Exploring the Nature and Practice of Career Guidance in Secondary Schools in Mashonaland West Province of Zimbabwe.

Abstract

The study sought to establish the nature and practice of career guidance in Mashonaland West secondary schools. A descriptive survey was used to collect data during career guidance day sessions in Zvimba, Makonde and Karoi. A cluster sample of 344 participants composed of teachers, pupils, Ministry of Education and Ministry of Public Service, Labour and Social Welfare officials provided information through questionnaires and interviews. Findings revealed that secondary schools in Mashonaland West province had no time-tabled sessions for career guidance. The ministry of Public Service, Labour and Social welfare in conjunction with the ministry of Education Sport and Culture organized career day sessions annually. Different service providers are gathered at one school and form three and four pupils from different schools converge for the occasion. Lectures, demonstrations and handouts provide information about employers' expectations and the “O”level subject requirements for specific careers. Participating facilitators were mainly from government departments. Students felt that career guidance was done rather late at form three when some of them had already dropped critical subjects like
mathematics. Students' career choices had gender biases reflecting traditional beliefs in careers for men and woman.
The spectrum of facilitators was narrow for adequate information for them to make informed career choices. Teachers had no literature on different careers hence unable to assist pupils. It is recommended that more participants from the private sector be involved in career guidance. Teachers' receive information on careers through workshops at provincial level. Form one pupils should be included in career guidance. A policy on career guidance is called for to ensure its serious implementation in schools.