ROLE OF CAREER GUIDANCE IN THE PREPARATION OF SECONDARY SCHOOL PUPILS FOR TERTIARY EDUCATION IN LUANSHYA DISTRICT, ZAMBIA

Authors

  • M. D. Malinda Research Scholar, Institute of Distance Education, University of Zambia, Zambia
  • J. M. Mandyata Dr., Research Supervisor, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejes.v8i2.3559

Keywords:

school guidance, preparation, teachers, head teachers, tertiary education

Abstract

The purpose of this study was to investigate the role of career guidance in the preparation of secondary school pupils for tertiary education in Luanshya district, Zambia. A descriptive research design supported by qualitative and quantitative approaches were used. A total of 56 questionnaires were distributed to head teachers and career guidance teachers at 12 schools in Luanshya District. Out of which a total of 51 were returned, with 5 not being returned by head teachers amongst the twelve schools used in the study. The questionnaire contained closed and a few open-ended questions which were scaled with a Likert scale and were analyzed quantitatively and qualitatively. The qualitative questions were analyzed thematically, emerging themes were coded and descriptively presented thereafter. Quantitative responses were analyzed through quantitative method involving coding and analyzing using charts, frequencies and percentages through a computer program referred to as Statistical Package for Social Science (SPSS version 22). The study revealed that, although career guidance has a significant positive role to play in the preparation of secondary school pupils for tertiary education, findings obtained from the study have revealed that career guidance was aimed preparing secondary school pupils for tertiary education although had a number of challenges. The number of pupils currently using these services on a weekly basis was very low, and the resources needed in the provision of these services are also lacking. Nevertheless, in spite of these hurdles being faced by the career guidance departments in the schools, there have been significant improvements in preparation of students for tertiary education. These significant improvements were in terms of behaviour; reduced pregnancy rates and improved academic performance, a major positive and a stepping stone for encouraging more pupils to utilise these services and enter tertiary education. The study recommended that head teachers ensure all teachers participate in spearheading campaign and information sharing on career guidance. Collaboration among teachers, career guidance teachers and counsellor in tertiary education should take pace, in order to easily identify pupils who faced challenges. Lastly, government of Zambia through the Ministry of General Education ensure that they equip schools with the requisite resources needed in order for the career guidance departments to operate in accordance with the expectations.

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Author Biographies

  • M. D. Malinda, Research Scholar, Institute of Distance Education, University of Zambia, Zambia
    Mr. Malinda Davey Malinda, is special research fellow in the Doctor of Philosophy in Guidance and Counselling degree programme at the University of Zambia from 2017 to 20. He holds Master of Education degree in Educational Management of the Solusi University in Bulawayo, Zimbabwe; Bachelor of Education degree in Guidance and Counselling of the Zambian Open University; Diploma in Mathematics and Science Teaching from Copperbelt University in Zambia and a Primary Teachers certificate from Kitwe Teachers College in Zambia. He is currently a Counsellor at the Copperbelt University (CBU) in Kitwe, Zambia and has worked as a District Guidance and Counselling Coordinator at Kitwe District Education Board. His research interests are: educational guidance and counselling; educational administration and management; primary education; student welfare and support.
  • J. M. Mandyata, Dr., Research Supervisor, University of Zambia, Zambia
    Dr. Joseph Mandyata is currently Head of Department and lecturer in Counselling, Special Education and Inclusive Education in Zambia at the University of Zambia in the Department of Educational Psychology, Sociology and Special Education, School of Education. He holds a Doctor of Philosophy in Special Education; Master of Education (Special Education) and a Bachelor of Arts with Education degree of the University of Zambia. He has also served as a secondary school teacher of science and geography, head teachers of a special education school, district inspector of schools, senior inspector of schools and senior education standards Officer in the Zambian Ministry of Education. His research interest areas are: policy issues on special / inclusive education; counselling; partnerships in education; and disability, education and poverty.

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Published

2021-02-03

Issue

Vol. 8 No. 2 (2021)

Section

Articles

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