With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrates remarkable individuals and teams who make a meaningful contribution beyond the University's lecture halls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. Prof Aletta Odendaal, Dr Michelle Visser and Prof Tony Naidoo received an award on behalf of the High School Career Guidance Project, an initiative that exemplifies the University's commitment to social responsibility and community engagement.
In a world where subject choices in high school can significantly impact a young person's future, a dynamic team of academics and students at SU has taken a proactive approach to guide high school learners through one of the most critical decisions of their academic lives. The High School Career Guidance Project provides crucial support to Grade 9 learners before they enter the Further Education and Training (Grade 10–12) phase of their schooling.
Over the past few years, this initiative has become so impactful that the Western Cape Education Department is keen for it to be rolled out to all Grade 9 learners in the province to facilitate informed school subject choice for the last three years of high school.
Dr Michelle Visser, a senior lecturer in the Department of Industrial Psychology and one of the project leads, has been a driving force behind the initiative since it started almost 13 years ago. What originally began with two schools, has since expanded to ten schools in areas such as Franschhoek, Kayamandi, Kylemore, Cloetesville, Jamestown and Delft, Visser explains. Six years ago, the project received a big boost when the Rupert Foundation came on board with funding. This has enabled the career guidance team to reach more than 2 300 learners a year.
Workbooks open new worlds
“I've been involved in community work for as long as I can remember, and this project is a big part of that journey," Visser says. “We have a subject called Career Counselling and one of our lecturers used to go to schools to conduct workshops with the learners. Then Prof Tony Naidoo from the Department of Psychology mentioned they also have a school initiative, so we decided to put our heads together and collaborate with the career guidance project."
Now a joint initiative between the Departments of Industrial Psychology (Faculty of Economic and Management Sciences) and Psychology (Faculty of Arts and Social Sciences), the programme's sustained community engagement has evolved beyond workshops for Grade 9 learners to include beautifully illustrated career guidance booklets, a dedicated website with resources and practical tips, as well as invaluable support for life orientation teachers.
In each career guidance session, two or three facilitators help the learners work through the booklet and assist them to complete the different sections. Through the activities in the workbook, learners are encouraged to identify their personality traits, interests, achievements, favourite subjects, dream jobs, strengths and their role models.
Visser emphasises the importance of self-assessment in this process. “The booklet helps them identify personal strengths and environmental challenges and provides information on various career opportunities. We explain that you need to one day get a job that fits your interests, personality and aptitude. But you can only get that perfect fit if you know more about yourself and your profile. After the session, they get to keep the workbook so that they can reflect on it later or discuss it with their parents."
During these sessions, learners are also shown how to apply for bursaries, scholarships and loans if they plan to go to a university or college. For many learners, information about apprenticeships, volunteering and internship options opens a world of new possibilities. They learn about job shadowing, career fairs, open days and online resources. The newly developed Grade 10 booklet will build on the groundwork established at Grade 9 level, for example containing a step-by-step guide to create a curriculum vitae, as well as other relevant information focused on this Grade.
Haphazard decisions about subject choices
The importance of career guidance is often overlooked until learners are on the brink of finishing high school, explains Francois van den Berg, a master's student in psychology. As project coordinator, he is instrumental in establishing strong partnerships between SU and the different schools. “We've developed excellent relationships with the life orientation teachers and principals at our partner schools," he says. “Their support and feedback are crucial in shaping the project."
The mutually beneficial relationship with schools is one of the reasons for the project's success, Van den Berg notes. “From the University's side it's an opportunity for students to apply their knowledge and get practical experience as facilitators of the workshops. It's also an opportunity to test and develop learning materials. From the school's side, the teachers appreciate the extra support to help learners make the best subject choices."
The project's success can also be attributed to its research-driven approach. Over the years, students at various academic levels have conducted research that has shaped the interventions and resources provided to learners. This feedback loop ensures that the programme remains relevant and effective.
Van den Berg explains there is a severe lack of career guidance services and resources in schools. As a result, learners often make random or haphazard decisions about subject choices. “We've found that learners have knowledge of a very limited range of careers. They know about professions such as doctors, lawyers, and police officers. Part of what we do is to expose them to a much broader range of career options. Another challenge is that learners are often not aware that there are more subjects they could take. They think the subjects their school offers are the only ones they can choose from."
A Grade 12 learner who had wanted to study medicine recently reached out to the career guidance team because he'd discovered he was missing a subject to apply to study medicine. “His grades are excellent, and he's worked so hard, but he didn't know certain subjects are compulsory if you want to register for a medical degree at a university," Van den Berg shares.
The team is mindful of the unique challenges young people face in South Africa. With youth unemployment at a staggering 45%, many high school learners are demotivated and demoralised. “We can't resolve the systemic challenges, but we can inspire young people to think more creatively about their futures," Van den Berg stresses.
No learning on an empty tummy
Visser recalls how they struggled to keep the attention of learners in some of the first workshops at schools. “We realised the children couldn't concentrate because they were hungry. So, for every workshop, we now bring snack packs with nutritious food for the kids. Some of the moms at the school help us pack the snack packs, so everyone is involved. It really is a collective effort to guide these learners towards a brighter future.
“Just to be able to change one life makes it worthwhile. I remember one boy who drew a picture of a police officer telling me: 'Ag tannie, ek wil só graag 'n polisieman word.' ('Oh auntie, I really want to be a policeman.') So, I said to him: 'You know what, we're going to do everything to help you to become the best policeman you can be.' I'll never stop with this project, it's about the greater good and making a difference," Visser shares.
She also highlights the transformative experience for the postgraduate students involved in the project. “Our focus has always been on social impact, taking what we teach in the classroom and applying it in the community. Seeing how our students gain insights as they engage with learners in schools is incredibly rewarding. They come to understand the realities of diverse communities and the challenges many learners face."
Looking ahead, the project team has ambitious plans. They hope to extend the career guidance programme to cover Grades 10 to 12 and to develop tailored interventions for each grade. “We have a four to five-year plan to develop and pilot materials for higher grades," Visser explains. “Our ultimate goal is to create a standardised framework that can be implemented nationwide, but we will need more resources to make that happen. With the continued support of our partners and the community, we'll keep striving to guide more learners towards fulfilling and successful futures."
Receiving a Social Impact Award was a fantastic surprise, Visser adds. “We didn't expect it, we've just been carrying on like we've done for years. But it was a nice feather in our cap to receive formal acknowledgment. Although I think the award will motivate us, it's not the main driver of what we do."
PHOTO: Prof Nico Koopman (Deputy Vice-Chancellor: Social Impact, Transformation and Personnel), Prof Aletta Odendaal (outgoing Chair of the Department of Industrial Psychology), Dr Michelle Visser (senior lecturer, Department of Industrial Psychology), Prof Tony Naidoo (Emeritus Professor of Psychology) and Dr Leslie van Rooi (Senior Director: Social Impact and Transformation) at the Social Impact Awards. (Photo taken by Stefan Els)