{"title":"Foundation Phase teachers’ diverse sexual orientations and job experiences: A South African study","authors":"R. Venketsamy, Zijing Hu, Nashua Naicker","doi":"10.4102/ajcd.v6i2.132","DOIUrl":"https://doi.org/10.4102/ajcd.v6i2.132","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Life Orientation educators hold great responsibility for the well-being of their students, which can be supported through imparting sexuality education. However, the absence of formal training for this subject may have negative consequences in fulfilling professional duties.Objectives: This article intends to foreground how Life Orientation educators impart sexuality education to their students, exploring aspects of their personal attitudes and comfort in imparting education related to sexuality and queerness.Methods: This qualitative study consisted of five Life Orientation educators in the Gauteng Province to understand their approaches to impart sexuality education to their students and the influence of their personal upbringings. The research was thematically analysed through a systems theory framework.Results: The results emphasise how personal religious beliefs impact sexuality education’s delivery and educators’ discretion in implementing the curriculum. The ambiguity of the curriculum and diverse teaching backgrounds also contribute to avoidance of topics like sexuality education and queer identities. Moreover, the non-examinable nature of these topics, combined with subjective interpretations of age-appropriateness, further marginalise them.Conclusion: This article calls for awareness of the consequences of religious convictions and subjective perceptions of age-appropriateness of educators on the delivery of sexuality and queer education.Contribution: This study contributes by highlighting challenges faced by Life Orientation educators in creating inclusive environments when personal religious beliefs conflict with comprehensive sexuality education. It enhances understanding of areas for improvement in training and subject knowledge to ensure educators affirm diverse identities and impart sexuality education effectively.
{"title":"Balancing Faith and Duty: Challenges in teaching inclusive sexuality education","authors":"Jane Rossouw","doi":"10.4102/ajcd.v6i2.131","DOIUrl":"https://doi.org/10.4102/ajcd.v6i2.131","url":null,"abstract":"Background: Life Orientation educators hold great responsibility for the well-being of their students, which can be supported through imparting sexuality education. However, the absence of formal training for this subject may have negative consequences in fulfilling professional duties.Objectives: This article intends to foreground how Life Orientation educators impart sexuality education to their students, exploring aspects of their personal attitudes and comfort in imparting education related to sexuality and queerness.Methods: This qualitative study consisted of five Life Orientation educators in the Gauteng Province to understand their approaches to impart sexuality education to their students and the influence of their personal upbringings. The research was thematically analysed through a systems theory framework.Results: The results emphasise how personal religious beliefs impact sexuality education’s delivery and educators’ discretion in implementing the curriculum. The ambiguity of the curriculum and diverse teaching backgrounds also contribute to avoidance of topics like sexuality education and queer identities. Moreover, the non-examinable nature of these topics, combined with subjective interpretations of age-appropriateness, further marginalise them.Conclusion: This article calls for awareness of the consequences of religious convictions and subjective perceptions of age-appropriateness of educators on the delivery of sexuality and queer education.Contribution: This study contributes by highlighting challenges faced by Life Orientation educators in creating inclusive environments when personal religious beliefs conflict with comprehensive sexuality education. It enhances understanding of areas for improvement in training and subject knowledge to ensure educators affirm diverse identities and impart sexuality education effectively.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141816028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Poverty, inequality and unemployment interfere with adequate education and training in South Africa. Young people need to be empowered and enabled to navigate their way through education into the world of work to earn a sustainable livelihood.Objectives: The aim of this article is to capture life-experience and perspectives of adolescent girls who participated in a multifaceted group intervention to develop both fundamental hope and social emotional learning (SEL) skills, as they make decisions regarding their future education and training. A purposive sample of adolescent girls (n = 116) who were making decisions regarding their future education and training participated in a multifaceted group intervention.Methods: A qualitative case study approach was used. Data were collected by an open-ended questionnaire. Raw data were coded and emerging themes were identified using an iterative recursive approach.Results: The emerging themes are illustrated using direct quotes from participating girls, against a background of theoretical context. The findings highlight: the importance of interpersonal and intrapersonal skills; listening to narratives from people who have conquered adversities; and, the suitability of a culturally and contextually relevant group-based multifaceted intervention.Conclusion: In the global south, youth need to be enabled and empowered, with SEL skills using the constructs of hope as a foundation. Furthermore, youth need to be exposed to work opportunities available to them in context.Contribution: This study makes a valuable contribution to social-constructivist indigenous knowledge by giving voice to life-experiences and perspectives of adolescent girls who participated in a multifaceted group intervention.
背景：在南非，贫困、不平等和失业阻碍了充分的教育和培训。需要增强年轻人的能力，使他们能够通过教育进入职场，从而获得可持续的生计：本文旨在捕捉少女的生活经历和观点，这些少女参加了一项多方面的小组干预活动，以培养基本的希望和社会情感学习（SEL）技能，并就未来的教育和培训做出决定。有目的性地抽样调查了正在为未来教育和培训做决定的少女（n = 116），她们参加了多方面的小组干预活动：方法：采用定性个案研究方法。通过开放式问卷收集数据。采用迭代递归法对原始数据进行编码并确定新出现的主题：结果：在理论背景下，通过直接引用参与女孩的话来说明新出现的主题。研究结果强调了：人际交往和人内技能的重要性；倾听战胜逆境者的讲述；以及基于文化和背景的、与群体相关的多方面干预措施的适用性：结论：在全球南部，需要以希望为基础，培养和增强青年的能力，使其掌握 SEL 技能。此外，还需要让青年接触到他们在当地可以获得的工作机会：本研究对社会建构主义本土知识做出了宝贵贡献，为参与多方面小组干预的少女提供了生活经验和视角。
{"title":"Perspectives of South African Adolescent Girls making decisions for their future","authors":"Gloria Marsay","doi":"10.4102/ajcd.v6i1.113","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.113","url":null,"abstract":"Background: Poverty, inequality and unemployment interfere with adequate education and training in South Africa. Young people need to be empowered and enabled to navigate their way through education into the world of work to earn a sustainable livelihood.Objectives: The aim of this article is to capture life-experience and perspectives of adolescent girls who participated in a multifaceted group intervention to develop both fundamental hope and social emotional learning (SEL) skills, as they make decisions regarding their future education and training. A purposive sample of adolescent girls (n = 116) who were making decisions regarding their future education and training participated in a multifaceted group intervention.Methods: A qualitative case study approach was used. Data were collected by an open-ended questionnaire. Raw data were coded and emerging themes were identified using an iterative recursive approach.Results: The emerging themes are illustrated using direct quotes from participating girls, against a background of theoretical context. The findings highlight: the importance of interpersonal and intrapersonal skills; listening to narratives from people who have conquered adversities; and, the suitability of a culturally and contextually relevant group-based multifaceted intervention.Conclusion: In the global south, youth need to be enabled and empowered, with SEL skills using the constructs of hope as a foundation. Furthermore, youth need to be exposed to work opportunities available to them in context.Contribution: This study makes a valuable contribution to social-constructivist indigenous knowledge by giving voice to life-experiences and perspectives of adolescent girls who participated in a multifaceted group intervention.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Career guidance and counselling in secondary schools are crucial for young adolescents as they embark on the initial stages of shaping their post-school studies and career goals. Initiating career guidance as early as Grade 9 is imperative to ensure alignment between chosen subjects and future career aspirations. The study was conducted with Grade 12 learners at a resource-constrained high school in Cape Town, Western Cape.Objectives: Utilising the Systems Theory Framework (STF), we sought to explore Grade 12 learners’ perceptions of the effectiveness of career guidance and counselling and its significance in shaping future career choices.Method: The study used a qualitative methodology. Semi-structured online interviews were used to gather the data, which were then analysed thematically. The study consisted of a sample size of 16 Grade 12 participants.Results: The findings indicated that learners found career guidance and counselling effective for deciding future occupations, with a preference for opportunities such as job shadowing and interactions with experts in the field of interest. However, limited access to vocational resources and a lack of structured classroom guidance led learners to conduct their own research.Conclusion: The study recommends that life orientation teachers actively engage with organisations and relevant stakeholders in providing career guidance and counselling to learners and ensure that pupils have sufficient access to career resources for effective career guidance.Contribution: These findings are a valuable resource for professionals and policymakers seeking to improve high school learners’ educational experiences, providing a framework for future scholars delving into the dynamic field of career counselling.
{"title":"The need for structured career guidance in a resource-constrained South African school","authors":"Aretha Farao, M. Du Plessis","doi":"10.4102/ajcd.v6i1.116","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.116","url":null,"abstract":"Background: Career guidance and counselling in secondary schools are crucial for young adolescents as they embark on the initial stages of shaping their post-school studies and career goals. Initiating career guidance as early as Grade 9 is imperative to ensure alignment between chosen subjects and future career aspirations. The study was conducted with Grade 12 learners at a resource-constrained high school in Cape Town, Western Cape.Objectives: Utilising the Systems Theory Framework (STF), we sought to explore Grade 12 learners’ perceptions of the effectiveness of career guidance and counselling and its significance in shaping future career choices.Method: The study used a qualitative methodology. Semi-structured online interviews were used to gather the data, which were then analysed thematically. The study consisted of a sample size of 16 Grade 12 participants.Results: The findings indicated that learners found career guidance and counselling effective for deciding future occupations, with a preference for opportunities such as job shadowing and interactions with experts in the field of interest. However, limited access to vocational resources and a lack of structured classroom guidance led learners to conduct their own research.Conclusion: The study recommends that life orientation teachers actively engage with organisations and relevant stakeholders in providing career guidance and counselling to learners and ensure that pupils have sufficient access to career resources for effective career guidance.Contribution: These findings are a valuable resource for professionals and policymakers seeking to improve high school learners’ educational experiences, providing a framework for future scholars delving into the dynamic field of career counselling.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.
{"title":"Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa","authors":"Anneke Stols, P. Erasmus, Wandile F. Tsabedze","doi":"10.4102/ajcd.v6i1.114","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.114","url":null,"abstract":"Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Table of Contents Vol 5, No 1 (2023)","authors":"Editorial Office","doi":"10.4102/ajcd.v5i1.108","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.108","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"48 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring factors that influence students’ career decision making at a South African University","authors":"Maria R. Fernandes, Kamilla Rawatlal","doi":"10.4102/ajcd.v6i1.99","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.99","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"76 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring factors that influence students’ career decision making at a South African University","authors":"Maria R. Fernandes, Kamilla Rawatlal","doi":"10.4102/ajcd.v6i1.99","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.99","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"60 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.
{"title":"Dual sport career experiences of student-athletes studying in South Africa and the USA","authors":"Louis J. Van Zyl","doi":"10.4102/ajcd.v6i1.96","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.96","url":null,"abstract":"Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"39 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.
{"title":"Dual sport career experiences of student-athletes studying in South Africa and the USA","authors":"Louis J. Van Zyl","doi":"10.4102/ajcd.v6i1.96","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.96","url":null,"abstract":"Background: Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports provide the conceptual framework for this study.Objectives: The study investigated the dual sports career experiences of South African track and field student-athletes who studied at universities in South Africa and the United States of America (USA). Objectives determined satisfaction in terms of student-athlete support systems in their chosen localities.Method: This qualitative study used a purposive sample of 12 participants from a general population of South African junior track and field athletes who pursued dual careers. Data were collected through semi-structured interviews.Results: The respondents found the US National Association Collegiate Athletic Association (NCAA) sports system superior to the South African sports system. The dual-career student-athletes transitioning through the last two stages of the South African Long-Term Athlete Development model reported a lack of support that negatively impacted the success of their dual career balance.Conclusion: The South African context of student sport is not generally conducive to creating and enabling a dual sports–academic career environment because of insufficient contextual, processional and sports-specific factors. The participants perceived the NCAA system of student sport as holistic and supportive of their dual-career development.Contribution: This study adds to the limited pool of knowledge relating to the dual-career development of student-athletes, and provides a base line for future research studies.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：