Make the Right Career Choice and Be Liberated from Economic Oppression

Education is meant to develop people for their role in society. Business as part of the society co-defines the reality in which education needs to take place. Business exists and functions on the basis of its own definition of reality and therefore presents unique characteristics. Education therefore responds to business, but also directs business through the tenet and content it delivers. In the educational approach, provision should be made to prepare appropriate competencies for a labour market. Entrepreneurship gets its definition from the type of business reality to be addressed. Education should stimulate economic growth although in the current circumstance the demand for a skilled labour-force far exceeds the supply and availability of skilled people. The career choices we make today have significant implications against our future endeavours. Historically the African people in particular blacks were highly disadvantaged in making career choices. They have always being subjected to certain fields of career opportunities because of the limiting apartheid government educational system. Since the ANC victory in the first democratic elections in 1994, many black South African matriculants, previously excluded from tertiary education are gaining access to educational opportunities and thus being exposed to a wide variety of careers. The rapid transformation from the limiting apartheid system which DA is partially responsible for to an open system introduced by the ANC led-government has provided many opportunities to reach previously unattainable goals. Young people leaving school and entering tertiary education may have inadequate knowledge and insi ght to pursue appropriate educational opportunities. One reason for this is the lack of adequate career counselling or guidance available at disadvantaged schools. These factors then impact on the ability of learners to make career choices and decisions. Career counselling and guidance, especially for high -school learners is essential for full exploitation of available opportunities. It is therefore vital that a student entering tertiary education be equipped with the necessary skills to make informed career decisions which are demanded by the labour market.

The word Engineering, Science and Technology were very foreign to many of our people and one of the thing the apartheid governmentled by National Party which is currently DA after being swallowed by De mocratic Party (DP) successfully develop a perception that field of studies like Maths and Science as very difficult subjects to make our people not to opt for such whilst in reality such fields of study were not difficult as they are viewed. Many of you will agree with me that Maths and Science was as difficult as our mind-set made it to be and it was also as simple as our mind-set simplified it. Many of our people because of being colonialised psychologically, they chose to study in fields which will not enable them from enrolling in areas of scarce skills which are highly employable like Artisan, Engineering, Science and Technology . If we can make some research, you will realise that number of unemployed graduates in South Africa are graduates who graduated from fields of study which are highly over-crowded. Even after the new dawn of democracy in 1994, we still have those learners who have adopted a midst that studies like Maths and Science are difficult as a result this automatically channel matriculates to the deep end of unemployment as they will not manage to enrol for most of the areas of scarce skills as they will not meet the minimum requirements as required by Further Education and Training Institutions (FET) or tertiary institutions. Currently in the labour market the supply-demand mismatches in the provision of qualified graduates have reached serious proportions with adverse short, medium and long-term consequences for economic growth, investment mobilisation and socio-economic stability as most of them are qualified from areas which are not of scare skills as a result it is difficult for them to be consumed by the labour market . Factors impinging on the unemployment of graduates could be two -fold, resulting in the possible lack of institutiona l preparedness in catering for industry needs, or inappropriate or inadequate quality of education. Labour market signals of the above type tell a tale, too, of institutional misalignment between players on the supply and demand side of the equation and bu siness.

These challenges are dominant especially to students from rural areas and townships because of lack of proper career guidance and role models hence it is important to those who have made it in their studies, to still go and plough back to their communities through providing some career guidance to learners especially those in Grade 8 to 9 before they find themselves in streams which will lead them to further their studies in areas which will not assist them to find employment. It will not hurt to spend an hour just sharing your experiences which led to your success with these learners.Most of themare coming from families which are leaving under the shadow of poverty and they have hopes in their children completing their studies and getting a better job to better their lives butwrong career choices therefore shut-down such expectations. Some of you understand the right requirements which will enable learners to qualify to study in certain field of studies which are part of the scarce skills. So it will be important to share such with them at early stages of their studies to guide them make right choices in terms of their career streams. In doing so, you will be taking many of our people out of poverty and therefore contributing in

liberating our people to ensure economic freedom in our lifetime. Let¶s put our hands together as Economic Freedom Fighters who makes right career choices which will liberate us and our people in the realisation of economic freedom in our lifetime.

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