What is the main subject of career education in Japan? Let’s introduce it in detail.

The current situation of career education in Japanese universities

Career education in Japanese universities has the following characteristics:

Schools regard the career education of college students as an overall issue. It is an indispensable comprehensive education link, with overall planning and arrangements, starting from the admission of new students, throughout the four years of study and job hunting, and establishing a complete guidance system and functional departments; all students must receive career education, and require the school to All teachers, families, businesses and society regard this as a complete system project and actively cooperate with it.

1. Career Education Organizational Structure

The organization and implementation of career education is the responsibility of the school's inaugural committee. The chairman of the inaugural committee is generally the vice principal of teaching. The employment committee consists of departmental employment committees and career centers: the employment committees of each department are responsible for the teaching of career education subjects. The executive directors of the committee are concurrently served by staff of the career center; the career center is organized by the career office. ) and a vocational education learning center (extension center). The career office is mainly responsible for employment experience activities (internship), career introduction, employment guidance and other projects; the vocational education learning center, also called the Yanchang Education Center, is mainly responsible for improving students' practical skills and providing various lectures and training for obtaining various professional qualification certificates.

Ritsumeikan University is one of the first private universities in Japan to establish a "career center". The career center currently has 1 professor (center director)

, 1 associate professor and 1 lecturer each. 11 staff members. The director of the career center is a dedicated teacher who can participate in the teaching of career education subjects in various departments. Associate professors and lecturers are mainly responsible for employment experience activities, while the staff are responsible for other daily affairs. The purpose of the career center, an organizational form that integrates teachers and staff, is that the content of career education can be flexibly changed according to social needs.

2. The content of career education

In order to ensure the realization of the ideal job after four years, the content of career education starts from the time freshmen enter the school and runs through the entire process of university education in stages.

1) Provision of career education courses

The provision of career education courses is one of the main contents of the Japanese university career education system and is also the most distinctive. of. The purpose of setting up career education subjects: ① Deepen understanding of self, others and society; ② To achieve the above goals, attach importance to employment experience, internship and practice; ③ Cultivate social, professional and labor concepts.

The curriculum is generally divided into three categories: the first category is basic courses about "career" itself, such as career formation theory. It mainly teaches how to use career theory and career theory to understand oneself, including values, interests, existing abilities (skills) and aptitudes (potential), and teaches methods to improve oneself to help students think more positively about themselves. The purpose of this type of course is to help students improve their cognitive quality about themselves and their career knowledge by learning career theory. The second type of courses are lectures and reports on specific professions, such as: Introduction to Accounting, International Public Service Field Practice, and CPA Lectures. By imparting specific career knowledge, including career information, employment information and career development information, we help students how to effectively use various information and think better, with the purpose of strengthening students' understanding of specific careers.

The above two categories are the basic subjects of career education. The third type of subjects are special lectures and reports held to understand the current social situation, economic development trends and organizational culture, such as: central provincial and departmental economic and social development reports and special reports at the prefectural, provincial, prefectural and county levels. . The purpose is to allow students to understand the current situation of society, deepen their understanding of reality and impressions of economic organizations, and establish the awareness of integrating into the business society with a positive attitude. After you have a correct understanding of yourself, work and society, you can develop clear work intentions through various employment experience activities and job hunting activities.

The specific subjects and number of courses offered vary from university to university, but the assessment method generally adopts the credit system. Ritsumeikan University's 2006 career education course*** offers 19 subjects, each with 2 credits. For example, for all departments, "Career Formation Theory I" is offered to first-year students, "Career Formation Theory II" is offered to second-year students, and "Career Formation Theory III" is offered to third-year students; the Department of Science and Engineering offers "Technical Personnel" to first-year students. "Career Formation Theory I", second-year students offer "Technical Personnel Career Formation Theory II", and provide 5 consecutive presentations for famous corporate technicians and 6 outstanding graduate presentations; the Faculty of Business offers "Introduction to Accounting" for first-year students ; The Department of Policy Science offers "Introduction to Talent Development Theory" for first-year students; for second-year and third-year students in the Department of International Relations, 8 lectures are provided by current staff of the Japanese Ministry of Foreign Affairs and Ministry of Finance, 14 consuls general, and 8 active diplomats Continuous lectures.

2) Employment experience activities

In September 1997, the Ministry of Education, Culture, Sports, Science and Technology, the Ministry of International Trade and Industry, and the Ministry of Labor issued the policy document "Basic Opinions on Promoting the Employment Experience System", which believed that Japan Employment experience refers to a system of employment experience activities that students conduct based on their majors and future careers during their studies at school. It is a professional labor life experience that all students have in enterprises and other social organizations for a certain period of time during their studies. , thereby strengthening professional awareness, initially forming professional values ??and obtaining employment experience activities for career opportunities.

The purpose of carrying out employment experience among college students:

①To make students understand the relationship between school study and professional work,

Let them experience the school personally in practice How the knowledge learned is applied in actual work, and understand what the most important knowledge and skills are in practice, so as to connect their current study with their future career, clarify the purpose of learning, and stimulate learning motivation; ② Make students In practice, you can taste the ups and downs of professional work, deepen your self-understanding, discover your own career adaptability, and improve your social communication skills and learn a lot of social knowledge through contact and exchanges with people of different generations who work at the same time; ③ Through employment experience activities, we can further strengthen the school's connection with society and enterprises, and gain a deeper understanding of society's needs and expectations for university education. When organizing employment experience activities, the school can also communicate extensively with people from all walks of life and reform the school's educational content and methods. , Cultivate outstanding talents that society needs; ④ Through employment experience activities, meet the wishes and needs of enterprises in selecting talents. During the student employment experience process, companies can directly observe and test students in many aspects to discover the talents they need.

Employment experience activities are generally carried out in three stages: ① Study preparation before employment experience. The organizer holds lectures on employment experience related knowledge, introduces the basic situation of the company, explains the content and requirements of employment experience activities, so that students can understand the significance of the activities, clarify the goals of the activities, understand the situation of the employment experience units, and make professional and psychological preparations; ② Employment Experience activity stage. Students go to the employment experience internship unit and enter professional positions to work like regular employees. Instructors regularly go to the site to understand the situation and assist the internship unit in providing guidance; ③ The learning summary stage after the employment experience activities. Instruct teachers to organize students to study and discuss activities, summarize experiences, identify problems, and clarify future learning goals.

Employment experience activities mainly take three forms: first, they are organized and arranged as a teaching subject, and are recorded with certain credits; second, they are arranged as student social practice activities organized by the school, and students participate voluntarily; The third is employment experience activities organized by schools and enterprises or economic groups. According to the purpose of participating in experiential activities, it can be divided into three types: one is the "theoretical practice type" that improves students' learning effects; the second is the "vocational awareness development type" that focuses on improving students' professional awareness; the third is the "professional awareness development type" that focuses on improving students' professional awareness; The main purpose is to experience corporate activities "on-site experience type". Generally speaking, employment experience activities are different from work-study activities. In principle, there is no pay and no overtime. The company is responsible for students’ food and transportation expenses. To avoid accidents during work, students are required to participate in accident insurance. The specific time for employment experience activities is determined by each school, and most are between one week and one month. As a teaching subject, employment experience calculation credits vary from school to school, ranging from 0.5 to 8 credits. National universities generally have 2.2 credits and private universities have 3.2 credits.

Ritsumeikan University’s employment experience activities are offered as a regular course. The subject names of employment experience vary by department, and each subject is worth 2 credits. In 2006, 10 subjects were opened, including judicial internship, public policy internship, humanities comprehensive employment experience internship, and corporate project research. The corporate units for dispatch experience include Kyoto City Government, Kyoto International Exchange Association, and International Environment Technology Center, Yomiuri Shimbun Kyoto Shimbun, Tokyo Electric Power Company, NEC, Canon, Panasonic, Nissan Motor and other 45 enterprises and institutions. More than 1,000 students participated, 30 of whom served as intern trainees and participated in employment experience activities at overseas universities, companies, and government agencies that have cooperative relationships with Ritsumeikan University. In their summary after the event, many students believed that through employment experience, they realized the glory and hardship of professional labor, learned about social interpersonal relationships, and thought about their future career choices.

Japanese-style employment experience activities embody and practice the core concept of career education, and are identified as a very important component of university career education. For this reason, families, businesses, government departments and social groups, starting from their respective responsibilities, take employment experience activities as an opportunity to actively cooperate with universities to improve and enrich existing university education and promote the integration of university education and professional society.

3) Career support for different grades in stages

For first to second grade students, that is, lower grade students, in order to enable students to deepen their understanding of the training goals and employment directions of this major, cultivate Professional learning goals and enhance self-learning in this major. The school provides experience exchange meetings, industry briefings, social on-site internships and interactions, and contact with career counselors to help students understand the professional fields and career options they are interested in, and evaluate Basic questions about future careers such as determining career goals, desired career direction, professional skills and professional qualification certificates that they want to develop, prompt them to consider how to spend the next four years.

For third- to fourth-year students, it mainly tests whether the established career goals are clear and whether the preparations in the first two years are sufficient by carrying out and providing basic employment support and industry employment support. Basic employment support includes hiring successful people from all walks of life, consultants in various fields, members of the Parent Education and Support Association, etc. to hold various lectures, seminars, strategy lectures, employment consultation and briefing sessions, etc. Industry employment support includes providing seminars on corporate trends, alumni forums, lectures, employment simulation tests, etc. In order to improve the employment rate and career adaptability of girls, the school will also carry out targeted employment support for girls, providing consultation sessions, company briefings and other related activities for girls to find employment.

We also provide targeted guidance to 3rd and 4th grade students at different stages, guiding students to make full use of the conditions provided by the school and understand the employer information provided by the career office.

Strengthen job search skills, conduct mock interviews and other training, so as to allow students to enter the professional society with sufficient preparation.