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The Development of Career Practitioners in South Africa

The Development of Career Practitioners in South Africa. This presentation. Current needs impacting Career Practitioners in South Africa How are we doing in addressing these needs? The setting of standards for career practitioners How can we improve what we are doing?. Current needs.

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The Development of Career Practitioners in South Africa

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  1. The Development of Career Practitioners in South Africa

  2. This presentation • Current needs impacting Career Practitioners in South Africa • How are we doing in addressing these needs? • The setting of standards for career practitioners • How can we improve what we are doing?

  3. Current needs Context • South Africa’s total population is 49,8 million people • Rapidly urbanising population (rural 45%) • High unemployment rates (25.7%) • Youth unemployment (+50%) • Low levels of skills underpinned by poor literacy and numeracy Career Development Association of Australia 2010 General Household Survey 2010 www.statssa.gov.za General Household Survey 2010 www.statssa.gov.za

  4. Current needs Career Practitioners • The concept of “Career Practitioner” is relatively new in SA • Career education is mandated within the curriculum under the subject Life Orientation (2004) • Career guidance is mandated within the Department of Labour employment services • There is a great demand for guidance services • Capacity to deliver is lacking Career Development Association of Australia 2010

  5. Current needs Career Development Association of Australia 2010

  6. Current needs Career Development Association of Australia 2010

  7. Current needs Unemployed Schools Employed Higher Education FET Colleges

  8. Addressing needs Why schools • Largest of the target markets • Curriculum which encompasses career education (Life Orientation) • Teachers trained and experienced • Accountability • Part of the culture of schools

  9. Addressing needs Challenges in schools • High turnover of Life Orientation teachers • Low status of Life Orientation • Size of classes and limited resources • Lack of career information resources • Low motivation of teachers

  10. Current needs Career Development Association of Australia 2010

  11. Current needs Unemployed Schools Employed Higher Education FET Colleges

  12. Addressing needs Why Further & Higher Education • Well established structures • History of academic integrity • Counselling and guidance facilities

  13. Addressing needs

  14. Addressing needs

  15. Addressing needs

  16. Current needs Career Development Association of Australia 2010

  17. Addressing needs - Unemployed

  18. Addressing needs

  19. Addressing needs

  20. Addressing needs

  21. Addressing needs

  22. Addressing needs Career Development Association of Australia 2010

  23. Current needs Career Development Association of Australia 2010

  24. Current need Unemployed Schools Employed

  25. Addressing needs

  26. Working with the unemployed Advantages • Skills based • Focused • Emphasis is on placement Disadvantages • Dependency is high (need) • Cost higher (economies of scale) • Dispersed target group (travel venue hire, etc.)

  27. Need for guidance Practitioners Career Development Association of Australia 2010

  28. Current need Unemployed Schools Employed

  29. The Workplace

  30. Setting Standards International • Internationally there has been growth and recognition of the crucial role which career guidance plays in improving the efficiency of the economy • International trend towards developing minimum standards and competencies required for career practitioners • IAEVG (2003) Study involving practitioners in 41 countries led to the development of the International Competencies for Educational and Vocational Guidance Practitioners • Setting up of the Counsellor Qualification Standards (CQS) in 2009 • Setting up of career development associations Career Development Association of Australia 2010 European Centre for the Professionalisation of Career Gudance 2009

  31. Setting Standards Local • The launch of South African Career Development Association (SACDA) 2010 • In 2003 schools started training teachers on SAQA accredited unit standards based career development programmes (5 days) • In 2011 PACE developed the first SAQA accredited Career Counselling programme Career Development Association of Australia 2010 European Centre for the Professionalisation of Career Gudance 2009

  32. Trends in Career Guidance Practice

  33. Trends in Career Guidance Practice

  34. Trends in Career Guidance Practice

  35. How do we improve? • Standardising training for career practitioners in the country • Standardising competencies in line with international standards • Create more “permanent” specialised positions in schools • Increasing funding for more paper based resources i.e. books, posters • Improving efficiency using technology to make information available • Evaluate the role and scope of career practitioners – “guidance” .. “entrepreneurship” … “placement” • More training for service providers in libraries, NGO’s, prisons ABET Centres , agencies, youth • Providing practitioners with opportunities for career progression • Consolidating SACDA into a strong regulatory body to oversee providers of guidance

  36. This presentation Tebello Mosese - Founder of Lady T Hats

  37. Thank you

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