Career planning education is a process that helps individuals identify their interests, skills, values and goals and explore various occupational options. However, in China’s education system, this process is often neglected or superficial[1]. According to a survey by Journal of Modern Educational Science (2019), career planning courses are accessible to students in merely 18.2% of high schools in China, and among the limited number of students who have taken these courses, 45.38% hold a general attitude while 7.69% are dissatisfied[2]. This is not a favorable situation, especially for adolescents who’re in a critical period of identity formation and role confusion, as argued by adolescent psychologists Granville Stanley Hall[3] and Erik H. Erikson[4]. Therefore, this proposal aims at arguing for the feasibility of promoting career planning education in middle schools in China, and providing some possible solutions to overcome the existing challenges and barriers.

Plenty of obstacles are in the way of promoting career planning education. Families and schools may not place enough emphasis on career planning due to the exam-driven education system. It is indicated by the research published in the Comparative Education Review that most students in China considered the likelihood of a major and degree leading to better job opportunities more important than how the major fit with their personal interests when selecting their majors[5]. Additionally, there is no established career planning curriculum as an independent system in China and the number of qualified educators who can provide professional guidance is limited. According to a survey supported by 13th Five-Year Plan for Educational Science Planning Project, in most schools, career planning teachers are replaced by class teachers or psychology teachers, who might not always provide practical suggestions due to their lack of relevant skills and knowledge. Schools in some underdeveloped regions may not even have a teacher teaching career planning[6].

One possible strategy is to impose career planning courses on all middle school students, with the aim of ensuring adequate and consistent guidance and support for their career development. Evidently, some countries have already implemented this strategy with positive outcomes. In New Zealand, for example, career planning education in middle schools is institutionalized and mandatory. This system allows for the design of scientific and effective curriculum models and adopts a national standard level education system to strengthen career education[7]. Another example is in Florida, where students must complete a Career and Education Planning course in order to meet middle school promotion requirements. In addition, from this course students can get information on scholarships and available opportunities to earn college credits, which provides help for their further academic career planning[8]. These examples exhibit several benefits to take career planning as a compulsory course. Early exposure to career literacy can challenge diffident beliefs and make students stay engaged by focusing on their personal strengths, thus improving outcomes in their career performance. For instance, according to a report on the Brookings Institution website, students who participated in CTE (Career and Technical Education) programs earned higher wages than their peers who did not participate eight years after graduation[9]. Therefore, making career planning a compulsory course in middle schools is a feasible and effective strategy to improve the situation of career planning education in China.

Another effective approach to improving career planning education is to build cooperative career support systems among middle schools, enterprises and families. This would ensure that students receive comprehensive and diverse guidance and support from various sources and stakeholders. For example, some researchers have found that parental support influences CDD and life satisfaction both directly and indirectly through the mediation of career adaptability[10]. Partnerships between enterprises and schools can take many forms, such as advisory committees, lectures and working opportunities. Moreover, collaborations between different types of education and training providers can also be involved, such as community colleges, universities and apprenticeship programs. These examples demonstrate how cooperative career support systems can improve the quality and effectiveness of career planning education in middle schools. By involving various actors and sectors in the career development process, students can receive more holistic and tailored guidance that matches their needs and interests. Systems like the Career Pathways System in U.S., the European Training Foundation (ETF) and the International Labor Organization (ILO) are some examples we can use for reference.

Last but not least, taking advantage of artificial intelligence tools is another effective approach to afford each student personalized guidance. For example, professional websites and applications can be developed with a combination of personality tests, interest inventories, skill assessments and career exploration tools. These tools can help students discover their strengths, values, passions and aspirations, and match them with suitable occupational options. Appropriate assessment tools and equipment, supported by a solid theoretical basis such as the Holland Code Quiz, Big Five Personality Test, and Disc Behavior Inventory, should be chosen to ensure that evaluations are scientific and credible. In addition, online courses and platforms can also provide students with access to various resources and opportunities for their career development. For instance, in the United States, the Career Forward online course, which is technically supported by Microsoft's "Hand in Hand" project, helps middle school students understand occupational types and related skills. Websites like Coursera, LinkedIn Learning and Harvard University also offer a wide range of courses on career planning from top universities and institutions, some of which have received over 180,000 registers and thousands of positive reviews. By using these tools, students can receive more individualized and adaptive supports that cater to their needs and interests.

Just as Art Linkletter says, "things turn out best for the people who make the best of the way things work out." In conclusion, it is crucial to promote career planning education in middle schools. By implementing the measures including compulsory courses, muti-cooperation and advanced technologies, we can help teenagers make informed decisions about their future careers and achieve their full potential.

Citation and references:

[1] Wang, Y., & Wang, X. (2020). A Research Summary on Career Development Planning Education for Middle School Students in China. In Proceedings of the 2020 3rd International Conference on E-Business, Information Management and Computer Science (pp. 261-267).

[2]Zheng, Z., & Lin, M. (2015). Analysis of the current situation and countermeasures of career planning education in general high schools: Based on a survey of 6 high schools in Guangzhou, Guangdong Province. Modern Education Science, No.420(08), 24-26.

[3] Hall, G. S. (1904). Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education (Vols. 1-2). D. Appleton and Company.

[4] Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.

[5] Kim, S. W., Brown, K. E., & Fong, V. L. (2016). Credentialism and Career Aspirations: How Urban Chinese Youth Chose High School and College Majors. Comparative Education Review, 60(2), 291-312.

[6] Yue, L., Feng, J., & Lian, W. (2020). Investigation and research on the career planning ability of high school students under the background of the new college entrance examination. Journal of Hebei Beifang University (Social Science Edition), 36(03), 113-116.

[7] Ministry of Education. (2009). Career Education and Guidance in New Zealand Schools.

[8] Florida Department of Education. (n.d.). Approved Middle School Courses for Career & Education Planning 2021-2022 School Year.

[9] Jacob, B. A., & Dougherty, S. M. (2017, October 5). What we know about Career and Technical Education in high school.

[10] Parola, A., & Marcionetti, J. (2022). Career Decision-Making Difficulties and Life Satisfaction: The Role of Career-Related Parental Behaviors and Career Adaptability. Journal of Career Development, 49(4).

Ways to contact author:

phone number: 18097631189

Email address: zhangxinyue333@ruc.edu.cn