types of professional activities
Professional consultation
Professional adaptation

In career guidance, this can be the management of a student’s professional education and the development of their interests, inclinations in order to form a professional orientation, career counseling and other subsystems. The main functions of career guidance management include planning, organization, coordination, control, and information support.
Planning - establishing the goals of management influence, determining the stages of its implementation, performers, resources. Organization is 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 governing bodies on the formation of professional self-determination of schoolchildren. Control - accounting and analysis of the results of management activities. Information support is a set of information about the state of the managed system and the external environment. It includes information: about the goals and objectives of professional guidance facing the subject of management in this moment and for the future; on the needs of the national economy, culture and science for personnel at present and in the future, as well as on the possibility of admitting applicants to vocational educational institutions; on the real implementation of professional intentions of school graduates; about the effectiveness of social influence aimed at the individual, his formation, study and implementation of professional interests, inclinations and abilities.
All of the above functions, acting in unity, are aimed at implementing the 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 include the means to achieve them, i.e., 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 plan (control function), to eliminating shortcomings identified during the implementation of the plan (regulation function).
Thus, management functions are aimed at achieving a specific goal. They answer the question of what is being done or should be done in the control system.
The success of career guidance management is largely determined by management methods, which are methods of management activities of social institutions with the aim of influencing the professional self-determination of schoolchildren.
The most effective way to manage career guidance is to use the program-target method.
Based main goal and subgoals of career guidance, management subjects determine a set of measures (system of management activities) to achieve maximum results in achieving the set goals.
The use of this method makes it possible to identify the real capabilities of the resources of all management entities to prepare schoolchildren for choosing a profession, to concentrate and coordinate management influences, and to avoid their duplication.
Inextricably unified with the program-target method is the forecasting method, which is based on the forecast in personnel policy state, takes into account current and future requirements for employees, trends in scientific and technological progress. With its help, you can develop scientifically based goals, tasks for professional self-determination of students, carry out analysis, evaluation and selection of the optimal solution.
Management of career guidance for schoolchildren involves the use of a modeling method. This method, using predictive information, helps to create appropriate models for managing career guidance in an educational institution (school, lyceum, college, college, university), microdistrict of an enterprise, organization, city district, industry.
Along with those 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, career guidance instructions indicating who should do what (in modern conditions these are mainly instructional and methodological letters and recommendations). Psychological and pedagogical methods include the systematic, annual compilation of career guidance characteristics of schoolchildren and their questioning. Socio-economic methods - collective tasks, innovation, material incentives, economic responsibility, activities in market conditions.
Vocational guidance for 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, and 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 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 - the creation in the city of Perm of an Interdepartmental Career Guidance Council headed by the Deputy Mayor, the holding of a competition for models of professional self-determination of the city's educational institutions as part of the exhibition "Education and Career 2002", the creation of a city career guidance center and much more.
Based on the methodological and theoretical principles discussed above, an attempt can be made to create a city career guidance management system.
Here it is necessary to provide for several areas of both scientific, methodological and organizational work.
First. Creation of a concept for career guidance management in conditions of market relations and modernization of education, specialized training of students.
Second. Training of career guidance specialists, redistribution of functional responsibilities of school psychologists, social educators, deputy directors of educational institutions for educational work, coordinators of this work in municipalities and government agencies.
Third. Creation of career guidance offices and the entire material base for this work, its scientific and methodological support.
Fourth. Publication of the popular scientific and methodological magazine "Choice" for students, teachers and parents, other necessary literature, professional charts, reference books, etc. Creation of a career guidance website, computerization of career guidance work in the districts of the city of Perm.
Fifth. Aligning the vertical and horizontal of career guidance work. Coordination of the activities of career guidance centers of educational institutions of primary, secondary and higher vocational education, career counseling centers, recruitment agencies, personnel departments of enterprises and organizations, divisions of the federal employment service, etc.
Sixth. Forming 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 "Career Guidance" nomination in the "Teacher of the Year" competition.
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 endeavors, etc.
Eighth. Material support for all career guidance work, allocation of funds for the development of a career guidance management system in Perm as 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 for all problems (personnel, organizational, material, methodological, etc.) to be resolved, but to begin work on improving career guidance work immediately, step by step.
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 public events, coordinate the schedules of schoolchildren visiting enterprises and educational institutions, career counseling centers and career guidance centers; would provide schools with information materials about enterprises of various forms of ownership and educational institutions; would organize the production and distribution of operational career guidance materials on the structure of vacancies, prospects for the development of the region's economy (leaflets, posters, prospectuses, reference books), as well as the release of professional materials on mass professions, the need for which will be in the coming years.
The group for working with parents could organize career guidance work with parents through the media; coordinate the targeted work of boards of trustees of educational institutions, adjust the work plans of career counseling centers and career guidance centers, etc.
The city career guidance center is a working body under the interdepartmental council. Its tasks include methodological guidance of career guidance work and its provision necessary materials, conducting reference and informational, medical and psychological-pedagogical consultations for students and parents on issues of choosing 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 career guidance office of the territorial center include the study and dissemination of best work experience.
Divisions of the employment service and labor management, in accordance with their specifics, study the personnel needs of enterprises and organizations, 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 professions tomorrow; promotes youth employment.
District structures should actively participate in career guidance work, starting with interdepartmental career guidance councils and departments and departments of district administrations.
The Education Department ensures the conduct of career guidance work in schools and non-school institutions, controls its implementation through the methodological office, and provides schools with methodological materials.
In order to methodologically support the career guidance work of schools in the microdistrict and establish their connection with the interdepartmental council for career guidance, core schools are created where experience in career guidance work has been accumulated and specialized training for students is well organized.
Career guidance management in Perm can be represented as a process that includes five levels of functioning:
Level I - regional coordinating council for career guidance of youth (regional); Level II - career guidance coordinating council (city); Level III - career guidance coordinating council (district); Level IV - coordinating council for career guidance of the microdistrict (where there are conditions and necessity); Level V - career guidance council of an enterprise, organization, institution.
The main criterion for the reliability of a career guidance management system in a city is the degree of its compliance with the production structure of the national economy of a given territory. Performance target program career guidance management without requiring restructuring organizational structure production occurs only through the introduction of a small number of permanent and temporary management bodies.
General scientific and methodological management of career guidance for youth in Perm should be carried out by the city career guidance center, coordination of career guidance work and its management at enterprises and organizations of the given territory - coordinating councils of cities and districts. The career guidance councils of enterprises, organizations and educational institutions are subordinate to them.
Each responsible manager (chairman of the SPO at the appropriate level) must be accountable to only one manager at a higher level. With this approach, communication between them occurs through direct contacts. This promotes communication between managers and subordinates and ensures unity of command in the management system.
Labor authorities, the federal employment service, recruitment agencies. Executives and staff units report only to their superiors. The management structure characterizes the degree of participation of each interested authority in conducting vocational education, intensifying the testing of students’ strengths in various types of activities, vocational consultation and adaptation based on age characteristics, interests and capabilities of the individual, and society’s needs for personnel.
The city youth career guidance management system should provide a set of measures for each of the career guidance subsystems, establishes functional responsibilities bodies, services, executors responsible for career guidance work, determines the interaction of enterprises, schools, educational and production plants (EPK), educational institutions, cultural institutions in career guidance work with youth, clarifies the role of each interested authority in carrying out career guidance events based on age characteristics, individual interests and capabilities, needs of society.
The implementation of the city system should be carried out on the basis of the “Comprehensive Plan for Management of Career Guidance for Youth in the City of Perm,” drawn up for a long period of time based on the real needs of enterprises and organizations for personnel, and the demographic situation developing in the region.
Thus, in Perm there is a real opportunity to create a scientific and methodological system for managing youth career guidance in the conditions of new market relations.