The development and evaluation of a career guidance centre for historically disadvantaged learners in Zululand, South Africa

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dc.contributor.advisorEdwards, S.D.
dc.contributor.authorCrossland, Lynn-Donné.
dc.date.accessioned2010-05-27T13:25:22Z
dc.date.available2010-05-27T13:25:22Z
dc.date.issued2006
dc.descriptionSubmitted in partial fulfilment of the requirements for the Degree of Master of Arts (Counselling Psychology) at the University of Zululand, 2006.en_US
dc.description.abstractThe problem of career development in disadvantaged communities in South Africa is a product of historical discriminatory practices that have resulted in large numbers of young people not having access to appropriate career guidance services. As a solution to mass career guidance needs, a non-profit, self-help career guidance program serves as a supplement to curriculum based school programs and provides people with the opportunity to access career guidance services in an empowering environment. This case study qualitatively describes the development and evaluation of a career guidance centre as a resource for large numbers of learners, educators and unemployed youth. Specifically, the role that the hands-on permanent career exhibition plays in a self-help career choice model is discussed, together with the subjective experience of the centre by a number of people who used the services provided by the Zululand Career Centre in Richards Bay, South Africa. A logic model provides a view of the resources, influencing factors, implementation activities and outputs that make up the development of the centre. The design of the career centre embodies several relevant psychological theories and is essentially a self-help exhibition-led process. Its development provided an opportunity for the innovative application of existing trait and type, life-span, constructivist, social learning, decision-making and socio-economic approaches within the South African context. The life-span and decision-making approaches provided the theoretical background for the problem-solving exploration processes used in the centre, while the trait and factor theories provided techniques for self-knowledge acquisition and career information classification. Social learning theory provided insight into the pivotal role the staff members of the centre would have to play in the learning processes, while the constructivist theories led to an understanding that users of the centre would be able to construct their knowledge of careers from their experiences with the centre displays and their own lived experiences. The importance of up-to-date, contextually relevant information was highlighted by the socio-economic approaches. The centre provided insights into how exhibition-led learning is able to assist a large number of people to access career and labour market information and actively participate in the career decision-making process.en_US
dc.description.sponsorshipNational Research Foundationen_US
dc.identifier.other311433
dc.identifier.urihttps://hdl.handle.net/10530/299
dc.language.isoenen_US
dc.subjectVocational guidance--South Africa--Richards Bay--Information services --Evaluationen_US
dc.subjectEducational counseling--South Africa--Richards Bay--Evaluationen_US
dc.titleThe development and evaluation of a career guidance centre for historically disadvantaged learners in Zululand, South Africaen_US
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