Vocational Guidance Program
Vocational Guidance Program
from Querétaro
High School
Salvador Allende
December 2010
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Program: Vocational-Professional Guidance
Workshop
Fourth semester
5 hrs. s/m
Credits 7
INTRODUCTION
The present program is a proposal for the restructuring of the subject of
Vocational-Professional Guidance that aims to be of great theoretical usefulness and
fundamentally practical, as the choice of career is important in the
process of formation as social individuals, of personal realization and
professional, in that sense it seeks to guide young people in decision-making
in a constant, responsible, and realistic manner.
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interests and aptitudes, as well as their potential to use them as
referential instruments in the construction of their own life project.
interact and determine their professional career choice in a critical way and
aware.
1. One knows and values oneself and approaches problems and challenges taking into account the
objectives it pursues.
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6. Maintain a personal stance on topics of general interest and relevance,
considering other points of view critically and reflectively.
Choose the most relevant sources of information for a specific purpose and
discriminate between them according to their relevance and reliability.
Recognizes one's own prejudices, modifies their viewpoints when learning new ones.
evidence, and integrates new knowledge and perspectives into the collection with which
account.
Structures ideas and arguments clearly, coherently, and succinctly.
THEMATIC UNITS
Unit 1. Importance of Career Choice.
Evidence of competence
The student will define the arguments that support the importance of his/her
professional training.
The student will recognize the personal and social relevance and impact of their
Contents.
Importance of my future education.
2. Situations and emotions related to the moment of choosing a
race.
3. Importance of everyday life in career choice.
4. Human needs.
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Unit II. Social Aspects In The Future Life Plan.
Evidence of competence
The student will recognize the presence and influence of the various groups and
Contents:
Occupational family tree.
2. Parents' wishes towards a specific profession.
3. 'Professional Inheritances'.
4. Personal identifications.
5. Professional labels.
CONTENTS:
1. Definition of interest and types of interest.
2. Definition of skill and types of skills.
3. Vocational profiles and their relationship with areas of knowledge.
a. Physical-mathematical area.
b. Economic-Administrative Area.
c. Area of Chemical Sciences.
d. Area of Biological Sciences.
e. Area of Social Sciences.
f. Area of Humanities.
4. Personal traits.
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5. Values.
Contents:
1. Definition of Profesiography.
2. Higher Education Institutions in Querétaro and in the country.
3. Public vs Private Universities.
4. Reflection on the study plans of your professional options.
5. Economic costs of professions and family economic conditions.
Contents:
Definition of employment, unemployment, and underemployment.
4. Job opportunities
5. Professional and personal fulfillment.
METHODOLOGY
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The Vocational-Professional Guidance subject requires the student and the
guide a dynamic participation, under an atmosphere of respect and tolerance that
generate the necessary conditions for individual reflections to take place
and group aspects of the implicit factors mentioned earlier in professional choice.
It is suggested that in order to achieve the learning objectives, one should work on the subject.
under the course-workshop modality, as this provides the opportunity to carry out
didactic strategies aimed at reflection, criticism, and self-questioning
about your professional choice.
Therefore, the teaching strategies will be directed towards personal and group analysis, such
such as: delivery of research reports in groups and individually, debates, discussion
led, discussion tables, etc.
Auxiliary Resources
Blackboard.
Overhead projector.
Acetates.
Markers, colors, crayons, etc.
Magazines.
Electronic Network.
Flip chart.
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Newspapers.
Videos.
Models.
Television.
Virtual campus.
Computers.
Wall Newspapers. Etc.
EVALUATION
The evaluation will be continuous and permanent during three moments:
1. Diagnostic, that is, at the beginning of the semester to know with what expectations
they approach the subject, the fantasies they have regarding the course.
2. Formative; as each of the dynamics, experiences, investigations of
field, interactions with peers and confrontation with professional reality,
they will help to carry out some professional options.
3. Summative, according to all the activities carried out during the course, the
attitudes, disposition, participation, etc.
In the evaluation, co-evaluation and self-evaluation will be applied, as they are more
significant and integral for the student regarding valuation and recognition
of their learnings achieved in the teaching and learning process in this
subject.
ACCREDITATION
For the purposes of period exams, ordinary and regularization, as well as the
the right to exempt the subject will be governed based on the prescribed articles for
these purposes within University Legislation.
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c) Research work
d) Individual Participation
e) Team Participation
f) Submission of Essays
BIBLIOGRAPHY.
What Do You Want to Do in Life?
1996.
Casares Silicio, (2006) Life and Career Planning Publisher. Limusa
UAQ Educational Offer Catalog 2007, UAQ
Vocational and Affects
oMarcuschaner, E. Vocational Guidance, McGraw Hill
Montoro Rodríguez, Guide to University Careers, UAQ
Oliver, R. Career Choice. Gedisa Edition
oRimada Peña, B. University Professional Guidance Inventories.
Trillas.
oRimada Peña, B. University Professional Orientation Manual.
Trillas
Valdés Salmerón, V. (2004) Professional Guidance. An approach
systemic. Prentice Hall
Owaisburd, G. Creativity and transformation, Theories and techniques.
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