Libraries can play a much important role in imparting career guidance. In formal education, library is described as ‘heart of education’. The library system in higher education is committed to provide independent learning environment to student. From the book houses the libraries have gone to an individual residence to share the shelves of knowledge. Therefore, it can be inferred that the success of career guidance in educational institutions depends upon the efficient library system. Therefore the system of education has to take care of strengthening the library system and thus disseminate career information. Librarians with their abilities in knowledge organization and dissemination skills can play a profound and enduring role in encouraging and assisting young people to follow their hearts and to pursue their dreams. In developing countries like India college librarians can play a major role in the career development of the youth who comes to the library for guidance and support in their study and to prepare for their future career opportunities.

Submitted in partial fulfillment of the requirements for the Master of Environmental Education in the Faculty of Education, University of Zululand, 2010. / Skills development is a crucial issue in South Africa as the economy of the country will only grow if there are people with the right skills and expertise to run all sectors of the economy. This study examined the career choices of Black Grade twelve learners in order to determine whether at this level learners have broadened their career choices to include scarce areas such as, for example, Science, Mathematics and Economics Management Science. The choice of careers is an important sustainable development issue, because without relevant expertise the economy of the country will not improve. Secondly, the demise of apartheid opened up careers which were previously denied to Black people; it is for this reason that the researcher examined the career choices of Black Grade twelve learners in the Province of KwaZulu-Natal in the Republic of South Africa. The study made use of questionnaires to establish what kind of career choices Black Grade twelve learners made and also to find out whether there was any difference between the careers chosen by girls and boys and also between rural and urban learners. The study found that the general career choices of both males and females had changed by the time they reached Grade twelve, seen against career studies done at Primary school level (Mmema, 2010). In this study, some males currently chose careers that were previously only popular with females in grade seven, such as nursing, information technology, tourism, and computer sciences. Similarly, girls had begun to choose careers that were traditionally popular with the boys, such as mining, land surveying, doctor, civil engineering, prison warden, journalism, electrical engineering and mechanical engineering. The strategy of the Department of Education in encouraging girls to participate in science projects seems to be working, even though it is at this stage concentrated at urban schools. The study indicated that the Department of Education needed to put more effort into career guidance in rural schools where the learners were not exposed to diverse career choices and information about technology. Learners in the urban areas seemed to be more familiar with career choices in general than the rural learners. Very few males and females intended to choose any of the many apprenticeships available in the trades, with the result that foreign people often take up the trades after following an apprenticeship. This is one of the important factors that cause xenophobia. Many of the sectors of the economy in this country are experiencing crisis. The result is that most of the economy of the country is controlled by people who have not chosen their professions with the necessary foresight and are therefore square pegs in round holes. This poses a serious challenge to the government and also to the Department of Education; they have to make learners more aware of the shortage of skills in the different sectors and prepare them to make wise career choices. As a recommendation, it is suggested that the government put more effort into assisting learners with career choices, particularly in the Black rural areas since Blacks form a two-third majority in the country. Career guidance will also stimulate and increase awareness of the professional and semi-professional careers that are available in the workplace.

Career guidance is a core element of labour market and education policy. Young people’s transitions from education to employment need support through active career guidance. This body of research examines aspects of place and partnership working as it applies to career policy and practice for young people with a particular focus on the role of schools. The engagement of diverse partners from different sectors and interests has become an essential element of public policy and its implementation. To understand partnership working it is critical to pay attention to the relationship between the selection of partners, their combined remit, the scale of their activities and the diverse places in which they emerge. Many of the issues that policy attempts to address are also shaped by, and in, the places in which they are experienced. The research informing these papers has been undertaken as either academic research projects or as funded research over more than two decades. Many have used place-based case studies. The overall finding of this is that deliberative multi-partner engagement has become essential to the provision of pathways to the labour market that would otherwise be blocked for some young people. The centre of gravity in these discussions is the school. As organisations with a geographic footprint, the active engagement of schools in partnerships builds infrastructures, pathways and new spaces of engagement that help their pupils understand the work place. Through the twin policy paths of territorial economic development policy and a progressive socio-political approach to career guidance, policy makers have endowed schools with this responsibility. Schools are spaces of engagement with a wider world and simultaneously they are places that reflect their economic, social and cultural context. Their role as partner and place-maker needs acknowledgement within any national careers strategy that hopes to connect a spatially sensitive industrial policy with a locally enacted careers and labour market policy.

A mini dissertation submitted to the Faculty of Arts in partial in fulfillment of the requirements for the Degree of Master of Arts in Counselling Psychology at the University Of Zululand, 2017 / Career guidance and counselling services are an important and essential starting point in career development. In the South African context, career guidance services are often under-utilised by high school learners, as a result, a large proportion of matriculants leave school with uncertainty about what careers they want to pursue. Much focus has been placed on improving matriculation results but it is almost counterproductive when career guidance is given minimal attention. The college and career-readiness agenda seems to be given very little attention and this weakness results in a number of challenges which negatively affect society, as the normative expectation in today's society is for a person to complete high school and acquire skills which will contribute to the improvement and rebound of the economy and for people to give back to the communities in which they live and thrive. There are presently limited trained personnel in South Africa to provide career guidance services and the Department of Higher Education and Learning has observed this problem and is currently reviewing the competency framework of career guidance services. The general aim of this study was to investigate the role and impact of formal career guidance and counselling, and the absence thereof, during high school. The study sought to unveil whether recipients of formal career guidance and counselling during high school had more career insight than non-recipients. Further, the study looked into the roles played by career guidance material and informal sources utilised by learners during high school before making career choices and also assessed the level of satisfaction which the participants experience in their current careers. The study was conducted at the University of Zululand main campus in KwaDlangezwa in northern KwaZulu-Natal. The target population was 50 academic staff from all four faculties at the University of Zululand. However, due to circumstances beyond the researcher’s control, only 34 questionnaires could be used at the time of the data collection. Stratified random sampling was employed in the study. The data was collected using a self-developed questionnaire by the researcher and data was analysed using the Statistical Package for Social Sciences (SPSS) Version 10.0 computer programme. Descriptive statistics (frequency tables, percentages, cross tabulations, graphs and charts) were used in data analysis. The study revealed that the majority of the participants left school without career guidance. As a result, they stumbled in finding suitable careers post matric. It was also observed that learners from all school types faced a similar problem regarding the lack of career guidance services, career material and other sources of information regarding careers. The limitation of this study was that the sample was not a large sample due to time and budget constraints and the results were only from the study area.

The focus of the thesis is on how school leavers deal with the flood of information, advice and expectations that are directed towards them at a structurally induced turning point in their lives. With a departure point in Giddens’ claim that people select and interpret information on their own terms as a means of preserving coherent narratives of self-identity, stories of information seeking were examined as a means of gaining insight into how young people living in late modernity face its tensions and dilemmas in the ways in which they seek and use information. The theoretical framework of the study draws on Schutz’ ideas concerning the lifeworld and the social distribution of knowledge, on Bourdieu’s concept of habitus as well as on Giddens’ conceptualisation of the forming of self-identity in late modernity.The study is based on qualitative research interviews with twenty one school leavers during their last year at school and on a minor discourse oriented study of a selection of the information produced by major actors in the careers guidance system. Empirically, accounts of young people’s experiences of their information related activities in relation to study and occupational choice were examined using phenomenological narrative analysis. These accounts were set in relation to discourses in Swedish society concerning work and education.Four approaches to information seeking emerged from participants’ accounts: 1) They use information seeking as a tool in making connections between educational interests and the future labour market 2) They use information seeking both as a tool in finding pathways to occupations and as a means of orienting within an occupational domain 3) Study and career information seeking is put ‘on hold’, and information seeking is associated with planning extended transitions, and 4) Study and career information seeking is avoided as potentially threatening or as meaningless. By considering how approaches are related to the ‘new career’ discourse that comes to expression in study and career related information the study gives insights into the meaning of information for, and of its accessibility to, young people. A greater focus on the development of an information literacy is suggested as a means of better supporting young people in the process of making study and career decisions. / Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning kl. 13.00 fredagen den 5 juni 2009 i sal M404, Högskolan i Borås.

Thesis (M. Dev.) -- University of Limpopo, 2016 / The aim of this study is to assess the impact of career guidance for career choice in the secondary schools of Sepitsi Circuit in Lebowakgomo District, Limpopo Province. The total number of secondary schools in the Circuit is twelve (12), with 20 Life Orientation Educators (LOEs) and 275 Grade 12 Learners (GR12Ls). All schools are public schools having the same features of rural and previously disadvantaged communities’ context. The study was conducted during examination time and therefore co-operation both in the part of learners and educators was not at the maximum as expected. The research is evaluative in nature as the researcher sought to assess the effectiveness of Career Choice (CC) as influenced by the implementation of Career Guidance (CG). The primary data were collected by means of two categories of questionnaires for mostly close-ended questions and open-ended questions for Grade 12 Learner (GR12L) respondents and Life Orientation Educator (LOE) participants respectively. The findings show that CG is not given the necessary attention at secondary schools as GR12Ls and LOEs struggle to understand obvious CG concepts. This research project focuses on the value of such a study both to explain how Career Guidance need to be taken as the mother of all subjects in schools as it is the nucleus in the realization of the main aim of every country’s education system, participating fully in the world of work for socio-economic growth. The study’s recommendations concluded that Career Guidance, which is part of Life Orientation (LO), should be given the status of a full subject in our schools.

No description available.

A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2017 / The Department of Education can play a critical role in providing appropriate career guidance for all learners. Beginning early in a learner’s academic life, the connection between what is being learned in school, future careers and life roles should become an explicit part of everyday learning in the schools. School work can be meaningless and results in poor learner motivation and underachievement when there is no effective career counselling in the schools. Through career guidance the individual is being helped to develop in ways that will enable him to strengthen the use of his own abilities, make wise choices and face the problems that he will encounter in and out of school. The aim of the study was to determine the effects of career guidance on learner motivation and to establish how a focused systematic intervention in career guidance can improve learner motivation. Of the 100 learners in each school, 50 were used as an experimental group and other 50 as the control group. Both the groups underwent the Pre-test consisting of a questionnaire of 19 questions checking the motivation baseline of each participant. Thereafter the focused intervention phase from career resource pack was used with the experimental groups. Thereafter the afore-mentioned questionnaire was re-administered with the both groups as Post-test. Both results of the groups were analysed and the hypotheses were tested. The results indicated that career guidance has a positive effect on learners’ motivation and that career guidance programs can be used as a powerful tool to motivate school learners to aspire their future.

Diploma thesis is focused on system of career guidance in the Czech Republic and Germany. The aim of this thesis is to analyze system of career guidance for adults in the Czech Republic and compare it with current situation in Germany. The first part of the thesis deals with definition of career and its development. Thesis then deals with guidance and with theoretical approaches in career guidance. The second part of thesis is dedicated to framework of comparative study and determines criteria, which are going to be use in the thesis. Another part is focused on description of career guidance system in the Czech Republic and Germany. In last part of the thesis is described comparation with list of recommendations and project suggestions for implementation in the Czech Republic.

Masters of Commerce / The practice of career guidance in the Palestinian community inside Israel is a relatively recent phenomenon which became prominent after the emergence of approximately 30 career guidance centres across the country. The development of career guidance in a context that is characterised by continuous social underdevelopment, injustice and discrimination raises many questions around the effectiveness of career guidance and its role in fighting unemployment as well as the extent to which career guidance services can deliver results on the ground – within the Palestinian community. In the twenty-first century, we need to consider the changing social structures and contexts in which career guidance is practiced (Arthur, Collins, McMahon & Marshall, 2009). Such challenging environment interferes with the practice and its deliverables making it more difficult for Palestinian practitioners. Hence, in the light of such challenges, there exists a great need to determine the effectiveness of the services by focusing on a number of areas such as; the types of career guidance interventions used; the kind of challenges Palestinian practitioners are faced with; the theoretical framework for career guidance; the future needs and skills of career guidance practitioners. To achieve these objectives, the study interviewed a sample consisting of (N=8) Palestinian career guidance practitioners, who were drawn using convenience and snowballing sampling, using a qualitative approach; semistructured interviews. The results showed that Palestinian career guidance practitioners understood the role and function of career guidance and used a wide range of useful interventions that correspond to those in international literature. However, they were critical of Holland-based assessment that was used considering it to be incompatible with the Arab community. Participants further reported that they were faced with a spectrum of challenges that are multi-faceted in nature and felt that the key to having effective career guidance with concrete outcomes, is by dealing with it on a policy level.