M. D. Malinda, J. M. Mandyata


The purpose of this study was to investigate the role of career guidance in the preparation of secondary school pupils for tertiary education in Luanshya district, Zambia. A descriptive research design supported by qualitative and quantitative approaches were used. A total of 56 questionnaires were distributed to head teachers and career guidance teachers at 12 schools in Luanshya District. Out of which a total of 51 were returned, with 5 not being returned by head teachers amongst the twelve schools used in the study. The questionnaire contained closed and a few open-ended questions which were scaled with a Likert scale and were analyzed quantitatively and qualitatively. The qualitative questions were analyzed thematically, emerging themes were coded and descriptively presented thereafter. Quantitative responses were analyzed through quantitative method involving coding and analyzing using charts, frequencies and percentages through a computer program referred to as Statistical Package for Social Science (SPSS version 22). The study revealed that, although career guidance has a significant positive role to play in the preparation of secondary school pupils for tertiary education, findings obtained from the study have revealed that career guidance was aimed preparing secondary school pupils for tertiary education although had a number of challenges. The number of pupils currently using these services on a weekly basis was very low, and the resources needed in the provision of these services are also lacking. Nevertheless, in spite of these hurdles being faced by the career guidance departments in the schools, there have been significant improvements in preparation of students for tertiary education. These significant improvements were in terms of behaviour; reduced pregnancy rates and improved academic performance, a major positive and a stepping stone for encouraging more pupils to utilise these services and enter tertiary education. The study recommended that head teachers ensure all teachers participate in spearheading campaign and information sharing on career guidance. Collaboration among teachers, career guidance teachers and counsellor in tertiary education should take pace, in order to easily identify pupils who faced challenges. Lastly, government of Zambia through the Ministry of General Education ensure that they equip schools with the requisite resources needed in order for the career guidance departments to operate in accordance with the expectations.

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school guidance, preparation, teachers; head teachers; tertiary education

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