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1
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.
2
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.
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Joubert, Carel W. "Understanding career, career guidance and counselling: a Heideggerian perspective." Thesis, 2007. http://hdl.handle.net/10210/111.
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This dissertation asks the ontological question relating to the very nature of the entity called ‘career’, and the activities that deal with this entity, namely, career guidance and counselling. To answer this question, it will use the hermeneutical phenomenology of Martin Heidegger, a philosophical thinker. Among Heidegger’s typology of entities – physical objects, non-human organisms, human beings, works and spiritual beings – career is identified as a case of work. Building on Heidegger’s notions of ‘Dasein’ and ‘being-in-the-world’, a work is described as a type of entity that opens and sets up a world. As such, it establishes a background against which human understanding and sensemaking becomes possible. In the world of careers, human beings are revealed in terms of ‘tools’ (instruments) or ‘resources’ (raw materials) for use. This understanding endangers the very nature of what it means to be a human being - a world-forming or world-shaping being. Understanding career as a case of work leads back to the very nature of being human. This means that this type of entity can no longer be called a ‘career’, but is called a ‘lifework’, and is the work that attends to this work called ‘stewardship’. Implications for career guidance and counselling practice are discussed.Prof. F. Crous
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"An assessment package for a life counselling model." Thesis, 2009. http://hdl.handle.net/10210/2965.
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Themba, Martha Maria. "Management of learner counselling at a High School / Martha Maria Themba." Thesis, 2006. http://hdl.handle.net/10394/3121.
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The purpose of the study was to determine the management of learner
counselling at LHS. The little information on career counselling in post-apartheid
South Africa as most information dates back to the Bophuthatswana era.
Data was gathered through questionnaires and interviews. These were used to
determine management of student counselling in the areas of: number of
learners in class, availabilityof career counselling, and the importance of career
counselling, parental involvement and departmental and community involvement
in the education of learners.
The response from the sample under study indicated that there is no active
participation in the management of career counselling by all the stakeholders.
Departmental involvement, is urgent, as more learners leave school, not ready
and unarmed with relevant and important information. It is recommended that
career counselling be a compulsory subject.
The introduction of career counselling mechanisms will guide the school
counsellor in identifying the needs of the learners, thus eliminating problems that
may be encountered. This can be attained by the creation of more posts for
school counselllors by the Department of Education.
The counsellor at times lacks the necessary information, training and support
from the education department to guide learners. A lack of career centers further
exacerbates poor counselling in schools.
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Horne, Beatrice Ivy. "An assessment package for a life counselling model." Thesis, 2012. http://hdl.handle.net/10210/5468.
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D.Phil.The focus of the social work profession's efforts are the enhancing or restoring of the interaction of people with the systems that comprise their environment, i.e. their social functioning. A person's career or employment is naturally a vital system in their environment. Not only does a person earn a living from their work, but meet many psychological and emotional needs through work. Social work has been increasingly made aware of the integral part that a person's occupation plays in their intra- and interpersonal functioning. Assisting a client then, to recognize and utilize resources to make career related decisions and manage career related decisions is therefore a challenge to the profession. The purpose of this study was therefore to propose a life-counselling model, based on the life model of Germain and Gitterman that addresses a client's systemic functioning holistically, but then move son in the second phase to address career choices and management. Firstly the study presented an integrated methodological process for developing a practice model together with the necessary assessment instruments for social work research. This was essential since no methodology could be found in the literature that guided practitioners in the development of a practice model together with it's accompanying assessment instruments. Next a synthesis of current career counselling theory from the fields of psychology, education and industrial psychology, with the ecological model was presented. This formed the theoretical basis for the life-counselling model. The final stage was when four assessment instruments, namely the Sense of Agency Index, the Family of Origins Index, the Work Values Inventory and the Interest Inventory were designed, and a validation study conducted. Recommendations were made with regard to the final construction of the life counselling practice model.
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Nwachi, Enya. "Vocational guidance and counselling in Nigerian secondary schools : a case of the Imo State." 1988. http://hdl.handle.net/1993/16781.
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Ingham, Jane. "Peer group supervision in a lay counselling context." Thesis, 2002. http://hdl.handle.net/10413/3329.
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Supervision is a core prerequisite for the registration and ongoing education and professional development of various levels of mental health care workers in a South African context. There is, however, a dearth of South African literature that pertains to the supervision of such workers. It would appear that the dominant form of supervision of practice is dyadic, but such supervision is resource intense. This study explores a structured model of peer group supervision (PGS model) as a possible alternative to individual supervision. As the PGS model is in a preliminary, developmental phase, this research is also an exploratory investigation. The main aim of this study was to explore how a group of experienced, voluntary lay counsellors, working under the auspices of a national, non-governmental mental health agency utilised and evaluated the PGS model. Four peer group sessions were held with the group of ten lay counsellors, in their usual site of practice. A focus group discussion was then held, followed by the participants completing a semi-structured questionnaire. The intention of this research design was that the participants' perspectives be given priority in this investigation. The concurrent collection and analysis of data was achieved by employing a qualitative, interpretive grounded theory methodology (Addison, 1989). The findings considered the way in which the group utilised the PGS model, and examined the participants' experiences. The group of lay counsellors were enthusiastic about the potential for the PGS model to offer them a forum to collaboratively discuss and assist each other with their casework. The findings were then integrated with the literature pertaining to peer group supervision, as well as ideas from a variety of sources that discuss the construction of optimal learning encounters. The findings were then discussed from a perspective of situated cognition and the notions of local knowledge and communities of practice were used to propose a deeper understanding of the experiences of the group. This research undertaking resulted in the participants making some recommendations for the adaptation of the PGS model. Further recommendations for both the application of the PGS model and for research into supervisory practice are made.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.
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Msomi, Ronelle. "Career narratives of single black African mothers : a postmodernist exploration." Thesis, 2014. http://hdl.handle.net/10413/10644.
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Career counselling with women is not the same as with men because women’s career development is highly intertwined with their roles as mothers and wives (Sharf, 2002). The current study argues that career counselling with black South African women cannot be the same as that of men nor that of all women because their career development is intertwined with an Afrocentric and a relational view of the self. Career counselling with black South African single mothers is unique because their career development is intertwined with their roles as single parents coupled with their relational view of themselves. It argues that modernist approaches to career counselling are inappropriate and irrelevant when working with black South African single mothers. To support this argument the study explored the unique career development experiences of Black South African single mothers using a postmodernist framework. The narrative inquiry framework was used to explore the career experiences of nine black South African single mothers. The narratives were analysed using Doucet and Mauthner’s (2008) voice-centred relational method. It was found that the unique experiences of black South African single mothers include the need for flexible working hours, social support and the need to play the role of both parents to their children. Modernist approaches to career counselling are unable to take these relational and socio-economic dilemmas into account when working with black South African single mothers. A Post-modern approach such as the Relational Cultural Approach is recommended as an appropriate career counselling tool when working with black South African single mothers.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.
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Segal, Robert Daniel. "The professional identity of counselling psychologists in South Africa." Thesis, 2014. http://hdl.handle.net/10210/10720.
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"Educators' viewpoints on career counselling in secondary schools in the Mmakau-Mothotlung circuit." Thesis, 2015. http://hdl.handle.net/10210/13371.
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M.Ed.The importance of Career Counselling in secondary schools cannot be over-emphasized. In order to achieve the stated objective, our schools will require well trained and well qualified Career Counsellors who will execute this monumental task with great insight, distinction and knowledge. Differentiated education takes into account the fact that people are not the same and therefore their uniqueness will be considered and catered for by exposing them to career counselling. Learners need to be guided in order to make informed choices. This responsibility of guiding and informing learners should be shouldered by educators who are considered to be well-informed and more knowledgeable about the world of work and different courses. There are socio-economic and political changes that are taking place within the borders of our country and globally. Our learners must be multi-skilled or be exposed in order to brace themselves for this eventuality. The traditional way of doing things is rapidly giving way to modern operational techniques. Career Counselling is important in this instance in order to narrow the gap between tradition and the ever-changing world of occupation. For the Career Counselling to be meaningful and helpful to secondary school learners, educators are expected to assist them with the selection o fa major field, self-analysis, methods of career field analysis, establishment of short range career goals, analysis of employment environments, development of long-range career goals and support the learners in the job search campaign (Charles, 1976: 61). In the South African context a distinction is made between Career Counselling outside and within formal education. It seems that Career Counselling, particularly within formal education, experiences many problems, one of which is the inadequate training of Career Counselling educators and the insufficient provision for training such educators...
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Tanchum, Hilton. "A survey of the status of career counselling practiced by registered psychologists in South Africa." Thesis, 2012. http://hdl.handle.net/10210/7471.
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M.A.Career counselling is an activity that influences a wide range of people, from primary school age, to adults in their fifties and sixties. Current writers on the subject, for example Hansen (1997), and Gysbers (1998) are increasingly bringing out the view that career development is a life span issue, and that it affects other life roles. This view should also be seen in conjunction with post-modern approaches to careers and work. These approaches emphasise the rapid technological changes of the 1990's, and the increasing unpredictability and uncertainty in careers. These factors create new and demanding roles for career counsellors, who will have to increase their range of skills. The above factors illustrate the importance of career counselling, and the purpose of this study is to attempt to fill a perceived gap in the literature, and provide more information on the status and standing of career counselling in South Africa as practised by registered psychologists. Questionnaires were issued by mail to a sample of registered psychologists, and their responses form the data for this study. Aspects to be investigated include the training of career counsellors, how long they have been in practice, what tests they use, which counselling methods they follow, and what their opinions are concerning the practice of career counselling in South Africa. A theoretical overview of career counselling models is presented, and an examination of recent trends in career counselling is set forth. A quantitative analysis will provide a more detailed breakdown of the responses of the members of the sample, while a qualitative analysis will list the main themes detailed by the respondents. Projections are undertaken to illustrate possible scenarios concerning the amount of time available for psychologists to provide career counselling for students. The recommendations arising from the study may be summarised as follows. Ensure that career guidance programs be installed in as many schools as possible. Increase the amount of training that career counsellors receive, and examine the possibility of specialisation in career counselling. Attempt to increase the role that businesses play in the career counselling process at schools. Ensure that the needs of minority and disadvantaged groups are met. Implement further research to examine which other groups besides registered psychologists are performing career counselling.
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"The strategic role of career counselling service in providing a competitive edge to the City University of Hong Kong." Chinese University of Hong Kong, 1995. http://library.cuhk.edu.hk/record=b5888281.
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by Lum Wai-mun.Thesis (M.B.A.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 46-47).
ABSTRACT --- p.ii
TABLE OF CONTENTS --- p.iv
LIST OF FIGURES --- p.vi
LIST OF TABLES --- p.vii
LIST OF APPENDIX --- p.viii
ACKNOWLEDGMENTS --- p.ix
Chapter
Chapter I. --- INTRODUCTION --- p.1
Background --- p.1
Objective of Study --- p.2
Methodology --- p.3
Chapter II. --- STRATEGIC PLANNING --- p.6
What is strategic planning --- p.6
Benefits of Adopting Strategic Planning --- p.6
Chapter III --- STRATEGIC PLANNING IN THE CITY UNIVERSITY OF HONG KONG --- p.8
Threats and Opportunities in the External Environment --- p.8
Strength of City University of Hong Kong --- p.10
Weaknesses of City University of Hong Kong --- p.12
Mission --- p.13
Strategies --- p.15
Chapter IV --- CAREER COUNSELLING SERVICE OF THE CITY UNIVERSITY OF HONG KONG --- p.16
Background --- p.16
Its role in Supporting the Corporate Strategies --- p.17
Chapter V --- STRATEGIC PLANNING FOR THE CAREER COUNSELLING SERVICE --- p.21
SWOT Analysis --- p.21
Student Needs Analysis --- p.28
Chapter VI --- RECOMMENDATIONS FOR CAREER COUNSELLING SERVICE
Strategies --- p.34
Shared Value --- p.36
Style --- p.37
Staff and Skills --- p.37
Structure --- p.37
System --- p.38
Chapter VII --- CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDIES --- p.40
APPENDIX --- p.42
BIBLIOGRAPHY --- p.46
22
Raji, Moromoke Nimota. "Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure." Doctoral thesis, 2011. https://tud.qucosa.de/id/qucosa%3A26168.
Full textAbstract:
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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Muluvhu, Khathutshelo. "The impact of guidance and counselling on learning outcomes: A comparative of two high schools in Vhembe District." Diss., 2018. http://hdl.handle.net/11602/1253.
Full textAbstract:
MEd (Educational Psychology)Department of Foundations of Education
This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings.
NRF
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Pelley, Wanda Joan. "Report of an internship conducted at the Memorial University Counselling Centre including a research project : a study of career indecision among selected first year university students /." 1997.
Find full text
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Letlape, Tabea Mmasebedise. "Ga-Rankuwa secondary school students' awareness of career counselling and factors influencing career choices." Thesis, 2019. http://hdl.handle.net/10500/26611.
Full textAbstract:
The fundamental aim of education is to empower learners to succeed in their career path and,
as such, the future of South African learners depends on the quality of decisions and the
progress made by them in respect of their personal and career development needs. The focus
of the study was on investigating the awareness of guidance and counselling in Ga-Rankuwa
secondary schools, and explore factors influencing career choice. The total number of
secondary schools that participated in the study were seven (7), and all public schools from
the disadvantaged context, in the Tshwane West Education District. The study was a descriptive
survey, and the target population consisted of 859 participants. The data were collected, using
two questionnaires; namely the Career Development Questionnaire (CDQ), and the Selfstructured Questionnaire (SSQ). The Statistical Package for Social Sciences (SPSS) was used
to generate data, which were used as descriptive statistics of frequency table, percentages and
cross-tabulation to “raise awareness on the status of career guidance and counselling in GaRankuwa secondary schools”
The findings of the study showed that career guidance and counselling was not effectively
implemented in schools, and that inadequate career education was offered to learners during
Life Orientation classes. From the findings, it was discovered that learners did not have the
accurate, sufficient, informed and practical knowledge to help them make sound career
decisions, and that learners’ levels of career maturity were very low. It was evident from the
findings that age, gender, parents/guardians educational background did not have any
significant influence on learners’ career choices. The researcher, therefore, recommends that
Life-Orientation teachers be exposed to extensive career guidance and be offered training in
career counselling, and that there should be adequate and accessible career guidance and
counselling facilities for learners – and that career guidance strategies and policies should be
reviewed.Psychology
Ph. D. (Psychology)
26
Van, de Venter Aletta Maria. "Grade nine learners' experiences of career counselling at school." Diss., 2006. http://hdl.handle.net/10500/1265.
Full textAbstract:
This study aimed at exploring the grade nine learners' experience of career counselling at school in order to determine their ability to make informed subject and career choices. The literature review explored career education programmes and the changing world of work in South Africa. The importance of knowledge about career possibilities, personal values, personality traits and individual interests and abilities was highlighted. Qualitative research involved grade nine learners and Life Orientation teachers in individual and focus group interviews. Data analysis led to the following conclusions:
Life Orientation teachers are not adequately informed about the purpose and aim of the career counselling process.
Most teachers do not have the necessary knowledge and skills to support learners to make informed subject and career choices.
Career counselling in grade nine does not meet the needs of the learners.Educational Studies
M. Ed.(Psychology of education)
27
Maluleke, Lucky. "A critical analysis of government policy on appropriate rural vocational education and training in the light of the perceptions of youth in Mavalani Village, Limpopo." Thesis, 2013. http://hdl.handle.net/10413/10789.
Full textAbstract:
The aim of this study is to critically analyse government policy on appropriate rural
vocational education and training in the light of perceptions of youth in Mavalani Village,
Limpopo. The stance that I take in this study is that rural youth need to participate in
education and training policy-making because they are the ones affected by these policies. I
argue that meaningful policies are ones that are developed by people they are meant to
serve. The literature review and theoretical framework indicate that neo-liberalism has
negative impacts on VET internationally and in South Africa. Although there are social,
political and cultural aspects in the education and training of South Africa, the economic
aspects are more dominant. I use the theory of Food Sovereignty to counter neoliberalism
which promotes the rights of business at the expense of people’s livelihoods and lives. Food
Sovereignty is for the right of natural persons to own and control their own destinations,
although it takes food production and distribution as the point of departure. This qualitative
study is framed within a critical paradigm where I look at power relations in society and how
people can strive to change their circumstances. I used purposive sampling where I selected
participants based on my knowledge of the population in question. The findings of the study
indicate that VET in South Africa needs to be improved to better serve the interests of
young people. The findings suggest that there are a lot of changes that need to be made in
VET in the country, and that Community Learning Centres need to offer VET that is
community-based and relevant to local development and context. The findings are in line
with the theory of Food Sovereignty in that they encourage community participation,
collective action and communal ownership, as opposed to neo-liberal capitalism where
private ownership is ‘the order of the day’.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Alexander, Dinah Lydia Magdalena. "Die ontwikkeling van beroepsvolwassenheid by minderheidsgroepleerlinge." Thesis, 2014. http://hdl.handle.net/10210/8933.
Full textAbstract:
M.A. (Psychology)The problem The technology of the modern society changes rapidly and the complexities that confront individuals, necessitate responsible adult guidance in the form of guidance programmes. Research that covers the evaluation of such programmes and more specifically the programmes concerning the enhancement of the career maturity of coloured adolescents has been neglected. The aim- It is against this background that the present study was undertaken to evaluate the effectiveness of a programme towards effective career maturity enhancement amongst a minority group. Research method- The subjects came from a Coloured High School in one of the sub-economic areas in Johannesburg, namely Westbury. A biographic questionnaire was compiled to ascertain the needs of the subjects. The subjects were assigned to an experimental and control group. A second control group was also formed to minimalize test retest influences. The experimental group took part in an extensive career maturity enhancement programme and the first control group took part in a communication programme. The groups were compared according to the measure of the Crites Maturity Inventory (Attitude Scale). The programme made use of individual and group guidance as well as self-evaluation through the completion of assignments in the form of worksheets. The programme consisted of 12 sessions of 1 hour duration for three months. Results the major findings of the study were: the career education programme succeeded in bringing about a positive change in the attitudinal career maturity of the Westbury pupils; the attitudinal career maturity of the subjects in the present study compared unfavourably with that of other pupils in ordinary situations (not minority situations) and no difference was found between the end results of males and female with regard to their level of career maturity after completing the programme, unlike reported by other researchers. Recommendation-In conclusion it is recommended that the programme for the development of career development should form an integral part of the ordinary school guidance syllabus and that the guidance service should be extended to meet the needs of both pupils and counsellors at schools.
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Evans, Dylan Jiva. "The utility of peer group supervision for psychologists in practice." Thesis, 2003. http://hdl.handle.net/10413/4007.
Full textAbstract:
Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of
peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within
the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis.
The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible
relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.
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Labuschagne, Philippus Gerhardus Albertus. "The benefits of heutagogic learning : a case study to deepen the appreciation of a career counselling intern's professional development." Diss., 2014. http://hdl.handle.net/10500/14403.
Full textAbstract:
The professional development of a career counselling intern on a satellite campus at a distance education institution was facilitated with the use of a heutagogic learning strategy. The heutagogic learning process was recorded by reflective writing based on Kolb's experiential learning model. This research is a disquisition of the reflective dataset.
The research is an autoethnographic case study in the constructionist paradigm with a creative analysis process. During the research process features about the benefits of heutagogic learning in the professional development of the career counselling intern were critically constructed.
The findings of the research are captured in memescapes showing mindset changes and mental transformations on patterns which describe the theory-praxis gap, diversity, wellness, the macro-ethic. The recommendations include the hope that these findings will feed through to inform future career counselling internships in the IOP field.Industrial & Organisational Psychology
MCom (Industrial and Organisational Psychology)
31
Kodisang, Tshifhiwa Marylene. "An ethnographic exploration of counsellors' experiences of career councelling with students." Thesis, 2016. http://hdl.handle.net/10500/22130.
Full textAbstract:
The purpose of this ethnographic study is to explore the following:
1. The counsellors’ experience of the process of career counselling provided to students at a distance learning institution
2. My own experiences of doing counselling with Unisa students.
3. How Holland’s career theory, the social cognitive career theory and the chaos theory of careers could shape the process of career counselling.
The themes that emanated from the stories of six counsellors indicate that they view counselling as a continuous process wherein it is necessary to strike a balance through blended counselling between the needs of individuals versus helping the multitude of anonymous students. In order to facilitate counselling effectively, counsellors need resources and in order to develop these resources they use a diversity of career theories which act as a frame of reference.
Attention is given to the development of career counsellors’ identity and self-confidence and how this impacts on the counsellors’ growth.
The recommendations of this study hold the promise of contributing to the counselling process at the DCCD.Psychology
D.Litt.et Phil. (Psychology)
32
Mabizela, Sfiso Emmanuel. "Experiences of student peer helpers in an open distance learning institution." Diss., 2015. http://hdl.handle.net/10500/18752.
Full textAbstract:
Text in EnglishThe primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers.
Psychology
M.A. (Psychology (Research Consultation))
33
Ajayi, Oluwakemi Bolanle. "Teachers' and learners' views on the role that entrepreneurship education plays in career choice decision-making of Business studies learners in Ekurhuleni Gauteng East District." Diss., 2018. http://hdl.handle.net/10500/25471.
Full textAbstract:
As unemployment is on the rise in developing economies as the result of a decline in the
global economy during the past decade, increased attention is paid to entrepreneurship
as generator of global economic growth. It has been noted that sustainable economic
development cannot be achieved without entrepreneurship, nor can a country increase
its gross domestic product and stock of wealth, or improve its citizens’ quality of life, if
entrepreneurship is not increased.
In order to increase the prospect of entrepreneurship in a country, it is necessary to
introduce secondary school learners to entrepreneurship from the early grades,
specifically the Grades 8 and 9 General Education and Training phase years. To
stimulate learners’ interest in the subject, it is important to provide them with appropriate
resources and textbooks, competent teachers and a well-structured curriculum. The
knowledge and skills gained from studying entrepreneurship could influence learners’
future career choices. The unemployment rate in South Africa is high and 70 per cent of
unemployed South Africans are youths. This percentage grows annually as learners exit
the Further Education and Training (FET) phase.
There is a dearth of literature on the attitudes of South African Business Studies
learners in the FET phase towards entrepreneurship as a future career. Additionally, the
role that entrepreneurship education plays in the potential career choices of Business Studies learners in the FET phase has not been explored extensively. Consequently this
study attempted to explore the role of entrepreneurship education in influencing
Business Studies learners in the FET phase in choosing entrepreneurship as a career.
A qualitative case study research method was used to conduct the study. Three schools
were identified and data were collected from them. The data-gathering methods
employed were face-to-face, semi-structured interviews with Business Studies teachers;
and focus group interviews with Business Studies learners in the three schools. The objective of the interviews was to determine the respondents’ views on the role that
entrepreneurship education plays in learners’ career choices. The findings of the study
indicate that teachers and learners strongly agree that entrepreneurship education plays
a significant role in learners’ choice of entrepreneurship as a career. However, the
respondents (both teachers and learners) highlighted challenges that could prevent
learners from choosing entrepreneurship as a career.Namate ʼn insinking in die wêreldekonomie die afgelope dekadewerkloosheid in ontwikkelende lande laat toeneem het, geniet entrepreneurskap as stimulus vir globale ekonomiese groei groter aandag. Dit is alombekend dat entrepreneurs noodsaaklik is vir volhoubare ekonomiese ontwikkeling. Sonder entrepreneurs kan geen ekonomie groei nie, kan geen land sy bruto binnelandse produk en rykdomreserwe vermeerdernie, en bly sy burgers se lewenstandaard onveranderd. Ten einde entrepreneurs te kweek, moet hoërskoolleerders reeds in Graad 8 en 9, in die jare van Algemene Onderwys en Opleiding (oftewel die AOO-fase), met entrepreneurskap kennis maak. Om hulle belangstelling te prikkel, isgeskikte hulpmiddels en handboeke, bevoegde onderwysers en ʼn behoorlik gestruktureerde kurrikulum noodsaaklik. Die kennis en vaardighede wat leerders in die studie van entrepreneurskap opdoen, kan hulle loopbaankeuse bepaal. Suid-Afrika het ʼn hoë werkloosheidsyfer en 70 persent van die land se werkloses is jongmense. Hierdie persentasie styg jaar na jaar namate leerders die fase vir Verdere Onderwys en Opleiding (VOO) voltooi. Daar is ʼn skaarste aan literatuur oor die vraagof Besigheidstudiein die VOO-fase Suid- Afrikaanse leerders se ingesteldheid jeens entrepreneurskapas loopbaan beïnvloed. Ook is die rol wat onderrig in entrepreneurskap in leerders se keuse van ʼn loopbaan speel, nog nie volledig ondersoek nie. Gevolglik poog hierdie studie om te bepaal of onderrig in entrepreneurskap Besigheidstudieleerders in die VOO-fase entrepreneurs van beroep laat word. ʼn Kwalitatiewe gevallestudie is as navorsingsmetode gebruik. Data is by drie skole ingesamel. By hierdie skole is deels gestruktureerde onderhoude van aangesig tot aangesig gevoer met Besigheidstudieonderwysers en fokusgroeponderhoude met Besigheidstudieleerders. Die doel van die onderhoude was om vas te stel of leerders van mening is dat onderrig in entrepreneurskap hulle loopbaankeuse bepaal. Volgens die bevindings van hierdie studie is onderwysers en leerders dit volkome eens dat onderrig ʼn bepalende rol in leerders se keuse van entrepreneurskap as loopbaan speel. Desnietemin het sowel onderwysers as leerders op uitdagings gewys wat verhoed dat leerders hierdie loopbaan volg.
Psychology of Education
M. Ed. (Psychology of Education)
34
Algra, Marlene. "Self-constructing a career : reflection following career adaptability as instructional scaffold." Diss., 2021. http://hdl.handle.net/10500/27409.
Full textAbstract:
South African learners transitioning into the world of work are currently lacking
adequate career education in schools. It is well documented that preparedness for the
world of work sets learners in a locus of control.
The main aim of this case study was to interpret learners’ reflections of selfconstructing
a career with the psychosocial construct of career adaptability as an
instructional scaffold. The study leaned on the life design for career construction
theory, a combination of the career construction theory of Savickas, and the selfconstruction
theory of Guichard. I utilised interpretivism as a research paradigm and
a single case study design. Following purposeful convenience sampling, sixteen
Grade 11 learners in a South African public school participated in Phase 1: a workshop
comprising five sessions. Phase 2 consisted of a focus group interview with eight
learners selected from the original group on their level of contribution and commitment.
Data collection included group reflection, reflective writing, observation, researcher
reflective field notes, and a focus group interview.
Six themes emerged from the thematic analysis of the data. Learners successfully
initiated career planning activities by reflecting on the career adaptability construct.
The research results suggest a need for an alternative approach in the manner career
education is presented in schools. This study hopes to provide insight into career selfconstruction
initiatives learners employ when using the career adaptability construct
as an instructional scaffold.Psychology of Education
M. Ed. (Psychology of Education)