Developing a self-directed career guidance intervention for South African high school learners amidst severe COVID-19 restrictions

African Journal of Career Development


 
 
Field Value
 
Title Developing a self-directed career guidance intervention for South African high school learners amidst severe COVID-19 restrictions
 
Creator Jäckel-Visser, Michelle Rabie, Stephan Naidoo, Anthony V. van Schalkwyk, Izanette van den Berg, Francois J. Streicher, Chantel
 
Subject Psychology; Education career development; COVID-19; self-directed approach; career guidance intervention; high school learners
Description Background: South African schools have been severely impacted by the coronavirus disease 2019 (COVID-19) pandemic in 2020. State-imposed restrictions to mitigate the spread of the infection have significantly limited direct interpersonal contact, curtailing the existing career guidance and counselling activities in schools. Crucially, in low-income settings, the social distancing regulations implied that in a year of increasing anxiety and uncertainty, many high school learners would have had to make important career-related decisions with limited or no tacit career guidance.Objectives: In response to these challenges, this study developed a self-directed career guidance intervention to provide continued career guidance support for Grade 9 learners amidst the unfolding global pandemic.Method: A cross-sectional mixed-methods design was employed to evaluate feasibility and acceptability of the intervention amongst a sample of 498 learners across eight high schools in the Cape Winelands district, Western Cape province, South Africa.Results: Favourable quantitative results were obtained assessing learners’ experiences of participating in the intervention and on the perceived impact of the intervention on their career preparedness. Participants reported a mean score of 41.25 (out of 50) for acceptability of the intervention. In addition, they reported a mean score of 17.1 (out of 20) for perceived impact of the intervention on their career preparedness. In terms of feasibility, qualitative findings revealed that the intervention improved learners’ self-knowledge and career directionality.Conclusion: The mixed-methods results confirm the feasibility and utility of implementing a self-directed career guidance intervention amongst secondary school learners. Whilst learners reported positive evaluations of the self-directed career guidance booklet, they also expressed the need for one-on-one or group engagement with the intervention content.
 
Publisher AOSIS
 
Contributor Rupert Educational Foundation Stellenbosch University
Date 2021-12-10
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajcd.v3i1.40
 
Source African Journal of Career Development; Vol 3, No 1 (2021); 8 pages 2617-7471 2709-7420
 
Language eng
 
Relation https://ajcd.africa/index.php/ajcd/article/view/40/193 https://ajcd.africa/index.php/ajcd/article/view/40/194 https://ajcd.africa/index.php/ajcd/article/view/40/195 https://ajcd.africa/index.php/ajcd/article/view/40/196
 
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Rights Copyright (c) 2021 Michelle Jäckel-Visser, Stephan Rabie, Anthony V. Naidoo, Izanette van Schalkwyk, Francois J. van den Berg, Chantel Streicher https://creativecommons.org/licenses/by/4.0