The major task is to achieve a transition to a career guidance system that overcomes these problems and realizes the fundamental goals of career guidance. In line with the basic thinking on career guidance discussed in section 1, career guidance must give priority to systematic and organized guidance and assistance through all three years of lower secondary school education, from the perspective of guiding students to a better understanding of life. Particular emphasis should be placed on the following aspects. Students must be helped to understand the various choices that they can make about the future. They must also be provided with active guidance and assistance so that they become motivated to explore their own career paths.
Individual students have differing interests and concerns.
They are unique individuals with their own abilities and aptitudes, and, as people in the process of growth and development, they have vast potential. There are many kinds of occupations and many different ways of life. Individuals live in society by pursuing work and ways of life that motivate them and give purpose to their lives. By gaining a deeper understanding of their individuality and future life, learning to believe in their own potential, and exploring career paths in search of their own approach to life, students can gain a better understanding of the diverse possibilities in their lives and learn to view the future with hope. When providing career guidance, it is most important that teachers recognize the diverse life choices their students face.