1

PARENTAL GUIDANCE FOR CAREER

CHOICE OF SECONDARY SCHOOL

STUDENTS IN THE OPINION OF

EDUCATIONAL COUNSELOR

RESEARCHER

MARIAM HASSAN

RESEARCH SUPERVISOR

MAROOF-BIN-RAUF

A Research Report Submitted in Partial Fulfillment for the

Requirement of Master‘s Degree

M.A. FINAL YEAR

DEPARTMENT OF EDUCATION

UNIVERSITY OF KARACHI

SESSION: 2013-2014

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Letter of Approval

Certified that contents of this thesis entitled ―PARENTAL GUIDANCE FOR

CAREER CHOICE OF SECCONDARY SCHOOL STUDENTS IN THE

OPINION OF EDUCATIONAL COUNSELORS‖ submitted by MARIAM

HASSAN have been found satisfactory for the requirements of the degree.

The thesis found correct and meets the standards set by University of Karachi.

Signature of Research Supervisor Signature of Chairperson

(Mr. MAROOF BIN RAUF) (Dr. RIZWANA FASEEL)

Department of Education Department of Education

University of Karachi University of Karachi

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DEDICATION

This thesis is dedicated to my loving parents, FOZIA

USMAN and SYED HASSAN (Late) specially my

husband, FARHAJ QURESHI and my children ZOHA and

TALAL and all those who give me courage and their kind

support.

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ACKNOWLEDGEMENT

In the name of ALLAH, the most compassionate, the most merciful.

First of all I would like to express my gratitude to ALMIGHTY ALLAH

who gave me the power of knowing. Secondly, I would like to thank Dr.

Rizwana Faseel Hussain, Chairperson, Department of Education, and

University of Karachi who allowed me to do this research. I am very

thankful to my supervisor Maroof-Bin-Rauf whose sincere help and

guidance has only made this effort possible. I am also very grateful to my

family, In-laws specially my Mother-in-law for her full support, friends,

others teachers, research participant and all those who co-operated with me

in conducting this research study.

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ABSTRACT

The study was designed to investigate the role of parental guidance for career

choice of secondary school students in the opinion of educational Counselors in

Karachi. Populations of the study were all male and female educational

counselors, psychologists, experienced teachers of different educational

institutions specifically at secondary level. It was found that parental guidance

influence most at secondary school students on subject selection/career choice. It

was suggested that, parents need to be conscious of their role in the future of their

kids and the society. The institution of family is the most important organization

that prepares the future of the kids. They must be more supportive rather than

imposing their wishes they must guide them in such a way that the kids can chose

their own subject confidently.

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TABLE OF CONTENTS

S. No. CHAPTER No.1

INTRODUCTION Page No.

1 1.1 Introduction 1

2 1.2 Statement of the Problem 3

3 1.3 Need and Significance 3

4 1.4 Limitations 5

5 1.5 Objectives 5

6 1.6 Research Questions 6

7 1.7 Keywords 7

8 1.8 References 8

CHAPTER No. 2

REVIEW OF RELATED LITERATURE

9 2.1 Introduction 10

10 2.2 Parental Guidance 10

11 2.3 Career Choice 16

12 2.4 Need of Career Planning In Pakistan 18

13 2.5 Educational and Career counseling In Pakistan 21

14 2.6 Current Situation In Pakistan 22

15 2.7 Secondary School 23

16 2.8 School Guidance And Counseling 23

17 2.9 Working With Parents 24

18 2.10 Secondary School Students 25

19 2.11 Adolescence Characteristics of Middle School 25

20 2.12 Factors Among Secondary School Students For

Career Choice 26

21 2.13 Preparing Students For A Career At Middle School 27

22 2.14 Students Belief About A Career 28

23 2.15 The Role Of Parents Of Middle School 31

24 2.16 Education System In Pakistan 32

25 2.17 Table of Various Levels of Education System in

Pakistan 33

26 2.18 Secondary Education 33

27 2.19 Education Counseling 34

28 2.20 Interviews from News Paper Articles 44

29 2.21 References 48

CHAPTER 3

RESEARCH METHODOLOGY

30 3.1 Introduction 54

31 3.2 Research 54

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32 3.3 General Types of Research 55

33 3.4 Types of Educational Research 58

34 3.5 Qualitative Research 61

35 3.6 Population 63

36 3.7 Study Context 63

37 3.8 Sample 64

38 3.9 Data Collection Tools 66

39 3.10 Qualitative Data Collection Methods 68

40 3.11 Observation 68

41 3.12 Interviews 69

42 3.13 Table of Structure, Unstructured and Semi Structure 70

43 3.14 Pre-testing 71

44 3.15 My Own Descriptive Memos/Field Notes 71

45 3.16 Methods of Data Analysis 71

56 3.17 Ethical Consideration 73

47 3.18 References 74

CHAPTER 4

DATA ANALYSIS

48 4.1 Introduction 78

49 Questions, Answers And Analysis 78

CHAPTER 5

IMPLEMENTATION CONCLUSION AND

RECOMMENDATION

50 5.1 Summary 88

51 5.2 Results With Discussions 89

52 5.3 Recommendations 96

53 5.4 Critical Analysis Of Research And Further Research 103

54 5.5 Topics For The Further Research 103

55 BIBLIOGRAPHY 105

56 APPENDIX 111

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CHAPTER No.1

INTRODUCTION

1.1 Introduction

1.2 Statement of the problem

1.3 Need and Significance

1.4 Limitations

1.5 Objectives

1.6 Research Questions

1.7 Keywords

1.8 References

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CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION

―Education is our passport to the future, for tomorrow belongs to the

people who prepare for it today.‖ (1)

Malcolm X

Every nation of the world aspires toward quality of life and social status. Career

selection is one of many important choices that students make in determining

future plans. This decision will affect them throughout their lives. The essence of

who the student is will revolve around what the student want to do with their life-

long work. The choice of career has been a serious problem among the secondary

school students. People desires to choose a career is different, many people desire

high income; others want adventures while some others want to serve people to

make the world a better place. Every student carries the unique history of their

past and this determines how they view the world. A lot of student in secondary

schools believe that their future is a glorious adventures in which they are bound

to succeed. In most countries, the transition from compulsory secondary education

to post- compulsory secondary education is the most critical phase of the

education process. The choices made by adolescents have direct consequences not

only for individuals but also for the whole of society. Moreover, this particular

choice significantly affects the function of the whole education system and the

socio-economic system. The choice of job occupation is a critical decision that

young people are usually obliged to take at the age of fifteen. In order to assist

with the decision-making, reliable information and channels of communication

appear to be necessary. Clarification of individual objectives, the specification and

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interpretation of future work opportunities in terms of satisfaction and career

development, is usually a painful process not only for the adolescents but also for

their families since they play a key role in the decision-making process.

From a global perspective, we observe the well-known education systems, like

those in the West, to accommodate students in a very flexible manner. This

appears to be modified for individual persons, which give the students

opportunities to explore their potential, sometimes within the academic setting and

sometimes, outside of it. This approach results in the injection of bright, fresh

graduates into the corporate world, who bring with them new ideas, thereby

ensuring that the business environment stays current and progressive.

An overview of how modern education systems operate has been given earlier.

Guidance and counseling provided to the students throughout their education as

the key to success for those education systems. Implementing a similar approach

in Pakistan would lead to students exploring their individual capabilities and

maintaining constant interest in acquiring education that suits them, hence

excelling, not just academically, but also in other spheres of life. There has been

talk of implementing a similar approach in Pakistan as well, but it has been taken

up only by the private education sector, and by only a few institutions within

it.Students in secondary schools like many others young adults are always worried

about what they will do with their lives, the kind of adult they will become. They

are concerned about early entry into the occupational world and finding

productive and rewarding places in and out rapidly, fast changing societies where

wages employment is unlikely to be available on a scale sufficient to absorb more

than a small fraction of the young people when they do arrive at the labor market.

How the young people of today meet the problems of tomorrow will depend upon

the amount of success they make in planning for that tomorrow. Planning for

tomorrow itself is primarily the responsibilities of the parents, teachers and school

counselor. Students need general orientation into the world of work through the

curriculum. The choice of career is a delicate issue that requires caution and

serious considerations. The kind of career the youths pursue can affect their lives

in many ways. The researcher has taken the initiative to select this topic of vital

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importance. The current study needs immediate attention, due to this following

topic is chosen.

1.2 Statement of the problem

The topic of my study is;

―Parental Guidance for career choice of secondary school students in

the opinion of Educational Counselors”

1.3 Need and Significance

―Because the world is making such drastic demands upon the coming workers,

every thoughtful man and woman, every teacher and reflecting parent, is planning

ways to fit the children for the life and needs of this new century.‖ (2)

Meyer Bloomfield, 1917

In the twenty-first century students for their educational, social, and career

success, will require effective work habits and the ability to make sound decisions,

solve problems, plan effectively, work independently, communicate well,

research, evaluate themselves realistically, and explore new educational and

career opportunities.

Guidance helps people accomplish goals whether they are learners planning their

education, training and careers, or adults planning their careers or further training,

or preparing to become more employable.

A carefully planned guidance and career education program, beginning in the

elementary grades and continuing through secondary school, will help students

acquire these skills. Parents directly or indirectly influence decisions of their

children regarding career. These programs won‘t be effective without proper

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involvement of their parents as they are first ever role model and an investor of an

individual.

Parents is primary source of Guidance they can add an important extra ingredient

that will boost their children's success at stage of life. Parent participation is the

ingredient that makes the difference. Parent‘s involvement with their child's

education at home and in school brings great rewards and has can have a

significant impact on their child's lives.

The need of the moment is for parents and education counselors to pinpoint the

exact interests of the school-going children and to permit and encourage them to

excel in those respective fields as they risk out of school and into higher

education, thereby expanding their interest-oriented achievements to encompass

the whole education system in Pakistan. For that we could take lessons from the

more developed education systems in the world.

I found lack of support, guidance and counseling – both academic as well as

parental – to be the cause of the overall student population in Pakistan being

scared to explore their individual academic interests. We have seen classic cases

of ‗following the crowd‘ over the years, with the business marketplace

experiencing heavy inflow of doctors, engineers, IT specialists, chartered

accountants, business graduates, etc. This observation points towards pursuing

diverse academic interests and their focus is only on a very limited variety of

professions for their children and students, such as those highlighted above.

In such a scenario, need exists equally for parents and academic instructors, to

realize the diverse potentials of their children and students, and to bring these

potentials out, nourish and polish them through proper academic and career

counseling, as they progress within their school, college, and university years. For

a child to discover and make use of his inherent talent, he needs his parents, first

of all, to realize and acknowledge what is truly best for him, and to allow him to

pursue his interests. At this point, the academic instructors have to step in to

provide the professional guidance and counseling, which is required to groom and

polish the child‘s personality with reference to his respective field of interest.

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1.4 Limitations

Due to limitation of time and resources, I have selected the topic in order to get

the information about the ―Parental Guidance for career choice of secondary

school students in the opinion of Educational Counselors‖, I have focused my

attention to the opinion of educational counselor and also consider psychologist,

behavior counselors, experienced teachers who are dealing with parents and

students regarding career decision making because of unavailability of trained

and qualified educational counselor in the city.

1.5 Objectives

To investigate the factors that, are influencing on the selection of careers

among the secondary school students.

To find out how much parents are involved in the career making of their

children.

To investigate the factors behind parental advice.

To find out the role of parental guidance regarding career choice of

secondary school students in the opinion of educational counselors.

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1.6 Research Questions

Q1. At secondary level, what factors influence on subject selection/career choice

of the students?

Q2. Do you think parents are aware and interested about the abilities and interest

of their children and what they do about it?

Q3. To what extent parents and their interest make influence on career selection of

the students?

Q4. What are the significant factors from parent‘s perspective that they consider

while choosing a career for their children?

Q5. Are there any new trends which are effecting on parental advice regarding

secondary school student‘s career?

Q6. While guiding, which factors are vital and trivial (unimportant) by the

parents?

Q7. Are you satisfied with the current role of parental guidance for career choice

of secondary school students?

Q8. At this stage, how parents can make an affective career choice?

Q9. What are your suggestions at secondary level for the improvement in the role

of parental guidance regarding career choice?

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1.7 Key words

Parental Guidance

Parental guidance means assistance, direction and involvement from parents who

guide their children directly or indirectly (specifically career decision making).

Career choice

Career choice is the deciding or determining on what one wants to do in life or the

line of expertise that one wants to follow. It is important to get advice during this

step in life as it might determine what you will do to earn a living for the rest of

your life.

Secondary school students

A school that is intermediate in level between elementary school and college and

that usually offers general, technical, vocational, or college-preparatory curricula

for children between the ages of 11 to 16/18.(3)

Educational Counselor

A school counselor is a counselor and an educator who works in elementary,

middle, and high schools to provide academic, career, college readiness, and

personal/social competencies to all students through a school counseling

program.(http://www.academia.edu)

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REFERENCES

1. https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&cad=r

ja&ved=0CFQQFjAL&url=http%3A%2F%2Fwww.occc.edu%2Fsupport%2Fpdf%2

Fcorner%2FYourTicketToRidedoc&ei=Q3-

wUterLYnOhAfJiICgAw&usg=AFQjCNGkjeHVPXQskjjPf_7hK1QOBvLwqQ

2. Meyer Bloomfield in his book Finding One‘s Place in Life in 1917 (p. 150).

3. http://www.thefreedictionary.com/secondary+school

4. http://en.wikipedia.org/wiki/Educational_counselling

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CONTENTS

CHAPTER No. 2

REVIEW OF RELATED LITERATURE

2.1 Introduction

2.2 Parental Guidance

2.3 Career Choice

2.4 Need of Career Planning In Pakistan

2.5 Educational and Career counseling In

Pakistan

2.6 Current Situation In Pakistan

2.7 Secondary School

2.8 School Guidance And Counseling

2.9 Working With Parents

2.10 Secondary School Students

2.11 Adolescence Characteristics of Middle

School

2.12 Factors Among Secondary School Students

For Career Choice

2.13 Preparing Students For A Career At Middle

School

2.14 Students Belief About A Career

2.15 The Role Of Parents Of Middle School

2.16 Education System In Pakistan

2.17 Table of Various Levels of Education

System in Pakistan

2.18 Secondary Education

2.19 Education Counseling

2.20 Interviews from News Paper

2.21 References

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CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

This chapter consists of related literature and previous studies. In related

literature, researcher has discussed about the different researches on parental

guidance and other related topics on career choices, secondary school and its

students, school guidance and counseling and also define educational counselor

role in schools and their need. This chapter also consists of interviews from

newspapers on related topic.

2.2 PARENTAL GUIDANCE

Parents have strong impact on their children‘s life especially regarding career

choice. Parents are primary source of Guidance, they conscientiously send their

children off to school every day and expect them to do well they can add an

important extra ingredient that will boost their children's success. Parent

participation is the ingredient that makes the difference. Parents' active

involvement with their child's education at home and in school brings great

rewards and have a significant impact on their children's child's lives.

Parent effects on their children‘s career choices directly and indirectly. Many

researches have shown different aspects of parental influence.

Bear and Roeber (1969) state that,

―Through family influences, everyone is exposed to values, attitudes, feelings,

and a climate for learning. This underscores why the family has profound

influence on the evaluative aspects of the child‘s development including his

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judgment of which career to pursue. A child‘s desires, his satisfaction and

dissatisfaction, and his sense of values are influenced by the educational statuses

in the family too.‖

A child is raised in accordance with the values of the family and as he grows he

learns, internalizes and concretizes the behavior patterns to which he is exposed.

All these behavior patterns and training which the child learns from the family

often determines his job perception and subsequent occupational decision.

―Even with parents stating that their assistance with the child‗s career

development is an important parental task.‖ (Young & Friesen, 1992),

Roe (1956,1957), Switzer (1962), and Onyejiaku (1987), among others have

postulated some positive relationship between children‘s early rearing experiences

and their occupational choice,

―since children spend most of their years at home and they naturally regard the

family as their reference group with parents as significant figures.‖

As the family is the social group with which the child has direct contact, it

determines not only the individual‘s personality but also his vocational interests,

at least to some appreciable extent.

―Parental dynamics and interactions (e.g. attachment, enmeshment, etc.) have

long been assumed to play a significant role on their children‗s career

development.‖ (Bratcher, 1982; Roe, 1957; Zingaro, 1983).

Here are some researches that shows parental influence on individual‘s careers at

adolescents,

―Even though adolescents actively begin demonstrating their independence

from their parents in their high school years, these young adults are still very

much dependent on their parents for their career growth.‖ (Peterson, Stivers, &

Peters, 1986).

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―In fact, parents tend to create the strongest impression on their adolescent‗s

vocational choice more than any other group including counselors, teachers,

friends, or even people working in the identified occupation of desire.‖ (Bardick,

Bernes, Magnusson, & Witko, 2004; Kotrlik & Harrison, 1989)

Hans Sebald (1989) uncovered in his longitudinal study on career choices making

among adolescents,

―That they look to their parents as well as their peers in equal measure but

separated which group they would talk to by the nature of the issue. For mundane

issues such as what clothes to wear, what social events to attend and who to date;

the peers were the dominant advisors. However, when the adolescent required

information on topics such as career planning they looked to their parents an

overwhelming majority of the time.‖ (Sebald, 1989, p. 944).

Joseph Zingaro (1983), another early voice advocating the benefits of family

therapy as a tool for counselors in treating career indecision with clients,

―described how often the problem was not a young person‗s attempt to decide

between one career choice and another, but it was the actual decision making that

was the issue. For the indecisive person, any decision implies movement away

from familiar surroundings (including his or her parents), not movement towards a

new goal. He goes on to discuss how a client, who is undifferentiated (i.e. unable

to separate their emotions or the influence of others upon their own decision

making), may have a difficult time making career choices as he or she cannot

separate his or her parent‗s expectations versus his or her own goals and

expectations.‖ (Zingaro, 1983).

Additional family systems dynamics, that may reduce a student‗s ability to make

effective career-related decisions,

‖family patterns of interaction that include: over-involvement of parents in their

children‗s educational or career plans; over-concern by the parents; and cross-

generational coalitions where one parent (or even one grandparent) unites with a

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child to take sides against the other parent. This creates an unbalanced system

where one parent‗s authority over the child is now negated because of the

coalition between the child and other parental figure,‖ (Haley, 1976; Larson,

1995; Nichols & Schwartz, 1995).

For instance, if the father is pushing his son into a career as a doctor but the son

and mother disagree with that path (regardless of the appropriateness of this

career), the father will have a very difficult time influencing his son‗s career

choice, while the mother undercuts his parental authority by siding with the child.

In discussing these dynamics Lopez and Andrews (1987) provided examples,

―Indecisive students who would consistently talk to their parents about their

career anxieties. It appears that most are looking for answers, while almost

simultaneously telling the career counselor about how over-involved their parents

are in their vocational development. The ending result is frustration for the parents

and students who continue to repeat this ineffectual cycle of career decision-

making.‖ Lopez and Andrews (1987)

Another research highlighted that,

―As children begin to transition into adulthood through the formation of their

own identity, the more comprehensive view of parental influence regarding the

child‗s career development is preferred, from a counseling standpoint, as it takes

into account the entire context of the adolescent‗s decision-making.‖ (Chen, 1997;

Grotevant & Cooper, 1988; Middleton & Loughead, 1993).

A recent investigation revealed ,

‖Parenting does not occur in a unidirectional manner, but rather, parenting

occurs as a part of a larger multilayered system of daily life.‖ ((Bryant,

Zvonkovic, & Reynolds, 2006, p. 152).

Additionally, even though parents have been typically thought of as positive

influences on their children‗s career decision-making, it is also possible that

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parents are negatively affecting their children‗s vocational development as well,

thats why parental guidance is important .

―Parent‗s financial concerns and expectations also play a part in their direct or

indirect influence on their children‗s career choice by adding their own biases and

attitudes into particular occupational fields Additionally, parents must also be

aware of their indirect communication they are sending to their children.‖ (Rainey

& Borders, 1997; Young, Valach, Paseluikho, Dover, Matthes, Paproski, &

Sankey, 1997).

Furthermore,

―the young adult‗s understanding of his or her parent‗s expectations will influence

their own career decisions, depending on whether the adolescent feels the need to

go along with their parent‗s views or to rebel against them.‖ (Mau, Hitchcock, &

Calvert, 1998; Penick & Jepsen, 1992).

Jobs are sometimes rooted in family tradition and expectations. Many jobs that

young people want, do not compare to the job they actually get.

Super states that,

‖ it is better to treat this as the discrepancy between aspiration and

achievement. In that arena parents tend to try and influence their children to get a

better job and have a better life than they have. Thus a student, who has no value

in education, in order to raise themselves above their parent‘s level, will likely be

viewed as ungrateful by their parents (Super, 1957).

Parental working attitude have great impact on children career decisions,Paul

(1962) classified parental work attitudes into four broad categories as expounded

below:

1. The silent attitude: here parents do not discuss work openly due to a lack

of interest in the vocational life of the children. Parents here seldom

discuss their own work and much less that of others. They do not make

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vocational plans for their wards thus leaving their children‘s occupational

aspirations to chance.

2. The resentful attitude: parents with this kind of attitude only make

incidental remarks about work. They leave their children‘s occupational

choice to fate and schooling and never attempt to consciously discuss

vocation with their children.

3. The participating attitude: parents with this kind of attitude are keen on

their jobs and discuss them freely and with obvious enthusiasm with their

children thus exposing their children to these occupations.

4. The candid attitude: this describes parents that openly and candidly

discuss all aspects of work, the advantages and the disadvantages thereof,

with their children. According to Paul (1962), children from these

categories of home will have differing attitudes towards work assuming

that other influential variables are kept constant. Again, children from the

third and fourth categories would mature vocationally earlier than children

from the first and second categories.

Parents play a huge role in the choices children make when they start looking for a

career. They influence the level of education or training that their children

achieve; the knowledge they have about work and different occupations; the

beliefs and attitudes they have to working; and the motivation they have to

succeed.

Most of this is learned unconsciously, children and teenagers absorb the attitudes

and expectations of them as they grow up. Some of the key influencers are:

• The expectations parents have for their children's education and career;

• The examples they set for their children;

• The values they show to their family, friends and to society;

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• The opportunities they offer their children to learn and develop; and

• The kind of parent-child relationship they develop.

To nourish a healthy and rewarding career for your child, the following factors are

worth considering:

Encourage your children to get the most education possible.

Strengthen their self-understanding.

Develop their knowledge about work.

Teach them decision making skills.

Value gender equity and cultural diversity.

Become aware of career resources.

Help them become skill-oriented.

2.3 CAREER CHOICE

DEFINITION

Career choices are one of the many valuable acts of choosing a profession or

occupation with opportunities for advancement or promotion. Career choice being

a complex activity to make demands a great input of ideas and knowledge.

Therefore, proper mechanisms should be put in place to help students make proper

linkage between education and career choice.

CAREERS FOR THE FUTURE

If we observe our surroundings, society and most dominating trends in worldwide,

according to UK career oriented site( www.alec.co.uk), it is no surprise that one of

the fastest growing areas of employment in recent years relates to,

Computer technology .Technological advance and the continued integration of IT

and digital communications into the workplace throughout the private, public and

voluntary sectors ensure that this trend will continue for some time. Other careers

deemed to be ‗hot‘ future career prospects relate to areas of scientific advance,

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and in particular the ―bio‖ sciences, such as biotechnology. As companies grow,

so does their administration infrastructure. Consequently, there is also an

expansion in the number of administrative and support roles needing to be filled.

Another guaranteed growth area is the healthcare sector. The increasing number of

healthcare jobs is directly attributable to the growing age of the population.

Demographic changes are leading to other needs in addition to healthcare.

Teaching and tourism, training and development, and care of the elderly are all

areas where openings are set to increase, as are financial advisors Services that

already exist will grow further as the population ages. Standard professions

include the legal sector, police, teachers, tutors, etc.

New services are developing that are opening out into recognized career fields.

Many of these are provided directly to the consumer. Counseling and various

complementary therapies are obvious examples, as well as physical training

instructors and coaches.

FUTURE CAREER TRENDS ARE:

Accountants and auditors.

Applications software engineers.

Computer systems analysts.

Secondary school teachers.

Systems engineers.

Systems analysts.

Network administrators.

Employment and recruitment specialists.

There is also describe some declining careers which is important to know by

students and their parents before guiding them.

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DECLINING CAREERS

Unsurprisingly, the technological revolution has led to a downturn in a number of

work areas. Declining careers include traditional printing jobs, such as typesetting,

which have been largely replaced by electronic processes. Likewise, many

secretarial posts have been lost to more general personal assistant or administrator

roles. Work relating to fax machines, telephone and telex operations has also

declined, as so many communication tasks are now fulfilled via the PC.

The opening up of the global marketplace has also brought about a decline in

certain low-skill technology jobs that are now based overseas. These declining

careers include programming, customer call centers, technical support and other

services that can be provided by telephone or online workers. The same is

occurring with data entry and straightforward accounting or banking jobs. Much

work is going to countries such as India or Taiwan, where overheads and salaries

are far lower.

2.4 NEED OF CAREER PLANNING IN PAKISTAN

The economic downtown has hurt millions of people all around the world because

of which the rate of unemployment has been increasing exponentially. Especially,

this situation, in underdeveloped country like Pakistan, has been found on top

gears because of which numerous people are suffering to survive. In addition,

there are various other factors are also involved due to which the earning

opportunities in Pakistan are less as compared to other countries.

According to source (http://mycareer.pk)

―Finding a job in Pakistan is very hard therefore, the importance of career

planning is one of the major things that one should be doing all the time. Career

planning plays an important role in growing career of individuals.‖

Career planning is very beneficial as it allows people to move on and accelerate

towards the path of success. In addition, a proper career planning will help you to

avoid financial loss, focus on personal interest, and utilize your abilities. Hence,

you will have a perfect realistic approach towards achieving the goals. Students in

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our society start thinking about their careers usually after Matriculation or O-

Levels.

―The challenge for them comes at the time of making the final decisions which is

when they need to rush and hence make career decisions on the basis of unrealistic

grounds such as market trend, parental influence, course with short duration of

study, lack of interesting courses offered by recognized and top institutions, salary

and benefits after graduation, and the cost of the course.‖

Those who select a career on the basis these facts have no specific focus. They

usually stay confused and are bound to face difficulty in finding a suitable and

stable job for themselves.

CAREERS IN PAKISTAN

There is some dominant profession in Pakistan.

1. Career in Business Administration

The most sought after course Master in Business Administration is one of the

highest paying career options in present situation. MBAs can get a variety of Jobs

with satisfactory salary. Business administration person can earn specialization in

Banking, Finance, Accounting and human resource management.

2. Career in Medical Field

Students should choose career in medical field because a career in medical field is

considered as one of the most respectable and top career. There are various

specializations and different jobs related to medical field.

3. Career in Textile Designing and Fashion Designing

There is an amazing range of career options in the Fashion and Textiles sector

because these two fields have made too much progressed over the last years and

you can make excellent career in this field. Although this field looks a little bit

expensive but after getting particular education in this field you can get jobs in

different companies as well start your own personal business because this field is

in high demand these days.

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4. Career as Mechanical, Electronics, Chemical Engineer, Software Engineer

The profession of engineering one of the best and renowned professions from the

beginning and it is still in high demand as in the past years. Engineering is a good

career option. Engineering is a vast field and one can create his/her career in this

sector. This sector requires lots of hard work and innovation. To excel in this field

one thing is most important and that is dedication towards work and abilities to

create something new. In this field a person can earn good amount of money.

5. Career as Chartered Accountant

Experienced and freshly qualified accountants who have interest in research,

technical matters, quality control and academics will have challenging

opportunities and worldwide exposure. If a career in management does not attracts

you much then you can look forward to a career in chartered accountant. If you

have good knowledge of your field you can earn a handsome salary.

6. Career in Airlines Industry

There are many good job options in the field of airline industry. It is one of the top

careers because of some new airlines in our country.

7. Career in Computer Sciences

In this age of technology computer science field is progressing very well. You can

earn good salary if you possess computer science degree from a recognized

university of Pakistan. There are many job options for you in this field.

8. Career as Lecturer

You must be thinking that why it is one of the top listed professions but in real

you can make excellent career in the field of education due to establishment of

new institutions day by day. And a good tutor is always in high demand, in this

field you can do different jobs.

9. Career in Pakistan Defense Forces

There are great job opportunities in Pakistan Air force, Pakistan Navy and

Pakistan Army. You can do different jobs in these air forces in various

departments.

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10. Career in Electronic Media Mass Communication Journalism

With the emerging media communication there are different kinds of jobs present

in the electronic media. You can work as journalist in which you can do research

programs for television, radio and the internet news service and can specialize in

particular type of fields .

According to source (http://www.eduvision.edu.pk), top ten careers in Pakistan

are,

1. Marketing & Brand Management

2. Procurement & Supply Chain

3. Program & Project Management

4. Sales & Business Development

5. Mechanical Eng.

6. HR Management

7. Telecom Engineering

8. Finance & Accounting

9. Software Engineering

10. Creative Designing

2.5 EDUCATIONAL AND CAREER COUNSELING IN

PAKISTAN

Educational and career counseling is a widely used concept in many of the

developed countries, they have counseling facilities to guide students and

professionals but unfortunately it is not very well recognized concept in Pakistan,

one of the reason is many prevailing factors in Pakistan like political unrest

inflation and law and order situation doesn‘t allow people to focus of these kinds

of issues and also lack of awareness, but still there are few schools, institutions

30

and universities who offers counseling to their students, but it should be available

as facility for all.

Educational counseling is a new concept in Pakistan that is essential for better

allocation of the human resources, thorough education counseling, the student is

guided to the institution that suits him best according to his qualification.

Pakistani public is becoming increasingly aware of the importance of higher

education for their career and future well-being. But due to a limited number of

universities in the country and fewer seats available in them, and lot many young

people fail to achieve their goals with the result that lot of precious talent is

wasted every year.

2.6 CURRENT SITUATION IN PAKISTAN

Rapid advancement in technology has created awareness about higher education,

but the students find almost no professional guidance for adaptation of available

careers. So the need for career guidance and counseling in Pakistan has grown

significantly during last few years especially for schools and colleges students.

Career guidance and counseling services need could only be satisfied if schools

educate and train their teachers in the use of career guidance and counseling tools

and techniques. Through source (http://www.thepolestar.org)

―In Pakistan, percentage of school going children is alarmingly very low and this

number keeps on decreasing as we move on to the higher classes. Only 26% of

students make their way to the higher education. So, 74% of the students drop out

due to many reasons.‖

Lack of timely guidance is a major reason in this regard. In addition to this, out of

those who pursue their higher learning, a large number of students make wrong

choices .Also highlight that, ―Due to lack of guidance and information, 250, 000+

students are suffering annually.‖

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41, 000 students appear in entry test of medical colleges and only 5,000

of them get admission

70,000+ students appear in entry test of engineering institutions and only

7,200 get admission (in PEC accredited programs)

150,000+ students of other groups are confused to choose any discipline

Source,

(http://www.thepolestar.org/NeedCareer.aspx)

2.7 SECONDARY SCHOOL

A key function of secondary schools is to prepare students for the future so that

guidance is a function of secondary education. According to National report of New

Zealand,

‖ This is the most common time for parents and students to be focused on subjects

and future choices the times in the school year for career planning. A significant

component of this function involves students achieving academic success. It also

includes support for learners to develop the passions, goals and directions that will

contribute to their families, society and the workplace.‖

From this perspective, high quality careers information, advice, guidance and

education can help transform a young person‘s experience of schooling. Learners

can become much more engaged in education and highly motivated about the

future with a clear understanding of themselves and how they might live and work

when they leave school.

2.8 SCHOOL GUIDANCE AND COUNSELING

Guidance and counseling play a key role in facilitating access and progression in

an individual's lifetime. In order to impart essential skills effectively and

successfully to the youth, an effective secondary school education must provide

good balance between academic education and skills development. Due to rapid

32

changes in society, students require guidance and counseling to enable them make

proper career choices and for acquiring the right skills for successfully adjustment

in the environment.

Those countries who are regularly practicing guidance and counseling services at

school level believe that the guidance and counseling of students is an integral

component of the educational mission of school. Guidance and counseling

services and programs promote the personal/social, educational, and career

development of all students.

According to Manitoba Education services in Canada,

―In the school setting, school counselors, like all school staff, have a set of

professional responsibilities that define their scope of activities addressing the

needs of:

Students

Parents/guardians

Colleagues and professional associates

School and community

2.9 WORKING WITH PARENTS

Parents/guardians fulfill a primary role in the lives of their children. Collaboration

with parents in the best interest of students is a key activity of school counselors.

The focus of school counseling is on the personal, social, educational, and career

development of the student. Providing parents, as appropriate, with accurate

information in a caring manner is part of working with minors in a school setting.

The open sharing of guidance education activities with parents is separate from

the confidential nature of a counseling relationship. Working with students to keep

parents appropriately informed. School counselors bridge communication with

parents at every opportunity.‖

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2.10 SECONDARY SCHOOL STUDENTS

Secondary school students are at the age of adolescence and is best defined in

relation to youth. This is period which begins with puberty and ends with the

several ending of physical growth; it emerges from the later childhood and merges

into adulthood. According to teacher education guidance and counseling blog,

‖ Adolescence is a critical period in the development of personal identity, is that

span of years during which boys and girls move from childhood to adulthood

mentally, emotionally, socially, physically, intellectual, moral and psychological

development.

2.11 ADOLESCENCE CHARACTERISTICS OF MIDDLE

SCHOOL TO SECONDARY SCHOOL STUDENTS

Middle School students undergo profound changes during their adolescent years

and these changes do not occur at the same rate in each individual. While all

adolescents do not share these characteristics, it is safe to say that many do.

Understanding that these characteristics are developmentally ―normal‖ is helpful.

At the same time, while these changes are necessary and natural, they present

challenges to parents, teachers, and students themselves.

Catlin Gabel share these characteristics,

Intellectual Development

Moral Development

Physical Development

Emotional and Psychological Development

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2.12 FACTORS AMONG THE SECONDARY SCHOOL

STUDENTS FOR CAREER CHOICE

Choice of career must depend primarily on an assessment of your own skills,

abilities, personal qualities and traits, interests, availability, geographical location

and social and economic factors. This is essential if you want to be successful, no

matter how good the prospects are in that area of employment. Many things will

also influence a teenager‘s career decisions. Sometimes a game they played when

they were young or a character on a television show can spark a lifelong interest

in a job. Find out who and what can influence a young person's decisions. There

are many influencers on a teenager‘s career decision.

Splaver, S. (2000) determine most dominant factors which are influencing on

students at secondary level that are;

PARENTS

Parents are the most important influencers on a young person‘s career decision.

What parents do for a living; where they live; their education, knowledge and

skills; what they earn; and how they spend their time and money have a huge

influence on their child‘s career decisions.

EXTENDED FAMILY

Older brothers or sisters may strongly influence younger members of the family.

Family work traditions or family aspirations for the future, such as ―I want them

to have a better life than us‖, ―I don‘t want them to forget where they come from‖,

influence a young person's career decisions. Negative beliefs such as ―He‘ll never

amount to anything‖, or ―I‘m a failure and so is she‖, can negatively impact on a

young person's decisions.

FRIENDS

Peer pressure can sometimes limit young people‘s career aspirations.

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CULTURE

Where we live and the values that are held within our own subculture, ethnic

group and society, financial priorities are culturally specific, influence a young

person's career path. Government policy and economics both local and global can

also impact on a young person‘s career decision.

TEACHERS/CAREER ADVISER

A great teacher can set a student on a lifelong love for a subject. Many people can

relate a chosen career back to an influential teacher. Teachers might see talents

that parents or students themselves might overlook. Careers advisers in schools

can offer resources and guidance.

MEDIA AND INFORMATION

The media provides some information about careers, but it is not always accurate

and doesn't provide full coverage of all jobs. For example, catwalk models,

sportspeople and musicians are often covered. But what about jobs that don‘t get

media attention use websites or your local library to find accurate information.

2.13 PREPARING STUDENTS FOR A CAREER AT

MIDDLE SCHOOL

Middle schools are designed to help young adolescents in several ways. It is very

important stage where students take his/her first step towards their career. The

schools continue the learning that students began in elementary school. They

support students as they mature physically and face the emotional problems that

accompany puberty. They also help students understand how their current

educational and personal choices will affect their future life roles, in particular

their choices for a career, because middle schools provide youth with the skills,

self-esteem, and attitudes they need for a rewarding work life.

36

According to Wendy Schwartz, Adult, Career, and Vocational Education:

Vocational Education in the Middle School, explain different important aspects of

middle school through his guide, This guide provides information about,

‖ how middle schools can promote the development and education of adolescents,

especially about how they can focus students' attention on career opportunities and

training. It also offers families some ideas about how they can encourage their

children's career awareness.‖

Finally, it presents some criteria for parents to consider when selecting a middle

school for their children or when participating in the planning and functioning of

the school their children attend.

DEVELOPMENT OF MIDDLE SCHOOL STUDENT

The early adolescents (ages 10-14) in middle school are undergoing rapid physical

growth and experiencing many new emotions. They are moving from concrete to

abstract thinking as they progress in their studies. They are acquiring a self-

concept and social skills. They are developing lasting attitudes about learning,

work, and other adult values. Finally, they are learning to take responsibility for

their education.

2.14 MIDDLE SCHOOL STUDENTS' BELIEFS ABOUT A

CAREER

Youth who are most likely to think about their future careers, and believe that they

have a variety of career options, have high self-esteem and are able to understand

and evaluate complex career information. They have families that help them learn

about career choices and support their efforts, in school and outside, to prepare for

a career.

But some adolescents have difficulty seeing a connection between what they learn

in school, and how they behave there, and their future careers. Students who are

not able to meet with a guidance counselor may not know what they need to do,

and which courses they should take, in order to make their plans for the future a

37

reality. As a result, some students who expect to go to college do not take the

courses necessary for college enrollment. Unfortunately, poor students are least

likely to think about how their middle and high school course choices can limit

their career plans later. They may also have less family support because of all the

stresses created by poverty.

Unfortunately, many youth have already limited their career aspirations by the

time they reach middle school, based on false information and beliefs.

CAREER EDUCATION IN MIDDLE SCHOOLS: PROGRAMS

Many middle school programs can help students plan for a career even if they do

not provide specific training for a vocation. The most effective programs combine

general middle school education strategies with vocational education by doing the

following:

Explore with students how they can successfully live and work in a

culturally diverse world.

Help students recognize their interests, aptitudes, and abilities, and

understand adult roles.

Help students understand the broad scope of work and career possibilities

available currently and in the future.

Help students broaden their aspirations beyond the stereotypes of gender,

socioeconomic status, and ethnicity.

Integrate vocational and academic education to promote intellectual

development, and the acquisition of higher level think and problem-

solving skills.

Assist with students' development of social skills, personal values, and

self-esteem.

Work with families to support their children's career aspirations.

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CURRICULUM

Career planning can be integrated into middle school curriculum in several ways.

General Themes. Organizing the curriculum around themes can promote students'

understanding of how their future career relates to their education and the rest of

their lives. It can also help them adapt to living in a constantly changing world.

For example, one group studying middle schools offered three suggestions for

themes:

Understanding self and others, because a positive self-image

enables appreciation of a diverse society.

Forming a concept of work that involves viewing life options in the

family/work context.

Developing positive relationships by becoming a contributing

member of family, work, and community.

Work-related skills development, Curriculum can introduce students to the world

of work by providing career information and by integrating learning with working.

Students can participate in monitored work experiences, pre-apprenticeships,

entrepreneurships, job shadowing, and community and neighborhood service.

These experiences can also help schools prevent students from dropping out. An

important part of curriculum involving work is support from adults. These adults

include parents; school staff members who act as advisors, brokers,

troubleshooters, or behavior modifiers; and community and business mentors.

Another way for students to learn work skills is to integrate teaching them with

teaching academic skills. Academic skills are learned by performing certain

vocational tasks, and vocational tasks provide a real-world context for academic

skills.

Students can learn academic subjects, integrate the use of technology, and explore

career opportunities in the community by studying local hospitals, restaurants, and

other places of business that provide goods or services.

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INSTRUCTIONAL STRATEGIES

Effective instructional strategies for middle school vocational education curricula

include the following:

Interdisciplinary team teaching.

Exploratory education where students create their own problems and then

solve them.

Learning organized around key concepts or themes.

Cooperative learning.

2.15 THE ROLE OF PARENTS OF MIDDLE SCHOOL

STUDENTS

Wendy Schwartz also explains Parents role at middle level, Parents can encourage

adolescent children to plan for a career in several important ways:

Talk to your children about your own work, and/or the jobs of friends and

relatives, so they will learn about several work alternatives.

Ask your children what they like to do and help them look for ways that

their interests can be reflected in a career choice.

Help your children decide whether they should attend a high school that

offers vocational training, an academic education, or both.

Help your children get information about middle and high school courses

they will need to take in order to enroll in college or a post-secondary

training program.

Work with the school to provide counselors, career and higher education

information, speakers for a "career day," and trips to local employer and

employment agencies.

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2.16 EDUCATION SYSTEM IN PAKISTAN

Education system in Pakistan is included of primary, middle/elementary,

secondary, higher secondary and higher education. Primary education is of five

(5) years of school class 1 to 5 with entry age of five (5) years. Middle level is

from 6th to 8th class. Secondary level is of class 9th to 10th and higher secondary

is of 11th & 12th class. After higher secondary, higher education at bachelor and

master level starts. Previously each degree program consists of two years at

university level but recently Higher Education Commission has extended the time

duration of all Bachelor of Science degrees from two (2) years to four (4) years.

Whereas, professional education in engineering and medicine, the programmes are

offered at university level, which comprised of four and five years, respectively.

Similarly, for other professions, various programmes like bachelor and master

degrees in home economics (for girls), agriculture, information technology, and

veterinary sciences, etc., are offered. For the development of skilled workforce,

another stream is technical and vocational education, which is comprised of three

(3) years of education after matriculation / 10th class and vocational training

certificate courses of six months, twelve months and eighteen months duration

after 8th class or 10th class. These diploma and certificates are offered in almost

all technologies for both girls and boys throughout the country.(source:unesco)

The various levels of the education system are depicted in Table, whereas the

integrated view of education setup is presented through Figure 1.

41

2.17 TABLE: VARIOUS LEVELS OF EDUCATION SYSTEM

http://unesco.org.pk/education/documents/Report_Study_on_TVE_at_Secondary_Level_Pakistan.

pdf

8/27/2013 9:27 AM

2.18 SECONDARY EDUCATION

Secondary Education starts from Grades 9th through 10th. Students can specialize

in science.

Humanities or technical streams

Compulsory subjects for all are English, Urdu, Islamiath, Pakistan studies and

mathematics

In addition, students study the following subjects within the different streams:

Science stream: Physics, chemistry and biology/computer science/technical

subject

Humanities stream: General science and two elective subjects/one elective

subject and one technical subject

Technical stream: General science and two technical subjects.

According to the report (Nordic Recognition Information Centers),

―However, rural areas often offer a limited choice of subjects due to lack of staff

and facilities such as science labs in science streams. Only 35% out of 9,200

42

secondary and higher secondary schools in Pakistan meet the minimum

requirements of an equipped laboratory according to official statistics published in

the Education Sector Reforms: Action Plan for 2001/2002 to 2005/2006. The

government plans to construct new science labs in about 3,000 schools during

2001-2011.‖

2.19 EDUCATIONAL COUNSELOR

Educational counselors advise students on educational, personal and career-related issues

and co-ordinate counseling services for students, parents and teachers. Also known as:

Career Counselor, College Counselor, Counselor, Employment Counselor, Guidance

Counselor, school Counselor.

Nature of work according to (http://imt.emploiquebec.net),

―Educational counselors advise current and prospective students on educational

issues, career planning and personal development and co-ordinate the provision of

counseling services to students, parents, teachers, faculty and staff. They are

employed by school boards, universities and colleges, technical institutes,

correctional facilities and government agencies.‖

Fields of interest usually are,

Counseling, helping others

Teaching, educating

Writing, working in communications and information

The most important Essential Skills for Educational Counselors are:

Oral Communication

Critical Thinking

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DUTIES OF EDUCATIONAL COUNSELOR

If we are talking about the duties, working conditions, personal characteristics,

educational requirements, employment and advancement of educational counselor

that all are explain from the source (http://alis.alberta.ca),

―Duties educational counselors include school guidance counselors who work in

elementary, junior and senior high schools, and university and college counselors

who work in post-secondary institutions such as universities, colleges and

technical institutes.‖

Educational counselors work with individual students and groups of students. In

general, they:

counsel students who are experiencing personal, social, educational or

behavioral problems

Counsel students regarding educational issues such as course and program

selection, time tables and scheduling, school adjustment, attendance

problems and study skills

Co-ordinate co-op and school-to-work transition programs, and the

provision of counseling and information services to students, parents,

teachers, faculty and staff such as career information services, professional

development sessions and interactions with other educational institutions

provide career or vocational counseling services which may include

administering tests and inventories to help students identify their interests,

aptitudes and abilities

collect and make available a wide range of educational and occupational

information (for example, information about awards, scholarships and

financial assistance programs)

establish and supervise peer counseling and peer tutoring programs

act as a resource for teachers and faculty members involved in helping

students or graduates identify and pursue employment opportunities

44

present self-help or information sessions on subjects related to education

and career planning

help students improve their study habits

assist students interested in travel and study programs

evaluate the impact of their work on the lives of the students and other

clients

evaluate the effectiveness of the consulting work they do with teachers and

other professionals

Refer students to appropriate services and agencies when required.

School guidance counselors also help students select appropriate courses, schedule

subjects and choose educational programs. They may have additional teaching

duties. They also may be involved in advocating for students and developing new

programs related to student development. Counselors in secondary and post-

secondary institutions may supervise work experience programs for students.

Educational counselors work closely with a variety of other professionals. School

guidance counselors work with teachers, speech therapists, school psychologists,

social workers and public health nurses. University and college counselors work

co-operatively with instructors and personnel from the Registrar's Office, work

experience programs and placement services.

WORKING CONDITIONS

Working Conditions of educational counselors are,‖ usually work standard school

or office hours but may spend additional evening and weekend hours supervising

extra-curricular activities, attending meetings, advocating for students, developing

workshops or other programs, and planning for their interactions with clients or

other professionals.‖ They usually work in office and classroom environments.

The work can be emotionally demanding and stressful, particularly when

caseloads are high.

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PERSONAL CHARACTERISTICS

Personal characteristics are very important, educational counselors need the

following characteristics:

a genuine interest in helping people resolve their problems

good verbal and written communications skills

the ability to listen and comprehend with empathy and understanding,

without prejudice or judgment

excellent interpersonal skills

the creative ability required to develop new programs or ways of doing

things

the ability to demonstrate the impact of the services they offer

good organizational skills

A tolerance for ambiguity and an ability to adapt to change quickly.

They should enjoy counseling students, co-coordinating information and

developing innovative approaches to problems, and administering and interpreting

standardized tests.

EDUCATIONAL REQUIREMENTS

Educational counselors need a master's degree in educational psychology, applied

psychology or counseling.

EMPLOYMENT AND ADVANCEMENT

Educational counselors work for:

schools and post-secondary institutions

correctional facilities

46

government agencies

Private practices.

Advancement opportunities to administrative positions vary depending on the size

and nature of the employing organization, and the counselor's qualifications.

According to international perspective through source

(http://job-descriptions.careerplanner.com) required knowledge, experience and

education for, "Educational Counselor" are,

1) Education and Training -- Knowledge of principles and methods for

curriculum and training design, teaching and instruction for individuals and

groups, and the measurement of training effects.

2) Therapy and Counseling -- Knowledge of principles, methods, and

procedures for diagnosis, treatment, and rehabilitation of physical and mental

dysfunctions, and for career counseling and guidance.

3) English Language -- Knowledge of the structure and content of the English

language including the meaning and spelling of words, rules of composition, and

grammar.

4) Psychology -- Knowledge of human behavior and performance; individual

differences in ability, personality, and interests; learning and motivation;

psychological research methods; and the assessment and treatment of behavioral

and affective disorders.

5) Customer and Personal Service -- Knowledge of principles and processes

for providing customer and personal services. This includes customer needs

assessment, meeting quality standards for services, and evaluation of customer

satisfaction.

6) Sociology and Anthropology -- Knowledge of group behavior and dynamics,

societal trends and influences, human migrations, ethnicity, cultures and their

history and origins.

47

7) Clerical -- Knowledge of administrative and clerical procedures and systems

such as word processing, managing files and records, stenography and

transcription, designing forms, and other office procedures and terminology.

8) Computers and Electronics -- Knowledge of circuit boards, processors,

chips, electronic equipment, and computer hardware and software, including

applications and programming.

9) Administration and Management -- Knowledge of business and

management principles involved in strategic planning, resource allocation, human

resources modeling, leadership technique, production methods, and coordination

of people and resources. (http://www.academia.edu)

ROLE OF THE SCHOOL COUNSELOR

Parents, the press, administrators and the general public often wonder just what it

is that school counselors do on a daily basis. Gone are the days of school

counselors sitting in their office simply handing out college applications, making

schedule changes for students who want to drop a class or meeting with the

troublemakers in the school.

According to (www.schoolcounselor.org),‖ Today's school counselors are vital

members of the education team. They help all students in the areas of academic

achievement; personal/social development and career development, ensuring

today's students become the productive, well-adjusted adults of tomorrow.”

School counselors are an important part of the educational leadership team and

provide valuable assistance to students regardless of whether they work in an

elementary school or middle school, high school or beyond.

School counselors should spend most of their time in direct service to and contact

with students. School counselors' duties are focused on the overall delivery of the

total program through guidance curriculum, individual student planning and

responsive services. A small amount of their time is devoted to indirect services

called system support. Schools should eliminate or reassign certain inappropriate

48

program tasks, if possible, so school counselors can focus on the prevention needs

of their programs.

WHY SECONDARY SCHOOL COUNSELORS

Today‘s young people are living in an exciting time, with an increasingly diverse

and mobile society, new technologies, and expanding opportunities. School

counselor is ―To help ensure that they are prepared to become the next generation

of parents, workers, leaders, and citizen, every student needs support, guidance,

and opportunities during adolescence, a time of rapid growth and change.

Adolescents face unique and diverse challenges, both personally and

developmentally, that impact academic achievement.‖

Secondary school students' developmental needs is very important factor that

should be considerable by counselor and their parents because, high school is the

final transition into adulthood and the world of work as students begin separating

from parents and exploring and defining their independence. Students are deciding

who they are, what they do well, and what they will do when they graduate. Lot of

people say and write about that,‖ during these adolescent years, students are

evaluating their strengths, skills and abilities. The biggest influence is their peer

group. They are searching for a place to belong and rely on peer acceptance and

feedback. They need guidance in making concrete and compounded decisions.

They must deal with academic pressures as they face high-stakes testing, the

challenges of college admissions, the scholarship and financial aid application

process and entrance into a competitive job market.‖

Counselors are helping students and all the stake holders to meeting the

challenges. Secondary school counselors are professional educators with a mental

health perspective who understand and respond to the challenges presented by

today‘s diverse student population.

―Secondary school counselors do not work in isolation; rather they are integral to

the total educational program. They provide proactive leadership that engages all

49

stakeholders in the delivery of programs and services to help the student achieve

success in school. Professional school counselors align and work with the school‘s

mission to support the academic achievement of all students as they prepare for

the ever-changing world of the 21st century.‖ (http://teacherpages.nhcs.net)

This mission is accomplished through the design, development, implementation

and evaluation of a comprehensive, developmental and systematic school-

counseling program.

COUNSELING PROGRAM AT SECONDARY SCHOOLS

Secondary/elementary School Counselors Implement the Counseling Program by

Providing:

SCHOOL GUIDANCE CURRICULUM

Academic support, including organizational, study and test-taking skills

Goal setting and decision-making

Career awareness, exploration and planning

Education on understanding self and others

Peer relationships, coping strategies and effective social skills

Communication, problem-solving and conflict resolution

Multicultural/diversity awareness

CLASSROOM GUIDANCE

Academic skills support

Organizational, study and test-taking skills

Post-secondary planning and application process

Career planning

50

Education in understanding self and others

Coping strategies

Peer relationships and effective social skills

Communication, problem-solving, decision-making, conflict resolution

and study skills

Career awareness and the world of work

Substance abuse education

Multicultural/diversity awareness

INDIVIDUAL STUDENT PLANNING

Goal setting

Academic plans

Career plans

Problem solving

Education in understanding of self, including strengths and weaknesses

Transition plans

RESPONSIVE SERVICES

Individual and small-group counseling

Individual/family/school crisis intervention

Peer facilitation

Consultation/collaboration

Referrals

SYSTEM SUPPORT

Professional development

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Consultation, collaboration and teaming

Program management and operation

These examples are not intended to be all-inclusive

COLLABORATIONS

Secondary School Counselors Collaborate with,

PARENTS:

With parents counselors focusing on parent education, communication/networking

,college/career awareness programs ,interpretation of assessment results, academic

planning/support, post-secondary planning, scholarship/financial search process,

school-to-parent communications, school-to-work transition programs, one-on-

one parent conferencing, referral process.

STUDENTS:

For students they provide academic support services, program planning, peer

education/support program, peer mediation program, crisis management,

transition programs, school climate, leadership development, community, job

shadowing, service learning, crisis interventions, referrals, parenting classes,

support groups, career education.

TEACHERS:

Teachers are important for success of students and school, so they also provide

assistance to teachers for Portfolio development, providing recommendations and

assisting students with the post-secondary application process, classroom

guidance activities, lessons on post-secondary planning, study skills, career

development, etc. School-to-work transition programs academic support, learning

style assessment and education to help students succeed academically, classroom

speakers, at-risk student identification and implementation of interventions to

enhance success.

52

ADMINISTRATORS:

They can also support administrators for school climate, academic support

interventions, behavioral management plans, school-wide needs assessments, data

sharing student assistance team building and development, student data and result.

COMMUNITY:

Without community collaboration it would not be effective, for this purpose they

provide, shadowing, worked-based learning, part-time jobs, etc. crisis

interventions, referrals and career education.

2.20 INTERVIEWS FROM NEWSPAPER ARTICLE

Secondary schools are the best place from where young teens can practically take

initiative towards their career by selecting specific subject by influencing from

their friends and family, Only a few select subjects are based on their interests and

that also without knowing if their preferred subjects would lead them to their

desired careers or not. Here are some views from different people from newspaper

articles which is relevant to my study,

In Dawn News Paper article on ―Making choices: Career counseling in secondary

schools‖, Arham Mahmood, an 8th grader says,

―I want to be a mechanical engineer so I think it is best to choose Physics and

Math, but this is only my guess. As a teenager, I want to know which subject

combination is preferable to become a mechanical engineer and which other

options are available.‖

Zohaib Aslam, a career counselor based in Karachi. Also explain in this article,

―Secondary school students need career counseling the most. This is because in

secondary schools young students are introduced to a range of subjects they can

select from, the colleges and universities they can go to and the professions they

can enter. In secondary schools, career counseling largely revolves around

students‘ interests and skills only to guide them towards the most felicitous career

53

path. We shouldn‘t expect absolute clarity and decisiveness because as teenagers,

they are still growing up. They need time and exposure to identify what they want

to do with their lives. I encourage students to talk about their favorite subjects and

inform them about the most relevant professional choices that are available based

on their interests,‖

Article also include view of a mother where she share her experience regarding

the dilemma of parents compelling their children to go for a career of their choice,

ignoring their child‘s aspirations and feelings.

Mrs Saqib says that, ―I regret obliging my daughters to opt for medicine when

they were actually interested in business subjects. Primarily, I was looking

forward to a secure future for them and I thought if they become doctors, they

would surely find good jobs. I was hesitant—what if no agreeable positions were

available with reputable companies?‖

Usually parents want children to pick their desired line of profession they need to

look beyond some so called ―prestigious professions‖ and analyze where today‘s

decline job market is heading. A number of new, lucrative professions are

emerging and with the right education and competencies, our younger generation

can easily attain employment.

Another article on The Tribune,―Inadequate career counseling in schools‖, talking

about the career counseling in Pakistan.

President All Private Schools and College Owners‘ Association (APSCOA) Malik

Abrar told The Express Tribune that, ―[Only] schools charging high fees are

giving up to the mark [career] counseling facilities to their students,‖

And this is very much true in Karachi , which I found during my data collection

from educational counselor.

Farah Rahat, Headmistress of the Margalla branch of Beaconhouse School

System, said ―Counselors are an integral part of their whole education system.

―They help students at the most crucial times of their life [when they need to

decide on a career]‖.

54

Khadija Omair, Director Roots School System in Rawalpindi and the head of the

career counselling team, said students also needed psychological counseling in

addition to career counseling. Omair said it was essential to take the personality of

the student in mind and build confidence with them before helping them in

choosing a career. ―While guiding students, I first [try to understand their

mindsets] and then make suggestions best suited to their aptitude,‖

That should also consider by parents when they guide their children,

According to APSCOA, there are an estimated 710 private schools operating in

Islamabad and about 2,100 private schools in Rawalpindi. A majority of them do

not offer career counseling to their students, similar condition in Karachi where

with the absence of such facilities at schools, many students have little choice but

to rely on parents, uncles, friends and cousins to help them refine their career

goals.

The government-run schools also fail to provide counseling services to their

students. ―In Pakistan, 60 per cent [of the schools] are public schools and

unfortunately none of them are even aware of the term ‗career counseling‘,‖ said

Muhammad Murtaza Noor, Director Community Support Program Pakistan- an

NGO that works on youth empowerment and development issues in the country.

The government has also done little to address about the lack of career counseling

services at various levels in Pakistan‘s educational system despite including

internships and job counseling as one of its goals in the National Youth Policy

drafted in December 2008.

Ministry of Youth Affairs spokesperson Arif Malik, when contacted, said the

Ministry was ―working on the issue‖. ―We are trying to create awareness among

the students about the significance of career counseling by arranging seminars and

workshops,‖ Published in the Express Tribune, June 3rd

, 2010.

Dr. Nazima Dharsee courtesy of Knowledge Magazine 2009, share her views on

―Parental influences on career choice‖,―As the role of the family in career

development became more obvious, research moved from examining simple

55

family demographics and their relationships to career development to

understanding the dynamics of family interactions.‖

These newer studies uncovered some important and interesting facts:

It was consistently found that adolescents‘ own aspirations are influenced

by their parents‘ aspirations or expectations of them.

Parental support and encouragement were found to influence vocational

outcome. Through interactions, such as conversations.

Parenting style, support, responsiveness and guidance may even have more

influence than family demographics.

She is also talking about the challenges which parents and students are facing

while child‘s career development,‖ All parents want the best for their children, but

usually they trying to "live their dreams" through their children. Parents may also

become overly-involved in career decisions because they want their children to be

more successful. Children may begin to identify and accept their parents‘ views

and neglect to challenge them or assess their validity, with negative consequences

on their own career choices. In general, most parents recognize the importance of

pursuing a career with good job opportunities, while some parents consider

interest to their children. Without parental approval or support, students and

young adults are often unwilling to pursue or even explore diverse career

possibilities.‖ Dr. Nazima Dharsee courtesy of Knowledge Magazine 2009

56

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http://www.peoplepower.co.tz/aspire/article/?id=33

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(1957). Early Determinants Of Occupational Choice.Journal Of Counselling

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61

CONTENTS

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research

3.3 General Types of Research

3.4 Types of Educational Research

3.5 Qualitative Research

3.6 Population

3.7 Study Context

3.8 Sample

3.9 Data Collection Tools

3.10 Data Collection Methods

3.11 Observation

3.12 Interviews

3.13 Table of Structure, Unstructured and Semi

Structure

3.14 Pre-testing

3.15 My Own Descriptive Memos/Field Notes

3.16 Methods of Data Analysis

3.17 Ethical Consideration

3.18 References

62

CHAPTER 3

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the research methodology employed by the thesis, its

purpose and how it was designed and implemented. It first outlines the methods of

research in education that supports the approach taken with the research. The

chapter then outlines the different methods and types. It also provides an overview

of the data collection methods, as well as analysis the data. The chapter concludes

with ethical considerations.

3.2 RESEARCH

DEFINITION

Redman and Mory,(1933) defined research as, ―Systematized effort to gain new

knowledge.‖

The Advanced Learner‘s Dictionary,1952 also define that,

―A careful investigation or inquiry specially through search for new facts in any

branch of knowledge.‖

WHAT IS EDUCATIONAL RESEARCH

―A cyclical process of steps that typically begins with identifying a research

problem or issue of study, it then involves reviewing the literature, specifying a

purpose for the study, collecting and analyzing data, and forming an interpretation

63

of information. This process culminates in a report, disseminated to audiences that

is evaluated and used in the educational community.‖

(Creswell, 2002)

In less comprehensive terms, educational research is an organized approach to

asking, answering, and effectively reporting a question.

RESEARCH METHOD

All those methods which are used by the researcher during the course of studying

his research problem are termed as research methods.

(Kothari, 2004, p; 8)

WHAT IS RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research problem. It

may be understand as a science of studying how research is done scientifically. In

we study the various steps that are generally adopted by a researcher in studying

his research problem along with the logic behind them. It is necessary for the

researcher to know not only the research methods/techniques but also the

methodology.(Kothari, 2004, p; 7)

3.3 GENERAL TYPES OF RESEARCH

These are some general types of researches based on different purposes.

BASIC/FUNDAMENTAL/THEORETICAL RESEARCH:

Focuses on generating fundamental knowledge. Fundamental research is mainly

concern with generalizations and with the formation of a theory.( Kothari C.R,

2004)

64

APPLIED RESEARCH:

Focuses on the real world questions and applications. Kothari C.R, (2004) stated

that,‖ this research aims at finding a solution for an immediate problem facing a

society or an organization.

EVALUATION RESEARCH:

This research focuses on determining worth, merit and quality of intervention

programs. Picciano A (2004) he combine action and evaluation research, he stated

that,‖this research attempts to determine the value of a program, procedure, or

product in a particular setting with the goal improving same.

ACTION RESEARCH:

This research focuses on solving local problems that researcher face.

ORIENTIATIONAL RESEARCH:

Focuses on reducing inequality and giving voice to the disadvantaged.(Johnson R

Burke.)

EX-POST FACTO RESEARCH:

Kothari C.R,( 2004) defined that,‖Is a kind of ―Descriptive Research‖. In social

sciences and business research we quite often used this term form descriptive

research studies, research has no control over the variables and utilize survey

methods of all kind‖.

CASUAL COMPARATIVE RESEARCH:

It also known as ‖Ex-post facto Research‖. Picciano A (2004) define that,‖it is

attempts to explore cause-and-effect relationships where causes already exist and

cannot be manipulated. It relies on qualitative data sources such as written

documents, interviews and test scores‖.

65

COMPARATIVE RESEARCH:

Kothari C.R,( 2004) defined that it is used to obtaining similarities and difference

between events, methods, techniques etc.

ANALYTICAL RESEARCH:

In this research the researcher used facts or information already available and

analysis those to make a critical evaluation of the material.( Kothari C.R, 2004)

CONCEPTUAL RESEARCH:

It is related to some abstract idea(s) or theory. It is generally used by philosophers

and thinkers to develop new concepts or to interpret existing ones. ( Kothari C.R,

2004)

EMPIRICAL RESEARCH:

This research relies on experience or observation alone, often without due regard

for system and theory. It is data-based research, coming up with conclusions

which are capable of being verified by observation or experiment. It is often called

experimental research. In such research it is necessary to get facts at first hand at

their source and actively to go about doing certain things to stimulate the

production of desired information. ( Kothari C.R, 2004)

FORMULIZED RESEARCH:

Studies are those with substantial structure and with specific hypothesis to be

tested. Kothari C.R, (2004)

CONCLUSION-ORIENTED RESEARCH:

A research is free to pick up a problem, redesign the inquiry as research proceeds

and is prepared to conceptualize as he/she wishes. (Kothari C.R, 2004)

66

DECISION-ORIENTED RESEARCH:

Kothari C.R, (2004) defined that ―This research is always for the need of a

decision maker and the researcher in this case is not free to embark upon research

according to his own inclusion‖.

OPERATIONS RESEARCH:

Operations research is an example of decision oriented research. Since it is a

scientific method of providing executive departments with a qualitative basis for

decisions regarding operations under their control.(Kothari C.R, 2004)

CLINICAL OR DIAGNOSTIC RESEARCH:

This research fellow case study or in-depth approaches to reach the basic casual

relations. This research usually go deep into the causes of things or events that

interested us, using very small samples and very deep probing data gathering

devices. (Kothari C.R, 2004)

3.4 TYPES OF EDUCATIONAL RESEARCH

A more widely applied way of classifying educational research studies is to define

the various types of research according to the kinds of information that they

provide. Accordingly, educational research studies may be classified as follows:

HISTORICAL RESEARCH:

This research generates descriptions, and sometimes attempted explanations, of

conditions, situations, and events that have occurred in the past. Picciano A (2004)

define historical research is attempts to describe and explain conditions of the

past, it generally lies on qualitative data such as written documents and oral

histories. Kothari C.R,(2004) stated that,‖ research that utilize historical sources

like documents, remains, etc to study events, people or ideas of the past including

the philosophies of persons and groups at any remote point of time.

67

CORRELATIONAL RESEARCH:

This research involves the search for relationships between variables through the

use of various measures of statistical association.

CAUSAL RESEARCH:

This research aims to suggest causal linkages between variables by observing

existing phenomena and then searching back through available data in order to try

to identify plausible causal relationships.

EXPERIMENTAL RESEARCH:

This research is used in settings where variables defining one or more ‗causes‘ can

be manipulated in a systematic fashion in order to discern ‗effects‘ on other

variables. Picciano A (2004) define that,‖ this research attempts to explore cause-

and-effect relationships where causes can be manipulated to produce different

kinds of effects. It relies on qualitative data sources such as test scores and

measures of performance‖.

CASE STUDY RESEARCH:

This research generally refers to two distinct research approaches. The first

consists of an in-depth study of a particular student, classroom, or school with the

aim of producing a nuanced description of the pervading cultural setting that

affects education, and an account of the interactions that take place between

students and other relevant persons.

ETHNOGRAPHIC RESEARCH:

This research usually consists of a description of events that occur within the life

of a group – with particular reference to the interaction of individuals in the

context of the sociocultural norms, rituals, and beliefs shared by the group. The

researcher generally participates in some part of the normal life of the group and

uses what he or she learns from this participation to understand the interactions

between group members. Picciano A (2004) describe that this research attemps to

68

describe group behavior and interactions in social settings. It relies on qualitative

techniques, specially observation and the careful recording of events and social

interactions.

RESEARCH AND DEVELOPMENT RESEARCH:

This research differs from the above types of research in that, rather than bringing

new information to light, it focuses on the interaction between research and the

production and evaluation of a new product. This type of research can be

‗formative‘ (by collecting evaluative information about the product while it is

being developed with the aim of using such information to modify and improve

the development process). (http://www.iiep.unesco.org)

EXPLORATORY RESEARCH

Kothari C.R, (2004) defined that,‖ the objective of this research is the

development of hypothesis rather than their testing‖. According to Polit et al

(2001:19), explorative studies are undertaken when a new area is being

investigated or when little is known about an area of interest. It is used to

investigate the full nature of the phenomenon and other factors related to it. In this

study, the opinions of educational counselor regarding career choice of secondary

school students were explored using individual interview. Although this research

has been conducted on parental guidance.

DESCRIPTIVE RESEARCH

Descriptive research provides information about conditions, situations, and events

that occur in the present.

DEFINATION:

According to Kothari C.R, (2004),

―It is the research is the description of the state of affairs as it exists at present. It

includes surveys and fact findings inquiry or different kind‖.

69

According to Rubin& Babbie, 2008: Thomlison 2001:

―Descriptive research attempts to describe characteristics of a sample and

relationships between phenomena situations, and events observed by the

researcher.‖ Thyer Bruce,(2010)

According to Burns and Grove (2003:201), descriptive research ―is designed to

provide a picture of a situation as it naturally happens‖. It may be used to justify

current practice and make judgment and also to develop theories. For the purpose

of this study, descriptive research was used to obtain a picture parental guidance

in the opinion of educational counselors for career choice with a view to

improving the standard of their guidance for students of secondary school.

TYPES OF RESEARCH BY METHOD

By method they are usually three types.

QUALITATIVE RESEARCH:

This is based on the measurement of quantity or amount. It is applicable to

phenomena that can be expressed in terms of quantity.(Kothari, 2004, p; 7)

MIXED METHOD RESEARCH:

Use multiple sources of evidence to warrant or justify your claims. (Johnson

Christensen, 2012, p: 434)

―it should help you think about how you should mix or combine qualitative and

quantitative approaches in a research study to answer your research

question(s).‖(Johnson, Onwuegbuzie,and Turner, 2007)

3.5 QUALITATIVE RESEARCH:

Qualitative research is a type of scientific research. In general terms, scientific

research consists of an investigation that:

70

Qualitative research shares these characteristics. Additionally, it seeks to

understand a given research problem or topic from the perspectives of the local

population it involves. Qualitative research is especially effective in obtaining

culturally specific information about the values, opinions, behaviors, and social

contexts of particular populations. (A Data Collector‘s Field Guide, Module 1,

Qualitative Research Methods Overview, FAMILY HEALTH

INTERNATIONAL)

Burns and Grove (2003:19) describe a qualitative approach as ―a systematic

subjective approach used to describe life experiences and situations to give them

meaning‖. Holloway and Wheeler (2002:30) refer to qualitative research as ―a

form of social enquiry that focuses on the way people interpret and make sense of

their experience and the world in which they live‖.

Researchers use the qualitative approach to explore the behavior, perspectives,

experiences and feelings of people and emphasize the understanding of these

elements. The researcher focused on the experiences from the participants‘

perspective. In order to achieve the emic perspective, the researcher became

involved and immersed in the study. The researcher‘s participation in the study

added to the uniqueness of data collection and analysis (Streubert & Carpenter

1999:17). Complete objectivity is impossible and qualitative methodology is not

completely precise because human beings do not always act logically or

predictably (Holloway & Wheeler 2002:3). Researchers use the qualitative

approach to explore the behavior, perspectives, experiences and feelings of people

and emphasize the understanding of these elements.

Qualitative Research Methods:

The three most common qualitative methods, explained in detail in their

respective modules, are participant observation, in-depth interviews, and focus

groups. Each method is particularly suited for obtaining a specific type of data.

Participant observation is appropriate for collecting data on naturally

occurring behaviors in their usual contexts.

In-depth interviews are optimal for collecting data on individuals‘ personal

histories, perspectives, and experiences, particularly when sensitive topics

are being explored.

71

Focus groups are effective in eliciting data on the cultural norms of a

group and in generating broad overviews of issues of concern to the

cultural groups or subgroups represented. (A Data Collector‘s Field Guide,

Module 1, Qualitative Research Methods Overview, FAMILY HEALTH

INTERNATIONAL)

The rationale for using a qualitative approach in this research was to explore and

describe the opinion of educational counselor on parental guidance at secondary

level. A qualitative approach was appropriate to capture the opinions of them

regarding career choice of secondary school students.

3.6 POPULATION:

The term ―population‖ as used in research, refers to all the members of a

particular group. A population is a group of elements or cases, whether

individuals, objects, or events, that conform to specific criteria and to which we

intend to generalize the results of the research. This group is also referred to as the

target population.

The population was consisted of educational counselor, psychologist and teachers

who are practicing guidance and counseling in secondary schools regarding career

choices and size of population is 6 educational counselor from private schools in

Karachi. They all are considered as the population of the study.

3.7 STUDY CONTEXT

The context is significant in qualitative research. According to Holloway and

Wheeler (2002:34), context includes the ―environment and conditions in which

the study takes place as well as the culture of the participants and location‖.

Qualitative research assumes that data belongs to a larger whole, in which the

descriptive and explanatory context can affect the meaning of the data collected.

This research is being conducted in the context of private secondary schools of

Karachi; where school have individuals who are providing educational counseling,

72

mostly given by experienced teacher, psychologist and behavior counselors. This

was done at their workplace/schools. The opinions of counselors, who provide

counseling for students and parents as well for career choice, cannot be studied

outside their context and are, therefore, dependent on the context and the time.

3.8 SAMPLE:

Group of subjects from whom data are collected

The sample is the group of elements, or a single element, from which data are

obtained. Although the phrase ―the sample included‖ This is used to indicate the

characteristics of the people or events in the sample. Sample has two basic types.

1. Probability Sampling

2. Non-Probability Sampling

1. Probability Sampling:

Probability sampling is the known Probability of selection from the population. It

has four types.

a) Simple Random Sampling: Every member of the population has a‖ equal

and independent chance of being selected for the sample.

b) Systematic Sampling: Every nth member of the population is selected

from a list of all elements in the population .

c) Stratified Sampling. A modification of either simple random or

systematic sampling is first to divide the population into homogeneous

subgroups and then select subjects from each subgroup, using simple

random or systematic procedures, rather than the population as a whole.

This is termed this is termed stratified sampling.

73

d) Cluster Sampling involves the random selection of naturally occurring

groups or areas and then the selection of individual elements from the

chosen groups or areas.

2. Non-Probability Sample is one in which the probability of including

population elements is unknown. Usually, not every element in the

population has a chance of being selected. It is also quite common for the

population to be the same as the sample, in which case there is no immediate

need to generalize to a larger population. It has usually two main types.

a) Convenience Sampling: A convenience sample is a group of subjects

selected because of availability. There is no precise way of generalizing from a

convenience sample to a population. Also, the nature of the convenience

sample may bias the results. Although we need to be very way of convenience

samples, often this is the only type of sampling possible, and the primary

purpose of the research may not be to generalize but to better understand

relationship that my exist.

b) Purposive Sampling: In purposive sampling (sometimes referred to as

purposeful, judgment or judgmental sampling) the researcher selects

particular elements from the population that will be representative or

informative about the topic. Based on the researcher‘s knowledge of the

population, a judgment is made about which cases should be selected to

provide the best information to address the purpose of the research. . For

example, in research on effective teaching it may be most informative to

observe ―expert‖ or ―master‖ teachers rather than all teachers. Purposive

sampling is not widely used in quantitative studies. In qualitative research,

on the other hand, some type of purposive sampling is almost always used.

Quota Sampling: Quota sampling is used when the researcher is unable to

take a probability sample but still wants a sample that is representative of

the entire population .Different composite profiles of major groups in the

population are identified, and then subjects are selected, non-randomly, to

present each group. JAMES H. MCMILLAN, (1996)

74

Snowball Sampling: in this sampling, researcher start selecting a few

individuals who meet the criteria for inclusion in study and ask them to

identify others who are likely to meet the same criteria.

Hartas.Dimitra,(2010)

Expert Sampling: Researcher selrct a group of individual who are known

to be expert in a specific domain. Hartas.Dimitra(2010)

3.9 DATA COLLECTION TOOLS:

There are many data collection tools for gaining rich data for understanding of the

ongoing research. A list of data gathering tools that have proven self in

educational research are:

1. Questionnaire

2. Survey

3. Opener

4. Methodologies

5. Checklists

6. Rating scales

7. Correspondence method

8. Specimen

9. Demand or content analysis

10. Psychological tests and inventories

11. Guess who techniques

12. Social distance scale

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13. Documentary method

14. Observations

Some of important tools are explain here briefly.

Questionnaire

The questioner consist of specific inquires. It is submitted to individual so that

responses can be analyses for usable information. It is used in collecting primary

data on a mass scale. questionnaire have either open-ended question that allow the

participants to fill in their own answers or closed ended question offering the

answers to the participants either as multiple choices or on a scale.

Attitude scale

It is used to measure the attitude objectively.

Rating scale

It is used to collect information about an attribute. The common example is 1-5

rating scale in which a person selects the desired number.

Self-checklist

It is comprehensive list of important or relevant actions, or steps to be taken in a

specific order.

Anecdotal records

It is used to significant incidents or specific, observable behavior can be recorded

by teachers. Test Series of question, problem, or physical responses designed to

determine knowledge, intelligence, or ability.

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Flow chart

A flow chart is a graphical or symbolic representation of a process. The symbols

are linked together with arrows showing the process flow direction.

Observation

It includes specific items that are measured, seen or that others can reproduce.

Interview

This is a data collection tool that is used to gain first-hand information about a

specific subject or a specific story.

3.10 QUALITATIVE DATA COLLECTION METHODS

Qualitative data collection methods include observation, participant observation,

interviewing, focus groups and case studies. For obtaining the empirical, rich and

boarder research data for better understanding of intensity of the topic, researcher

most probably used field notes, interviews and observations as data collection

tools for this research study.

3.11 OBSERVATIONS

Observation is the systematic observation, recording, description, analysis and

interpretation of people‘s behavior.

Allow you as the researcher to immerse yourself into a social setting, enabling you

to learn firsthand how the actions of participants are compatible with their words,

patterns of behaviors exist, expected and unexpected experiences occur, trust,

relationships, and obligations with others are developed. (Glesne, C.2006).

For my research, observation method is used for collecting information about ‖

parental guidance for career choice of secondary school students‖ and obtain

reliable research data from participants through this method.

77

3.12 INTERVIEWS

Interviews are mostly used in qualitative research to collect research related

information (Cohen, Manion & Morrison, 2000) about knowledge of the people,

opinions, e.g. likes or dislikes, persons are thinking about what, their attitudes and

motivations. Interview is usually conducted and used by these methods,

individual, focus groups, participant observations and content analysis. Interview

also conducted one-on-one, phone, e-mail, general open-ended questions are

asked to allow the participant to create options for responding and voice their

experiences and perspectives and Information is recorded, than transcribed for

analysis. (Creswell, J. W. 2008).

Data can be collected by using unstructured and semi-structured interviews

(qualitative research) or by using structured interviews (covered under

quantitative data collection methods).

Unstructured interviews/in-depth or non-directive interviews is used in this

research.

Unstructured interviews, sometimes called in-depth or non-directive interviews,

are designed to explore in depth a general area of research interest. Interviewees

are encouraged to talk freely about events, behavior and beliefs in relation to the

research area. Such interviews are used in exploratory research to find out more

about a particular event and seek new insights. As for other data collection

methods, more than one type of interview might be incorporated in the research

design, as shown in table.

78

3.13 Table STRUCTURE, UNSTRUCTURE AND SEMI-

STRUCTURED INTERVIEW

Approach to Data

Collection

Type of Response

Options to

Questions

Types of Interviews Leading to

Data

Quantitative

CLOSE ENDED

Structured/Semi-

Structured Interviews

Scores to

Answers

Qualitative

OPEN ENDED

Unstructured

Interviews

Transcription

of Words

NOTE TAKING DURING THE INTERVIEW

Due to unavailability of tape recorder researcher in this study taking notes during

her interview. According to Holloway and Wheeler (2002:237), note taking is an

important activity, but it might disturb the participants. To limit this, the

researcher informed the participants that notes would be taken during the

interview.

3.14 PRE-TESTING

After developing a good solid research questions the researcher should always

plan on conducting a pretest there is no other way to see what others think about

the questions than to ask them. To pretest, we should administered the questions

79

to a small group of people who closely resembles to our research population

(those involved in a pretesting are no longer eligible for inclusion in your final

sample) a particularly effective pretest techniques is the ―think allowed‖ (pattern

2001) here we ask respondents to talk out their reactions to each of the items on

the survey. How did they understand the questions and give responses. This is the

most effective strategy if both the researcher and the respondents are ―on the same

wavelength‖. Pretesting also allows the researcher assesst the impact of word

selection, questions sequences and various formatting and lay out issues.

A pilot study (pre-exercise) was conducted with three participants who met the

sampling criteria and would not form part of the main study. A non-probability

sampling was used.

3.15 MY OWN DESCRIPTIVE MEMOS/FIELD NOTES

Descriptive field notes summarize what the researcher sees and hears in the

settings; that is, they describe what happens in the settings during the observation

in as much in detail and with as few subjective comments as possible. Descriptive

field notes might include. Descriptive field notes describe the events, activities,

and people.(Creswell, J. W. 2008).

The researcher includes her descriptive field notes with discussion in chapter.5

3.16 METHOD OF DATA ANALYSIS

MEANING OF ANALYSIS OF DATA:

Data analysis means to organize, provide structure and elicit meaning. Analysis

of qualitative data is an active and interactive process (Polit et al 2001:383). Data

analyses should be based on the research questions and the research design

selected for the study. Specify the procedures for reducing and coding the data.

For qualitative studies, the procedures to be followed for the analyses must also be

addressed.

80

INTERPRETATION

Textual evidence, rather than numerical data, is paramount in qualitative research.

The significance given to data and the way in which the data are presented are

dependent on the researcher. Interpretation is three-fold: First-order interpretation:

the researcher learns about the meaning of the ―data‖ or action for the people

under study. Second-order interpretation: the researcher understands the

significance of the action for the people under study. Third-order interpretation:

the research assigns general theoretical significance.[009]

INTERPRETATION OF DATA:

Along with methodology, the analysis and interpretation of research findings is

the focus of the remaining sections of the text. Here, however it is worth stating

again that the choice of the strategy, method, analysis, interpretation processes

should be a reflection, not of researcher preference but of the research questions

and objectives.

PROCESS OF INTERPRETATION

1. Edited the data

2. Since all the data available is not relevant for the study therefore irrelevant

and all doubtful data should be removed.

3. Edited data should be arranged according to characteristics attributes and

made economical; the data should then be properly classified s that, it

becomes simple and clean. For use, this is known as coding. For tabulation

and interpretation of the whole data, this means drawing conclusions from the

analysis.

The researcher collected the data through the semi structured interviewed and

descriptive memos from the research participants.

81

3.17 ETHICAL CONSIDERATIONS

This relates to moral standards that the researcher should consider in all research

methods in all stages of the research design. After approval from the University of

Karachi, i was obtained to conduct the study; permission was obtained from the

participant and institutions as well. For this research I got informed consent from

research participant after negotiating all the terms and conditions. Research

assured about maintaining confidentiality by using pseudonym to avoid any harm

to the research participant. The research did not threaten the sense of self-esteem

of research participant instead I try to support and encourage the participant.

82

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Upper Saddle River, NJ: Merrill/Pearson Education.

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and evaluating

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13. Holloway, Immy. Wheeler , Stephanie .(2002), Qualitative Research in

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Pearson Education.

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24. Stemler, S. (2001). An overview of content analysis. Practical

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second edition, SAGA Publications Inc.USA, p; 120

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Methods Overview, FAMILY HEALTH INTERNATIONAL)

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Training_Materials/Quality/Qu_Mod1.pdf

85

CONTENTS

CHAPTER 4

DATA ANALYSIS

4.1 Introduction

Questions, Answers And Analysis

86

CHAPTER 4

DATA ANALYSIS

4.1 INTRODUCTION

This study of research is on‖Parental Guidance for career choice of secondary

school students in the opinion of Educational Counselors‖ ,with this context I

conducted interviews from different educational counselor both male and female

and I represent them through E.C.F 1-5 and E.C.M 1.

Q1.At secondary level, what factors influence on subject selection/career choice

of the students?

ANSWERS

E.C.F1: Most prominently parental influence, students own interest, influence by

teacher, home environment and family.

E.C.F2: Family trends, parental pressure and mind set influenced most but their

own interest, peer influence and current trends also influencing.

E.C.F3: Parental involvement, choices and their preferences matters a lot to their

children.

E.C.F4: Students influenced by their elders in school and family and also select

subjects due to parental pressure and their expectations.

E.C.F5: Students influenced by their own interest and knowledge.

E.C.M1: Independence of family, school and community culture, social and

economic factor, ideal job and out migration factor influenced student‘s

subject section.

87

ANALYSIS

According to every respondent the most important factor which influencing

students is their parents, mindset, pressure, trends and tradition but student also

have some their own thinking and likes but most of the time is based on others

experience and knowledge.

Students usually emphasizing on choosing those subjects which have more value

and social acceptance, either it is chosen by parents or the students himself or

suggested by teacher, friends and relatives.

Q 2.Do you think parents are aware and interested about the abilities and interest

of their children and what they do about it?

ANSWERS

E.C.F1: No, mostly parents don‘t know or if they know they preference their own

experiences and choices.

E.C.F2: Usually, are not completely aware about the abilities and interest of their

children, more interested in following new trends.

E.C.F3: Generally parents have an idea about their child‘s interest and abilities

and few of them put an effort to help them to explore their true potential.

E.C.F4: Mostly parents are unable to guide, only educated parents are deeply

involved only in their child‘s studies, otherwise they focusing only on

limited highly profile professions.

E.C.F5: Yes, they do know but still impose their own choices on their children.

E.C.M1: Usually parents think they know but very less number of parents actually

are aware and put extra effort.

ANALYSIS

Mostly parents are not aware about their children abilities and interest and even if

they are aware they prefer their own choices.

88

Usually parents are not actually concern about their children potentials they are

more involve in making them what they want.

Q3.To what extent parents and their interest make influence on career selection of

the students?

ANSWERS

E.C.F1: Parents make influence to a great extent till the age of 13 because at this

stage children spend most of the time with their parents.

E.C.F2: Parents provide financial support to their children for their education so

they think that it is only their right to take to decisions on behalf of their

children.

E.C.F3: At secondary level it makes influence to a great extent because of

children dependence on their parents.

E.C.F4: Most of the times these factors affect child‘s career because of social

pressure experienced by parents.

E.C.F5: Yes parents make influence because they are the primary inspiration for

their children.

E.C.M1: Mostly parents make influence because of their expectations and their

desires to make their children to follow someone else‘s career.

ANALYSIS

Parents and their interest greatly make influence because of the primary guidance

provided by parents to their children which serves as initial source of guidance.

Usually students are more dependent on their parents and are much satisfied by

following their advice therefore parent‘s views make influence to a larger extent.

89

Q4.What are the significant factors from parent‘s perspective that they consider

while choosing a career for their children?

ANSWERS

E.C.FI: Most common factor which parent consider are money, social acceptance

and status of a profession.

E.C.F2: Family trends and social value of professions are significant factor from

parent‘s perspective.

E.C.F3: Parents own career choices and family trends like family business or

studying abroad.

E.C.F4: Most parents would choose a profession for their kids that‘s rewarding in

terms of respect and money.

E.C.F5: Parents choose their children career according to their family background,

sometimes through their interest and most prominently current trends.

E.C.M1: Significant factor from parent‘s perspective are credibility of a

profession, financial benefits, general trends among the society and also

inspire by successful people.

ANALYSIS

The mostly stated factor of parent perspective about choosing a career for their

children are money and social acceptance of a profession while some stated that

family trends are also preferred.

Usually parents ignore children own areas of interest and their potential and more

focusing on social standard prevailing in the society. Some of them put pressure

on their children to follow their family trends. So as a result children‘s own

desires are being neglected.

90

Q5.Are there any new trends which are effecting on parental advice regarding

secondary school student‘s career?

ANSWERS

E.C.F1: School counseling is creating little bit of awareness among parents but it

is not that much effective.

E.C.F2: New trends are affecting. Parents have started listening to their children.

E.C.F3: Parents advice is influenced by having awareness provided by schools

about their child‘s interest.

E.C.F4: Have not seen any unusual change but mostly parents prefer not to

completely ignore their children‘s decisions.

E.C.F5: The practice of practical learning and knowledge are bringing change in

parental guidance.

E.C.M1: Usually ongoing trends do not affect parents mind set unless any

influential change occur in a society.

ANALYSIS

Most of them believe that parents have become more liberal through school,

media, school counseling and practical learning have change their mind set to

some extent.

Parent‘s co-operation with children and schools have improved but they are

becoming more dependent on schools for their children‘s education and solely

expect career development from schools.

Q6.While guiding, which factors are vital and trivial (unimportant) by the

parents?

ANSWERS

91

E.C.F1: Parents consider socially acceptable profession and their own choices

more vital then child‘s interests and abilities.

E.C.F2: Parents are more interested in seeing good marks rather than focusing on

their children‘s true potential.

E.C.F3: Parents encourage their children to choose high profile professions and

ignore other creative fields of education

E.C.F4: Vital factor is money where s child‘s capabilities and interest taken as

trivial.

E.C.F5: Children‘s interest is considered less important and parent‘s prime focus

is on getting good and good job.

E.C.M1: Money factor is more focused rather than child‘s abilities.

ANALYSIS

Parents largely choose high profile professions for their children by keeping

money factor in their mind and ignore children‘s interest and their abilities to cope

up with the selected careers effectively.

Expectations of parents are usually dependent on their child overall performance

and they have no knowledge and acceptance of their children‘s individual

differences.

Q7.Are you satisfied with the current role of parental guidance for career

choice of secondary school students?

ANSWERS

E.C.F1: No, due to lack of knowledge, mostly parents are unable to guide

their children.

E.C.F2: In higher education, parental guidance is more concerned and

effective rather than in secondary education.

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E.C.F3: Parental guidance is not really effective due to very limited choices

and opportunities they have for career selection.

E.C.F4: No, because most the parents imposing their decisions on children

which makes them less supportive.

E.C.F5: Yes, parent‘s current role is important because at this stage children

are unable to take decisions on their own and parents are more

aware and can take better decision for them.

E.C.M1: No in this era, parental guidance is not as satisfactory as it should

be.

ANALYSIS

Most of the respondents think that current parental guidance is not as

effective as it should be because of lack of awareness they have, usually

parents don‘t let their children to take decisions on their own because some

of them think they are not mature enough.

Most of the respondents appreciate parents role in career selection but not

satisfied with the way they guide.

Q8.At this stage, how parents can make an affective career choice?

ANSWERS

E.C.F1: Since parents are more close to their children they can guide them

by providing full knowledge of possible opportunities.

E.C.F2: Parents should understand their children wishes and abilities.

93

E.C.F3: Parent can provide guidance through certified career counselor and

also provide them access to the internet to search for different

choices and opportunities.

E.C.F4: Parents should consciously observe their children interest and can

further seek help from career counselor.

E.C.F5: Parents can make effective choices through effective

communication with their children and mutual understanding.

E.C.M1: Parents should co-operate with counselor so that counselor can

take appropriate decision for their child‘s career.

ANALYSIS

Majority are of the view that parents can provide adequate guidance by

referring their children to career counselor, providing them complete

information of available opportunities and effectively communicate with

them.

Mostly respondents emphasized that initially parents should makes effort to

know about their child‘s aptitude and do discover more opportunities to

according to their aptitude.

Q 9.What are your suggestions at secondary level for the improvement in

the role of parental guidance regarding career choice?

ANSWERS

E.C.F1: Improvement can occur through enhancing awareness in parents

and parent should pay more attention on children interest.

E.C.F2: Trained counselor can bring change in parental guidance and

parents are also needed to be more educated.

94

E.C.F3: Parents should focus on their child‘s continuous assessment and

parents should be more indulge with their children and provide as

many opportunities as they can.

E.C.F4: Parents should communicate with schools and every school should

have proper guidance and counseling programs and parents also

should take active part in attending career counseling workshops.

E.C.F5: Parent should be friendly and have individual acceptance as to

understand their children views.

E.C.M1: Society should provide awareness about 21st century careers to

parents by arranging information sessions.

ANALYSIS

School should introduce proper guidance and counseling program with trained

counselor at secondary level, secondly parents are needed to know about their

children‘s interest and abilities and provide exposure to several opportunities to

their children.

Mostly respondents believe that schools should take an action to introduced

proper guidance and counseling programs at secondary level and there is also the

need of trained and professional counselors for running these programs in schools.

95

CONTENTS

CHAPTER 5

IMPLEMENTATION CONCLUSION

AND RECOMMENDATION

5.1 Summary

5.2 Results With Discussions

5.3 Recommendations

5.4 Critical Analysis Of Research And Further

Research

5.5 Topics For The Further Research

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CHAPTER 5

IMPLEMENTATION, CONCLUSION AND

RECOMMENDATION

5.1 SUMMARY

CHAPTER 1:

The first chapter consists of the introduction, statement of the problem its

justification and significance of problem, limitations, objectives, research

questions and explanation of its keywords.

The basic purpose of the study was to increase the awareness of parental guidance

for career choice of secondary school students. Moreover to see their role and to

what extent it affects students career choice at secondary level in private schools

of Karachi.

CHAPTER 2:

The second chapter consists of related literature and previous studies. In related

literature the researcher has discussed about the different researches on parental

guidance, career choices, future and declining careers, explaining educational and

career counseling, secondary school education, school guidance and counseling

and parents role in it, further explain the adolescence period and factors influence

students, parents role in secondary school and reflect it with the context of

Pakistan. Also define educational counselor role in schools, duties, personal

characteristics and their need and explain the features of school guidance and

counseling program. This chapter also consists of interviews from newspapers on

related topic.

97

CHAPTER 3:

This chapter described the research methodology. The researcher has defined

methodologies adopted to obtain data. As the researcher has moved further in the

chapter have defined research and its types. The chapter has also defined

population, study context, sampling data collection tools with methods of data

collection of the research. The purpose of a research is to maximize valid answers

to a research question this was achieve by using a non-experimental, qualitative,

exploratory-descriptive approach that was contextual. Data was collected by

means of interviewing. The researcher made sense of data by using a descriptive

method to analyze it and also ensured that the data was trustworthy. Observing the

principles of beneficence, human dignity as well as justice ensured that the

participants were morally and ethically protected.

CHAPTER 4:

This chapter of the research study consists of answers of research questions from

6 research participants and after collecting the data by using the interview method

and also used observation method and the answer have been interpret and

analysis.

CHAPTER 5:

This chapter consists of the summaries of all the previous chapters, results of the

research with discussion and own recommendations and conclude the research

with critical analysis of research and what others can able to do for further

research.

5.2 RESULTS WITH DISCUSSIONS

Q1.At secondary level, what factors influence on subject selection/career choice

of the students?

98

Educational counselor reported that parental influence is the most important factor

which influencing students, because the age of 11-16 where they are very close to

them and usually adopt their mindset, pressure, trends and tradition with believe

and satisfaction and students are totally influence by others experiences and

knowledge.

―When learners reach class IX they have to choose the elective subjects. Most of

them choose on the basis of the subjects‘ being easy or hard. They talk to previous

students who guide them on the basis of its difficulty and the teacher who teaches

it. They have no conception of the fields they can enter after studying them. Some

students are pressed by their parents and they take the field suggested by their

parents, without thinking much on their own. Actually students as well as their

parents are not aware of the career opportunities open to them in future. The

school gives them some guidance that helps sometimes but not for all.‖

Majority respondents frequently stated that students usually emphasizing on

choosing those subjects which have more value and social acceptance rather than

their abilities and potentials, either it is chosen by parents or the students himself

or suggested by teacher, friends and relatives.

Q 2.Do you think parents are aware and interested about the abilities and interest

of their children and what they do about it?

One of the respondent who have a degree in counseling and currently giving his

services in private school of Karachi, stated that,

“About only 65% parents knows their children’s abilities for real but about 99%

parents think they know it without even discussing it with their children

I believe only 35% parents go out and actually put efforts in

If they think or know that the child ability is related to extra-curricular They will

not talk about it or let child have to go about it.

99

Mostly parents are not aware about their children abilities and interest and even if

they are aware they prefer their own choices and one of the respondent explains

her view that,

―Most parents, these days, are busy earning bread and butter for their family. They

do not have time to interact with their children at a deeper level. Due to which, all

are not really aware of their kids‘ interests. At this age all kids are not able to

recognize their talents themselves. Adults who are in close contact with them are

capable of identifying their abilities at a deeper level and help/guide them with

sincere advice or by asking guiding questions that help the kid to him/herself

recognize his/her interest. But this doesn‘t always happen.

But we cannot say that all parents are like that. Some educated parents are

concerned and remain close by to guide and support their kids.

One barrier to this is the parents‘ own exposure and education. If they are not

educated they just know two fields namely, Medicine and engineering. So they are

incapable of thinking beyond. Though they want to know about their kids‘

abilities but cannot link the abilities with any other profession.‖

Most of them believe that parents are not actually concern about their children

potentials they are more involve in making them what they want.

Q 3.To what extent parents and their interest make influence on career selection of

the students?

Parents and their interest greatly make influence on career selection of the student

because of the primary guidance is provided by parents to their children which

serves as initial source of knowledge and guidance. Parental guidance affects most

because at this stage children mind set is built on the basis of their parent‘s life,

mindset, experience and knowledge If we talk about our society one respondent

stated,

100

―Some parents let the kids choose their career on their own but they remain close

and support and guide as needed.

But then there are others who impose their choices on the kids.

Some parents due to their high status in society over shadow the child and s/he

cannot think of not being like his/her parent. And this is how their interests

influence their children.

Moreover, children are only exposed to the world their parents expose them to. If

children have no other experience, I mean the experience that exposes them to

novel career opportunities then they would not know that they exist. So parents‘

life and interests affect children.‖

Usually students are more dependent on their parents and are much satisfied by

following their advice therefore parent‘s views make influence to a larger extent.

Q 4.What are the significant factors from parent‘s perspective that they consider

while choosing a career for their children?

Parents don‘t think about careers on the basis of their children aptitude, they have

no concept and importance of matching between careers and aptitude, usually they

think very late and only concern about results, marks and grade. The mostly stated

factor of parent perspective about choosing a career for their children are money

and social acceptance of a profession while some stated that family trends are also

preferred.

“Most parents would choose a profession for their kids that’s rewarding in terms

of respect and money.”

Some respondents highlighted the point that usually parents ignore children own

areas of interest and their potential and more focusing on social standard

prevailing in the society. Education and careers are becoming status symbol for

parents and the same thought is adopting by their children. Some of them put

101

pressure on their children to follow their family trends. So as a result children‘s

own desires are being neglected.

Q 5.Are there any new trends which are effecting on parental advice regarding

secondary school student‘s career?

Most of them believe that parents have become more liberal through school‘s

collaborative education program; media, school counseling and practical learning

have change their mind set to some extent. Educated parents have learnt to say

that they don‘t want to impose their wishes on their kids. All parents do not

practice this.

“Usually in Pakistan parents try to stick the profession from the old

time they don’t like change unless they see a big move in the society”

Parent‘s co-operation with children and schools are improved but there is also

developing a trend set which is, parents are becoming more dependent on schools

for their children‘s education and solely expect career development from schools

but still there is a lacking of proper guidance and counseling in schools and its

awareness.

Q6.While guiding, which factors are vital and trivial (unimportant) by the parents?

Parents largely choose high profile professions for their children by keeping

money factor in their mind and ignore children‘s interest and their abilities to cope

up with the selected careers effectively. One participant feels that,

―Parents mostly keeping the money factor as a top priority as vital because I feel

that whatever is in the child‘s fate he will get it; so that aspect should not be the

guiding principle, though it cannot be totally ignored.

The most important factor that most parents forget is the child‘s capability and

interest. Several parents discover very late that their kid did not have the ability or

the aptitude for the career they chose for him/her.‖

102

Expectations of parents are usually dependent on their child overall performance

and they have no knowledge and acceptance of their children‘s individual

differences and disabilities and moreover if expectations are not accomplish,

affects are worst on children and family as well.

Q7.Are you satisfied with the current role of parental guidance for career choice

of secondary school students?

Most of the respondents think that current parental guidance is not as effective as

it should be because of lack of awareness they have, usually parents don‘t let their

children to take decisions on their own because some of them think they are not

mature enough. They usually believe that they are right and more knowledgeable

but don‘t realize that they are comparing themselves with their children‘s

knowledge and different personalities who have their own mind and personality

and they might be different from them. One respondent who also a parent stated

another valid point that,

―As parent now a days have brief and through knowledge about different fields

and interests as some students are not able to take their decisions as per their

career growth, this decision can be taken by their parents then.‖

Parents are more focused to adjust, mold and shape their children according to

need and requirements of society, trends and their own perspective and mind set.

Most of the respondents appreciate parents role in career selection but not satisfied

with the way they guide and their constant behavior and mind set.

Q8.At this stage, how parents can make an affective career choice?

Majority are of the view that parents can provide adequate guidance by referring

their children to career counselor, providing them complete information of

available opportunities and effectively communicate with them. one ―Trained

counselor‖ stated that,

103

―It‘s not parent‘s job to start with and they are not trained professional. But yes

parents can help the counselor to make a good decision by providing important

information about their children like their habits and interest and leave the rest to

guidance counselor.‖

But I don‘t agree with him because we don‘t even have any degree for

educational counseling and they are not even available in our country

except one or two and we also have limited resources, we can‘t afford them

and if we wait for them and expect all from them it will take more time only

to develop awareness and then until unless current generation could be

leftover.

Whereas I agree with this respondent,

―They can help in this regard if they observe their kids’ performance and interests

more closely. Moreover they can seek professional help from career counselors.”

Mostly respondents emphasized that initially parents should makes effort to

know about their child‘s aptitude and do discover more opportunities to

according to their aptitude and co-operate with teachers.

Q 9.What are your suggestions at secondary level for the improvement in

the role of parental guidance regarding career choice?

School should introduce proper guidance and counseling program with trained

counselor at secondary level, secondly parents are needed to know about their

children‘s interest and abilities and provide exposure to several opportunities to

their children. Most importantly parents should think, search and discover their

children and career opportunities. Parents should aware of the concept of

individual differences which make them able to understand their children and

have more acceptances toward their aptitude. For this one respondent suggested

that,

104

―There should be information session for parents which will provide them with

knowledge of 21st century careers. Training sessions for teachers so they provide

basic help to students.‖

Another suggested also that, ―In my opinion parents must be more involved in

students‘ education at school level. They must be in close contact with teachers

and school. They must attend with their children‘s career counseling workshops

and programs so that they can be more helpful to their kids when it comes to

career choices.

Schools must play a more active role in this regard by arranging career counseling

programs at the time of choosing subjects.‖

Mostly respondents believe that parents are the true guider and counselor of their

children but they should put an extra effort and think early for this regard. Schools

should take an action to introduced proper guidance and counseling programs at

secondary level and there is also the need of trained and professional counselors

for running these programs in schools.

5.3 RECOMMENDATIONS

In terms of my research,‖ parental guidance for career choice of secondary school

students in the opinion of educational counselor‖ Following recommendations are

made from the study;

FOR STUDENTS

Explore Themselves(Aptitude,

interest and potential)

By involve in different activities

and habits, reading books and

literature, autobiographies, get

knowledge through T.V,

newspaper, social networks,

visiting different places, talk with

different professionals.

105

FOR TEACHERS

Training Teachers are not only the subject

specialist but should also be more

aware of student‘s psychology and

world of work.

They should get training to guide

their students for subject/career

choice by attending different

courses, workshops and seminar and

also do some research.

Ability to Assess Student

Aptitude

Through practicing variety of

activities.

Observation, interviews and other

test.

Interactive learning, encourage

class participation.

Co-ordinate with parents.

Assessment should be based on

aptitude, interest, abilities and

potential for every students in

every subject.

Collaboration P.T.M

Workshop, training sessions

together.

Parents, students and teacher

should participate together in

curricular, co-curricular and extra-

curricular activities.

106

FOR SCHOOLS

Provide Awareness

Through media, children,

conferences, workshop, P.T.M etc.

Curriculum Development Career oriented curriculum

development in Pakistan.

Career oriented subject introduce

Curriculum should be design at

secondary level to develop career

oriented mind set of students and

parents.

Introduce and Develop Guidance

and Counseling program for

students, parents and for secondary

teachers.

Design program according to need

with suitable tools with the help of

educationist, psychologist and

trained counselor.

Started short courses for parents

and teachers

Training of teachers and parents

Appoint educationist

Appoint counselor

Appoint psychologist

One career teacher for the whole

school isn‘t enough. They can‘t

meet either the parents‘ or the

students‘ needs.

It is recommended that school

heads should design a well-

organized program of guidance and

counseling services into their

schools.

It is recommended that the schools

must organize a committee for

107

guidance and counseling services

into their schools. The committee

can comprise teachers of the

school.

It is recommended that guidance

and counseling services be

organized and expanded to meet the

needs of the students to a large

extent because it aims at solving all

problems of the students.

It is recommended that guidance

and counseling services should be

made more affective.

It is possible through organizing

awareness program.

It is recommended that schools

must have sufficient numbers of

book into their libraries to help the

guidance and counseling services

staff.

Essential Extra Support for

Parents

School should provide awareness

and knowledge to parents through

meetings; refresher workshops and

workshops to help at particular

decision making points in their

children‘s progress.

Parents need training in order to

fulfill their important role in

supporting their children‘s decision

making process.

108

Provide feedback to parents

regarding student‘s potential and

aptitude.

Schools should also consider what

would parent‘s like to see in future

for their children.

Collaboration With different professionals,

companies and many other fields.

Develop job guide/guide for the

world of work.

Provide awareness through guide

and media.

Updated and upgraded guide

should be develop for teachers,

students and parents

Include personality traits, different

theories and information about

further education and future jobs.

FOR PARENTS

Get more knowledge Find true potential, opportunities

through reading and searching,

meet peoples, participate in

education and career programs,

collaborate with parents, teachers,

counselor and psychologist.

Understand careers and the future

job market

More involve with children and

improved communication.

Explore their children‘s potential

and appropriate fields so that they

able to respond and interact with

109

their children in new, more

productive ways and then parents

will be comfortable and confident

to encourage their children to

explore different ways of accessing

fields of study and work that at first

seemed unfamiliar or out of reach.

Develop understanding about

their children

Understand individual differences

Understand their influence

Parents should respond to the

different needs of their different

children.

know how to access and use

resources

Parents should develop the ability

in themselves and in their children

for the acceptance of failure and

disappoints

Engage with and support children

in a positive way.

Gave them confidence in their

ability to act to support their

children to positively transform

various situations

They should be more supportive

rather than imposing their wishes

They must guide them in such a

way that the kids can chose their

own subject confidently

They must remain in close contact

110

with the child‘s progress at school

and must constantly make a note of

indicators of his/her interest and

then when the time comes guide

the child on the basis of their

interest.

Highlighted the issues and needs Parents can put pressure on

schools, society for the need of

Guidance and Counseling proper

program by trained professionals

because they are the one of the

stakeholders in education system in

Pakistan

Starting early

Talk with children

Observe them

Involve in children‘s education and

other activities

Making it a family discussion

It also should be a five year plan to

class 4 to 8.

Is important if parent and school

start early career or subject

selection session and program at

class 4 till class 8th

, so that

expectations, education and career

and result are be more appropriate

and successful.

I feel that parents need to be conscious of their role in the future of their kids and

the society. The institution of family is the most important organization that

prepares the future of the kids. They must be more supportive rather than

111

imposing their wishes they must guide them in such a way that the kids can chose

their own subject confidently.

5.4 CRITICAL ANALYSIS OF RESEARCH AND

FURTHER RESEARCH

My study is a qualitative research and population of my research is educational

counselors in Karachi, but it would be better if I used Mixed method research and

collects information also from secondary school‘s parents and students both and

have some more time and resource to cover more area of study which may be

more inter-related to the topic .

While I research on my study and I felt that it is not complete without finding

difficulties and barriers which parents are facing while guiding their children and

students when their parents are guiding them in career choice at secondary school.

5.5 TOPICS FOR THE FURTHER RESEARCH

1. Difficulties and barriers which parents are facing while guiding their

children in education/career

2. Parental guidance for the career choice of students in the opinion of

university students

3. Unavailability of trained and professional educational counselor in Karachi

4. Limited choices of subject in class 9th

5. Reasons behind down following of social sciences fields in Pakistan

6. Reasons behind those factors which makes social sciences subjects or

fields are considers as less important among students and parents

7. Education gab between parents and children

112

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APPENDIX

119

120

Research Questions

Q1. At secondary level, what factors influence on subject selection/career

choice of the students?

Q2. Do you think parents are aware and interested about the abilities and

interest of their children and what they do about it?

Q3. To what extent parents and their interest make influence on career

selection of the students?

Q4. What are the significant factors from parent‘s perspective that they

consider while choosing a career for their children?

Q5. Are there any new trends which are effecting on parental advice

regarding secondary school student‘s career?

Q6. While guiding, which factors are vital and trivial (unimportant) by the

parents?

Q7. Are you satisfied with the current role of parental guidance for career

choice of secondary school students?

Q8. At this stage, how parents can make an affective career choice?

Q9. What are your suggestions at secondary level for the improvement in

the role of parental guidance regarding career choice?