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Enregistrement W7128422375 · doi:10.60058/gsu.fp.2018.111.51-80

Съдържателни и концептуални измерения на уменията за управление на кариерата в контекста на социалната подкрепа на уязвими групи лица на пазара на труда

2025· article· W7128422375 sur OpenAlexaboutno aff
Таня Терзийска-Кунева

Notice bibliographique

RevueГодишник на Софийския университет "Св Климент Охридски" Факултет по педагогика Книга Социални дейности · 2025
Typearticle
Langue
DomaineSocial Sciences
ThématiqueHigher Education and Employability
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésIdentification (biology)Process (computing)Product (mathematics)

Résumé

récupéré en direct d'OpenAlex

Студията проследява концептуалните измерения на развитието на умения за управление на кариерата като подходящо решение за оказване на социална подкрепа за повишаване активността и включването на пазара на труда. Безработните лица имат нужда да развият широк кръг компетентности, за да се задържат дългосрочно и устойчиво със статус заети. Библиография: Андреева. Л. (1999) Социално познание и междуличностно взаимодействие. София: ЛИК. Василев, Д., Я. Мерджанова (2011) Теория и Методика на професионалното ориентиране. София: УИ „Св. Климент Охридски“. Голман, Д. (2011) Емоционална интелигентност. София: Изток-Запад. Дейвис, М. (2008) Антология Социална работа. София: УИ „Св. Климент Охридски“. Димитрова-Петрова, Н. (2013) Основи и методи на социалната работа. София: Веда Словена - ЖГ. Искрев, Д. (2002) Кариерно образование в средното училище. Благоевград: УИ „Неофит Рилски“. Искрев, Д. (2013) Развитие на ключови умения за управление на кариерата. - Професионално образование, година XV, 3. Карабельова, С. (2015) Избор на кариера. София: Класика и стил. Мерджанова, Я., Б. Господинов, С. Цветанска (2004) Институции и субекти на пазара на труда. София: УИ „Св. Климент Охридски“. Мерджанова, Я., М. Богданова, М. (2013) Кариерно образование в международна и национална перспектива. - ГСУ Факултет по педагогика, Книга Социални дейности, т. 105. Европа 2020. Стратегия за интелигентен, устойчив и приобщаващ растеж. (2010). Европейска комисия. Разработване на политика за ориентиране през целия живот: Европейско ръководство. ELGPN Issue, No1, 2011-12. Layout: DilyanBorisov. Национален план за изпълнение на Европейската Гаранция за младежта 2014-2020. Приет от Министерски съвет на 18 декември 2013 г, актуализиран на 23 април 2014 г. Оценка на състоянието и анализ на профила на подрастващите и младежите, които не работят, не учат и не се обучават (NEETs). Детски фонд на ООН (УНИЦЕФ България) (2015). София: УНИЦЕФ България. Стратегия за развитие на професионалното образование и обучение в Република България за периода 2015-2020. (2014) Министерство на образованието и науката, София. Arthur, М. (1994) The boundary less career. A new perspective for organizational inquiry. Journal of Organizational Behavior, 15, 295-306. Arthur, M. & Rousseau, D. (1996) The boundaryless career: Anew employment principle for a new organizational era. New York: Oxford University Press. Greenlraus, J., G. Callanan, V. Godshalk (2010) Career management. Edition 4. London: Sage publications. Jarvis, Ph. (2003) Career management skills. Keys to great career and great live. National Life/Work Centre. Canada. Kraatz, S. (2017) Skills development and employment: the role of career management skills. European Parliament. EuropeanUnion. Internal ref: EMPL-2017-16. - www.europarl.europa.eu/studies - последно посетен на 10.01.2018. Kolb, D. (1984) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Hall, D. T. (1996) Protean careers of the 21st century. Academy of management Executive, 10 (4), 8-16. Hooley. T, A. G. Watts. R. Sultana and S. Neary (2013) The ‘Blueprint’ framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41:2, 117-131. Hughes. D. (2004) Investing in career: Prosperity for citizen, windfall for Govermnent. The Guidance of Council. Houghton, A. (2005) Finding Square holes. Wales: Crown house publisliing. Mackay, S., M. Morris, T. Hooley, S. Neary (2015) Maximising the Impact of Careers Services on Career managemet skills. A review of Literature. Skills funding agency. McAdam, St. (2014) Successful career management. London: Thorogood Publisliing. McMahon, M., Patton, W, Tatham, P, Managing live, learning and work in 21 century. Australian Blueprint of career development. Neary, S., E. Bujok and Mosely, S. (2017) Leading Career Management Skills (CMS) in Europe. Career Matters 5. Neary, S. D. (2015) LEADER. Retrieved from LEADER project: http://www.leaderproject.eu/understanding-career-management-skills. Neary, S. D. (2015) Understanding Career Management Skills: Findings From the First Phase of the CMS Leader Project. Retrieved from LEADER Project: http://www.leaderproject.eu/understanding-career-management-skills - последно посетен на 12.01.2018. Neugabauer, J., Brain-Evans, J. (2016) Employability. Making the most of your career development. London: SAGE Publications. Noe, R. A. (1996) Is Career Management Related to Employee Development and Performance? Source: Journal of Organizational Behavior, Vol. 17, 2 (Mar.), pp. 119-133 Published by: Wiley Stable URL: http://www.jstor.org/stable/2488587. Accessed: 13-05-2016 08:00 UTC. Sayce, L. (2011) Helping indiliduals succeed: Transforming career guidance. UK Coimnission for Employment and Skills. Sheward, St., Branch, Rh. (2012) Motivational career counselling and coacliing. Cognitive and Beliavioural approaches. London: SAGE Publications. Srikanth, P. B. (2012) Self-Efficacy & Career Self Management: Moderating Role of Proactive Personality Source: Indian Journal ofIndustrial Relations, Vol. 48,2 (October), pp. 274-289 Published by: Shri Ram Centre for Industrial Relations and Hmnan Resomces. Stable URL: http://www.jstor.oig/stable/23509838 Accessed: 13-05-2016 08:03 UTC. Sultana, R. (2011) Learning career management skills in Europe: A critical review. Journal ofEducation and work, 225-248. Sultana, R., A. Watts (2004) Career Guidance. A handbook for policy makers. Organisation for economic co-operation and development and the European coimnission. Tiffin, P. A., Pearce, M. S., Parker, L. (2005) Social mobility over the lifecource and self reported mental health at age 50: prospective cohort study. Journal of Epidemiology and Community Health, 59: 870-872. Thomsen, R. (2014) ANordic Perspective on Career Competences and Guidance. Presented at the 16th PM ELGPN in Rome October 2014. Thompsen, R. (2014) Retrieved from http://www.elgpn.eu/publications/browse-by-language/englisli/career-choices-and-career-learning.-nvl-elgpn- concept-note/. Vauglian, K. (2011) The Potential of Career Management Competencies for Renewed Focus and Direction in Career Education. The New Zealand Annual Review of Education, 20: 24-51. Vaughan, K. and Spiller, L. (2012) Learning to Fly: Career Management Competencies in the School Subject Classroom. EEL Research Report No. 80. Lincoln: AERU Research Unit. Watts, A. (2006) Career development learning and employability. Series Two. The higher education academy. Reports and Handbooks: A report on the work of the European Lifelong Guidance Policy Network 2007-2015. European Lifelong Guidance Policies: Smmnative Report 2007-15. (2015). Career Guidance: A Handbook for Policy Makers. OECD. (2004). Career Management skills framework for Scotland. (2012) Skills Development Scotland. Council Resolution on better integrating lifelong guidance into lifelong learning strategies. (2008) Council of European Union. Designing and Implementing Policies Related to Career Management Skills (CMS). (2014) ELGPN Tools No. 4. Improving career management skills. Models, practices and guidance resources. Handbook for practitioners. Erasmus+ KA2 Strategic Partnerslrips - 2014-2017 Project Number 2014-1-IT02-KA200-004105 ISBN: 978-1-910755-24-2. Journal of the National institute for Career Education and Counselling, Issue 29. (2012) ISSN 2046-1348. Learning and Skills Improvement Service (LSIS) (2009) Career Learning for the 21st Century: The Career Blueprint - A Competence Approach. Coventry: LSIS. Lifelong Guidance Policy Development: Glossary. Tools. No. 2 European Lifelong Guidance Policy Networking. MCEECDYA, 2010 The Australian Blueprint for Career Development, prepared by Miles Morgan Australia, Commonwealth of Australia, Canberra. Available at: www.blueprint.edu.au - последно посетен на 12.12.2017. Онлайн източници: Национален статистически институт - www.nsi.bg - последно посетен на 10.02.2018. Теория на Крумболц - https://www.careers.govt.nz/resomces/career-practice/career-theory-models/krmnboltzs-theory/. Curriculmn for Excellence: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btcl-5)/What%20is%20Curriculum%20for%20Excellence? - последно посетен на 22.02.2018. My world of work - https://www.myworldofwork.co.uk- последно посетен 15.01.2018. CASCAiD - https://www.cascaid.co.uk -последно посетен 15.01.2018.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,020
score de la tête « metaresearch » (Gemma)0,010
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMétarecherche, Méta-épidémiologie (sens strict), Bibliométrie, Études des sciences et des technologies, Communication savante, Science ouverte, Intégrité de la recherche, Charge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesMéta-épidémiologie (sens strict), Études des sciences et des technologies, Intégrité de la recherche, Charge utile insuffisante (le modèle a refusé de juger)
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,335
Score d'incertitude au seuil0,998

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0200,010
Méta-épidémiologie (sens strict)0,0120,014
Méta-épidémiologie (sens large)0,0130,009
Bibliométrie0,0070,025
Études des sciences et des technologies0,0150,014
Communication savante0,0080,008
Science ouverte0,0190,007
Intégrité de la recherche0,0110,014
Charge utile insuffisante (le modèle a refusé de juger)0,0550,026

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,029
Tête enseignante GPT0,396
Écart entre enseignants0,367 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.

Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2025
Routes d'admission1
Résumé présentoui

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