Views of stakeholders on career guidance services provided to pupils with hearing impairment at Nsonta secondary school in Kasama district of Zambia

Abstract

The study investigated the views of stakeholders on career guidance services provided to pupils with hearing impairment at Nsonta Secondary school in Kasama district of Zambia. The study was guided by the following study objectives: to establish views of stakeholders on how career guidance was being provided to pupils with hearing impairment at Nsonta secondary school, to assess teachers’ ability to communicate in sign language during career guidance activities at Nsonta secondary school; to explore views of stakeholders on content of career guidance provided to pupils with hearing impairment at the study school, and to document views of stakeholders on the relevance of career guidance services provided to pupils with hearing impairment at Nsonta Secondary School. The study was qualitative in nature and used a case study design. Interview guides were used on a sample of 25 pupils with hearing impairment two career guidance teachers and six subject teachers. The sample was selected using purposive sampling techniques while analysis of data was done thematically. The study revealed that: career guidance services were mostly provided through one to one approach, in groups and industrial education visits. It was also confident that career guidance teachers dealing with pupils, were knowledgeable of sign language. Hence, communicated effectively with pupils with hearing impairment regarding information on career guidance. Among the content of the information shared were: comprehensive sexuality, time management, choosing a career, knowing one’s ability, studying techniques and choosing right friends. In terms of relevance, learners with hearing impairment had conflicting views. While the majority of the pupils considered the guidance service they received from the guidance teacher as relevant, however, the study expressed concerns such as failure among other pupils to comprehend some of the topics and limitations in use of sign language by some teachers. The study recommended that, teachers have adequate knowledge and skills in sign language through Continuing Professional Development (CPDs) programs to communicate well with pupils with hearing impairment and for them to benefit from the career guidance services being currently provided in the study school.