School Versus Student: Integration or Orientation? A Huge Gap. Part 2.

It is important to continue exploring the topic and define the question. 

Integration is the act of placing someone into a job, filling a position, and responding to the needs of the market. It is "ready-to-work," often without considering the individual's deep aspirations. Society needs qualified workers in various fields. The school represents a system of guidance and teaches you to think only in terms of "paths" from an early age.

Orientation, on the other hand, is the complete opposite. It helps you explore, understand, and choose based on desires, values, passions, and life goals. It is a process that places the person at the center of their choice.

In simple terms? School prepares you for integration: to choose a path, guiding a young person somewhere. Reflection prepares you for orientation: to choose a profession. We will focus together on orientation.

The problem is that orientation is a vague and catch-all concept; amalgams are possible, and any process or method could be considered. Orientation is a "field" with methods that are not scientifically validated.

No standards, no norms, no rules. In short, we have the foundation for a complete lack of unity in the approach. (And yes, soon we will address tests based on RIASEC or MBTI.)

So why are there so few rigorous studies to assess their long-term impact, as there are in health, psychology, or education?

What could such studies reveal for the stakeholders in the educational and economic systems?

Are we swimming in a bath of inconsistencies and diametrically opposed objectives between individuals and society?

On one hand, political correctness and the concept of "Corporate Social Responsibility" (CSR) promote approaches that integrate well-being, development, and individual aspirations.

On the other hand, the labor market continuously demands more "suitable profiles" to fill targeted positions, from workers to managers. Can we build a sustainably productive society by encouraging everyone to find meaning in their work, ensuring they do what they love, while demanding adaptation only to economic needs?

Orientation means making a choice. And I imagine many working-class jobs that these professionals did not "choose." 

In this context, the current integration process, based on grades and early track choices, is contrary to modern aspirations and challenges. Do we need scientific studies to visualize this disconnect when we question the situation? No.

So, with all these methods and theories, how many ways of orienting someone actually exist?

Now, we have defined the forces at play: the school and businesses on one side, and the student on the other, their objectives, and the inconsistencies of this clash of ideals.

Now, for those primarily interested in "orienting" their child wisely, the next part, Part 3, will be coming soon.