| dc.description.abstract | This study explored the integration of career guidance in the teaching and learning of History. A case of selected secondary schools in Wakiso district. This study originates from the realization that the learners of History at the Advanced Level of education are failing to attach value to its undertaking concerning eventual career development. This challenge is attributed to among other reasons, the inability of teachers to integrate career guidance in the teaching of History at the Advanced Level of education. Russen’s theory of Historiography was employed to underpin the study which advocated for a dialogical relationship between the disciplinary practices and life practices of History.
The, study is guided by three research questions: firstly, what is the perception of learners on integrating career guidance in the learning of History at the Advanced Level of education in secondary schools for career development in Wakiso district? Secondly, what is the perception of teachers on integrating career guidance in the teaching of History at the Advanced Level of education in secondary schools for career development in Wakiso district? Thirdly, how do the teaching methods of History at the Advanced Level of education in secondary school’s support learners achieve career planning in Wakiso district? The study employed the qualitative approach, informed by the interpretivism paradigm and a multiple case study design. Data from questionnaires, interviews, Focus Group Discussions, and observation were thematically analyzed supported by multiple case study analysis.
The study findings revealed that career guidance principles (informed educational and occupational choices) are important but not being integrated into the teaching and learning of History at the Advanced Level of education. The teaching of History enables its learner’s transit for higher education and later attain career s but with no clear guide lines on career guidance integration. The lecture method majorly used to teach History in secondary schools at the Advanced Level of education, limits skill acquisition for career planning.
The study concluded that career guidance is important in the teaching of history in secondary schools at the advanced level of education and needs to be integrated. The teaching of history enables learners transit for higher education and eventual career development. The lecture method used to teach history in secondary schools at the advanced level of education limits skill acquisition for application in the world of work for career development.
Firstly, the researcher recommended that NCDC should as well review the upper secondary curriculum to integrate career guidance principles in the teaching and learning of History at Advanced Level of education. Secondly the career guidance and counselling department under the Ministry of Education Sports Science and Technology should come up with clear policy guidelines on the integration of career guidance in the teaching of History in secondary schools at Advanced Level of Education Thirdly, the teaching of History at the Advanced Level of education should be blended to use both the teacher and learner centered approaches.
The contribution of this research lies in the teacher’s continuously combining career guidance principles with History content to embrace competence-based learning which enhances career development. Additionally, the theoretical contribution of this study lies in advocating for teachers and respective career counsellors to supplement the constructs of Russen’s theory of historiography with “guided” to imply guided needs for orientation, theories of the past, methods of empirical research, forms of representation and functions of interpreted needs. This might enable the learners of History to make informed career choices, attainment, and sustainability. | en_US |
