ECG Advising

ECG Advising

ECG Advising

Career Identity of a student

In the 1960s, Canadian developmental psychologist James Marcia posited that the adolescent stage consists neither of identity resolution nor identity confusion, but rather the degree to which one has explored and committed to an identity in a variety of life domains from vocation, religion, relational choices, gender roles, and so on. 

According to a study, most JC students in Singapore tend to fall within the “Foreclosed” category. Understanding your student’s career identity will enable you to guide them more effectively.

ECG Advising

Identity Stage

Counselling Guidelines

In the identity diffusion stage, the student is unmotivated to even begin the exploration process. There could be other underlying issues e.g. family problems causing the student to behave in this manner. In such situations, the tutor should consider referring the student for counselling.

Refer to ECG counsellor for help.

In the moratorium stage, the student has explored a variety of options, yet cannot commit to one or two choices. In this situation, an ECG counsellor could come in useful in helping the student narrow his/her choices.

Refer to ECG counsellor for help.

In the foreclosed stage, the student has prematurely committed to a decision without much exploration. Majority of students fall into this category and on first glance, foreclosed individuals appear to have an achieved identity. Foreclosure is usually linked to the desire to fulfil family expectations about career. Foreclosed students can experience academic difficulty especially when their skills and aptitude are a poor fit for the career directions that they chose prematurely. Tutors can help by encouraging the student to explore other options and provide a safe environment for the child to question his/her presumed solid choice.

Engage in ECG Conversation. Refer to ECG counsellor for help if student has serious underlying issue.

Students who have reached the achievement stage typically exhibit higher self-esteem, higher critical thinking skills, self-insight and academic performance. They have a better understanding of their academic abilities and use more effective study habits.

Engage in ECG Conversation. Refer to ECG counsellor for help if student has serious underlying issue.

Further reading:

Suggested questions during an ECG Conversation

Check on Current Goals

  • Can you imagine any circumstance where you would change your mind if another, better career choice came along?

  • How did you decide that you wanted to be an engineer?

  • What do your family members think of your aspiration? Are they supportive?

Check on Exploration

  • What other careers have you considered? Do you have an alternative plan?

  • What did you do to discover what being an engineer is like? Did you go for learning journeys or work attachments?

  • How do you know that you will like engineering?

Check on Alignment / Match to Abilities

  • How do you know that you are suitable to be an engineer?

Advising after A levels results release

For students who are unsure of their basic career direction

For students who are unsure of which university course to go as they have never explored

For high performing students who need further help in scholarship applications

For students who fall short of their expected results, below are some advising strategies

​For students with outstanding achievements i.e. community service, leadership, work experience, exceptional talents in academics or CCA e.g. Olympiad, national representation subject to a minimum level of academic competence

  • Advise them to consider the Aptitude-based Admission Scheme offered by NUS, NTU and SMU.

  • SUTD, SIT and SUSS do not have indicative grade profiles, so just encourage the students to apply for these universities.

For students who fall short of the IGP of competitive courses

  • Advise them to consider alternative degrees or routes if aptitude-based admission is not likely.

  • They may still place the desired course as first choice but they must choose the 2nd choice wisely.

  • Suggest possible alternative routes for competitive courses.

For students who are way below the IGP i.e. Ds and Es

  • Advise them to consider Polytechnics/University of the Arts (UAS).

  • If they do well in Polytechnic and in work, they can consider upgrading their diploma to a degree.

  • Starting Academic Year 2020, eligible A-Level graduates can now be exempted from 1-2 semester of polytechnic studies, and be admitted directly to Year 1 Semester 2 in 120 polytechnic courses, up from 9 courses.

A-Level graduates will be able to enter polytechnic in the same year of A-Level results release and obtain a polytechnic diploma in 2.5 years, rather than 3 years. 

Students who are interested in these 120 courses can apply via the respective polytechnics’ Direct Admissions Exercise in mid-August, for matriculation at the start of AY2020 Semester 2 in October.

More details will be available on the respective polytechnics’ websites by March.

  • For private universities, please advise them to consider carefully factors like recognition by employers, course quality, costs etc.

For students who wish to re-take A-Level

  • Please advise students who are considering this route to continue applying for the universities and polytechnics.

  • They may change their mind if they do receive acceptance letters from the tertiary institutes.

  • Students should approach General Office if they wish to re-take A-Level.​

Termly Sharing recordings

  1. Navigating MySkillsFuture Portal​

  2. Analysing RIASEC Results

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