Cape Town - The end of the year signals crunch time for matric pupils. But another oft-overlooked group are Grade 9 pupils, many of whom have just made a choice that will affect their future career paths.
Many pupils in the last few months have chosen their subjects that they will have to carry through until matric.
This is something pupils should already be thinking about in Grade 8. And, as stressed by Dr Felicity Coughlan, director of the Independent Institute of Education, knowledge is power.
“This is a time of the year for big decisions to be made by young people who are generally not necessarily ready to make decisions that have such long-term consequences,” says Coughlan.
She says pupils must calm down, take a step back, and start doing research as early as possible.
Western Cape Education Department spokeswoman Bronagh Casey says Grade 9s must choose seven subjects, from a total of 29.
“It is important that all learners are familiar with each subject before they make that choice, and what it means for their future,” says Casey.
During October, the department distributed a booklet, encouraging pupils to research each subject offered so that they can make informed choices.
Aptitude tests are recommended, as this will tell the pupil what they are most likely to succeed in, and could inform subject choice. Pupils are also encouraged to talk to their parents, teachers, peers and experts in different fields of study, and to attend career expos.
CPUT School Recruitment officer Grant Barends says the interests of pupils often depend on their school and circumstances. He has noticed a growing trend over the past two to three years towards traditional professions like teaching and nursing.
In some rural areas, schools place great emphasis on teaching, so 80 percent of those kids will push for that.
Nursing is also popular, in part because the studies are fully funded if the student passes.
While most Grade 9s would have made their choice by now, the department recommends that Grade 8 pupils start focusing on career activities that will help them recognise their own strengths, talents, limitations and abilities in particular subjects.
Coughlan says space in the higher education system is limited, so:
“It is important that you look beyond what you already know, as even if you are sure about what you want, looking at other options will do no harm and will, at the very least, confirm your choice.”
When a pupil has concluded their research, they must look at what results are required for entry to courses, to determine if their goal is realistic, she adds.
“There is a difference between a goal and a dream. We could all dream of being vets or rocket scientists, but this is only a realistic goal for any of us if we know what we need to achieve to access this line of study, and if we can detail what we are going to do to achieve what we need.”
Coughlan advises pupils:
* Hold on to maths as long as you possibly can, but don’t place yourself at risk of not achieving an NSC at all if all the indicators are that you will in fact be better served with maths literacy. Base this choice on facts – your performance and the need for maths to achieve your goal.
* Choose at least one subject you love or are very good at.
* Ask more than one person for advice, but make a goal-based decision.
* Your dream may be to study engineering at one of the “big five” institutions, and there is no reason not to aspire to this – if you are doing really well in maths and science and all your other subjects.
* If your performance isn’t stellar, then begin to chase a goal that is more within your grasp – either by way of a different course or a different institution, or both.
* Remember that there is both a public and a private sector – keep your options open by considering both in relation to your goals. - Cape Argus