Spelling suggestions: "subject:"voorligting""
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Beroepskeusevoorligting deur skool en jeugraad / Marthinus Johannes PrinslooPrinsloo, Marthinus Johannes January 1933 (has links)
Proefskrif--PU vir CHO
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Beroepskeusevoorligting deur skool en jeugraad / Marthinus Johannes PrinslooPrinsloo, Marthinus Johannes January 1933 (has links)
Proefskrif--PU vir CHO
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Onderhoudvaardighede by beroepsleiding aan skoolverlaters / Marthinus Christoffel BrewisBrewis, Marthinus Christoffel January 1985 (has links)
Perception and inquiries have revealed that not all vocational guidance
teachers possess the necessary interviewing skills.
The aim of the research was to identify generally applicable interviewing
skills, as well as those specific interviewing skills which are characteristic
of the vocational guidance provided to a pupil leaving school.
The aim was furthermore to determine to what extent vocational guidance
teachers in Transvaal secondary schools are grounded in these skills.
It has been indicated that vocational guidance actually culminate in the
interview. After the interview has been analysed from an educational
perspective, attention has been given to the validity and reliability of
the interview. Further attention has been given to the trainability in
interviewing of vocational guidance teachers.
The following most important, generally applicable interviewing skills were
then identified.
* Communication as interviewing skill - There is a distinction between verbal and non-verbal communication.
* Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening.
* Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview.
* "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client.
* Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception.
* Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved.
* Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client.
* Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview.
* The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer.
The specific interviewing skill characteristic to the vocational guidance situation has been identified as:
The skilful interpretation of reports.
The vocational guidance teacher has a lot of information about the school
leaver from the guardian's file, accumulative card and vocational guidance
file.
The planning and application of an empirical research has been done.
The research was mainly aimed at determining how important the vocational
guidance teachers regard the interviewing skills and to what extent these
teachers are grounded in interviewing skills.
From the research it seemed that the training vocational guidance teachers
received in interviewing, was inadequate.
The most important conclusions were:
* The importance of these interviewing skills to the interviewer
can't be stressed enough.
* The majority of vocational guidance teachers don't possess the
basic qualifications to act as such.
* Some vocational guidance teachers tend to underestimate the
importance of the interviewing skills and they furthermore don't have
the ability to handle• these interviewing skills adequately.
The most important recommendations are:
* That high priority be given to the training of interviewing skills
to vocational guidance teachers.
* That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools.
* That attention should be given to the practical exercise of these skills.
* That universities, in co-operation with the Transvaal Education
Department present further courses in interviewing to acting vocational
guidance teachers. / Thesis (MEd)--PU vir CHO, 1986
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Onderhoudvaardighede by beroepsleiding aan skoolverlaters / Marthinus Christoffel BrewisBrewis, Marthinus Christoffel January 1985 (has links)
Perception and inquiries have revealed that not all vocational guidance
teachers possess the necessary interviewing skills.
The aim of the research was to identify generally applicable interviewing
skills, as well as those specific interviewing skills which are characteristic
of the vocational guidance provided to a pupil leaving school.
The aim was furthermore to determine to what extent vocational guidance
teachers in Transvaal secondary schools are grounded in these skills.
It has been indicated that vocational guidance actually culminate in the
interview. After the interview has been analysed from an educational
perspective, attention has been given to the validity and reliability of
the interview. Further attention has been given to the trainability in
interviewing of vocational guidance teachers.
The following most important, generally applicable interviewing skills were
then identified.
* Communication as interviewing skill - There is a distinction between verbal and non-verbal communication.
* Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening.
* Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview.
* "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client.
* Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception.
* Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved.
* Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client.
* Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview.
* The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer.
The specific interviewing skill characteristic to the vocational guidance situation has been identified as:
The skilful interpretation of reports.
The vocational guidance teacher has a lot of information about the school
leaver from the guardian's file, accumulative card and vocational guidance
file.
The planning and application of an empirical research has been done.
The research was mainly aimed at determining how important the vocational
guidance teachers regard the interviewing skills and to what extent these
teachers are grounded in interviewing skills.
From the research it seemed that the training vocational guidance teachers
received in interviewing, was inadequate.
The most important conclusions were:
* The importance of these interviewing skills to the interviewer
can't be stressed enough.
* The majority of vocational guidance teachers don't possess the
basic qualifications to act as such.
* Some vocational guidance teachers tend to underestimate the
importance of the interviewing skills and they furthermore don't have
the ability to handle• these interviewing skills adequately.
The most important recommendations are:
* That high priority be given to the training of interviewing skills
to vocational guidance teachers.
* That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools.
* That attention should be given to the practical exercise of these skills.
* That universities, in co-operation with the Transvaal Education
Department present further courses in interviewing to acting vocational
guidance teachers. / Thesis (MEd)--PU vir CHO, 1986
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Beroepsvoorligtingsbehoeftes by 'n skool in 'n agtergestelde gemeenskap / Karen van NiekerkVan Niekerk, Karen January 2003 (has links)
The goal of this study was to investigate the career counselling needs at a school in a deprived
community. High School learners form part of the future workforce that will influence this
country's economy. Therefore it is necessary to focus on the development of a workforce that
has the basic skills. Career counselling is therefore seen as the field of education by means of
which these skills need to be addressed, but to present successful career counselling, the
needs of the learners and teachers have to be taken into consideration. The staff and pupils of a
Secondary School from a deprived community in Potchefstroom were used for the purposes of
this study. The group consisted of 15 participants in total, of which 10 were pupils (6 girls and 4
boys) in grades 10 to 12, and 5 teachers (4 ladies and 1 gentleman). In order to determine the
participants' experiences with regard to Career Counselling, qualitative research methodology
was used by means of phenomenological principles in interviews. A specific effort was made to
give an account of the extent and nature of this need, as well as to determine what the pupils'
needs for Career Counselling are and what the limitations are for the teacher regarding career
counselling. The results showed that pupils see career counselling as important and that they
have a need for this field of education, that the current career education sessions at school do
not fulfil their needs for career guidance, that learners indicate that they have specific needs
regarding career guidance, that their peers show indifference towards receiving career guidance
and also that their career choices are influenced by their home backgrounds. Furthermore the
results showed that the teachers acknowledge the importance of career counselling at schools,
the need for better career guidance, that certain factors exist that influence career guidance in a
negative way and also that they have specific needs regarding career guidance. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
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Beroepsvoorligting aan die begaafde leerling in die junior sekondêre skoolfase / Daniël Lodewikus CronjèCronjè, Daniël Lodewikus January 1990 (has links)
This investigation determines the extent to which Vocational Guidance for
junior secondary gifted pupils is effectively administered in the Transvaal.
Authoratative literature on Vocational Guidance for the gifted child serves as
theoretical background.
The characteristics, needs and developmental possibilities of the gifted child
are investigated in terms of a vocational guidance programme.
The function of the home, school and "world of work" regarding the gifted
child's vocational education and guidance are considered. The emphasis,
however, is placed on the role of the school, and in particular the role of the
Head of Department: Educational Guidance; subject teachers and the
Educational Advisor: Vocational matters.
In the empirical investigation, a questionnaire was completed by Heads of
Department: Educational Guidance, in a number of Afrikaans-medium and
double-medium Secondary Schools. The SAS computer programme is applied
to determine the average of the responses for each question.
The results of the investigation indicate that certain aspects of the existing
Vocational Guidance programme are effective. There are however, a number
of areas what deserve more attention, and possibly need to be revised.
For the Vocational Guidance programme to be really effective, the existing
programme needs to be implemented maximally, while comprehensive
involvement of a committed teaching staff is essential. It is important to
consider the latest developments regarding the vocational education of the
gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990
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Die gebruikswaarde van J.L. Holland se SDS-vraelys in beroepsvoorligting vir Swart leerlinge / Renette du ToitDu Toit, Renette January 1988 (has links)
CHAPTER 1: INTRODUCTION AND OBJECTIVES
1. INTRODUCTION:
In view of the great demand for career guidance, it was necessary to
give attention to the development and adaptation of psychometric
instruments. This led to important development in this area. The
Self-Directed Search (SDS) interest questionnaire of J.L. Holland was
included in a career guidance programme for black matriculation pupils
resulting in the need to investigate the utility of the SDS for black
pupils. The study was conducted with this objective in mind.
2. OBJECTIVES:
The objectives of this study were as follows:
2.1 PRIMARY OBJECTIVE:
2.1.1 Determining the psychometric suitability of the SDS for blacks with
respect to some psychometric and statistical qualities, namely item
analysis, means, reliability, intercorrelations of the fields and the
factorial structure of the construct.
2.2 SECONDARY OBJECTIVE:
2.2.1 Determining the utility of the SDS in a career guidance set-up for this
group, by giving attention to the principles of consistency and congruency;
2.2.2 determining the utility of the SDS as part of a career guidance programme
for blacks by using stepwise regression and
2.2.3 determining the distribution of the interests for this group as indicated
by the SDS.
CHAPTER 2: LITERATURE STUDY
In this chapter it was necessary to look at the following aspects:
• theories of vocational choice and
• aptitude, attitude and interest.
In the section on theories of vocational choice or career development,
reference was made to the theories of Ginzberg and associates. Super,
Roe, Hoppock, Holland, decision-making models as well as the behavioristic,
sociological and psychoanalitical approaches. Then aptituae,
attitude and interest were discussed with special emphasis on the
conceptual description, structure and measurement of the concepts.
CHAPTER 3: METHOD OF INVESTIGATION
In this chapter the following aspects were discussed:
• the sample;
• the psychometric tests used in the research and
• the statistical methods used.
A random sample was selected.
pupils of Lebowa and Gazankulu.
The sample consisted of standard 10
The psychometric tests included in the vocational guidance programme
were:
• an aptitude test battery (AAT);
• an interest questionnaire (SDS) and
• the Survey of Study Habits and Attitudes (SSHA).
Finally the statistical methods were discussed, namely item analysis,
means ana standard deviations, correlations, factor analysis, procedures
to determine consistency and congruency, stepwise regression and
distribution of SDS-codes.
CHAPTER 4: DISCUSSION OF RESULTS
In summary it is clear that the results in general give an indication
that the SDS has utility with blacks. The item analysis of the 228
items indicated that only 15 items needed revision. The means indicated
that there is no notable difference between this and other
samples. The reliability coefficients are satisfactory and are good in
comparison with the results obtained by Holland and others. The
intercorrelations between the six personality types confirmed relationships
as described by Holland. The factor analysis results indicated
that the SDS has a definite structure. Procedures conducted to determine
consistency and congruency as defined by Holland confirmed the use
of the concepts. The Realistic, Enterprising and Investigative fields
were identified as contributing to the prediction of academic achievement.
It was also indicated that most of the pupils resemble the
Social personality type as defined by Holland.
CHAPTER 5: CONCLUSION
In summary the conclusion can be made that the SDS has utility for use
with black pupils in a vocational guidance situation. / Thesis (MA)--PU vir CHO, 1988
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Beroepsverwagtinge van 'n groep Afrikaanssprekende st. 10 meisies / Nicolaas Hendrik HavengaHavenga, Nicolaas Hendrik January 1988 (has links)
This study had a dual objective. The first was to determine which factors
influenced the career choice of girls and the second whether• their• actual
choices coincided with their aptitudes.
Socialization has a direct influence on the identification of girls with their
careers. From an early age their behaviour is in line with the traditional
roles (femininity, attractiveness, etc.) which society holds up to them.
This is also true about occupations regarded as being suitable for girls.
Girls therefore tend to choose their careers from a limited sphere.
The style of parents' upbringing of their children also has an influence
on the development of a girl's sex role identity, and therefore her career
orientation. The peer group, especially male friends, has a tremendous
influence during adolescence on the formation of a girl's sex role identity
and career orientation. Pressure from the peer group tends to make girls
feel that popularity and attractiveness are more important than academic
achievement and high professional aspirations. It also appears that
teachers do not play a significant role in the career orientation of girls.
The influence of television on the career orientation of girls can be traced
back to the influence on the patterns of interest of television viewers.
It emerges that television programmes represent sex roles in a stereotyped
manner. Through that, patterns of interest in the fields of "Social
work" and "Practical-female" (19-Field Interest Questionnaire) are reinforced.
School counsellors do not have a big influence on the career choices of
girls.
Boys and girls both regard the aspects of interest highly in making a
choice of career. Girls tend, however, to give high credence to the
rendering of service and to welfare. Boys tend to look more strongly at
good income and good opportunities for promotion.
The training of girls is directed more at the development of aptitudes in
a field in the Humanities, in secretarial and clerking positions. The result
of this is that girls mostly follow a domestic, caring and administrative
course of study.
The career values of girls and their self-image have a negative influence
on their career orientation. This leads to the situation that fear of
success inhibits them from developing their full professional potential.
Other factors, such as manpower shortages, economic and political conditions,
the improvement of the level of education and professional
knowledge separately or in conjunction, have an influence on girls' career
preferences and expectations.
For the purposes of this study the Senior Aptitude Test, professional
profiles identified with the aid of the Senior Aptitude Test and a questionnaire
were used. Three aspects are covered by the questionnaire:
* Field of study
* Career expectations
* Choice of career
All the Afrikaans-speaking matriculants of four Afrikaans-medium high
schools in a particular metropolitan area participated in the project.
The data were statistically processed with an SAS computer programme.
Fields of study and aptitudes of the study group do not correlate. Most
respondents' strongest aptitudes are in the Humanities, while they are
in fact following courses in the field of Economics.
Most respondents are of the opinion that there are adequate work opportunities
for white girls in the RSA, but feel that career counselling
did not make adequate provision for girls.
The study group are of the opinion that girls can do traditionally male
jobs. There is a fair amount of uncertainty, however, about the professional
future of white girls in a changing RSA. Professional training is
thus regarded as being very important.
More than half of the group (67,2%) expert to marry and still to have a
career.
Most of the respondents (176 out of 277) have made a fin3l career choice.
The reason why the rest have not made career choices could largely be
attributed to too little knowledge about careers.
Five careers, viz. secretarial, teaching, nursing, social work and
clerking, represent the largest percentage (35,4%) of the study group's
career choices. The study group mainly made their choices on their own
volition, and most parents are satisfied with their daughters' choices of
career.
Training is essential for most careers, mainly at universities and
technikons. Too little knowledge of careers and financial considerations
gave rise to the fact that some respondents (71 out of 277) planned to
study later.
In the consideration of the results of the investigation, the following
conclusions could be reached:
The process of socialization still holds up the caring role, service and
femininity to girls as the ideal. In that way girls' aptitudes in the fields
of the Humanities and in medicine are reinforced. In spite of that, the
greatest percentage of girls followed a commercial course. The conclusion
that is reached is that they feel "safe" in this field of study, because
the traditional expectation is that they will go and work as a typist or
a secretary.
Girls therefore choose a field of study in Standard seven which is not
in line with their aptitudes. It emerges that girls do not receive adequate
counselling in Standard seven, and that being a secretary or a teacher
is still held up to them by die Guidance teacher. The career choices of
the study group therefore correlate with their fields of study, but not
with their aptitudes. The conclusion that can be reached is that a large
percentage of the study group would seem to have made an unrealistic
choice of career, probably because they did this from a limited professional
awareness. This can probably be ascribed to the traditional values
and roles held for girls.
Other conclusions which emerge from this study: * The respondents are not properly informed about the changes occurring in the RSA. * The study group dispose of too little information about professional training, although they seem to be aware of its importance.
* Girls want to move away from the traditional sex role of wife and mother, and want to reconcile career and marriage. * Most respondents do not dispose of adequate self- knowledge to come to a realistic choice of career without some supportive action. * The female work force in South Africa is very valuable and an important
source of executive and highly qualified manpower which
should not be neglected. The place which women fill in the career
world and its implications should enjoy special attention in school
guidance. It is especially necessary that girls be made aware of their
career potential but also of career options and problems.
A school guidance teacher should take note of the fact that girls' career
orientation is different from that of boys, and should adjust the
counselling programme accordingly. One cannot, therefore, have the same
programme for boys and girls.
If it should be accepted that the role of woman in the business world is
important, it is essential that career and course guidance in school be
improved on an ongoing basis. Such improvement can only take place if
the process of career counselling makes provision for the dynamic as well
as the scientific dimensions of career choice and career development of
girls in particular. The career orientation of girls is a lifelong process.
It goes much further than mere career counselling. It is comprehensive,
encompassing the girl in her totality. It also points to co-ordinated
planning by all persons and institutions involved. It is only in this way
that the optimal utilization of available manpower in its full implications
can be attained. / Skripsie (MEd)--PU vir CHO, 1988
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Beroepsvoorligting aan die begaafde leerling in die junior sekondêre skoolfase / Daniël Lodewikus CronjèCronjè, Daniël Lodewikus January 1990 (has links)
This investigation determines the extent to which Vocational Guidance for
junior secondary gifted pupils is effectively administered in the Transvaal.
Authoratative literature on Vocational Guidance for the gifted child serves as
theoretical background.
The characteristics, needs and developmental possibilities of the gifted child
are investigated in terms of a vocational guidance programme.
The function of the home, school and "world of work" regarding the gifted
child's vocational education and guidance are considered. The emphasis,
however, is placed on the role of the school, and in particular the role of the
Head of Department: Educational Guidance; subject teachers and the
Educational Advisor: Vocational matters.
In the empirical investigation, a questionnaire was completed by Heads of
Department: Educational Guidance, in a number of Afrikaans-medium and
double-medium Secondary Schools. The SAS computer programme is applied
to determine the average of the responses for each question.
The results of the investigation indicate that certain aspects of the existing
Vocational Guidance programme are effective. There are however, a number
of areas what deserve more attention, and possibly need to be revised.
For the Vocational Guidance programme to be really effective, the existing
programme needs to be implemented maximally, while comprehensive
involvement of a committed teaching staff is essential. It is important to
consider the latest developments regarding the vocational education of the
gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990
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Die gebruikswaarde van J.L. Holland se SDS-vraelys in beroepsvoorligting vir Swart leerlinge / Renette du ToitDu Toit, Renette January 1988 (has links)
CHAPTER 1: INTRODUCTION AND OBJECTIVES
1. INTRODUCTION:
In view of the great demand for career guidance, it was necessary to
give attention to the development and adaptation of psychometric
instruments. This led to important development in this area. The
Self-Directed Search (SDS) interest questionnaire of J.L. Holland was
included in a career guidance programme for black matriculation pupils
resulting in the need to investigate the utility of the SDS for black
pupils. The study was conducted with this objective in mind.
2. OBJECTIVES:
The objectives of this study were as follows:
2.1 PRIMARY OBJECTIVE:
2.1.1 Determining the psychometric suitability of the SDS for blacks with
respect to some psychometric and statistical qualities, namely item
analysis, means, reliability, intercorrelations of the fields and the
factorial structure of the construct.
2.2 SECONDARY OBJECTIVE:
2.2.1 Determining the utility of the SDS in a career guidance set-up for this
group, by giving attention to the principles of consistency and congruency;
2.2.2 determining the utility of the SDS as part of a career guidance programme
for blacks by using stepwise regression and
2.2.3 determining the distribution of the interests for this group as indicated
by the SDS.
CHAPTER 2: LITERATURE STUDY
In this chapter it was necessary to look at the following aspects:
• theories of vocational choice and
• aptitude, attitude and interest.
In the section on theories of vocational choice or career development,
reference was made to the theories of Ginzberg and associates. Super,
Roe, Hoppock, Holland, decision-making models as well as the behavioristic,
sociological and psychoanalitical approaches. Then aptituae,
attitude and interest were discussed with special emphasis on the
conceptual description, structure and measurement of the concepts.
CHAPTER 3: METHOD OF INVESTIGATION
In this chapter the following aspects were discussed:
• the sample;
• the psychometric tests used in the research and
• the statistical methods used.
A random sample was selected.
pupils of Lebowa and Gazankulu.
The sample consisted of standard 10
The psychometric tests included in the vocational guidance programme
were:
• an aptitude test battery (AAT);
• an interest questionnaire (SDS) and
• the Survey of Study Habits and Attitudes (SSHA).
Finally the statistical methods were discussed, namely item analysis,
means ana standard deviations, correlations, factor analysis, procedures
to determine consistency and congruency, stepwise regression and
distribution of SDS-codes.
CHAPTER 4: DISCUSSION OF RESULTS
In summary it is clear that the results in general give an indication
that the SDS has utility with blacks. The item analysis of the 228
items indicated that only 15 items needed revision. The means indicated
that there is no notable difference between this and other
samples. The reliability coefficients are satisfactory and are good in
comparison with the results obtained by Holland and others. The
intercorrelations between the six personality types confirmed relationships
as described by Holland. The factor analysis results indicated
that the SDS has a definite structure. Procedures conducted to determine
consistency and congruency as defined by Holland confirmed the use
of the concepts. The Realistic, Enterprising and Investigative fields
were identified as contributing to the prediction of academic achievement.
It was also indicated that most of the pupils resemble the
Social personality type as defined by Holland.
CHAPTER 5: CONCLUSION
In summary the conclusion can be made that the SDS has utility for use
with black pupils in a vocational guidance situation. / Thesis (MA)--PU vir CHO, 1988
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