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LI_M_POPO PROVINCIAL GOVERNMENT

REPUBLIC OF SOUTH AFRICA ····-----------------------DEPARTMENT OF

EDUCATION CAREER GUIDANCE POLICY

Policy Owners

Sub- Directorate GUIDANCE SERVICES V

' .

Reference Person

Number'of.p~9es: 22

CAREER GUIDANCE POLICY

TABLE OF CONTENTS

Table of Contents Definition of terms ............................................. ...... ........................... ... ... .. . ........... . 3 1. Background and Introduction ...... .......... ..... ...... .................. .. .............. ............ .. ...... 4 2. Policy Statement. .... ... . ... ........................ .... ... .. ... .... ................ . ............... .... ......... 5 3. Purpose of the policy ........................................... .... . .......................... . .. .............. 6 4. Policy Objectives ... ............................... ........... ..... ......... ...... ....... ....... ....... .......... 7

5. Principles Underlying the policy ................ .. ..... ....... ... ...... ........... . .. ... ... . ... ...... ....... . 7

6. Applicability ..... .... ...... ......... .............. ... ... . .......... ... ............. ...................... ....... 8

7. Legislative framework ........... . ............ ... .... .......... . . ........................................ 8

8. Policy Provisions........................................................... . ..... .. ............. ... .... ... ...... 8 8.1. Motivational Talks........ . .. ...... ......... ....... .. .. .. . .. . . .. .. . . .. . . . ..... . ........................ 9 8.2. Career Exhibitions........................... ... . . . . . . . . . . . . . . . . . . . . . . . ........ . ..... .. ........ .. 1 O 8.3. School- Based Career Centres.............. . ............ .. ... .... 11 8.4. Career Dress- up Day............................ . ....... . ....... .. 11 8.5. Linkages.. . .. .... ...................................... .. . . . . . . . . . . . . 11 8.6. Monitoring and Evaluation........ .. ... .......... 11 8.7. Collaboration............... .......... . ..................... ................ ...... 12 8.9. Capacity Building..................... . ........... .. ........................... 12 9. Roles and Responsibilities...... ....... .. ............... ........ .. ......... 12 9.1.Provincial Departmen Officials ................................. 12 9.2 . District Coordinato ........... . .................. .. 13 9.3. Schools............ .. ...................... ............ 13 9.4. Responsibilities Team ......... ... ....... ......... ... ......... .... .... .. 14 9.5. The School- Base .......... .... ......... ......................... .. ... .. 14 9.6. Parents.. .. .......... ..... ...... .. ...... . .............. . .. ...... 14 10. Dele ................. .. ......................... ... .... 14 11. Im .... .......................... . .... ... ................ . 15 12.A ............................ ...... ...... . ... ... ...... .... .. ............. 15 13. For ... · ... .... ................................. ............. ..... ...... .. 15 14. Effecti ... .. .. . ...................... .... ................. .. .. . .......... 15 15. Monitorin Evaluation olicy c pliance .... ....................... .. .......................... 15 16. Review. ....... .•... ... ... ... .. . . ..... . ...... .... .. ... ... ............................ .... ........... .. .... .. 15 17. Signature of Appr ing Aut ty .......................... . ... ..... . ....................................... 16 18. Acronyms . . . . . . . . . . . . .......................... . .... ...... ........... ... .... .......... . .. .. ..... . 17


PSYCHOLOGICAL AND GUIDANCE SERVICES


Definition of terms

Career Guidance

Career Guidance is a vehicle through which individuals are encouraged to apply their

acquired knowledge, skills and values with regard to car · choices.

Career Information

Career Information is information acquired l;>yJearners assist them to make

wise and informed career choices.

Career Dress - up - Day

Career Dress - up - Day is the da

to dress up like their mentors in the

them to take career

School - Based C

to di

Career Exhibitions

rs are afforded the opportunity

as a way of motivating

with rooms, dedicated space used

and other materials, where educators

ars concerning career information. The rooms can

ts, Social Workers, different agencies, other

These are exhibitions held to expose learners to various career options, where a wide

range of service providers, Government departments and tertiary institutions present

information and materials on careers.


Motivational Talks

A talk given to learners or a purposeful interaction to empower them with career related

information.

1. Background and Introduction

1.1 The youth in South Africa is facing a challenge of pJ~fi unemployment due to a lack

of relevant skills. This lack of skills makes it difficult for them to contribute to the

economy of the country, either being employable or by creating jobs. In some cases, it

is the graduates who are unemployed, mjJQJY because they will have studied courses

that are not crucial in the labour market, odhose that f!re in saturation. The solution to

this challenge is a well planned, structured a'nd organized Career Gujdance Services

which is becoming more and rn .e111inent. It is :l?rucial to encourage students to

research the needs of the indus ry, scarce. skills and areas where there is a dire > -'>-.

1.2 Career Guida11. and internationally. There

was historically a nega ,ve attitud~ towards Gµidance as a subject where the Guidance ~ . / : ·{t, ·.. < _: -·

period w ,i=l!~d as a ftee period that•cc)Uld be traded for other subjects which were

consi

't, ;;Ji'·,. betw~7n the subjects chosen and the envisaged career

1.3.1 Some schools. are pushing "softer" subjects discouraging learners to take

"difficult" subjects. Emphasis is put on the number of learners who pass matric and

quality becomes therefore compromised .

1.3.2 Learners lack sufficient knowledge on subject combinations, resulting in subject

matter being irrelevant to further studies.

1.4 Career planning is not linked to Provincial Growth Plans or to the articulation of

scarce skills. It is therefore necessary for schools to have information on Limpopo HMIN i L 3T 7t!HD!!ii ma ... -.


Employment Growth and Development Plan (LEGDP), Provincial Growth and

Development Strategy (PGDS), Provincial Human Resource Strategy and information

on scarce skills. This will help educators to guide learners correctly in connection with

career choice; otherwise learners will continue to saturate certain fields of study while

other fields remain unexplored. As a result, shortage of skills and unemployment remain

a challenge.

1.5 There is a lack of National coordination for Car

Services.

Development and Guidance

1.6 Life Orientation was previously not an examinable sub)ect; and was therefore largely

neglected.

1 . 7 Life Orientation has fewer outcomes thahrelate to,4,~~.reers and c~,r~er choices and ' :i>··..- _,, -~-·--'

they are usually not prioritized. fact that Life Orientation is a conglomeration of

various subjects put together s outCo(Ties, pres'ypposes that educators would , • ,-t,: \:ii r;_,e>t · -- ;:{)}/

concentrate and focus on teaching theu: favourite topics or subject. . .~ ;, .. {ii}

1.8 Career develo t~~.. · Grade '.;·7 c19~9fal ng f curriculum prescripts, but in

view of its seriousne ~l it;shoul x,,,,eally start~~rlier in the child's life, say Grade 4.

have

'\,. )t .. . \ ,·::~it:,,, .f '' '\:/;\ wittHh;Life Orie'ntatiqp most cases, taught by educators who

h it.This is an indication that the subject

are changed constantly, and this defies the investment

that would have be~n (!lade tfirbugh training- thus there is no sustainability. ~,.'.,,/:-··.::-- "'·

1.11 Career Guidance is ,,n'ot prioritized and therefore not adequately budgeted for.

2. Policy Statement

There have been no national policy guidelines to guide and direct development

processes of Career Guidance following the introduction of the National Curriculum

Statement (NCS) in 2002.


The lack of quality career guidance, results in learners' inability to make wise and

informed career choices, which in turn hamper learners' ability to reach their full

potential.

The objectives of Career Guidance are not clearly spelt out in the policies of education

and training'. A Career Guidance policy is therefore needed to guide and eventually

bring improvement to the implementation of Career Guidance Services in the

Department.

The policy proposes the development of diagpo§fih services to enhance

career development and guidance practice, and the es aqlishment of stronger links

between the education sector, economic S$Ctor and the social sector.

The ever increasing educational

effects of globalization as well

professional career guidance serv, rlearners.

, changing la~our market, the

nd phenomena, demand more

The Career Guidance policy seeks to eni:3ble learners to develop the skills necessary to 11 ,;; f· .

obtain and handle information, .. Qe realistic about persdn~I capabilities and aspirations, /{, " ' "''"''

their interests, abilities, \Neakn \ ;: es and r11ake informed decisions about future career ; :,,,~~/>,

It wciLtid '<,;

impro

cnjevement of sustainable economic growth and rt}(.' . i\!r,:,. . ,

in the p.rgv\n.ce, country wide and internationally.

options.

3. Purpose of the Policy

The purpose of this policy is to set out guidelines for the department to ensure that

learners acquire relevant knowledge, skills and attitudes to plan and eventually manage

their career development.


4. Policy Objectives

The key objectives of this policy document are:

• To provide guidelines for the implementation of Career Guidance

programmes within the Department of Education.

• To ensure that learners receive meaningful and appropriate career

information according to grades

• To strengthen collaboration with diffe

• To capacitate officials for the rehensive career services.

5. Principles underlying the Policy

The underlying principles that underpin C

• Information provided is a

• Career guidance provide

of age, gender, disability or

develop me

•

•

•

o The guidance

imbalances

er choice and personal

· accordance with the learners' interest

or parent, and shall not discriminate against

· rovides opportunities for confidentiality, and

tworks and collaborative approaches involving relevant

ded promotes equal opportunities to redress the past

• An adequate referral system should be in place where intervention is needed

• Resources to be maximally used, including career materials and Information,

Communication and Technology (ICT)


6. Applicability

• Career Guidance Services should be offered to all learners from Grade 7

through to 12.The programme needs to be intensified at Grade 9 level, to

prepare learners to choose subjects for the FET phase, in accordance with their

abilities, capabilities, interests, personalities, passion and the targeted career

option.

• The Career Guidance and Counseling progratrime in Limpopo shall take

cognizance of the socio- economic and cultural ~hanges, as well as realities of

the society. This means that the programme shalf<bEil s,ensitive to cultural values,

practices, gender, disability, poverty issues as well as other realities. / .

• Career Guidance Services shall include access to FET and other tertiary

institutions, the current labour market and ~rrJployment trends as well as ,,:.c·- -- - -

personal/social planning

• The Career Guidance pro

of individuals or groups in

educational and career needs

if.Js designed to cater for all

learners regardl_ess'ofoh~ir levef of acade~ic achi~vement and performance . . ,·""'·,st~ .,· ·._ ' .

7. Legislative Framework/R "'~\ . '.(:i.

Guid ~, "~ub:'5 · ,::: -,t;pi:tt~ t:~

documehtS'. ·· an "Vf ~

ra e finqsjts mandate in the following legislative '\~

-<:~:+;:$,

~ )itution of th~(Republic of South Africa, Act 108 of 1996 ~'t{!t ">;, b .. AA

• Education WhJte Papefj, No. 1 of 1995

• NEPA (National Education Policy Act), Act No 27 of 1996

• Education White Pa'per No. 6 (EWP6 ) 2001

• Skills Development Act No. 97 of 1997

• South African School Act (SASA) 1996

• Revised National Curriculum Statement (RNCS) 2003

• National Curriculum Statement Grade R - 12 of 2011

• The Salamanca Statement (The World Declaration on Education for All) of 1994

Ii] II§ i


• United Nations Convention on the Rights of the Child (Article 5 and 17) of 1994

• The South African Library for the Blind Act (Act No 91, 1998)

• Promotion of Access to Information Act (Act No. 2 of 2000)

• White Paper on An Integrated National Disability Strategy of 1997

• Promotion of Equality and Prevention of Unfair Discrimination Act of 2000

8. Policy provisions

In order to give relevant information with regc:1rd to Career Guidance to learners, the

Guidance Sub - Directorate should amon~,ot~er things, undertake to do the following: \~

8.1 Motivational Talks

Motivational talks are career rel ·. Jalks provided)pecifically to Grades 7, 9, 11 and . y·" .,

12 learners by Guidance coordina or~ "'n,otivate and disseminate relevant ~ ~ .

information to better

eventually make i

8.1.1. Grade 7

8.1.2. Grade 9

SClllOOI, ChOO.S~ Subjects Correctly and

hrQ,ughout the year, culminating in October

., ~h Career Dr ss- Up Day event which aims to create ·%\ ''{(\\. .

' )has to provide information to facilitate transition to ,ih

Motivational Talks will be conducted to Grade 9 learners to guide them on careers and

subject choices for Grade 10. Parental involvement is important so that parents can

provide support to their children. Career exhibitions are to be introduced at this level.

= CAREER GUIDANCE POLICY

8.1.3. Grade 11

Motivational talks provide information on career related information emphasizing

information on the Admission Point Score (APS) and the fact that the Grade 11

academic results are important when learners make applications for tertiary education.

These results are the ones used to determine preliminary admissions to institutions of

higher learning while in Grade 12.

8.1.4. Grade 12

Motivational talks in Grade 12 will

schools, for motivational purpose.

8.2 Career exhibitions

Two types of career exhibitions

Exhibitions and Information Associ

are key decision p

lnstit ·

for each district: Careers

, Health and Education Task

in Grades 9 - 12 which

he National career exhibitions for their

ision affiliate with CEIA.CEIA then invites exhibitors

. er their calendar time- table. Exhibitors avail

n on their institution's closing date, financial assistance

vailable in their institutions.

8.2.2 WHETT

WHETT Exhibitions were initially meant for learners doing Mathematics and Science

with an interest in Health, Social Development and Education related careers. Other

sister Department are also included, particularly those that will be needing to attract

mathematics, science and technology learners. These exhibitions target those learners


from rural and deep rural areas, who may not otherwise have access to career

information.

8.3 School- Based Career Centre (SBCC)

A School Based Centre is a special resource that each school needs to establish to

ensure that career information is disseminated and career programmes can be

successfully implemented.

8.3.1 For purposes of piloting a Feasibility study is at identified schools with

a view of establishing a School- Based Career ever, other schools are also

encouraged to establish the SBBCC and run with it using their creativity.

8.3 2. Selection of schools is based on the ,foJ,lowing: &-

y Availability of a room/ centre/ dedicated space r

>"' Positive attitude of staff on he establishment of.such a centre , • .. ,.,._.,.,.·,.

y Availability of computers a .. puter lit~f~te.Life Orientation educator

8.3 3. The centre will be used as a rd~r, 'where: >'ft'·'·''•

>"' consultation can,be;held , -1

>"' Materials kepJJnCiuciingcomputers :··_ ,_., .}

>"' Health Workers, different agencies- educators

,schools cpuld use while visiting.

A Career Dre ::;,J,lp-Day is a,n, annual event that is celebrated in October (in Limpopo, ·; . •·

the 2nd Friday and the month;:,fias been adopted) targeting Grade 7 learners, where they Jib, •'iii'

dress according to their .cl;)osen careers.

8.5 Linkages

Strong links should be established with the outside world to make Career Guidance

effective like career orientation visits and experiential training that some of the learners

undertake while still studying.


8.6 Monitoring and Evaluation

Guidance Services officials should monitor career related programmes at districts and

provide the required support. Monitoring tools will be used as means of verification.

8.7 Collaboration

Collaboration should be established with stake ers such as Government

Departments, SETAs, Community agencies, Private sectpr and Institutions of Higher

Learning to advance their mutual interests by taking part in activities like, career

exhibitions, materials development, development of educators and departmental

officials as well as providing financial assist~n~ to

8.9 Capacity Building

Guidance Services Coordil)qtors shou,ld be capapitated . ;}:t· ·_,,. ' . . . '·'

9areer related programmes

as part of continuous professior1<:1I developmentto be agl~,to provide additional support

to educators.

9. Roi

. plementatio <·,,{ Care <i$3uidance Programmes. They should also: \~i'Kt '

a) r ., ide leadershiQ through coordination of the Guidance Services . ,, ' ':¥8::

b) Develop Guidance policy

c) Plan and evc:1JQate Career Guidance Programmes.

d) Develop, coordinate and support in-service training and capacity building

programmes for District coordinators.

e) Monitor standards of Career Guidance Services at Primary and Secondary

school levels.

f) Ensure the provision of a referral system for intervention

g) Facilitate the development and maintenance of up- to- date School- Based


Career Centres

h) Conduct research to adhere to the Provincial Growth and Development

Strategy, Provincial Human Resource Strategy and Limpopo Employment

Growth and Development Plan.

i) Ensure the provision of motivational talks.

j) Search or develop additional resources/ new information/ new assessment

instruments.

k) Facilitate career exhibitions

I) Coordinate service providers to bring apout q:rder with regard to provisioning ;.;,;;

of services.

m) Build good working relations .With Life Orientation Curriculum Advisory ) !\ :,':· ' ·,}\.

Directorate in order to link the support provided with curricwlum delivery. '· ,_"-"' '"' ' '-· ~.

n) Research current trer,ids and labour rn?rket~.

9.2. District Coordina

a) Coordinate eJmplerri~ot?tion o .. ~ pi?licy on qaceer Guidance in the District. \ '._fB:!i:: :';··,·ft.:,,r-·_::; -- -~.~

b) Conduct rese and s~i,~e findings.with the department and district. !/ .iWJ ··,· 1:,.

c) ols in' fl~., q~~.~IQi}ment anct establishment of Career Centres as well L... ·-,--./r: ,. ···· ->/. ·--· ,,.. - \!"' 21\

rcesN~.G~ordingl . ',\o:',·•··,tY,_

mentjll'.)d . establishment of Career Guidance Programmes .. , • fu

e)

f) training workshops and capacity building for Life

Orientation educators. ~,-,:. :., ,

g) Provide motivational talks.

h) Support schools on career guidance related initiatives

i) Monitoring and supporting career related programmes at school level.

j) Provide referral system for intervention.

9.3. Schools

T !


Principal to:

• Ensure that Life Orientation team establishes School- Based Career Centre as

well as to ensure that the centre is adequately managed.

• Encourage all the educators to support career development programmes in

the school.

' ....... ,

9.4. Responsibilities of a School- Based Career Ceritr, (SBCC) Team

a) Develop and manage the SBCC.

b) Develop School- Based Career Ce .. olicy and facilitate its implementation

c) Plan School- Based Career Centre"a~tivities, projects and programmes for v ··- ~ -,

learners in collaboration with the schcfol librariaq.

e) Provide information session$ to educators andJearners on careers.

f) Assist educators in planning ::~dtiviti~s related to Gareer Guidance.

g) Mobilise materials and resources in theiSchool- Based Career Centres.

j) Maintain an he School- Bas. ,, are

i-::c,,4': "l·,Y';F :•c .•

9.5. School- Based Cat(!Jer Centr:!i~ommit,\~~

Every Ill'§ establ',h ~"~18Hdo·1.. ased,. Career Centre Committee comprising

of re Coordinator (teacher), Life Orientation

9.6 Parents

- Parents can serve asr~soµrce persons, teacher aids on field trips and members of the

advisory committee.

- Can assume liaison roles between the school and the working community.

- Work with educators in instilling the right attitude in children .

- Assist by providing background information of their children and also assist in

analysing their strengths and limitations.

- Provide guidance and support to their children in their career paths.

Ml .. w


10. Delegation

Career Guidance policy will be managed and monitored by the Psychological and

Guidance Services Directorate located in the District Coordination and Institutional

Governance Branch. The Guidance Sub - Directorate will develop plans and budgets to

ensure that all aspects of this policy are implemented.

11. Implementing Agents

The implementing agents for this policy are:

District Coordination and Institutional Governan.ce Branch.

"'' this policy are as follows:

J:,:,,, .. t':::·.·:·,:':.;;:·,_:::;/i{·i

12. Administrative Processes

Administrative processes inheren

Implementing Career Guida

province

· .. rogrammes th~t would benefit learners in the

13. Forms

The following forms ate 0f3ttache' s:?

a) Motivati

b) Mo .

e) Career Dress ~;l:JP Day moN ~; ~:, . -,. . : '

14. Effective Date

The effective date of this policy is the date of approval by the Head of Department.

15. Monitoring and Evaluation of the policy

Monitoring of the policy compliance will be done through the following structures:

(a) Officials from the Psychological and Guidance Directorate

(b) Departmental officials from Life Orientation Directorate


16. Review

The policy will be reviewed once in three years.

17. Signature of approving authority

Head of Department

-CAREER GUIDANCE POLICY

ACRONYMS

APS: Admission Point Score

CEIA: Career Exhibition Information Association

WHETT: Wealth, Health and Education Task Team

SBCC: School- Based Career

ICT: Information, Communication anti[echnology


LI1V1POPO PROVINCIAL GOVERNMENT

REPUBLIC OF SOUTH AFRICA ···-~-----------------""""',";<'~-·· DEPARTMENT OF

EDUCATION


MOTIVATIONAL TALK REPORT

A. PARTICULARS

Principal: ................................ ..

Cell No: ................................... ..

Total Enrolm~ht: ........................................ . ,-\'"=- r-n-

: ......................................... No. of boys: ............................ .

No. of girls: ............................. .

8.1. ACTIVITIES

1. Motivational Talks


1.1 Topics Covered

1.1.1 ............. ................................. .

1.1.2 ............................................ ..

1.1.3 ............................................. .

1.1.4 ............................................ ..

1.1.S ........................... .................. .

B.2. Other Topics Covered

1 ......................................... .,; ..... .

3 .............................................. ~ ••

C. MATERIALS Supplied

1. ~-·············•••11•••.····························· ,.

3 •.. , ••• ~) ............. ;-~t;·.i ........................ .

............. ;'>

1.1.6 ..................................................... .

1.1.7 .................................................... .

1.1.8 .................................................... .

1.1.9 .................................................... .

2 ............................................................. .

··-······· ................................................ .

2; :" .......................... ..................... ... ... .

4 ........................................................ .

6 ........................................................ ..

20........ .. ........ 20 ....... .

E. CHALLENGES: i~ ...... ; .......................................................................................................... .

2}' .................................................................................................................. .

3 ............................... ................................................ .................................... .

4 ................................................................................................................... .

Remarks by Teacher: ................................................................................................................ .


LIN1POPO PROVINCIAL GOVERNMENT

REPUBLIC OF SOUTH AFRICA

DEPARTMENT OF

EDUCATION Principal's Signature: ................................ . Officer's Signature: .................................. .

Date: .................................................. .

PSYCHOLOGIC4.L ~ND

.,.,.,., . '1'<'>,

PARTICULAiS, ~'0~~~~

~?/;'~%

e ... o• 1 ee I• I e e ea e ee e I ea e f • e Ii;:· ... ~~~:. e e I•• I 1'

SCijQOL STAMP

/

REPORT FORM

Name of Scffot>j: .......... ~'?.:' ................... .. Principal: ................................. .

Cell No: ................................... ..

Circuit

Circuit Cluster

District

Total Enrolment: .. .. ...... .... ... ........ ..... ..... ... .. .

Grade(s) : ......................................... No. of boys: ............................ .

No. of girls: ............................. .


B.1. ACTIVITIES

1. Monitoring and Support

1.1 Topics Covered

1.1.1. .............................................. 1.1.6 ..................................................... .

1.1.2 .............................................. 1.1.7 .................................................... .

1.1.3 .............................................. 1,1:~8,} ................................................... .

1.1.4 .............................................. 1'.'1,~:9 .................................................... .

B.2. Other Topics Covered

1 .............................. :, ........... ~_!:~······ 2 .... :r~ .. :,·····················································

2 . ...................................................... .

4 . ... ....... ............................................ ..

6 . ........................................................ .

HREE consecutive years:

20 ............... . 20 ................. . 20 ................ .

D. CHALLENGES:

1 .......................................................................................................... .

2 ................................................................... ................................................ .

3 .... ..... .... ......... ... .. ......... .......... ... ...... ... ... ...... ... ........ .... .. ......................... ..... . .

4 . ... ............... .................................... ............................................................ .

,,., IHM rnnrrm::mn -CAREER GUIDANCE POLICY

Remarks by Teacher: ................................................................................................................ .



DEPARTMENT OF

EDUCATION

Principal's Signature: ................................ . Off{ier's Signature: ............... ................... .

Date: ........... ....................................... . Da*e: ....................................... .

SCHOOL STAMP . {

Principal: ................................ ..

Cell No: .......................... ... .... .. ..

Circuit

District

CHALLENGES: 1 ...... .............................. ...... .................. ........ ................ ...... ..... .... ..... ................... ... ............ ..

2 ................ ............ .................. ........................... ................................................... ...... ... ......... ... ................ ... .

3 . .................................. ........... ................................. ................................................................. ................ .... .

4 ......... .................... .. ... ... ...... .... ..... .................. .............................. ...... ........ ... ........ ... ......... ...... ...... ............... ..


REFER ED TO: ......................................................... .. .

REASON{S) FOR REFERAL:

REFF ER ED BY .............................................. .

DESIGNATION ................................. .

SIGNATURE ..................................... .. DAT_E ....................................... .

DATE ..... ;'tr-................................. . SM: PSYCHOLOGICAL AND GUIDANC


w " " ' '



DEPARTMENT OF

EDUCATION


GUIDANCE MONITORING TOOL FOR CAREER DRESS UP -DAY

A. PARTICULARS

Name of School: .................................. . Principal: ................................. .

EM IS --------- Cell No: .................................... .

Circuit

Circuit Cluster

District

Total Enrolment: ........................................ .

Grade:7 : ......................................... No. of boys: ... .. ....................... .

No. of girls: ............................. .

B.1.CHOSEN CAREERS

l# I Career

1. =+ 2. ··----------------·----~--------~--=

3.

Gender Number of TOTAL

learners -----·------+------1------ -----

t---+---------------+-----,--------t------

4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14.

C. MATERIALS Supplied

1 . ..................... ............... .............. . 2 . ... ............... ................................. .

D.OBSERVATIONS MADE

1. ----------------------------------------------- 2. ----------------------------------------

E . CHALLENGES. 1 ........................................................................................................ .

2 ............................................................................................................. .

3 ............................................................................................................ .

F. INTERVENTION NEEDED: --------------------------------------------------------------------------

G. REMARKS BY TEACHER: ......................................................................................................... .

••• ••• • •• • • • ijt, ......................................... " ............................................. " . .. . . ...... . .. . . -~ .............. . ............. .

Principal's Signature: ................................ . SCHOOL STAMP:

Date: ................................... .

Officer's Signature: ........................... .

Date: ...................................... ..

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