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Career guidance-oct-18

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Career guidance-oct-18

  1. 1. 4 Levels of QA-M&E how training participants react to the training. the extent to which participants change attitudes, increase knowledge, and/or increase skills. the extent to which change in behavior occurs on the job. the final outcomes that occur as a result of the training. Level 1 Reaction Level 2 Learning Level 3 Behaviors EvaluLaetvieol n4 Results
  2. 2. When to do QA-M&E (AIM Model) Level 1 Reaction Level 2 Learning Level 3 Behaviors Evaluation • First two (reaction and learning) during and at the end of the actual conduct of the training/course; • Third (behavior-on-the-job) will be done at least three months to six months after the training / course; and • Fourth (result/impact) at least after a year after finishing the training / course. Level 4 Results
  3. 3. Rapid Competency Assessment (after the session) Choices 4 - Very competent 3 - Competent 1 - Not competent
  4. 4. RCA – Before Session 1. Provisions of the K to 12 Law 2. Provisions of the K to 12 Law on Curriculum 3. K to 12 Standards, Content Standards and Performance Standards in a Learning Area (eg. Science, Math….) 4. Learning Competencies in Edukasyon sa Pagpapakatao 5. Provisions of the K to 12 Law on Senior High School 6. Provisions of the K to 12 Law on Career Advocacy 7. Career guidance in the curriculum 8. Career guidance responsibilities 9. Standards, content standards and performance standards on Career guidance in the K-to 12 Curriculum. 10. Principles and Methods of Teaching/Integrating Career Guidance in the Elementary and Secondary Schools
  5. 5. K to 12 Curriculum Model Academic Specialization Technical- Vocational Specialization Sports and Arts Specialization Offers tracks that lead to specializations in Academics, Tech- Voc. and Sports & Arts • Science, Math, English, Contemporary Issues and Specializations Grades 11-12 (New HS Years 5-6) • Core Learning Areas plus TLE of the student’s choice Grades 9-10 (New HS Years 3-4) • Core Learning Areas and TLE Grades 7-8 (New HS Years 1-2) • Core Learning Areas plus Mother Tongue until Grade 3; Science starting Grade 3; EPP starting Grade 4 Grades 1-6 Kindergarten • Learning Domains
  6. 6. K-12 Basic Education Program Edukasyon sa pagpapakatao EsP
  7. 7. Career Gears career choice by students Career counselo rs Teachers (sply EsP)
  8. 8. Contextual-developmental model of career development Family Background Personal assets School experiences Career choice Adult Occupational Status Birth Childhood Adolescence Adulthood
  9. 9. Factors influencing career choice • Family background – Parental education – Parental interest and expectations regarding education – Parent’s occupation and employment – Role models and differential experiences • Personal assets – Gender – Academic attainment and aptitude – Belief in own ability – School motivation – Domain specific interests and preferences – Differences in values • School experiences – School type – Differential treatment by teachers – Number of science related options
  10. 10. Factors influencing career progression • Socio-economic family background • Gender • School experiences/qualifications • Motivations/aspirations • Occupational stereotypes • Career opportunities • Family formation
  11. 11. But … • All factors are likely influences and are difficult to distinguish • Different factors are important at different stages in life • Most studies are based on relatively homogenous samples, with a limited socio-economic status component • Most studies based on cross-sectional data only
  12. 12. Choosing a Career One of the hardest—and most exciting—choices one will ever make is his/her career. Although chance may play a part, come prepared! Rule#1: Choose a career that is something he/she really likes to do. Rule#2: Does his/her research and choose carefully and thoughtfully. Rule#3: Make it meaningful to him/her. He / She owes it to himself/herself to look for work that is meaningful and rewarding!
  13. 13. Select Several Careers, Not Just One • It’s a good idea to have several careers in mind rather than just one in first year of college. • Approximately 60% of students change their major at some point during their college career. • It pays to be knowledgeable about more than just one career field. The average graduate changes their job seven times in their life. • It also pays to develop a wide variety of general skills, particular those related to communication.
  14. 14. K-12 Basic Education Program Edukasyon sa pagpapakatao EsP
  15. 15. EsP as the Core of the CIA The EsP Curriculum Framework is focused on • Ethics • Career Guidance BUT Must be LINKED well to the 7 learning areas (this is the essence of SPIRAL Approach) Guidance Counselors/Workers and class advisers are integral stakeholders in the implementation of EsP in the Curriculum
  16. 16. Components of the NCAE Rating • GSA (General Scholastic Aptitude) – Science – Math – English • TVA (technical-vocational aptitude) – Clerical aptitude – Entrepreneurial aptitude
  17. 17. The Spiral Approach A three-dimensional approach in the curriculum by considering • vertical articulation in the curriculum (subject-specific from K to 12, difficulty increases with grade level) • horizontal articulation in the curriculum (integrating all/appropriate learning areas) • Dynamic interaction of vertical and horizontal articulation of all learning areas with EsP Integration Note: CIA specialists with the principals, heads and guidance counselors/workers must always assist the teachers and students.
  18. 18. DO Grade 5 STUDY ACT Grade 3 Grade 4 Grade 6 Grade 8 Grade 7 Grade 9 Grade 10 Grade 11 Grade 12 Grade 1 Grade 2 Kinder
  19. 19. K-12 Basic Education Program Edukasyon sa pagpapakatao EsP
  20. 20. HAMON NG EDUKASYON SA PAGPAPAKATAO Hamon sa Mag-aaral • Ang mag-aaral na nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat Hamon sa mga Guro, Magulang, Guidance Counselors, at Lahat • Gabayan ang mag-aaral na matutunan ang kabuluhan ng kanyang buhay, ang papel niya sa pamilya at sa lipunan upang makibahagi siya sa pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal.
  21. 21. RHGP in the K to 12 BEP
  22. 22. Pilosopiya ng Personalismo Click to magnify Click to magnify Click to magnify
  23. 23. EsP Frame
  24. 24. Mga Batayan Teorya sa mga Pamamaraan sa Pagtuturo at Pagkatuto Pilosopiya ng Personalismo EsP Frame
  25. 25. • Ang pagpapasya ng bata ukol sa kurso o propesyon – dumadaan sa iba’t ibang yugto batay sa kanyang pagtingin sa sarili (self-concept), saloobin (attitude) at mga pagpapahalaga. • Ang pagtanggap o pagtanggi sa isang kurso o trabaho batay sa obserbasyon niya.
  26. 26. K-12 Basic Education Program Edukasyon sa pagpapakatao EsP
  27. 27. K-12 Basic Education Program Edukasyon sa pagpapakatao EsP
  28. 28. Mga Paksa sa EsP Grade 9  UNANG MARKAHAN : Ang Papel ng Lipunan sa Tao  IKALAWANG MARKAHAN: Ang Tungkulin ng Tao sa Lipunan  IKATLONG MARKAHAN: Mga Kaugnay na Pagpapahalaga sa Paggawa  IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng Kursong Akademiko o Teknikal-Bokasyonal, Negosyo o Hanapbuhay
  29. 29. UNANG MARKAHAN : Ang Papel ng Lipunan sa Tao  Layunin ng Lipunan: Kabutihang Panlahat  a.Bakit may Lipunang Pulitikal b.Prinsipyo ng Subsidiarity at Pagkakaisa  Lipunang Ekonomiya (Economic Society)  Lipunang Sibil (Civil Society), Media at Simbahan
  30. 30. IKALAWANG MARKAHAN: Ang Tungkulin ng Tao sa Lipunan  Karapatan at Tungkulin  Mga Batas na Nakabatay sa Likas na Batas Moral (Natural Law)  Ang Paggawa Bilang Paglilingkod at Pagtaguyod ng Dignidad ng Tao  Pakikilahok at Bolunterismo
  31. 31. IKATLONG MARKAHAN: Mga Kaugnay na Pagpapahalaga sa Paggawa  Kasipagan at Pagpupunyagi  Katarungang Panlipunan Pamamahala ng Paggamit ng Oras  Kagalingan sa Paggawa
  32. 32. IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng Kursong Akademiko o Teknikal-Bokasyonal, Negosyo o Hanapbuhay  Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay – Talento – Kasanayan (skills) – Hilig – Pagpapahalaga –(service to and love of country) – Tunguhin – Katayuang pinansyal  Personal na Pahayag ng Misyon sa Buhay  Mga Lokal at Global na Demand  Pagpili ng kurso o trabaho
  33. 33. Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay  13.1 Naipaliliwanag ang bawat pansariling salik sa pagpili ng kursong akademiko o teknikal bokasyonal, negosyo o hanapbuhay  13.2 Nakikilala ang sariling talento, kakayahan at hilig at naiuugnay ang mga ito sa pipiliing kursong akademiko o teknikal bokasyonal, negosyo o hanapbuhay
  34. 34. 13.3 Napatutunayan na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) ng napiling kursong akademiko/bokasyonal o negosyo ay daan upang magkaroon ng makabuluhang hanapbuhay o negosyo at matiyak ang pagiging produktibo at pakikibahagi sa pagp apaunlad ng ekonomiya ng bansa 13.4 Nakapagtatakda ng sariling tunguhin pagkatapos ng haiskul na naaayon sa taglay na mga talento, pagpapahalaga, tunguhin at katayuang ekonomiya
  35. 35. 14. Personal na Pahayag ng Misyon sa Buhay 14.1 Nakapagpapaliwanag ng kahalagahan ng Personal na Pahayag ng Misyon sa Buhay 14.2 Natutukoy ang mga hakbang sa pagbuo ng Personal na Pahayag ng Misyon sa Buhay
  36. 36. 14.3 Napatutunayan na sa pamamagitan ng pagbuo ng Personal na Pahayag ng Misyon sa Buhay, nagkakaroon ng malinaw na direksyon ang kurso o karera 14.4 Nakapagbubuo ng Personal na Pahayag ng Misyon sa Buhay
  37. 37. 15. Mga Lokal at Global na Demand 15.1 Natutukoy ang mga trabahong may mataas na lokal at global na demand 15.2 Nakikilala ang mga mapamimiliang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na angkop sa sariling talento, kakayahan at hilig
  38. 38. 15.3 Napatutunayan na ang sapat (updated and accurate) na impormasyon tungkol sa mga trabahong kailangan sa Pilipinas at sa ibang bansa ay makatutulong upang mapili at mapaghandaan ang kursong akademiko o teknikal-bokasyonal na maaaring maging susi ng sariling tagumpay at ng pag-unlad ng ekonomiya ng bansa 15.4 Nakabubuo ng profile ng mga trabahong mataas ang lokal at global na demand na angkop sa taglay na mga talento at kakayahan, pagpapahalaga at tunguhin
  39. 39. 16. Pagpili ng kurso o trabaho 16.1 Naipaliliwanag ang kahalagahan ng sistematikong pagpili ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay 16.2 Nakapagsusuri ng pagkakatugma ng mga pansariling salik sa lokal at global na demand upang makabuo ng pasya sa pipiliing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay
  40. 40. 16.3 Napangangatwiranan na: Mahalaga ang pagtutugma ng pansariling salik sa lokal at global na demand upang makamit ang mga itinakdang tunguhin tungo sa pagpapaunlad ng sarili at pakikibahagi sa lipunan 16.4 Nakapagpapasya ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na ayon sa sariling kagustuhan na angkop sa mga pansariling salik at lokal at global na demand
  41. 41. Career Guidance in the School K - 8 Conceptualizing Career Development Programs Conceptual Approach: Using a theory to set up a career development approach Example: Using Donald Super’s theory to conceptualize a program. – Students should develop a vocational self-concept. – Students should learn about the major groups of occupations. – Students should develop an awareness of what career planning entails. – Students should learn decision-making skills.
  42. 42. Career Guidance in the School K - 8 Conceptualizing Career Development Programs Rational/Empirical Approach: Uses empirical methods to determine what skills and attitudes will be needed by students and then uses this information to set up a K-12 program to help students develop these competencies. Example: Research shows that women are entering the workforce in increasing numbers. – what skills and attitudes would most likely help women succeed in a career?
  43. 43. Career Guidance in the School K - 8 Program Development – Develop a program philosophy. – Establish needs. – Appoint a coordinator. – Write program goals, objectives and criteria for success. – Determine what instruments will be used to evaluate the program. – Implement the program.
  44. 44. Career Guidance in the School K - 8 Program Development Delivery – By classroom infusion (e.g. the science teacher talking about careers in science). – Taught as a unit within a class subject (e.g. as a unit within social studies). – By special teachers who only teach careers. – By school counselors who incorporate it into their counseling duties. – By schools having career day in which they invite working people in from the community. – By parent directed activities at home, guided by counselors. – By inviting other personnel in from external sources.
  45. 45. Career Guidance in the School K - 8 Elementary (K-6) programs should: – Give children a sense of self-efficacy and that their future can be shaped by themselves and their own choices. – Children should understand that abilities and interests also help shape opportunity. – Children should be helped to develop an awareness of the world of work and what all of that entails. – Students should be helped to explore possibilities but not foreclose prematurely on a career option. – Children should have opportunities to explore non-gender-role stereotyping activities in relationship to the world of work.
  46. 46. Career Guidance in the School K - 8 Gr 7 - 8 programs should: – Be flexible enough that it allows middle-schoolers to try out new self-concepts and images of self. – Clubs and activities can provide a individual opportunity to explore options. – Be organized around a theme and eliminate redundancy. – Help students take a comprehensive, realistic look at the occupations available to them. – Introduce kids to interest inventories and personality assessments (e.g. Holland’s interest inventory). – Any program should be integrated with elementary and high school programs.
  47. 47. Career Guidance in the School K - 8 Examples of Grade 7 - 8 School Activities Designed to Achieve Career Development Competencies Student Competency Teacher Activity Give students an interest inventory or have them describe their interests. Bring in old newspapers for students to look at and clip out articles. Bring in a career counselor or a manager of a company to talk to the students. Demonstrate understanding of self. Describe at least five things found in society that affect the world of work. Identify places in the community that provide opportunities for work.
  48. 48. Career Guidance in the School Grades 9-12 Grades 9 - 12 Programs Should: – Help students look at their choices in elective curriculum, extra-curricular activities, and after school jobs, and how those might relate to later career choices. – Help students learn good decision-making skills. – Help students learn where to access occupational information. – Help students explore career choices, narrow and clarify goals. – Help students look at college requirements and what this means to them and their career choices. – Help students determine what, if any, pre-requisites might be required for an entry level position into the career of choice.
  49. 49. Career Guidance in the School Grades 9 - 12 Examples of Grades 9-12 Activities Designed to Achieve Career Development Competencies Competencies The Student Will Positive attitudes toward work and learning. Learn skills in making decisions and choosing educational goals. Skills in career exploration and planning. Demonstrate a positive work ethic. Project and describe factors that may influence educational and career decisions. Develop career plans that include the concept that the world is ever changing and demands life-long learning.
  50. 50. Career Guidance in the School Grades 9 - 12 Grades 9 - 12 Program Delivery Methods – Field trips and visits to training programs. – Use of portions of regular class time to explore educational and vocational planning. – Career development units incorporated into regularly scheduled classes. – Career related information infused into all classes whereby the teacher continuously relates subject matter to the world of work. – Special classes just on career education. – Life planning classes and groups – Career Counseling
  51. 51. Career Guidance in the School Grades 9 - 12 Special Consideration Not all students will benefit from traditional methods of career education. Some will need special consideration. These include students who are: Gifted Physically Challenged Emotionally Or Mentally Disabled Learning Disabled
  52. 52. Rapid Competency Assessment (after the session) Choices 4 - Very competent 3 - Competent 1 - Not competent
  53. 53. RCA – After the Session 1. Provisions of the K to 12 Law 2. Provisions of the K to 12 Law on Curriculum 3. K to 12 Standards, Content Standards and Performance Standards in a Learning Area (eg. Science, Math….) 4. Learning Competencies in Edukasyon sa Pagpapakatao 5. Provisions of the K to 12 Law on Senior High School 6. Provisions of the K to 12 Law on Career Advocacy 7. Career guidance in the curriculum 8. Career guidance responsibilities 9. Standards, content standards and performance standards on Career guidance in the K-to 12 Curriculum.
  54. 54. 4 Levels of QA-M&E how training participants react to the training. the extent to which participants change attitudes, increase knowledge, and/or increase skills. the extent to which change in behavior occurs on the job. the final outcomes that occur as a result of the training. Level 1 Reaction Level 2 Learning Level 3 Behaviors EvaLlueavetil o4n Results
  55. 55. When to do QA-M&E (AIM Model) Level 1 Reaction Level 2 Learning Level 3 Behaviors Evaluation • First two (reaction and learning) during and at the end of the actual conduct of the training/course; • Third (behavior-on-the-job) will be done at least three months to six months after the training / course; and • Fourth (result/impact) at least after a year after finishing the training / course. Level 4 Results
  56. 56. Choosing a Career One of the hardest—and most exciting—choices you’ll ever make is your career. Although chance may play a part, come prepared! Rule#1: Choose a career that is something you really like to do. Rule#2: Do your research and choose carefully and thoughtfully. Rule#3: Make it meaningful to you. You owe it to yourself to look for work that is meaningful and rewarding!
  57. 57. Choose Career Options That Match Your Values • Knowing what you value most will help you refine your career search and choice: – Helping others – Prestige – High income – Flexible work hours • Establish and align values, career choice, and career goals for motivation.
  58. 58. Surviving in a Fast Economy • You will always have some control over your career. • You must accept risks and plan for the future to advance your career. • A college degree does not guarantee employment. • A commitment to lifelong learning will help keep you employable.
  59. 59. Factors to Consider Do: • explore a number of careers and majors • get involved • Get advice from people in your target occupation • follow your passion • Dare to try something new Don’t: • focus on a major just to get a career out of it • select a major just because it is “cool” or seems to promise prestige • let someone else push you into a job • Assume that you have it all figured out
  60. 60. Factors Affecting Career Choices • Interests • Skills • Aptitudes • People skills • Experience • Family traditions • Personality • Life goals and work values
  61. 61. Exploring Your Interests Holland’s Hexagonal Model of Career Fields Investigative Artistic Social Realistic Conventional Enterprising
  62. 62. Where to Go for Help • Career center • Faculty • Upper-class students • Student organizations • Placement services
  63. 63. Become Knowledgeable About Careers • Explore the Occupational Outlook Handbook at http://www.bls.gov/oco/ • Research several careers, not just one • Browse the Careers section of a local bookstore • See a career counselor • Scope out Internet resources • Network--many people love to talk about their jobs!
  64. 64. What to Look for in a Career • Major career field target • Preferred type of work • Income requirements • Geographical requirements • Special needs • Industry preferences • Stress level • Level of interaction with other people • Indoor vs. outdoor • Amount of independence • Balance between creative and conventional tasks • The type of people you would interact with • Physical requirements • Local/national/international organization • Benefits and perks • Advancement opportunities • A good boss • Training • Industry outlook • Reputation of the firm in the industry
  65. 65. Select Several Careers, Not Just One • It’s a good idea to have several careers in mind rather than just one in your first year of college. • Approximately 60% of students change their major at some point during their college career. • It pays to be knowledgeable about more than just one career field. The average graduate changes their job seven times in their life. • It also pays to develop a wide variety of general skills, particular those related to communication.
  66. 66. Network • Check with people you know about career information. • Networking can lead to meeting someone who may be able to answer your questions about a specific career or company. • It is an effective way to learn about the type of training necessary for a particular position, what it took to get into the field, and the positive and negative aspects of the work. • More and more professionals are active on online networks such as LinkedIn.com and Doostang.com. Some professionals even use Facebook to get in touch with others in their field…as well as research potential candidates.
  67. 67.  Assess Your Skills  Academic Strengths  Reading, Writing, Speaking, and Listening  Math  Creative Thinking  Problem Solving and Decision Making  Personal Qualities  Self-Esteem, Self-Management, Responsibility  People Skills  Social, Negotiation, Leadership, Teamwork
  68. 68. See a Career Counselor • The career counselors at your college are trained professionals who can help you – discover your strengths and weaknesses – evaluate your values and goals – sort through what type of career you want • They will not tell you what to do, they will simply help identify what factors may lead to successful and interesting career options.
  69. 69. Questions for Academic Advisors • What classes should I take this term and next? • What sequence of classes should I take? • Am I taking too many difficult classes in one term? • What electives do you recommend? • What career • opportunities are there if I study mainly _____?
  70. 70. 13. Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay a. Talento b. Kasanayan (skills) c. Hilig d.Pagpapahalaga – (service to and love of country) e. Tunguhin f. Katayuang pinansyal Naipamamalas ng mag-aaral ang pag-unawa sa mga pansariling salik sa pagpili ng tamang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay. Nagtatakda ang mag-aaral ng sariling tunguhin pagkatapos ng haiskul na naaayon sa taglay na mga talento, pagpapahalaga, tunguhin at katayuang ekonomiya. 13.1 Naipaliliwanag ang bawat pansariling salik sa pagpili ng kursong akademiko o teknikal bokasyonal, negosyo o hanapbuhay 13.2 Nakikilala ang sariling talento, kakayahan at hilig at naiuugnay ang mga ito sa pipiliing kursong akademiko o teknikal bokasyonal, negosyo o hanapbuhay
  71. 71. 13.3 Napatutunayan na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) ng napiling kursong akademiko/bokasyonal o negosyo ay daan upang magkaroon ng makabuluhang hanapbuhay o negosyo at matiyak ang pagiging produktibo at pakikibahagi sa pagp apaunlad ng ekonomiya ng bansa 13.4 Nakapagtatakda ng sariling tunguhin pagkatapos ng haiskul na naaayon sa taglay na mga talento, pagpapahalaga, tunguhin at katayuang ekonomiya
  72. 72. 14. Personal na Pahayag ng Misyon sa Buhay Naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan ng Personal na Pahayag ng Misyon sa Buhay. Nakabubuo ang mag-aaral ng Personal na Pahayag ng Misyon sa Buhay. 14.1 Nakapagpapaliwa nag ng kahalagahan ng Personal na Pahayag ng Misyon sa Buhay 14.2 Natutukoy ang mga hakbang sa pagbuo ng Personal na Pahayag ng Misyon sa Buhay
  73. 73. 14.3 Napatutunayan na sa pamamagitan ng pagbuo ng Personal na Pahayag ng Misyon sa Buhay, nagkakaroon ng malinaw na direksyon ang kurso o karera 14.4 Nakapagbubuo ng Personal na Pahayag ng Misyon sa Buhay
  74. 74. 15. Mga Lokal at Global na Demand Naipamamalas ng mag-aaral ang kahalagahan ng kaalaman sa mga lokal at global na demand sa paggawa. Nakabubuo ang mag-aaral ng profile ng mga trabahong mataas ang lokal at global na demand na angkop sa taglay na mga talento at kakayahan, hilig, pagpapahalaga at mithiin. 15.1 Natutukoy ang mga trabahong may mataas na lokal at global na demand 15.2 Nakikilala ang mga mapamimiliang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na angkop sa sariling talento, kakayahan at hilig
  75. 75. 15.3 Napatutunayan na ang sapat (updated and accurate) na impormasyon tungkol sa mga trabahong kailangan sa Pilipinas at sa ibang bansa ay makatutulong upang mapili at mapaghandaan ang kursong akademiko o teknikal-bokasyonal na maaaring maging susi ng sariling tagumpay at ng pag-unlad ng ekonomiya ng bansa 15.4 Nakabubuo ng profile ng mga trabahong mataas ang lokal at global na demand na angkop sa taglay na mga talento at kakayahan, pagpapahalaga at tunguhin
  76. 76. 16. Pagpili ng kurso o trabaho Naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan ng pag-aaral sa paghahanda para sa pagnenegosyo o paghahanapbuhay. Nakapagpapasya ang mag-aaral ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na ayon sa sariling kagustuhan at angkop sa mga pansariling salik at lokal at global na demand. 16.1 Naipaliliwanag ang kahalagahan ng sistematikong pagpili ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay 16.2 Nakapagsusuri ng pagkakatugma ng mga pansariling salik sa lokal at global na demand upang makabuo ng pasya sa pipiliing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay
  77. 77. 16.3 Napangangatwiranan na: Mahalaga ang pagtutugma ng pansariling salik sa lokal at global na demand upang makamit ang mga itinakdang tunguhin tungo sa pagpapaunlad ng sarili at pakikibahagi sa lipunan 16.4 Nakapagpapasya ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na ayon sa sariling kagustuhan na angkop sa mga pansariling salik at lokal at global na demand

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