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Adolescence-Between Development And Career Education

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Adolescence-Between Development And Career Education

Why do people learn and work?. In fact, people are always curious, so they always strive to pursue science. On this basis, people always keep learning, find out many things. Many nations follow the principle of lifelong education, which means that human beings always continue to learn for life.

Educational life is a lifelong learning experience, both within the school's education pathway outside of schools. With regards to the development of students, the educational life in question is both experienced by adolescents as learners in a family, school, or community life. Being a career life is a person's experience in the workforce.

As was said by Garrison (in Sunarto. 2002:191) that every year in the world there were millions of youths entering the workforce. The event of a teenager entering the workforce was the beginning of his experience in career life. Essentially the life of youth in education is the beginning of his career life.

Characteristics of educational and career life.

Learning will be more successful when in accordance with its interests and needs. The goal of the type of work in the future is an important factor that affects the interests and needs of learning. As of adolescence, it has begun to clearly overview adult ideals later. It can, therefore, be said that teenagers have had a clear interest in certain types of work.

To that day the youth have consciously learned that to achieve the kind of work that he dreams requires a certain means of knowledge and skills to be possessed. Basically learning or following a specific education is a preparation for the youth to enter the workforce. This is what often confuse teenagers into determining the type of education that will be followed.

Junior High School students are average aged 12-14 years or at the age of early adolescence. They began to know the new system in school, among others, with an introduction with many teachers who have a wide variety of traits and personalities. This demonstrates the need for the ability to adapt to diverse situations.

They also began to recognize various subjects that had to be studied with their various characteristics. In Junior High School there has been no problem with the course selection but can face problems with continuing education. For Senior High School students about 15 -18 years old face both problems, or choice of employment after graduation.

Factors affecting education and career development:

1. Social-economic factors

The social-economic conditions of the family many determine the development of children's education and career life. The social condition describing parental status is a "seen" factor by the child to determine the choice of school and occupation. Indirectly the success of his parents was an example for the child, so in determining the educational and career options implied to sustain his parents ' success. In addition, parents convey their children's life expectancy which is reflected in the urge to choose the type of school or education that parents are craving. For example, parents want their children to be doctors, policemen, mechanical engineering experts.

Economic factors also determine the success of children's education and career, as it relates to education financing. Many teenagers are highly capable but cannot enjoy good education due to economic limitations.

2. Environmental factors

The environment here includes three kinds, namely the environment of community life, school environment, and social environment. The community environment is the neighborhood around youth domiciled, such as industrial environment, education, trade, fishermen, and others. The community's environment will shape the youth's attitude in determining the pattern of life, which in time can influence his thinking in determining the kind of education and career they are craving.

The school environment is a direct impact on the life of youth education and ideals. An educational institution or a good quality school, which maintains high discipline, will greatly affect the formation of attitudes and behaviors of educational life and mindset in the face of a career. The peer-to-peer environment gives a direct influence on the lives of each teenager. The environment of peers will provide opportunities for teenagers to be more mature.

3. Life-view factors

Life's own views are part of the environment. Someone in choosing an institution is affected by a family condition that is behind it. Teenagers who come from underprivileged families and have encouragement want to be more economically established, it will generally choose a career that can bring in a lot of income.

Individual differences in education and career development

Education and career developments are influenced by intelligence. In reality, the intelligence of each individual varies, so in that case, will affect the pattern of his life in education. Thus, the educational life will vary greatly along with the difference in thinking skills. Because educational life is an early part of career life, the difference in education life will bring individual differences into career life.

Youth Career Development

The development of the youth career according to Ginzberg (in Sunarto. 2002:202) was in a tentative choice (11 – 17 years) it was characterized by the widespread introduction of the child to problems in deciding what work to work in the future. This tentative period covers four phases:

1. Interest Stage (11 – 12 years)

Teenagers have begun to have plans and possible career choices based on interest. The child learns about what he likes to do, and the child performs choices tentatively on the basis of subjective factors, not yet based on objective considerations.

2. Capacity stage (12-14 years)

Teenagers began to use his personal skills and abilities as a consideration for his choices and career plans. Adolescents began assessing his ability to play a good role in education and job interests. The tendency to associate with the elderly diminishes, instead teenagers are more likely to identify with others as their idols.

3. Stage value (15-16 years)

In this stage, the youth have considered the important role of personal values in the career choice process. The child begins to see what is really important to him, knows the conception differences about the various lifestyles prepared by the work, the awareness of the importance of the time of starting to evolve and becoming more sensitive to the need for work.

4. Transition phase (17-18 years)

In this stage of transition, the youth begin to move from the realistic considerations that are still on the margins of consciousness into a more central position. At the stage in the child begins to face the need to make decisions immediately, concrete, and realistically about the upcoming work or education that prepares it for a job test necessarily later. The child is increasingly free to act, allowing him to conduct his trial skills and talents.

In the period of realistic options, teenagers have reached the exploration stage, namely looking for a variety of alternatives suitable work, and the level of crystallization is a career choice.

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