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Career guidance and career readiness in secondary schools in Uganda -…
Career guidance and career readiness in secondary schools in Uganda
Domain and scope
Challenge
Informed and feasible next steps
Secondary school students in Uganda
Readiness
Self and pathway knowledge
Confidence, exploration and planning
Boundaries and transformation
Exclude adult and university services
Personal → organizational → social
Theory and authorities
Social Cognitive Career Theory
Self-efficacy: Can I do this?
Outcome expectations and goals
Learning and context
Experiences shape career beliefs
Support and barriers affect action
Domain authorities
Inter-agency guidance definition
Uganda Ministry of Education and Sports mandate
Individual perspectives
Intentional: upper-left quadrant
Aspirations, interests and confidence
What futures seem possible?
Behavioral: upper-right quadrant
Seek information and compare options
What do students actually do?
Connect beliefs with actions
Confidence may differ from knowledge
Examine accounts and career plans
Collective perspectives
Cultural: lower-left quadrant
Family expectations and role models
Whose definition of success matters?
Systemic: lower-right quadrant
Staff, time, resources and pathways
Who can access and use guidance?
Equity questions
Investigate location and affordability
Avoid assuming identical experiences
Findings and gaps
Intervention review
25 high-school studies reviewed
Adaptability and decision outcomes
Ugandan implementation study
Four schools in southwestern Uganda
Provision studied; causality untested
Open evidence questions
Do improvements persist?
Which outcomes and contexts differ?
Practice and action
Guidance approaches
Career education; group counselling
Individual support and employer contact
Proposed practical sequence
Self-assessment → explore alternatives
Discuss choices → feasible plan
Organized action
International Career and College Counseling Movement: educator training and exchange
Ugandan public discussion of provision
Inquiry questions
Initial research question
How does guidance contribute to readiness?
Ugandan secondary school context
Critical and expansive questions
Does more guidance mean better support?
How could students shape provision?
Ethical and conceptual questions
What makes a choice informed?
Whose needs and options are missing?
Leadership challenge
Coordinate sustained provision
Staff preparation, time and partnerships
Clear responsibilities and useful data
Protect voice and access
Student participation and family dialogue
Consider affordability and local needs
Evaluate meaningful outcomes
Understanding and feasible plans
Consider alternative explanations