| Summary: | OUTLINING THE PROBLEM
In the contemporary Republic of South Africa, it is of vital importance
that each pupil should be guided effectively to develop
to his full potential.
As society, the community and the vocational world are undergoing
perpetual changes, the school's educational programmes
should be subjected to some criterium of relevancy. The complexity
of life should therefore be allowed for by the home, the
school community as well as the school programmes which specifically
include the secondary school's Career Guidance Programme.
The secondary school has a specific function in career guidance.
The pupil's career choice is evaluated in the outcome of his
choice of subject, of course and of field of study, as well as
his scholastic achievement and his self-esteem.
The value of the school's educational guidance programme is reflected
in the youth's future occupational life. This is where
he is confronted with the discovery and the maintenance of the
self. The quality of the work being done in the school's Career
Guidance Programme has far-reaching consequences. As such it has
an influence on the country's manpower as well as its economy.
Shortages in schooled manpower could hamper the further development
of the South African economy.
In the course of this study several problem areas have been identified.
The researcher will endeavour to outline certain findings
and make recommendations in this regard.
OBJECTIVES OF THIS STUDY
This study intended to evaluate the Career Guidance Programme of
the secondary school in the Transvaal. In order to be able to do
such an evaluation, it is necessary to determine to what extent
theory and practice can be reconciled.
(1) The objective evaluation of the Career Guidance Programme,
according to educational criteria, as identified in the
literature.
(2) The determination of whether the objectives as set by the
programme, are being reached.
(3) The provision of guidelines for an effective and relevant
career orientation programme where necessary.
METHOD OF STUDY
In order to obtain data available on the topic, literature was
explored. Secondly, a questionnaire was used for empirical research.
It provided information regarding aspects of the career
guidance programme including demographic data, data on national
military service, the school's Career Guidance Programme and the
respondent's career choice.
The questionnaire was completed by first year students of the
University of Potchefstroom for Christian Higher Education
(Potchefstroom and Vanderbijl Park Campuses), University of Pretoria,
Rand Afrikaans University, Technikon Pretoria, Technikon
Witwatersrand and Technikon Vaal Triangle.
The problem was approached from the perspective of the first-year
student.
The content of the career guidance programme was analyzed in
depth.
MAJOR FINDINGS
The majority, 688 (75,0%) of the 917 respondents (381 men and
536 women) who took part in this research project, matriculated
in secondary schools in Transvaal. There were 716 (78,1%) respondents
from Afrikaans medium-schools, 77 (8,4%) from Englishmedium
schools, and 119 (13,0%) from Afrikaans and English dualmedium
schools while 4 (0,4%) indicated another medium.
The "popular" field of study followed by respondents in the
secondary school, in order of priority, are:
General field of study - 318 (34,7%);
Natural Sciences field of study - 273 (29,8%);
Commercial field of study - 174 (19,4%).
while the other five fields of study identified, are spread
among 152 (16,6%) respondents.
495 (54,0%) respondents regarded the primary school's career
orientation programme as at least "Important", while 882 (96,2%)
regarded the secondary school's programme as at least "important".
Notwithstanding the fact that it should be individualised
career guidance is preponderantly taught in large class groups.
On the frequency of career choice interviews held with respondents
it seemed that the majority never held career choice interviews
with subject teachers at primary school level. At secondary
school level, 195 (21,3%) respondents never held career
choice interviews with their teacher counsellor, 251 (27,4%)
never with a subject teacher and 538 (58,1%) never held career
choice interviews with the educational advisor. Respondents
rather discussed their problems in connection with career choice
with their parents, friends and relatives, and a special friend,
in this order of priority.
It was also found that schools possess sufficient career information
material. The Career Guidance Programme emphasized study as
well as career opportunities at university and technikon level
in preference to the study and career opportunities at the level
of other training and in service training institutions.
The presentation of the scheduled themes in std 6 to std 10 were
also investigated. Certain themes are highlighted more than
others. Less attention is paid to the themes where the teaching
of vocational skills, is required.
The majority of respondents (672 (73,3%) were of the opinion
that the school's career guidance programme did not influence
their career choices. Most, 817 (89,1%) indicated that they had
made their career choices independently of their schools' career
guidance programme. Salary/compensation is the factor which most
strongly influenced their career choice.
The study concludes with some recommendations. === Proefskrif (PhD)--PU vir CHO, 1992
|
|---|
