Archive for March 3, 2017
Newly released by People for Education and based on the 2016–17 Ontario School Survey, they have released a report that examines the current Ministry guidelines on Career and Life Planning:
Peterson, K., & Hamlin, D. (2017, Mar. 1). Career and life planning in schools: Multiple paths; multiple policies; multiple challenges. Toronto, ON: People for Education.
From page 1: “While Ontario has aspirations for a comprehensive careers’ strategy in education, results from People for Education’s 2016-17 Ontario School Survey show problems, particularly in the implementation of the kindergarten to grade 12 education and career/life planning policy.”
Pages 14-15 offer six recommendations:
- Provide a greater level of coherence in its policy and goals for students’ overall success and well-being (me> you have to read the report for the details!)
- Implement the following recommendations from its Highly Skilled Workforce Expert Panel (me> you have to read the report for the details!)
- Evaluate current education policies that may include guidance counsellors, in order to rationalize Ontario’s guidance programs and create greater alignment across the policies.
- Clarify the role of both elementary and secondary school guidance counsellors in a way that recognizes both the breadth of their responsibilities and their relative scarcity in Ontario’s K-12 schools.
- Improve elementary school guidance capabilities by changing the funding formula so that per-pupil funding for guidance counsellors is provided for students in grades 7 and 8 at the same rate as it is for secondary school students.
- Explore cost-effective ways for guidance staff supports to be expanded in small town–rural areas, where they are currently lacking compared to their urban–suburban peers.
The Appendix includes an extensive chart that compares the provinces.
Check it out! Rowan
PISA in Focus, (#69, February 2017), is titled What kind of careers in science do 15-year-old boys and girls expect for themselves? DOI:10.1787/76e7442c-en.
From page 5, the Bottom Line:
“Influenced by their family and by popular culture, girls often think of scientists as men in lab coats, see computer science as a “masculine” field, and think that success in science is due to brilliance – which they often find difficult to attribute to themselves – rather than to hard work. Such stereotypes may have some truth to them, but they often discourage young women who are capable and interested in science from envisaging a number of careers in science, technology or engineering.
Schools can counter these stereotypes, and help students cultivate a more inclusive view of science, through better career information. Students should have access to information that is accurate, credible and avoids unrealistic or exaggerated portrayals of career options. Employers and educators in perceived “masculine” or “feminine” fields can also help eliminate existing stereotypes, such as by promoting awareness that computer sciences (“masculine” and “nerdy”) help solve health problems (“feminine” and “caring”), or by reaching out and establishing direct contact with students and schools. And teachers can play an important role in cultivating boys’ and girls’ interests in a diverse range of science topics.”
Read the blog, Doctors and nurses are from Venus, scientists and engineers are from Mars (for now) here .
Check it out! Rowan