Sunday, June 5, 2011

A Study to Define Inputs of a Vocational Guidance Framework (by Serdar Torun)

Abstract:
Guiding the clients (especially the teens) to occupations that they and their country will benefit most, is a serious problem that has effects on clients, their families and their countries. Currently in Turkey, although there are going studies to provide a better guidance to teens, the studies lack of integration. In order to determine all the inputs of an integrated vocational guidance framework, the actors of the guidance process shall be inspected.
This study is performed to reveal these inputs by using the theoretical background of psychological consultation and by inspecting the requirements and resources of micro-level actors, macro-level actors and world of work information.

Keywords: vocational guidance framework, occupations, actors of vocational guidance

1. Introduction
In vocational guidance, a client’s “Interests, Aims, Qualifications and Skills” are important. Consultants, teachers and families shall take a client’s values into account when supporting the client in deciding on a vocation. But the values of clients are not the only determiners in vocational guidance planning; there are different determinants as the technological and sociological changes, competitive capacity of the country, education quality, and the short and middle term labour demand of the industry.

Deficiencies in guiding the clients according to a vocational guidance policy not only affects clients’ future life and their life quality, but also has multiple negative effects on countries’ limited resources.

Hence when developing a vocational guidance policy not only the clients’ values but also resources and objectives of countries shall be taken into account. Turkish Republic State Planning Organization’s “9th Development Plan” and TÜBİTAK’s “Science and Technology Human Resources Strategy and Action Plan” include the key areas and priorities that Turkey needs to focus.

The aim of this essay is to define the “inputs of a vocational guidance framework” based on the interactions between vocational guidance actors that will enable short and middle term forecasts and help consultants, teachers and families in supporting the clients’ vocational decisions.

2. Theoretical Background
[Omitted]

3. Actors of Vocational Guidance
[Omitted]

4. Inputs of Framework
[Omitted]

5. Conclusion
Guiding the clients (especially the teens) to occupations that they and their country will benefit most, is a serious problem that has effects on clients, their families and countries. In this study, the actors of the vocational guidance are inspected and the outputs of these actors that can be used to construct a vocational guidance framework are defined. This framework can be used to design an information system application which integrates the actors to enable a more efficient vocational guidance and consultation lifecycle.

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