Career Information -Educational Plans

Introduction

Getting an education is more than finding a course and the finances to study further. Learners must also focus on the available areas of study and the number of employment opportunities that follow, as well as on forward planning and the resources that make it possible.

Case study

Mary is in Grade 11 at school. Her parents are working class, with little savings to assist her studies after school. She wants to study further but is not sure how or what to do. Mary and her parents go to see the counsellor, Ross, who helps them with an education plan. Mary's parents are not aware of all the requirements for tertiary study, as they did not study beyond high school, and they trust the teachers to inform students accordingly. Ross sits all three of them down and discusses the education plan with Mary. Together they work out short-term goals and areas to improve, so Mary can achieve better results and possibly get a bursary or NSFAS funding. They discuss career options and institutions offering the courses Mary is interested in, and review the financial implications of tertiary study. As Mary is still in Grade 11, she can plan ahead with her parents. The education plan helped put all the cards on the table, and the family was appreciative, promising to return in three months to review it.

Below are two education plans. CDPs can use either to achieve results.

Education Plan 1

The steps are to clarify the student's goals; compare and evaluate institutions; calculate the expected costs; choose the sources of funding; and write down the plan.

Step 1: Clarify the student's goals. CDPs sit down with learners to explore why they want to study further. Is it for personal fulfilment and development, or to invest in a lifelong career? Are they looking for higher income through a meaningful career? It may help to visit the Khetha career portal to look at professions and employment areas in South Africa.

Step 2: Compare universities and technical institutions. CDPs can evaluate institutions against eight factors, with learners listing the pros and cons of each. The factors are: field of study (does the institution have a good reputation in the chosen field?); education costs (is the cost per institution affordable?); financial assistance (how much assistance information do they have, what are the alternatives, and does the institution require money upfront?); job opportunities while studying (does the institution offer or support part-time work?); experiential learning (does it offer placements to gain experience and earn a stipend, and which companies support it?); jobs after graduation (does it have a graduate recruitment centre?); student life (does it offer activities, clubs and societies?); and cost cutters (could the learner live at home and travel to campus, and what other savings are possible?). Even where a learner receives funding, saving and wise spending habits should be encouraged, as stipends are sometimes spent on things other than essentials.

Step 3: Calculate the expected costs. CDPs help students estimate the cost of studies per year, as students are often unaware of the additional costs involved. Costs can be broken down across categories: tuition and secondary fees (books, supplies, computer costs and data); accommodation (rent and utilities); food (groceries or takeaways); transportation (a vehicle and insurance, public transport or carpooling); personal care (mobile expenses, clothing, grooming or gym fees); and recreation and entertainment. Beyond institution fees, parents and learners should take account of these added expenses and plan cost-effectively.

Step 4: Choose sources of funding. CDPs brainstorm funding options with learners and parents, discussing scholarships and bursaries (explaining the difference and the contractual implications), student loans (NSFAS or a bank loan), using savings or selling assets, or part-time work to cover monthly payments.

Step 5: Write down the plan. Practitioners write down the outcomes from Steps 1 to 4 and review them with the parents and learner, adding more information where needed. It is wise to give the document to the learner so they can make changes, which gives the plan value and meaning for them.

Education Plan 2

CDPs who wish to extend the plan to include more aspects of the learner's life can follow these steps; there may be some overlap with Plan 1.

Step 1: Determine what the learner already knows. Conduct a short interview or assessment to establish what the learner knows about further education and training, which provides insight on how to guide the conversation appropriately.

Step 2: Set achievable goals with the learner. Help the learner set personal short-term and long-term goals that suit their needs, interests and personality, and explain the importance of setting goals in realistic terms to keep them motivated.

Step 3: Assess frequently, evaluate and reflect. Frequent assessments, from a simple SWOT analysis to detailed ones by qualified persons, help learners clarify what they want from further education and keep them engaged. Encourage learners to map their progress against earlier and later goals, and against subjects that align with university requirements. For example, a learner might realise a discipline has a high mathematics requirement and set a short-term goal to improve those results.

Step 4: Create a portfolio and track progress. Encourage learners to keep journals or portfolios, which is motivating as they see their progress and is a fantastic way of tracking learning. Learning to keep a learning journal is a skill learners take into their tertiary life. CDPs who keep student files can refer to and update these, storing them securely where only the CDP can access them.

Step 5: Engage and encourage goal adjustment. After learners reflect on what they have accomplished, invite them to revisit their goals and determine the next step. If improving results in a subject was a short-term goal, the next step might be devising a study timetable for the final examination. CDPs can meet learners face to face, attend to individual needs, and help redefine goals, always guiding rather than deciding for them, so learners develop skills such as goal-orientation and good learning habits.

Step 6: Encourage learners to work together. Encourage learners to help one another, teaching mutual support and teamwork; if a learner is struggling with a goal, peers can help brainstorm ideas. Practitioners can also share their own learning experiences, as lessons from experience help learners make the right choices.

Step 7: Actively involve learners in their learning. Involve learners in their own learning process by planning engaging sessions through workshops or group work that facilitate goal setting and progress monitoring. Learners who are part of their own learning acquire skills that they carry forward into life.

Conclusion

CDPs have a responsibility to guide learners on their learning path. An education plan adds real value to a learner's life and helps build rapport, given the time invested in creating individual plans. These plans can be simple or based on downloadable templates, and they prove to be a handy tool.