Guidance is something we all look for, whether it is for juggling life decisions, regular advice, or career choices. Yet, how does this guidance influence those with disabilities and does it have the same impact? Dr. Armand Bam, Stellenbosch Business School, unveils critical research insights into the impact of career guidance on those with disabilities in South Africa.

Guiding Through Obstacles: Empowering youth with disabilities for the job market by CoBS Editor Ana Sofia Bello. Related Research: Bam, A., Kriger, S. & Cottle, Z., 2023, ‘A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa’, African Journal of Disability 12(0), a1293. https://doi.org/10.4102/ajod. v12i0.1293.

Unequal Support

The United Nations Convention on the Rights of Persons with Disabilities is a landmark international treaty designed to safeguard and advance the rights and dignity of individuals. It marks a major shift in global perspectives on disability, transitioning from solely a medical model to a framework centered on human rights. Despite this convention – in addition to the hundreds of others that have contributed to this cause – there is still a global disparity blatantly apparent for people with disabilities post-schooling in the countries of the signatories.

South Africa – one of these countries – continues to lack overall economic and local support. There continue to be blurred lines regarding disability and the implementation of associated policies and practical support. For example, recent political unrest has contributed to further marginalizing this community, as this study has found that schools that supported mainly white disabled persons were extremely well-resourced compared to schools with mainly black students.

From classroom to career

The education system of South Africa has taken on the responsibility of providing the guidance needed, whether it be in public or specialized disability schools. Schools provide countless services for preparing youth to start their professional career, whether by providing various courses for students to discover their interests, or by offering career counseling sessions.

Career guidance has been proven to be the most effective form of support needed as those with disabilities enter the workforce. These sessions can either be one-on-one or in small groups providing youth with tools and resources to establish career goals, identify skills, and learn how to handle time spent unemployed.

Previous studies have addressed this issue. However, Professor Armand Bam of Stellenbosch School focuses his study on the impact of the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities in South Africa. Using in-depth interviews, this study seeks to fill a specific gap in existing research on how career guidance affects the post-school career paths of youth with disabilities in South Africa.

Overcoming limitations through guided success

As mentioned above, career guidance is integral for youth in deciding what their future looks like. This is even more important for those with fewer opportunities available. The career prospects of youth with disabilities are strongly shaped by the quality of support and resources provided in educational environments.

This responsibility within schools of providing the right amount of support falls mostly on teachers. The former must go through specialized training and conduct group sessions. Moreover, specialized training allows teachers to understand the needs and limitations of the students they work with, offer tailored job positions, and push students to reach their full potential.

Indeed, interactions between teachers and students are one of the main drivers of school dropouts. Teachers unable able to look past their students’ disabilities, focusing on what they could not do rather than what they could do with their education, contributed to feelings of discouragement and self-doubt.

In addition to the training of teachers, group sessions were found to improve this potentially uncertain experience. The need for integration and communal input in these sessions enabled students to feel at ease and not pressured when understanding the importance of their careers.

The study found that another barrier is the under-funding of the schools. Many schools sponsored by the state do not have enough resources to offer what is needed. This leads to higher school dropout rates adding to further exclusion of this group.

Shifting mindsets

Armand Bam and his colleagues’ research stresses the urgent need for targeted reforms in career guidance programs, specifically tailored to meet the unique needs of students with disabilities. Governments and education departments are called to prioritize the development of comprehensive training programs for teachers and counselors.

“By equipping educators with strategies to overcome unconscious biases and empower diverse career aspirations,” asserts Dr. Bam, “we can foster environments that truly support the successful transition of youth with disabilities into the workforce.”

Ultimately, the study advocates for a mindset shift that not only raises awareness but also translates into practical, equitable outcomes for all students, creating pathways to a more inclusive and supportive society.

Useful links:

• Link up with Armand Bam on LinkedIn
• Download Dr. Armand Bam’s condensed learning capsule 3 Steps to Build an Inclusive Workplace for People with Disabilities.
• Read a related article: Disability and the Employment Gap: The next equality battle for business leaders
• Discover Stellenbosch Business School, South Africa
• Apply for the Stellenbosch MBA.

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