幫助青少年規劃生涯
梁湘明
中文大學教育學院
Themes Covered in This Talk
1. Why do we need to help students plan
their life/career
2. Career guidance in school setting – some
suggestions
3. Some observations on “effective” schoolbusiness and school-parent partnerships
• Part I: A common Question: Why is there a
need to help students plan their career/life?
• Can students do it on their own (生涯規劃會自
然地發生)？
Today’s Young People are Facing Many
Complex Choices …..
On the 2015 JUPAS programme list, there are 229 “Bachelor's
Degree Programmes”
A total of 26 institutions offering a large variety of
associate degree courses (or high diploma
programmes) [學友社 Hok Yau Club Website}
Dictionary of Holland Occupational Codes
The Dictionary lists
Holland Codes
for 12,860 Occupations.
The O*NET occupational taxonomy system (USA Department of
Labor) currently includes 974 occupations based on data
collected from job incumbents or occupation experts. The taxonomy
is periodically revised (last revision was in 2010).
We do not know how many occupations there are in Hong Kong, but
the Qualification Framework gives us a glimpse into the complexities
Young People Need:
• Skills to make decisions
• Self-reflective skills to understand who they are
• Skills to assess knowledge and information
• A set of positive attitudes, a persistent mindset to
implement their actions
• Not just for the immediate decision and transition,
but for many future decisions required and
transitions to come
Career Guidance Was Found to be
Effective:
• OECD “Career Guidance and Public Policy:
Bridging the Gap” (2004):
• The findings were overwhelmingly positive: of the 40
studies …… positive results were reported for each
main type of guidance intervention: classes and courses,
workshops and groups, individual guidance, test
interpretation and feedback, experience-based
interventions, and multi-method interventions….. (p.34)
• …. In the United States, career education programmes
have shown some modest but positive effects on various
measures of academic attainment. (p.35)
In Singapore:
ECG plays a critical role in preparing
students for the world of work by
equipping them with the skills to
remain relevant in the global
economy and lead purposeful lives.
Research has shown
that ECG programmes can positively
impact academic performance
leading to optimal education and
career decisions.
From
http://www.moe.gov.sg/education/programmes/social-emotional-learning/educationcareer-guidance/>
PART II
Career Guidance in School Setting – Helping
Students to Plan their Career and Life
• #1 Overall Objective: Developing Career
Planning and Management Competence
Development/Cultivation of career planning
skills and competence, not to just cope with
immediate decision and transition
• #2 Approaches and Strategies – Multiple
interventions embedded in the curriculum and
experiences of secondary education, including
but not limited to:
•
•
•
•
•
Infused into subject curriculum, when appropriate
Career and life planning classes/lessons
Career assessment
Learning from experience (or experiential learning)
Job/work experience (e.g., internship, short-term job
taster)
• Individual and small group planning sessions
• Individual and group counselling
• Mentoring and peer advising
.
In Taiwan, career and life planning is a part of the
senior high school curriculum
In Singapore
ECG lessons for the Primary 3 to 6 levels have been incorporated into
the Form-Teacher Guidance Period (FTGP) package since 2012.
For the secondary levels, ECG lessons are conducted as a module
under the Character and Citizenship Education (CCE) curriculum.
These lessons are developmental and progressive in nature.
• #3: Staff and school have to be involved:
• Requires a whole-of-school approach, different teaching
staff would play a role (may not be the same)
• Teacher training and development (vital to success)
• School planning (strategic plan for 3-5 years)
• Evidence-based practice
• #4: Career guidance also has an important role in
addressing the needs of students at risk and early
school leavers
• The importance of integrated service, integrating
psychological, educational, and career interventions
• Can benefit much from work-place experience
• Service from inter-disciplinary team and partners,
working collaboratively
PART III
Some Observations on Partnerships:
Business partners, parents
22
A Recent Documentary/Movie
23
• 香港的教育體系， 按學生的成績劃分
他們到不同組別的學校， 以致在低組
別學校唸書的學生，因成績稍遜而飽受
輕視，被標籤和邊緣化。但巧得很，紀
錄片《爭氣》的拍攝對象，就是這樣一
群來自低組別中學的學生，再加上幾位
來自盲人學校的失明孩子，最終便有了
這部電影《爭氣》，希望它能對社會起
到一點警醒作用。……. (導演楊紫燁
Ruby Yang)
• (Some) Observations on school-business
and school-parent partnerships
• Observation #1 Working together in
collaboration (not an out-sourced
compartmentalized experience)
25
• Observation #2: Opportunities to participate in relevant,
challenging tasks, under the “wings” of a caring
community who work together in partnerships:
• who “believes” in students (their potentials, human worth, and their
ability to change)
• who loves students and will not give up
• who holds students with high expectations and insist on choosing
to do things “right”
• who respects, listens to, and encourages students to pursue career
and educational goals
• Obseration #3: An Experience that could transform the
lives of all involved (in different degree, and in the course
of time)
27
• ….. 事實證明，電影不僅能記錄，也在介
入，而學生們反過來給我許多思考和感觸。
拍攝《爭氣》期間，我天天接觸這八十多個
孩子，自己好像變成了一個輔導員，用電影
療法介入了他們的生命，有幸聽到他們鮮有
機會表達、也鮮有機會被傾聽的感受和聲
音，這是一般的紀錄片不會觸及的環節。
(導演楊紫燁 Ruby Yang)
• 子諾在演出完結後對媽
媽說出心底話：
• 「媽媽不敢在人前公開
孩子是盲了 ….. 」
• 「爸爸，媽媽，我一早
已經接受了失明的事
實，希望你們也能接
受 ……」
• 「我只是無了隻眼，又
不是無了條命 ……」
• 媽媽哭了，說: 孩子教番
我地轉頭。
29
School-Business, School-parents
Partnerships – Already Taking Places in Many
Schools
• 《爭氣》： 用態度改變世界 以音樂
蛻變人生
• 以 _____ 蛻變人生 (a goal that could
be achieved through partnership)
The EDB Business-School Partnership Programme
(since 2005) is a case in point:
• It provides valuable work place experience for students
(e.g., visiting work place, job shadowing)
• 2014-15 – 90 business partners joining the BSPP, 700+
activities for 250,000 students.
• Most likely it would not be a dramatic as “My Voice, My
Life.” Yet the lives of all participants would have to be
touched, and they all grow from the experience.
• I look forward to listening to your stories today.
• Thank You!