=Paper=
{{Paper
|id=Vol-3608/paper17
|storemode=property
|title=Organization and Conduct of Career Guidance Subject Olympiads by Means of Computer Testing in the Practice of the Centre for Testing and Diagnostics of Knowledge of the Lviv Polytechnic National University
|pdfUrl=https://ceur-ws.org/Vol-3608/paper17.pdf
|volume=Vol-3608
|authors=Zhanna Myna,Oleksandra Kukhtiak
|dblpUrl=https://dblp.org/rec/conf/scia2/MynaK23
}}
==Organization and Conduct of Career Guidance Subject Olympiads by Means of Computer Testing in the Practice of the Centre for Testing and Diagnostics of Knowledge of the Lviv Polytechnic National University==
https://ceur-ws.org/Vol-3608/paper17.pdf
Organization and Conduct of Career Guidance Subject Olympiads
by Means of Computer Testing in the Practice of the Centre for
Testing and Diagnostics of Knowledge of the Lviv Polytechnic
National University
Zhanna Myna, Oleksandra Kukhtiak
Lviv Polytechnic National University, S. Bandery st. 12, Lviv, 79013, Ukraine
Abstract
This article delves into the intricacies of organizing diagnostics and knowledge control through
computer testing for the purpose of evaluating and monitoring the academic performance of
students participating in subject Olympiads. The research is conducted by the Centre for
Testing and Diagnostics of Knowledge at Lviv Polytechnic National University. The paper
underscores crucial criteria for the development of test technologies, emphasizing aspects such
as relevance, reliability, and validity. Significantly, it addresses a notable gap in existing
research by exploring the utilization of computer tools and the Moodle modular object-oriented
dynamic environment for administering subject Olympiads.
The primary objectives of the study encompass defining the tasks of the Center for Testing and
Diagnostics of Knowledge, presenting the key stages involved in organizing subject
Olympiads, and conducting a comprehensive analysis of the structure of typical Olympiad tests
facilitated by the Moodle toolkit. The conclusion drawn from this research underscores the
pivotal role of such career guidance measures in aiding prospective higher education entrants.
It posits that these measures enable individuals to make informed and conscious choices
regarding specific specialties and educational programs aligned with their preferences,
inclinations, and abilities.
Furthermore, the study positions itself as a contribution to the advancement of the educational
field. It substantiates the relevance and expediency of subject Olympiads, showcasing how the
analysis of their results supports the efficacy of these events. Additionally, it emphasizes the
significance of employing computer testing methods for the assessment and monitoring of
students' knowledge in the realm of educational practice. Ultimately, the research advocates
for the continued implementation of such measures to foster the development of the educational
landscape.
Keywords
Education, students, entrants, computerization, specialists, educational standards, quality,
testing, technology.
1
1. Introduction
We define career guidance as a scientific and practical system of preparing an individual for a
conscious choice of a future profession. Today, there are various forms and methods of career guidance
influence on students. The effectiveness of career guidance activities depends on the selection of
methods and a comprehensive approach. Important events that help attract talented students to higher
SCIA-2023: 2nd International Workshop on Social Communication and Information Activity in Digital Humanities, November 9, 2023, Lviv,
Ukraine
EMAIL: Zhanna.V.Myna@lpnu.ua (Zh.Myna); Oleksandra.Y.Kukhtiak@lpnu.ua (O. Kukhtiak)
ORCID: 0000-0001-7954-5799 (Zh.Myna); 0009-0003-4238-7821 (O. Kukhtiak)
©️ 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
education are Olympiads, which are held in institutions of higher education. Hence, subject Olympiads
“Future with the Polytechnic” are held every year at the Lviv Polytechnic National University for
graduation class pupils. Participation in the subject Olympiad allows not only to test the level of
knowledge, but also the ability to apply it to solve various problems, often not standard ones, in order
to test the logical and analytical thinking of future potential applicants. In addition, participation in the
Olympiads allows you to learn about the university, its history, structure, majors and specializations
that are taught at the higher education institution, as well as the teaching staff, famous scientists who
left the walls of the university in the past and those who are actively engaged in science now.
Participation in the Olympiad will also help students to provide objective arguments in the motivation
letter of the applicant, where they need to write the interest and rationale for studying at the Lviv
Polytechnic, as well as indicate achievements in studies and other activities. Testing is effectively used
as a means of diagnosis and evaluation of knowledge.
With our research, using the example of testing at the Lviv Polytechnic, we wanted to prove that the
experience of using testing shows that today it is one of the reliable assessment tools, and testing using
computer software provides objectivity, which justifies the choice a topic that remains relevant.
The tests were subject to high requirements, which, in addition to reliability and objectivity, include
validity and relevance. Reliability of a test means that it shows the same results every time during tests.
There should be objective control and pedagogics makes active attempts to solve this problem because
it faces a number of challenges, including organizational and psychological ones. Validity means that
the test identifies and measures the level of mastery of the knowledge that the test developer wants to
measure. Relevance means that the result must be relevant to a well-formulated question. The test
question must be clearly worded and have a specific answer option. At the Lviv Polytechnic, test tasks
for Olympiads are developed by teachers based on the school curriculum of general secondary education
establishments. Vocational guidance measures make it possible to find promising young people and
carry out knowledge diagnostics with the help of objective assessment tools with the use of computer
technology
The purpose of this study is to analyze the practice of conducting and determine the expediency of
organizing career orientation subject Olympiads in universities using computer testing
The main tasks are to analyze references on the research topic, study the features of diagnosing and
monitoring students’ knowledge during Olympiads at universities, monitoring test results and
identifying potential applicants who may be interested in studying at this university, as well as
promoting the popularization of higher education and scientific activity among young people.
The object of the research is the university Olympiads as one of the means of career guidance and
preparation of an individual for a conscious choice of a future profession.
The subject of the research is the practice of holding subject Olympiads on the example of the Centre
for Testing and Diagnostics of Knowledge of the Lviv Polytechnic National University.
2. Analysis of sources
Successful professional identification of high school students is important today. This is an
important stage in the life of every young person. A future entrant needs to take into account the whole
range of personal characteristics to build his/her future career: preferences, hobbies, interests, values,
inclinations, desires and aspirations. M. Hryniova [1] considers the ability of an individual to find
his/her place in society according to his/her abilities, capabilities and preferences. It is career guidance
that helps determine the future career of an individual and making a meaningful choice. There are
different approaches to the interpretation of the concept of “professional self-determination” in the
literature. However, as emphasized by M. Hryniova and O. Khannanova, the general opinion remains
that it is a process of choice, taking into account the personal capabilities of the person and the
requirements of the chosen profession [2]. In her study, T. Tanko notes that career guidance at all its
levels should be considered as an integral activity for the development of an individual’s career to
ensure his individual well-being and optimal inclusion in public life [3]. In today’s society, future
applicants cannot successfully realize their social and professional orientations without a high-quality
introduction to numerous specialties. Therefore, institutions of general secondary education should help
in the formation of life orientations, the choice of a future profession and professional training [4;5].
The publication “Vocational Education in the New Ukrainian School”, prepared with the support of the
European Union and its Member States, including Germany, Finland, Poland and Estonia within the
EU4Skills Program: Better Skills for Modern Ukraine, is important. Its task is to increase the
effectiveness of changes in the vocational education and modernize the infrastructure. The EU4Skills
program works at the national level and in seven pilot Oblasts Vinnytsia, Poltava, Zaporizhzhia, Rivne,
Lviv, Mykolaiv and Chernivtsi. The document was prepared as part of 2.10. activity and is implemented
by Solidarity Fund PL. [6].
In turn, each university should do a lot of work to popularize not only the educational institution
itself, but also specialties. Olympiads for students play a big role in this as an effective way to
systematize and generalize knowledge in preparation for admission and presentation of the institution
of higher education itself. Computer-based testing is used to assess students’ academic achievements.
Noteworthy is the study by such authors as V. Pavlysh, Z. Pikh, A. Zahorodnii, V. Haba, V. Huk
“Testing in the knowledge assessment system of entrants and students at Lviv Polytechnic National
University”, which notes that the experience of using testing as an element of the system of control
measures, a means of assessing knowledge during competitive selection for training, indicates that
today it is one of the reliable and objective assessment tools [7-9].
The works of such scientists as D. Zakatnov, V. Korneshchuk, O. Morhulets [10-12] deal with the
career guidance as a prerequisite for the training of competitive specialists, technologies for preparing
young students for vocational determination.
In the light of our research, the works of Herr E., Maduakolam I., Savickas M., Zunker Vernon G.,
as well as such publications as “The ASCA National Model: A Framework for School Counseling
Programs” and “Encyclopedia of career development” [13-19] are worth noting.
3. Methods
To achieve the goal and solve the identified tasks, the following general scientific research methods
were applied:
• theoretical – analysis and synthesis, which made it possible to analyze publications on the
selected topic;
• empirical: conducting a questionnaire to determine the affiliation of the participants to the
regions and obtaining data on the popularity of the choice of disciplines among the
participants;
• observations on finding out the number of people according to gender statistics among the
participants of the Olympiads;
• the method of descriptive statistics, which allowed us to quantitatively present the results
of the obtained data.
The chosen methodology made it possible to track the practice of conducting professional orientation
Olympiads by the Center for Testing and Diagnostics of Knowledge by means of computer testing
according to the selected model and to determine the expediency of organizing and holding similar
Olympiads in the future.
4. Results and Discussion
4.1. Activities of the Centre for Testing and Diagnostics of Knowledge of the
Lviv Polytechnic University in the knowledge control and assessment system
In Ukraine, despite the war, the reform of the content of higher education in accordance with
international standards continues. During the signing of the agreement on accession to the Bologna
Declaration, Ukraine assumed the following obligations:
• definition of standards of academic degrees and standards of education quality assurance;
• improving the functioning and innovative development of education;
• improving the quality and accessibility of education while preserving national
achievements and traditions.
The priority should be to ensure the professional and personal development of a specialist, whose
qualifications and individual qualities should meet the standards of higher education, the needs of the
contemporary information society and the rapid development of the labor market.
The concept of industry-specific training and the National Doctrine of Education Development in
Ukraine provide for the creation of a favorable environment for high school students for successful
social and vocational self-determination, which allows them to get acquainted with specific professions
and professional activities in practice.
The creation of the Centre for Testing and Diagnostics of Knowledge at Lviv Polytechnic National
University in April 2004 was an important step dictated by the requirements for the development of a
system for diagnosing the quality of education and a system of tests to determine the compliance of the
level of education with state standards within the implementation of the State Program “Education”
(“Ukraine of the 21st century”). The Centre for Testing and Diagnostics of Knowledge functions as a
university non-profit unit and carries out its activities in the field of diagnosing the knowledge of
university entrants, graduates of pre-university training courses using special test tasks, actively works
towards creating a reliable toolkit for diagnosing students’ knowledge and skills by the test control
method. As a structural unit of the Lviv Polytechnic National University, the Centre for Testing and
Diagnostics of Knowledge has the following structure (Fig. 1).
Figure 1: Structure of the Centre for Testing and Diagnostics of Knowledge
New requirements for the content of higher education standards and the need to objectify the control
of students’ knowledge in the conditions of module-rating technology determined the further direction
of work on the introduction of test control. The requirements of the time led to the activation of the
problem of using tests, the composition and forms of test tasks, the development of the testing
procedure, the algorithm for processing the test results and their interpretation with the help of software
tools that allow the testing process to be carried out automatically, using a minimum of resources.
Among others, one of the important tasks of the Centre is the organization and holding of student
subject Olympiads. Participation in the subject Olympiad allows students to check their level of
knowledge and ability to apply it to solve various non-standard problems, learn more about the
University and specialties that can be acquired within the walls of the institution. As noted above,
participation in the Olympiad contributes to objective argumentation in the entrant’s motivation letter,
where it is necessary to reflect interest in studying at the Lviv Polytechnic, as well as academic
achievements and other types of activities.
In general, the whole process of organizing subject Olympiads involved the following stages
(Fig. 2).
For the organization of the subject Olympiads, it was decided to use the modular Object-Oriented
Dynamic Environment Moodle, which has a sufficient set of tools and made it possible to administer
the environment for the chosen model of the Olympiads.
To participate in subject Olympiads, participants had to independently sign in at http://ctdz.lpnu.ua
page. It should be noted that one-time registration made it possible to participate, if desired, in all
relevant Olympiads.
Figure 2: Stages of organization of subject Olympiads “Future with the Polytechnic”
The Olympiads were held in two rounds. This year, the first round was held online due to the threat
of missile strikes and the pandemic. The second round was held in person, as all safety measures were
provided:
• First round (distance) – January – February 2023;
• II round (in person) – March 2023.
Both rounds of the Olympiad were held using computer equipment and visiting the page
http://ctdz.lpnu.ua, where at the specified time the subject Olympiad participant, having previously
successfully registered, accessed the Olympiad page with his/her login and password and could pass
the test during the specified time of the Olympiad.
The test tasks were developed by leading teachers of the Lviv Polytechnic on the basis of the school
curriculum of institutions of general secondary education, which were presented in various formats and
levels of complexity, which made it possible to evaluate the participant of the Olympiad according to
his/her chosen discipline at all levels of Bloom’s Taxonomy.
The model of the Olympiad provided for the participant to take the test in a specially created
environment with the use of computer technology, where tasks of different types and different levels of
complexity were placed according to the chosen subject (Table 1).
Table 1
Analysis of the structure of the typical subject Olympics test
№ Question Ease Standard Evaluati Assigned Effective Differen Distingui
type index Deviation on at weight weight tiate shing
random efficiency
1 Identify 51,79 % 23,15 % 25,00 % 12 % 11,42 % 78,28 % 80,39 %
missing
words
2 Identify 51,79 % 18,90 % 25,00 % 8% 6,30 % 39,91 % 41,74 %
missing
words
3 Subplies 40,00 % 17,10 % 0,00 % 20 % 10,87 % 47,70 % 49,13 %
(Closed)
4 Identify 72,32 % 24,11 % 19,64 % 8% 9,42 % 78,31 % 81,08 %
missing
words
5 Subplies 38,57 % 42,58 % 0,00 % 5% 9,91 % 78,01 % 88,61 %
(Closed)
6 Multivariat 85,71 % 36,31 % 25,00 % 2% 4,43 % 45,10 % 68,77 %
e question
7 Identify 73,63 % 25,19 % 23,44 % 26 % 17,94 % 73,26 % 84,29 %
missing
words
8 Identify 40,82 % 23,01 % 14,29 % 7% 7,65 % 59,33 % 67,54 %
missing
words
9 Multivariat 35,71 % 49,72 % 25,00 % 2% 6,05 % 62,60 % 80,44 %
e question
10 Multivariat 71,43 % 46,88 % 25,00 % 2% 5,44 % 52,78 % 65,88 %
e question
11 Multivariat 7,14 % 26,73 % 25,00 % 2% 3,74 % 44,31 % 100,00 %
e question
12 Subplies 14,29 % 25,20 % 0,00 % 6% 6,84 % 49,05 % 65,76 %
(Closed)
4.2. Evaluation and Statistics of Test Results
In discussions about the relevance of holding Olympiads, educators come to a common conclusion
that the student Olympiad, as a kind of competition, is an excellent mental stimulus for acquiring new
skills. The benefit of conducting such intellectual competitions lies in quality training, which is an
effective way of generalizing knowledge, which affects the further result. Participation in Olympiads
not only broadens one's horizons and improves abstract and logical thinking, but also improves creative
abilities.
Tracking the statistical data of the "Future with Polytechnic" subject Olympiads, it should be noted
that the Olympiad was quite popular among school graduates. The total number of registered
participants who expressed their desire to participate in the Olympiads, successfully registered and
passed testing in the first rounds was 1520 people.
Popularity by disciplines among the participants of the first round was distributed as follows (Fig. 3).
The most popular disciplines among the Olympiad participants were Mathematics, 361 participants
expressed their desire to participate in the Olympiad from the specified discipline, Ukrainian language –
296 participants, English – 304 participants, and History of Ukraine – 227 participants. Somewhat less
popular were disciplines such as Chemistry – 151 participants, Physics – 109 participants. The least
popular were Economics and Public Administration – 41 participants and Computer Science – 31
participants.
Information Economics and
Technology management of Public
Ukrainian 31 administration
296 3%
Mathematics
361
Physics
109
English
304
History of Ukraine
227
Chemistry
151
Mathematics Physics
History of Ukraine Chemistry
English Ukrainian
Information Technology Economics and management of Public administration
Figure 3: Popularity of disciplines among the participants of the first round
According to the results of the first round of subject Olympiads, the overall average score of the
participants by subjects was as follows (Fig. 4).
Economics and Public Mathematics
Administration 72
67
English
37 Physics
Information 65
Technology
33
Chemistry
57 History of Ukraine
85
Ukrainian Language
85
Mathematics Physics
History of Ukraine Ukrainian Language
Chemistry Information Technology
English Economics and Public Administration
Figure 4: Overall average score of the participants by subjects
The highest overall average score was among the participants of the Olympiad in the History of
Ukraine and amounted to 85 points, while the participants of the Ukrainian language Olympiad had a
slightly lower average score of 74. The participants in the Olympiad in Mathematics had a total average
score of 72 points. Slightly lower results were observed in such disciplines as Economics and Public
Administration – 67 points, Physics – 65 points and Chemistry – 57. Significantly lower overall average
scores were observed in the participants of subject Olympiads in English – 37 points and Computer
Science – 33 points.
According to the results of the first round of subject Olympiads, the following number of participants
were qualified for the second round (Fig. 5).
Figure 5: The number of subject Olympiad participants who passed to the second round
Thus, the following number of participants took part in the second round of the face-to-face
Olympiad using the technical means of conducting subject Olympiads by disciplines: Mathematics –
58 people; History of Ukraine – 44 people; Ukrainian language – 34 people; Chemistry – 34 people;
Physics – 26 people; English – 30 people; Economics and Public Administration – 18 people; Computer
Science – 16 people.
This choice of subjects is explained by the fact that the National Multimedia Test of 2023 provided
for:
1. Two compulsory subjects: Ukrainian language and mathematics.
2. The third subject − at the student's choice: history of Ukraine, foreign language (English, German,
French or Spanish), biology, physics, chemistry.
A survey was conducted among the participants of the second round of subject Olympiads, aimed at
determining the regions from which the participants came. As a result of the survey, we obtained the
following data (Fig. 6).
As we can see, the largest number of subject Olympiad participants were from Lviv and Lviv Oblast.
However, although the number was small, there were still representatives from other regions.
According to the conducted research of the second round of Olympiads in the “gender” category,
we tracked the gender data of the statistics of the participants of the subject Olympiads. The obtained
data were distributed as follows (Fig. 7): in the second round of the Olympiad in Mathematics, Physics,
Computer Science, English, Economics and Public Administration, a larger number of male participants
passed.
On the other hand, according to the number of participants who made it to the second round, the
female gender leads in such subjects as History of Ukraine, Ukrainian Language and Chemistry.
Figure 6: The results of the survey of participants of the second round of subject Olympiads by regional
affiliation
Figure 7: Data on gender statistics of participants who passed the 2nd round of gender statistics
subject Olympiads
4.3. Analysis of the problem of conducting vocational orientation subject
Olympiads
At Lviv Polytechnic National University, career orientation Olympiads were a permanent tradition,
which annually allowed to identify talented young people and represent the university's capabilities.
The usual model for conducting such Olympiads was an off-line format using printed test tasks, which
allowed all events to be held within the university auditorium.
But the start of military operations in Ukraine and the introduction of martial law in 2022 forced the
field of education to refuse to hold any events that would be accompanied by mass gatherings and would
pose a danger to the participants of certain events.
Before the full-scale invasion in 2022, Lviv Polytechnic National University had already been
ordered to organize and hold career orientation subject Olympiads, but the university was forced to
abandon these events. However, in 2023, the Lviv Polytechnic, having already fully adapted to
functioning during the period of martial law, decides to start work on the restoration of traditional career
guidance events, in particular subject Olympiads. In the process of organization, there were numerous
discussions regarding:
• the format of the I and II rounds of the Olympiads;
• consideration and selection of disciplines that would cover the subject Olympiads were
carried out;
• variations of presentation of tasks for the I and II rounds of subject Olympiads were
considered;
• methods of ensuring the objectivity of the assessment of the I and II rounds of subject
Olympiads were discussed;
• the criteria for determining the winners of the 1st and 2nd rounds were determined;
• determination of regions from which representatives can be involved to participate in the
Olympiad;
• the possibilities of ensuring the safety of the participants were assessed;
• procedures and algorithms of participants' and organizers' actions in the event of sounding air
alarms were worked out;
• organizing the leisure time of the participants of the II round of subject Olympiads and their
introduction to the features of the university and study prospects.
Having reached a consensus on the outlined discussion issues and choosing the above-described
model of the Olympiad, the traditional vocational orientation subject Olympiad was successfully held.
Discussions about whether the Olympiads are relevant for those seeking education continue to this
day. For Ukraine, this will continue to be a security issue in wartime conditions.
A comprehensive analysis of the organization, conduct and results of the Olympiad at the Lviv
Polytechnic shows that students have a thirst for competition and a desire to show their real level of
knowledge.
5. Conclusions
Thus, today it is important to carry out career guidance activities that allow finding promising young
people and diagnosing knowledge with the help of objective assessment tools using computer
technology. In addition, such career guidance measures will help entrants to a higher education
institution make a conscious choice of a specific specialty and educational program in accordance with
preferences, inclinations and abilities. A properly created professional environment for senior pupils
allows them to open up opportunities for successful social and professional self-determination. Holding
Olympiads within the walls of universities gives pupils the opportunity to get to know the institution
itself, teachers, and also to test their knowledge during testing. The statistical analysis of the results of
subject Olympiads showed the relevance and expediency of holding subject Olympiads, and made it
possible to inform potential entrants about the possibilities and advantages of the Lviv Polytechnic
National University as a higher education institution that forms the professional elite of the labor market
of our state.
Regarding the prospects of the research, the problems related to the use of computer technology in
career guidance work with schoolchildren, as well as ways of introducing professional trials into the
practice of schoolwork, i.e. gaining practical experience in a specific type of professional activity,
remain important. This is an opportunity to compare your intentions with the chosen profession, to
assess what competencies should be mastered for successful self-realization in the chosen professional
field.
6. Acknowledgements
We express our gratitude to the Centre for Testing and Diagnostics of Knowledge of Lviv
Polytechnic for the opportunity to work out statistics, draw the appropriate conclusions, and outline the
prospects for further research.
7. References
[1] M. Hrynova, Scientific school "Self-regulation as the basis of successful pedagogical activity"
[Naukova shkola "Samorehuliatsiia yak osnova uspishnoi pedahohichnoi diialnosti"], The image
of a modern teacher 4(2) (2017) 5-10. URL: http://isp.poippo.pl.ua/article/view/111908/106841.
[2] M. Hrynova, O. Khannanova, Vocational guidanc as a successful way to an individual’s career
determination, Ukrainian professional education 3 (2018) 34-43. doi:
http://doi.org/10.5281/zenodo.2025813.
[3] T. Tanko, Vocational guidance work as an important part of departments of pedagogical institutes,
Origins of pedagogical skills 9 (2012) 286-290. URL:
http://dspace.pnpu.edu.ua/bitstream/123456789/10267/1/Tanko.pdf
[4] N. Pobirchenko, Career guidance at school: New educational positions and programs
[Proforiientatsiia v shkoli: Novi osvitni pozytsii i prohramy], School Director 38(470) (2007) 3-
31.
[5] H. Moskalyk, Peculiarities of professional orientation and self-determination of the individual in
the system of market transformations [Osoblyvosti profesiinoi oriientatsiita samovyznachennia
osobystosti v systemi rynkovykh transformatsii], Higher education of Ukraine 3 (2008) 101-106.
[6] Professional orientation in the new Ukrainian school [Profesiina oriientatsiia u novii ukrainskii
shkoli], Ukrainian Institute of Education Development, 2020. URL: https://uied.org.ua/wp-
content/uploads/2020/12/konczepcziya-profori%D1%94ntaczii%CC%88-dlya-gromadskogo-
obgovorennya-16_12_20-.pdf.
[7] V. Pavlysh, Z. Pikh, A. Zahorodnii, V. Haba, V. Huk, Testing in the knowledge assessment system
of entrants and students at Lviv Polytechnic National University [Testuvannia v systemi
otsiniuvannia znan vstupnykiv ta studentiv u Natsionalnomu universyteti "Lvivska politekhnika"],
in: Yu. Bobalo (Ed.), Publishing House of Lviv Polytechnic, Lviv, 2012. URL:
https://ena.lpnu.ua:8443/server/api/core/bitstreams/1eb13027-a8d3-491d-9dc5-
bf4c7af72a04/content.
[8] U. Yarka, Zh. Myna, O. Peleshchyshyn, T. Bilushchak, Optimal practices for creating
documentation according to the standardsof quality management based on ISO 9000, Management
of the development of complex systems 27 (2016) 162-169. URL:
https://www.researchgate.net/publication/311307326_Optimalni_metodi_stvorenna_dokumentac
ii_zgidno_standartiv_upravlinna_akistu_na_osnovi_ISO_9000.
[9] L. Dunets, Forms and methods of career guidance work in a higher educational institution [Formy
i metody proforiientatsiinoi roboty u vyshchomu navchalnomu zakladi], Collection of scientific
works of the Khmelnytskyi Institute of Social Technologies of the University "Ukraine" 1(7)
(2013) 86-88. URL: http://nbuv.gov.ua/UJRN/Znpkhist_2013_1_21.
[10] D. Zakatnov, Technologies for preparing students for professional self-determination: a
monograph [Tekhnolohii pidhotovky uchnivskoi molodi do profesiinoho samovyznachennia:
monohrafiia], Pedahohichna dumka, Kyiv, 2012. URL:
https://core.ac.uk/download/pdf/19905811.pdf.
[11] V. Korneshchuk, Career guidance and professional selection as a prerequisite for training
competitive specialists [Proforiientatsiia i profvidbir yak peredumova pidhotovky
konkurentospromozhnykh fakhivtsiv], Ukrainian society 2 (2016) 130-133. URL:
http://nbuv.gov.ua/UJRN/Usoc_2016_2_18.
[12] O. Morhulets, The current state and development trends of higher education institutions of Ukraine
[Suchasnyi stan ta tendentsii rozvytku diialnosti VNZ Ukrainy], Bulletin of the Zhytomyr State
University of Technology. Series: Economic sciences 3 (2015) 85-93. URL:
http://nbuv.gov.ua/UJRN/Vzhdtu_econ_2015_3_15.
[13] E. Herr, Career Development and its Practice: A Historical Perspective, Career Development
Quarterly 49(30 (2001) 196–211. doi:10.1002/j.2161-0045.2001.tb00562.x.
[14] I. Maduakolam, Career Development Theories and their Implications for High School Career
Guidance and Counseling, The High School Journal 2(83) (2000) 28–40. URL: http://surl.li/joerl.
[15] M. L. Savickas, Career Construction Theory, in: H. J. Greenhaus, G. A. Callahan (Eds.),
Encyclopedia of Career Development, Sage, 2006, pp. 84–88. URL:
https://fathurrahmanbahrinsyah.files.wordpress.com/2010/04/encyc-of-career1.pdf.
[16] M. L. Savickas, A Developmental Perspective on Vocational Behaviour: Career Patterns, Salience,
and Themes, International Journal for Educational and Vocational Guidance 1 (2001) 49-57. doi:
https://doi.org/10.1023/A:10169 16713523.
[17] V. G. Zunker, Career Counseling: A Holistic Approach, Cengage Learning, 9th ed., 2015. URL:
http://surl.li/joekl.
[18] The ASCA National Model: A Framework for School Counseling Programs, American School
Counselor Association 6(3) (2003) 165-168.
[19] Encyclopedia of career development, in: H. J. Greenhaus, G. A. Callahan (Eds.), SAGE, 2006.
URL: https://fathurrahmanbahrinsyah.files.wordpress.com/2010/04/encyc-of-career1.pdf.