Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
A framework for the inclusion of students with visual impairments: a case of a Zimbabwe state university
- Authors: Manyumwa, Ennie
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Students with disabilities -- Education (Higher) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/29805 , vital:30780
- Description: The aim of this study was to explore the experiences of students with visual impairments in a selected state university in Zimbabwe in order to develop a framework for their inclusion. The study was necessitated by the increased enrolment of students with visual impairments in universities worldwide in response to inclusion in education and the continuous search for the best placement model for students with disabilities. Studies conducted internationally show that students with visual impairments have unique learning needs which must be addressed if their inclusion in universities is to be successful. The study was informed by Bronfenbrenner’s ecological and Bandura’s agentic theories, both of which stress the bi-directional relationship between an individual and the environment. The transformative paradigm which guided this study, lays emphasis on the need to improve the social situation of individuals with disabilities in order to bring about a more equitable society. Since the study intended to gain an understanding of how students with visual impairments interpret their experiences within a selected state university in Zimbabwe which practices inclusion, the qualitative case study design was used. Purposeful sampling was also used in the selection of both the university studied and the participants. Data generation methods employed included the semi-structured interview, photo-voice, document analysis and observation. Data generated were analysed following emergent themes that were used to answer the research questions. Findings revealed that the university started enrolling students with visual impairments in 2004 and has since established a Disability Resource Centre which is equipped with assistive devices and is manned by caring staff. Findings revealed a glaring absence of a university policy on inclusion. The guiding principles used did not clearly articulate issues of inclusion. The students’ positive experiences resulted from single rooms allocated to them and the support received from friends and caring staff. Negative experiences emanated from bureaucratic admission procedures, challenges of adjusting to university life in the absence of orientation and mobility training, financial challenges, hostile social environment and the students’ perceptions of themselves. The students suggested that the university should assist them with fees and expressed their wish to be consulted on matters that concern them. They xviii also suggested close co-operation between the administration and the Disability Resource Centre. The conclusion reached was that although the university was sensitive to issues of inclusion, there were still some deficiencies in the system that were impacting negatively on the inclusion of students with visual impairments. The study recommended a framework which shows the different committees and support systems which can be formed at different levels to facilitate the development of a comprehensive policy on inclusion and expedite its implementation. The involvement of students with visual impairments in the different committees was also recommended. This would afford them the chance to exercise their agentic resources and be involved in matters which concern them, rather than rely on decisions made by sighted individuals who might not possess adequate knowledge of what visual impairment entails.
- Full Text:
- Date Issued: 2016
- Authors: Manyumwa, Ennie
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Students with disabilities -- Education (Higher) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/29805 , vital:30780
- Description: The aim of this study was to explore the experiences of students with visual impairments in a selected state university in Zimbabwe in order to develop a framework for their inclusion. The study was necessitated by the increased enrolment of students with visual impairments in universities worldwide in response to inclusion in education and the continuous search for the best placement model for students with disabilities. Studies conducted internationally show that students with visual impairments have unique learning needs which must be addressed if their inclusion in universities is to be successful. The study was informed by Bronfenbrenner’s ecological and Bandura’s agentic theories, both of which stress the bi-directional relationship between an individual and the environment. The transformative paradigm which guided this study, lays emphasis on the need to improve the social situation of individuals with disabilities in order to bring about a more equitable society. Since the study intended to gain an understanding of how students with visual impairments interpret their experiences within a selected state university in Zimbabwe which practices inclusion, the qualitative case study design was used. Purposeful sampling was also used in the selection of both the university studied and the participants. Data generation methods employed included the semi-structured interview, photo-voice, document analysis and observation. Data generated were analysed following emergent themes that were used to answer the research questions. Findings revealed that the university started enrolling students with visual impairments in 2004 and has since established a Disability Resource Centre which is equipped with assistive devices and is manned by caring staff. Findings revealed a glaring absence of a university policy on inclusion. The guiding principles used did not clearly articulate issues of inclusion. The students’ positive experiences resulted from single rooms allocated to them and the support received from friends and caring staff. Negative experiences emanated from bureaucratic admission procedures, challenges of adjusting to university life in the absence of orientation and mobility training, financial challenges, hostile social environment and the students’ perceptions of themselves. The students suggested that the university should assist them with fees and expressed their wish to be consulted on matters that concern them. They xviii also suggested close co-operation between the administration and the Disability Resource Centre. The conclusion reached was that although the university was sensitive to issues of inclusion, there were still some deficiencies in the system that were impacting negatively on the inclusion of students with visual impairments. The study recommended a framework which shows the different committees and support systems which can be formed at different levels to facilitate the development of a comprehensive policy on inclusion and expedite its implementation. The involvement of students with visual impairments in the different committees was also recommended. This would afford them the chance to exercise their agentic resources and be involved in matters which concern them, rather than rely on decisions made by sighted individuals who might not possess adequate knowledge of what visual impairment entails.
- Full Text:
- Date Issued: 2016
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