{"title":"Curriculum implementation challenges and responses during the COVID-19 pandemic in a rural secondary school in South Africa","authors":"Tholakele C. Dlamini, F. B. Zulu","doi":"10.4102/ajcd.v6i1.73","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.73","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140504208","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: Effective career guidance is critical in Technical Vocational Education and Training in Uganda (TVET). The current career guidance practice is weighed down by lack of; funds, trained personnel, and policy. Since many studies explore career practices in secondary schools, examining the specific approaches in TVET as an entity is new.Objective: This study investigated the established career guidance practices for TVET in Uganda and it also aimed to determine the definition and goal of career guidance in TVET, including the related activities, impacts, and challenges.Method: A qualitative study using open-ended questions and interviews was employed. The questions were hosted on Google Forms. The questionnaire link was shared on the participant’s WhatsApp group by a contact person. Seventeen participants responded plus interviewees (3). The data was transcribed and synthesized in Microsoft Word with a three-column table to identify emerging patterns and themes.Results: The findings reveal that career guidance is very vital in TVET as much as it is in secondary schools, and it needs funding, trained personnel, policy, and planning. In addition, a model for institutions to follow in implementation of career guidance is relevant to streamline the service to all students. As well as a categorical service that caters for each student’s ability, talent, interests, and growth.Conclusion: The non-uniformity in career guidance implementation can be solved by creating a model that can be followed by all institutions. Looking into the major setbacks such as poor funding, few trained personnel, and no policy framework is paramount.Contribution: The current situation, engagements and potential of career guidance in Technical Vocational Education and Training in Uganda was explored in this article.
背景：有效的职业指导对乌干达职业技术教育与培训（TVET）至关重要。目前的职业指导工作因缺乏资金、训练有素的人员和政策而受到影响。由于许多研究都在探讨中学的职业生涯实践，因此将技术职业教育与培训作为一个整体来研究其具体方法还是一项新工作：本研究调查了乌干达职业技术教育与培训的既定职业指导做法，还旨在确定职业技术教育与培训中职业指导的定义和目标，包括相关活动、影响和挑战：采用开放式问题和访谈的定性研究方法。问题都放在谷歌表格上。一位联系人在参与者的 WhatsApp 群组中分享了问卷链接。17 名参与者回答了问题，另外还有 3 名受访者。数据在 Microsoft Word 中进行了转录和综合，并用三栏表格确定了新出现的模式和主题：研究结果表明，职业指导在职业技术教育与培训中与在中学中一样至关重要，它需要资金、训练有素的人员、政策和规划。此外，为简化向所有学生提供的服务，各机构在实施职业指导时应遵循相关的模式。结语：职业指导的不统一性是一个值得关注的问题：职业指导实施中的不统一问题可以通过创建一个所有院校都可以遵循的模式来解决。研究经费不足、训练有素的人员少、没有政策框架等主要问题至关重要：本文探讨了乌干达职业技术教育与培训中职业指导的现状、参与情况和潜力。
{"title":"Technical Vocational Education and Training in Uganda: Career guidance and practices","authors":"Doreen Barigye","doi":"10.4102/ajcd.v6i1.100","DOIUrl":"https://doi.org/10.4102/ajcd.v6i1.100","url":null,"abstract":"Background: Effective career guidance is critical in Technical Vocational Education and Training in Uganda (TVET). The current career guidance practice is weighed down by lack of; funds, trained personnel, and policy. Since many studies explore career practices in secondary schools, examining the specific approaches in TVET as an entity is new.Objective: This study investigated the established career guidance practices for TVET in Uganda and it also aimed to determine the definition and goal of career guidance in TVET, including the related activities, impacts, and challenges.Method: A qualitative study using open-ended questions and interviews was employed. The questions were hosted on Google Forms. The questionnaire link was shared on the participant’s WhatsApp group by a contact person. Seventeen participants responded plus interviewees (3). The data was transcribed and synthesized in Microsoft Word with a three-column table to identify emerging patterns and themes.Results: The findings reveal that career guidance is very vital in TVET as much as it is in secondary schools, and it needs funding, trained personnel, policy, and planning. In addition, a model for institutions to follow in implementation of career guidance is relevant to streamline the service to all students. As well as a categorical service that caters for each student’s ability, talent, interests, and growth.Conclusion: The non-uniformity in career guidance implementation can be solved by creating a model that can be followed by all institutions. Looking into the major setbacks such as poor funding, few trained personnel, and no policy framework is paramount.Contribution: The current situation, engagements and potential of career guidance in Technical Vocational Education and Training in Uganda was explored in this article.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620247","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":"Gender diversity and sexual orientation in the South African workplace","authors":"B. Diale, Anthony Brown, Obakeng Kagola","doi":"10.4102/ajcd.v5i1.103","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.103","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"84 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952706","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: The purpose of this study was to examine the perceptions of learners on careers in the built environment. The industry is confronted with a critical shortage of skilled workers, which significantly hampers its growth and labour productivity. This workforce scarcity mainly stems from a lack of effective strategies for recruiting and retaining learners in construction programmes.Objectives: The objective of this study was to examine the perceptions of learners on careers in the built environment.Method: This study examined the perceptions of 43 previously disadvantaged black high school learners, regarding careers in the built environment sector. Using the planned behaviour theory, qualitative questionnaires investigating learners’ perceptions of careers in the built environment were used to collect data. The data were thematically analysed using the Braun and Clarke’s six phases of analysis.Results: The findings indicate that a learner’s attitude towards a career influences their decision in selecting it or not. The career perceptions of the community and significant others affect the career choice of a learner.Conclusion: The built industry must ensure that it attracts new career entrants; there is thus, a need for the built environment to conduct career talks and disseminate information about the different careers in the industry. Adequate career information allows learner to choose careers confidently.Contribution: This study contributes towards assisting the built environment sector in creating an attractive value proposition for learners to join the sector. It will also assist the sector to know which kind of information they need to disseminate to attract learners in choosing careers.
{"title":"High school learners’ perceptions of careers in the built environment sector","authors":"Itumeleng Dube, Sizile Makola, Pumeza Saliwe, Ramudunguane Tabane","doi":"10.4102/ajcd.v5i1.77","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.77","url":null,"abstract":"Background: The purpose of this study was to examine the perceptions of learners on careers in the built environment. The industry is confronted with a critical shortage of skilled workers, which significantly hampers its growth and labour productivity. This workforce scarcity mainly stems from a lack of effective strategies for recruiting and retaining learners in construction programmes.Objectives: The objective of this study was to examine the perceptions of learners on careers in the built environment.Method: This study examined the perceptions of 43 previously disadvantaged black high school learners, regarding careers in the built environment sector. Using the planned behaviour theory, qualitative questionnaires investigating learners’ perceptions of careers in the built environment were used to collect data. The data were thematically analysed using the Braun and Clarke’s six phases of analysis.Results: The findings indicate that a learner’s attitude towards a career influences their decision in selecting it or not. The career perceptions of the community and significant others affect the career choice of a learner.Conclusion: The built industry must ensure that it attracts new career entrants; there is thus, a need for the built environment to conduct career talks and disseminate information about the different careers in the industry. Adequate career information allows learner to choose careers confidently.Contribution: This study contributes towards assisting the built environment sector in creating an attractive value proposition for learners to join the sector. It will also assist the sector to know which kind of information they need to disseminate to attract learners in choosing careers.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"21 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138601648","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":"Olympiad participation: Problem-solving skills in mathematically gifted disadvantaged learners","authors":"Jacobus G. Maree, Beccy Stones","doi":"10.4102/ajcd.v5i1.97","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.97","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"134 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135776163","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":"Morgan Richard Tsvangirai’s career development from a psychobiographical approach","authors":"Tinashe T. Harry","doi":"10.4102/ajcd.v5i1.101","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.101","url":null,"abstract":"","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135776159","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":"Acknowledgement to reviewers","authors":"Editorial Office","doi":"10.4102/ajcd.v5i1.105","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.105","url":null,"abstract":"No abstract available.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617659","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}
Matimba G. Nghonyama, Lucky Maluleke, Tshidiso Seitshiro
Background: This study explored the potential role that gender and race play in influencing the career choices of technical and vocational education and training (TVET) college students. Objectives: This research aimed to explore the possible role that gender and race play in influencing the career choice of students enrolled at one of the country’s public TVET colleges. Method: An exploratory qualitative approach was adopted for this study. A total of 33 students were randomly selected to form part of the study sample. A convenient sampling method was used to select a total of 33 students who participated from three campuses. Multiple data collection methods comprising semi-structured interviews and focus groups were used to collect data. Thematic content analysis was used to analyse the collected data. Results: The findings reveal that gender and race continue to play a significant role in career decision-making and career destinations of students. In particular, the results show that it is important to pay special attention to women in TVET colleges. Conclusion: The article concludes that career decision-making is an important topic in the public TVET college sector. It is important to look at the enablers and disablers of career decision-making, including gender and race. Contribution: The study contributes towards guiding TVET colleges on how to support new entrants with their career choices. It brings further insight into the potential role of gender and race in influencing the career choices of students enrolling at TVET colleges.
{"title":"Careership: The experiences of women in choosing career paths in TVET in South Africa","authors":"Matimba G. Nghonyama, Lucky Maluleke, Tshidiso Seitshiro","doi":"10.4102/ajcd.v5i1.84","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.84","url":null,"abstract":"Background: This study explored the potential role that gender and race play in influencing the career choices of technical and vocational education and training (TVET) college students. Objectives: This research aimed to explore the possible role that gender and race play in influencing the career choice of students enrolled at one of the country’s public TVET colleges. Method: An exploratory qualitative approach was adopted for this study. A total of 33 students were randomly selected to form part of the study sample. A convenient sampling method was used to select a total of 33 students who participated from three campuses. Multiple data collection methods comprising semi-structured interviews and focus groups were used to collect data. Thematic content analysis was used to analyse the collected data. Results: The findings reveal that gender and race continue to play a significant role in career decision-making and career destinations of students. In particular, the results show that it is important to pay special attention to women in TVET colleges. Conclusion: The article concludes that career decision-making is an important topic in the public TVET college sector. It is important to look at the enablers and disablers of career decision-making, including gender and race. Contribution: The study contributes towards guiding TVET colleges on how to support new entrants with their career choices. It brings further insight into the potential role of gender and race in influencing the career choices of students enrolling at TVET colleges.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136115554","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: Numerous policies and initiatives of South African Department of Basic Education mandate principals to ensure inclusive school spaces to support and cater for lesbian, gay, bisexual, transgender, intersex, and queer or questioning (LGBTIQ) learners. Yet, heterosexual and cisgender youth are still valorised by principals as the only gender and sexual category in schools. Objectives: Drawing on the social justice leadership theory, this article aimed to add to the conversation on how school principals in their leadership positions can enable a safe and inclusive schooling space for learners with diverse gender identities and sexual orientations. Methods: Principals are mandated to collaborate with the community and parents such as the School Governing Body (SGB), thus the attitudes and responses of these principals through the narratives of parents of LGBTIQ children were examined. As part of a qualitative study, individual interviews were conducted with six parents in the Free State and Gauteng provinces of South Africa, and the data were analysed thematically. Results: The results of this study showed that the principals did not comply with any of these policy requirements or responsibilities and willingly ignored them. Conclusion: Expanding LGBTIQ content in educational leadership training is a necessary step to convince school leaders that LGBTIQ awareness and inclusion are necessary for creating a positive and inclusive schooling climate. Contribution: This study provided reasons for principals to disrupt normative ideas of gender and sexual diversity and the effect of their silence and ignorance.
{"title":"School principals’ responses in creating an inclusive schooling space for gender and sexual diverse learners","authors":"Henry J. Nichols","doi":"10.4102/ajcd.v5i1.95","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.95","url":null,"abstract":"Background: Numerous policies and initiatives of South African Department of Basic Education mandate principals to ensure inclusive school spaces to support and cater for lesbian, gay, bisexual, transgender, intersex, and queer or questioning (LGBTIQ) learners. Yet, heterosexual and cisgender youth are still valorised by principals as the only gender and sexual category in schools. Objectives: Drawing on the social justice leadership theory, this article aimed to add to the conversation on how school principals in their leadership positions can enable a safe and inclusive schooling space for learners with diverse gender identities and sexual orientations. Methods: Principals are mandated to collaborate with the community and parents such as the School Governing Body (SGB), thus the attitudes and responses of these principals through the narratives of parents of LGBTIQ children were examined. As part of a qualitative study, individual interviews were conducted with six parents in the Free State and Gauteng provinces of South Africa, and the data were analysed thematically. Results: The results of this study showed that the principals did not comply with any of these policy requirements or responsibilities and willingly ignored them. Conclusion: Expanding LGBTIQ content in educational leadership training is a necessary step to convince school leaders that LGBTIQ awareness and inclusion are necessary for creating a positive and inclusive schooling climate. Contribution: This study provided reasons for principals to disrupt normative ideas of gender and sexual diversity and the effect of their silence and ignorance.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112285","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: Empirical research on career-adaptive attributes that elucidate the dynamic interplay between resources of career self-reactiveness and career self-reflectiveness in career human agency theory (CHAT) is scant.Objectives: The objective of the study was to assess the simultaneous interplay between constructs of career self-reactiveness (career adaptability, psychological capital, career agility) and constructs of career self-reflectiveness (career resilience and career satisfaction).Methods: The cross-sectional canonical correlational design of the study involved a random sample of black African employees (N = 412) in a South African public service government organisation.Results: Adaptive readiness, goal-directed adaptability and career forethought and intentionality in goal achievement emerged as four common synthetic themes that illustrated the mutually reinforcing dynamics among the study variables.Conclusion: The reciprocal associations among the study variables offer promising support for career counselling interventions that apply the CHAT. The findings may guide the use of career assessments for career-adaptive behaviours that help cultivate career human agency.Contribution: The study contributed to career development in the African context by enriching understanding of the role of individuals’ adaptive readiness, goal-directed adaptability, career forethought and career intentionality in agentic career goal achievement.
{"title":"The positive mutually reinforcing dynamics of career-adaptive attributes in career human agency","authors":"Melinde Coetzee, Headman N. Mbiko","doi":"10.4102/ajcd.v5i1.71","DOIUrl":"https://doi.org/10.4102/ajcd.v5i1.71","url":null,"abstract":"Background: Empirical research on career-adaptive attributes that elucidate the dynamic interplay between resources of career self-reactiveness and career self-reflectiveness in career human agency theory (CHAT) is scant.Objectives: The objective of the study was to assess the simultaneous interplay between constructs of career self-reactiveness (career adaptability, psychological capital, career agility) and constructs of career self-reflectiveness (career resilience and career satisfaction).Methods: The cross-sectional canonical correlational design of the study involved a random sample of black African employees (N = 412) in a South African public service government organisation.Results: Adaptive readiness, goal-directed adaptability and career forethought and intentionality in goal achievement emerged as four common synthetic themes that illustrated the mutually reinforcing dynamics among the study variables.Conclusion: The reciprocal associations among the study variables offer promising support for career counselling interventions that apply the CHAT. The findings may guide the use of career assessments for career-adaptive behaviours that help cultivate career human agency.Contribution: The study contributed to career development in the African context by enriching understanding of the role of individuals’ adaptive readiness, goal-directed adaptability, career forethought and career intentionality in agentic career goal achievement.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024248","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}
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