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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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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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The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. MekgweMekgwe, Nnananyana Khutsafalo Erminah January 2010 (has links)
Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices.
The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital.
Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes.
The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine:
* the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves;
* the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners.
A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study.
The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender.
The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. MekgweMekgwe, Nnananyana Khutsafalo Erminah January 2010 (has links)
Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices.
The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital.
Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes.
The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine:
* the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves;
* the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners.
A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study.
The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender.
The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Developing authenticity: a framework to enhance women's well-being in a male-dominated work environmentJacobs, Rochelle Dorothy 11 1900 (has links)
Text in English / Abstracts in English, isiXhosa and Afrikaaans / This study’s primary objective was to create a framework for developing authenticity,
by exploring women’s experiences of authenticity and how these relate to their wellbeing
in a male-dominated work environment. Twelve purposively chosen women
participated in the study, comprising six police officers and six traffic officers from
the Western Cape province in South Africa. Data were gathered through narrative
interviews by using open-ended questions, and analysed by applying thematic
analysis. The research findings revealed that challenges or stressors in their law
enforcement environment serve as potential agents for moving the self away from
best-self in the authenticity dynamic, resulting in the need for coping and therefore
for developing authenticity.
The framework for developing authenticity was constructed as an ongoing and
unfolding process comprising the following: experiencing challenges or stressors;
turning within; recognising possible ways of being; managing perceptions, thoughts,
emotions and behaviour; making conscious choices and taking responsible actions;
as well as evaluating responses and consequences against best-self standards.
During this process various best-self characteristics and associated skills are
developed and employed, but also serve as best-self standards against which to
evaluate growth and transformation. Secondary objectives aimed to advance the
concept of authenticity in the study of well-being as a discipline of psychology. It also aimed to make a methodological contribution by applying hermeneutic
phenomenological and transpersonal approaches in a novel way. / Eyona njongo yesisifundo ibikukuphuhlisa umgaqo nkqubo wokwenene, oqwalasela
izinto abantu basetyhini abadlule kuzo kwaye nokuba zingqamane njani nentlalontle
yabo kwindawo zokusebenza eziphethwe ngamadoda. Ishumi elinesibini
labasetyhini elikhethwe ngenjongo, liye lathatha inxaxheba kwesi sifundo, eliquka
amapolisa amathandathu kunye namagos’ezendlel'amathandathu, avela
kwiphondo Lentshona Koloni eMzantsi Afrika. Kusetyenziswe udliwano ndlebe apho
abantu bebe balisa amabali abo, bebuzwa imibuzo efuna impendulo ezingqalileyo
ukuqokelela ezinkcukacha kwaye zahlalutywa ngokusebenzisa uhlalutyo oluthile.
Uphando lufumanise ukuba imiceli mingeni okanye uxinizelelo lwengqondo
kwiimeko zokugunyaziswa komthetho zisebenza njenge arhente zokubasusa
ekubeni babalasele kwinguqu yokwenene, nto leyo ebangela kubekho imfuneko
yokuba banyamezele kwaye kubekho uhlumo lokwenene.
Umgaqo nkqubo wophuhliso lokwenene wakhiwe njenge nkqubo eqhubekayo
equka ezizinto zilandelayo: ukudibana nemiceli mingeni okanye uxinezelelo
nezinokwenzeka ngayo izinto; ukulawula iingcamango, iingcinga, imvakalelo kunye
nendlela yokuziphatha, ukuthatha izigqibo ezi zizo kunye nokuthatha uxanduva
lwezenzo zakho; kwaye uphonononge indlela abaphendula ngayo kwakunyegokwase ngqondweni; ukonganyelwa ngaphakathi; ukubona indlela ezinokwenzeka ngayo izinto; ukulawula iingcamango, iingcinga, imvakalelo kunye
nendlela yokuziphatha, ukuthatha izigqibo ezi zizo kunye nokuthatha uxanduva
lwezenzo zakho; kwaye uphonononge indlela abaphendula ngayo kwakunye
neziphumo ezinxamnye nomgangatho wokuba ubalasele. Ngexesha lalenkqubo
iimpawu zakho ezihamba phambili nezohlukeneyo, kunye nezakhono ezinxulumene
nazo ziyaphuhliswa kwaye uqashwe, kodwa zikwa ncedisa njenge milinganiselo
yokuvavanya ukukhula kunye notshintsho. Iinjongo zesibini zijolise
ekuqhubekekiseni lemfundiso yokwenene kwisifundo sentlalo-ntle njenge
ngqeqesho yasengqondweni. Kwakhona, kwenzelwe ukwenza igalelo leendlela
zokwenza izinto ngokusebenzisa iindlela zophando ngokusebenza kwengqondo
yomntu (hermeneutic), kunye nophando lwamava kunye neenkolelo zomntu,
ngeedlela ezintsha. / Die primêre doel van hierdie studie was om 'n raamwerk vir die ontwikkeling van
egtheid te skep, deur vroue se ervarings van egtheid te ondersoek en hoe dit
verband hou met hul welstand in 'n manlik-gedomineerde werksomgewing. Twaalf
doelgerig gekose vrouens het deelgeneem aan die studie, wie bestaan het uit ses
polisiebeamptes en ses verkeersbeamptes uit die Wes-Kaapse provinsie in Suid-
Afrika. Data was versamel deur middel van narratiewe onderhoude deur oop vrae
te gebruik, en ontleed deur tematiese analise toe te pas. Die navorsingsbevindings
het aan die lig gebring dat uitdagings of stressors in hul wetstoepassingsomgewing
as potensiële agente dien om die self weg te beweeg van die beste-self in die
egtheid dinamika, wat die behoefte aan coping tot gevolg het en dus vir die
ontwikkeling van egtheid.
Die raamwerk vir die ontwikkeling van egtheid is saamgestel as 'n deurlopende en
ontvouende proses wat die volgende insluit: ervaring van uitdagings of stressors;
keer na binne; erkenning van moontlike maniere om te wees; hantering van
persepsies, gedagtes, emosies en gedrag; maak bewustelike keuses en neem
verantwoordelike aksies; sowel as die evaluering van reaksies en gevolge teen die
beste-self standaarde. Gedurende hierdie proses word verskeie beste-self
eienskappe en verwante vaardighede ontwikkel en aangewend, maar dien ook as
die beste-self standaarde om groei en transformasie te evalueer. Sekondêre
doelwitte het ten doel om die konsep van egtheid in die studie van welstand as
dissipline van sielkunde te bevorder. Dit is ook daarop gemik om 'n metodologiese
bydrae te lewer deur hermeneutiese fenomenologiese en transpersoonlike
benaderings op 'n nuwe manier toe te pas. / Psychology / Ph. D. (Psychology)
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