Career plans report bulgaria

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Career plans report bulgaria

  1. 1. 1 CAREER PLANS REPORT PROFESSIONAL HIGH SCHOOL OF ELECTRONICS AND ELECTRICAL ENGINEERING “MARIE CURIE” SLIVEN, BULGARIA 1. SCHOOL DESCRIPTION PHSEE “Marie Curie” Sliven is a vocational High School which main objectives are to build up professionals for the needs of the labour market and provide the necessary knowledge and skills for all technical and technological problems associated with the production, operation, maintenance and repair of different types of equipment in the field of electronics and electrical engineering. The school education is four or five years.  The students who choose to study 5 years /grades 8-12/ enroll in the school at the age of 14. The admission is based upon the grades from the National entry exams in Bulgarian and Mathematics. They have more classes in foreign languages.  The rest of the students enter the school at the age of 15 /grades 9-12/. Since 2012/2013 school year, the school collaborates with the opened the same year Career Guidance Center. The time spent for group VET guidance is 4 hours per year for the students who finish secondary /11, 12 grades/ education. The Center provides:  Psychological tests for diagnostics of interests, attitudes and reasons for the choice of profession.  Interactive methods and training on skills for decision-making.  Skills for making a portfolio and work application /a CV, a cover letter, a job interview/. The materials for this survey are provided by the psychologists from the Career Guidance Center in Sliven. The students filled in two questionnaires. Description of the target group: Number of participants 6 Gender Male-3, Female-3 Grades 10, 11 Age 16,17 Period End of June 2014 2. QUESTIONNAIRES
  2. 2. 2 TEST 1.Professional orientation of the individual Instruction: Choose one of the two following statements. 1a. Caring for animals 1b. Serving machines, devices, appliances 2a. Caring for sick people 2b. Writing programs, schemes 3a. Monitoring the quality of illustrations, posters, advertisements 3b. Monitoring the condition and development of plants 4a. Processing materials -wood, metal, plastic 4b.Delivering and advertising goods 5a. Analyzing and discussing science books, articles 5b. Discussing literature and novels 6a. Breeding animals 6b. Training the others / in sports, employment, study skills / 7a. Creating art / pictures, music/ 7b. Managing big machines / cranes, tractors, excavators / 8a. Informing people /giving information, references / 8b. Creating artistic decoration of windows, halls, theaters 9a. Repairing equipment, machinery, homes 9b. Editing newspapers, books 10a. Curing animals 10b. Doing accounts and calculations 11a. Creating new types of plants 11b. Creating new machines and equipment 12a. Helping to settle disputes, problems, conflicts 12b. Detecting errors in drawings, schemes, program 13a.Dealing with art 13b. Studying animals 14a. Working with medical equipment 14b. Providing direct medical care to injured people, victims in accidents 15a. Doing precise mathematical calculations 15b. Participating in performances 16a. Working in a medical lab 16b. Healing patients 17a. Designing and decorating homes 17b. Design and building homes 18a. Arranging holidays, sightseeing tours, trekking 18b. Participating in concerts, tours. 19a. Creating and designing details, maps, drawings. 19b. Doing drawings, copying articles 20a. Fighting plant diseases 20b. Working on a computer
  3. 3. 3 Answers Sheet І ІІ ІІІ ІV V 1а 1b 2а 2b 3а 3b 4а 4b 5а 5b 6а 6b 7а 7b 8а 8b 9а 9b 10а 10b 11а 11b 12а 12b 13а 13b 14а 14b 15а 15b 16а 16b 17а 17b 18а 18b 19а 19b 20а 20b I "human-nature" – a botanist, a veterinarian, a forester, a farmer II "human- technique" - an engineer, a designer, a technician, a mechanic III "human-human" - a teacher, a doctor, a lawyer, a consultant, a psychologist IV "human-signs" – a draftsman, a programmer, an accountant V "human-art" – an artist, a writer, a restorer, a designer TEST 2. Multiple Intelligences Test – based on Howard Gardner’s MI Model Score the statements: 1=Mostly Disagree, 2=Slightly Disagree, 3=Slightly Agree, 4=Mostly Agree Put your score in the marked place. Statement Score I like to learn more about myself - I can play a musical instrument - I find it easiest to solve problems when I am doing something physical - I often have a song or piece of music in my head - I find budgeting and managing my money easy -
  4. 4. 4 I find it easy to make up stories - I have always been very co-ordinated - When talking to someone, I tend to listen to the words they use not just what they mean - I enjoy cross words, word searches or other word puzzles - I don’t like ambiguity, I like things to be clear - I enjoy logic puzzles such as 'sudoku' - I like to meditate - Music is very important to me - I am a convincing liar - I play a sport or dance - I am very interested in psychometrics (personality testing) and IQ tests - People behaving irrationally annoy me - I find that the music that appeals to me is often based on how I feel emotionally - I am a very social person and like being with other people - I like to be systematic and thorough - I find graphs and charts easy to understand - I can throw things well - darts, skimming pebbles, frisbees, etc - I find it easy to remember quotes or phrases - I can always recognise places that I have been before, even when I was very young - I enjoy a wide variety of musical styles - When I am concentrating I tend to doodle - I could manipulate people if I choose to - I can predict my feelings and behaviours in certain situations fairly accurately - I find mental arithmetic easy -
  5. 5. 5 I can identify most sounds without seeing what causes them - At school one of my favourite subjects is / was English - I like to think through a problem carefully, considering all the consequences - I enjoy debates and discussions - I love adrenaline sports and scary rides - I enjoy individual sports best - I care about how those around me feel - My house is full of pictures and photographs - I enjoy and am good at making things - I'm good with my hands - I like having music on in the background - I find it easy to remember telephone numbers - I set myself goals and plans for the future - I am a very tactile person - I can tell easily whether someone likes me or dislikes me - I can easily imagine how an object would look from another perspective - I never use instructions for flat-pack furniture - I find it easy to talk to new people - To learn something new, I need to just get on and try it - I often see clear images when I close my eyes - I don’t use my fingers when I count - I often talk to myself – out loud or in my head - At school I loved / love music lessons - When I am abroad, I find it easy to pick up the basics of another language - I find ball games easy and enjoyable -
  6. 6. 6 My favourite subject at school is / was Maths - I always know how I am feeling - I am realistic about my strengths and weaknesses - I keep a diary - I am very aware of other people’s body language - My favourite subject at school was / is art - I find pleasure in reading - I can read a map easily - It upsets me to see someone cry and not be able to help - I am good at solving disputes between others - I have always dreamed of being a musician or singer - I prefer team sports - Singing makes me feel happy - I never get lost when I am on my own in a new place - If I am learning how to do something, I like to see drawings and diagrams of how it works - I am happy spending time alone - My friends always come to me for emotional support and advice - Answers Sheet Intelligence type Your totals Linguistic - Logical-Mathematical - Musical - Bodily-Kinesthetic - Spatial-Visual - Interpersonal - Intrapersonal -
  7. 7. 7 Intelligence type Description Typical roles Related tasks, activities or tests Preferred learning style clues Linguistic words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice- over artistes write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story words and language Logical- Mathematical logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal- makers, trouble- shooters, directors perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition numbers and logic Musical musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party- planners, environment and noise advisors, voice coaches perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions music, sounds, rhythm
  8. 8. 8 Intelligence type Description Typical roles Related tasks, activities or tests Preferred learning style clues Bodily- Kinesthetic body movement control, manual dexterity, physical agility and balance; eye and body coordination dancers, demonstrators, actors, athletes, divers, sports- people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics physical experience and movement, touch and feel Spatial- Visual visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect artists, designers, cartoonists, story- boarders, architects, photographers, sculptors, town- planners, visionaries, inventors, engineers, cosmetics and beauty consultants design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car pictures, shapes, images, 3D space Interpersonal perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales- people, clergy, psychologists, teachers, doctors, healers, organisers, careers, advertising professionals, coaches and mentors interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person human contact, communicati ons, cooperation, teamwork
  9. 9. 9 Intelligence type Description Typical roles Related tasks, activities or tests Preferred learning style clues Intrapersonal self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others) self- reflection, self- discovery 3. CAREER PLANS STUDENT 1: female, 10th grade, 16 years old Test 1 showed the third type of professional orientation - "human-human" - a teacher, a doctor, a lawyer, a consultant, a psychologist. Test 2 and Graph 1 show a high level of intrapersonal, interpersonal and linguistic intelligence type. There is clear association between these types of intelligence and what is now termed as 'Emotional Intelligence' or EQ:  Understanding yourself, your goals, intentions, responses, behaviour and all.  Understanding others, and their feelings. The five domains of the Emotional intelligence are: knowing your emotions, managing your own emotions, motivating yourself, recognising and understanding other people's emotions, managing relationship. The girl was advised to choose Psychology, Biology or Chemistry for her Matura exams which could help her to prepare for the suitable profession for her future. Graph1 0 5 10 15 20 25 30 35 40 Intelligence type
  10. 10. 10 STUDENT 2: male, 10th grade, 16 years old Test 1 showed the second type of professional orientation - "human - technique" - an engineer, a designer, a technician, a mechanic. Test 2 and Graph 2 confirm the survey and show a high level of logical-mathematical and spatial-visual intelligence type. In other words, he is skilled at deductive reasoning, detecting patterns, and logical thinking. He is good at scientific investigations and identifying relationships between different things and understanding complex and abstract ideas. He learns well with visual aids, such as videos and maps. He has a “photographic memory”. The boy was consulted to choose Mathematics or Physics as optional classes to help him with the preparation for the Matura exams. Graph 2 STUDENT 3: male, 10th grade, 16 years old Test 1 showed the first type of professional orientation - "human-nature" – a botanist, a veterinarian, a forester, a farmer. Test 2 and the Graph 3 show a high level of interpersonal and bodily-kinesthetic intelligence type that is needed to practice the suitable professions. People with interpersonal intelligence are good with people and thrive in social interactions. They are good at reading, empathize and understanding others. They are good at working with others and have many friends. They learn best through interaction and dialogue. In other words, they are easily able to interact with and understand those around them. People with interpersonal intelligence are able to pick up on the mood, characteristics, emotions, and intentions of those around them. They are also able to use this information to tailor their approach of interacting with each individual. People with kinesthetic intelligence love movement. They are good at building things and like to stay active. They learn best through movement and experimentation. The boy was advised to choose Biology or Chemistry as Matura exams and study in depth these school subjects to be ready for the university exams. 0 5 10 15 20 25 30 35 40 Intelligence type
  11. 11. 11 Graph 3 STUDENT 4: female, 11th grade, 17 years old Test 1 showed the fourth type of professional orientation - "human-signs" – a draftsman, a programmer, an accountant. Test 2 and the Graph 4 show the same level of logical- mathematical, spatial-visual and interpersonal intelligence. The girl has the ability to appreciate and calculate the effect of actions upon objects or ideas and the relationships among them, to apply inductive and deductive reasoning skills, to provide solutions and to overcome complex mathematical and logical challenges as well as solving critical and creative problems. The girl has a strong photogenic memory that helps her to recognize and manipulate patterns. This also makes her an excellent puzzle solver. Such individuals have a clear sense of mapping or direction and good coordination between the eye and hand, which helps develop their artistic and creative inclination. The girl was consulted to choose Maths as a Matura exam, visit extracurricular classes and consult with the Maths teachers about her preparation for the university exams. Graph 4 0 5 10 15 20 25 30 35 40 Intelligence type 0 5 10 15 20 25 30 35 Intelligence type
  12. 12. 12 STUDENT 5: female, 11th grade, 17 years old Test 1 showed the third type of professional orientation - "human-human" - a teacher, a doctor, a lawyer, a consultant, a psychologist. Test 2 and the Graph 5 show that the girl has the same high level of linguistic and interpersonal intelligence type which confirms the suitable professions from test 1. People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information and reading. This can include the ability to express oneself effectively through speech or the written word and the increased ability to learn foreign languages. People who have strong interpersonal intelligence are good understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires and intentions of those around them. The girl was consulted to choose Psychology, Biology or Chemistry for her Matura exams which could help her in the preparation for the university exams and her future career development. Graph 5 STUDENT 6: male, 11th grade, 17 years old Test 1 showed the second type of professional orientation - "human - technique" - an engineer, a designer, a technician, a mechanic. Test 2 and the Graph 6 show that the boy has a high level of logical-mathematical and musical intelligence. This result is interesting because confirms the relationship between the music and the Maths. The link between the physical practice of music and strong mathematical abilities are demonstrated in studies that show that kids who play a musical instrument can perform more complex arithmetical operations than those who do not play an instrument. The slow work of practice, the attention to detail and the discipline it takes to learn an instrument are also excellent preparation for the practice involved in building strong Math skills. The boy was advised to choose Maths as a Matura exam, visit extracurricular classes and consult with the Maths teachers about his preparation for the university exams. 0 5 10 15 20 25 30 35 40 Intelligence type
  13. 13. 13 Graph 6 4. CONCLUSION The intelligence is a mixture of several abilities that are all of great value in life. But nobody's good at them all. The fact is that people are intelligent in different ways. The school counsellors and the career guidance psychologists should help the students to be more confident in their own skills and talents and know the strengths and weaknesses of their own personality. They must rediscover and promote the vast range of capabilities that have a value in life and support the students to fulfil their potential choosing the suitable profession for their future. 0 5 10 15 20 25 30 35 Intelligence type

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