Career Aspirations


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Presentation about how and why schools should develop career education programs in their primary schools.

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Career Aspirations

  1. 1. Building Strong Career Development Foundations<br />Career Aspirations in the Early Years of Schooling<br />Jenni Proctor | Career Clarity<br />
  2. 2. Aspirations<br />When I grow up I want my career to be like……………<br /><ul><li>one of my parents
  3. 3. one of my favourite relatives
  4. 4. a family friend with a cool job
  5. 5. my teacher
  6. 6. someone I have seen working
  7. 7. someone on television
  8. 8. a famous sports star, entertainer, movie star
  9. 9. a cartoon character.</li></li></ul><li>When are limits set?<br />“Young people think in quite sophisticated ways about career-related matters”. Prof. Jim Bright, 2006<br />Aged 5 Can express their ideas about careers<br />Aged 6 – 8 Narrow their occupational alternatives<br /> Limits tend to last a lifetime<br />
  10. 10. Aspirations: Ages 3 – 5 years<br />Realistic career aspirations<br />70% of children over 4 ½ - realistic<br />Fantasy career aspirations or unrelated<br />67 % of children younger than 4 ½<br />Same as parents<br />22% of those with a realistic expectation<br />Little relationship between aspirations, strengths, self concept or interests.<br />(Leisen and Leibham, 2009)<br />
  11. 11. Famous studies<br />Super<br />Child develops concept of self in an adult role through fantasy and play<br />Concurrently attending pre-school/school, developing work habits, becoming future oriented.<br />Ginzberg and Gottfredson<br />Fantasy period with career choices based solely on interests and desires<br />Little attention paid to abilites or career realities<br />
  12. 12. When does fantasy fade?<br />Ginzberg (1951)<br />Become more realistic around 11<br />Gottfredson (1981)<br />Children begin to outgrow fantasy aspirations towards the end of preschool.<br />Around 5 – gender, social prestige, difficulty<br />
  13. 13. Gottfredson (2002)<br />4 stages – early childhood to late adolescence<br />Considers the SOCIAL self<br />3 – 5 years: Size, power, work is part of adult world<br />6 – 8 years: Awareness of sex roles<br />9 – 13 years: Awareness of social class; lower and higher status occupations; link between occupation and income<br />Representations of social class – clothing, possessions<br />
  14. 14. Other views<br />Havinghurst (1964) – 6 stages<br />Stage one aged 5 – 10 years <br />Identification with a worker<br />Holland (1997)<br />Develop preferences through interactions with cultural and personal forces<br />- Peers, biological heredity, parents, social class, culture, environment<br />
  15. 15. What influences career decisions?<br />Systems Theory Framework <br />Dr Mary McMahon and <br />Dr Wendy Patton<br />
  16. 16. Year 3 Aspirations Influenced by People They Knew or Knew Of<br />Builder<br />Marine Biologist<br />Baker<br />Bank teller<br />Hairdresser<br />Priest<br />Teacher<br />Vet – Doctor - Dentist<br />Dance teacher<br />McDonalds<br />RSPCA<br />Farmer<br />Stunt driver<br />BMX stunt man<br />Wallaby<br />Paleontologist<br />Popstar<br />Famous artist<br />Best horse rider in world<br />Professional golfer<br />WWE wrestler<br />Cartoonist<br />Dive instructor<br />Qantas pilot<br />
  17. 17. Year 3 Gender Aspirations<br />Builder<br />Cartoonist<br />Dive instructor<br />Bmx stunt man<br />Car racer<br />Marine biologist<br />Scientist<br />Pro golfer<br />Air force<br />Paleontologist<br />Secret agent<br />Popstar<br />Teacher<br />RSPCA vet<br />Artist<br />Dancer<br />Hairdresser<br />Underwater world<br />Librarian<br />McDonalds worker<br />Police woman<br />“Best horse rider”<br />
  18. 18. “Australia’s future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society.”<br />The Adelaide Declaration on National Goals for Schooling the in the Twenty-First Century, Preamble, 1999.<br />
  19. 19. Careers of 21st century<br />Preparation to deal with <br />Change, chance and uncertainty<br />Complex technological change<br />Complex societal changes<br />
  20. 20. Positive Attitudes <br />Productive<br />Successful<br />Capable<br />Positive self image<br />Effective interpersonal skills<br />Satisfaction from work<br />Value achievements<br />Able to learn <br />Likeable<br />Able to deal with things that happen<br />
  21. 21. Generation Z<br />Media – current affairs<br />Realistic, often negative, viewpoints<br />What is the affect on attitudes? <br />Media – TV shows<br />Negative attitudes are “cool”<br />Expectations may be warped<br />Internet <br />Access to information<br />
  22. 22. Foundational Career Development<br />Purpose: <br />Develop the knowledge, skills and attitudes so they will be able to make wise subject choices, career choices and life choices.<br />This is NOT about primary school children making career decisions!<br />It’s about building strong foundations.<br />
  23. 23. Our challenges<br /><ul><li>How can we foster and acknowledge career aspirations?</li></ul>How can we encourage the development of self knowledge? <br />How can we empower students through skill development and the love of learning?<br />How can we faciliate the broadening of occupational understanding?<br />
  24. 24. Australian Blueprint for Career Development<br />A master can tell you<br />what he expects of<br />you. A teacher,<br />though, awakens your own expectation.<br />Unknown<br />You've got to do your own growing, no matter how tall<br />your grandfather was.<br />Irish Proverb<br />
  25. 25. Build a positive self image<br />Interact positively and effectively with others<br />Change and grow throughout life<br />Area A: Personal Management<br />
  26. 26. Area B: Learning and Work Exploration<br />Participate in life-long learning supportive of career goals<br />Locate and effectively use career information<br />Understand the relationship between work, society and the economy.<br />
  27. 27. Area C: Career Building<br />Secure/create and maintain work<br />Make career enhancing decisions<br />Maintain balanced life and work roles<br />Understand the changing nature of life and work roles<br />Understand, engage in and manage the career building process.<br />
  28. 28. Career Awareness Days<br />3 year cycle<br />BCE Learning Framework<br />Co-curricula priorities in Qld Education syllabus documents<br />Year 1<br />Literacy and Numeracy<br />Year 2<br />Life long learning roles<br />Year 3<br />Life Skills<br />Futures perspective<br />
  29. 29. Evolution of the Preschool – Year 2 program<br />Teachers involved in whole school PD<br />Came to opening and closing ceremony<br />Year 1 and 2 had own activities and Year 2 presented at closing ceremony; Preschool dressup<br />Preschool parental involvement – Activity based, children rotating in groups; dressups<br /><ul><li>Building (including a digger)
  30. 30. Fire truck
  31. 31. Hair salon
  32. 32. Fashion designer</li></li></ul><li>2003 - CLAN<br />Speakers<br />Conference bags – collect something from each speaker<br />Students moving around between groups<br />Students making choices about the groups they would visit.<br />Opening and closing ceremonies<br />$500 Literacy and numeracy grant<br />
  33. 33. Organisational details<br />Conference format<br />Four sessions, each 45 minutes long<br />All rooms in school allocated<br />Parents organised hospitality team to provide food, drinks and moral support to presenters.<br />Library staff provided equipment support.<br />
  34. 34. Presenters explained how they used literacy and numeracy in their everyday work. <br />We attempted to have presenters representing each of the six main categories of occupations. <br />Enterprising: <br />Hairdresser <br />Building company owner<br />Juke box hire <br />Artistic: <br />Cartoonist<br />Screen printer <br />Classical instrument craftsman, <br />Artist<br />
  35. 35. Investigative<br />Taxation investigator <br />Chiropractor<br />Conventional: <br />Travel agent <br />Community radio manager <br />Television station manager<br />Journalist<br />Travel agent <br />Personal assistant<br />Realistic: <br />Australian Rugby player <br />Olympic Gold medallist <br />Flight attendants <br />Air traffic controller<br />Massage therapist <br />Personal trainer<br />Midwife <br />Hospital administrator <br />Medical doctor <br />Social: <br />Minister of religion / Missionary <br />Politician<br />
  36. 36. CLAN bags<br />Sample bags were given to all the children from donations we received<br />Many presenters gave out extra items for the bags. <br />All morning one of our presenters screen-printed calico bags with a logo designed by a few of the children as the result of a competition. <br />Everyone received a CLAN bag at the end of the day.<br />
  37. 37. The CLAN logo was designed by a group of students, turned into a silk screen stencil by one of our parents, and put onto to 330 calico bags during the day by a group of very hard-working (and tired) parents. <br />
  38. 38. Year 6 involvement<br />Year 6 used CLAN day as the basis for their media work for next term.<br />They were our<br />Photographers<br />Video camera operators<br />Reporters for each session<br />Spokespeople, introducing and thanking each presenter. <br />
  39. 39. Teachers<br />Loved it<br />Saw the benefit of career education without knowing anything about it.<br />Felt it answered “Why do we have to learn to read and do maths?”<br />Presenters<br />Some said it was a privilege to take part<br />Found the experience very interesting<br />
  40. 40.
  41. 41. LLLife Expo - Life Long Learning is for ever<br />Geologist Active investigator <br />NRMA Effective communicator <br />Personal Trainer Leader and collaborator <br />Writer Quality producer <br />Builder Designer and creator <br />Soccer Coach Community Contributor<br />
  42. 42. LLLife Expo Passports<br />Children had “passports” and presenters gave them a sticker each to put on the appropriate page as they completed it.<br />
  43. 43.
  44. 44.
  45. 45. Futures Festival<br />Trying to get people who have a futures perspective in their work. <br />Life skills – Based on Program Achieve “You can do it!” Keys to Success<br />
  46. 46. Some of the presentations that were particularly “Futures” focused included<br />Future energy sources<br />Graphic designer<br />Computer viruses <br />Inventor <br />Marine biology<br />Sustainable environment <br />TV editing and producing<br />Personal Development <br />Natural Medicine <br />Counsellor <br />Graphic Design <br />Merchandising <br />Ecology and biohabitats<br />
  47. 47. Futures Festival<br />Tried to get people who have a futures perspective in their work. <br />Life skills – Based on Program Achieve “You can do it!” Education.<br />
  48. 48. Keys to Success<br />Opening Ceremony started with a play that demonstrated that the life skills the children are learning at school will be the skills that they will need in their careers. <br />Presenters mentioned the keys to success that they felt they had most needed in their career. <br />
  49. 49. Futures Festival<br />Each child wore their Keys to Success Badge<br />
  50. 50. Motsic -Year 5 students<br />“Can we show the little kids that we are already working on our future career?”<br />
  51. 51. teACHERS<br />Parents<br />planning<br />Time<br />HOW?<br />
  52. 52. Policy Creation - A Team Process<br />Staff meeting<br />Career Education concepts<br />Definitions<br />Got teachers to work out at grade level what they were already doing that met ABCD competencies.<br />Mapping of what was already happening.<br />
  53. 53. Purpose of Meeting<br />Bringing together many aspects of the education we offer at Mary MacKillop<br />Different programs e.g. program Achieve, buddies, leadership, sport, drama<br />A lot going on - Can seem extraneous to our core business of teaching<br />CHALLENGE today <br />To look at what we are doing<br />Feel affirmed<br />Bring all these seemingly unrelated programs together to form something quite unique and valuable.<br />
  54. 54. Getting the staff involved<br />Sheets handed out with headings<br />Personal development<br />Life skills<br />Thinking skills<br />Learning strategies<br />Real World experiences – Excursions and visitors<br />Real world experiences – Curriculum based in classroom<br />Write what you do quickly and pass on<br />Get around so we get a whole school overview<br />
  55. 55. What is the purpose? <br />Developing life-long learners able to lead productive and fulfilling lives<br />What does this really mean to their lives? <br />Spiritually and emotionally stable<br />Able to sustain relationships<br />Able to find fulfillment in their work<br />Overarching concept – Career related learning, career development, career education<br />
  56. 56. Meeting outcomes<br />Whole school mapping<br />Majority of staff supportive and interested<br />Acceptance of policy being written<br />I realised the importance of definitions and introducing change slowly with all stakeholders understanding the purpose. <br />
  57. 57. Play Real + Make it Real Games<br />Integrated<br />Opens their eyes<br />Experiential<br />Fun<br />Involves parents<br />Encourages conversations about careers<br />Excellent development of communication and teamwork skills.<br />
  58. 58. ACS and Lighthouse School Awards<br />Benefits<br />People realised what we were doing was important and worthwhile.<br />In writing the submission I had to think everything through really clearly. <br />
  59. 59. How to build a career education program<br />Step 1: Federal Government <br />Use the documents that are appropriate to your needs<br />ABCD<br />Curriculum documents<br />
  60. 60. Step 2:<br />State Government<br />Curriculum documents<br />Web site<br />Other papers/documents<br />
  61. 61. Step 3: Your organisation<br />The learning framework of your organisation <br />Organisational guidelines<br />Any documents they may have about career education<br />
  62. 62. Step 4: Your school<br />School vision<br />School mission statement<br />Existing programs<br />Key personnel<br />
  63. 63. Step 5: Action<br />Audit to recognise and affirm what is already happening – ABCD, CEQF<br />Gaps – What can be implemented?<br />Integration – Curriculum support<br />Essential – A keen creative energetic team<br />
  64. 64. Career Discovery in Primary School<br />Jenni Proctor | Career Clarity<br /><br />
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