ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment

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dc.contributor.advisorPiraino, Patrizio
dc.contributor.authorNtholeng, Mpho Gift
dc.date.accessioned2025-02-14T11:23:30Z
dc.date.available2025-02-14T11:23:30Z
dc.date.issued2024
dc.date.updated2025-02-14T11:13:56Z
dc.description.abstractThis study addresses the persistent gap between education and workforce needs in South Africa, contributing to structural unemployment. Focusing on the role of career guidance in secondary schools, the research examines its impact on skills development and its potential to bridge workforce skills gaps. The study aligns with Meyer's (2017) definition of structural unemployment and emphasises the need for targeted interventions during the secondary school-to-employment transition. The research explores the subject of “The Effect of Career Guidance in Secondary Schools on Skills Development and Sustained Economic Participation: Meaningful Employment." By analysing students' perceptions against labour market realities, the study aims to shed light on the multifaceted relationship between career guidance, skills development, and sustained economic participation. Using an exploratory sequential research design, the study employs interviews, some statistical analysis, and surveys. Qualitative data explores skills development and career guidance phenomena, while quantitative data provides insights into identified relationships. The integrated data analysis, following Sandelowski's (2000) approach, seeks to contribute new knowledge on the impact of career guidance on skills development and its alignment with labour market requirements. The study's findings confirm the crucial role of early and comprehensive career guidance in shaping students' future prospects. It reveals that students from lower quintile schools often lack exposure to various career options, limiting their ability to align their skills and interests with labour market demands. The absence of adequate career guidance contributes significantly to structural unemployment. The study advocates for proactive career guidance starting from grade 9 and underscores the importance of equipping schools with the necessary resources to provide effective career guidance. Ethical considerations included obtaining written consent and securing ethical clearance. This study not only advances theoretical frameworks but also provides practical insights for policymakers, educators, and practitioners to enhance career guidance programs and address the complex challenges of youth unemployment.
dc.identifier.apacitationNtholeng, M. G. (2024). <i>ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment</i>. (). ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/40966en_ZA
dc.identifier.chicagocitationNtholeng, Mpho Gift. <i>"ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment."</i> ., ,Faculty of Commerce ,Graduate School of Business (GSB), 2024. http://hdl.handle.net/11427/40966en_ZA
dc.identifier.citationNtholeng, M.G. 2024. ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment. . ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/40966en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ntholeng, Mpho Gift AB - This study addresses the persistent gap between education and workforce needs in South Africa, contributing to structural unemployment. Focusing on the role of career guidance in secondary schools, the research examines its impact on skills development and its potential to bridge workforce skills gaps. The study aligns with Meyer's (2017) definition of structural unemployment and emphasises the need for targeted interventions during the secondary school-to-employment transition. The research explores the subject of “The Effect of Career Guidance in Secondary Schools on Skills Development and Sustained Economic Participation: Meaningful Employment." By analysing students' perceptions against labour market realities, the study aims to shed light on the multifaceted relationship between career guidance, skills development, and sustained economic participation. Using an exploratory sequential research design, the study employs interviews, some statistical analysis, and surveys. Qualitative data explores skills development and career guidance phenomena, while quantitative data provides insights into identified relationships. The integrated data analysis, following Sandelowski's (2000) approach, seeks to contribute new knowledge on the impact of career guidance on skills development and its alignment with labour market requirements. The study's findings confirm the crucial role of early and comprehensive career guidance in shaping students' future prospects. It reveals that students from lower quintile schools often lack exposure to various career options, limiting their ability to align their skills and interests with labour market demands. The absence of adequate career guidance contributes significantly to structural unemployment. The study advocates for proactive career guidance starting from grade 9 and underscores the importance of equipping schools with the necessary resources to provide effective career guidance. Ethical considerations included obtaining written consent and securing ethical clearance. This study not only advances theoretical frameworks but also provides practical insights for policymakers, educators, and practitioners to enhance career guidance programs and address the complex challenges of youth unemployment. DA - 2024 DB - OpenUCT DP - University of Cape Town KW - Inclusive Innovation, Skills Development, Career Guidance, Unemployment, Social Inclusion, Skills Shortages LK - https://open.uct.ac.za PY - 2024 T1 - ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment TI - ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment UR - http://hdl.handle.net/11427/40966 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/40966
dc.identifier.vancouvercitationNtholeng MG. ETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment. []. ,Faculty of Commerce ,Graduate School of Business (GSB), 2024 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/40966en_ZA
dc.language.rfc3066eng
dc.publisher.departmentGraduate School of Business (GSB)
dc.publisher.facultyFaculty of Commerce
dc.subjectInclusive Innovation
dc.subjectSkills Shortages
dc.subjectSocial Inclusion
dc.subjectUnemployment
dc.subjectCareer Guidance
dc.subjectSkills Development
dc.titleETD: The effect of career guidance in secondary schools on skills development and sustained economic participation: meaningful employment
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMPhil
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