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Theory and practice of personnel management - Shchekin GV

6.2. Vocational guidance in Western Europe

In the UK, the main government agencies that carry out general guidance for career guidance work,

* Most of the staff of the CSN have a profession of a social worker of medium qualification at the end of a two-year college, high - after studying at universities on a four-five-year program.

The Ministry of Education and Science, as well as the Ministry of Employment, have an extensive network of local agencies, centers and bureaus.

For better coordination of career guidance work under the Ministry of Employment, the Commission on Human Resources operates, which functions include the preparation and conduct of activities that orient in choosing a profession, obtaining the appropriate specialty, finding employment and retaining work in accordance with abilities and age.

To fulfill these tasks, the Commission has a professional career of young people and the National Advisory Council for a Career Professional, consisting of educators, entrepreneurs, representatives of trade unions, scientists. The functions of the Council include an analysis of the activities of career counseling and hiring services throughout the country, the publication of materials with recommendations for improving this activity (every three years).

Practical work on vocational guidance of students in the UK is conducted by employees of the professional career service - professional advisers and teachers.

Personal dossiers on career counseling and professional counseling, made by professional advisors in the final grades of the school, serve as a basis for professional recommendations. The advisers also determine the list of professions most suitable for each graduate in accordance with his personal characteristics [1].

The structure of personal dossiers on the vocational guidance of schoolchildren in the UK as a whole is similar to the professional dossier of schoolchildren in the United States, where professional recommendations are also not mandatory in employment. However, these dossiers play an important role for students in deciding whether to continue education after completing the compulsory secondary school or sending them to school with a bias of vocational training.

In Germany, for the organizational structure of the vocational guidance system, a high degree of centralization is characteristic. The highest body of management of vocational guidance and employment of the population is the Federal Employment Institute (staff - 30 thousand people, including employees of about 700 local offices and employment agencies), under the Ministry of Labor and Social Affairs.

The Institute's activities cover the vocational guidance of students in schools and, in part, in universities. The professional advisors of the Institute combine the functions of vocational guidance and employment.

In the Federal Republic of Germany, private employment agencies are legally banned. According to the current legislation, schools are also prohibited from engaging in the employment of graduates. Employment of the population is a monopoly function of the Federal Employment Institute and its local branches and agencies.

Combining the functions of career guidance and employment in the conduct of a unified state body brings professional guidance to the Federal Republic of Germany towards an integrated system of "transitional services".

To coordinate the activities of the Institute of Employment and Schools in matters of vocational guidance and employment of students, the Federal Communications Commission is constantly operating, consisting of representatives from the Ministry of Education and the Institute of Employment. Similar commissions operate at the level of federal lands.

In the schools of the Federal Republic of Germany, vocational guidance is conducted through surveys, tests, consultations, as well as joint activities of school administrations and parents' organizations.

In Germany, unlike in other countries, the only function of a professional consultant in career counseling is professional counseling and professional counseling. Administrative and technical work, as well as information, are administered by the "technical" departments of schools [1].

Another feature of the organization of vocational guidance work in German schools is that each student himself fills the so-called Workbook, which provides general information about the family, personal interests and inclinations, professional intentions, the preliminary choice of profession. The workbook together with additional data from the school administration on academic performance, the results of school examinations and the results of testing serves as the basis for professional counseling. If necessary, the professional counselor may resort to the help of medical and psychological services that have the necessary specialists, as stipulated in the staff list of the Federal Employment Institute and its branches.

In France, there is a parallel structure of three national agencies dealing with career guidance issues: the National Bureau of Educational and Professional Information (NBOI), the Center for Professional Information and Orientation (CPIS), the National Employment Agency (NAC).

The NBPI acts under the guidance of the Ministry of National Education of France. It, in particular, develops methodical recommendations, manuals on educational and professional information, vocational guidance and vocational training; Carries out general methodical work and coordination in this field throughout the country; Prepares analytical reviews; Organizes research on improving information about professions and facilitates their implementation. On the basis of statistical data, the NBOPI compiles forecasts about the future needs of the vocational guidance staff. The NBOPI includes regional bureaus and local offices, whose functions include the collection and dissemination of professional information at the local level.

Vocational guidance work in schools is carried out by the CPIS, which are subordinate to the Ministry of National Education of France. Employees of the Center for the Advancement of Professionals (professional advisers) coordinate professional orientation work in schools, develop school programs for vocational guidance of students, supervise the work of school teachers and parents' organizations, and participate in vocational guidance activities. The CPIS carries out the main work on professional counseling, professional diagnostics based on the use of psychological tests and special equipment for determining the psychological characteristics of students. The result of career guidance at the school is a certificate of vocational guidance for graduates [1].

NAK with an extensive network of government agencies (hiring agencies) provides intermediary employment services to all age groups of the population, but only a few state agencies have specialized departments and specialists in working with young people. The activities of private employment agencies in France have a small scale. The role of the employment service in matters of youth vocational guidance is less significant than in the United States and Germany.

Coordinates the work of the NBOPI, CPIS and NAZ Committee from representatives of the Ministries of Education and Labor.

The vocational guidance system in France is characterized by strict legislative regulation. The law on education requires an orientational assessment of the abilities of students, starting with the first grades of primary school, and the consistent work on vocational selection during the period of compulsory education.

In French schools, the main emphasis in vocational guidance is made on students aged 15-16 years, through group and less often individual counseling.

According to French experts, most of all students need to receive objective and comprehensive information, since most of them can make a choice of their profession independently, based on available information and not using the services of professional advisers. Therefore, the group forms of professional orientation work prevail in schools, which to a certain extent explains the insufficient number of professional advisers [1].