A framework for the development and implementation of career centres in senior high schools
| dc.contributor.author | Poole, Susan | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Magnusson, Kris C. | |
| dc.date.accessioned | 2010-03-17T21:51:52Z | |
| dc.date.available | 2010-03-17T21:51:52Z | |
| dc.date.issued | 2002 | |
| dc.description | viii, 182 leaves ; 29 cm. -- | en |
| dc.description.abstract | Work and career development have always been a part of human existence. Career development theories have sought to offer different perspectives about the meaning of work in people's lives. Some suggested that behavioural style and personality type are intrinsic to a person's choice of career path; others believed that people attempt to implement their self-concept into their occupation; still others considered the impact of sociological and economic factors on an individual's career decision. An underlying theme in these theories is that work in people's lives is important. These and other theories have made substantial contributions to the understanding of career decision making and career development. They have also created a theoretical bridge to a more contemporary and holistic life career development approach. The life career development approach helps individuals project themselves into future possible life roles, life settings, and life events while realizing the importance of gender, ethnic origin, religion, race, and socioeconomic status on their development. A holistic approach is necessary in the economic climate in which we live. These economies are expecting trained and effective workers and therefore require new ways of preparing students for entering and manoeuvring through the world of work and life. There has been significant recent research done on the career development needs of youth (e.g., Alberta Learning, 2001; Hiebert, 2001a; Hiebert & Tomlinson, 1996; Magnusson & Bemes, 2002; Mailandt, 1998; Wells, 1998) to support the "whole-person" approach to preparing youth for adult and working life. Despite the fact that these studies identify the need for better career services, very little has been done to develop a comprehensive approach to addressing the identified needs. Career centres are being advocated as a means of meeting career planning challenges of youth. Effective school board-based career centres facilitate " ... career education for all students and provide a focus foe career activities in the communities" (Ba1come, 1995, p. 13). Career centres are a catalyst for a comprehensive career development approach in high schools and their programs are more integrated and inextricably linked to schooling than ever before. The central purpose ofthis project was to create a career centre model, to implement the model within the Calgary Board of Education (CBE), and then to expand the implementation to other schools within the CBE. Another purpose was to provide schools or school systems with a step-by-step guide for implementing career centres. The intent of this guide is to provide a thorough career centre implementation strategy. With such a strategy, one can go a long way toward ensuring that today's youth are provided with well-coordinated career services that prepare them for entering and manoeuvring through the world of work and life. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/924 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Vocational education -- Alberta -- Calgary | en |
| dc.title | A framework for the development and implementation of career centres in senior high schools | en |
| dc.type | Thesis | en |