At different stages of life, individuals often face the need for different types of career planning. For example, during childhood or adolescence, the focus is mainly on academic planning. As one enters adulthood, personal career development, marriage, and family become another important aspect of career planning. Even in retirement, there is a need to plan for the second half of life. By establishing clear career goals at different stages of life, fruitful results can be achieved. To cultivate these goals, our school follows three processes in junior and senior high school: self-awareness and development, career exploration, and career planning and management. Through these processes, we hope that students can learn about career-related knowledge, career planning and job skills, as well as the necessary work attitude.
In the 22-25 academic years, our school collaborated with the Yan Oi Tong to apply for the Youth Development Commission's Youth Career Planning Activity Funding Scheme. By utilizing the financial resources of this program and the professional support from Yan Oi Tong, we aim to optimize the quality of career planning activities at different levels. The goals at each level include: Form 1 (self-awareness), Form 2 (goal setting), Form 3 (subject selection for senior high school), Form 4 (initiating career planning), Form 5 (understanding the working world), and Form 6 (determining further studies or employment). By organizing relevant developmental activities, we hope to activate students' personal recognition abilities, including their personality and abilities, so that students can build self-confidence, a positive self-image, and set academic and career goals.
In light of this, our school's college and career counseling team actively provides diversified guidance on further studies and career development for students. The activities mainly focus on the categories of "further studies" and "career development." In terms of providing diversified information on further studies, our school actively offers various career planning experiential activities, including the school-based mentorship program, Form 3 "subject selection simulation" workshops, discussions on future popular industries, occupational safety dramas, and Form 5 mock release of examination results activities. Additionally, in order to allow senior high school students to directly learn about the characteristics of different self-financing programs, our school specifically organizes the "Self-financing Bachelor's and Associate Degree Program Tour," providing a platform for different self-financing institutions to introduce their program features to students. In addition to the guidance on further studies, our team also spares no effort in organizing various activities, including Form 4 workplace visits, Form 5 career development sharing seminars, and seminars on understanding the development of the Guangdong-Hong Kong-Macao Greater Bay Area, in order to broaden students' horizons and encourage them to think about their career development. Through these experiential activities, students can gain a deeper understanding of the real face of the workplace and plan ahead for their future careers.
Our team encourages teachers from other subject areas in the school to incorporate elements of career planning into their activity planning, so that students can comprehensively explore their personal characteristics, including interests, abilities, and values, in order to determine their career direction and life goals, and to plan their lives properly.
- In response to the rapidly changing world that students live in VUCA world, it is expected that after six years of secondary education, students will be able to develop self-awareness, build their capabilities, explore career options, and plan and manage their careers.
- Promote experiential learning models in some career planning activities and incorporate values education into different career guidance activities.
- Make good use of internal and external resources to enhance the quality of career education content, so that relevant activities can better align with the development trends of the new century workplace.
- Strengthen professional training and human resource development within the team.
- Establish a comprehensive framework for evaluating assessment data for each academic year's career guidance activities.