DESIGN AND IMPLEMENTATION OF CAREER GUIDANCE INFORMATION FOR MATHEMATICS STUDENTS

DESIGN AND IMPLEMENTATION OF CAREER GUIDANCE INFORMATION FOR MATHEMATICS STUDENTS

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

          The adage “information is power” can certainly be applied to the marriage of career information with computers. In an era that is characterized by a rapidly changing employment and occupational outlook, the ability to access computerized career information has been empowering to both youth and adults (Bloch 1989; Tice and Gill 1991). Defined as “all that people need to known to make choices and take action… in relation to their paid or unpaid occupational activities and in relation to their preparation for these activities” (Bloch 1989, p. 120), career information includes knowledge about occupational areas and specific jobs; information about career preparation and where to obtain suitable education and training; facts about employment, including work environments and appropriate job behavior; job-search skills; skills; and self-knowledge such as individual interests, values, and needs. Computers are an ideal medium for delivering career information because they can present current information objectively in an interactive format that is appealing to many clients (Harris Bowlsbey 1992). Two classes of computerized systems that provide information for career planning are computer-based career guidance systems (CCGS) and computer-based career information systems (CCIS) (Harris-Bowlsbey 1992; Mariani 1995-96). Although CCIS and CCGS share some common features, they differ in two important ways: CCGS teach career development concepts online (Harris-Bowlsbey 1992). Guidance counselors frequently use CCIS in conjunction with clients, but youth and adults frequently access CCIS independently to obtain career information. Turning to the social benefits of career guidance, watts contends that “the case for guidance having a role in reducing social exclusion is not difficult to make”, in that career guidance focuses on encouraging participation in learning and in employment. It can therefore be seen as a force for preventing ‘at risk’ individuals from becoming socially excluded, and alleviating the situation of those who have become excluded, by assisting them to be re-engaged through education, training or employment. It is important to emphasize here the difficulties of defining social benefits, for while there are clearly benefits to be derived by society (and the economy) as a whole from effective career guidance, for example through attitudinal shifts which result in a greater attachment to prevalent societal values, there are also what may be termed social benefits which accrue to individuals. These would include an improved ‘quality of life’ (Watts, 1999:17). Mayston (2002a) contends that “there are a number of important wider social benefits which are likely to be generated by high quality career guidance, and which could be included in a cost-benefit of such career guidance” (p.20). These are indeed “wider” benefits, for they comprise: increased tax yields to the Exchequer; reductions in unemployment and other social security costs to the Exchequers; reductions in health care costs on the national health service; reductions in the frequency and costs of crime; macro-economic benefits; and net social benefits.

1.2     STATEMENT OF THE PROBLEM

          Research has shown that the increasing rate o failure among students, and even employees in public sectors as well as the increasing rate of unemployment is partly characterized by wrong career choices and also from insufficient information about chosen careers. Mathematics undergraduate seeking career clarity is a valuable course of action, but this is the opposite, as many do not have the slightest idea of what mathematics is all about, requirement, and eventually choosing a career in which he or she will specialize on after graduating from the university thus resulting in a more difficult and unsuccessful job search. This is one of the reasons why some graduate of mathematics today are roaming the street, some have abandoned their certificate (B.Sc) and start doing something else that is different of what they spend years studying in the university as a result of not being enlightened of what await them out there in terms of career specialization and job opportunities. It is therefore, the aim of this research, to design and develop a computerized career guidance information system that will be channel into solving this problem.

1.3     OBJECTIVE OF STUDY

          The objective of this system is to design and implement a web based application that performs the following functionalities.

1. Provide information about functional areas and divisions in  mathematics 
2. Provide information about different areas of Application of mathematics, by so doing enlightens the minds of mathematics career seekers about the job outlook of the field.
3. Provide listings of job opportunities available from other jobsites for users.
4. Provide search tools for post secondary students.

DESIGN AND IMPLEMENTATION OF CAREER GUIDANCE INFORMATION FOR MATHEMATICS STUDENTS

Chapters: 1 - 5
Delivery: Email

Number of Pages: 75

Price: 3000 NGN

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