This longitudinal study on the transition from school to work of a group of Indian school-leavers from two co-educational schools in Durban is an attempt to analyse the processes underlying the construction of educational and career routes. It deals with the lived experiences of boys and girls from different social-class backgrounds within the school, the family, and the work situation. This passage from school to work, which also includes the experiences of unemployment, is examined against the background of social interactions in micro settings, as well as the influences of social, structural and cultural forces. In particular, the career pathways are studied within the context of the cultural background of Indians, and their socio-historical location in the South African society as a minority and an intermediate status group in a racially-divided society. As the students proceeded through the last three years at school and into the first few months of work various qualitative, field research methods were used to get some insight into the changing and complex nature of the transitional process. These methods included participant observation, focus sed and unfocussed interviews, and discussions. Such qualitative research methods were valuable for an understanding' of the meanings and values on which the students' actions were based. The structural and interpretive analysis of the family, the school, the labour market, and a patriarchal, capitalist, apartheid society points to the significance of ideological values, hegemony, class relations, racial, gender, and political and economic influences on the construction of educational and career identities. The analysis also indicates the close relationship which exists on the one hand between the cultural interpretations and practices of various social actors; and on the other hand, the structural conditions in which these are located. The findings provide some account of how social-class relations are continued and sustained via related and different inequalities such as race and gender. Race, class and gender exist side by side in this reproduction process. By focussing on the close relationship which exists between the actions and decisions of the students, and the structures of society, this study attempts to bridge the gap between structural and interpretive explanations. The students' interpretations of their educational and career choices are brought into a closer relationship with the structures of society. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1988.

Tyrimo objektas - moksleivių ugdymo karjerai vertybinis aspektas. Tyrimo tikslas - rasti ryšį tarp moksleivių ugdymo karjerai ir vertybinių nuostatų. Uždaviniai: 1. išanalizuoti ugdymo karjerai teorines prielaidas bei vertybinių nuostatų svarbą moksleivių karjeros ugdymui. 2. išnagrinėti ugdymo karjerai veiklą (formas ir priemones) mokykloje; 3. nustatyti dominuojančias moksleivių vertybines nuostatas. 4. palyginti moksleivių vertybines nuostatas pagal lytį ir klasę. Tyrimo metodai: mokslinės literatūros (pedagoginės, psichologinės) analizė, anketa (sudaryta remiantis Ivanauskienės (2000) socialinių vertybių klausimynu bei vadovaujantis atlikta literatūros šaltinių analize), matematinė statistika. Tyrimo rezultatai: • Vilkaviškio „Aušros“ gimnazijoje taikomos visos ugdymo karjerai formos: 10 klasėse daugiausia vykdomas profesinis informavimas, 11 klasėse profesinis veiklinimas, 12 klasėse profesinis informavimas ir veiklinimas bei patarimai (testai). • Nustatyta, kad 10 -12 klasėse moksleivių iš egocentrinių vertybių dominuoja sveikata , iš sociocentrinių vertybių – šeimos gerovė, iš ideocentrinių – supratimas, kad esi tikrai naudingas žmonėms. • Iškelta hipotezė, kad mokykloje vykdoma ugdymo karjerai veikla keičia vertybines nuostatas nepasitvirtino, t.y., mokykloje vykdoma karjeros ugdymo veikla nekeičia didesnės dalies moksleivių vertybinių nuostatų. • Iškelta hipotezė, kad vertybinėse nuostatose dominuoja egocentrinės vertybės... [toliau žr. visą tekstą] / Object of the research – value aspect of pupils’ career education. Aim of the research – to find the relation between education of pupils for career and value attitudes. Objectives of the research: 1. to analyze theoretical assumptions of career education and the importance of value attitudes to pupils’ career education; 2. to analyze the career education activity (forms and measures) at school; 3. to determine the prevailing value attitudes of pupils; 4. to compare pupils‘ value attitudes by gender and grade. Research methods: analysis of scientific literature (pedagogical, psychological), questionnaire (based on the questionnaire about social values by Ivanauskienė (2000) and the completed analysis of literature resources), mathematical statistics. Research results: • All forms of career education are applied at Vilkaviškis “Aušra” Gymnasium: in grade 10 - professional information, in grade 11 – vocational practice, in grade 12 – professional information and practical vocational activity, advice (tests). • The research has established that in grades 10 – 12 of egocentric values prevails health, of socio-centric – family welfare, of ideocentric – perception that you are really beneficial for people. • The hypothesis that the career education activity at school changes value attitudes is not confirmed, i.e., the career education activity, performed at school, does not change the value attitudes of majority of pupils. • The hypothesis that... [to full text]

The goal of many institutions of higher education is to provide students with the necessary skills and knowledge to be successful citizens of society. For college student athletes an athletic coach can play a vital role in the collegiate experience. The thesis, Coach's Influence On The Career Development Of Student Athletes, examined the extent, if any, an athletic head coach influenced the career planning process encountered by college student athletes. The study was original in nature as it attempted to investigate a head athletic coach's influence on a student athlete's career development. The participants of the study were 163 male and 92 female student athletes attending a Midwestern, NCAA division 1, mid-sized, public university. The 40 question, scaled, survey instrument was created by the researcher and field tested before the actual administration of the instrument. Significant findings were found for male head coaches influencing the career development of male student athletes. Other significant findings are also discussed. Recommendations of the study direct coaches and athletic administrators to be aware of the career-related challenges faced by college student athletes, and to create an environment that promotes healthy career choices. / Department of Secondary, Higher, and Foundations of Education

The purpose of the study was to examine the effects of a career workshop on the career self-efficacy of a group of African American adolescent females (AAAF). The study assessed the preand post-test differences of treatment and level of parental education for change in career self-efficacy after an intervention. A total of 21 AAAF completed the pre- and post-test of the Career Attitude Survey. The data was analyzed by carrying out four t-tests on each of the two independent groups. The results of the study suggest that the career workshop was more effective for change in career self-efficacy for traditionally female careers. The change was more significant for the treatment group and AAAF with at least one parent with some college education. Implications for research and practice were presented. / Department of Counseling Psychology and Guidance Services

The single most common decision that people between the ages of 16 years and 22 years need to make is that of their career choice. Research in the field of career guidance has shown that the world of work is changing. It is generally accepted that an individual will be presented with many opportunities in the world of work and these give rise to the notion of multiple careers. To predict accurately what these opportunities might be is impractical and naive, if not impossible. Career guidance counsellors are now expected to understand the interrelationships between occupations and occupational groups; an understanding that is vital when providing a comprehensive and realistic career guidance service. The career guidance processes or programs that counsellors use, need to allow for the identification of base or entry level careers that will provide opportunity for both horizontal and vertical career movement. While the schooling system has traditionally been the primary role player in preparing learners for the world of work, recent budgetary cuts have forced schools to focus on academic subjects, and, as a result, career guidance as a subject has become ancillary to the school syllabus. This situation is unlikely to be remedied unless career guidance becomes an examinable subject as are mathematics, physical science, biology and so on. A literature study surrounding career guidance practices in South Africa and career choice and development theories from around the world, suggest that existing career guidance programs in South Africa need to be restructured to allow for a more comprehensive solution for learners, that need to make a career choice. The "PACE" career guidance program was designed to enhance the career knowledge of learners, increase their self awareness in relation to careers, and ultimately to accelerate the career maturity process. Learners from schools in East London were exposed to the program, with the intention of determining the effect of the program on their career maturity levels. Whilst certain elements which constitute career maturity were not influenced by the program, results obtained from the research indicated a significant increase in the overall career maturity level of these learners. Resulting from this dissertation, recommendations have been made relating to the length of a career guidance program, the point of departure and the point of exit, the importance of balancing realism with circumstances, and the necessity for career guidance practitioners to possess a thorough understanding of careers and the various paths that careers may follow. Suggestions regarding further research in the area of career guidance are also provided. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

Thesis (M. Ed.(Opvoedkundige Sielkunde))-University of Pretoria, 2006. / Includes bibliographical references (leaves 87-91). Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 146-155).

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 197-203). Also available on the World Wide Web.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 43-46).