The role of career education and guidance for students in year 13 and its implications for students’ career decision making
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Authors
Basham, Christine Joy
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Degree
Master of Educational Leadership and Management
Grantor
Unitec Institute of Technology
Date
2011
Supervisors
Collins, Jennifer
Piggot-Irvine, Eileen
Piggot-Irvine, Eileen
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand secondary schools
careers education
careers education
ANZSRC Field of Research Code (2020)
Citation
Basham, C. J. (2011). The role of career education and guidance for students in year 13 and its implications for students’ career decision making. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/1549
Abstract
This research examines current careers education and guidance being delivered in secondary schools and determines whether it is relevant and helpful for students during their decision making process by asking the students directly. The role of Careers Advisors is also investigated, the prescribed careers education curriculum examined and their professional qualifications considered.
A qualitative study method was chosen and involved the use of a questionnaire for Careers Advisors, a focus group for Year 13 students, and semi-structured interviews for Year 13 students and those two years post-school.
The findings highlight the very complex nature of careers education and guidance and show there are marked differences in terms of what the students and post- students think they need in order to make informed career decisions and what the Careers Advisors are willing and able to deliver within the secondary sector. Also that students and parents should be consulted as part of any careers education programme and their individual circumstances considered. The study highlights variances within the qualifications of Careers Advisors and careers education curriculum delivery across schools.
This raises a number of implications for Principals, Deans, Careers Advisors and policymakers including the value of consulting students and offering holistic careers education where the student is placed at the centre, the importance of work experience and allowing broad exposure to as many career fields as possible, placing more emphasis on careers education in Year 9 and 10, and educating parents as part of the careers process. The professional qualifications of Careers Advisors and consistent delivery of the curriculum should also be of concern.
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