Student's Interests and Needs

Prof. Fathia Al-Hamdani

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Many important questions arise when we find many secondary education graduates who focus on certain and specific disciplines that may sometimes be disproportionate to their abilities and personal inclinations. It may also not match the needs of the labor market, which pushes many of them into the abyss of unemployment. Was their choice of majors according to their personal preferences, family guidance, peer imitation, or what?

The tendencies that accompany school education students are a behavioral tendency that attracts them towards a specific type of activities. Therefore, it accompanies the individual in the various stages of his life, and is unstable in the stage of education, which is characterized by psychological and intellectual instability for students. For instance, you find them tend to engage in scientific departments, and after a while they find themselves in literary departments. The problem may become more prominent when they graduate from high school, which is the real beginning for students to start practicing their practical life, in which they may choose the quality of their life and their  family in the future without realizing what the situation will be like as a result of their choice. Many of our youth find themselves between multiple options and are confused about what to choose?

The process of choosing a college major has a significant impact on the present and future life of the individual. The choice will have many future consequences for him/her and his/her family. Therefore, it is necessary to take into account personal tendencies and self-abilities in the selection process by which he/she will be able to innovate and achieve his/her ambitions based on his/her choices. Moreover, the choice should be made within society and the labor market, so that he/she can fulfill his/her role and secure his/her future. Students find themselves between several options, most of which are far from their inclinations and desires. We find some of them languishing under the umbrella of the choices of parents in a miserable attempt to realize their dreams in their children. Then, they force them to enroll in majors they are not inclined to as much as it is the fulfillment of their unfulfilled wishes or the desire to be proud that their children are studying a certain specialty, such as medicine or engineering, for example, all without taking into account the personal inclinations and abilities that their children possess.

We may find some students enrolling in majors that their peers joined, just imitating them. While others join out of desire, study and awareness of what they want to be, but they are surprised after years that their choices do not match the labor market and future needs. All of these choices in a school and family environment are unable to direct the student's skills in the right direction. This causes some of them to enter into a cycle of anxiety and fear of the future. The effects resulting from poor professional, family or school guidance beyond the secondary stage are multiple, including: The demand of many students for certain specializations results in outputs that the labor market may not be able to provide them with jobs due to their large numbers or market sufficiency employees; this results in the unemployment of university graduates. In addition, some students may study a major and then do not find themselves in, so they move to another, thus wasting their life, effort and money. Furthermore, the state may not find development returns from those human outputs which have not been able to achieve their ambitions.

We can say that the post-secondary stage is the actual stage for many graduates to exercise their role in building society through enrolling in a university specialization, in a technical or vocational institute,  even practicing a specific profession, or opening a private project. Who will help students in a process that determines the quality of the specialization or the future direction of their working life?

The role of the family reveals at this stage to help with what should a graduate do? The family is the main guide for students’ interests. The continuous and close follow-up their achievements will help shape their first beginnings and interests in which they can achieve themselves and their skills. When the follow-up is continuous, the parents can determine the type of tendencies. Through discussing with their about the type of their inclinations, you can direct them towards the most appropriate for their inclinations, thus contributing to the process of early warning of what can be chosen from an appropriate specialization for their children that fits with their future needs and helps them develop the country in a way that benefits them, their families and their society.

The role of the student advisor within the school emerges from the early stages of students' entry into schools. It directs their inclinations towards choosing the appropriate specialization within the school and then provides them with information about the specializations available in the various universities and institutes that the labor market actually needs. This guidance may be within specific classes or various activities that are implemented in a way that shows the students the importance of this topic for them, with the need for them to research and study what they want after the school education stage, because the selection process requires a process of planning and guidance by those around the student. Young people at all stages of their life remain the main pillar for the future. It requires providing them with continuous care since the beginning of their entry into schools and developing their capabilities and intellectual and scientific tendencies in a way through which they can determine their future in a successful manner and be active elements in their societies.

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