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.

This research paper aimed to investigate the factors influencing career choice and development among previously disadvantaged individuals, specifically focusing on MBA students. The core aim was to analyse and better understand the factors that have played a key role in shaping the careers of people of colour within the South African context, taking into consideration the political, social and economic climate and its impact on previously disadvantaged individuals from a career perspective. The research group comprised of both male and female South Africans of colour, namely Indian or African or Coloured. These participants ranged in terms of age from thirty to forty one years old. Participants were sourced from a business school in Kwa Zulu - Natal and were all in the process of completing their MBA (Master of Business Administration) degrees. Participants were interviewed using semi- structured, in depth interviews that ran for approximately forty five minutes each. Each interview was recorded. This information was then transcribed and analysed using Inductive Thematic Analysis. This approach to data interpretation ensured that the rich wealth of information was analysed effectively by the researcher and more importantly, made sense of. Seven key themes emerged from the data. Themes such as the impact of circumstance, parental and family life, culture and society, and context and the environment emerged and were discussed further. Other key themes emerging from the data included identity and self awareness, interests versus goals, and drive and self belief. Factors Influencing Career Choice 8 Findings indicated that the careers of previously disadvantaged individuals were impacted by unique circumstances experienced by these individuals. The political, social and economic climate had a profound role to play in shaping the paths taken by these individuals and also significantly impacted their development within organisations thereafter. Findings indicated mixed reactions to the pro transformation policies and unveiled thought provoking feedback from participants on their experiences and opinions with regards to the above. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

This study focuses on the exploration and analysis of Grade Elevens' perceptions of career choice and career information, within the Coastal region of the Durban Metropolitan area. The information about the scholars' perceptions was obtained through a structured questionnaire, with one hundred and twenty pupils who were purposively sampled from a simple random sample of public schools in the Coastal region of the Durban Metropolitan area. Both open-ended and closed-ended questions were used to gain access to their perceptions regarding career choice and career information. Tentative findings suggest that scholars generally have a narrow and simplistic conceptualisation of the term 'career', and that their understanding of the term as a life-long job is inaccurate and distorted. Consequently, teachers may need to help scholars re-conceptualise their notion of the career as a dynamic entity that is shaped by current economic, political, social and technological changes. It was also found that the majority of scholars have made a tentative career choice, which suggests the establishment of a personal, career-related identity. The findings indicate that scholars perceive the career information to which they have been exposed to be useful overall, in addition to being useful regarding its role in encouraging them to consider all possible careers, regardless of gender or culture. These findings, which contradict those of international research, seem to suggest that, in keeping with the current emphasis on national democracy in South Africa, scholars have been urged not to perceive their gender or culture as a barrier that would prevent them from pursuing their career of choice. However, cross-tabulations reveal that it is mainly girls who perceive the exploration of careers and career information in a positive light, while boys tend to hold a comparatively negative view. Girls also seemed to adopt more effective decision-making approaches in the process of choosing a career, compared to boys. Suggested interventions include greater accessibility to varied, possibly interactive forms of career information; for example, computer-aided career exploration, and that boys be encouraged to consult a wider range of career information sources. Although scholars have been formally exposed to career guidance, tentative findings reveal a need for a more holistic and informal approach to career choice and career information; one that is well integrated within the school curriculum. This would require that all teaching staff function as a team and develop role and functional flexibility, in order to help scholars adapt to changes in the learning environment, and to develop broad and integrated learning frameworks. Importantly, scholars are urged to take a pro-active role in their career exploration. Statistical analysis indicates that girls' career choices are generally unrestricted by gender-role stereotypes, suggesting a growing interest in careers previously perceived to be male-typed, although emphasis must be placed on the importance of making realistic choices. Furthermore, cross-tabulations reveal that race and career choice are not related, thereby reinforcing the validity of earlier tentative findings, which point to the existence of generally positive perceptions of career information, with regards to its usefulness in encouraging scholars to consider a full range of careers, regardless of culture or race. Further research into scholars' perceptions of career choice and career information through focus groups, with an emphasis on the changing career aspirations of girls, may serve to facilitate a deeper understanding of the issues and perceptions that either hinder or help scholars in the process of career choice. A thorough understanding of their perceptions and the factors that shape them is necessary in order to spearhead the development of educational programmes and workshops, the aim of which would be to ensure the holistic integration of these insights within the school curriculum. The rationale underpinning further research within this field, is that once scholars become aware of their distorted perceptions of career choice and career information, they will be empowered to change them. As a result, they will be equipped to make better informed career choices that are consistent with individual interests and abilities. / Thesis (M.A.)-University of Natal, 2001.