Career Guidance and Post-secondary Transition: A Case Study at Two Schools in the Eastern Cape, South Africa

Career Guidance and Post-secondary Transition: A Case Study at Two Schools in the Eastern Cape, South Africa

Tiba Mtiya

Issue: Vol.6 No.14 Article 51 pp.4097 – 4106
DOI: https://doi.org/10.38159/ehass.202561451| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Transitioning from high school to post-secondary education is a critical period that significantly influences learners’ educational and career paths. However, numerous learners, especially those from underprivileged backgrounds, encounter major obstacles during this transition because they have limited access to career guidance (CG) services. This study examined the role of career guidance (CG) in facilitating post-secondary transition, focusing on learners from disadvantaged backgrounds. An interpretivist qualitative approach was adopted, and data were collected from focus group interviews (postsecondary learners) and existing scholarships. The thematic analytical principle was applied to identify the findings of the study, which include challenges of accessing CG services and the effectiveness thereof. Additionally, the findings expose the lack of personalised and responsive career guidance approaches and the absence of technology integration to enhance accessibility and effectiveness. The research raised concerns about the inefficiency of CG practices to address challenges of post-secondary learners and advocates for policy review that promotes equity of career guidance at schools. Furthermore, the study recommends that schools (especially underprivileged) must be provided with funds, resources and infrastructure to provide tailor-made career guidance initiatives and services. Moreover, technology integration into CG practices, provision of professionally qualified counsellors to schools and effective monitoring mechanisms are essential for success. Responding to these recommendations will support post-secondary learners to explore opportunities and thus, make informed decisions about their future. This research contributes to the broader discourse on educational equity, highlighting the transformative potential of practical career guidance for inclusivity and an opportunity-rich learning environment.

Keywords: Career guidance, post-secondary education, learner transition, educational equity, technology in education.

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ABOUT AUTHOR(S)

Tiba Mtiya is currently a lecturer at the Faculty of Education, Walter Sisulu University, South Africa. She holds a B.Ed. Honours Degree in Education. Currently, she is finalizing her Master’s degree, and she is a novice researcher. Also, Tiba Mtiya has presented papers at national and international conferences. Tiba Mtiya serves as a Deputy Chairperson of the Library Faculty committee and also as a Faculty Board member at the Walter Sisulu University.

TO CITE ARTICLE

Mtiya, Tiba. “Career Guidance and Post-secondary Transition: A Case Study at Two Schools in the Eastern Cape, South Africa.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 4097 – 4106, https://doi.org/10.38159/ehass.202561451