Career Guidance. Reflections and Impact of the Guidance and Counselling for Post-Primary Institutions: Teacher’s Resource Book in Uganda

Abstract

This study examined Uganda's Guidance and Counselling Resource Book for post-primary institutions through document analysis and an open-ended questionnaire with 12 education professionals. The resource book covers comprehensive guidance themes, emphasising career counselling to facilitate school-to-work transition. It defines teachers' roles as counsellors and mentors, advocating for student-centred pedagogical strategies that integrate career information with psychosocial support, self-development, and decision-making capabilities. Although education professionals viewed the resource book as valuable, implementation was reported to be inconsistent due to distribution constraints, insufficient training, support, and time. Further findings revealed the current need to engage with the varied realities of today’s learners, shaped by cultural factors, socioeconomic inequality, labour-market uncertainty, and diverse learner identities. It emphasises the shift from traditional career advice to comprehensive guidance models that recognise the varied cultural backgrounds, socioeconomic circumstances, and developmental needs of students. This research underscores the importance of contextually relevant guidance that respects local educational realities while preparing students for increasingly globalised employment landscapes. The study concludes that strengthening support systems and enhancing teacher capacity are essential to fully realise the potential of guidance and counselling programs. This study contributes to understanding how educational policies in multicultural contexts can better support students’ transition from education to employment, offering insights applicable to similar developing educational systems globally.