Public Policy for Career Development

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Table of Contents

Background
Description of the Advocacy Activity
Message Imparted
Perceptions on Advocacy Reception
Future Additional
Continuation of the Advocacy
References

Background

Public policies that address the issues of education are crucial because they affect the success of learners profoundly (Dever, 2006). As a result, it is the responsibility of all stakeholders to take part in the improvement of those policies. This makes sure that the policies are stipulated to address the problems and challenges experienced by scholars. Importantly, early-childhood education is a crucial level whose policies should be evaluated carefully. This undertaking ensures that the pupils have a good academic foundation which will help them when handling the subsequent levels. This paper will describe public advocacy that should be integrated throughout the curriculum to ensure effective career development.

Description of the Advocacy Activity

In this project, a handbook was developed to show how the present academic system has neglected career development. The handbook also proposed that a career development program should be included in the system. Further, several meeting was convened to discuss these issues with headteachers. These meetings were meant to emphasize the importance of initiating the career development campaign.

It was necessitated by the fact that education is a process of attaining skills and professionalism. This implies that education is not an undertaking that is meant to equip a pupil with knowledge. Instead, it is also meant to help the pupil to apply the skills in real-life situations. It is learning how to apply that knowledge enables a learner to develop a line of career and professionalism. Although this is the intention of the curriculum, it is evident that the current academic system is not training the pupils to nurture their careers as they continue to acquire skills. Students are forced to seek advice, concerning career selection and development, from consultancy firms that cannot be as effective as the public schools. The ministry of educations should come up with ways that eliminate this problem to ensure that professionalism is nurtured effectively and satisfactorily.

As a result, this advocacy requests the government to integrate a career development program. The career program should motivate, train, and guide the pupils concerning their career choices. In this regard, the program should ensure that pupils are constantly inspired to nurture their line of career since their childhood. It should ensure that the inspiration envisaged by the pupils during their childhood does not fade as they progress. Also, they should carry out psychological tests that indicate the capability of the pupils. These capabilities will help pupils to pursue careers that are consistent with their passion and character. Understandably, when students are guided to choose careers that are compatible with their passion, they are deemed to succeed easily. In this regard, passion is the driving force that makes the learners study and work with unlimited dedication.

Message Imparted

The advocacy relayed a crucial message urging the ministry of education, teachers, and parent to help pupils nurture their careers starting from childhood. In their early stages of education, they have exaggerated and over-ambitious goals in terms of the career paths. However, the over-ambitious goals portray the desire for professional success. The involved personnel should help them to maintain this desire and intensify it. As they progress, they should be assisted to adopt and nurture realistic professions that are in line with the individual characteristics.

Perceptions on Advocacy Reception

In perspective, the ministry of education has probably considered this advocacy as a suitable suggestion. There is a likelihood that the official regarded the message as a basis of creating a resourceful educational system. The perception is possible because the advocacy is seeking to create an objective-oriented educational system. It envisages the clamor to build a system which does not only equip students with bare knowledge, but also the capability to apply it. However, the teachers might feel that advocacy merely introduces a system that is already running. This perception might be evoked by the teachers attempt to show their earlier dedication, although it is not necessarily existent.

Future Additional

The advocacy requests the authorities to introduce career studies in the present educational system. However, it is crucial to adopt a practical approach when raising this issue. As a result, future activity will include training sessions whereby selected teachers will be equipped with the necessary skills of career development. The workshop will also include several officials who will emphasize the importance of introducing the career programs in the pupils education. Also, during the sessions, the selected attendants will be expected to suggest how the program can be implemented effectively. As a result, the teachers will have an opportunity to suggest ways that do not contravene with studies. This will help to actualize the advocacy and determine its practicability in the real world.

Continuation of the Advocacy

In an attempt to continue this advocacy, it is necessary to develop a framework showing its implementation. In essence, mere suggestion cannot give notable results because the ministry might not take the request seriously. As a result, it is crucial to develop a framework that will ease the integration and implementation process. As a result, the continuation will come up with a suitable framework that indicates the people who should be involved. Additionally, the framework will show how different roles will be allocated to different stakeholders to ensure successful integration and implementation. Consequently, the advocacy will be developed by personnel from many fields to guarantee its effectiveness.

References

Dever, M. T. (2006). Advocating For Young Children: A Preservice Teacher Education Project. Journal of Early Childhood Teacher Education, 27(4), 391-399.

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