The aim of this study was to explore career guidance needs and perceptions of grade 10 learners. An attempt was made to examine what is currently offered in career guidance and what learners would like included in career guidance programmes. This would be explored in the light of what the theory says about the needs of adolescents i.e. how do career guidance programmes (current and desired) match the postulated needs of the adolescent. The validity of considering learners' needs and perceptions relates to the relevance and effectiveness of such career guidance programmes. The sample consists of 100 grade 10 learners drawn from a coeducational secondary school in the Tongaat area. To facilitate learners' career needs, a primarily qualitative approach was adopted. Learners were asked to write a descriptive essay on (a) What is currently offered in career guidance? and (b) What do you want to learn in career guidance so that the lessons will be helpful to you? (Euvrard, 1996). The research design sought to determine the expressed career needs of the learners. The results of the study were discussed in the light of current theoretical perspectives on career guidance and developmental psychology. The themes that have emerged from the study confirms the need for a developmentally-contextual approach to career education. This perspective underscores the dynamic interaction between the individual and the individual's contexts. Career guidance programmes need to take cognisance of current changes occuring in society for purposes of relevance and sustainability. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

No abstract available. / Thesis (M.Com.)-University of Natal, Durban, 1966.

Apartheid helped create enclaves of safety and familiarity for some communities in South Africa, making those communities impermeable to outside influences, preserving class, culture, caste, religion and race into neat little packages. The demise of apartheid broke those enclaves, changing the landscape of those comfort zones and forcing them to reimagine a new sense of community. Clutching onto the remnants of this past, yet wanting liberation and economic change, these communities are fast learning that some things have got to give. Tongaat, a town constituted like most other South African Indian townships, is one that I grew up in. This research project is my personal journey in which I recount my own memories of the town’s culture, caste system and racial divides using the safety net of being an outsider yet having the privilege of being an insider. Through interviews I investigate if the residents of the town have taken possession of their new political freedoms since the end of apartheid from a class, culture, caste, race and economic perspective. I examine the policy interventions that were introduced in relation to land reform, housing, education and socio-economic empowerment to enable change on the social front. Have these interventions impacted on the lives of the towns inhabitants and what is the future of Tongaat? / XL2018