1. 1
CAREER PLANS REPORT
PROFESSIONAL HIGH SCHOOL OF ELECTRONICS AND ELECTRICAL
ENGINEERING “MARIE CURIE”
SLIVEN, BULGARIA
1. SCHOOL DESCRIPTION
PHSEE “Marie Curie” Sliven is a vocational High School which main objectives are to
build up professionals for the needs of the labour market and provide the necessary knowledge
and skills for all technical and technological problems associated with the production, operation,
maintenance and repair of different types of equipment in the field of electronics and electrical
engineering.
The school education is four or five years.
 The students who choose to study 5 years /grades 8-12/ enroll in the school at the age of
14. The admission is based upon the grades from the National entry exams in Bulgarian
and Mathematics. They have more classes in foreign languages.
 The rest of the students enter the school at the age of 15 /grades 9-12/.
Since 2012/2013 school year, the school collaborates with the opened the same year
Career Guidance Center. The time spent for group VET guidance is 4 hours per year for the
students who finish secondary /11, 12 grades/ education. The Center provides:
 Psychological tests for diagnostics of interests, attitudes and reasons for the choice of
profession.
 Interactive methods and training on skills for decision-making.
 Skills for making a portfolio and work application /a CV, a cover letter, a job interview/.
The materials for this survey are provided by the psychologists from the Career Guidance
Center in Sliven. The students filled in two questionnaires.
Description of the target group:
Number of participants 6
Gender Male-3, Female-3
Grades 10, 11
Age 16,17
Period End of June 2014
2. QUESTIONNAIRES

2. 2
TEST 1.Professional orientation of the individual
Instruction: Choose one of the two following statements.
1a. Caring for animals 1b. Serving machines, devices, appliances
2a. Caring for sick people 2b. Writing programs, schemes
3a. Monitoring the quality of illustrations, posters,
advertisements
3b. Monitoring the condition and development of
plants
4a. Processing materials -wood, metal, plastic 4b.Delivering and advertising goods
5a. Analyzing and discussing science books,
articles
5b. Discussing literature and novels
6a. Breeding animals 6b. Training the others / in sports, employment,
study skills /
7a. Creating art / pictures, music/ 7b. Managing big machines / cranes, tractors,
excavators /
8a. Informing people /giving information,
references /
8b. Creating artistic decoration of windows, halls,
theaters
9a. Repairing equipment, machinery, homes 9b. Editing newspapers, books
10a. Curing animals 10b. Doing accounts and calculations
11a. Creating new types of plants 11b. Creating new machines and equipment
12a. Helping to settle disputes, problems, conflicts 12b. Detecting errors in drawings, schemes,
program
13a.Dealing with art 13b. Studying animals
14a. Working with medical equipment 14b. Providing direct medical care to injured
people, victims in accidents
15a. Doing precise mathematical calculations 15b. Participating in performances
16a. Working in a medical lab 16b. Healing patients
17a. Designing and decorating homes 17b. Design and building homes
18a. Arranging holidays, sightseeing tours, trekking 18b. Participating in concerts, tours.
19a. Creating and designing details, maps,
drawings.
19b. Doing drawings, copying articles
20a. Fighting plant diseases 20b. Working on a computer

3. 3
Answers Sheet
І ІІ ІІІ ІV V
1а 1b 2а 2b 3а
3b 4а 4b 5а 5b
6а 6b 7а
7b 8а 8b
9а 9b
10а 10b
11а 11b 12а 12b 13а
13b 14а 14b 15а 15b
16а 16b 17а
17b 18а 18b
19а 19b
20а 20b
I "human-nature" – a botanist, a veterinarian, a forester, a farmer
II "human- technique" - an engineer, a designer, a technician, a mechanic
III "human-human" - a teacher, a doctor, a lawyer, a consultant, a psychologist
IV "human-signs" – a draftsman, a programmer, an accountant
V "human-art" – an artist, a writer, a restorer, a designer
TEST 2. Multiple Intelligences Test – based on Howard
Gardner’s MI Model
Score the statements: 1=Mostly Disagree, 2=Slightly Disagree, 3=Slightly Agree, 4=Mostly
Agree
Put your score in the marked place.
Statement Score
I like to learn more about myself
-
I can play a musical instrument
-
I find it easiest to solve problems when I am doing something physical
-
I often have a song or piece of music in my head
-
I find budgeting and managing my money easy
-

4. 4
I find it easy to make up stories
-
I have always been very co-ordinated
-
When talking to someone, I tend to listen to the words they use not just
what they mean
-
I enjoy cross words, word searches or other word puzzles
-
I don’t like ambiguity, I like things to be clear
-
I enjoy logic puzzles such as 'sudoku'
-
I like to meditate
-
Music is very important to me
-
I am a convincing liar
-
I play a sport or dance
-
I am very interested in psychometrics (personality testing) and IQ tests
-
People behaving irrationally annoy me
-
I find that the music that appeals to me is often based on how I feel
emotionally
-
I am a very social person and like being with other people
-
I like to be systematic and thorough
-
I find graphs and charts easy to understand
-
I can throw things well - darts, skimming pebbles, frisbees, etc
-
I find it easy to remember quotes or phrases
-
I can always recognise places that I have been before, even when I was
very young
-
I enjoy a wide variety of musical styles
-
When I am concentrating I tend to doodle
-
I could manipulate people if I choose to
-
I can predict my feelings and behaviours in certain situations fairly
accurately
-
I find mental arithmetic easy
-

5. 5
I can identify most sounds without seeing what causes them
-
At school one of my favourite subjects is / was English
-
I like to think through a problem carefully, considering all the
consequences
-
I enjoy debates and discussions
-
I love adrenaline sports and scary rides
-
I enjoy individual sports best
-
I care about how those around me feel
-
My house is full of pictures and photographs
-
I enjoy and am good at making things - I'm good with my hands
-
I like having music on in the background
-
I find it easy to remember telephone numbers
-
I set myself goals and plans for the future
-
I am a very tactile person
-
I can tell easily whether someone likes me or dislikes me
-
I can easily imagine how an object would look from another perspective
-
I never use instructions for flat-pack furniture
-
I find it easy to talk to new people
-
To learn something new, I need to just get on and try it
-
I often see clear images when I close my eyes
-
I don’t use my fingers when I count
-
I often talk to myself – out loud or in my head
-
At school I loved / love music lessons
-
When I am abroad, I find it easy to pick up the basics of another
language
-
I find ball games easy and enjoyable
-

6. 6
My favourite subject at school is / was Maths
-
I always know how I am feeling
-
I am realistic about my strengths and weaknesses
-
I keep a diary
-
I am very aware of other people’s body language
-
My favourite subject at school was / is art
-
I find pleasure in reading
-
I can read a map easily
-
It upsets me to see someone cry and not be able to help
-
I am good at solving disputes between others
-
I have always dreamed of being a musician or singer
-
I prefer team sports
-
Singing makes me feel happy
-
I never get lost when I am on my own in a new place
-
If I am learning how to do something, I like to see drawings and
diagrams of how it works
-
I am happy spending time alone
-
My friends always come to me for emotional support and advice
-
Answers Sheet
Intelligence type Your totals
Linguistic -
Logical-Mathematical -
Musical -
Bodily-Kinesthetic -
Spatial-Visual -
Interpersonal -
Intrapersonal -

7. 7
Intelligence
type
Description Typical roles Related tasks,
activities or
tests
Preferred
learning
style clues
Linguistic words and
language, written
and spoken;
retention,
interpretation and
explanation of ideas
and information via
language,
understands
relationship between
communication and
meaning
writers, lawyers,
journalists,
speakers, trainers,
copy-writers,
English teachers,
poets, editors,
linguists,
translators, PR
consultants, media
consultants, TV
and radio
presenters, voice-
over artistes
write a set of
instructions;
speak on a
subject; edit a
written piece or
work; write a
speech;
commentate on an
event; apply
positive or
negative 'spin' to
a story
words and
language
Logical-
Mathematical
logical thinking,
detecting patterns,
scientific reasoning
and deduction;
analyse problems,
perform
mathematical
calculations,
understands
relationship between
cause and effect
towards a tangible
outcome or result
scientists,
engineers,
computer experts,
accountants,
statisticians,
researchers,
analysts, traders,
bankers
bookmakers,
insurance brokers,
negotiators, deal-
makers, trouble-
shooters, directors
perform a mental
arithmetic
calculation; create
a process to
measure
something
difficult; analyse
how a machine
works; create a
process; devise a
strategy to
achieve an aim;
assess the value
of a business or a
proposition
numbers and
logic
Musical musical ability,
awareness,
appreciation and use
of sound;
recognition of tonal
and rhythmic
patterns, understands
relationship between
sound and feeling
musicians, singers,
composers, DJ's,
music producers,
piano tuners,
acoustic engineers,
entertainers, party-
planners,
environment and
noise advisors,
voice coaches
perform a musical
piece; sing a
song; review a
musical work;
coach someone to
play a musical
instrument;
specify mood
music for
telephone systems
and receptions
music,
sounds,
rhythm

8. 8
Intelligence
type
Description Typical roles Related tasks,
activities or
tests
Preferred
learning
style clues
Bodily-
Kinesthetic
body movement
control, manual
dexterity, physical
agility and balance;
eye and body
coordination
dancers,
demonstrators,
actors, athletes,
divers, sports-
people, soldiers,
fire-fighters, PTI's,
performance
artistes;
ergonomists,
osteopaths,
fishermen, drivers,
crafts-people;
gardeners, chefs,
acupuncturists,
healers,
adventurers
juggle;
demonstrate a
sports technique;
flip a beer-mat;
create a mime to
explain
something; toss a
pancake; fly a
kite; coach
workplace
posture, assess
work-station
ergonomics
physical
experience
and
movement,
touch and
feel
Spatial-
Visual
visual and spatial
perception;
interpretation and
creation of visual
images; pictorial
imagination and
expression;
understands
relationship between
images and
meanings, and
between space and
effect
artists, designers,
cartoonists, story-
boarders,
architects,
photographers,
sculptors, town-
planners,
visionaries,
inventors,
engineers,
cosmetics and
beauty consultants
design a costume;
interpret a
painting; create a
room layout;
create a corporate
logo; design a
building; pack a
suitcase or the
boot of a car
pictures,
shapes,
images, 3D
space
Interpersonal perception of other
people's feelings;
ability to relate to
others; interpretation
of behaviour and
communications;
understands the
relationships
between people and
their situations,
including other
people
therapists, HR
professionals,
mediators, leaders,
counsellors,
politicians,
educators, sales-
people, clergy,
psychologists,
teachers, doctors,
healers, organisers,
careers, advertising
professionals,
coaches and
mentors
interpret moods
from facial
expressions;
demonstrate
feelings
through body
language; affect
the feelings of
others in a
planned way;
coach or counsel
another person
human
contact,
communicati
ons,
cooperation,
teamwork

9. 9
Intelligence
type
Description Typical roles Related tasks,
activities or
tests
Preferred
learning
style clues
Intrapersonal self-awareness,
personal cognisance,
personal objectivity,
the capability to
understand oneself,
one's relationship to
others and the world,
and one's own need
for, and reaction to
change
arguably anyone
who is self-aware
and involved in the
process of
changing personal
thoughts, beliefs
and behaviour in
relation to their
situation, other
people, their
purpose and aims
consider and
decide one's own
aims and personal
changes required
to achieve them
(not necessarily
reveal this to
others)
self-
reflection,
self-
discovery
3. CAREER PLANS
STUDENT 1: female, 10th
grade, 16 years old
Test 1 showed the third type of professional orientation - "human-human" - a teacher, a
doctor, a lawyer, a consultant, a psychologist. Test 2 and Graph 1 show a high level of
intrapersonal, interpersonal and linguistic intelligence type. There is clear association between
these types of intelligence and what is now termed as 'Emotional Intelligence' or EQ:
 Understanding yourself, your goals, intentions, responses, behaviour and all.
 Understanding others, and their feelings.
The five domains of the Emotional intelligence are: knowing your emotions, managing
your own emotions, motivating yourself, recognising and understanding other people's emotions,
managing relationship.
The girl was advised to choose Psychology, Biology or Chemistry for her Matura exams
which could help her to prepare for the suitable profession for her future.
Graph1
0
5
10
15
20
25
30
35
40
Intelligence type

10. 10
STUDENT 2: male, 10th
grade, 16 years old
Test 1 showed the second type of professional orientation - "human - technique" - an
engineer, a designer, a technician, a mechanic. Test 2 and Graph 2 confirm the survey and show
a high level of logical-mathematical and spatial-visual intelligence type. In other words, he is
skilled at deductive reasoning, detecting patterns, and logical thinking. He is good at scientific
investigations and identifying relationships between different things and understanding complex
and abstract ideas. He learns well with visual aids, such as videos and maps. He has a
“photographic memory”.
The boy was consulted to choose Mathematics or Physics as optional classes to help him
with the preparation for the Matura exams.
Graph 2
STUDENT 3: male, 10th
grade, 16 years old
Test 1 showed the first type of professional orientation - "human-nature" – a botanist, a
veterinarian, a forester, a farmer. Test 2 and the Graph 3 show a high level of interpersonal and
bodily-kinesthetic intelligence type that is needed to practice the suitable professions. People
with interpersonal intelligence are good with people and thrive in social interactions. They are
good at reading, empathize and understanding others. They are good at working with others and
have many friends. They learn best through interaction and dialogue. In other words, they are
easily able to interact with and understand those around them. People with interpersonal
intelligence are able to pick up on the mood, characteristics, emotions, and intentions of those
around them. They are also able to use this information to tailor their approach of interacting
with each individual. People with kinesthetic intelligence love movement. They are good at
building things and like to stay active. They learn best through movement and experimentation.
The boy was advised to choose Biology or Chemistry as Matura exams and study in
depth these school subjects to be ready for the university exams.
0
5
10
15
20
25
30
35
40
Intelligence type

11. 11
Graph 3
STUDENT 4: female, 11th
grade, 17 years old
Test 1 showed the fourth type of professional orientation - "human-signs" – a draftsman,
a programmer, an accountant. Test 2 and the Graph 4 show the same level of logical-
mathematical, spatial-visual and interpersonal intelligence. The girl has the ability to appreciate
and calculate the effect of actions upon objects or ideas and the relationships among them, to
apply inductive and deductive reasoning skills, to provide solutions and to overcome complex
mathematical and logical challenges as well as solving critical and creative problems. The girl
has a strong photogenic memory that helps her to recognize and manipulate patterns. This also
makes her an excellent puzzle solver. Such individuals have a clear sense of mapping or
direction and good coordination between the eye and hand, which helps develop their artistic and
creative inclination.
The girl was consulted to choose Maths as a Matura exam, visit extracurricular classes
and consult with the Maths teachers about her preparation for the university exams.
Graph 4
0
5
10
15
20
25
30
35
40
Intelligence type
0
5
10
15
20
25
30
35
Intelligence type

12. 12
STUDENT 5: female, 11th
grade, 17 years old
Test 1 showed the third type of professional orientation - "human-human" - a teacher, a
doctor, a lawyer, a consultant, a psychologist. Test 2 and the Graph 5 show that the girl has the
same high level of linguistic and interpersonal intelligence type which confirms the suitable
professions from test 1. People who are strong in linguistic-verbal intelligence are able to use
words well, both when writing and speaking. These individuals are typically very good at writing
stories, memorizing information and reading. This can include the ability to express oneself
effectively through speech or the written word and the increased ability to learn foreign
languages. People who have strong interpersonal intelligence are good understanding and
interacting with other people. These individuals are skilled at assessing the emotions,
motivations, desires and intentions of those around them.
The girl was consulted to choose Psychology, Biology or Chemistry for her Matura
exams which could help her in the preparation for the university exams and her future career
development.
Graph 5
STUDENT 6: male, 11th
grade, 17 years old
Test 1 showed the second type of professional orientation - "human - technique" - an
engineer, a designer, a technician, a mechanic. Test 2 and the Graph 6 show that the boy has a
high level of logical-mathematical and musical intelligence. This result is interesting because
confirms the relationship between the music and the Maths. The link between the physical
practice of music and strong mathematical abilities are demonstrated in studies that show that
kids who play a musical instrument can perform more complex arithmetical operations than
those who do not play an instrument. The slow work of practice, the attention to detail and the
discipline it takes to learn an instrument are also excellent preparation for the practice involved
in building strong Math skills.
The boy was advised to choose Maths as a Matura exam, visit extracurricular classes and
consult with the Maths teachers about his preparation for the university exams.
0
5
10
15
20
25
30
35
40
Intelligence type

13. 13
Graph 6
4. CONCLUSION
The intelligence is a mixture of several abilities that are all of great value in life. But
nobody's good at them all. The fact is that people are intelligent in different ways.
The school counsellors and the career guidance psychologists should help the students to
be more confident in their own skills and talents and know the strengths and weaknesses of their
own personality. They must rediscover and promote the vast range of capabilities that have a
value in life and support the students to fulfil their potential choosing the suitable profession for
their future.
0
5
10
15
20
25
30
35
Intelligence type