- application and assessment conditions: require participative teaching
strategies, centred on pupils and on what they must be able to do at the end of
each school year. Within the competence unit, the continuing assessment
instruments proposed are related to performance criteria and assessment tests; - methodological suggestions: correlations between competence and contents,
examples of methods and techniques to achieve contents and develop
competences, as well as using assessment instruments” (according to the
National Framework of Credits and Qualifications).
Individual competences to be developed in vocational school, 9th and 10th grade, have in
view:
- personal characteristics involved in attaining professional performance;
- efficient learning skills;
- options regarding the personal educational and professional training
trajectory; - the world of professions.
Through the specific vocational guidance and counselling activities in 11 th grade in
vocational school (completion year) what is aimed is the level of knowledge,
development and maturity attained by pupils at the end of the 10th grade in vocational
school, and also the necessity of completing knowledge and developing competences,
contributing to the good integration of the graduates in high school. Individual
competences are structured on the basis of:
- personal characteristics and factors involved in career development;
- options regarding the personal educational and professional training
trajectory.
The curriculum for vocational information and counselling in technological high
schools, 11th and 12th grade, holds important that these classes include graduates of the
technological stream of study (10th grade) and vocational (completion year). This
curriculum contributes to successfully following the competence unit “personal
development in view of performance – level 3.” Individual competences focus on:
- personal resource management;
- elaborating projects of continuing training;
- entrepreneurial competences;
- capitalizing on personal experience in career development.
We mention a series of guidance education methods used in France: Education of
choice (Education des choix) and Path to Doing (Chemin faisant) (Boy, 1999, apud
Guichard; Huteau, 2001). The main ideas promoted by these methods are: