School science, industry, and the careers' master

Abstract

We are gradually coming to appreciate that school and the business of earning a living are both parts of one continuing process. The transition from school to ‘work’ is a step from one scene of operation to another. The school must see that its pupils are ready for the change; the world of higher education and training must be ready to receive them. When a boy leaves his school he should have some idea of what will be expected of him at university or college, in workshop or office. He should realize that the time has come to stand on his own feet and that his future progress will depend on his co‐operation with colleagues and seniors. In their turn, university and college staffs, works and office managers should make every effort to understand exactly what stage in his development the recruit has reached and what kind of help he needs. This ideal state of affairs is still far from realization in a world where, too often, undergraduates and apprentices are simply left to sink or swim. A boy's attitude to his future is the product of a number of influences, his home, his teachers, his friends, as well as the books and newspapers which he reads. These influences will lack direction unless they are supplemented by someone who is able to make timely information and advice available. Most boys are so busy with their everyday affairs that special efforts are needed to remind them, at the appropriate time, that schooldays do not last for ever. The careers master has the duty of collecting information from outside the school, sifting and distributing it to both pupils and staff; but his responsibility does not end there. Information arrives in a variety of forms. Employers and professional bodies vie with each other in producing magnificent brochures and display material. Films and lectures are available for the asking. A careers master should have little difficulty in learning what opportunities are offered, what qualifications are required, what type of training is available, what kind of people are wanted. The problem is to make this information effective. Timing is essential. A spate of brochures, films, lectures indiscriminately administered, defeats its own ends. In the minds of the recipients, it takes its place with all the other advertisements and is met with the same cynicism. Interpretation is vital. A boy needs a guide through the maze. He is unfamiliar with the world to which the words and pictures refer. He is bewildered by the wealth of opportunity which confronts him. He has no rules to guide him in making his selection. He welcomes someone to whom he may talk and whose opinion he respects. Above all, he welcomes an opportunity for action, a chance of making contact with people at the scene of operations. It is as guide, confidant and prompter that the careers master fulfils his most important role.

Citation

SALMON, W.S. (1966), "School science, industry, and the careers' master", Education + Training, Vol. 8 No. 5, pp. 206-207. https://doi.org/10.1108/eb015713