Developing and exploring a career education programme for disadvantaged FET-phase learners in the northern areas of Gqeberha: a developmental-contextual approach
- Human, Antoinette Charlotte Lucy
- Authors: Human, Antoinette Charlotte Lucy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432333 , vital:72862 , DOI 10.21504/10962/432333
- Description: Career development theory and assessments in South Africa have often been unscientifically applied to traditionally disadvantaged individuals, with little consideration of the diverse contexts of indigenous groups in the country. Assessment measures were not suited to the needs of learners from resource-constrained environments, nor could learners from these communities access these due to the associated financial costs. Recent research developments (using more holistic approaches) suggest that career counselling in South Africa should move towards better contextualized approaches to understanding and informing career development. Follow-up research projects show the value of such approaches with youth. Postmodern career development theories and models recognise that career counselling and development should focus on supporting individuals in constructing their careers from their own experiences within their environments, particularly for learners from disadvantaged communities whose career decisions and career development are inextricably influenced by their environments. The present study therefore employed the Developmental-Contextual Framework (DCF) to explore the perspectives of FET-phase Life Orientation (LO) educators on the LO curriculum (LO CAPS) for careers and career choices; as well as contextual factors influencing the career development of disadvantaged learners in public schools. The overall aim of the study was to co-construct and explore a customised career education programme, alongside LO educators, and determine whether FET-phase learners from disadvantaged public schools could benefit from such a programme. The DCF emphasises the dynamic relationship between an individual and the environment and the influences thereof on career development. The study draws from previous South African studies with disadvantaged learners and students that acknowledged the applicability of the DCF in the design of career programmes. This framework acknowledges the embeddedness of the individual in their proximal and distal environments and the role of these environments in the career decisionmaking of learners. The study was conducted in disadvantaged secondary schools in the Northern Areas of Gqeberha in the Eastern Cape, with LO educators in the FET-phase and the LO subject advisor at District level. At the initial interview stage the sample consisted of 9 participants and reduced to 6 participants in the focus group stage. The study underlined the impact of various contextual factors on career decision-making and the inclusion of these in career education programmes, particularly when working with learners from disadvantaged environments. Furthermore, the study illustrated that the career education of FET-phase learners in public high schools is lacking in many ways and that LO educators are not adequately trained to teach careers topics and therefore lack skills to support learners with their career development needs. The lack of, as well as poor and outdated career resources, impact negatively on the career education of learners in many public schools. Underpinned by Action Research, over a series of seven focus group meetings, an applicable and relevant programme of career-related activities based on the DCF was planned and evaluated by educators. The cumulative data were thematically analysed and the study revealed that the customised programme could potentially address the career development needs of learners from disadvantaged public schools, if educators are adequately trained to apply it. Recommendations are made for further piloting and implementation. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Authors: Human, Antoinette Charlotte Lucy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432333 , vital:72862 , DOI 10.21504/10962/432333
- Description: Career development theory and assessments in South Africa have often been unscientifically applied to traditionally disadvantaged individuals, with little consideration of the diverse contexts of indigenous groups in the country. Assessment measures were not suited to the needs of learners from resource-constrained environments, nor could learners from these communities access these due to the associated financial costs. Recent research developments (using more holistic approaches) suggest that career counselling in South Africa should move towards better contextualized approaches to understanding and informing career development. Follow-up research projects show the value of such approaches with youth. Postmodern career development theories and models recognise that career counselling and development should focus on supporting individuals in constructing their careers from their own experiences within their environments, particularly for learners from disadvantaged communities whose career decisions and career development are inextricably influenced by their environments. The present study therefore employed the Developmental-Contextual Framework (DCF) to explore the perspectives of FET-phase Life Orientation (LO) educators on the LO curriculum (LO CAPS) for careers and career choices; as well as contextual factors influencing the career development of disadvantaged learners in public schools. The overall aim of the study was to co-construct and explore a customised career education programme, alongside LO educators, and determine whether FET-phase learners from disadvantaged public schools could benefit from such a programme. The DCF emphasises the dynamic relationship between an individual and the environment and the influences thereof on career development. The study draws from previous South African studies with disadvantaged learners and students that acknowledged the applicability of the DCF in the design of career programmes. This framework acknowledges the embeddedness of the individual in their proximal and distal environments and the role of these environments in the career decisionmaking of learners. The study was conducted in disadvantaged secondary schools in the Northern Areas of Gqeberha in the Eastern Cape, with LO educators in the FET-phase and the LO subject advisor at District level. At the initial interview stage the sample consisted of 9 participants and reduced to 6 participants in the focus group stage. The study underlined the impact of various contextual factors on career decision-making and the inclusion of these in career education programmes, particularly when working with learners from disadvantaged environments. Furthermore, the study illustrated that the career education of FET-phase learners in public high schools is lacking in many ways and that LO educators are not adequately trained to teach careers topics and therefore lack skills to support learners with their career development needs. The lack of, as well as poor and outdated career resources, impact negatively on the career education of learners in many public schools. Underpinned by Action Research, over a series of seven focus group meetings, an applicable and relevant programme of career-related activities based on the DCF was planned and evaluated by educators. The cumulative data were thematically analysed and the study revealed that the customised programme could potentially address the career development needs of learners from disadvantaged public schools, if educators are adequately trained to apply it. Recommendations are made for further piloting and implementation. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
The relevance of career counselling in higher education: a study following students at a South African university
- Authors: Lewis, Christine
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432347 , vital:72863 , DOI 10.21504/10962/432348
- Description: Very few students in South Africa (SA) receive adequate career counselling at school and often arrive at institutions of higher learning without a clear sense of what their prospective careers will entail. The limited access to career counselling and assessment is further compounded by criticisms of popular career assessment instruments used in SA, where the primary goal of career counselling and assessment is to match clients to careers for job placement. This approach no longer serves the needs of a diverse SA population and disregards contextual influences on careers. Therefore, a need exists to understand and inform career counselling interventions and to guard against the provision of de-contextualised and contextually insensitive approaches. Moreover, changes in the workplace, where career change has become the norm as the world of work has moved away from stability and permanency to fluidity, calls for a contemporary response from career counselling theories, practitioners as well as researchers, to equip clients with the necessary skills to respond to these changes. Thus, SA institutions of higher learning need to innovate their practices to more inclusively, effectively, and justly serve the needs of a diverse student population for work success in a developing nation and a complex world. This study aimed to evaluate the relevance and effectiveness of a university’s career counselling services from the students’ perspectives. It focuses on gaining an indication of the perceived effectiveness of assessment measures used, and to ascertain the influences that impact on individual students’ career decision-making over the course of undergraduate studies. Due to the increasing recognition for the need to develop a contextualised approach to career development interventions, this study included the SACII, a locally developed interest inventory as part of a career assessment battery, with a group of university students. A pragmatic approach using mixed-methods was used. Multiple case studies of the career trajectories of a cohort of undergraduate students who had undertaken career assessments at the university career centre, were tracked longitudinally over the course of undergraduate studies. Data were generated through vignettes that included the 13 participants' career assessment reports, a service evaluation questionnaire and two successive follow-up interviews. Each participant's first follow-up interview occurred six months after their career assessment feedback session; and the second follow-up was in the final year of undergraduate studies, after eighteen months. Descriptive statistical analysis summarised the basic features of the quantitative data from the evaluation questionnaire. Thematic analysis was used for organisation and analysis of the follow-up interview data. Findings were that the career counselling and assessment facilitated greater self-knowledge in relation to career decision-making, assisted with selecting degree major subjects and enhanced career planning abilities. Using locally developed assessment measures in career counselling proved to be useful. Exploring career development from an overarching developmental contextual framework that is applicable and well-suited to the SA context provided a deeper understanding of contextual influences that impact on students' career decision-making processes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Authors: Lewis, Christine
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432347 , vital:72863 , DOI 10.21504/10962/432348
- Description: Very few students in South Africa (SA) receive adequate career counselling at school and often arrive at institutions of higher learning without a clear sense of what their prospective careers will entail. The limited access to career counselling and assessment is further compounded by criticisms of popular career assessment instruments used in SA, where the primary goal of career counselling and assessment is to match clients to careers for job placement. This approach no longer serves the needs of a diverse SA population and disregards contextual influences on careers. Therefore, a need exists to understand and inform career counselling interventions and to guard against the provision of de-contextualised and contextually insensitive approaches. Moreover, changes in the workplace, where career change has become the norm as the world of work has moved away from stability and permanency to fluidity, calls for a contemporary response from career counselling theories, practitioners as well as researchers, to equip clients with the necessary skills to respond to these changes. Thus, SA institutions of higher learning need to innovate their practices to more inclusively, effectively, and justly serve the needs of a diverse student population for work success in a developing nation and a complex world. This study aimed to evaluate the relevance and effectiveness of a university’s career counselling services from the students’ perspectives. It focuses on gaining an indication of the perceived effectiveness of assessment measures used, and to ascertain the influences that impact on individual students’ career decision-making over the course of undergraduate studies. Due to the increasing recognition for the need to develop a contextualised approach to career development interventions, this study included the SACII, a locally developed interest inventory as part of a career assessment battery, with a group of university students. A pragmatic approach using mixed-methods was used. Multiple case studies of the career trajectories of a cohort of undergraduate students who had undertaken career assessments at the university career centre, were tracked longitudinally over the course of undergraduate studies. Data were generated through vignettes that included the 13 participants' career assessment reports, a service evaluation questionnaire and two successive follow-up interviews. Each participant's first follow-up interview occurred six months after their career assessment feedback session; and the second follow-up was in the final year of undergraduate studies, after eighteen months. Descriptive statistical analysis summarised the basic features of the quantitative data from the evaluation questionnaire. Thematic analysis was used for organisation and analysis of the follow-up interview data. Findings were that the career counselling and assessment facilitated greater self-knowledge in relation to career decision-making, assisted with selecting degree major subjects and enhanced career planning abilities. Using locally developed assessment measures in career counselling proved to be useful. Exploring career development from an overarching developmental contextual framework that is applicable and well-suited to the SA context provided a deeper understanding of contextual influences that impact on students' career decision-making processes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
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