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FACULTY- MS Career Counselling & Education C3A, NUST
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Contents
Introduction 4
Mission 4
Objectives 5
Eligibility Criteria 5
Assessment Methodology 6
Grading Scheme 6
Structure of Program 7
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INTRODUCTION
Centre for Counseling and Career Advisory (C3A) is a unit of NUST that provides primary
mental health services to all the NUST students, faculty, personnel and families of those
associated, within and outside the H-12 campus. The core objective of C3A is to provide
professional counseling service, for educational, social, emotional or psychological issues
that may inhibit personal or professional performance and advancement. C 3A has recently
established its academic block to offer Postgraduate Diploma, Advanced Postgraduate
Diploma and MS in Career Counselling & Education. The purpose of programme is to
address the need of developing career counsellors ability to help their clients with improving
their self-efficacy through self-exploration and understanding of the world of work. This
interactive program is designed for the individuals who are involved or wish to provide career
advice, information and guidance in educational institutions and other organizations. The
professional skills and knowledge gained through this course will improve career counsellors
abilities to assist individuals in making well informed career decisions to enter into a career
of their interest.
To maintain the quality of learning C3A has ensured to provide its students with updated
knowledge integrated with practical exposure and educational technologies. To enrich the
expertise of professional career counsellors individual counselling sessions, career-related
activities, educational/industrial placements and short visits are being arranged throughout
the programme. The centre also offers workshops, seminars and lectures to augment the
counselling process apart from carrying out research on a variety of psychological and
educational issues.
MISSION
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OBJECTIVES
ELIGIBILITY CRITERIA
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6
ASSESSMENT METHODOLOGY
Weighti
Nature of Duratio Frequency
ng
Examination n
(%age)
Courses minimum 3
GRADING SCHEME
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Letter Grade Grade Points
A 4.00
B+ 3.5
B 3.00
C+ 2.5
C 2.00
F 0.00
I Incomplete
W Dropped
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Structure of Program
or
2
Workplace Counselling (CCE 807)
Labour Market and Education for 2
School Leavers (CCE821)
or
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Stage 01: Postgraduate Diploma in Career Counselling & Education
- Postgraduate Diploma 10
- Or -
- Or -
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Detailed Course Contents
Credit Hours: 3
Pre-Requisites: None
Course Objectives
Course Contents
Course Outcomes
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Reading List / Text Books
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CCE - 803 CAREER DEVELOPMENT THEORIES
Credit Hours: 2
Pre-Requisites: None
Course Objectives
Course Contents
Course Outcomes
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Identify career development theories from a range of discipline
areas.
Describe ethics and values associated with career development.
Critically evaluate and interpret the knowledge listed above in
relation to selected case studies.
Creatively apply and integrate the knowledge listed above in relation
to selected case studies.
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CCE - 804 CAREER - RELATED CURRICULUM DEVELOPMENT
Credit Hours: 2
Pre-Requisites: None
Course Objectives
To develop understanding and knowledge of process involved in
curriculum development.
To integrate this understanding with practice in relation to career-
related learning in a variety of educational contexts in Pakistan.
To analyse the possibilities of correlating career-related learning
models with general academic subjects and curriculum practiced in
Pakistan.
Course Contents
Course Outcomes
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CCE - 811 INTRODUCTION TO SOCIAL RESEARECH
Credit Hours: 3
Pre-Requisites: None
Course Objectives
Course Contents
Course Outcomes
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Bogdan, R. & Biklen, S. (1998). Qualitative research for education:
An introduction to theory and methods. Third Edition. Boston: Allyn
and Bacon
Creswell, J. (1998). Qualitative inquiry and research design:
Choosing among five traditions. Thousand Oaks, CA: SAGE
Publications.
Denzin, N. & Lincoln, Y., Eds. (2000).Handbook of qualitative
research. Thousand Oaks, CA: SAGE Publications.
Flick, U. (2011).Introducing Research Methodology: A Beginner's
Guide to Doing a Research Project. London: Sage
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CCE - 802 ADVANCED PRACTICE SKILLS
Credit Hours: 3
Course Objectives
Course Contents
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Course Outcomes
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CCE - 805 CAREER RELATED LEARNING
Credit Hours: 3
Pre-Requisites: CCE-804
Course Objectives
Course Contents
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Illeris, K. (ed.) (2009). Contemporary Theories of Learning. Abingdon:
Routledge.
Jones, R.A., Clarkson, A., Congram, S. and Stratton, N.
(2008).Education and Imagination: Post-Jungian Perspectives.Hove:
Routledge.
Kolb, D. (1984). Experiential Learning: Experience as the Source of
Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate
Peripheral Participation. Cambridge: Cambridge University Press.
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CCE - 806 TESTING AND ASSESSMENT IN CAREER COUNSELLING
Credit Hours: 2
Course Objectives
Course Contents
Course Outcomes
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CCE - 807 WORKPLACE COUNSELLING
Credit Hours: 2
Course Objectives
Course Contents
Course Outcomes
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Reading List / Text Books
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CCE 821 / 822 LABOUR MARKETS AND EDUCATION (SCHOOL
LEAVERS AND GRADUATES)
Credit Hours: 2
Course Objectives
Course Contents
Students will learn organizations relation with labour market and will
be able to identify organizational perspectives on career.
The course will cover topics for researching and evaluating labour
markets and educational opportunities for school/graduate leavers.
During the course students will explore sources of labour market
intelligence and educational opportunities and will be able to
creatively apply and integrate understanding of organizational
perspectives, policy, educational and labour market intelligence into
own practice.
Course Outcomes
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Arthur, M.B. and Rousseau, D.M. (1996).The Boundaryless Career: a
New Employment Principle for a New Organisational Era. Oxford:
Oxford University Press.
Athanasou, J.A. and Esbroeck, R.V. (2008) (eds.). International
Handbook of Career Guidance. Dordrecht, Netherlands: Springer.
Brown, P. and Hesketh, A. (2004).The Mismanagement of Talent:
Employability and Jobs in the Knowledge Economy. Oxford: Oxford
University Press.
Gunz, H. and Peiperl, P. (eds.) (2007).Handbook of Career Studies.
Thousand Oaks, CA: Sage.
Morgan, G. (1986). Images of Organization. London: Sage
Offer, M. (2001). The discourse of the labour market. In B. Gothard, P.
Mignot, M. Offer and M. Ruff, Careers Guidance in Context. London:
Sage.
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CCE 831 DEVELOPING COMMUNITY NETWORKS
Credit Hours: 2+1
Course Objectives
To help students familiarize with the concept, methods, benefits and implications of
developing community networks
To identify the role of the leadership and counsellor in devising strategies and
maintain effective community networks
To provide opportunities of learning about the current practices of community
networks available in educational, industrial and non-profit organisations
Course Contents
identify the terms and the interrelated relationship between networking, partnership
working and developing connections through alliances
explore the context in which community development networks are established and
how they are supported by the government and non-governmental organizations
critically analyze the effectiveness of the role and responsibilities of management and
professionals to develop community networks for educational and industrial
organisations
demonstrate their understanding of principals and methods of engaging in networking
opportunities via conducting field visits and surveys
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Alison Gilchrist (2009) The well-connected community - A networking approach to
community development (Second edition). Bristol: The Policy Press
Marjorie Mayo . (2000). Cultures, Communities, Identities . [Online] Available at:
http://www.palgraveconnect.com/pc/doifinder/10.1057/9780333977828. (Accessed: 8
April 2014).
Christopher B.Barrett (Ed) (2005) The Social Economics of Poverty - On identities,
communities, groups, and networks. NY: Routledge
Mariotti, J. (2002) Making partnerships work. Oxford: Capstone Publishing
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CCE 841 PEER SUPPORT AND SUPERVISION
Credit Hours: 2+1
Course Objectives
Course Contents
The course will cover introduction and exploration of peer support and supervision,
theories and approaches, ethics and issues involved in providing peer support and
supervision.
It will also explore the planning strategies and evaluation of the programmes
developed to provide peer support and supervision to the career counsellors.
Counsellors will be giving opportunities to critically reflect on their practices and to
develop their professional abilities in view of the constructive feedback received from
peers and supervisors.
Course Outcomes
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Reid, L. H. & Westergaard, J. (ed.) (2006) Providing Support and Supervision.
London: Routledge.
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