Demographic Variables Influencing Perceived Effectiveness of Career Guidance during Life Orientation

P Jonck,Eh Swanepoel

doi:10.5901/mjss.2015.v6n3s2p297

Abstract

Career guidance at secondary schooling level is pivotal in preparing learners for the current globalized workforce and is also a core pillar of Life Orientation. The aim of this study was twofold subsuming determining the effectiveness of career guidance as perceived by 430 Grade 10 learners in the Mangaung area and to determine the demographic variables that influenced said perceived effectiveness. By means of descriptive statistics, personal confidence, personality inventories, knowledge of career plan, overall subject satisfaction and service delivery were examined. Service delivery was further disaggregated to determine the effectiveness of subcomponents. A T-test and MANOVA were performed to investigate the demographic variables. Findings reflect a deficit in the domains of personal confidence and service delivery, with a higher perceived effectiveness pertaining to knowledge and subject satisfaction. Gender, age, home language and type of school statistically significantly influenced perceived effectiveness. Type of school was the most important determinant of perceived effectiveness of career guidance received. Within the South African context these results suggest a lingering influence of segregation as not everyone is privy to effective career guidance hampering economic development and keeping a large part of the country in poverty. It is suggested that the results of the study be used as an impetus to stimulate further study focusing on specific types of schools. DOI: 10.5901/mjss.2015.v6n3s2p297

Highlights

The post-apartheid landscape in South Africa saw the implementation of a new curriculum as a means to restoring inequality as such to accommodate democratic values and the principles of social justice (Adewumi, 2012)
In light of the above, South African school policy saw the implementation of Life Orientation at curriculum level as compulsory method to provide psychological, emotional and physical growth towards the aim of becoming democratic citizens within society (Jacobs, 2011)
The objectives of the research reported on in this paper were to determine the effectiveness of the component, career guidance, which forms part of the subject Life Orientation empirically using a quantitative measuring instrument

Summary

Introduction

The post-apartheid landscape in South Africa saw the implementation of a new curriculum as a means to restoring inequality as such to accommodate democratic values and the principles of social justice (Adewumi, 2012). In light of the above, South African school policy saw the implementation of Life Orientation at curriculum level as compulsory method to provide psychological, emotional and physical growth towards the aim of becoming democratic citizens within society (Jacobs, 2011). A core pillar in Life Orientation is career guidance, a component that addresses content areas aimed at fostering the learners’ ability to make informed choices about future career planning (Chiresche, 2006). It is during grade 9 that learners are expected to make subject selection that will lead to further studies and envisioned occupational choices post-grade 12. In order to make relevant subject selection and engage learners for the remainder of their Future Education and Training Phase (Grade 10 to 12), it is critical that grade 9 learners are equipped with the knowledge and skillsets to choose the correct subjects (Van de Venter, 2006)

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Conclusion