GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

GURU NANAK COLLEGE OF EDUCATION

[Link] PROGRAMME
BATCH- 2020-2022
SEMESTER IV

SEMINAR ON CAREER TALK RELATED TO

TEACHING PROFESSION(BED 214)

STUDENT’S NAME: Akanksha Prajapati

ENROLMENT NO.: 00512902120
SUBMISSION DATE- 28.03.2022

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 ACKNOWLDGEMENT
I am th ankful to all the mighty for helping me in gaining su ccess in d oing this
project. I would lik e to express my speci al thanks and gratitude to our respected
Principal m a’am, Dr. Jyoti B halla for her constant guidance and sup po rt and
for th e golden o pportunity to do this wonderful project.

I would also lik e to thank m y respected teacher, Ms. Kavita for givin g me this
opportu nity and fruitful guidance to successfully complete this file.

I would also like to thank Prof. Saroj Sharma, USE, GGSIPU who was the
resource person of the seminar, for s haring with us, her exceptional knowledg e
and ideas. By doing this file, I also learned new things and g ot enri ch ed with
so much o f kno wledge which would help me in my future.

Lastly, I would like to thank all my batch mates who help ed me in any way and
for such a great cooperation and team effort.

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 INDEX
S. NO. TOPIC PAGE NO.

1 INTRODUCTION 4-1 0

2 REPORT ON CAREER TALK 10-16

3 LEARNING E XPERIENCE 17

4 CONCLUSION 18

5 REFERENCES 19

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 INTRODUCTION
Guidance and counseling have become an
integral part of the education system
because of the changing face of educat ion
across t he globe. Guidance and
counseling are essential at educati onal
and vocat ional levels for students so that
they can choose the right courses and
careers. The need of guidance and
counseling can be st ated in simple terms
to assist and help i ndividuals adjust to
their personal, emotional, educational
and occupational environment.

GUIDENCE
The term GUIDANCE derives its meaning from the word “guide” whi ch refers
to a person who shows the way. A guide needs to possess ultimate knowledge
regarding pl aces, ways, etc. to enlighten individual about a new place. Literally
guidance means “to direct”, “to point out”, “to show the path”. It is the
assistance or help rendered by a more experienced person to a less experienced
person to solve a certain problem of the individual that is educational,
vocational, personal et c.

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IMPORTANCE OF GUIDENCE
 Social and personal adjustment of individual
 Self-understanding and self-direction
 Helps to make vocational choices
 Optimal development of individual
 Promotes National development
 Helps to solve different problems
 Optimal use of resources
 Academic growth and development
 Better family life.

GROUP GUIDENCE
Group refers to collection of people,
interaction between individuals,
developm ent of shared perceptions, the
developm ent of affective ties and the
developm ent of interdependence of
roles. For example, many students and
teacher/teachers at one school m ay
gather toget her to form a group. Group
guidance encompasses t hose activities
of guidance which are carri ed on i n a
group situati on to assist it s m embers to
have experi ences desirable or even
necessary for making - appropri ate
decisions in the prevailing contexts. In
a more specific term , it is guiding the
individual i n a group situation.

Group could be of any type, but for guidance purposes a group should have a
common goal. Just collection of individuals may not be called a group for
organizing guidance activities. Selection of group 14 m embers will have to
depend on sharing a common problem, volunteering to be members and
willingness to group activities.

Group guidance is used t o address the developmental needs of a functional

group consisting of a number of students to implement program t hat would
benefit them at all time. St udents in group with common problems and concerns
are helped in groups i.e. small or l arge. In other words, if guidance is to be
avail able to all, it should be planned in groups.
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Some of the objectives of group guidance are:

1. To help people in identi fying common problem s, analyze them and find
relevant solutions

2. To place a wide range of information before people wi th common problems

which could be useful for them for finding sol utions.

3. To provide a platform where people with common problem s could interact

with each other and could be benefi ted by each other’s perspectives , ideas and
experiences.

4. To help in creating an atmosphere where people could get an opportunity to

express themselves and, i n t he process, analyze t hemselves.

VOCATIONAL GUIDENCE
It is the assistance given to an
individual to choose a
vocation, prepare for it, enter
upon and progres s in it. In
other words it helps a person
to have a satisfactory
vocational adjustment. There
are so many vocations as
there are so many
individuals; and cert ainly all
individuals are not suitable
for all the vocations. Every
vocation needs certain
background, preparation and
aptit ude and only those
having them can succeed.
The business of the
vocational gui dance worker
is to find out what positions
and jobs are available and
what thei r requi rements are
and to find out whether the
person under observation fulfils those conditions. Here again the observation
continues much after the suggestion, and in cert ain cas es readjustm ents may
have to be m ade’. It is m ostly at the secondary schools stage that this parti cular
type of guidance is most needed, because at the end of this stage, pupils usual ly
join a professional traini ng institution.

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Objectives o f Vocational Guidance

 To assist the students to acqui re knowledge of characteristi cs, functions,

duti es and rewards of the group of occupations within th e range of his
choice
 To enabl e them to find out what general and specific abilities, s kills etc.
are req uired for the group of occupations and what th e qualification o f
age, preparation, s ex et c. are needed for entering th em.
 To p rovide opportunity for experi ences in school and out of school,
which m ay give such information about conditions of work as may ass ist
the indivi dual t o discover his own abilities and help in the development
of wid er interest.
 To help the individual realize t hat all honest labo r is worth whil e and th at
the mo st import ant bases for choice of an occupation are, t he speci al
servi ce that t he individual can render to society, personal satisfaction in
the o ccupation and aptitude for the work required.
 To assist the individual to analyze occupational in formation and dev elop
the h abit of analyzing such inform ation before making a final cho ice.
 To assist the individual to secure such information about himsel f- his
abili ties, g eneral and specifi c, his interests and his po wers as he may
need fo r a wise choice.
 To assist econom ically handicapped chil dren t o secure financial
assistance through public or privat e fund, s cholarships o r other means
so th at th ey may have opportunities for further edu cation in accordan ce
with th eir vocational plans.
 To assist th e students to secure knowledge of th e facilities offered by
variou s educational institutions for vocati on al training and the
requirements for the admission to t hem, the l ength of traini ng offered
and the cost of att endance.
 To help the worker to adjust himself to the occup ation in which he is
engaged and assist him to underst and his relatio nship to workers in his
own related occupations and to soci ety as whole.

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EDUCATIONAL GUIDENCE
 Edu cational Guidan ce may
be defined as th e g uidan ce
which child n eeds while
learning in educati on al
institutions o r schools. It
stands to h elp th em to so rt out
the problems th ey face there.
The educational guidance gives
all kinds of in fo rmation that the
children or st udents need to join the type of school that he m ay b e found
most suitable to each of t hem. Education is the process of directing and
guiding one to have his proper development.
 Edu cational guidance is vitally related to every asp ect of the education al
institu tion or of t he school—t he aims and objectiv es, the curriculum, th e
methods o f t eaching, discipline, role of the teach er and the co-curricular
activities.
 Edu cational guidance assists or hel ps the child t o make curricular
adjustments according to his ability and capacity. It i s a process o f
assisting the individual in making wise choices in relation to his
educatio nal life. It is a process of aiding the individual in planning his
educatio nal program me and in carrying it forward su ccessfully.
 Edu cational guidance is concerned with every aspect o f stu dent
educatio n. It is an assistance given to the student or child relating to
choosing an educational institution, choosing courses and subj ects,
developin g st udy habits, obtaini ng scholarships, making satisfactory
pro gres s in studies, appearing examination, continuin g higher educatio n
in coll eges and universities and adjusting to the li fe in schools and
colleges. So it is a conscious effort to as sist or help in the intellectu al
gro wth of an i ndividual or child-anything that has to do wit h instruction
may come under the jurisdiction of educational guidance.
 The edu cational guidance works upon the knowledge of what and wh at
not th e students are. Of course, it builds up its edi fice on the abilities
and talents they have. Indeed it i s a part and parcel of p ersonal guidan ce,
to wh ich children need and should have for li fe as a whole. For this it
has b een said that educational and personal guidance are th e two faces
of th e sam e coin. This happens by taking the situation into account so
far t he types of guidance are concerned.

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PERSONAL GUIDENCE

♠ It is known to one and all that

a welfare nation is built upon
the foundation of heal thy
social individual and
democracy as its proper
functioning requires socially
effi cient individuals. For
producing such indivi duals
they are to be provi ded
guidance for tot al devel opment
of their personalit y.
♠ For this it is the home and the
educational instituti on or school that provi des all facil ities for the
growth of personal and social qualities in the individuals . Besides,
individuals must be helped to develop desirabl e habits and attitudes.
♠ But it has been observed and evidenced from different studies conducted
on personal gui dance that it is not an easy task on part of every
individual to have total development of his personality by developing
desirable habits and attitudes. The reason is that most of the individuals
confront probl ems in this regard. For this there is the need of organizing
personal guidance programmes in educational institutions.
♠ Personal guidance is that type of guidance given to an indi vidual or a
person to overcome his problems of personality adjustment. It may also
be accepted as the assist ance given to the individual to solve his
emoti onal, soci al, ethical, and moral as well as health problems. It is a
process of guidance hel ping the individual to sol ve his problems which
don’t com e within the j urisdiction of educational and vocational
guidance.
♠ It may also be defined as the oral or written assist ance we need to learn
how t o make adjustment in our life. It is guidance for what kind of
persons we should be and how to become so i n li fe. As a whol e the
personal guidance is meant for helping each and every chil d to look at
hims elf in the right perspective.

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CAREER TALK-
 It i s one of the effective ways o f
imparting group guidance. Class talk s can
be arranged for the students of a class
having common interests.
 The young students in colleges and
universities need to be informed about
various jobs and openings availabl e to
them and t he requi rements, responsi bilities
and the nature of work involved in them so
that they could measure th emselv es up to
them and develop and crystallize their
occupational goals.
 They need to be helped in making meaningful occu pational selection and
preparati on for an entry into them to have a fulfil ling and rewarding career.
 The need for hel ping the students in the choice of a p roper career is further
enhanced due to the fact that majority of our students in colleges an d
universities are t he first-generation learners. In t hei r family, they have no
one with an experience of college or university education b ackgrou nd to
guide t hem in the choice of a career.
 Considering the m agnitude of educated job-seekers flowing into th e jo b
market in Indi a every year, it is essential that a sizable fractio n of
enterprisin g youth is initiated into careers of self-employm ent .
 Some arrangement needs to be instituted in the colleges and univers ities to
identify the d es erving cases fit to take up self- emp loym en t, educate th em
on how to proceed about the job of set ting up a venture, help them th ro ugh
the cooperation of the concerned agencies in this sphere to prepare
technically sound and economically viable projects; sponsor t heir cases to
the banks for loan assistance and guide them to overcome the teeth ing
troubles through effecti ve follow-up after the commen cement of the
venture.
 The stu dents undergo a great deal of turmoil and searching to give mean ing
to their lives. They have their conflicts and anxieties.
 They feel disill usioned regarding higher education. They find that coll eges
and universities, instead of imparting t hem education , just en able th em to
pas s ex aminations—they feel sunk and cheated. When this ed ucation does
not enable them t o get immediate employment, they feel lost and
bewild ered.
 Fo r tackling all these situations successfully, they n eed s om eon e to sort out
the strands— th ey need some strong, t acti le presence of a hand guiding t he
anxious and enabling them to develop realistic expectations

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 SEMINAR ON CAREER TALK
Date- 24 t h March 2022
Day- Thursday
Organized by- Guru Nanak College of Education
Speaker- Prof. Saroj Sharma. USE, GGSIPU
Participants- GNCE faculty members, Semester- IV student s (bat ch- 2020 to
2022)
Paper code- B ED.214

GURU NANAK COLLEGE OF E DUCATION organized a webinar on career

talk related to teaching profession, coordinated by Ms. Kavita on 24 t h M arch
2022. The guest speaker was renowned educationist Prof. Saroj Sharma, USE,
GGSIPU.

About the speaker:

Prof. Saroj Sharma i s associat ed with

different dim ensions of professional
developm ent of t eacher Education and
addressing it s quality concerns under
the um brell a of Uni versity School of
Education, GGS Indraprastha
University, New Delhi.

Professor Saroj Sharma is has masters

in Botany and Sociology, along wit h
M. Ed., M.B.A., and [Link]. and Ph.D.
in education. She is associated wit h
different dimensions of Education at
various levels in contemporary
educational system and addressing t he
quality concerns of the respecti ve
streams.

She has rich and varied academic

experience as a seasoned faculty member i n Education departments of different
Insti tutions and Universities offering the graduate and post graduate degrees
of Education ([Link]. [Link].). She is member of many educational associ ations

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and actively inv olved in various proj ects of UNICE, UNE SCO, NCERT,
ICSSR and other social and cultural forums. She has exp ertise in org anizing
Res earch Workshops and various Faculty Development and Ori entation
Prog rams. R ecently she has been awarded with t he ‘Radhakrishnan Award' for
showing excell ence in the field of E ducat ion.

Presently she is member in the Governing Bodies, Board of Studies and

Academic C ouncils of many Universiti es of India. Sh e has also been m ember
of v arious Curriculum-Development and Frame work form ati on team s at th e
National and International levels in the field of different 9 strat a of School
curriculum as well as of Teacher E ducati on. Some o f her signi ficant
publications include - vari ous books on Education and several course b ooks
and modules in Post Graduate Diploma for School Lead ership and Manag ement
(PGDSLM), Diploma in El ementary Educati on and [Link]. and M. Ed.
Prog rammes and Ph.D. course work of different Universities.

She has been a member of t he consult ation commit tee con stituted by NCTE for
the fo rm ulation of New Education Poli cy-2016 under the umbrel la of M HRD
then and h ad b een member in a few other educational programm e
implementation committees (PICs) of MHRD. She has als o b een in the standing
commi ttee of NC TE and also Chai r of the Open Education Resources
Developm ent (OERs), Committee of NCTE.

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KEY POINTS OF THE DISCUSSION:-

The welcoming key note was given by the Principal, Dr. Jyoti Bhalla an d
Assis tant Professor, Ms. R eha Malhotra. The teachers invited with the resp ect,
honor and stati ng the academic experience of the speaker.

1. This session was very significant for us as it covered an i mportant p art o f

Guidance as it helped us explore various career options. Com mencement of th e
semi nar was b y the concern that the respect of teacher is som ewhere missing
in our nation. We are the stakeholders of teaching profession as we are th e
future teachers and it is our duty to est ablish it in respectable form. T hese d ays
when students are asked about career that what they want to become in future,
it is a matter of concern t hat very few of them wants to be a teacher. It is

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because of incapability of society that we have not established respect for
teachers.

2. In the coun tries l ike Finl and, people give sam e amoun t of respect to the
teachers as they give to the teachers. She shared her experiences that when sh e
was invited in countries of Europe, being a teacher, th e places like visiting
museum, library, academi c place, cinema hall, there was redu ction of 50% fees.

3. A Gu ru is equal to a God and this kind of respect is missing these d ays. It

was the 5th pay commission where a handsome salary was introd uced for
teachers. This lead t o all other professionals wanting to b e a teacher, b e it a
engineer or a doctor. As according to them a t eacher’s job i s quit e easy. It is
only when we give dignity to teachers and s alary according to their hard-work
only th en the situation woul d im prove.

4. Th e stereotyp e mindset in our Indian scenario has to be changed . It is now

transfo rm ed where more than 90% children don’t come up to becom e teacher.
Children say that they want ed to become Engineer, Docto r, Lawyer but to
become t eacher is not spoken by any and this is what we h ave not established
in the mindset o f people that teaching profession should be given th at much
respect. There is a need t o execute this much of respect in Indian s cenario.
Teaching passion should be there so that students al so say t o become a teacher.
Whereas the situation is changing even i n NEP 2020, there in this policy, it is
menti on ed that how this profession can become respectable, how thi s can be
developed in sen se of passion.

5. In the n ew National Education Policy 2020, the name of M HRD (Ministry

of Human Resou rce Devel opment) has been changed to M OE (Ministry of
Education). C ovid’19 brought two mai n changes. Firstly, New National
Education Policy (NEP) 2020 came into being and Secondly, Mini stry of
educatio n was ren amed. Recommendation of NEP 2020 is a paradigm shift of
360 degree in the educational system of India. In the 2005 C urri culum
fram ework of NC ER T talks about different streams but no w th e New Ed ucation
Policy has refused all the streams that there will be no scien ce, humanities an d
comm erce streams.

[Link] also d iscussed about different schemes that promote edu cation l ike Sarv a
Shiksha Abhiyan, Rashtriya Madhymik Siksha Abhiyan whi ch provide findi ngs
for the education. Also her talk include NPE 2020 and l eading to m aking of
educatio nal ministry. As education is the 4 t h goal amon g 17 sustainabl e
development goals of UNICEF that are to be completed before 2030. This is
very imp ort ant for a teacher to be acquainted with NPE 2020 which giv es more
impo rtance to in clusion, value education, peace education, Gender educatio n
and environment al educati on.

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7. Subsequent ly we were inform ed about different teacher trainin g courses
beginning with cert ifi cate courses like ELEMENTARY TEACHER
EDUCATION (ETT) and NURSERY TEACHER TRAINING (NTT ) which is
und ertaken by SCERTs. There is BACHELORS OF ELEMANTRY
EDUCATION (B.E [Link]) which is for class 5th to 8th and is a degree cou rse.
She expl ained th e difference between diploma courses and deg ree cou rses.
Diplo ma cou rses in teachi ng may be offered by SC ERT’s and are of
comparatively short duration but degree courses are o ffered only by th e
universities.

8. Also we were introduced t o the new grading of classes according to NPE

2020, which is divided into 4 level s i.e. foundation stag e (befo re class 3),
preparatory stage (classes 3-5), middle stage (classes 6-8)and Seconda ry
stage (classes 9-12). Teachers will be there according to th ese stages from now
onwards.

9. Fo r applying, there is a set criterion given by th e GOVERNEMNT OF

INDIA. There are two types of tests t hat are conducted i n the fi eld of teaching.
Firstly, th e Gov ernment of India organizes CTET which is for classes 1 s t -8 t h
that is the elem ent ary level. It deals pri marily wit h elementary classes and is
valid all over th e world. Now CTET is conducted by CBSE but will be rep laced
by NTA in future as said in the new National Education Poli cy. Then we have
STET which is s tat e specific. KVS & NVS conduct their o wn exams. Privat e
schools conduct their exams and int erview.

10. Di fferent Career Opportunities after pursuing [Link].:

 Tea ching
 Counseling: A teacher can give guidance related to career or become a
couns ellor in a school and help students cope wi th probl ems related t o
depression, cyber bullying etc.
 Entrepreneurship: Teacher can open his /her own institutio n, can go for
variou s apps, opt for video uploading, animation, op en a school and can
even become administer. It can be rel ated to ICT as well.
 Administrator: A teacher can do [Link]. aft er doing B.E d. and then can
join the administrati on work.
 Higher edu cation: Teacher can also pursue higher education by clearing
UGC NET and then can be eligible t o become assistant professor. There
is a provision of JRF as well where the university gives money to
complet e the PHD aft er the JRF exam gets cleared, th e student is assisted
with Rs. 420 00 per month.
 Research er: Teacher can also pursue PHD and become assistant or
associat e p rofessor. For becoming associate professor PHD will be
compulsory.

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11. T eachers can also apply in:

 School s based on governan ce: There are two types of s chool s which ar e
Cent ral schools and state s chools. Central schools are affiliated by CBSE
& ICSE. There are al so defense and arm y schools.
 School s based on Boards: UP board, Bangalore board, Hary ana Board
et c.
 Languag e based schools: They are based on the medi um o f the language
the children use like Hindi and English.
 Gender based s chools: Separate Girls school and boys’ schools/colleges

12. She suggested us that the most important things that we require to be a
teacher is t o have all the competences like- Knowledge o f subject,
Communication skills, S elf-con fidence, Teaching lea rning stra tegies,
Creativity, Innovation, Havin g a value system etc. And in add ition to the
cl assroom skills we should also be aware of Li fe skil ls to b e successful in
intervi ews.

13. A teacher need s to be a fri end, philosopher and a g uid e. She/he needs to be
balanced and transact val ues of society, family through behavior. A t eacher
should aim at h appiness. She/he should be a happy teacher. If you are happ y
only then you can m ake other happy. When it com es to teaching pro fessio n,
job satisfaction d oesn’t m erely means earning too mu ch money it is about
working at a pl ace where one can flourish and be happy. In the end s he told us
teachers are torch bearers of s ociety. We should be goo d citizens an d m ak e
good citizens.

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 LEARNING EXPERIENCE
The seminar turned out to be a successful and interesting session with the
honorable res ou rce person. It was not just int eresting but also enriching an d
fruitful as there was a storehouse of information and knowled ge to take from.
The seminar poli sh ed my idea about the functionality of ou r Ed ucation System,
the u nderlying causes of its functioning and t he chan ges it is ab out to g o
through in the coming years. It raised my awareness about the teaching an d
educatio n world.

We got to know about a lot of new things from the session. Her session was
very well ordered. S he started wi th what is the pres ent status of teacher in our
country by comparing them with scenari o of other countries and linked it with
opting Teaching as a profession. Then she moved to the point that how as a
teacher we sh ould be ready to bring about som e changes in ou rselves in order
to be at par wi th the NPE 2020 that soon will be in its implem ent ation stage in
India. Later she guided us about various career opportun ities we can hav e after
complet ing [Link]. This was the most important factor for most of us as we al l
usually think then after completing B .Ed. we can go for t eaching, but sh e told
us that th ere are plenty of options that we can go for like- going for hi gher
educatio n, becoming counselor or becoming an entrepreneu r and many more
such. For being appointed as a teacher in various s chools, she made us aware
of different competitive exams. Hearing all these was really int eresting and
motivating for me.

She explained what should be our minds et if we are ent eri ng this pro fession.
Our focus sho uld not only be at generati ng more money. Teaching h as a lot
more to do with satisfaction also. Our ai m should be at chan ging liv es of th e
students. And for this we should be well aware with not on ly classroom skills
but life skills also. So, in short, this career tal k was inspiring and provided me
with th e knowledge of various career opportuniti es for my future endeavors.

I really found this session, a learning opportunity with the experi enced
speak er, I fi nd my self privil eged to be a part of such a great sess ion and will
surely t ry to implem ent the aspects discussed in the seminar.

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 CONCLUSION
Guidance is an advice or information aimed at resolving a p ro bl em or
difficulty , especially as given by someone in authority . It assists a p erson in
choosin g the best alternative. I can be provided by any ind ividual who has
kno wledge reg arding that problem or any superior person or expert. It can b e
given indivi dually to a person or can be given to more than one person at a
time that is group guidance. Vocational guidance allows gi ving a new
perspective and information towards vocational courses, which could b e used
to pursue furt her jobs and earn a li ving.

Through this practi cal assignment of “Guidance and Coun selin g” I g ot to know
about th e role of teacher in providing guidance and counseling to students. And
as a future I wil l try to us e all t hese concepts to help and g uide my students.
Teachers can foster planning when: they help students relate what they learn
and the goals they have for their lives, i n order to promot e a forward-looking
perspective with confi dence. They can help student s identify learnin g
objectiv es and pl an what to study and how to st udy; value the role of school
and work for thei r betterment.

The career choices given t o us by the speaker was also pro ficient for th e ones
who doesn’t have direct interest in the teachi ng li ke research p rojects,
technical involvem ent of mobile applications and th e u se of ICT in
entrepreneurship . It was really a great opportunity to be a part of won derful
and amazing session conducted by t he GNCE and i nviti ng such a great
personality to enlighten the words of motivation and providin g st rength to th e
upcoming future teachers.

Here I need t o conclude that teachers have to take back the respect i n t erms of
the society which has been lost upon. The policies which has been framed to
enhance the teaching learning process will surely help for the future teachers.

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REFERENCES-

1. Guidance Types: Top 3 Types of Guidance – Explained! (2015, August 11).

Your Article Library.

[Link] [Link]/education/guidance/guidance-types-top-3-

types-of-guidance-explained/63673
2. What is Vocational Guidance? (n.d.).
[Link]

REMARKS

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