In this essay we have chosen to study single mothers who in conjunction with their parental leave have chosen to change career direction. Through personal and previous experiences during our time at Malmö University we have come into contact with single mothers who had gone through a journey such as the one described which in form led us to question what influences this group and how guidance counsellors can guide them through these turning-points. To be able to identify the reasons for the change of career direction we have chosen to use the following questions: What factors have influenced single mothers'  who have decided to change career direction? Have single mothers' views on their career development changed in the context of parenthood? If so, how? How can career counsellors best guide single mothers in their career transitions?     We have carried out qualitative interviews with six informants who have decided to change career direction by studying or changing workplace. The theoretical framework this essay will be analysed through is based on Bourdieu's research regarding habitus, capital and fields and Hodkinson and Sparkes’ Careership Theory and its horizons of action, turning-points and periods of routine.     The results state that many single mothers, mainly those who have worked in the tourism-, restaurant- or event business previous to their parenthood find it difficult to combine those fields of work with the responsibility of being a single parent. As a result they have either tried to find jobs that fit with their new needs or they have chosen to study. The decision to study has been one with dual purposes; one being the possibility of a higher paying job, for which an education is quite important in Sweden, and the other being the freedom it gives you as the parent of a young child to shape your schedule to fit your current situation.

The purpose of the current research was to explore the narrative career experiences of Grade 12 learners as well as the constructs of the Life-Career Rainbow. Knowledge of how these constructs relate to one another added to the career literature as it relates to Grade 12 learners’ experiences of career guidance/development and served as a guide for the career guidance/counselling process. The main findings indicated that the past experiences of learners relating to subject choices highlighted that there is dissatisfaction with certain subjects not being included in the schools’ subject choices for Grades 10 to 12. At this phase, learners were found to be uncertain about their future plans. The learners’ present experiences in career crystallising indicated that they are in the process of exploring and crystallising their career choices. In terms of future employment options, learners indicated interests that fitted within most career types while other learners were undecided about their future aspirations. The career types included sports, entertainment, financial, the military and medicine/nursing. The findings demonstrate consistency with previous national research on adolescents’ occupational aspirations. Influences which were found to be prominent were personality, interests and abilities, parents, friends, teachers, schooling experiences, financial support, availability of jobs, work experience, and opportunities to work overseas. / Psychology / M.A. (Psychology)

Enrolments in agriculture programmes at universities in South Africa are low when compared to the other programmes. The purpose of this study was therefore to identify factors influencing the choice of agriculture as a study discipline by undergraduates in agriculture, in an open distance education university in South Africa. The study also investigated the impact of the three agriculture curricula taught at school level, as well as how well it prepares students for tertiary education. Both qualitative and quantitative research methods were used. Open distance-learning agriculture students and agriculture educators participated in the survey. A structured online questionnaire and an open-ended questionnaire were employed. The study revealed that two major composite variables, namely family and friends, as well as job considerations, were highly significant in the students’ choice of agriculture at tertiary level. The impact of the agriculture curricula taught in the schools in preparation for tertiary education gave learners basic terminology and concepts involved in agriculture. The study also revealed challenges faced by agricultural science educators amongst which were the revealed challenges faced by agricultural science educators amongst which were the learners’ negative attitude towards the subject, inadequate or lack of infrastructure, and lack of proper guidance and counselling regarding choosing of subjects as factors that could hinder effective teaching and learning of agriculture in South Africa schools. Students studying through open distance learning indicated convenience, flexibility of studying at own pace, and ample time to spend with family and work, as factors that influenced their choice of studying through open distance learning. Recommendations on how to improve the agriculture curriculum in South African schools and attract more students’ enrolment in agriculture as a field of study at tertiary level upon completion of grade 12 are discussed in detail in the study / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)

Där emellan raderna, där finns den. En osynlig barriär som gör det svårt för vissa, lätt förandra. Det är grunden i vårt syfte i denna uppsats. Den osynliga barriären – normer somuppfattas som begränsande för individer samt den kritik som lyfts mot normer och dessbegränsningar. Vi tillämpar en analysmodell vars syfte är att kritiskt granska, förståproblembilden bakom representationen av problemen som är underförstådda i styrmedel. Vihar utfört en dokumentstudie där vi har kritiskt granskat Skolverkets allmänna råd - arbetemed studie- och yrkesvägledning (2013) med hjälp av Bacchis (2009) teori och metod“What’s the problem represented to be”. Syftet är att undersöka på vilket sätt Skolverkets allmännaråd- arbete med studie och yrkesvägledning (2013) representerar norm och normkritik samt vilkadilemman som uppstår i representationen. Genom att anamma ett konstruktivistiskt ochnormkritiskt perspektiv försöker vi att förstå representationen av norm och normkritik och vadsom händer där emellan. Mellan raderna. / In between the lines, there it is. An invisible barrier that makes it difficult for some, easy forothers. That is the basis of our purpose in this paper. The invisible barrier – norms that areperceived as limiting for individuals. And the criticism leveled against norms and theirlimitations. We apply an analysis model whose purpose is to critically examine, understandthe problem picture behind the representation of the problems that are implicit in policydocuments. We have carried out a document study in which we have critically reviewed theSkolverkets allmänna råd - arbete med studie- och yrkesvägledning (2013) using Bacchi's(2009) theory and method "What's the problem represented to be". The purpose is to examinein what way Skolverkets allmänna råd - arbete med studie- och yrkesvägledning (2013)represents norms and norm criticism and which dilemmas arise in the representation. Byadopting a constructivist and norm-critical perspective, we try to understand therepresentation of norms and norm criticism and what happens in between. Between the lines.

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)