Karjeros kompetencijų ugdymas neformaliajame švietime: karjeros specialisto veiklos aspektas
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1292.
The 21st century is characterized by dynamics in many areas. Rapid change is taking place in technology, education, values, labor market, economy, climate, security and other areas. In such a context, the important role of education emerges. In the case of formal education, it is difficult enough to implement continuous progress and change in practice, because in many countries, including Lithuania, this system is one of the grandiose, largest, most inflexible, quite bureaucratic, its supervision and quality control are clearly defined by laws, so it is not susceptible to rapid changes. Non-formal education can help. Non-formal education institutions or services outside of formal education, being smaller in scope and less limited by formal requirements, have the opportunity to respond more quickly to changing world or state trends in the labor market and other areas. The topic of this work is "Development of career competences in non-formal education: aspect of career specialist's activities". Faced with the lack of new sources or research, a scientific problem naturally arises for this master's thesis. It is formulated with the question - how do career specialists evaluate their services in developing career competencies in an informal education institution? The object of the work is the development of career competencies in non-formal education through the aspect of career specialist activities. The problematic question will be answered by achieving the set goal - to evaluate the career competencies developed in non-formal education institutions from the point of view of career specialists. To achieve the goal of the work, four tasks were set: 1. Define the concept and content of career competencies 2. To review the situation of career services in European countries and Lithuania. 3. To present the main directions of activity of career specialists in formal and non-formal education. 4. To reveal the career competencies developed in non-formal education. Methodology. To achieve the theoretical tasks (first and second), the analysis of theoretical material is used, and for the practical tasks (third and fourth), qualitative research (semi-structured interview) is used. Examining the first task leads to the following conclusions: 1.1. In the scientific literature, the development of career competencies in non-formal education (especially at the school level) is little studied, and the concept of career competencies is not directly defined. 1.2. Definitions used in normative documents, summarized in general competences (cognition, communication, creativity, citizenship, social, emotional and healthy lifestyle, cultural and digital) and such career competences as self-knowledge, knowledge of career opportunities, career planning and career implementation. Examining the second task leads to the following conclusions: 2.1. Similarities and differences are found in the field of career services in different European countries. 2.2. The career service system in Lithuania is implemented by different participants and different information tools are used. 2.3. Funding of career services is too low, the number of career specialists working in Lithuania is insufficient. 2.4. Indicators of career services, such as the proportion of students who received career services, the number of students per career specialist, the career plans made by students, and the funds allocated to career services per student are constantly changing and rarely reach the recommended values. Examining the third task leads to the following conclusions: 3.1. A career specialist helps clients create and implement successful careers (through competency development). He can provide various services in different institutions or privately, apply various tools and methods. 3.2. The services provided by a career specialist in Lithuanian non-formal education are named: career consultations, classes, seminars, training, mentoring, coaching, psychological consultations, mediation. 3.3. The participants of research identified service recipients: students, parents, teachers, school administration, other career specialists, students, adults, children at social risk. 3.4. Aspects such as personal qualities, communication, professionalism, process management are important for a career specialist. 3.5. Benefits named by clients: positive emotions, decisions made, ongoing changes, interest, encouragement, receiving useful information. Examining the fourth task leads to the main conclusion: The participants of research identified five groups of career competencies to be developed: self-knowledge, knowledge of career opportunities, career planning, career implementation and general competencies. The focus is on the first three.