Through the High School Career Guidance Project, learners are empowered to make informed, purposeful subject and career choices – decisions that hold the potential to transform not only their personal futures but also their communities.

A small intervention by a dedicated team of academics and students of Stellenbosch University (SU) almost seven years ago, has expanded significantly to nine schools in areas such as Franschhoek, Kayamandi, Cloetesville, Kylemore, Jamestown and Delft.

Now a joint initiative between the Departments of Industrial Psychology and Psychology, the project was spearheaded by Dr Michelle Visser of the Industrial Psychology Department and Prof Tony Naidoo of the Psychology Department. The project team also includes Professors Stephan Rabie and Izanette van Schalkwyk, as well as Project Coordinator Francois Van Den Berg, a Master’s student in Psychology.

Students and staff work hand in hand to design materials and present interactive workshops. These sessions aim to help learners explore and identify their interests and strengths, match these to suitable career paths, and ultimately make informed subject choices in Grades 9 and career decisions from Grade 10 onwards.

Support from the Rupert Foundation provided the project with a major boost, enabling its evolution beyond workshops. Today, the programme includes colourful career guidance booklets in English, Afrikaans, and isiXhosa; posters; a dedicated website filled with resources and practical advice; and structured support for life orientation teachers at partner schools.

Initially implemented in workshop format, the project was later converted to facilitated sessions using a self-directed version of the workshop content compiled into a user-friendly booklet. The change in format was necessitated by the COVID-19 pandemic.

"Career guidance and counselling ideally happens one-on-one," says Dr Visser. "But because of the overwhelming demand, we now reach as many learners as possible through group-based workshops."

Unlimited possibilities

Each session is facilitated by two or three trained students. The exercises in the booklets help learners reflect on their personality traits, interests, academic achievements, dream jobs, strengths, etc. Learners keep the booklets, allowing them to revisit the material and discuss their insights with parents or teachers.

Workshops also provide practical information about internships, apprenticeships and volunteering, as well as tips on applying for bursaries, scholarships and loans. Learners are encouraged to attend career fairs and open days, and to explore digital tools to further their understanding of post-school opportunities.

Developing each booklet is no small task. “It takes about two years of research, testing and piloting to finalise a single edition,” explains Dr Visser. “We first establish the framework through consultations with teachers and feedback from learners.”

The Grade 9 booklet is already in its fourth edition, while the Grade 10 booklet is undergoing its second revision. A Grade 11 booklet is in the development phase, along with digital versions to increase accessibility.

“Our ultimate vision is to establish a standardised national framework for career guidance,” Dr Visser adds. “However, to achieve that we’ll need broader support and resources. With continued help from our partners and the community, we’ll keep pushing toward that goal.”

Community relationships

As Project Coordinator, Van Den Berg plays a key role in the smooth running of the programme. His responsibilities include managing logistics, arranging school visits, coordinating the team of volunteer student facilitators and ensuring that the learners’ materials and snacks are ready on the day of the visit. “We offer snack packs as an incentive to motivate learners to participate fully in the workshops,” he says.

Beyond logistics, Van Den Berg serves as an important link between the project and the schools. “We’ve built strong relationships with life orientation teachers and principals. Their feedback is essential; it helps us improve and remain responsive to learners’ needs.”

Many learners face the twin challenges of limited career awareness and constrained subject choices. “They often only know about a narrow set of career options, and they assume their schools’ subject offerings are all that’s available,” he explains.

Learning, impact and research in action

According to Dr Visser, the project is a prime example of how SU’s three core focus areas –learning and teaching, research and social impact – can converge in a powerful way.

Postgraduate students are trained as facilitators, giving them a chance to apply their academic learning. The surrounding community benefits from targeted, research-informed interventions, while the project itself serves as fertile ground for ongoing student research.

Over the years, students have contributed valuable research that shapes and refines the materials and methods used in the programme.

Dr Visser also highlights the impact on students involved in the project. “It’s incredibly rewarding to see them grow, both professionally and personally, as they engage with learners. They come to understand the diverse realities of South African communities, and they begin to see the role they can play in driving meaningful change.”

The High School Career Guidance Project not only empowers individuals to make informed decisions about their futures, but also contributes to building a more inclusive, skilled and resilient society. It reflects the Faculty of Economic and Management Sciences’ enduring commitment to shaping a future where education drives economic opportunity and social change.