Course director: Dr.paed., assoc.prof. Gunārs Strods
Career consultants, teachers, students, staff that works with children, adults and is involved in the education process
The aim of the programme is to elevate a career support competence of the career support professionals in supporting high school students’ career selections in occupations related to forest, food, and metalworking industries.
This program provides examples of how to implement career education using strategies of critical thinking and enable high school students to become familiar with local industries by developing design, technology, and economic competencies. Examples of career consultation are given in the following industries: agriculture and food, metalworking and mechanical engineering, forestry and timber industry. The following examples illustrate the possibility of combining the demand for design, technology, and economic skills with teaching and learning strategies in the three stages of critical thinking – initiation / comprehension / reflection (Crawford et al., 2005).
An initiation stage in which students identify their prior knowledge, anticipate the knowledge and skills to be acquired and set learning goals. The initiation stage is the activation of imagination, anticipation, and creation of the interest. At this stage, the career consultant can base the activities on guidelines for design-related competence.
A comprehension stage in which students seek new knowledge and create awareness and meaning through their actions. The comprehension / knowledge acquisition stage is designed to identify questions and looking for answers. At this stage, the career consultant can offer students the opportunity to clarify and justify their actions in the technical guidelines.
A reflection stage in which students consider the ideas they have learned and understand their meaning, ask questions, interpret, adjust, discuss, check, and expand their meaning by transferring it to other activity areas. The reflection stage is the presentation and personalization of results and information. At this stage, the career consultant may ask students to come up with a personal response based on economic competencies.
All of these stages can be implemented in different ways - like problem-based learning, group research, project, cooperative learning. At the beginning of the group consultation session, the consultant obtains the students' answers to the questions.
For any clarification, feel free to contact our project coordinator. E-mail: Karine.Laganovska@rta.lv.