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Vocational Guidance Program

This document presents the curriculum for the Vocational-Professional Guidance subject at the "Salvador Allende" High School of the Autonomous University of Querétaro. The program aims to help students consciously and informatively choose a career through five thematic units that cover internal and social aspects of professional choice. The subject is taught in the fourth semester and uses a course-workshop approach with continuous assessments to
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0% found this document useful (0 votes)
10 views10 pages

Vocational Guidance Program

This document presents the curriculum for the Vocational-Professional Guidance subject at the "Salvador Allende" High School of the Autonomous University of Querétaro. The program aims to help students consciously and informatively choose a career through five thematic units that cover internal and social aspects of professional choice. The subject is taught in the fourth semester and uses a course-workshop approach with continuous assessments to
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Autonomous University

from Querétaro

High School
Salvador Allende

Vocational Guidance Program


Professional

Curriculum Plan PRE09

December 2010
2
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.

The subject of Vocational-Professional Guidance is part of the curriculum.


the High School of the Autonomous University of Querétaro and is located in the
fourth semester, along with the subjects of Educational Guidance and Psychology
they make up the Academy of Psychology and Guidance.

Vocational-Professional Guidance has a vertical relationship with the


following subjects Mathematics IV, English II, Philosophy II, Physics I, Sociology and
Biology II, and horizontally with the subjects of Educational Guidance,
Psychology and Physical Culture.

In the subject of Vocational-Professional Guidance, it is intended that the student


be able to reflect on the significance of your professional choice with a
objective view of the social context in which it develops, it is about stimulating it in its
ability to self-direct your vocation of self-fulfillment and to build your own
life project, it is also intended that the student recognizes their skills,

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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.

EVIDENCE OF COMPETENCY ACHIEVEMENT


At the end of the course, the student will recognize the endogenous and exogenous elements that

interact and determine their professional career choice in a critical way and
aware.

To develop evidence of competence achievement with the students, it is proposed


incorporate the following generic competencies that literally say:

Self-determines and takes care of oneself.

1. One knows and values oneself and approaches problems and challenges taking into account the

objectives it pursues.

Identifies their emotions, manages them constructively, and recognizes them.


need to request support in the face of a situation that overwhelms you.
Choose alternatives and courses of action based on supported criteria and within the framework
of a life project.
Critically analyze the factors that influence your decision-making.
Assume the consequences of their behaviors and decisions.
Manage the available resources considering the constraints for the
achievement of your goals.

Think critically and reflectively


5. Develop innovations and propose solutions to problems based on methods
established.
Follow instructions and procedures thoughtfully, understanding how
each of your steps contributes to achieving a goal.
Organize information according to categories, hierarchies, and relationships.

4
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.

The program also considers the disciplinary competencies of the


social sciences, which are presented below:
Recognizes personal facts as a product of a family and social context.
2. Establish connections between the learnings obtained in the school environment and
family and society.

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

university training and its impact on personal lifestyle


professional.

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.

5
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

social actors, in professional decision making. (family, school,


identification of peer groups, educational experiences, etc.

Contents:
Occupational family tree.
2. Parents' wishes towards a specific profession.
3. 'Professional Inheritances'.
4. Personal identifications.
5. Professional labels.

Unit III. Internal Aspects in the Future Life Plan.


Evidence of competence
The student will identify the important weight that the interaction has on the
interests and skills related to the professional choice, to direct their
occupational elections.

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.

Unit IV. Profesiography: Careers, Areas of Study, Study Plans.


Evidence of competence
The student will know the higher education options that exist.
in the state of Querétaro, and in the country, according to their vocational profile for
that in a timely manner and with knowledge, choose the most suitable one, to your

aptitudes and interests.

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.

Unit V. Professionals and Social Reality.


Evidence of competence
The student will know the social reality of the various degrees (employment,
unemployment, underemployment), to choose their professional options, and do so.
with knowledge of the possible problems he will face upon graduating from his
profession.

Contents:
Definition of employment, unemployment, and underemployment.

2. Real and potential demand for professionals.


3. Supply and demand for bachelor's degrees.

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.

The pedagogical foundation is based on Ausubel's constructivism and


Vigotsky, with it aims to through the Teaching-Learning process
achieve the objectives set for the subject.

In this way, students will largely have to conduct research on...


field (professions, educational institutions and professionals) to have the
information and practical tools that enable them to choose in a critical manner and
reflexive.

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.

a) Delivery of reading reports


b) Virtual campus

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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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