{"title":"Exploring the construct validity of the Career Well-being Scale for its potential application as a career development tool in the coronavirus disease 2019 pandemic career space","authors":"M. Coetzee, Nadia Ferreira, I. Potgieter","doi":"10.4102/ajcd.v3i1.39","DOIUrl":"https://doi.org/10.4102/ajcd.v3i1.39","url":null,"abstract":"the construct validity of the Career Well-being","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83061470","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}
Gloria Marsay, K. Atitsogbe, A. Ouedraogo, H. Nsubuga, P. Pari, Enyonam Y. Kossi, C. M. Park, V. S. Solberg
Background: This article shares the results of research on educator perceptions of the nature and value of social emotional learning (SEL) skills undertaken in four African countries: Burkina Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills.Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan educators, this study describes the (1) SEL skills educators should be using to effectively teach their students and the (2) SEL skills the educators believe students should be using to be effective learners and successfully transition into the world of work.Method: Data collection methods include online and offline surveys, with the exception of Uganda that complemented their survey data with interviews. Thematic content analysis, using modified grounded theory, was used to analyse the data, as well as the qualitative data analysis software NVivo.Results: The results indicated seven common SEL themes shared across the four African countries. The SEL themes identified were consistent with the existing framework of Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially around interpersonal relationships and decision-making skills.Conclusion: The findings indicate that the salience and importance of specific SEL skills varied based on the unique history and context of each country.
{"title":"The importance of social emotional learning skills in assisting youth to successfully transition into the professional world","authors":"Gloria Marsay, K. Atitsogbe, A. Ouedraogo, H. Nsubuga, P. Pari, Enyonam Y. Kossi, C. M. Park, V. S. Solberg","doi":"10.4102/ajcd.v3i1.37","DOIUrl":"https://doi.org/10.4102/ajcd.v3i1.37","url":null,"abstract":"Background: This article shares the results of research on educator perceptions of the nature and value of social emotional learning (SEL) skills undertaken in four African countries: Burkina Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills.Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan educators, this study describes the (1) SEL skills educators should be using to effectively teach their students and the (2) SEL skills the educators believe students should be using to be effective learners and successfully transition into the world of work.Method: Data collection methods include online and offline surveys, with the exception of Uganda that complemented their survey data with interviews. Thematic content analysis, using modified grounded theory, was used to analyse the data, as well as the qualitative data analysis software NVivo.Results: The results indicated seven common SEL themes shared across the four African countries. The SEL themes identified were consistent with the existing framework of Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially around interpersonal relationships and decision-making skills.Conclusion: The findings indicate that the salience and importance of specific SEL skills varied based on the unique history and context of each country.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86337153","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: South African youth in poor and rural communities have faced serious challenges, and the coronavirus disease 2019 (COVID-19) has worsened their situation. The odds are stacked against them as they try to obtain an education, and eventually a career. Many students struggle to complete their studies amidst the pressure of the pandemic, and concerns over career possibilities weigh heavily on their shoulders. Objectives: The need for this research is to highlight the challenges faced by youth within the education system. It is also to explore the failings of the South African government and its education sector. Method: A brief overview of the current and historical literature was conducted. Relevant literature was reviewed and critically analysed. Results: Eight major themes emerged from the literature surveyed. These included access to education, difficulties faced by girls, racism, infrastructure problems in poor and rural schools, child-headed households, education during COVID-19, food security and the absence of career guidance in low-income schools. Conclusion: In light of South Africa’s difficult history, and the fact that it is 27 years after the fall of apartheid, the state of South Africa’s education system is not conducive to education and promoting career development in young people. More attention needs to be given to education in poorer communities, and government needs to be held accountable.
{"title":"The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds","authors":"Indira Pillay","doi":"10.4102/AJCD.V3I1.36","DOIUrl":"https://doi.org/10.4102/AJCD.V3I1.36","url":null,"abstract":"Background: South African youth in poor and rural communities have faced serious challenges, and the coronavirus disease 2019 (COVID-19) has worsened their situation. The odds are stacked against them as they try to obtain an education, and eventually a career. Many students struggle to complete their studies amidst the pressure of the pandemic, and concerns over career possibilities weigh heavily on their shoulders. Objectives: The need for this research is to highlight the challenges faced by youth within the education system. It is also to explore the failings of the South African government and its education sector. Method: A brief overview of the current and historical literature was conducted. Relevant literature was reviewed and critically analysed. Results: Eight major themes emerged from the literature surveyed. These included access to education, difficulties faced by girls, racism, infrastructure problems in poor and rural schools, child-headed households, education during COVID-19, food security and the absence of career guidance in low-income schools. Conclusion: In light of South Africa’s difficult history, and the fact that it is 27 years after the fall of apartheid, the state of South Africa’s education system is not conducive to education and promoting career development in young people. More attention needs to be given to education in poorer communities, and government needs to be held accountable.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87727635","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: This article reports on the academic and non-academic factors that influence new students’ successful transition from high school to higher education. The study was inspired by the universal concern about the low retention rates among students in higher education in general, and the high annual dropout rate of students from South African institutions in particular. In 2013, the dropout rate stood at 35%. Objective: The objective of the study was to find out which factors. academically as well as non-academic factors influenced the JuniorTukkie group in their successful transition from high school to higher education. Method: My research involved a case study of members of the JuniorTukkie (JT) empowerment initiative (between 2009 and 2013), and both quantitative (online questionnaires) and qualitative (focus group interviews) data was collected. Results: The findings revealed that combinations of academic factors such as personal skills, academic skills, academic support, career counselling intervention, hard work, and perseverance to a large extent account for the successful transition from high school to higher education. Similarly, non-academic factors such as interpersonal relationship skills, positive emotions, religion, and peer acceptance contributed to students’ successful transition. Financial affairs – from a student’s financial status to various sources of financial backing – are other vital determinants in the transitioning endeavour. Conclusion: The study illustrated that the specific challenges associated with new students’ transitional experiences demand the strategic intervention of initiatives (such as JuniorTukkie), which assume responsibility for the implementation of programmes to address all academic and non-academic transitional factors.
{"title":"Factors that influence transition from high school to higher education: A case of the JuniorTukkie programme","authors":"P. Lombard","doi":"10.4102/ajcd.v2i1.5","DOIUrl":"https://doi.org/10.4102/ajcd.v2i1.5","url":null,"abstract":"Background: This article reports on the academic and non-academic factors that influence new students’ successful transition from high school to higher education. The study was inspired by the universal concern about the low retention rates among students in higher education in general, and the high annual dropout rate of students from South African institutions in particular. In 2013, the dropout rate stood at 35%. Objective: The objective of the study was to find out which factors. academically as well as non-academic factors influenced the JuniorTukkie group in their successful transition from high school to higher education. Method: My research involved a case study of members of the JuniorTukkie (JT) empowerment initiative (between 2009 and 2013), and both quantitative (online questionnaires) and qualitative (focus group interviews) data was collected. Results: The findings revealed that combinations of academic factors such as personal skills, academic skills, academic support, career counselling intervention, hard work, and perseverance to a large extent account for the successful transition from high school to higher education. Similarly, non-academic factors such as interpersonal relationship skills, positive emotions, religion, and peer acceptance contributed to students’ successful transition. Financial affairs – from a student’s financial status to various sources of financial backing – are other vital determinants in the transitioning endeavour. Conclusion: The study illustrated that the specific challenges associated with new students’ transitional experiences demand the strategic intervention of initiatives (such as JuniorTukkie), which assume responsibility for the implementation of programmes to address all academic and non-academic transitional factors.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74892028","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: Little is known about when (under which mindset conditions) graduate workers’ self-confidence in gaining employment increases. Objective: The current study explored the interaction effects between employers’ importance attached to graduate workers’ graduateness and employability qualities, and graduate workers’ mindsets of marketability, entrepreneurial orientation and networking or job search orientation in predicting their self-confidence in gaining employment. Method: The study was exploratory and cross-sectional in nature, involving ( N = 153) predominantly black African (71%) graduate-level workers employed in the South African services industry. Results: Hierarchical moderated regression analysis showed significant moderation effects on the mindsets of entrepreneurial orientation and marketability. Conclusion: The findings added new insights to the employability research literature by introducing the influencing role of the prospective employee’s own mindset in raising intrinsic self-confidence in gaining employment, while also triggering extrinsic self-confidence in employability in the link with employers’ requirements for graduateness and employability qualities.
{"title":"Employer requirements and employability mindsets influencing graduate workers’ self-confidence in gaining employment","authors":"M. Coetzee, Nadia Ferreira, I. Potgieter","doi":"10.4102/ajcd.v1i1.4","DOIUrl":"https://doi.org/10.4102/ajcd.v1i1.4","url":null,"abstract":"Background: Little is known about when (under which mindset conditions) graduate workers’ self-confidence in gaining employment increases. Objective: The current study explored the interaction effects between employers’ importance attached to graduate workers’ graduateness and employability qualities, and graduate workers’ mindsets of marketability, entrepreneurial orientation and networking or job search orientation in predicting their self-confidence in gaining employment. Method: The study was exploratory and cross-sectional in nature, involving ( N = 153) predominantly black African (71%) graduate-level workers employed in the South African services industry. Results: Hierarchical moderated regression analysis showed significant moderation effects on the mindsets of entrepreneurial orientation and marketability. Conclusion: The findings added new insights to the employability research literature by introducing the influencing role of the prospective employee’s own mindset in raising intrinsic self-confidence in gaining employment, while also triggering extrinsic self-confidence in employability in the link with employers’ requirements for graduateness and employability qualities.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82231207","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}
This study examined the potential usefulness of a life design-related career development intervention to enhance the career adaptability of working adults in a business sector most likely to be disrupted by technology and robotics. Participants were employed at a manufacturing workshop in a South African correctional centre. A mixed-methods intervention study design was implemented. The participants completed a number of career-based assessments during the intervention. The results indicated that the participants were well prepared to face the career challenges presented by Industry 4.0 and that the intervention shows promise in improving career adaptability in working adults. More longitudinal research with diverse participants is needed.
{"title":"A life design-related career development intervention for working adults in the manufacturing, engineering and related sectors","authors":"N. Taylor, Chris Beukes","doi":"10.4102/AJCD.V1I1.2","DOIUrl":"https://doi.org/10.4102/AJCD.V1I1.2","url":null,"abstract":"This study examined the potential usefulness of a life design-related career development intervention to enhance the career adaptability of working adults in a business sector most likely to be disrupted by technology and robotics. Participants were employed at a manufacturing workshop in a South African correctional centre. A mixed-methods intervention study design was implemented. The participants completed a number of career-based assessments during the intervention. The results indicated that the participants were well prepared to face the career challenges presented by Industry 4.0 and that the intervention shows promise in improving career adaptability in working adults. More longitudinal research with diverse participants is needed.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"54 18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80352436","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 1, No 1 (2019) & Vol 2, No 1 (2020)","authors":"Editorial Office","doi":"10.4102/ajcd.v2i1.34","DOIUrl":"https://doi.org/10.4102/ajcd.v2i1.34","url":null,"abstract":"No abstract available.","PeriodicalId":34497,"journal":{"name":"African Journal of Career Development","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89981024","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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