vocational education gd topic

Most Popular 18 GD Topics For Interview

Are you a fresh graduate or a young professional looking to ace your job interviews? If so, it's essential to be well-prepared for the Group Discussion (GD) round. In this comprehensive guide, we will explore the most-favoured GD topics that can help you make a lasting impression and increase your chances of success.

1. Economic policies and their impact on society

To have a fruitful discussion on this topic, it is essential to stay updated with recent economic policies and their implications. Talk about the effects of demonetization, GST implementation, or the latest Union Budget. Analyse how these policies have affected different sections of society, such as farmers, small businesses, or the middle class. Highlight the positives and negatives, and suggest ways to mitigate any negative impacts.

2. Climate change and environmental sustainability

Climate change is a pressing issue globally. Discuss the causes and consequences of climate change, focusing on topics like rising sea levels, extreme weather events, or loss of biodiversity. Emphasise the role individuals and corporations play in promoting environmental sustainability through renewable energy adoption, waste management practices, and conservation efforts.

3. Women's empowerment and gender equality

This topic addresses one of India's most significant challenges: achieving gender equality in all spheres of life. Discuss issues like gender pay gaps, women's representation in leadership roles, societal stereotypes, workplace harassment laws, and initiatives promoting women's education and empowerment.

4. Education reforms and skill development initiatives

Highlighting government-led initiatives like Skill India or NEP 2020 can make for an interesting GD topic. Analyse their impact on bridging the skill gap between industry demands and graduate skillsets. Discuss strategies to align education with employability skills for better career prospects.

5. Abrogation of Article 370

The abrogation of Article 370 was a significant political move that revoked the special status of Jammu and Kashmir. This decision aimed to integrate the region more closely with the rest of India and bring about socio-economic development. You can discuss how this decision received both support and criticism and how its long-term impact on the region has yet to be fully realised.

6. Artificial Intelligence (AI) and its implications for jobs

AI-powered technologies are transforming industries, but they also raise concerns about job displacement. Discuss the potential impact of AI on various sectors, such as healthcare, manufacturing, or customer service. Explore the need for upskilling and reskilling to adapt to the changing job market.

7. Cybersecurity challenges in the digital age

As technology advances, cybersecurity becomes crucial. Discuss the growing number of cyber threats, data breaches, and vulnerabilities in digital systems. Talk about measures individuals and organisations can take to strengthen cybersecurity protocols.

8. Work from Home: Advantages and Disadvantages

The concept of working from home has gained popularity in recent years, especially with advancements in technology that enable remote communication and collaboration. Discuss the several advantages, such as increased flexibility and reduced commuting time and costs, but also the disadvantages, such as feelings of isolation or reduced collaboration among team members.

9. Start-up ecosystem in India: Challenges and opportunities

India's start-up ecosystem has experienced significant growth in recent years but faces unique challenges as well. Discuss topics like funding constraints, regulatory hurdles, or the lack of a skilled talent pool for start-ups. Highlight success stories and initiatives supporting start-up growth in India.

10. Digital transformation in traditional industries

Digital transformation is essential for businesses' survival today. Discuss how traditional industries like retail, banking, or healthcare are embracing technology to stay competitive. Analyse the advantages of digitalization and the potential challenges faced during this transition.

11. Impact of globalisation on the Indian economy

Globalisation has opened up new opportunities and challenges for the Indian economy. Analyse its impact on sectors like manufacturing, services, or employment. Discuss how India can leverage globalisation to its advantage while addressing concerns like outsourcing and trade imbalances.

12. Effective leadership styles for the modern workplace

Discuss different leadership styles like democratic, transformational, or servant leadership. Analyse their effectiveness in motivating teams, driving innovation, and creating a positive work environment. Highlight the importance of adaptive leadership in navigating complex challenges.

13. Importance of emotional intelligence in professional success

Emotional intelligence is crucial for effective leadership and personal growth. Discuss how emotional intelligence impacts communication, decision-making, and building strong relationships at work. Provide examples of how emotional intelligence enhances professional success.

14. Strategies for managing workplace diversity

Diversity in the workplace brings unique perspectives but also poses challenges. Discuss strategies to foster inclusion, overcome biases, and create an inclusive work environment that values diverse ideas and experiences.

15. Ethical decision-making in business

Ethics is essential for sustainable business practices. Discuss ethical dilemmas businesses face today, such as environmental sustainability or data privacy concerns. Explore frameworks like CSR (Corporate Social Responsibility) and their role in promoting ethical decision-making.

16. Reimagining the education system for holistic development

Discuss the need to move beyond rote learning and prioritise holistic development. Talk about experiential learning, skill-based education, and the integration of technology in classrooms. Highlight the importance of lifelong learning.

17. Subsidised higher education vs. vocational training programmes

Debate the merits of subsidised higher education versus vocational training programs. Discuss how each approach benefits students, addresses skill gaps, and contributes to economic growth. Consider factors like affordability, employability, and industry demands.

18. Mental health challenges among students/workforce

Mental health issues are gaining more prevalence among students and professionals. Discuss the causes, consequences, and stigma associated with mental health problems. Talk about measures educational institutions and workplaces can take to support mental well-being.

Lead a Healthy Discussion

At WiZR, we understand the importance of acquiring the relevant knowledge and skills needed to excel in GDs. Our platform offers expert guidance on upskilling programmes and certification courses across industries. Whether you want to enhance your understanding of technology or improve your leadership abilities, WiZR provides comprehensive resources to support your career growth.

1. Why are group discussions important in job interviews?

Group discussions help assess your communication skills, ability to work in a team, critical thinking, and problem-solving capabilities. Employers use GDs to evaluate how well you can express your ideas and interact with others.

2. Where can I find relevant resources to prepare for GD topics?

You can find relevant resources on websites like WiZR that offer expert guidance on various GD topics. Additionally, reading newspapers, magazines, and online articles/blogs related to current affairs and social issues can help you gather valuable information.

3. How many people are part of a group discussion?

A GD is usually conducted between 10–12 people over 15–20 minutes.

4. What should we avoid doing during GDs?

During GDs, avoid dominating the discussion or interrupting others; instead, listen actively and respect different viewpoints. Also steer clear of speaking without facts, using offensive language, or showing disrespect towards others' opinions.

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General Education Has a Bad Rap

Specializing earlier in life doesn’t necessarily better prepare people for careers..

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This excerpt is adapted from the new afterword for Range: Why Generalists Triumph in a Specialized World by David Epstein, published with permission from Riverhead Books, a division of Penguin Random House, copyright 2021 by David Epstein.

One of the earliest recorded uses of the phrase “Jack of all trades” as an insult dates to 1592. In the New Latin form “Johannes factotum,” it was contained in a pamphlet by a playwright criticizing his own industry. The jab refers to a poet with no university education who was apparently involved in various other roles, like copying scripts and bit-part acting, even trying to write plays. The poet on the receiving end of the insult: a young William Shakespeare. The phrase evolved over time, and today it’s usually “Jack of all trades, master of none.” I think it is culturally telling that we habitually hack off the end of the long version: “A Jack of all trades is a master of none, but oftentimes better than a master of one.”

Our notions of the relative merits of breadth versus specialization are often based on little more than adages like those above, but they needn’t be. In the nearly 430 years since that barb aimed at The Bard, researchers have compiled a mountain of work examining whether the Jack of all trades is, indeed, ever better than a master of one. My book, Range , which came out in 2019, is a journey through that research, and it shows that most of us would be better off with the long version of that quote. We’ve come to believe that people who specialize early and narrowly—like Tiger Woods, who was already on national television golfing at age 2 —have an insurmountable advantage. But the research shows that those stories are in fact the rare exception en route to success, and typically confined to repetitive domains, in which work next year will look just like work last year—what psychologist Robin Hogarth termed “kind learning environments.” Most of us are not working in kind learning environments; it was eye-opening to learn about the advantages of breadth and delayed specialization. The research pertains to every stage of life, from the development of children in math, music, and sports, to students fresh out of college trying to find their way, to midcareer professionals in need of a change and would-be retirees looking for a new vocation after leaving a previous one.

Needless to say, most people aren’t going to be William Shakespeare. And while many of the stories in Range portray uncommon achievements, I hoped those would serve as memorable portals-of-engagement into research that applies to a much broader swath of humanity. In fact, international research that studied thousands of workers—more than three-quarters of whom did not have tertiary education—produced findings that resonate with a major theme of the book: that sometimes the actions that provide a head start will undermine long-term development , whether that is choosing a career or a course of study, or simply developing a skill or learning new material.

A 2017 study published by four economists in the United States, Germany, and China analyzed education and employment data in 11 countries with large vocational education or apprenticeship programs, comparing people within each country who had similar backgrounds—including test scores, family background, and years of education—but differed in whether they received career-focused or broader, general education. Naturally, there was considerable variation between countries and certainly between individuals, but the general pattern was: People who got narrow, career-focused education were more likely to be employed right out of school and earned more right away, but over time both advantages evaporated; decades later, they had spent less overall time in the labor market and had lower lifetime earnings than workers who received general educations.

The early specializers often won in the short-term, and lost in the long run. Workers who received general education, the economists concluded, were better positioned to adapt to change in a wicked world, where work next year might not look like work last year.

The pattern was particularly pronounced in two countries with famously extensive apprenticeship programs, Denmark and Germany, an important finding given that, over the past decade, U.S. politicians on both sides of the aisle have advocated for a move toward the German apprenticeship model. In 2017, President Trump issued an executive order to expand apprenticeship programs to prepare workers for “today’s rapidly changing economy.” The economists, on the other hand, concluded that the more rapidly a nation’s economy is changing, the greater the long-term advantage of general education. Of the three countries with widespread apprenticeship programs—Denmark, Germany, Switzerland—early specialization only resulted in a lifetime earnings advantage in Switzerland, which has had easily the slowest growing economy of those three nations in recent decades. “This comparison is consistent with the idea that those with general education are more adaptable to changed economic demands,” two of the economists wrote. “Vocational education has been promoted largely as a way of improving the transition from schooling to work, but it also appears to reduce the adaptability of workers to technological and structural change in the economy.”

Does that mean we should have no early vocational training or apprenticeships at all? I certainly don’t think so, and one of the economists who did this work pointed out that apprenticeships still work well in specific areas, like the building trades, but also that those trades are a small portion of unfilled jobs. In my opinion, we should preserve a variety of pathways, to fit a variety of life circumstances. But I also think we need to be aware of how easy it is to be fooled by head starts, assuming that they represent terminally stable trajectories, whether the head start be for child athletes, college students learning math, or workers entering the labor force. “The advantages of vocational training in smoothing entry into the labor market,” the economists wrote, “have to be set against disadvantages later in life, disadvantages that are likely to be more severe as we move more into being a knowledge economy.”

Over the past year, I have frequently felt behind. I’ve found it especially important to remind myself of the theme of research in Range : Development is not linear, and diversions that set you back in the short term frequently become powerful tools in the long term.

National Education Policy 2020

• . Update: Aug 21, 2020 2:45 pm

Table of Contents

• In July 2020, ‘National Education Policy’ (NEP), 2020 was approved by the cabinet.
• This policy aims for the major overhaul of the Indian education system . It is expected that the education system will be completely transformed by 2040.
• This will replace the old National Educational Policy, 1986.
• As education is a concurrent subject, implementation of the policy will require the approval of states.

Positive impact on the education system:

– positive impact on school education:.

• School years are changed from 10+2 format to 5+3+3+4 format (Foundational (3 years of pre-school + Grade 1-2)+ Preparatory (Grades 3-5) + Middle (Grade 6-8)+ High School (Grade 9-12)). For the first time, Early childhood Care & Education (ECCE) is also included in education policy. Anganwadis and private pre-schools will take care ECCE of children. Anganwadi centres will be strengthened by 2030 to provide equitable access to ECCE for all children. This policy aimed to achieve 100% Gross Enrolment Ratio in pre-school to secondary school by 2035.
• To eliminate rote-learning and to promote the holistic development of children, the present curriculum and pedagogy will be revamped to make it suitable for the 21st century.
• Nutritious breakfast will be provided  in addition to the mid-day meal program so that children can peacefully concentrate on studies.
• At present, Intermediate education is in terms of groups such as MPC, BPC, CEC etc. After studying these courses, students had to go into that career path. This method is eliminated in NEP 2020. The 4-year undergraduate course will have a wide choice of subjects for the students to choose from . Arts, vocational crafts & physical education can also be chosen. There will be no hard separation among ‘curricular’, ‘extra-curricular’, or ‘co-curricular’ areas, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’.
• In general, vocational education is considered as inferior to mainstream education. But vocational education improves the employability of students. In developed countries, many students go for vocational subjects. In South Korea, 95% of students go for these subjects, in the US it is 52% and in Germany, it is 75%. Now, vocational subjects are integrated into mainstream education . So, that will be beneficial for the Indian economy.
• At present, only intellectual skills are developed in schools. But that is not sufficient for the overall development of children. So, National Education Policy, 2020 proposed imparting emotional skills such as empathy, communication, perseverance, teamwork, leadership quality etc in students.
• For holistic development, children should be taught many things apart from education. NEP 2020 stresses on encouraging creativity and innovativeness in students. They will be given knowledge on necessary things such as new technologies, digital literacy, gender sensitisation, fundamental duties, social issues etc by revamping the curriculum.
• ‘Right to Education’ (RTE) is extended from 14 years to 18 years.
• To increase the Gross Enrolment Ratio and also to increase access to education,  Online Distance Learning (ODL), MOOC (Massive Open online courses) will be given adequate importance. This can reduce the number of dropouts too.
• Textbooks containing core concepts will be the same for all at the national level, and at the same time supplement materials can be added as per local contexts and needs . In this way, local subjects will not be ignored.
• At present, our exams award memorization skills, which encourages rote-learning. This is the most criticised part of the Indian education system. NEP 2020 proposed the overhaul of assessment methods to promote critical thinking skills . The ‘National Assessment Centre for School Education’ (NACSE) will set standards and norms of assessments. To reduce exam stress on students, board exams can be taken on two occasions during any given school year – one main examination and one for improvement.
• To reduce the burden on students in writing multiple entrance tests for universities, ‘ National Testing Agency ‘(NTA) will conduct high-quality common aptitude test for university entrances .
• A regulatory system will work towards stopping the commercialization of education by stopping the arbitrary increase of fees.
• Teacher-student relation is very important in the education system. But at present, teachers are transferred regularly, which places stress on students. So, this practice will be stopped.
• Teachers will be given constant opportunities, which is called as ‘ Continuous Professional Development ‘ (CPD) for self-improvement, to learn the latest innovations, pedagogy, story-telling based approach and advances in their profession. 50 hours of CPD per annum will be provided for teachers.
• Committed teachers will be recognised and will be encouraged with incentives such as an increase in salary, promotions etc. All these things can make the teaching profession lucrative and attractive . More people may come to this profession.

– Positive impact on Higher education:

• Till now, many Higher education institutes (HEIs) are providing limited courses. With NEP 2020, Colleges would either fully be integrated into a university or converted into an autonomous degree-giving institution. This allows faculty and institutional autonomy. Colleges will become multidisciplinary institutions by providing a wide choice of subjects.
• It made degrees flexible by providing entry and exit options to degree courses . Appropriate certification will be provided depending on the years they studied. If one chooses to quit after a year, they will obtain a diploma, if they quit after 2 years, the advanced diploma will be provided etc.
• This policy aims to increase Gross Enrolment Ratio in Higher education (GER)  from 26% to 50% by 2035.
• India will be transformed as a global study destination by allowing top 100 universities of the world to open colleges in India.
• No student should be deprived of higher education due to financial inability. To make education inclusive financial support will be provided to socially and economically disadvantaged groups . Steps will be taken to achieve gender balance in HEIs.
• Professional education including technical, healthcare, legal and agriculture fields will be revamped to suit the needs of the 21st century.
• ‘ National Higher Education Regulatory Authority ‘ (NHERA) will regulate all the HEIs. This will eliminate duplication of regulatory efforts.
• ‘ Rashtriya Shiksha Aayog ‘ (RSA), an apex advisory body for elementary to university education in India will replace the Central Advisory Board of Education (CABE). It will develop and revise the vision of the education system on a continuous basis in collaboration with the corresponding apex bodies of States.
• To promote high-quality research in educational institutes , ‘National Research Foundation’ (NRF) will be established to support and to fund research. Research & development in universities will be according to the research & development in the relevant industries.

Challenges:

• In general, some companies do not prefer recruiting the students that are graduated through distance learning courses. So, employability value of open learning courses should be addressed .
• States may feel like Rashtriya Shiksha Ayog (RSA) & National Higher Education Regulatory Council (NHERC) may overpower their institutes. Achieving a common ground with states will be a challenge .
• It was mentioned that funding for education will be increased to 6% of GDP to implement the new National Education Policy 2020. At present, 4.6% of the GDP is allocated for education. The economy has slowed down and on top of it pandemic has impacted the economy badly . So, increasing the education’s share may not be possible in the near future.
• Mother tongue/local language as the medium of instruction was made compulsory till class 5. This is criticised by many. English connects the whole of India because there are so many languages in our country. Reducing the importance of English is being criticised. And with this move, kids of inter-state migrants will be at a disadvantage.
• This policy mentioned online education, but still many people do not have access to digital devices and internet connectivity .
• Poor infrastructure in educational institutions and shortage of teachers are not addressed.

Conclusion:

At present, the Indian education system is criticised by many due to many reasons such as its rote learning methods, outdated curriculum etc. India is ranking 35th in global education rankings of 2020. National Education Policy 2020 can completely change our education system for good because it crafted well according to the requirements of the 21st century. By 2030, India will have the largest population of youth. NEP 2020 helps in utilising this demographic dividend. And It can also make India a knowledge hub of the world by attracting foreign students.

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15 Comments

Ravi kumar, Nov 15, 2023 @ 4:45 pm Reply

Dear friends in my point of view, new educational policy 2020 is a very crucial step taken by the ministry of education of India .as we all know that taday a lot of improvement in our education system is required. so it will very helpful for the education system of India .I would like to explain some benefit of it it will help the students to understand the right approach of study. through it, students can do double degree programs at a same time period but time would not be collapsed.at present only academic learning is developed in children that is not enough for the overall personality development . But now it will completely chang in coming days due to NEP-2020. National testing agency (NTA) will conduct high quality aptitude entrance test for the university admission which will help to reduce burden on students for giving many entrance tests.at last I would like to say that education is a concurrent subject so implementation of it will require the approval of all states .

atchuta, Sep 8, 2023 @ 2:11 pm Reply

Surya sri, sep 8, 2023 @ 2:10 pm reply, ahmad ali shahab, apr 10, 2021 @ 12:47 am reply.

The new NEP 2020 is one of the rare policies of this NDA government aimed at actually improving the present condition of the country. Apart from the common pros and cons, I would like to highlight two main points I noticed: (1) India will invite the top 100 universities of the world to open their campuses in the country. However, no adequate reason was provided as to WHY those universities would be interested in investing in India. It seems like wishful thinking. (2) Multiple Entrance tests for University education assures that if for some reason, a student fails to perform in a given test, he will have another test in which he can perform well. If the NTA starts conducting only one nationwide entrance test, it will increase the competition exponentially and if the student fails to perform, he will have no other option in front of him. (3)If a government that operates by the divide and rule policy, proposes to include value addition such as empathy to the educational curriculum, it sounds shady. (4) The prospect of awarding colleges with University status and autonomy also looks like a far-fetched possibility. (5) To increase the inclusiveness in education, financial support will be provided to deserving families. We all know, how such policies are implemented in our country.

MANISH KUMAWAT, Mar 27, 2021 @ 7:35 pm Reply

In my opinion New education policy 2020 will inhence the all required Skills for employment like Communication Skills , leadership etc.

A.Balaji, Apr 16, 2021 @ 2:41 pm Reply

As a professor, let me tell you NEP 2020 is as disasterous as Demonetization. Imagine this, NEP proposes to abolish UGC, AICTE, NBA, NAAC and medical board. Does anybody think this is good?

RAMNIWAS CHOUDHARY, Jul 8, 2023 @ 1:23 pm Reply

With the introduction of NEP 2020, many changes have been made and one of those is the discontinuation of the M. Phil course. Even though there are many drawbacks to the new education policy, the merits are more in number. It is believed by many that by implementing these changes, the Indian academic system will be taken a step higher.

Bhuvan M A, Mar 8, 2021 @ 8:08 am Reply

In my opinion i feel reservations should only be applicable to students who live in rural areas for more than 10+ years

Vijay, Dec 27, 2020 @ 1:05 pm Reply

Reservation system must be eradicated

Aryan Vinay, Dec 24, 2020 @ 9:09 pm Reply

In my point of view, National education policy 2020 is very very helpful for the new youth.it also helpful for all the students.Becouse education system will be reformed from this policy then foreign students will also attracting with Indian education.After then India will make a place for education.

Rahmat Siddiqui, Dec 14, 2020 @ 8:58 am Reply

I satisfied with instructions

Shiv Sagar Singh, Dec 5, 2020 @ 4:21 pm Reply

I am Airforce’s aspirant.

Aryan Vinay, Dec 24, 2020 @ 9:00 pm Reply

Please give me some tips for gd

Mrs Pallavi Bhandankar, Sep 28, 2020 @ 10:20 am Reply

will the new NEP iradicate or will it surpass the reservation system??

GAURANK PANDEY, Oct 19, 2020 @ 3:44 pm Reply

hope the reservation system is eradicated

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15 Career Development Topics That Will Follow You Through Life

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Recurring career themes you'll encounter when choosing a career, changing careers or building a career:

Career development is a lifelong process that encompasses everything from choosing a career and selecting your work place to building your career and changing careers . It really never ends. There are even executive coaches out there who help those at the top of the corporate ladder to navigate the sometimes choppy career waters! No matter where you are in the process, whether you're researching careers or moving through your career, you'll find that certain themes pop up again and again. We'll be digging in to each of these themes over time here at Careers Out There. For now, I'll give you a brief overview of some of the themes that pop up a lot. To provide examples of each theme in action, I'll share my personal experiences below. Please share yours in the Comments section!

1. What interests you?

You definitely want to look in the mirror and ask yourself this question. Also ask your friends and family what they think interests you. This is something that can change a lot over time so keep asking the question. Work can feel more like play if your career path matches your interests – and I always say success is when you don't know whether you're working or playing. So does Tom Petty! See how I figured out my interests . For extra help in figuring out yours , you might want to try career tests – more on that below.

2. Skill assessment

Napoleon Dynamite knew he was good with a bow staff but wasn't otherwise aware of his skills . What are your skills? Recognizing what you’re good at is key to finding the right career fit. It took me a few years of working to realize that my strengths included being a persistent, detail-oriented, trustworthy good listener who could effectively meet and connect with new people and help them. When I learned that that combination of skills makes a good salesperson, I pursued a sales-related path. That fit helped me both enjoy my work and make money – always a nice combination.

3. Following your dreams

You'll have to balance this route by making many sacrifices but it can be done and achieved! Life is short…do you want to look back one day and say, "if only……"? The "if only" way of thinking can take over your mind. Starting in college I wanted to be in the music business, work with my rock star heroes and manage bands that I loved. I went for it. By the age of 25, I was managing one of my favorite bands and working on a Rolling Stones tour!

4. Networking

Always necessary no matter what you do for a living. Networking is technically meeting with people and establishing a mutually beneficial relationship. I look at it as just keeping a high profile, always letting people know what you're looking for, and helping to connect others to what they're looking for. Careers are grown this way. Businesses are built this way. Friendships are founded this way. If you don't do this, you will suffer. For some, it's a skill that needs to be learned. Musicians, other artists and introverts typically need a major push to embrace this. For extroverts like me, it comes naturally – I never think "I'm networking now." I just like connecting people to other people and/or opportunities and hope that karma (and a little push) leads them to do the same for me.

5. Informational interviewing

This is an amazing way for you to meet new people and learn about the different careers out there. There is no job opening – you're meeting with someone to learn about his or her particular profession. I've gone on tons of these – first with music industry executives and later with professionals in other fields in the course of career change research. I've actually been hired and met some of my friends this way. The relationships you build through informational interviewing can get you access to job openings before they're even made public! 

6. Interviewing

Be yourself. Be the best you that you can be. Be prepared . Ask questions. As a recruiter, I coached hundreds of people on their interviewing. I'll have lots to share with you on this topic. For now, check out this video featuring job interviewing tips and don't miss this article on how to interview with confidence .

7. Secondary education

Formal education beyond high school is often needed to get the career path you want. This might mean visiting a skills center or attending community college , college and/or grad school . I've seen people limit their own career growth potential because they never got that license or certification for the path they wanted….or that college or grad school degree. Only because I was told that a law degree would be the best background for the music business, I decided to go to law school and get licensed as an attorney. Over the years, I've added additional skills to my repertoire by taking night classes at local community colleges (TV production, TV ad sales and solar power). Take advantage of that resource to learn new tricks!

8. Salary issues

Sometimes you have to choose whether to go for the high-paying job and the sacrifices that come with that (long hours, tons of pressure) or the job that better fits your passions and lifestyle but pays less. I chose to follow my passions after graduation by joining the music industry – I definitely sacrificed a fat paycheck. My law grad peers were making double to triple what I was making. But I knew what I was signing up for – and I was really happy – I was psyched to be enjoying the moment and have priceless memories of feeling like William Miller in ALMOST FAMOUS.

9. Paying your dues

You can't avoid this. We all know people who got incredibly lucky and barely had to pay any dues….but that's the exception. Just as many lounge around waiting for lucky lightning to strike. As a kid, my mom always told me that "nobody in life owes you anything." It's true. When you're new to the working world, whether working for someone else or trying to build your own thing, you should be prepared to start from ground zero and get your hands dirty. Sure, being paid poorly and filling the bottom rung on the ladder isn't much fun. But if you spend that time working hard, acting like a sponge and staying focused , you'll be happy later when you've got a strong foundation of knowledge and skills to build on. To break into the music business, I took some internships where I wasn't paid a dime. I even took one after law school! That one led to my job with the Rolling Stones and my job at the record label, as well as some great friendships. Don't miss this article on paying your dues .

10. Entrepreneurship

Working for yourself can be an amazing experience on many levels. I’ve gone back and forth between working for myself and for others. I believe both routes have their merits. I’ve pursued my own ventures that were fun (band management), went nowhere (a music TV program for university cable channels; a music business education service), and were both gratifying and lucrative (attorney recruiting). We'll cover many entrepreneurial paths here on Careers Out There. If you know you are focused on being an entrepreneur, I highly recommend checking out Andrew Warner's Mixergy site , which has nothing but great interviews with entrepreneurs.

11. Putting family first

Sometimes you have to choose between career growth and taking care of personal business . This might mean debating whether to accept a promotion that would give you less time to spend with your spouse or kids. In my case, in the same week the music dot com I worked for went under, my mom was diagnosed with terminal cancer . Rather than keeping my career going by jumping to the next opportunity, I moved back to Chicago to be a caregiver and help my mom fight for her life.

12. Career Change | Choosing a new career path

Pursuing new interests and reinventing yourself can be a great feeling. Don't let it scare you! Change is your friend. I was in an industry (music) that changed, as did my goals and interests. The time came when I thought it was important to find a new path that fit my new goals and interests. That led to my joining the attorney recruiting/career industry which led to having my own successful business and earning the kind of money I felt I was worth. Embrace change! You can start by checking out this video on making a career change .

13. Getting laid off

A risk you always take when working for others. Thanks to working in the ever-shrinking music industry, I have experienced more layoffs than most people! “We’ve decided to eliminate your division of 85 people.” “We’re being acquired by a giant conglomerate and they only want to keep 10% of us.” Been there, done that ….and I’m still standing and laughing about it. So can you. (See Networking…or Reinventing yourself).

14. Career Tests

After my mom died and I decided not to return to the music industry, I took the Myers-Briggs ® MBTI ® personality type assessment . I found it really empowering to get that perspective about myself. I advise everyone to take reputable career tests. We make that assessment as well as the  iStartStrong TM inventory available here for your benefit.

15. Volunteer work

This is a great way to give back to your community and reward your soul. Some also use this for networking, getting to learn new skills or to flex certain muscles that the rest of their life doesn’t use. Amongst other things, I sit on the volunteer board of an amazing non-profit in L.A. that funds the cancer research of young, up-and-coming scientists around the world called Concern Foundation . Concern is a grassroots organization that has raised over $42 million in 42 years and only spends 5% on administration costs! Volunteer experience may be the key to your next job.

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Solid, excellent career advice ant any age. I re-posted on my facebook and linkedin.

Awesome – good to hear. Thanks @disqus_bfyhlljKkI:disqus!

It’s nice having people who share life experience. It’s always inspiring! Thank you.

That’s great – thanks for commenting, Paola!

Feeling stuck writing your IEPs? Download the 10 IEP Writing Commandments for FREE here!

10 Vocational Tasks for Any Classroom

As students get older, it’s important to include more exposure to vocational and transitional tasks that will serve them well in the future.

These types of tasks give students practice with everyday experiences that they will need to learn to navigate on their own, or with limited assistance. Providing this practice while in the safety of the school environment can build students’ confidence and comfort with those everyday life tasks.

We asked the veteran teachers in Mrs. D’s VIPs Facebook group to share some of their favorite transitional/vocational tasks for any classroom or age.

You can see the entire post  here  when you’re a member ( it’s FREE! ). Not yet a member of our group?  Join us ! We would love to have you whether it’s your first year teaching or you’re a veteran teacher.

Top 10 Vocational Tasks for Any Classroom

While the tasks listed below can be used in any classroom, they are especially beneficial for high school students as they begin to transition out of the public school system.

1. Mock Interviews

Job interviews are an essential part of life. Have students take turns interviewing one another in mock job interviews. To make them more realistic, have students create a resume beforehand and “interview” for their dream class job.

2. Filling Out Job Applications

If you have never filled out a job application before, it can be a daunting task. Practice filling out mock job applications, so students know what to expect when they apply for a job.

3. Write a Resume

Every student should leave school knowing how to write a resume. Use templates to guide students in creating theirs and show them where to find free templates that they can use once they graduate.

4. Reading Recipes

If students want to eat more than fast food, it’s essential to know how to read a recipe. Cooking in the classroom is a great way to make this happen. You can find lots of visual recipes here , and learn more about cooking in the classroom here .

Understanding the abbreviations for measurements, having a visual idea of what the difference between a teaspoon and a tablespoon is, and how mixing up measurements can make the recipe go awry is an integral part of being able to care for oneself. Following the directions in order is another crucial step to emphasize.

5. Reading Medicine Labels

While some may take this skill for granted, helping students to understand how to read a medicine label for both prescription and over the counter medications is a vital skill. They need to know the dosage, the time between dosages, and the precautions to take while using the medicine. 

6. How to Read a Menu

Everyone loves going out to eat, but if you don’t know how to read a menu, it can be a challenging endeavor.

Practice having a restaurant in your classroom or take your students on a field trip to a restaurant in town. Teach them how to find the different sections of the menu and how to understand the pricing.

7. How to Read Game Directions

If they don’t know how to read and understand the directions to play new games, chances are that they won’t try them or won’t play games at all.

Gather a variety of different directions from games that are appropriate for their age and help them read through them to understand how to play. The best part? You can test their understanding by having a class game day! 

8. Reading Directions to Places

With the reliance on GPS, special education students are not the only ones who have trouble understanding how to read directions to different locations using a good ole map.

Help them read a map and follow the step-by-step directions that can be printed out.

9. Understanding Public Transportation Schedules and Fares

If they don’t have cars, public transportation will most likely be your students’ mode of transportation. Teach them how to read a bus or train schedule and understand the amount of money they will need to pay as the fare. Take a field trip to a local destination using the mode of transportation studied and let the students plan the route!

10. Addressing Envelopes

Snail mail may be less popular than it used to be, but students should still know how to address an envelope. Let students practice addressing envelopes to themselves and then mailing them. You can find a few activities to practice addressing envelopes here .

Visit the post office for a unique field trip experience to see the process from start to finish.

What are some of your favorite vocational/transitional activities to do with students? Share them with us in the comments below or in our  Facebook group !

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OPINION article

This article is part of the research topic.

Smart Sustainable Development: Exploring Innovative Solutions and Sustainable Practices for a Resilient Future

Quality education for all: a case study of success for a neurodivergent learner Provisionally Accepted

• 1 Otago Polytechnic, New Zealand

The final, formatted version of the article will be published soon.

This article showcases an innovative approach to the acquisition of undergraduate degrees known as the Independent Learning Pathway (ILP) at Capable NZ, a School of the Otago Polytechnic. The ILP offers a unique and learner-centric alternative to traditional degree programmes, particularly beneficial for mature learners whose prior learning experiences and diverse skill sets may not be fully recognised by conventional models. Through a personalised learning journey, the ILP empowers participants to demonstrate their competencies and obtain qualifications. The ILP is a unique educational approach which aligns with the broader global initiative encapsulated in Sustainable Development Goal (SDG) Goal 4: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." Traditional education models often struggle to cater to the diverse needs and learning styles of adult learners. The ILP addresses this gap by offering a flexible and personalised learning experience, fostering inclusivity, and ensuring that valuable prior knowledge and skills are recognised through a deeply reflective learning process. This, in turn, empowers individuals to pursue further education and contribute more effectively to the workforce and to their communities.A significant portion of the global population exhibits neurodiverse traits, encompassing conditions like dyslexia, ADHD, and autism. These individuals may face challenges in traditional learning environments due to their unique cognitive strengths and weaknesses. The ILP, with its emphasis on personalised learning strategies and a supportive learning environment, creates a space where neurodiverse learners can thrive.This article presents a case study exploring the collaborative journey of Rachel, a neurodivergent learner, through the ILP programme, alongside her facilitator Glenys, who is a highly experienced facilitator of the ILP approach. By showcasing Rachel's successful experience, this study aims to demonstrate the effectiveness of both the ILP as an innovative and inclusive approach to degree acquisition, and the nature and scope of effective facilitation of learning, in supporting neurodiverse learners and achieving the goals of inclusive education outlined in SDG 4. The 17 Sustainable Development Goals, adopted by all United Nations member states in 2015, collectively seek to address pressing social, economic, and environmental challenges to create a more sustainable and equitable world by 2030.SDG 4, which focuses on Quality Education, includes targets relating to equitable access to vocational and higher education. This goal recognises the transformative power of education in promoting sustainable development, fostering inclusive and resilient societies, and empowering individuals.The various targets under SDG 4 include eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for vulnerable populations. Meeting these targets involves addressing various barriers that hinder individuals from pursuing further education, such as traditional delivery models, time constraints, financial barriers, lack of learner confidence, and the challenges related to recognising and validating learning from experience.If the SDG 4 goal and targets are to be met, vocational education delivery will need to adopt innovative and more inclusive approaches, including diversifying learning modalities, greater learner-centricity, redefining qualifications based on outcomes, and recognising and valuing all forms of valid learning.The Independent Learning Pathway is one of these innovative and more inclusive approaches. In New Zealand, the ILP is a groundbreaking initiative introduced by Capable NZ, a school within Otago Polytechnic. The ILP is an alternative approach to degree acquisition, enabling the highly experienced, mature learner to obtain mainstream qualifications through a unique and highly learner-centric learning journey that affirms and values learning from their diverse experiences, as well as their cultural knowledge.The ILP is made possible because the NZ Qualifications Authority (NZQA) defines qualifications through graduate profiles, which emphasise graduate outcomes, thereby allowing for a wide range of approaches to the acquisition of the knowledge and skills that enable the graduate outcomes to be met. NZQA also mandates the recognition of relevant prior learning, thereby freeing learners from unnecessary learning activities if graduate outcomes have already been met. The ILP approach is for highly experienced learners, generally in work, who are often poorly served by traditional taught delivery models. These learners already have considerable degree-relevant knowledge and skills, often enriched with cultural knowledge and understanding, which usually does not count as part of a taught degree. These learners typically do not enrol in traditional degree programmes because they may not have the time or resources to study within a typical delivery framework. Also, they have often experienced a lack of success in prior formal education contexts, thereby lacking confidence and being unable to see themselves as legitimate participants in a tertiary credentialled world.The ILP approach provides equity of access for this group, offering a process that validates work based, cultural and community experiential learning. The approach guides the learner through a range of tasks to make explicit the learning from their experience and to acquire new learning as necessary to enhance it. As they reflect on their experience, learners analyse and articulate their graduate level competencies and are supported to present these by using degree level academic skills.As a strategy for equitable access, the ILP:• Is a structured yet personalised learning journey, managed by the learner with facilitator support.• Recognises and credits all relevant prior learning.• Facilitates the acquisition of new skills and knowledge, with the learner at the forefront, determining when and where learning takes place.• Focuses on workplace-based learning, embracing learning at, though, from, and for work.• Equips learners for lifelong learning through critical reflection, a powerful tool for continuous education. In the dynamic landscape of contemporary teaching and learning, facilitators often encounter learners with neurodiverse traits or unidentified learning challenges. Understanding the importance of inclusivity, facilitators must embrace neurodiversity to create supportive learning environments. This article outlines strategies for serving neurodiverse learners to foster their academic and personal growth. Furthermore, the strategies for ensuring the success of neurodiverse learners are also applicable to adult learners at large.Case Study: A Neurodiverse Learner's Journey through the ILP This case study draws on the joint experiences of the authors and aims to provide guidance for both learners and facilitators on effective facilitation strategies tailored to the success of neurodiverse individuals. Rachel, a neurodivergent learner with ADHD, Irlen Syndrome, and dyslexia, works as a facilitator at Otago Polytechnic's School of Business. Alongside Glenys, a highly experienced facilitator and assessor in Capable NZ, Rachel navigated her transformative learning journey through the Independent Learning Pathway for a management degree, followed by a Master of Professional Practice. Her journey attests to the power of Ako -a teaching and learning relationship that empowers both the learner and the facilitator, exemplifying the potential for neurodiverse individuals to thrive through an innovative educational framework. Rachel, as co-author of this article, has provided her full approval and consent for the disclosure of her identity and the publication of this case study.Rachel's transformative journey through the Independent Learning Pathway (ILP) underscores the profound impact of personalised learning and supportive facilitation. Throughout her educational pursuits, Rachel experienced a significant personal and professional progression, centred on the cultivation of her own professional identity. This journey was characterised by the development of a strong sense of self and unwavering self-confidence, facilitated by an environment that celebrated her unique strengths and perspectives, empowering her to embrace her neurodiversity as an asset rather than a limitation.A pivotal aspect of Rachel's growth was her engagement in rigorous research and continuous learning.This commitment not only enhanced her academic performance but also equipped her with the skills necessary for success in her role as an educator. Rachel's journey also saw her confidently stepping into new roles and opportunities, from organising symposia to presenting at conferences and writing articles, establishing herself as a respected voice in the field of neurodiversity. Crucial to Rachel's success was the personalised approach provided by the ILP, fostering a strong relationship with Glenys built on trust and open communication. This environment enabled Rachel to comfortably share her thoughts and ideas, supported by Glenys' expertise in identifying and addressing areas of struggle, ultimately demonstrating the potential for neurodiverse individuals to thrive within educational frameworks which prioritise individualised support and empowerment.By sharing their experiences, Glenys and Rachel hope to inspire other educators and facilitate a collective effort towards creating inclusive and supportive learning environments that enable not just neurodiverse learners, but all learners, to flourish academically and personally.Neurodiversity encompasses various learning disabilities (e.g., dyspraxia, dyslexia, ADHD, dyscalculia, autism spectrum disorder, Tourette Syndrome) (Clouder et al., 2020;van Gorp, 2022). It asserts that neurological differences are inherent in human diversity, akin to race or gender, emphasising the unique cognitive strengths of neurodivergent individuals (van Gorp, 2022).van Gorp (2022) stresses the importance of tailored support in tertiary institutions for neurodiverse learners to succeed, thereby contributing diverse perspectives and strengths to society. Some neurodiverse learners may not disclose their condition(s) for various reasons, such as unawareness, past negative experiences, or discomfort. Scholars argue against pressuring non-voluntary class participation despite potential advantages (Kirby, 2021;Hayes, 2021;Jansen et al., 2017).Rachel, who successfully completed her studies by way of the ILP programme, attests to the tangible growth in her knowledge, skills, and career confidence. Beyond establishing a professional identity, the ILP cultivates essential 21st-century competencies vital for adaptability and lifelong learning. Its transformative impact is particularly significant for neurodiverse learners, often marginalised in traditional educational settings. Unlike conventional methods, the ILP prioritises a personalised, oneon-one approach, focusing on understanding each learner's individual needs and preferences. The facilitator's expertise is paramount, as they adeptly observe and inquire to tailor the learning experience accordingly. By enhancing the agency of neurodiverse learners and acknowledging their unique learning styles, the ILP empowers them to excel in their educational journey.Central to supporting neurodiverse learners is amplifying their voices and experiences, exploring effective workarounds, and breaking negative habits to develop sustainable learning strategies.Effective self-advocacy becomes crucial, and the ILP process equips learners with the tools to assertively communicate their needs. Through seeking support and accessing resources, neurodivergent learners enhance their self-advocacy skills, establishing a supportive network that accommodates their cognitive strengths and challenges effectively. In the context of Sustainable Development Goal 4, the ILP journey becomes a catalyst for the development or enhancement of professional identity and 21st-century competencies. These include heightened identity awareness, values exploration, and self-awareness of competencies and transferable skills. These attributes not only fortify a robust sense of self but also instil career confidence and resilience in the face of uncertainty. As learners reflect on their educational journey, it becomes evident that they have honed the ability to adapt to diverse circumstances, recognising the tangible benefits of conscious adaptability. This holistic approach to education not only fulfils an individual's aspirations but also aligns with the broader objective of fostering inclusivity and sustainable personal and professional development.Rachel and Glenys discovered valuable strategies for fostering the success of neurodiverse learners. Supportive Environment -establish inclusivity by setting clear expectations, providing structure, and fostering individualised learning opportunities. Create a safe space for learners to share their thoughts, concerns, and challenges without judgment. Rather than rushing to make a judgment on whether someone is neurodiverse, it is more effective to observe and ask questions with the belief that understanding will lead to determining how best to support the learner. At the appropriate time, the facilitator and learner may engage in a conversation about the potential benefits of obtaining a diagnosis to further support the learner's journey.Additionally, positive relationships and a sense of relatedness are vital in the learning context. When learners feel connected to facilitators and peers, they experience a sense of belonging, positively impacting motivation, well-being, and persistence in academic pursuits. Facilitators must take responsibility for their professional development to effectively support a neurodivergent learner to be successful.Multi-Modal Strategies -cater to diverse learning styles with a range of strategies engaging different senses, such as visuals, hands-on activities, and technology tools, promoting effective communication, for example, a facilitator might use videos (visual), experiments (hands-on activities), and interactive apps (technology tools) to explain a concept.Clear Instructions -ensure clarity in instructions by identifying potential challenges in processing complex information. Utilise clear, concise, and multi-format instructions, incorporating visual aids, written guidelines, and verbal explanations.Learner Agency -empower neurodiverse learners by fostering agency through goal setting, decisionmaking, and self-assessment. This approach promotes autonomy, resilience, and aligns seamlessly with the ethos of lifelong learning. For instance, a learner with ADHD can be encouraged to set personalised goals for task focus, make decisions regarding break times, and evaluate their own progress. The ILP's flexible online format facilitates this autonomy, allowing learners to take ownership of their learning journey. However, this autonomy is always in collaboration with their facilitator, ensuring that timelines are adhered to for successful completion of learning tasks and assessments. This personalised approach caters to the diverse needs of neurodiverse learners, providing a supportive environment for their academic and personal growth.Feedback and Reinforcement -provide tailored feedback and reinforcement to support learning, ensuring it is specific, constructive, and timely. This approach aids neurodiverse learners in tracking their progress, pinpointing areas for growth, and fostering confidence. While applicable across educational contexts, the importance of tailored feedback and reinforcement is particularly pronounced within the ILP pathway. For example, a facilitator might provide immediate and precise feedback to a learner with autism, ensuring personalised attention that aids in their comprehension and skill development. This individualised support exemplifies the benefits of the ILP for neurodiverse individuals, enhancing their learning experience and facilitating their academic and personal growth.Flexibility and Adaptability -flexibility and adaptability are crucial within the ILP, allowing for the recognition of individual strengths, challenges, and learning paces. Facilitators adeptly modify strategies and offer additional support or accommodations as necessary. For example, in the case of a learner with dyslexia facing difficulties with traditional reading, a facilitator might provide audiobooks, utilize visuals, and extend time, showcasing the ILP's ability to tailor teaching methods to meet unique needs effectively. Glenys and Rachel discuss the importance of effective facilitation through personalised adaptation of teaching methods within the ILP. For instance, when Rachel encountered difficulties with text-based learning materials, Glenys seamlessly incorporated visual aids alongside text, enhancing comprehension and empowerment. This personalised approach, established in trust and rapport, allowed Rachel to openly address her learning challenges. The transformative impact of tailored learning approaches was evident as Rachel discovered her preferred visual and auditory learning styles, benefiting not only her own journey but also her son's. As an emerging educator, Rachel utilised visual aids to introduce learning styles to her students, promoting self-awareness and autonomy. In Ker's Effective Facilitation Model (2017), emphasis is placed on building relationships, fostering trust, and promoting effective communication. Facilitators, equipped with diverse skills in the teaching and learning environment, play a pivotal role in adopting a learner-first approach. This involves empowering learners to take responsibility for their learning and cultivating a sense of agency. Ker stresses intrinsic motivation, emphasising the importance of genuine interest in the subject matter for increased engagement, deeper learning, and improved academic outcomes.However, Ker acknowledges that intrinsic motivation alone is insufficient. Support and encouragement are crucial to sustain learners' efforts. Autonomy-supportive environments, offering choices and self-direction, play a pivotal role in maintaining motivation. Providing feedback that recognises progress and accomplishments contributes to a sense of competence, encouraging learners to strive for higher performance.van Gorp (2022) adds valuable insights into the importance of effective facilitation, emphasising the dynamic nature of learning. Facilitators, according to van Gorp (2022), demonstrate adaptability to evolving learner needs, creating a flexible and responsive environment. This approach involves recognising and appreciating the diverse backgrounds and experiences learners bring, fostering inclusivity, and promoting a supportive learning community.Additionally, van Gorp (2022) delves into the long-term benefits of learner success, underscoring the enduring impact of effective facilitation. She believes that sustained facilitator support contributes to ongoing learner achievement and development. This perspective aligns with the overarching goal of facilitating quality education, underscoring the importance of facilitators continuously refining their approaches to meet the diverse needs of learners, including neurodivergent individuals. This article underscores the importance of addressing the unique needs of neurodiverse learners in higher education, as van Gorp (2022) and Ker (2017) have emphasised. It highlights that facilitators need to possess adept skills in tailoring approaches to the individual's needs, establishing robust relationships, and recognising the distinctive challenges and strengths of neurodiverse learners. By acknowledging the diverse nature of neurodiversity, facilitators can create an empowering and supportive environment, enabling neurodiverse learners to excel academically. Sustainable education for neurodiverse individuals involves embracing their unique strategies, prioritising resilience, and promoting self-advocacy.Overall, this article demonstrates how the ILP aligns with the vision of "inclusive and equitable quality education and lifelong learning opportunities for all" outlined in SDG 4. It discusses how the ILP approach in New Zealand allows experienced mature learners to obtain qualifications through a learner-centric and flexible process, recognising and valuing all relevant prior learning. The article delves into how the ILP aligns with specific SDG 4 targets, including eliminating gender disparities, ensuring equal access for vulnerable populations, and fostering sustainable development through education. Including a case study featuring a neurodivergent learner and facilitator who successfully completed the ILP journey adds a practical dimension to the discussion.In essence, this article provides valuable insights for those interested in innovative and inclusive vocational education models, offering a holistic perspective on supporting neurodiverse learners and contributing to the broader goals of SDG 4. Bio: Dr Glenys Ker, Associate Professor, Facilitator, Academic Mentor, Assessor WBL Programmes Glenys is a highly experienced work-based learning and professional practice facilitator and assessor, drawing on an extensive and highly successful background as a teacher and career practitioner in both university and polytechnic settings, at undergraduate and postgraduate levels. She is also an active researcher in the field of work-based learning, integrating her research into the development of facilitators of independent learning. Glenys is the primary architect of the independent learning pathway (ILP) approach to qualifications offered through Capable NZ, Otago Polytechnic's work-based and practice-based learning school. Glenys is an experienced leadership and management practitioner, again in multiple educational contexts, including academic and service departments and leadership of independent learning programmes. In her 18 years' experience in this field, she has worked with and supported many neurodiverse learners -something she is hugely grateful for and has learned so much from.Glenys has co-authored with her colleague Dr Heather Carpenter a book on her work: Facilitating Independent Learning in Tertiary Education -new pathways to achievement. Bio: Rachel van Gorp, Senior Lecturer, School of Business Rachel is an accomplished Senior Lecturer with a wide-ranging background, including experience in banking, personal training, massage therapy, business ownership, mentorship, and volunteering. As a member of the Otago Polytechnic School of Business, Rachel brings a wealth of knowledge and expertise to her undergraduate teaching programmes.Rachel is a dedicated advocate for neurodiverse individuals in vocational education and serves as the chair of the Neurodiversity Community of Practice. She is committed to promoting inclusion and equal opportunities for individuals with diverse learning abilities. Her recent completion of her Master of Professional Practice reflects her focus on the essential topic of Neurodiversity in Vocational Education: facilitating success.With her unique combination of experience, Rachel is able to bring a practical perspective to her teaching, engaging learners in real-world scenarios and helping them to develop the skills they need to succeed in their future careers. Her dedication to the field of vocational education has made her a highly respected member of the academic community, and her commitment to promoting neurodiversity is making a significant impact on the lives of her learners and the wider community.

Keywords: ILP, Neurodiverse Learners, SDG Goal 4, facilitator, Vocational Education, Ako, neurodiversity, ILP Strategies

Received: 11 Mar 2024; Accepted: 03 May 2024.

Copyright: © 2024 van Gorp and Ker. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mrs. Rachel van Gorp, Otago Polytechnic, Dunedin, New Zealand

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Blog The Education Hub

https://educationhub.blog.gov.uk/2024/04/29/when-is-results-day-2024-gcses-a-levels-t-levels-and-vtqs/

When is results day 2024? GCSEs, A levels, T Levels and VTQs

In August, pupils in England will find out their results for GCSEs, A levels, T Levels and VTQ (vocational technical qualifications) exams.  

Ahead of results day, schools, colleges and assessment centres should contact pupils directly to tell them how and when to collect them. They’ll also be able to answer any questions you have ahead of the day.  

Here’s what you need to know about exam results this year.

When is GCSE and Level 1/2 VTQ results day 2024?  

GCSE  results day is on Thursday 22 August.  

Results for Level 1, Level 1/2 and Level 2  VTQs  will also be available on or before this date.  

Normally, pupils will be able to go to their school or college and collect their results in person where they can get advice from their teachers.  

Alternatively, schools will send results to pupils in the post or by email.  

When is A level, T Level and Level 3 VTQs results days 2024?  

AS level, A level and  T Level  results day is on Thursday 15 August.  

Results for VTQs at Level 3 taken alongside or instead of A levels, such as BTECs, will be released to pupils on or before Thursday 15 August.  

Results can be emailed or sent in the post, but it’s a good idea to go into school or college to receive your results so you can get support from teachers and career advisers to discuss your options, especially if your results might affect your plans for September.  

If you’re applying to university via UCAS, you can track your  application online .  

How have exams been graded since the pandemic?  

Between 2019 and 2022, we saw a significant increase in the number of entries receiving top grades, due to disruption caused by the pandemic.  

Last year saw a return to pre-pandemic grading arrangements, and overall national results were similar to those of 2019. Ofqual have confirmed that they are continuing with normal grading this year.  

This is key to making sure exam qualifications are trusted – it means that universities and employers understand the performance of candidates, have confidence in their qualifications, and can use them to help them progress into the right opportunities.   

What should I do if I’m disappointed with my results?  

Your school or college and your teachers will support you if don’t get the results you hoped for or if your plans change based on the results you get.  

Remember, there are many different exciting options to take after school and college.  

If don’t get the GCSE results you were expecting, you can find out more about your options here .  

And if you’re worried about not getting the results you need for your university course, you can find out more about your options here .  

If you need help or advice around your exam results or next steps, you can call  the National Careers Service  helpline to chat to a careers adviser on 0800 100 900.  

If you’re feeling stressed or anxious about exams and you’re aged 18 or younger, you can also call Childline for free on 0800 1111 or  chat online  to get support.  

Ofqual has also created this practical guide for students on coping with exam pressure which offers advice and support on coping with exam anxiety and stress.

You may also be interested in:

• GCSE results day: What to do if you didn’t get the grades you were expecting
• A Level and T Level results day: What to do if you don’t get the grades you need for your university course
• Exam results: 5 tips for parents and carers on supporting your child with results day

Tags: A level results , A Level results day , A levels , GCSE results , GCSE results day , gcses , results day , T Level results day , VTQs , when is results day

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