2 Step Career Education Program Development and Creation of Self-Evaluation System

职业教育方案已取得进展，包括2004年开始的Career I课程和2005年开始的Career II课程。在Career I和Career II课堂上，学生在课前和课后所做的自我评估检查表显示，学生对主题的兴趣全面增加，学生对职业发展的兴趣也有所增加。许多学生缺乏实际经验，对自己没有信心。有一种强烈的模式，不愿主动开始新的事情。此外，整个高中生都习惯于为一个给定的问题找到一个解决方案。因此，在大学里，他们发现很难用自己的方式发现自己的学习过程，并提出一个独特的答案。不知道他们需要学什么和不知道做什么的担忧很普遍。在职业类课程中，进行自我分析，获得对社会状况和就业市场的知识。学生们亲身体验与完全陌生的人一起定义和解决问题。在这样做的过程中，他们学会了如何接近自己的职业规划和目标。他们发现自己的长处，他们喜欢什么，擅长什么。学生们学习接受他们认为是不可能的事情，并将其转化为行动计划。他们学习自我表达的价值，并在交流时考虑他人的观点。他们发现他们需要做什么来实现他们的目标变得清晰，结果许多学生发现他们打破了对自己的先入为主的信念。学生们逐渐认识到他们自己的一套信念和优势。他们的目标变得清晰起来，他们意识到采取行动实现目标的重要性。结果是，通过这些课程，我们发现学生变得有能力了。

The Career Education Program has progressed to include the Career I class started in 2004 and the Career II class, which began in 2005. In both Career I and Career II classes, self-evaluation check sheets done before and after the classes show an all-around increase in interest in the topics and an increase in student interest in career development is also seen.Many students have little actual experience and no confidence in themselves. There is a strong pattern of being reluctant to take the initiative to start something new. In addition, throughout high school students are accustomed to finding one solution to a given problem. As a result, at University they find it difficult to discover their own course of study in their own way and to come up with a unique answer. Such concerns as not knowing what they need to learn and not knowing what to do are prevalent.In the career classes self-analysis is carried out and knowledge of the social situation and job market is attained. Students experience first-hand working together with total strangers to define and solve problems. In doing so they learn how to approach their own career planning and goals. They find within themselves their strengths, what they like and what they are good at. Students learn to take what they assumed without trying was impossible and to turn it into a plan of action. They learn the value of self-expression and to think of others' points of view when communicating. They find that what they need to do to achieve their goals becomes clear and as a result many students discover they have broken down their pre-conceived beliefs about themselves. Students come to recognize their own set of beliefs and strengths. Their goals become clear and they realize the importance of taking action to achieve their goals. The result is that through the classes we find that students become empowered.