Faculty of Education Additional Qualifications Summer 2009 Module 01 Second presentation André Samson Ph.D., c.o

Faculty of Education

Additional QualificationsSummer 2009

Module 01Second presentation

André Samson Ph.D., c.o.

Additional Qualifications – Summer 2009Additional Qualifications – Summer 2009

Overview of the Overview of the PresentationPresentation

1. The Role of the Education System

2. Socio-economic Context

3. Educative Interventions

Is the role of the Is the role of the education system education system

limited to it’s limited to it’s academic function?academic function?

1. Role of the Education 1. Role of the Education SystemSystem


Various roles of the education Various roles of the education systemsystem

The academic role: The conveying of beliefs and knowledge (numeracy, literacy)

The social role: Teaching the students how to develop social abilities and how to conform to social norms

The economic role: Helping students develop and maintain employable skills for the workforce



a) The education system must encourage socialisation: in other words, teach students social norms in order for them to function in society

b) School is where children learn their social roles and what will be expected of them as adults


1.1 The Social Role1.1 The Social Role


According to the Ministry of Education’s “Choices Into Action” policy, Ontario schools must encourage the development of autonomy and responsibility in students in order for them to become mature citizens

The “Guidance and Career Education Program” will help students focus on:

1. Learner Development

2. Interpersonal Development

3. Career Development




1. Learner Development1. Learner Development Students must learn to become

self-directed learners, in order to succeed at school and in society

Thus, they must determine their objectives and evaluate their progress to ultimately, be able to achieve their learning goals both in and out of school




2. Interpersonal Development2. Interpersonal Development Students must acquire the necessary

abilities to live in society with others

They must learn to also control their behaviours, in order to interact positively with others in a variety of roles and contexts





1.1 The Social Role1.1 The Social Role3. Career Development3. Career DevelopmentStudents must learn to

make informed and realistic choices in order to implement successful transitions between school, work and life roles


The education system’s role is to prepare the students to enter the workforce, while keeping in mind the fact that the global workforce is constantly growing and expanding

Students today will be in direct competition with the rest of the world to have access to well remunerated jobs Therefore, it is important for the

education system to provide the students with adequate employability skills


1.2 The Economic Role1.2 The Economic Role


Gazier, B. (1999). Employability: Concepts and Policies. Institut for Applied Socio-Economics, Berlin.



Employability refers to the Employability refers to the individual’s ability to find a individual’s ability to find a

job and keep it. job and keep it.

Employability is based on Employability is based on personal capability to adapt to personal capability to adapt to the demands of the workforce.the demands of the workforce.


The education system must prepare students to adapt to:

A global marketplace, where the workforce is no longer a national reality

Boarders no longer separate workers

There is a lot more mobility, which increases the competition among workers




Our society is segmented into social classes that are more or less distinctive

The social fracture and the rise of poverty are one of determinants that negatively influence academic success

A student who is part of a lower social class, has less chances of obtaining a high school diploma or pursuing post-secondary studies

That student also has increased changes of being stressed and subjected to violence at home

Poverty often urges students to enter the workforce prematurely, which limits their chances of obtaining jobs that are well remunerated

2. Socio-economic context2. Socio-economic context2.1 Economic Determinism 2.1 Economic Determinism


Being a member of an ethnic minority can also weigh heavily on the students’ academic and vocational journey

They may be subjected to stigmatization and social isolation

They can have difficulty adapting to being different

Their conception of the world can limit their career progression

Their family members and social surroundings are not always able to help them with their academic progress

2. Socio-economic context2. Socio-economic context2.1 Ethnic Determinism2.1 Ethnic Determinism


Researchers have identified practices that can counter the negative effects of the various determinisms

In the case of students who are members of ethnic minority groups, it is important for them to perceive their identity as an asset A personalized support A guidance-oriented approach from an

academic setting to the workplace Seeing and experiencing first hand the

workforce could be eye-opening Involvement of the family

3. Educational Interventions3. Educational Interventions3.1 Career Counselling3.1 Career Counselling


Definition:

3. Educational Interventions3. Educational Interventions3.2 Missouri Model3.2 Missouri Model


1. 1. “Integration of elements related to information and counselling into the subject programs by teachers, through the use of simulation exercises or references taken from the world of work or pedagogical approaches that foster identity development (projects, cooperation, etc.); collaboration between information and counselling professionals and teachers in developing content.”

2. 2. “Planning of student life activities supervised by teachers and information and counselling professionals to enable students to explore the world of work and assume responsibilities (student committees, school credit union, student radio station, service co-op, visits to workplaces and educational institutions, etc.); contributions by parents and businesses in the community to the organization of certain activities.”

Quebec Ministry of Education. (2002). Making Dreams Come True: Guidance-Oriented Approach. Quebec : Government of Quebec, p. 22

3. Educational Interventions3. Educational Interventions3.2.1 Main lines of action3.2.1 Main lines of action


3. 3. “Providing access to appropriate information and career choice tools (REPÈRES, Jobboom, etc.) and having academic and career information professionals or support personnel instruct the students in their use.”

4. 4. “Individual help (counselling) by the guidance professional.”

Quebec Ministry of Education. (2002). Making Dreams Come True: Guidance-Oriented Approach. Quebec : Government of Quebec, p. 22

3. Educational Interventions3. Educational Interventions3.2.1 Main lines of action3.2.1 Main lines of action


3. Educational Interventions3. Educational Interventions3.2.2 Theoretical Foundations3.2.2 Theoretical Foundations


INFUSION:INFUSION: Integration of the notions relative

to career development in academic and extracurricular activities, in hopes of helping the students discover themselves, their environment and to make decisions based on their future career

3. Educational Interventions3. Educational Interventions

3.2.3 Basic Principles3.2.3 Basic Principles


COLLABORATION:COLLABORATION:Establishes a partnership

between the school administration, the teachers and support personnel and members of the community in hopes of supporting students’ career development


3.2.3 Basic Principles3.2.3 Basic Principles


School Board School administration Support personnel (career counsellors) Teachers Parents Community (workers, employers,

organizations) Students

3. Educational Interventions3. Educational Interventions3.2.4 Principal Contributors3.2.4 Principal Contributors



What are the What are the commonalities between commonalities between the the “Guidance-Oriented “Guidance-Oriented

Approach”Approach” and the and the

“Choices Into Action” “Choices Into Action” policy?policy?

3.2.5 Integration3.2.5 Integration


Documents

Faculty of Education Additional Qualifications Summer 2009 Module 01 Second presentation André Samson Ph.D., c.o