TWENTY years ago, the socio-economic, technological and political situation of the world was more stable and college/university students entering the world of work enjoyed the benefits of a fairly stable workforce.

The world has, however, undergone drastic changes, including globalisation, advancement in science and technology and the restructuring and downsizing of organisations since that time.

In the Caribbean, we have experienced vast improvements in science and technology as the field of communication expanded with the introduction of companies such as Mossel Limited (DIGICEL) and Oceanic Digital Jamaica Limited (Miphone). Additionally, with the increased competition, new products and services were introduced into the market.

With these changes and the introduction of the Caribbean Single Market and Economy (CSME), new opportunities have emerged for regional integration, not only in the movement of labour but also goods and services. This has led to further demand for new careers in the technological, social and scientific fields.

A new type of graduate is therefore required from educational institutions, to meet the changing demands. Educational institutions must also make changes in their offerings. Some of the major career challenges that tertiary-level students experience include career uncertainty, accessing career and development programmes on campus and socio-cultural challenges.

Career uncertainty

Many tertiary-level students are uncertain about their career choice. The rapid changes of the external environment force them to modify their decisions from time to time. Several studies have shown that career indecision is common among tertiary-level students.

Caribbean stduents have challenges deciding on careers because at the secondary level they are not exposed to adequate career guidance and assessment methods which help to point them scientifically to their interest, values and abilities, and align these to major career areas. At the same time, they do not spend enough time exploring careers in different areas. Many are still not exposed to non-traditional careers.

In making choices for further studies at the tertiary level, students are therefore not very aware of what areas to realistically pursue. They make choices based merely on interest or what they are qualified to do.

As they become more exposed, they will seek to make changes in their career choices. This, of course, will affect their programme of studies, resulting in a longer duration for completing the programme of studies.

Career and placement services worldwide have introduced the use of assessment tools. These include programmes such as Myers Briggs, System for Interactive Guidance and Information (SIGI) 3 and Discover.

These assessment tools allow career counsellors to help students who are unsure of their career objectives to do a scientific assessment of themselves based on interest, values and abilities.

Career centres should have career orientation services focusing on broad overviews of careers, linking them with majors. They should also provide literature on various careers and on labour market information.

The centres should also have literature on what they offer to invite new students to use the services. In addition, they should also focus on developing summer employment and work experience programmes to help students make informed career decisions.

Career counsellors, meanwhile, should collaborate with feeder institutions by helping guidance counsellors to develop career programmes, which will inform students of the offerings of the tertiary-level institutions and also assist them in their career choice. This might involve doing visits to the schools as well as conducting seminars and workshops.

Read next week’s Career Advisor for a discussion on the other major challenges faced by tertiary-level students and how they can be addressed.