You are on page 1of 3

Kenneth Nwokocha Theory of Vocational Development and Choice March, 2011

VTE 501

MY THEORY OF VOCATIONAL DEVELOPMENT AND CHOICE After a child is born, as he grows up in the family, he is provided with opportunities to explore his environment at home, under the guidance of his parents and siblings. The exploration of the child at home before nursery school enrollment at age 3 is facilitated by the toys provided by the family. From age 3 to 5, the childs interaction shifts to the school where the child interacts with other children. The school provides facilities, which enable the child seek opportunities to learn. By the time the child enters basic school at age 6 and leaves at age 14, the child consolidates on his experiences and is ready to choose an area of vocation under the guidance of a vocational counselor. The childs interests, aptitudes, abilities by now are as a result of the influences of the environment, heredity, personal needs of the child, etc. From age 15 to 23, the child passes through Senior Secondary School to University and is faced with Choice (Decision-making) of an area of vocation, either in the Arts, Business, Social Sciences, Natural Sciences, etc. If the child perceives that facilities required for success in his choice area are inadequate, he changes to his next area of choice, in which he is good. For an example a student in the Sciences may suddenly change to the Social Sciences or Business Studies in order to actualise his potentials. On graduation from his choice discipline by age 23 and satisfying all requirements such as the NYSC (in the case of Nigeria), the individual gets placement in an organisation where his skill training is required; this could last from age 24 to 30. After an individual gets placed on a job matching his skills and
1

Kenneth Nwokocha Theory of Vocational Development and Choice March, 2011

VTE 501

interests, the individual begins to attain Stabilisation (Balance) on the job especially as he climbs up the job ladder. This could span ages 31 to 64 depending on the organisation and/ or sector of employment. From age 65 to 70, the individual should be preparing for retirement from active work life. The transition described above is, no doubt a result of influences from the environment, heredity, interests, family income level, etc. The stages of vocational development in this theory is

summarised in the table below. STAGES Exploration ACTIVITY (IES) AGE (YEARS) Child interacts at home. With 1 to 3 the provision of the family, the child explores the opportunities in his environment. The child interacts in the 3 to 5 nursery school with other children. The school provides the opportunities for the child to learn. The child consolidates his 6 to 14 experiences in Basic School and is almost ready to choose. The child makes a choice of 15 to 23 occupational area in Senior Secondary School.

Interaction

Consolidation

Choice (Decisionmaking)

Kenneth Nwokocha Theory of Vocational Development and Choice March, 2011

VTE 501

Placement

The individual gets placed on 24 to 30 a job of his choice area, after all necessary conditions are met. The individual attains a 31 to 64 balance/ stabilises on the job, as he gets promoted up the job ladder. The individual leaves world of work into rest. the 65 to 70

Stabilisation (Balance)

Retirement

In concluding, one can say that it is logical to have transition from birth to schooling, entering the world of work and eventually leaving, as given in the assumptions of this proposed theory. Vocational counselors would find this proposed theory valuable in explaining the process of vocational development and choice. It is also worthy of mention that this theory is the product of the personal experiences of the proponent and is open to positive criticism by upcoming and existing theorists.