Career guidance in South Africa has been shaped by political and economic factors since its origins in the 1930s, with services historically excluded from people of mixed race groups under apartheid (Naidoo et al., 2016; Watson et al., 2014). This lack of access for people of mixed race² persisted until post-apartheid. Schools located in under-resourced communities often lack sufficient infrastructure, trained teachers and career education material. According to the study conducted by Sefotho (2017), it was found that the majority of the learners in under-resourced communities in South Africa lack sufficient access to career counselling services as their schools often lack trained educators or psychologists onsite. Similarly, Dlamini’s (2019) study revealed that educators from the same communities’ struggle to provide adequate career guidance because of resource constraints and proper training. These findings might suggest that the current levels of accessibility to appropriate services are limited in some resource-constrained communities, even post-apartheid. More recently, demand has grown because of high unemployment and skills mismatches in the workforce (Makola et al., 2021; Morse, 2019). Therefore, the improvement of services is targeted through initiatives that involve updating competency frameworks and integrating them into the national curriculum (Jonck & Swanepoel, 2019; Maree, 2013; Sefotho, 2017). As demonstrated by Robertson (2013), the accessibility of career guidance can empower youth, enabling them to make informed life decisions and increasing their confidence in managing further education. Unfortunately, the issue of equitable access, highlighted by Albien (2021), persists and limits options for certain groups. In addition, meeting the needs of career development in the country is a major challenge that calls for better guidance professional training and provision. Albien (2021) further claims that an ad hoc approach to guiding and counselling in schools is often marked by a shortage of qualified and trained teachers. To address the country’s career development needs, there is a need to enhance the provision and training of guidance professionals.

Despite the potential effectiveness of career guidance and counselling services, learners often face challenges in making informed decisions about their futures, leading to a lack of awareness regarding their possibilities. Mokodutlo’s (2019) study on high school learners conducted in South Africa revealed that poor subject decisions, contributing to inadequate career choices, were often influenced by social factors. Hako (2021) further emphasises that this lack of exposure results in learners having ordinary self-confidence levels and low career aspirations because of uninformed perspectives on their abilities and potential career pathways. The consequences of insufficient career guidance are far-reaching, leading to a continuous cycle of uninformed career decisions, unrealistic expectations and adverse outcomes such as school failure, dropouts and the pursuit of careers solely for perceived financial gains (Hako, 2021). The challenges faced by learners suggest that there may be a deficiency in the delivery of high-quality services, even though this is a major goal that the South African Department of Education strives to achieve. In addition to this conversation, it is critical to acknowledge and resolve these issues to improve the general efficacy of the provision of educational services.

Moreover, external support and initiatives from organisations beyond the Department of Education play a crucial role in enhancing the effectiveness of career guidance and counselling. The South African Career Development Association (SACDA) has developed an educational framework encompassing counselling techniques, self-evaluation tools and information on careers and vocational preparation (SACDA, 2020). Furthermore, the South African Qualifications Authority (SAQA) collaborated with the South African Broadcasting Corporation (SABC) to launch the National Qualifications Framework (NQF) and Career Advice Service, providing resources, an occupational guidance helpline, an online platform and a weekly radio broadcast programme across nine local radio stations (DBE, 2021). The Grade 9 Career Assistance Project, adapted into a self-directed format amid the coronavirus disease 2019 (COVID-19) pandemic, exemplifies the adaptability of career initiatives to diverse circumstances, emphasising the importance of external support (Van Schalkwyk et al., 2022). Although learners have access to a wide range of tools, resources and platforms, there is a noteworthy lack of research investigating the effectiveness of recipients’ understanding of the distributed material and its dissemination to all learners in the country. Therefore, this emphasises how important it is to incorporate resources and tools into the educational system to guarantee that everyone has fair access to career guidance and counselling.

While career guidance and counselling can function effectively when integrated into the educational system, shortcomings such as the absence of a robust career guidance programme persist when offered by schools, as highlighted in the study by Rukewe and Oats (2020). Learners acknowledge the benefits of career services when adequately provided but express dissatisfaction with the inadequacy of school programmes in meeting their requirements (Makola et al., 2021). Recognising that career initiatives cannot solely rely on educational institutions, the involvement of corporate bodies is emphasised, providing learners with broader opportunities to make informed decisions (Epstein et al., 2018). Furthermore, educators stress the crucial role of career guidance in helping learners understand their strengths and weaknesses and aligning them with suitable career options (Jäckel-Visser et al., 2021). This signifies the need for continuous improvement and collaboration between educational institutions, external organisations and corporate entities to enhance the overall effectiveness of career guidance programmes.

Moreover, a meticulous evaluation of career guidance and counselling emphasises its considerable benefits as well as the impediments it encounters. Career guidance and counselling services play a pivotal role in aiding learners to harmonise their career choices with their objectives, competencies and the demands of the market. This alignment has the potential to mitigate skill mismatches, heighten job satisfaction and optimise overall career trajectories (European Centre for the Development of Vocational Training, 2014; OECD, 2018; Roy, 2020). The significance of career guidance and counselling becomes apparent in its capacity to facilitate informed career decisions, instill motivation and inspiration in learners, cultivate self-awareness, nurture career development during childhood and facilitate networking opportunities with professionals across diverse fields (Kashefpakdel & Mann, 2016; Makola et al., 2021; Otwine et al., 2022; Theresa, 2016; Watson et al., 2016). Learners actively seek guidance on a spectrum of aspects, including career decisions, subject combinations, higher education programmes and employment options, underlining the far-reaching impact of career guidance and counselling on their decision-making processes (Otwine et al., 2022).

Despite its inherent advantages, career guidance and counselling face numerous challenges that impede its effectiveness. Notably, time constraints emerge as a formidable obstacle, influencing the duration of career counselling sessions and constraining the ability to address essential emotional needs, thereby potentially resulting in misinformed career decisions (Otwine et al., 2022; Reid, 2022). The efficacy of career counselling is further hindered by limited rapport and skills among advisors, underscoring the imperative of establishing meaningful connections and enhancing the proficiency of educators and counsellors delivering career advice (Groves et al., 2023; Kabunga, 2020). Socio-economic disparities introduce additional complexities, as learners in economically disadvantaged schools encounter restricted support because of resource limitations, leading to disparate access to vocational guidance (Groves et al., 2023; Musset & Mýtna Kureková, 2018). According to a study by Groves et al. (2023), career guidance and counselling are not equally prioritised or provided across schools and some learners from economically disadvantaged households only receive a limited amount of support because of time and resource limitations. Despite the fact that career counsellors can be quite helpful and effective, stakeholders claimed that a lack of funding for careers meant that some areas of provision or specific groups of students were left out of career-education opportunities such as individual consultations (Groves et al., 2023). Moreover, a uniform approach and a dearth of diversity in career guidance activities impede the provision of personalised support, potentially overlooking specific professions and sectors (Kumar, 2022; Makola et al., 2021). These challenges highlight the imperative of addressing the multifaceted nature of career guidance and counselling to ensure its efficacy and inclusivity.

Moreover, learners assume a pivotal role as the ultimate beneficiaries of career guidance and counselling programmes within school settings, with their perspectives offering valuable insights into the effectiveness of such initiatives. Studies performed in South Africa also showed a broad pattern of learners who were happy with the career instruction they received in school. According to Dabula and Makura (2013), 80% of the participants said their school’s career guidance programme had given them more confidence in making professional decisions. Other participants believed that the career guidance programme had met their needs for career development and that they were prepared for higher education (Dabula & Makura, 2013). Similarly, another study also discovered that learners saw the effectiveness of career guidance and counselling services at their schools favourably (Adewumi & Adendorff, 2014; Jacobs, 2011; Jonck & Swanepoel, 2015, 2016).

However, the authenticity of learners’ enthusiasm has been subject to scrutiny, prompting the utilisation of tools such as Jonck’s (2014) assessment of the efficacy of Career Guidance in Life Orientation, which may provide nuanced insights into the matter (Adewumi & Adendorff, 2014). According to the National Curriculum Statement (NCS), Life Orientation is the study of an individual’s self-relative to others and the community. The topics covered include occupations and professional alternatives, social interaction, physical activity, knowledge of the environment, responsible citizenship, leading a healthy and productive life and self-awareness (Department of Basic Education, 2011). It is noteworthy that some learners perceive Life Orientation as lacking purpose, dull and falling short of its national curriculum objectives (Jacobs, 2011). Issues such as the inadequacy of essential tools in schools, insufficient career guidance and limited access to university information contribute to learners seeking alternative sources for career advice (Maila & Ross, 2018; Njoko, 2019; Ramjit, 2015).

Despite a general consensus on the positive impact of career guidance and counselling on learners, particularly in South Africa, discernible discrepancies exist, especially within underserved schools. Influences from peer pressure, family dynamics, educators and media significantly shape learners’ perceptions of professional education, with their beliefs about the effectiveness of career guidance closely tied to their levels of career maturity (Adewale et al., 2017; Dabula & Makura, 2013; Shafie et al., 2018). The evident disparities and shortcomings in the efficacy of career counselling services, particularly in underserved schools, underscore the necessity for a proactive approach that equips learners with the requisite skills for the Fourth Industrial Revolution (4IR) (Kayembe & Nel, 2019). The potential adverse consequences for learners making career decisions without adequate knowledge emphasise the critical importance of addressing existing gaps in high school career guidance and counselling. In contributing to this ongoing discourse, it is crucial to recognize the possible long-term consequences this vulnerable set of learners may experience in long-term such as graduate unemployability because of mismatch in skillsets or interests. By taking steps to address these issues, proactive measures can be put in place to make a positive impact on learners’ future success and fulfillment by giving them the opportunity to realign their career pathways according to their interests and level of job satisfaction. As a further proactive measure, the study aims to explore Grade 12 learners’ perception of the effectiveness of career guidance and counselling and to identify valuable career resources when making career decisions.

Qualitative research collects and analyses non-numerical data to understand the opinions, thoughts and experiences of participants (Bhandari, 2020). This research design method evaluates the complexity of the study issue and provides in-depth insights (Bhandari, 2020). Examining a phenomenon’s nature entails considering its qualitative characteristics, various manifestations, surrounding circumstances and possible points of view (Busetto et al., 2020, p. 1). A qualitative research design was used for this study over a quantitative one because semi-structured online interviews were used to get first-hand accounts from participants and understand the research phenomenon (Bhandari, 2020).

To investigate the problem statement and research questions, the study used a qualitative descriptive approach. With interviews and other qualitative data, people’s experiences and points of view can be summarised because of this design (Magilvy & Thomas, 2009). However, its shortcomings include limited generalisability and reliance on participants’ accurate responses (Kim et al., 2017). The purpose of the study was to investigate how Grade 12 learners perceived the effectiveness of career guidance and counselling (Sandelowski, 2000). The layout promotes the collection and evaluation of learners’ perspectives and experiences (Doyle et al., 2020; Kim et al., 2017).

Data collection in this research involved using semi-structured online interviews to gather information on Grade 12 learners’ perceptions of career guidance and counselling. Specifically, following careful consideration of multiple factors, online video-conferencing interviews were selected as the primary data collection method, conducted through the Microsoft (MS) Teams and WhatsApp video calling platforms. Mwanda’s study (2022) confirmed the efficacy of online video conferencing for individual and group discussions, ensuring equitable participation despite time constraints, language barriers or geographical isolation, thus producing robust datasets. In addition, this approach facilitated the observation of social cues (Irani, 2019). The chosen technique allowed participants to provide detailed responses, fostering open sharing of their experiences and perceptions (Longhurst, 2003). The interview questions were informed by the systems theory of career development, incorporating demographic factors, career interests, guidance information and knowledge. Throughout the study, participants were presented with a sequence of questions designed to assess their comprehension and viewpoints regarding career guidance and counselling. The questions explored different facets, encompassing their understanding of career guidance, its personal importance to them and their perceptions of its utility. Moreover, participants were asked to describe the specific resources they found helpful for successful career advising and to consider the support they had received in this area. Moreover, they were requested to review the efficacy of the materials supplied and determine their preparedness to make well-informed professional decisions after finishing Grade 12.

The recruitment procedure involved obtaining consent from the Western Cape Education Department (WCED), gaining approval from the University of the Western Cape’s Human Research Ethics Committee and reaching out to schools via email and telephone. After receiving approval from a responsive school, potential participants were approached through the Head of the Department (HOD) for Grade 9 and interested learners provided their details for formal invitations. The researcher sought permission and obtained consent from participants and their parents or guardians using hardcopies, considering limitations in electronic mail and mobile phone access. The interviews were conducted via Microsoft Teams and WhatsApp video calling. Participants were assured of their right to withdraw and verbal consent was audio recorded. The researcher archived the audio recordings securely, ensuring ethical considerations were maintained.

Data analysis is a crucial step in turning gathered data into a comprehensible story, involving coding and thematic analysis. Coding, as described by Theron (2015), facilitated the organisation of data for the qualitative study. The coding process involved systematic interpretation, categorisation and iterative refinement of codes and categories. Thematic analysis, following Braun and Clarke’s (2006) six-phase framework, aimed to identify patterns within the data and explain those themes in the context of the research questions. The six phases included gaining a deep understanding of the data by thoroughly familiarising oneself with the entire data set, including all interviews and any other pertinent information. For this study, each transcript was read multiple times to ensure comprehension. Next, initial codes were generated by identifying significant statements from the transcripts about Grade 12 learners’ perceptions and experiences with career guidance and counselling. The search for themes followed, where these significant statements were used to create meanings, grouped by supporting quotations, and developed into themes based on comparable concepts. During the review phase, the researcher categorised and refined these meanings. In the defining themes phase, the researcher provided thorough descriptions and definitions of any recurrent themes. The process concluded with the write-up of the research findings, where the relevant themes were reported in a write-up. Ethical considerations, such as maintaining participant confidentiality and obtaining informed consent, were consistently adhered to throughout the data analysis process.

The trustworthiness of the research was assured through credibility, transferability and dependability. According to Korstjens and Moser (2018), the degree of confidence in the reliability of the results is a key component of research credibility. To ensure accurate interpretations, the researcher thoroughly explained the objectives and purposes of the research to the participants as a crucial part of the data collection process. For transferability, Korstjens and Moser (2018) describe it as how well findings from qualitative research may be used in various scenarios with numerous participants. In this study, the researcher enhanced the transparency and understandability of the findings by detailing the research procedure, context and participant characteristics. Lastly, dependability, which includes the consistency of study findings over time, was addressed by providing a general description of the various processes involved in conducting the study (Korstjens & Moser, 2018).

In adherence to comprehensive research ethics, this study, as outlined by Saunders et al. (2012), diligently addressed various elements encompassing the development of research concepts, planning, execution and data collection. Ethical considerations extended to the responsible handling of analysed data and the ethical presentation of research findings. The study meticulously followed ethical guidelines, securing clearance from the Social Science Research Ethics Committee (ethical clearance no: HS22/8/67) and obtaining permissions from the WCED and the school principal. Ensuring transparency, participants were fully informed about the study’s objectives, purpose and the audio recording of interview responses, with the option to withdraw without consequences. Consent from parents and assent from participants, especially minors, were obtained, emphasising participants’ rights, confidentiality and protection from potential harm. Participants’ codes and demographic information were securely maintained, underscoring reliability and conformity to ethical standards. Notably, the study prioritised the participants’ right to privacy, explicitly communicated the option to withdraw from the interview without consequences and refrained from any form of coercion.

The insights gathered from participants emphasise the indispensable role of professional guidance in the process of making career decisions. The holistic support offered by career guidance, extending beyond academic assistance, is highlighted by Participant 1, which signifies the emotional and spiritual benefits that contribute to overcoming stress associated with academic challenges:

The contribution brings to light the multifaceted nature of guidance and counselling, addressing various domains such as academic, personal and social aspects. When asked about their impressions of career guidance and counselling, Participant 7 emphasises the importance and value of career guidance for Grade 12 learners, indicating the widespread uncertainty among students about their future paths. The narratives highlight the significance of having someone experienced guide them through the complexities of career choices. In addition, some Participants stated the following:

As read in the responses, the participants perceive career guidance and counselling as a supportive mechanism for making sound decisions regarding educational paths and career choices. They emphasised its value in aiding them in making informed choices in their career pursuits. The sentiment is echoed by Streicher (2021), emphasising the necessity for learners to access professional knowledge, understand their unique job interests and receive guidance on achieving their future goals. Mailula’s (2021) findings further support this notion, indicating that participants believe career counselling can alleviate uncertainty in career decision-making. Collectively, these perspectives emphasise the critical need for efficient career guidance and counselling resources to assist Grade 12 pupils in making informed and meaningful career choices, aligning with the broader goal of identifying their abilities and potential, as suggested by Shah et al. (2021).

The collective insights from participants underscore the pivotal role of independent efforts and effective resources in the career decision-making process. When asked how learners can go about obtaining information, Participants 1 and 2 highlighted the significance of proactive exploration and independent research in aiding career choices, emphasising the value of gathering information through avenues such as open days and online research:

The findings align with Quinlan and Renninger’s (2022) research, emphasising that active exploration and research positively influence career decisions. However, findings emerge regarding the lack of social justice in career guidance resources. Limited resources and access to information about career opportunities create disparities, showcasing the challenges faced by some participants in receiving adequate career guidance support:

This demonstrates participants’ lack of adequate career resources, specifically relating to visits from further education institutions and having a structured process for career guidance. This result was generally consistent with Maree’s (2015) findings, which revealed that learners from disadvantaged areas receive little to no career assistance and information while making career-related decisions. The participants emphasise the crucial need for easily accessible and effective resources, particularly when learners actively guide their career exploration. This aligns with Shah et al.’s (2021) recommendation for comprehensive Grade 12 career guidance sessions, aiming to facilitate informed career decisions and guide academic choices for university studies. These sessions are deemed invaluable for students. The findings highlight the importance of socially just distribution of career guidance resources, supporting Maree’s (2022) assertion that the emphasis is on fostering fairness and equal opportunity in accessing career aid across diverse backgrounds. This may imply the necessity to provide both individual and collective career guidance support, ensuring that underprivileged learners are well informed and have equitable access to resources for their career journeys.

According to the findings, participants emphasised the importance of motivation and encouragement from their families, friends and teachers. Participant 1 highlighted how her family, friends and teachers played a vital role in motivating and encouraging her to pursue her career aspirations. As Participant 1, this sentiment was also shared by Participants 8 and 15:

These narratives reflect the belief held by the participants that receiving motivation and encouragement from their family, friends and teachers plays a vital role in shaping their decisions about their future careers. The research conducted by Mtemeri (2017) supported this idea, demonstrating that family members indeed had an impact on learners’ career choices. This contribution also revealed that schools impacted high school learners’ choice of careers as well as peer advice and encouragement (Mtemeri, 2017). However, a sub-group of participants notices the importance of proactive engagement with teachers for effective career guidance, as highlighted by Participants 3 and 7. While the research suggests limited guidance during classroom sessions, the value of teachers as enablers becomes evident when learners actively seek career-related information:

This finding aligns with Mailula’s (2021) study, emphasising the limited role of teachers in vocational guidance unless specific career-related queries are raised. Based on the narratives, participants demonstrate an awareness of the dual importance of external motivation and proactive engagement with teachers for effective career guidance. This corresponds with the influence parents may have on their children’s decision-making, as seen in Maila and Ross’s (2018) study, and supports Sackett et al.’s (2018) findings highlighting the significant impact of teachers and career counsellors on learners’ decisions. The participants’ perspective seems to align with the broader idea that the educational environment might play a pivotal role in shaping career-related decision-making (Patton & McMahon, 2006).

A prevailing sense of preparedness for post-high school career decisions was evident among some participants, as exemplified by Participant 2, who confidently expressed her passion for helping people and her readiness to pursue tertiary education at institutions such as Stellenbosch University and University of the Western Cape (UWC). As Participant 2, Participant 14 also echoed a sense of readiness, emphasising the importance of research and discussions with others to clarify career choices. When asked about their readiness to make a career decision, the participant answered as follows:

This aligns with research by Datar and Ahmad (2019), emphasising the role of career information services in enhancing students’ understanding of available options. However, some participants exhibited uncertainty and hesitation regarding their readiness for career decisions. Participant 6 mentioned external opinions causing self-doubt, highlighting the influence of societal pressures on students’ career choices. Participant 7 expressed ongoing information gathering and incomplete university applications, indicating a lack of readiness. These findings may imply that with available and structured career guidance support, learners may exhibit more confidence and certainty in their decision making:

The participants’ mixed responses appear to highlight the varied levels of readiness and confidence in making post-high school career decisions. While some express assurance through proactive measures, others highlight challenges influenced by societal pressures and limited access to career information. This suggests the importance of comprehensive career guidance and support to address the diverse needs of learners as they navigate this critical decision-making phase. The research findings reveal that participants acknowledge the importance of guidance and counselling in making informed career decisions. While existing career guidance may have been effective in fostering learners’ confidence, a gap appears to exist in the provision of structured, in-class information sessions conducted by Life Orientation teachers. Consequently, learners are left to independently navigate their career decision-making process through self-initiated research and seeking guidance. This introduces potential challenges, as the effectiveness of learners’ comprehension depends on their interpretation of information for shaping informed career choices. The findings suggest the ongoing need for abundant career resources and emphasise the necessity for a well-structured career programme led by Life Orientation teachers.

Several noticeable limitations were discovered by the study conducted at the chosen school with learners. Firstly, the interviews were conducted online, which posed a challenge in establishing rapport as the participants were unable to engage in face-to-face interactions with the researcher. The utilisation of video calling might have mitigated this limitation to some extent. Secondly, the occurrence of load shedding³ during the data collection phase resulted in interruptions during the interview sessions, necessitating the repetition of questions because of connectivity issues. Moreover, time constraints imposed limitations on the study, as interviews were conducted during recess, limiting participants’ availability. This constraint potentially impacted the depth and breadth of the data collected. The researcher also faced limited control over the school environment, as activities during recess times occasionally changed last minute, and classroom disruptions were a factor that could influence the research process.

Moreover, the participants were exclusively in their Grade 12 (final) year of high school. Given that career guidance ideally commences as early as Grade 9 when learners must make subject selections with some form of guidance, a broader sampling strategy, involving interviews with learners in Grades 9, 10 and 11, could have potentially yielded more comprehensive results. Thus, providing a more comprehensive representation of their perceptions of the efficacy of career counselling and guidance for future career choices. Lastly, because of the school’s designation as a quantile 4 school,⁴ it is possibly that the limitation of this research study is that it might not adequately represent the career guidance and counselling tailored to low socio-economic conditions. When drawing conclusions about the school’s ability to serve learners from low socio-economic backgrounds, this classification could potentially introduce uncertainty. The results of the study imply that the relationship between the school’s quantile rating and the socio-economic position of the parents or the availability of resources at the school might not be entirely accurate, which could potentially limit the usefulness of the findings to low socio-economic conditions.

The study proposes multifaceted recommendations to address deficiencies in career guidance and counselling for learners. Firstly, it advocates for a comprehensive national research initiative in South Africa, drawing on Maketekete’s (2022) and Mailula’s (2021) suggestions for a comparative study between public and affluent schools. This research aims to provide nuanced data reflecting diverse learner experiences, facilitating a more precise evaluation of career guidance across the educational system and identifying potential gaps at the school level. To deepen the study, there is an emphasis on triangulating learner experiences by incorporating the perspectives of Life Orientation teachers, following Jonck’s (2015) and Makola et al.’s (2021) recommendations. This involves actively seeking feedback from both learners and teachers to gain a comprehensive understanding of how learners engage with and benefit from the provided career guidance.

Secondly, the recommendation addresses learners’ reliance on independent research for career decisions by suggesting alignment of Life Orientation educators’ practices with the Department of Education’s goals. Initiatives such as career weeks are proposed to enhance learner preparedness and information. Additionally, the study calls for research on effective strategies for teachers to provide necessary resources, preventing decisions based on limited or incorrect information, as highlighted by Dama et al. (2020) and Mtemeri (2017). Lastly, the study underscores learners’ strong desire for job shadowing experiences and professional visits. Recommendations include establishing connections with local organisations, arranging workplace visits and inviting professionals for informative career sessions at schools, aligning with the broader goal of enlightening students about education and employment options, as advocated by Rukewe and Oats (2020).