Career Guidance

Career guidance implies series of tasks, which the individual has to accomplish in each educational institution levels i.e primary, secondary and tertiary. Without the completion of these, he cannot satisfactorily progress to the next development. A variety of social, economic, educational and vocational factors underscore the critical need for vocational or career development in schools, many young people in our school, colleges and universities do not have accurate knowledge about themselves, their personal characteristics’ (abilities interest aptitude motives attitudes and values) and the world around them. They lack skills, which are necessary for work, working and life after school. Activities that foster career development of individual make up career guidance programme. Career guidance activities should be viewed as a consequential series of experiences, which begins in the primary school and continue periodically through the exploratory years of junior and senior secondary and into adulthood. It is observed that at any educational level, individual differences exist in terms of vocational development and vocation development need.This article will consider some career guidance goals and career guidance methods for the three levels of educational institutions.

. Helping each pupil understand himself in terms of interests, abilities and skills. . Helping each pupil develop skills in these processes needed to assume responsibility for processes leading to self-ego decision making and problem solving. . Helping each pupil understand others and to develop ability to form healthy interpersonal relationships. . Acquaint the pupils with the world of work by helping them develop a healthy attitude towards work and a respect for the importance all types of work performed in the society and by stimulating interests in several occupations.

. Helping an individual to come to personal understandingof the meaning and value of education. . Helping an individual to become aware of his personal characteristics-abilities, interest aptitudes, value etc and how these correspond to those needed in occupations. . Helping an individual to understand better the behavour of others; the more an individual understand himself and his behaviour, the more the can understand others and their behaviours. . Become, acquainted with the sources of educational information, and develop the skills required to find and used such materials. . Engage in educational and vocational planning. . Recognise, plan for and adapt the changes in occupation and society (Shertzer 1973,

. Stress the need to assist each undergraduate to define identity and implement his own career. . Helping each undergraduate to find a job that meets and satisfies for, and one which permits him to use his talents maximally for self and society’s benefits.

In the seeking for admission into institutions of higher learning, students need to know the right subject combinations, the duration of proposed courseofstudyandthecollegesofeducation,polytechnicsanduniversities wherethereareoffered.Itisexpedienttoseekcareerinformationthrough occupational pamphlets, reference and files containing educational and vocational material, college and university brochures or bulletins or prospectus. Secondly, the importance of continuous and periodic career conferences though which students get a series of exposures to occupational information cannot be overemphasised. Many resources persons representing a variety of industries and occupation should be invited to make presentations. Thirdly,parentsandcounselorsshouldencouragestudentstoinvestigate the jobs of their parents and other people in their communities. As they investigate to develop an occupational file. Each job should be described under the following headings: Job tile, officer, company where jobs may be viewed in action, contact person and brief description, physical aspect, age and experience. Fourthly, knowledge of work experience is paramount in the choice of courses. In fields like teaching, medicine and social work, internships of one sort or another are required before students are said to have completed their educational requirements for award of certificates. For instance, practical teaching for work, experience is an integral part of a particular educational programmed meant for grade II teachers certificate, Nigeria Certificate Education and undergraduate degrees in education. When students are placed to have actual “field” or “work| experience, such opportunities enable them to develop specific attitude, occupational and skill training on the jobs. All students should have opportunities for actual field or work experience before leaving school i.e at least holiday vacation jobs.

. Receive God’s salvation: The first step toward successful life is to surrender our hearts to Jesus and be born again. By being reconciled to God, the grace and blessing from the lord will rain into our lives. . Have positives attitudes in your heart:The most positive power in our lifeis faith,Hopeand love(1Cor13:13).Wherethereisfaith,circumstances are conquered and fears disappear. . Be consistence in your prayer life (Matt 11: 28) when you release the burden in your heart to God in prayers, He will take them all and cleanse you and bring peace (Phil 4:4-6). Rejoice in the Lord always. . Study God’s world deeply: The word of God is also the heavenly supernatural food that can reveal the supernatural world to us careers, dreams, vision and faith beyond human imagination and experience the supernatural power of God. . Finally, be filled with the Holy Spirit and power and he will teach you to prospers in all things, counsel you and enables you to prosper in all things in Jesus Name Amen.