PLACEMENT SERVICE by Lorraine Anoran
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Educational and vocational placement services help students choose appropriate subjects and careers based on their qualifications and abilities. Placement involves finding a suitable role for an individual to be successfully absorbed in their occupation. Effective placement considers both a person's abilities for the task and satisfaction. Placement services aim to help students find part-time jobs, full-time jobs, encourage extra-curricular activities, select proper curriculums, and choose the right training programs.
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Placement services b.ed
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
Follow Up Services
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
Placement service in schools
This document discusses placement services in schools. It defines placement as helping students select suitable courses, activities, and careers based on their abilities. There are three types of placement services: educational, vocational, and personal. Placement services help match students' qualifications and interests to educational institutions, jobs, social circles, and other opportunities. The functions of placement include reducing dropout rates, utilizing human resources effectively, and minimizing burden on employers. Factors like staff philosophy, personnel, and resources affect how well a placement service is developed. Overall, placement services aim to help students achieve their goals and feel well-adjusted in all aspects of their lives.
Guidance services
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
Organization of guidance programme in educational intuitions
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Objectives of Guidance & Functions and Scope of Guidance
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Types of guidance
1. The document discusses different types of guidance provided in schools to help students develop in various areas of life.
2. These types of guidance include educational guidance, health guidance, moral and religious guidance, socio-civic guidance, and vocational guidance which aim to help pupils establish good study habits, health habits, manners, citizenship skills, and understand different occupations.
3. Guidance can be delivered through group discussions or individual interviews to understand students' problems and help them make adjustments.
Service and guidance in education
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
Recommended
Placement services b.ed
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
Follow Up Services
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
Placement service in schools
This document discusses placement services in schools. It defines placement as helping students select suitable courses, activities, and careers based on their abilities. There are three types of placement services: educational, vocational, and personal. Placement services help match students' qualifications and interests to educational institutions, jobs, social circles, and other opportunities. The functions of placement include reducing dropout rates, utilizing human resources effectively, and minimizing burden on employers. Factors like staff philosophy, personnel, and resources affect how well a placement service is developed. Overall, placement services aim to help students achieve their goals and feel well-adjusted in all aspects of their lives.
Guidance services
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
Organization of guidance programme in educational intuitions
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Objectives of Guidance & Functions and Scope of Guidance
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Types of guidance
1. The document discusses different types of guidance provided in schools to help students develop in various areas of life.
2. These types of guidance include educational guidance, health guidance, moral and religious guidance, socio-civic guidance, and vocational guidance which aim to help pupils establish good study habits, health habits, manners, citizenship skills, and understand different occupations.
3. Guidance can be delivered through group discussions or individual interviews to understand students' problems and help them make adjustments.
Service and guidance in education
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
Guidance services
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
Guidance & counseling: Guidance Services
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
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This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
Guidance in education
This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
Guidance types
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Meaning, need and characteristics of evaluation
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
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Evaluation of Guidance and Counselling
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
Individual inventory service
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
Principles of guidance
The document outlines 14 principles of guidance:
1. Guidance is a continuous process and activities should be specifically planned.
2. Guidance is fundamentally the responsibility of parents and teachers and should be extended to all, not just a few.
3. Guidance is education but not all education is guidance, and it is a learning process that helps clients understand themselves based on their true concepts.
Guidance and counselling services
Guidance and counselling services provide students with assistance in self-understanding, career exploration, and personal development. They include individual and group counselling, as well as career guidance, academic advising, drug prevention education, and coordination with parents and outside agencies. The document outlines 10 types of guidance services offered and describes in detail individual counselling, group counselling, and maintaining student records to support students' personal and academic growth. Counsellors must maintain high ethical standards including responsibility, confidentiality, and unbiased assessment to effectively help students.
Evaluation of guidance program
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
Guidance
#GUIDANCE #TYPES OF GUIDANCE #GROUP GUIDANCE #MEANING # SCOPE #PERSONAL GUIDANCE #EDUCATIONAL GUIDANCE #VOCATIONAL GUIDANCE #FULL NOTES
Educational guidance
Educational guidance provides direction and advice to students through various services like orientation, counseling, student activities, and placement. It aims to help students improve their decision making, life outlook, and responsibility. Guidance methods include personal meetings, interviews, school records, and extracurricular activities. Common guidance services are orientation, occupational information, counseling, student activities, placement, follow up, referral, and remedial services.
Functions & Scope of Guidance & Counselling
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Uses of Evaluation in Education
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
Role of teacher as a guidance
The document discusses the role of the teacher as a guidance provider in 5 key areas:
1) Developing student personality by collecting information about students and creating an environment where students feel adjusted.
2) Providing occupational information by observing students' interests and abilities and informing them about career options.
3) Understanding students by accepting their emotions, understanding variations, and knowing their psychological behaviors.
4) Counseling students facing problems by understanding their emotional situations, interests, aptitudes, and needs.
5) Conducting research and evaluation to determine if the guidance program achieved its objectives and fulfilled student needs.
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The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
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This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
Guidance types
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
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This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
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Evaluation of Guidance and Counselling
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
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This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
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The document outlines 14 principles of guidance:
1. Guidance is a continuous process and activities should be specifically planned.
2. Guidance is fundamentally the responsibility of parents and teachers and should be extended to all, not just a few.
3. Guidance is education but not all education is guidance, and it is a learning process that helps clients understand themselves based on their true concepts.
Guidance and counselling services
Guidance and counselling services provide students with assistance in self-understanding, career exploration, and personal development. They include individual and group counselling, as well as career guidance, academic advising, drug prevention education, and coordination with parents and outside agencies. The document outlines 10 types of guidance services offered and describes in detail individual counselling, group counselling, and maintaining student records to support students' personal and academic growth. Counsellors must maintain high ethical standards including responsibility, confidentiality, and unbiased assessment to effectively help students.
Evaluation of guidance program
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
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Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Uses of Evaluation in Education
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
Role of teacher as a guidance
The document discusses the role of the teacher as a guidance provider in 5 key areas:
1) Developing student personality by collecting information about students and creating an environment where students feel adjusted.
2) Providing occupational information by observing students' interests and abilities and informing them about career options.
3) Understanding students by accepting their emotions, understanding variations, and knowing their psychological behaviors.
4) Counseling students facing problems by understanding their emotional situations, interests, aptitudes, and needs.
5) Conducting research and evaluation to determine if the guidance program achieved its objectives and fulfilled student needs.
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This document provides information on upcoming career workshops in June hosted by the American Association of Singapore's Career Resource Center for Excellence and lists several job openings. The career workshops include topics on public speaking, starting a network marketing business, and June workshops. Job openings include roles for a beauty therapist consultant, secretary to the director of admissions, adjunct history professor, associate director of alumni relations, and part-time English enrichment teacher. The article also promotes CRCE's career counseling and coaching services to help with professional transitions.
Topic 6 transition support for special needs students
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
MCDP October 2019.pdf
Here are the key points to emphasize in this session:
- Career planning starts with knowing yourself - your interests, talents, values, skills, personality traits, etc.
- Self-awareness is an ongoing process. Students don't have to figure everything out right away.
- Encourage students to be honest with themselves in the self-assessments. Reassure them there are no right or wrong answers.
- Discussing results with peers can provide different perspectives and insights.
- Interests and talents may change over time as they learn and experience new things. Being open-minded is important.
- The information from the self-assessments can help them explore suitable career options
Guidance-Program.pdf
This document outlines the key components of a school guidance program, including its various services and how to organize one. It discusses the six main guidance services: orientation, pupil inventory, occupational information, counseling, placement, and follow-up. It also covers prerequisites for starting a program, such as forming a guidance committee and acquiring resources. Finally, it describes the steps to plan a guidance program, including surveying existing services, identifying student needs, and setting explicit objectives.
Presentation.pptx
This document summarizes the key findings of a study that explored the lived experiences of administrators of State Universities and Colleges in La Union Province, Philippines in their mission to produce quality teachers.
The administrators discussed three main themes: 1) Preparing students to become generalist teachers, guiding them in special education, and aiding preschool teacher training. 2) Their commendable achievements in providing competence, extending linkages, and strengthening research. 3) The challenges of managing diverse students and allocating limited resources.
To address these experiences, administrators emphasized strategies like intensifying learning habits, organizing schedules, and establishing partnerships with other institutions. The study identified themes around administrators' passion for their mission and strategies they employ
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PLACEMENT SERVICE by Lorraine Anoran
- 1. PLACEMENT SERVICEPLACEMENT SERVICE Lorraine AnoranLorraine Anoran
- 2. Placement a. The act of placing or arranging. b. The state of being placed or arranged. Service a. The action of helping or doing work for someone.
- 3. Placement Service • means helping a person to get an appropriate place according to his qualifications and abilities, thus enabling him to get absorbed successfully in any occupation. From the book Guidance and Counseling (Asha K. Kinra)
- 7. Two things are important in placement: (a) Ability for the task and (b) satisfaction of the individual. Kinds of Placement Service: Educational Placement Service Vocational Placement Service
- 8. Educational Placement Service - helps student in the choice of subjects. Vocational Placement Service - helps students in finding their appropriate place in the occupational field.
- 9. “Placement service also influences society”.
- 10. For making placement service effective it is essential to make students, teachers and others aware about its aims and objectives.
- 11. Aims of Placement Service Placement service has the following aims. a) Helps in Looking for Part-Time Jobs: b) Providing Full-Time Jobs: c) Encouraging Extra-Class Activities: d) Proper Selection of Curriculum:
- 12. Making a desirable training choice, Locating training places for them, Drawing a realistic plan for desirable training for them, Facilitating registration of the student in the institution of his choice. e) Helps in Training Programs: It also helps a student in choosing the right training program by:
- 13. © 2011 Brooks/Cole, A Division of Cengage Learning