An investigation of career guidance and placement at an FET college

M.Ed.The choice of a career, an institution to study at and an appropriate course programme are some of the important decisions that have to be made by learners who leave school. The more informed, rational and independent the decisions are made, the better the chances to make choices that might provide personal and career satisfaction on the long term (Beekman, Cilliers, and De Jager, 2011, p. 235). Career decisions need thorough self-knowledge in terms of personality, interests, values, aptitude and ability as well as knowledge of the world of work and occupations (Stead and Watson, 2006, p. 35). Career guidance in South Africa is an integral part of career education throughout the education bands, meaning that it is integrated in Life Orientation as one of the learning areas and school subjects. Career guidance also forms part of services rendered by post-school education and training institutions, such as Further Education and Training (FET) colleges and Higher Education and Training institutions (universities and universities of technology). This study is an investigation of career guidance and placement at an FET College. The purpose of this study was to investigate the career counselling and placement of students at a selected FET College in order to make recommendations regarding the development of guidelines for career counselling and student placement. The aim was to conduct a situational analysis at one specific college where there is currently only a few guidelines to help prospective students with career and study choices. The results of the analysis informed the researcher to make recommendations to the FET college regarding the development of guidelines for career counselling for careers and study choice. A qualitative approach was followed. Henning describes qualitative research as a form or strategy that allows for a different view of the theme that is studied and in which the respondents have a more open ended way of giving their views and demonstrating their actions (Henning, van Rensburg, and Smit, 2004, p. 5). The qualitative approach provided a perspective of the situation in its unique context, taking all aspects of the context into consideration whilst attempting to make meaning of the phenomenon. The understanding was an end in itself, which did not attempt to predict what may happen in future settings, but to gain a greater understand of the nature of this setting (Merriman, 1998, p. 6)