career guidance-oct-18

4 Levels of QA-M&Ehow training participants react to

the training.

the extent to which participants change attitudes, increase knowledge, and/or increase skills.

the extent to which change in behavior occurs on the job.

the final outcomes that occur as a result of the training.

EvaluationLevel 4

Results

Level 3

Behaviors

Level 2

Learning

Level 1

Reaction

When to do QA-M&E(AIM Model)

Evaluation

• First two (reaction and learning) during and at the end of the actual conduct of the training/course;

• Third (behavior-on-the-job) will be done at least three months to six months after the training / course; and

• Fourth (result/impact) at least after a year after finishing the training / course.

Level 4

Results

Level 3

Behaviors

Level 2

Learning

Level 1

Reaction

Rapid Competency Assessment (after the session)

Choices

4 - Very competent

3 - Competent

1 - Not competent

RCA – Before Session

1. Provisions of the K to 12 Law

2. Provisions of the K to 12 Law on Curriculum

3. K to 12 Standards, Content Standards and Performance Standards in a Learning Area (eg. Science, Math….)

4. Learning Competencies in Edukasyon sa Pagpapakatao

5. Provisions of the K to 12 Law on Senior High School

6. Provisions of the K to 12 Law on Career Advocacy

7. Career guidance in the curriculum

8. Career guidance responsibilities

9. Standards, content standards and performance standards on Career guidance in the K-to 12 Curriculum.

10. Principles and Methods of Teaching/Integrating Career Guidance in the Elementary and Secondary Schools

Offers tracks that

lead to

specializations in

Academics, Tech-

Voc. and Sports &

Arts

Academic Specialization

Technical-Vocational

Specialization

Sports and Arts Specialization

• Science, Math, English, Contemporary Issues and Specializations

Grades 11-12

(New HS Years 5-6)

• Core Learning Areas plus TLE of the student’s choice

Grades 9-10

(New HS Years 3-4)

• Core Learning Areas and TLEGrades 7-8

(New HS Years 1-2)

• Core Learning Areas plus Mother Tongue until Grade 3; Science starting Grade 3; EPP starting Grade 4

Grades 1-6

• Learning DomainsKindergarten

K to 12 Curriculum Model

Edukasyon sapagpapakatao

EsP

K-1

2

Bas

ic E

duca

tion P

rogra

m

Career Gears

career choice by students

Career counselo

rs

Teachers (sply EsP)

Contextual-developmental model of career development

Family

Background

Personal

assets

School

experiences

Career

choice

Adult

Occupational

Status

Birth Childhood Adolescence Adulthood

Factors influencing career choice• Family background

– Parental education

– Parental interest and expectations regarding education

– Parent’s occupation and employment

– Role models and differential experiences

• Personal assets

– Gender

– Academic attainment and aptitude

– Belief in own ability

– School motivation

– Domain specific interests and preferences

– Differences in values

• School experiences

– School type

– Differential treatment by teachers

– Number of science related options

Factors influencing career progression

• Socio-economic family background

• Gender

• School experiences/qualifications

• Motivations/aspirations

• Occupational stereotypes

• Career opportunities

• Family formation

But …

• All factors are likely influences and are difficult to distinguish

• Different factors are important at different stages in life

• Most studies are based on relatively homogenous samples, with a limited socio-economic status component

• Most studies based on cross-sectional data only

Choosing a Career

Rule#1: Choose a career that is something

he/she really likes to do.

Rule#2: Does his/her research and choose

carefully and thoughtfully.

Rule#3: Make it meaningful to him/her.

One of the hardest—and most exciting—choices one will ever make is his/her career. Although

chance may play a part, come prepared!

He / She owes it to himself/herself to

look for work that is meaningful and

rewarding!

Select Several Careers,Not Just One

• It’s a good idea to have several careers in mind

rather than just one in first year of college.

• Approximately 60% of students change their

major at some point during their college career.

• It pays to be knowledgeable about more than

just one career field. The average graduate

changes their job seven times in their life.

• It also pays to develop a wide variety of general

skills, particular those related to communication.


EsP

K-1

2

Bas

ic E

duca

tion P

rogra

m

EsP as the Core of the CIA

The EsP Curriculum Framework is focused on • Ethics • Career Guidance

BUT

Must be LINKED well to the 7 learning areas (this is the essence of SPIRAL Approach)

Guidance Counselors/Workers and class advisers are integral stakeholders in the implementation of EsP in the Curriculum

Components of the NCAE Rating

• GSA (General Scholastic Aptitude)

– Science

– Math

– English

• TVA (technical-vocational aptitude)

– Clerical aptitude

– Entrepreneurial aptitude

The Spiral Approach

A three-dimensional approach in the curriculum by considering • vertical articulation in the curriculum (subject-specific from

K to 12, difficulty increases with grade level)• horizontal articulation in the curriculum (integrating

all/appropriate learning areas)• Dynamic interaction of vertical and horizontal articulation

of all learning areas with EsP Integration

Note: CIA specialists with the principals, heads and guidance counselors/workers must always assist the teachers and students.

DO

STUDY

ACT

Grade 3

Grade 4

Grade 6

Grade 5

Grade 7Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Grade 1

Grade 2

Kinder


EsP

K-1

2

Bas

ic E

duca

tion P

rogra

m

HAMON NG EDUKASYON SA PAGPAPAKATAO

Hamon sa Mag-aaral

• Ang mag-aaral na nagpapasya at kumikilos nangmapanagutan tungo sa kabutihang panlahat

Hamon sa mga Guro, Magulang, GuidanceCounselors, at Lahat

• Gabayan ang mag-aaral na matutunan angkabuluhan ng kanyang buhay, ang papel niya sapamilya at sa lipunan upang makibahagi siya sapamayanang pinaiiral ang katotohanan, kalayaan,katarungan at pagmamahal.

RHGP in the K to 12 BEP

Pilosopiya ng Personalismo

Click to magnify

Click to magnify

Click to magnify

EsPFrame

Pilosopiya ng Personalismo

Mga Batayan Teorya sa mgaPamamaraan sa Pagtuturo at Pagkatuto

EsPFrame

• Ang pagpapasya ng bata ukol sa kurso o propesyon – dumadaan sa iba’t ibang yugto batay sa kanyang pagtingin sa sarili (self-concept), saloobin (attitude) at mga pagpapahalaga.

• Ang pagtanggap o pagtanggi sa isang kurso o trabaho batay sa obserbasyon niya.


EsP

K-1

2

Bas

ic E

duca

tion P

rogra

m

Mga Paksa sa EsP Grade 9

UNANG MARKAHAN : Ang Papel ng

Lipunan sa Tao

IKALAWANG MARKAHAN: Ang

Tungkulin ng Tao sa Lipunan

IKATLONG MARKAHAN: Mga Kaugnay

na Pagpapahalaga sa Paggawa

IKAAPAT NA MARKAHAN:

Mapanagutang Pagpaplano ng Kursong

Akademiko o Teknikal-Bokasyonal,

Negosyo o Hanapbuhay

UNANG MARKAHAN : Ang Papel ng Lipunan

sa Tao

Layunin ng Lipunan: Kabutihang Panlahat

a.Bakit may Lipunang Pulitikal

b.Prinsipyo ng Subsidiarity at Pagkakaisa

Lipunang Ekonomiya (Economic Society)

Lipunang Sibil (Civil Society), Media at

Simbahan

IKALAWANG MARKAHAN: Ang

Tungkulin ng Tao sa Lipunan

Karapatan at Tungkulin

Mga Batas na Nakabatay sa Likas na

Batas Moral (Natural Law)

Ang Paggawa Bilang Paglilingkod at

Pagtaguyod ng Dignidad ng Tao

Pakikilahok at Bolunterismo

IKATLONG MARKAHAN: Mga

Kaugnay na Pagpapahalaga sa

Paggawa

Kasipagan at Pagpupunyagi

Katarungang Panlipunan

Pamamahala ng Paggamit ng Oras

Kagalingan sa Paggawa

IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng

Kursong Akademiko o Teknikal-Bokasyonal, Negosyo o

Hanapbuhay

Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko

o teknikal-bokasyonal, negosyo o hanapbuhay

– Talento

– Kasanayan (skills)

– Hilig

– Pagpapahalaga –(service to and love of country)

– Tunguhin

– Katayuang pinansyal

Personal na Pahayag ng Misyon sa Buhay

Mga Lokal at Global na Demand

Pagpili ng kurso o trabaho

Mga Pansariling Salik sa Pagpili ng

tamang kursong akademiko o teknikal-

bokasyonal, negosyo o hanapbuhay

13.1 Naipaliliwanag ang bawat

pansariling salik sa pagpili ng kursong

akademiko o teknikal bokasyonal,

negosyo o hanapbuhay

13.2 Nakikilala ang sariling talento,

kakayahan at hilig at naiuugnay ang mga

ito sa pipiliing kursong akademiko o

teknikal bokasyonal, negosyo o

hanapbuhay

13.3 Napatutunayan na ang pagiging tugma

ng mga personal na salik sa mga

pangangailangan (requirements) ng napiling

kursong akademiko/bokasyonal o negosyo

ay daan upang magkaroon ng makabuluhang

hanapbuhay o negosyo at matiyak ang

pagiging produktibo at pakikibahagi sa pagp

apaunlad ng ekonomiya ng bansa

13.4 Nakapagtatakda ng sariling tunguhin

pagkatapos ng haiskul na naaayon sa taglay

na mga talento, pagpapahalaga, tunguhin at

katayuang ekonomiya

14. Personal na

Pahayag ng Misyon

sa Buhay

14.1

Nakapagpapaliwanag

ng kahalagahan ng

Personal na Pahayag

ng Misyon sa Buhay

14.2 Natutukoy ang

mga hakbang sa

pagbuo ng Personal

na Pahayag ng Misyon

sa Buhay

14.3 Napatutunayan na sa pamamagitan

ng pagbuo ng Personal na Pahayag ng

Misyon sa Buhay, nagkakaroon ng

malinaw na direksyon ang kurso o

karera

14.4 Nakapagbubuo ng Personal na

Pahayag ng Misyon sa Buhay

15. Mga Lokal at Global

na Demand

15.1 Natutukoy ang mga

trabahong may mataas na

lokal at global na demand

15.2 Nakikilala ang mga

mapamimiliang kursong

akademiko o teknikal-

bokasyonal, negosyo o

hanapbuhay na angkop sa

sariling

talento, kakayahan at hilig

15.3 Napatutunayan na ang sapat (updated and

accurate) na impormasyon tungkol sa mga

trabahong kailangan sa Pilipinas at sa ibang bansa

ay makatutulong upang mapili at mapaghandaan

ang kursong akademiko o teknikal-bokasyonal na

maaaring maging susi ng sariling tagumpay at ng

pag-unlad ng ekonomiya ng bansa

15.4 Nakabubuo ng profile ng mga trabahong

mataas ang lokal at global na demand na angkop

sa taglay na mga talento at kakayahan,

pagpapahalaga at tunguhin

16. Pagpili ng kurso o

trabaho

16.1 Naipaliliwanag ang

kahalagahan ng sistematikong

pagpili ng kursong akademiko

o teknikal-bokasyonal,


16.2 Nakapagsusuri ng

pagkakatugma ng mga

pansariling salik sa lokal at

global na demand upang

makabuo ng pasya sa pipiliing

kursong akademiko o teknikal-


hanapbuhay

16.3 Napangangatwiranan na:

Mahalaga ang pagtutugma ng pansariling salik sa

lokal at global na demand upang makamit ang mga

itinakdang tunguhin tungo sa pagpapaunlad ng sarili

at pakikibahagi sa lipunan

16.4 Nakapagpapasya ng kursong akademiko o

teknikal-bokasyonal, negosyo o hanapbuhay

na ayon sa sariling kagustuhan na angkop sa mga

pansariling salik at lokal at global na demand

Career Guidance in the School

K - 8Conceptualizing Career Development Programs

Conceptual Approach: Using a theory to set up a career development approach

Example: Using Donald Super’s theory to conceptualize a program.

– Students should develop a vocational self-concept.

– Students should learn about the major groups of occupations.

– Students should develop an awareness of what career planning entails.

– Students should learn decision-making skills.


K - 8Conceptualizing Career Development Programs

Rational/Empirical Approach: Uses empirical methods to determine what skills and attitudes will be needed by students and then uses this information to set up a K-12 program to help students develop these competencies.

Example: Research shows that women are entering the workforce in increasing numbers.

– what skills and attitudes would most likely help women succeed in a career?


K - 8

Program Development

– Develop a program philosophy.

– Establish needs.

– Appoint a coordinator.

– Write program goals, objectives and criteria for success.

– Determine what instruments will be used to evaluate the program.

– Implement the program.


K - 8

Program Development Delivery

– By classroom infusion (e.g. the science teacher talking about careers in science).

– Taught as a unit within a class subject (e.g. as a unit within social studies).

– By special teachers who only teach careers.

– By school counselors who incorporate it into their counseling duties.

– By schools having career day in which they invite working people in from the community.

– By parent directed activities at home, guided by counselors.

– By inviting other personnel in from external sources.


K - 8Elementary (K-6) programs should:

– Give children a sense of self-efficacy and that their future can be shaped by themselves and their own choices.

– Children should understand that abilities and interests also help shape opportunity.

– Children should be helped to develop an awareness of the world of work and what all of that entails.

– Students should be helped to explore possibilities but not foreclose prematurely on a career option.

– Children should have opportunities to explore non-gender-role stereotyping activities in relationship to the world of work.


K - 8

Gr 7 - 8 programs should:

– Be flexible enough that it allows middle-schoolers to try out new self-concepts and images of self.

– Clubs and activities can provide a individual opportunity to explore options.

– Be organized around a theme and eliminate redundancy.

– Help students take a comprehensive, realistic look at the occupations available to them.

– Introduce kids to interest inventories and personality assessments (e.g. Holland’s interest inventory).

– Any program should be integrated with elementary and high school programs.


K - 8

Examples of Grade 7 - 8 School Activities Designed to Achieve

Career Development Competencies

Student Competency Teacher Activity

Give students an interest inventory

or have them describe their

interests.

Bring in old newspapers for

students to look at and clip out

articles.

Bring in a career counselor or a

manager of a company to talk

to the students.

Demonstrate understanding of

self.

Describe at least five things

found in society that affect

the world of work.

Identify places in the

community that provide

opportunities for work.


Grades 9-12

Grades 9 - 12 Programs Should:

– Help students look at their choices in elective curriculum, extra-curricular activities, and after school jobs, and how those might relate to later career choices.

– Help students learn good decision-making skills.

– Help students learn where to access occupational information.

– Help students explore career choices, narrow and clarify goals.

– Help students look at college requirements and what this means to them and their career choices.

– Help students determine what, if any, pre-requisites might be required for an entry level position into the career of choice.


Grades 9 - 12

Examples of Grades 9-12 Activities Designed to Achieve

Career Development Competencies

Competencies The Student Will

Positive attitudes toward work

and learning.

Learn skills in making

decisions and choosing

educational goals.

Skills in career exploration

and planning.

Demonstrate a positive work

ethic.

Project and describe factors

that may influence educational

and career decisions.

Develop career plans that

include the concept that the

world is ever changing and

demands life-long learning.


Grades 9 - 12

Grades 9 - 12 Program Delivery Methods

– Field trips and visits to training programs.

– Use of portions of regular class time to explore educational and vocational planning.

– Career development units incorporated into regularly scheduled classes.

– Career related information infused into all classes whereby the teacher continuously relates subject matter to the world of work.

– Special classes just on career education.

– Life planning classes and groups

– Career Counseling


Grades 9 - 12

Special Consideration

Not all students will benefit from traditional methods of career education. Some will need special consideration. These include students who are:

Gifted

Physically

Challenged

Emotionally

Or Mentally

Disabled

Learning

Disabled

Rapid Competency Assessment

(after the session)

Choices

4 - Very competent

3 - Competent

1 - Not competent

RCA – After the Session

1. Provisions of the K to 12 Law

2. Provisions of the K to 12 Law on Curriculum

3. K to 12 Standards, Content Standards and

Performance Standards in a Learning Area (eg.

Science, Math….)

4. Learning Competencies in Edukasyon sa

Pagpapakatao

5. Provisions of the K to 12 Law on Senior High

School

6. Provisions of the K to 12 Law on Career Advocacy

7. Career guidance in the curriculum

8. Career guidance responsibilities

9. Standards, content standards and performance

standards on Career guidance in the K-to 12

Curriculum.

4 Levels of QA-M&Ehow training participants react to

the training.

the extent to which participants change attitudes, increase knowledge, and/or increase skills.

the extent to which change in behavior occurs on the job.

the final outcomes that occur as a result of the training.

EvaluationLevel 4

Results

Level 3

Behaviors

Level 2

Learning

Level 1

Reaction

When to do QA-M&E(AIM Model)

Evaluation

• First two (reaction and learning) during

and at the end of the actual conduct of

the training/course;

• Third (behavior-on-the-job) will be

done at least three months to six

months after the training / course; and

• Fourth (result/impact) at least after a

year after finishing the training /

course.

Level 4

Results

Level 3

Behaviors

Level 2

Learning

Level 1

Reaction

Choosing a Career

Rule#1: Choose a career that is something

you really like to do.

Rule#2: Do your research and choose

carefully and thoughtfully.

Rule#3: Make it meaningful to you.

One of the hardest—and most exciting—choices you’ll ever make is your career. Although chance may play a part, come prepared!

You owe it to yourself to look for work

that is meaningful and rewarding!

Choose Career Options That Match Your Values

• Knowing what you value most will help you refine

your career search and choice:

– Helping others

– Prestige

– High income

– Flexible work hours

• Establish and align values, career choice, and

career goals for motivation.

Surviving in a Fast Economy

• You will always have some control over your

career.

• You must accept risks and plan for the future to

advance your career.

• A college degree does not guarantee employment.

• A commitment to lifelong learning will help keep you

employable.

Factors to Consider

Do:

• explore a number of

careers and majors

• get involved

• Get advice from people in

your target occupation

• follow your passion

• Dare to try something

new

Don’t:

• focus on a major just to get a career out of it

• select a major just because it is “cool” or seems to promise prestige

• let someone else push you into a job

• Assume that you have it all figured out

Factors Affecting Career Choices

• Interests

• Skills

• Aptitudes

• People skills

• Experience

• Family traditions

• Personality

• Life goals and work values

Exploring Your Interests

Holland’s Hexagonal Model of Career Fields

Investigative

Artistic

Social

Realistic

Conventional

Enterprising

Where to Go for Help• Career center

• Faculty

• Upper-class students

• Student organizations

• Placement services

Become Knowledgeable About Careers

• Explore the Occupational Outlook Handbook at

http://www.bls.gov/oco/

• Research several careers, not just one

• Browse the Careers section of a local bookstore

• See a career counselor

• Scope out Internet resources

• Network--many people love to talk about

their jobs!

What to Look for in a

Career• Major career field target

• Preferred type of work

• Income requirements

• Geographical requirements

• Special needs

• Industry preferences

• Stress level

• Level of interaction with other people

• Indoor vs. outdoor

• Amount of independence

• Balance between creative and conventional tasks

• The type of people you would interact with

• Physical requirements

• Local/national/international organization

• Benefits and perks

• Advancement opportunities

• A good boss

• Training

• Industry outlook

• Reputation of the firm in the industry

Select Several Careers,Not Just One

• It’s a good idea to have several careers in mind

rather than just one in your first year of college.

• Approximately 60% of students change their

major at some point during their college career.

• It pays to be knowledgeable about more than

just one career field. The average graduate

changes their job seven times in their life.

• It also pays to develop a wide variety of general

skills, particular those related to communication.

Network• Check with people you know about career

information.

• Networking can lead to meeting someone who may be able to answer your questions about a specific career or company.

• It is an effective way to learn about the type of training necessary for a particular position, what it took to get into the field, and the positive and negative aspects of the work.

• More and more professionals are active on online networks such as LinkedIn.com and Doostang.com. Some professionals even use Facebook to get in touch with others in their field…as well as research potential candidates.

http://www.linkedin.com/home?trk=logo

http://www.linkedin.com/home?trk=logo

Assess Your Skills Academic Strengths

Reading, Writing, Speaking, and ListeningMath Creative Thinking Problem Solving and Decision Making

Personal Qualities Self-Esteem, Self-Management, Responsibility

People Skills Social, Negotiation, Leadership, Teamwork

See a Career Counselor• The career counselors at your college

are trained professionals who can help you

– discover your strengths and weaknesses

– evaluate your values and goals

– sort through what type of career you want

• They will not tell you what to do, they will simply help identify what factors may lead to successful and interesting career options.

Questions for Academic Advisors

• What classes should I take this term and next?

• What sequence of classes should I take?

• Am I taking too many difficult classes in one term?

• What electives do you recommend?

• What career

• opportunitiesare there if I studymainly _____?

13. Mga Pansariling

Salik sa Pagpili ng

tamang kursong



hanapbuhay

a. Talento

b. Kasanayan (skills)

c. Hilig

d.Pagpapahalaga –

(service to

and love of country)

e. Tunguhin

f. Katayuang

pinansyal

Naipamamalas ng

mag-aaral ang

pag-unawa sa mga

pansariling salik

sa pagpili ng

tamang kursong

akademiko o

teknikal-

bokasyonal,

negosyo o

hanapbuhay.

Nagtatakda ang

mag-aaral ng

sariling tunguhin

pagkatapos ng

haiskul na

naaayon sa

taglay na mga

talento,

pagpapahalaga,

tunguhin at

katayuang

ekonomiya.

13.1 Naipaliliwanag angbawat pansariling saliksa pagpili ng kursongakademiko o teknikalbokasyonal, negosyo o hanapbuhay

13.2 Nakikilala angsariling talento, kakayahan at hilig atnaiuugnay ang mga itosa pipiliing kursongakademiko o teknikalbokasyonal, negosyo o hanapbuhay

13.3 Napatutunayan na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) ng napiling kursong akademiko/bokasyonal o negosyo ay daan upang magkaroon ng makabuluhang hanapbuhay o negosyo at matiyak ang pagiging produktibo at pakikibahagi sa pagpapaunlad ng ekonomiya ng bansa

13.4 Nakapagtatakda ng sariling tunguhin

pagkatapos ng haiskul na naaayon sa taglay

na mga talento, pagpapahalaga, tunguhin

at katayuang ekonomiya

14. Personal na

Pahayag ng

Misyon sa Buhay

Naipamamalas

ng mag-aaral ang

pag-unawa sa

kahalagahan ng

Personal na

Pahayag ng

Misyon sa

Buhay.

Nakabubuo

ang mag-aaral

ng Personal na

Pahayag ng

Misyon sa

Buhay.

14.1 Nakapagpapaliwanag ngkahalagahan ngPersonal na Pahayag ng Misyon sa Buhay

14.2 Natutukoy

ang mga hakbang

sa pagbuo ng

Personal na

Pahayag ng

Misyon sa Buhay

14.3 Napatutunayan na

sa pamamagitan ng

pagbuo ng Personal na

Pahayag ng Misyon sa

Buhay, nagkakaroon ng

malinaw na direksyon

ang kurso o karera

14.4 Nakapagbubuo ng

Personal na Pahayag ng

Misyon sa Buhay

15. Mga Lokal at

Global na Demand

Naipamamalas ng

mag-aaral ang

kahalagahan ng

kaalaman sa mga

lokal at global na

demand sa

paggawa.

Nakabubuo ang

mag-aaral ng

profile ng mga

trabahong mataas

ang lokal at global

na demand na

angkop sa taglay

na mga talento at

kakayahan, hilig,

pagpapahalaga at

mithiin.

15.1 Natutukoy ang

mga trabahong may

mataas na lokal at

global na demand

15.2 Nakikilala ang

mga mapamimiliang

kursong akademiko o

teknikal-bokasyonal,

negosyo o

hanapbuhay na

angkop sa sariling

talento, kakayahan at

hilig

15.3 Napatutunayan na ang

sapat (updated and accurate) na

impormasyon tungkol sa mga

trabahong kailangan sa Pilipinas

at sa ibang bansa ay

makatutulong upang mapili at

mapaghandaan ang kursong

akademiko o teknikal-bokasyonal

na maaaring maging susi ng

sariling tagumpay at ng pag-

unlad ng ekonomiya ng bansa

15.4 Nakabubuo ng profile ng

mga trabahong mataas ang lokal

at global na demand na angkop

sa taglay na mga talento at

kakayahan, pagpapahalaga at

tunguhin

16. Pagpili ng kurso o

trabaho

Naipamamalas ng

mag-aaral ang pag-

unawa sa kahalagahan

ng pag-aaral sa

paghahanda para sa

pagnenegosyo o

paghahanapbuhay.

Nakapagpapasya

ang mag-aaral ng

kursong akademiko

o teknikal-

bokasyonal, negosyo

o hanapbuhay na

ayon

sa sariling

kagustuhan at

angkop sa mga

pansariling salik at

lokal at global na

demand.

16.1 Naipaliliwanag ang

kahalagahan ng

sistematikong pagpili ng

kursong akademiko o

teknikal-bokasyonal,


16.2 Nakapagsusuri ng

pagkakatugma ng mga

pansariling salik sa lokal

at global na demand

upang makabuo ng pasya

sa pipiliing kursong



hanapbuhay

16.3 Napangangatwiranan na:

Mahalaga ang pagtutugma ng

pansariling salik sa lokal at global

na demand upang makamit ang

mga itinakdang tunguhin tungo sa

pagpapaunlad ng sarili at

pakikibahagi sa lipunan

16.4 Nakapagpapasya ng kursong

akademiko o teknikal-bokasyonal,


na ayon sa sariling kagustuhan na

angkop sa mga pansariling salik at

lokal at global na demand

career guidance-oct-18

Education