'n Evaluering van die beroepsleidingprogram in die sekondêre skole van die Transvaalse Onderwysdepartement
Abstract
OUTLINING THE PROBLEM: In the contemporary Republic of South Africa, it is of vital importance that each pupil should be guided effectively to develop to his full potential. As society, the community and the vocational world are undergoing perpetual changes, the school's educational programs should be subjected to some criterium of relevancy. The complexity of life should therefore be allowed for by the home, the
school community as well as the school programs which specifically include the secondary school's Career Guidance Programme. The secondary school has a specific function in career guidance. The pupil's career choice is evaluated in the outcome of his choice of subject, of course and of field of study, as well as his scholastic achievement and his self-esteem. The value of the school's educational guidance program is reflected in the youth's future occupational life. This is where he is confronted with the discovery and the maintenance of the self. The quality of the work being done in the school's Career
Guidance Program has far-reaching consequences. As such it has an influence on the country's manpower as well as its economy. Shortages in schooled manpower could hamper the further development
of the South African economy. In the course of this study several problem areas have been identified. The researcher will endeavour to outline certain findings
and make recommendations in this regard.
OBJECTIVES OF THIS STUDY: This study intended to evaluate the Career Guidance Program of the secondary school in the Transvaal. In order to be able to do such an evaluation, it is necessary to determine to what extent theory and practice can be reconciled. (1) The objective evaluation of the Career Guidance Program, according to educational criteria, as identified in the
literature. (2) The determination of whether the objectives as set by the program, are being reached. (3) The provision of guidelines for an effective and relevant
career orientation program where necessary. METHOD OF STUDY: In order to obtain data available on the topic, literature was explored. Secondly, a questionnaire was used for empirical research. It provided information regarding aspects of the career
guidance program including demographic data, data on national military service, the school's Career Guidance Program and the
respondent's career choice. The questionnaire was completed by first year students of the University of Potchefstroom for Christian Higher Education (Potchefstroom and Vanderbijl Park Campuses), University of Pretoria, Rand Afrikaans University, Technikon Pretoria, Technikon Witwatersrand and Technikon Vaal Triangle. The problem was approached from the perspective of the first-year student. The content of the career guidance programme was analyzed in depth. MAJOR FINDINGS: The majority, 688 (75,0%) of the 917 respondents (381 men and 536 women) who took part in this research project, matriculated in secondary schools in Transvaal. There were 716 (78,1%) respondents from Afrikaans medium-schools, 77 (8,4%) from English-medium
schools, and 119 (13,0%) from Afrikaans and English dual-medium schools while 4 (0,4%) indicated another medium. The "popular" field of study followed by respondents in the
secondary school, in order of priority, are:
General field of study - 318 (34,7%); Natural Sciences field of study - 273 (29,8%);
Commercial field of study - 174 (19,4%).
while the other five fields of study identified, are spread among 152 (16,6%) respondents.
495 (54,0%) respondents regarded the primary school's career orientation program as at least "Important", while 882 (96,2%)
regarded the secondary school's program as at least "important". Notwithstanding the fact that it should be individualised career guidance is preponderantly taught in large class groups. On the frequency of career choice interviews held with respondents
it seemed that the majority never held career choice interviews with subject teachers at primary school level. At secondary school level, 195 (21,3%) respondents never held career choice interviews with their teacher counsellor, 251 (27,4%) never with a subject teacher and 538 (58,1%) never held career
choice interviews with the educational advisor. Respondents rather discussed their problems in connection with career choice
with their parents, friends and relatives, and a special friend, in this order of priority. It was also found that schools possess sufficient career information material. The Career Guidance Program emphasized study as well as career opportunities at university and technikon level in preference to the study and career opportunities at the level
of other training and in service training institutions. The presentation of the scheduled themes in std 6 to std 10 were
also investigated. Certain themes are highlighted more than others. Less attention is paid to the themes where the teaching
of vocational skills, is required. The majority of respondents (672 (73,3%) were of the opinion that the school's career guidance program did not influence their career choices. Most, 817 (89,1%) indicated that they had made their career choices independently of their schools' career
guidance program. Salary/compensation is the factor which most strongly influenced their career choice. The study concludes with some recommendations.
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