Higher education, job or entrepreneurship? Rural high school learners’ perceptions of post-matric options in Mpumalanga, South Africa

Abstract

Background: Making post-matric and career decisions is a significant challenge for rural high school learners in South Africa, where access to career assessments, information and professional guidance is limited. While urban schools increasingly benefit from career services, rural learners face persistent structural and informational barriers that negatively impact their career decision-making.
Objectives: This study explores how Grade 12 learners at a rural high school in Mpumalanga, South Africa, perceive and navigate their post-matric career decisions. It focuses on the factors influencing their choices in a context marked by socio-economic constraints.
Methods: A qualitative research design was used, drawing on focus group discussions and reflexive essays from 17 Grade 12 learners. Thematic content analysis and ATLAS.ti were used to analyse and present findings.
Results: Most learners aspire to higher education as a pathway to social mobility, but face financial barriers and limited university access. Some seek immediate employment to support their families or save for further study, while others consider entrepreneurship because of high youth unemployment. While career guidance is important, many rural schools lack trained professionals and sufficient resources. Learners rely on peers, family and informal school initiatives for advice.
Conclusion: Structural inequalities significantly shape learners’ post-matric choices and limit their access to informed career pathways, reinforcing cycles of disadvantage.
Contribution: This study contributes to understanding rural youth career decision-making in South Africa and calls for enhanced career counselling, increased financial aid and support for vocational and alternative pathways.