Academic literature on the topic 'Counselling – Vocational guidance'
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Journal articles on the topic "Counselling – Vocational guidance"
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Cheruiyot, Gladys Jeruto, and Bernard Chemwei. "School Management Attitudes as Determinants of Implementation of Guidance and Counselling Services in Secondary Schools in Baringo Central Sub-County, Kenya." East African Journal of Education Studies 3, no. 1 (March 23, 2021): 52–60. http://dx.doi.org/10.37284/eajes.3.1.304.
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Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of social evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling services. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub-County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher-counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, version 22. The results of the study revealed that although most schools’ managers had embraced and recognised the role of guidance and counselling in their schools, little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development
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Andriušaitienė, Daiva. "VOCATIONAL GUIDANCE – GPS FOR MANAGEMENT OF HUMAN RESOURCE DEVELOPMENT: DOES IT WORK IN LITHUANIA." Business, Management and Education 18, no. 1 (April 24, 2020): 56–72. http://dx.doi.org/10.3846/bme.2020.11937.
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The purpose – of this article is to assess the vocational guidance situation and development opportunities in Lithuania. Research methodology – Systematic analysis of the peculiarities of vocational guidance; identification of the main problems and possibilities for vocational guidance through the development of a qualifications system based on the results of statistical analysis, expert assessment, data grouping and interpretation. Findings – Vocational guidance as an important subsystem of the educational system is being underemphasised and underfinanced, career counselling is pursued in a fragmentary manner, mainly through project-based initiatives which are not be based on systematic information. A way to improve vocational guidance is to organise it as an integrated information platform linked to the qualifications system. Research limitations – The main limitation is the lack of official statistics in vocational guidance. The systematic collection and publication of statistics would make it possible to quantify and analyse the factors of the current vocational guidance situation and their impact on the development of human resources. Practical implications – The obtained results are useful for social and economic and educational policy-making. Originality/Value – The article contributes to the scientific literature by presenting a model of vocational guidance development related to the development of the qualifications system, which would allow providing the necessary access to information.
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McMahon, Mary, and Wendy Patton. "Beyond 2000." Australian Journal of Career Development 9, no. 1 (April 2000): 25–29. http://dx.doi.org/10.1177/103841620000900106.
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Since its genesis in vocational guidance, career guidance and counselling has followed the approach developed in the early 1900s in the work of Parsons (1909). Indeed, the profession has been well served by this approach which has come to be known as the trait and factor approach. However, since the time of Parsons the world of work has changed dramatically. We are living in a time of rapid change. Thus society's needs in terms of career guidance and counselling are significantly different. For career guidance and counselling to remain a relevant force in the next century, career guidance practitioners are being challenged to move away from strict adherence to the traditional model toward more client-centred approaches. One of the biggest challenges to existing practices comes from the influence of constructivism. The constructivist world view has been well documented in the field of counselling. In particular, it has influenced the development of solution-focused and narrative approaches to counselling, which are now well-established counselling modalities. However, it is only comparatively recently that the influence of constructivism has begun to be felt in career guidance and counselling. This paper will briefly examine the history and traditions of career guidance and counselling and discuss the changing nature of the world of work and the needs of clients. Following this, it will examine the nature of constructivism, the challenges and opportunities it presents, and its implications for career guidance and counselling practitioners.
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Özmen, Serdar, and Cigdem Hursen. "Identifying the Students’ Needs for Guidance at Vocational and Technical Anatolian High School." Postmodern Openings 11, no. 4 (2020): 79–108. http://dx.doi.org/10.18662/po/11.4/224.
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The purpose of this study is to identify the needs of vocational and technical Anatolian high school students for guidance. A mixed research methodology is employed in this descriptive study. With the guidance needs analysis survey, quantitative data was collected about the needs of students for guidance from a total of 2228 participants including 1437 students, 304 teachers and 487 parents. The qualitative data in the research were collected from school counsellors employed in vocational and technical high schools, from the heads of guidance services employed in guidance research centres, from psychological guidance and counselling specialists working in the Ministry of National Education, from psychological counsellors representing Turkish Psychological Counselling and Guidance Association and those engaged by educational unions. The research revealed findings that the students need intensive guidance on topics such as identification of future career goals, learning effective studying methods, self-knowledge of interests and abilities, knowledge of professions and their basic requirements, focusing attention during lessons, protection from addiction, knowledge of developmental features of adolescence, university admission exams and opportunities for higher education. Furthermore, it was revealed that the guidance needs of the students were not met sufficiently, they needed services in all areas of personal-social, educational and career guidance, female students needed guidance services more than male students, and students felt more need of guidance services at higher grades. In line with the results of the study, further recommendations are presented to provide for the guidance needs of students.
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Bosede Abiola, OLUDARE, and Afolabi Tosin Paul. "The inclusion of guidance and counseling program into basic education curriculum for quality assurance." Asian Journal of Interdisciplinary Research 2, no. 2 (June 30, 2019): 33–43. http://dx.doi.org/10.34256/ajir1924.
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The study examined the inclusion of guidance and counselling programme into basic education curriculum for quality assurance in basic education. The study employed the use of descriptive research design. The sample consisted of two hundred basic education teachers in primary and junior secondary schools in Ondo West Local Government Area of Ondo State. Four research questions were raised. The use of self – designed questionnaire was employed which was validated by experts from curriculum studies and Educational Foundations and Counselling. The data gathered was analyzed with mean rank and standard deviation. The findings of the result shows the various guidance and counselling programmes to be included into basic education curriculum, the benefits derived from the inclusion of guidance and counselling programmes into basic education curriculum, the relationship between basic education and guidance and counselling and the challenges on the inclusion of guidance and counselling into basic education curriculum. Based on the findings, the study makes the following recommendations among others: Formal vocational education to be introduced at the Basic education level, so that pupils would be guided into the right thinking of appropriate careers to be perused, training and retraining of professionally qualified counsellors on regular basis and they should be involved in the formulation and implementation of curriculum for the basic education programme, well trained and competent Guidance and Counselling personnel, with thorough theoretical and practical knowledge, must be employed at schools. These people can help teachers to cope and deal with learners efficiently, government should provide adequate funds to all basic education in the country.
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Drobnic, Janez. "The key innovations in career guidance on labour market." Economics ecology socium 3, no. 2 (June 21, 2019): 12–22. http://dx.doi.org/10.31520/2616-7107/2019.3.2-2.
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Introduction. In a modern dynamic society, new vocations and fields of activity are constantly emerging. The goal of the modern vocational education, information and counselling is to enable the individual to develop a career in the whole life course, full of changes and events. Former approaches have proved inadequate; therefore, new ways are being sought. Therefore, it is necessary to design approaches in managing careers, including those with special needs, and which counselling approaches for a career are best suited to an increasingly dynamic labour market.
Aim and task. The basic research goal is to find all those innovations in theories and practices that appear in newer career guidance and career counselling approaches. For that purpose,, an longitudinal analysis of articles, studies, guidelines has been carried out that are accessible on web portals. Thus, the most important innovations that are often found in recent theories and practices are revealed.
Results. System theories and constructivism in career guidance represent an urgent response to changes in a dynamic society, but still include some parts of previous theories and practices. Meaning, the present essentially implies the accumulating and merging of previous approaches that deal with individuals in a way that individuals become agents who manage their own careers. The most important innovations are: learning as the individual's own project, narrative approach with storytelling, reconstruction of self-esteem, self-determination, nonlinear career, empathy in counselling, decision-making autonomy, no directed counselling. So new constructivist perspective continues to influence career theory and practice.
Conclusions. The study shows that it is impossible to talk about the best universal theories or approaches in the field of career guidance and career counselling, but about the most usable ones, in the given circumstances. The development of practices in career guidance and counselling is most influenced by psychology, and recently also by social-cognitive psychology, but the influence of other disciplines, such as sociology, ethics, economics and others, is increasing. Innovations that have been identified show the integration of diverse concepts; in particular, the contextual view that appears also in other social sciences. In emphasizing the active nature of individuals as self-building, self-renewing and self-organizing system within constructivist approach, it is viewed as important underpinning for the practice which is responding to ever changing times.
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Oseiwu, Ali Hassana. "Career/Vocational Guidance/Counselling: A Tool for Functional Education and Graduate Employability." International Journal of Education and Practice 2, no. 10 (2014): 234–42. http://dx.doi.org/10.18488/journal.61/2014.2.10/61.2.234.242.
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Valverde, José de, Branden Thornhill-Miller, Thi-Van Patillon, and Todd Lubart. "Creativity: A key concept in guidance and career counselling." Journal of Adult and Continuing Education 26, no. 1 (March 13, 2020): 61–72. http://dx.doi.org/10.1177/1477971420903736.
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Creativity can be considered a key resource in human development, education and adaptation. It is often defined as the ability to generate novel productions (ideas or work) that are valuable in their context and are also frequently surprising. In the context of the 21st century skills movement, creativity is systematically cited as a life skill, together with critical thinking, collaboration and communication skills. In this article, we explore the role of creativity in vocational guidance and suggest how it may be further integrated into discussions of career counselling. The article first offers a collection of perspectives from the French guidance counselling literature, educational guidance and training perspectives. This material illustrates the pivotally important modern expansion of the field’s mission from helping students making career choices to that of providing individuals of all kinds with the skills and perspective necessary to begin the lifelong process of building their own ‘life project’. In this expanded vision of career counselling, we argue that the understanding and development of an individuals’ creativity becomes even more centrally important.
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Gurtov, Valery A., Vadim N. Kolesnikov, and Maria A. Piturhina. "FROM TRADITIONAL MODEL OF VOCATIONAL GUIDANCE TO HOLISTIC LIFELONG COUNSELLING: CASE OF FINLAND." Lifelong education: the XXI century 26, no. 2 (June 2019): 65–77. http://dx.doi.org/10.15393/j5.art.2019.4725.
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Schmidt, Ann-Marie. "The relationship of personality and values to career intervention outcomes." Queensland Journal of Guidance and Counselling 3 (November 1989): 65–81. http://dx.doi.org/10.1017/s1030316200000182.
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This paper explores the relative impact of four career counselling interventions on six outcome measures for final year students in a Brisbane high school. The six measures used were: vocational identity, degree of decidedness, number of jobs listed, congruence of expressed (occupational choice) and measured interests, internal consistency of expressed interests and the occupational status of the most preferred occupation. Comparison of pre- and post-test measures showed that for the low identity group, there was an increase in vocational identity, congruency, and a listing of fewer jobs after the intervention. It was concluded that no changes were accounted for by individual counselling interventions. However, there seemed to be some evidence that changes resulted from a group career guidance program in which all students participated. The changes noted indicated that students gained in vocational awareness and maturity and showed greater selectivity in career decision making over time. Differences were found between male and female students in career related attitudes and career choices. Several applications of the findings for current practice were considered including the use of the My vocational situation and Career information survey instruments for streamlining service delivery and prioritising student access. The need for further research to resolve some of the issues raised by the study was discussed.
Dissertations / Theses on the topic "Counselling – Vocational guidance"
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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Brake-Brushett, Deborah. "Effect of a career counselling intervention on women participating in a government-sponsored employment enhancement program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62373.pdf.
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Jackson, Whittle Glenda. "Report of a counselling internship at Bishops College including research report on the effectiveness of a three-session workshop for parents to help them assist their teenagers with the career development process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62390.pdf.
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Raji, Moromoke Nimota. "Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-97567.
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The focus of this project is on the quality and relevance of Vocational Counselling programme in Nigerian schools. It analyses the discipline’s training syllabuses in Universities and the extent and manner of its application in secondary schools by graduates in the field and proffers suggestions on how to improve upon both the training and the practice. As a professional field of study, Guidance and Counselling was first introduced at the University of Ibadan, in the 1980s. Within a few years, the Universities of Benin and Lagos also commenced a programme in the discipline. However, and as I have discovered, the products of the programme have really not achieved much impacts in Nigerian secondary schools almost thirty years after it was first introduced. As at today, most secondary schools still do not have professional career counselors. Where they exist, they are not always very competent, and are not often consulted by pupils while selecting their subject combinations. In the Universities, Guidance and Counselling syllabus are found to be outdated. Two major approaches were adopted in carrying out this research. The first method is empirical and was executed through field research. I visited the Universities of Ibadan, Ife and Lagos – all in Nigeria - to conduct interviews with students and lecturers of Guidance and Counselling in the Universities. I also collected documents like manuals, handbooks and course outlines issued by personnels in the Departments. I also visited, conducted interviews with, and served questionnaires on, professional counselors in a selection of public and private secondary schools in Nigeria. At the end of the field work, the documents, questionnaires and interviews were analysed and what I identified as the strengths and weaknesses of Guidance and Counselling programmes in Nigerian Universities were laid out. The second approach adopted in this study has to do with analysis of scientific publications in the field. Books, journals, manuals and even electronic publications by Guidance and Counselling experts in Germany, Europe and other places were assembled and carefully studied. In the end, what constitutes minimum competence requirements were underlined. Applied to the data earlier collected in the field, my conclusion is that the various Guidance and Counselling programmes in Nigeria need to be improved upon II and/updated and that its importance in secondary education needs to be further stressed. To improve the programme, I suggested, among others, the need for Nigerian Universities to actively work toward the development of collaborative and exchange programmes with institutions in Europe and other parts of the world.
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Du, Toit Annette. "An evaluation of a possible increase in self-knowledge through a career counselling intervention for grade 11 learners in previously disadvantaged schools." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96842.
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Thesis (MCom)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Organisations are largely dependent on their workforce in order to be successful and competitive. In order to do accomplish this goal, employees need to be motivated and feel satisfaction in their jobs. Employees who are unhappy in their work will be unproductive and eventually become a cost to their employers. Employees who have made the wrong career choice are more likely to be unhappy in the workplace and it is therefore very important to make the correct career choice from the beginning. In South Africa, the choice of a career usually occurs when one is still in Grade 11 or Grade 12. Unfortunately, career counselling is expensive and many learners’ parents do not have the financial capacity to afford career counselling, resulting in their children making a career choice based on the available information that they are able to access. These sources of information often are incorrect or incomplete, leading to a wrong career choice. At this stage, an adequate level of self-knowledge in order to make an informed career choice is not always present, either. Self-knowledge, consisting of personality, aptitude and interests, is an important construct necessary for making an informed career choice. The aim of this research study was to develop a group-based, low cost career counselling intervention for Grade 11 learners in schools where the learners would not otherwise be able to access career counselling, with the intention of increasing their self-knowledge. Three subtests of the Differential Aptitude Test, the 16 Personality Factor Questionnaire and the Meyers Interest Questionnaire were utilised in the intervention and self-knowledge was measured using a self-developed questionnaire based on the Career Development Questionnaire. The statistical results indicated that this intervention was successful in increasing self-knowledge, but it was also seen that the intervention led to an increase in career maturity.1 This group-based, relatively low-cost career-counselling intervention can therefore be offered to schools whose learners are not able to afford individual career counselling as it will assist learners, through increasing their self-knowledge and level of career maturity, in making a more informed career choice.
AFRIKAANSE OPSOMMING: Ondernemings is grootliks afhanklik van hul werknemers om suksesvol en kompeterend te wees. Vir ondernemings om hierdie doelwit te bereik, is dit belangrik dat hul werknemers gemotiveerd en tevrede in hul posisies moet wees. Werknemers wat ongelukkig in hul werk is, sal onproduktief wees en sal uiteindelik ‘n koste vir hul werkgewers word. Werknemers wat die verkeerde loopbaankeuse gemaak het, is meer geneig daartoe om ongelukkig in die werkplek te wees and daarom is dit baie belangrik om die regte loopbaankeuse van die begin af te maak. In Suid-Afrika is dit gewoonlik nodig om ‘n loopbaankeuse in Graad 11 of Graad 12 te maak. Loopbaanvoorligting is ongelukkig duur en baie leerders se ouers het nie die finansiële vermoë om loopbaanvoorligting vir hul kinders te bekostig nie. Dit lei daartoe dat hierdie leerders loopbaankeuses maak op grond van die inligting wat tot hulle beskikking is. Hierdie inligtingsbronne is in baie gevalle onvolledig of verkeerd, wat tot ‘n verkeerde keuse kan lei. Die voldoende vlak van selfkennis wat nodig is om ‘n ingeligte beroepskeuse te maak,is nie altyd op hierdie ouderdom teenwoording nie Selfkennis, wat uit persoonlikheid, aanleg en belangstellings saamgestel is, is ‘n belangrike konstruk wat nodig is om ‘n ingeligte beroepskeuse te maak. Die doel van hierdie navorsingstudie was om ‘n groepsgebaseerde, lae-koste loopbaanvoorligtingintervensie vir Graad 11-leerders te ontwikkel, met die doel om hul selfkennis te verhoog. Hierdie intervensie is gemik op skole waar leerders dit nie andersins sou kon bekostig om loopbaanvoorligting te bekom nie. Drie subtoetse van die Differensiële Aanlegtoets, die 16 Persoonlikheidsfaktor Vraelys, sowel as Meyer se Belangstellingsvraelys is in die intervensie gebruik. Selfkennis word gemeet deur die gebruik van ‘n self-ontwikkelde vraelys wat op die Loopbaanontwikkelingsvraelys gebaseer is. Die statistiese resultate het aangedui dat die intervensie suksesvol vir die verhoging van selfkennis aangewend kon word, maar daar is ook gevind dat die intervensie tot ‘n verhoging in loopbaanvolwassenheid gelei het.2 Hierdie groepsgebaseerde, loopbaanvoorligtingsintervensie kan daarom met redelik lae koste aan skole gebied word waar leerders nie loopbaanvoorligting kan bekostig nie, aangesien dit die leerders sal help om vanweë die verhoging van hul selfkennis en vlak van loopbaanvolwassenheid ‘n beter ingeligte beroepskeuse te maak.
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Coetzee, Sonja. "Investigating the application of the asset-based approach in career facilitation." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-143552/.
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Coetzee, Melinda. "Investigating the impact of "the gap year" on career decision-making." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-140532/.
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Bergmo-Prvulovic, Ingela. "Social representations of career and career guidance in the changing world of working life." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26292.
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This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.
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Grimbeek, Marjorie. "Beginsels vir die doeltreffende toepassing van voorligting in multikulturele skole / Marjorie Grimbeek." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/9307.
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In a changing South Africa with a new education system, it has become necessary to determine
the degree to which multicultural guidance is provided in secondary schools.
The aim of the research was to:
• Identify by means of a literature study, the principles of multicultural guidance in a
number of countries abroad;
• determine empirically, the degree to which the principles of guidance are applied in
multicultural schools in the Gauteng Province.
To this end concepts such as culture, ethnicity, race, racism, multicultural education,
guidance and multicultural guidance had to be described. An historical approach to multicultural
education and the research with regard to multicultural guidance were described at
length. The development of school guidance in multicultural schools in South Africa was
subsequently discussed in more detail, especially the implementation of an effective guidance
programme in multicultural schools. An in-depth discussion with regard to the principles
of guidance in general and of multicultural guidance in particular, as well as guidance in
multicultural schools, were highlighted.
An empirical investigation was done by means of frequency tables, correlation coefficients
and factor analyses. These were subsequently interpreted:
The most important finding was that multicultural guidance in secondary schools does not
receive its due. Several deficiencies were identified in this regard. It is recommended that the
Gauteng Education Department should pay specific attention to specialised training programmes
in that province.
The time has come that the Head of Department : Guidance/Guidance teacher should make
certain theoretical as well as practical changes to guidance. Multicultural guidance should be
ethically-founded. Multicultural perspectives should be built into education, and specifically
into guidance programmes.
Each person should realise that South Africa and especially education, are moving towards a
multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture.Thesis (MEd)--PU for CHE, 1998
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Mekgwe, Nnananyana Khutsafalo Erminah. "The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. Mekgwe." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4646.
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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.
Books on the topic "Counselling – Vocational guidance"
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Graham, Barbara, 1947 Aug. 3- and Lendrum Susan 1942-, eds. The counselling approach to careers guidance. London: Routledge, 1996.
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Patsula, Philip J. The assessment component of employment counselling: A goal-setting process. Toronto, Ont: Guidance Centre, University of Toronto, in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission and the Canadian Govt. Pub. Centre, Supply and Services Canada, 1985.
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Croucher, Declan G. Individual career counselling in Ireland. Dublin: University College Dublin, 1993.
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Collaborative Action Working Group on Counselling (Canada). Report of the Collaborative Action Working Group on Counselling [on career counselling for girls and women]. [Fredericton, N.B.]: The Group, 1988.
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Bezanson, M. Lynne. Individual employment counselling: An action based approach. Toronto, Ont: Published by Guidance Centre, University of Toronto in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission and the Canadian Government Publishing Centre, Supply and Services Canada, 1985.
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Unit, European Social Fund Programme Evaluation. Labour market services: Guidance, counselling and placement. Dublin: European Social Fund Evaluation Unit, 1996.
Find full textBook chapters on the topic "Counselling – Vocational guidance"
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Company, Frederic J. "Vocational Guidance and Career Counselling in the European Union: Origins and Recent Trends." In International Handbook of Education for the Changing World of Work, 2313–28. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_152.
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Leong, Jenn Yeoong. "Creating New Narratives to Give Hope and Optimism to At-Risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention." In Careers for Students with Special Educational Needs, 143–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_10.
Full textConference papers on the topic "Counselling – Vocational guidance"
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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.
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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.