|dc.description.abstract||The single most common decision that people between the ages of 16 years and 22
years need to make is that of their career choice. Research in the field of career
guidance has shown that the world of work is changing. It is generally accepted that an
individual will be presented with many opportunities in the world of work and these
give rise to the notion of multiple careers.
To predict accurately what these opportunities might be is impractical and naive, if not
impossible. Career guidance counsellors are now expected to understand the interrelationships
between occupations and occupational groups; an understanding that is
vital when providing a comprehensive and realistic career guidance service. The career
guidance processes or programs that counsellors use, need to allow for the identification
of base or entry level careers that will provide opportunity for both horizontal and
vertical career movement.
While the schooling system has traditionally been the primary role player in preparing
learners for the world of work, recent budgetary cuts have forced schools to focus on
academic subjects, and, as a result, career guidance as a subject has become ancillary to
the school syllabus. This situation is unlikely to be remedied unless career guidance
becomes an examinable subject as are mathematics, physical science, biology and so
A literature study surrounding career guidance practices in South Africa and career
choice and development theories from around the world, suggest that existing career
guidance programs in South Africa need to be restructured to allow for a more
comprehensive solution for learners, that need to make a career choice.
The "PACE" career guidance program was designed to enhance the career knowledge
of learners, increase their self awareness in relation to careers, and ultimately to
accelerate the career maturity process.
Learners from schools in East London were exposed to the program, with the intention
of determining the effect of the program on their career maturity levels. Whilst certain
elements which constitute career maturity were not influenced by the program, results
obtained from the research indicated a significant increase in the overall career maturity
level of these learners.
Resulting from this dissertation, recommendations have been made relating to the
length of a career guidance program, the point of departure and the point of exit, the
importance of balancing realism with circumstances, and the necessity for career
guidance practitioners to possess a thorough understanding of careers and the various
paths that careers may follow. Suggestions regarding further research in the area of
career guidance are also provided.||en_US