Introduction
Much concentration has been centred on the educational attainment of students, in this era of standards-based learning reorganization. With the hustle to accomplishment testing, learning institutions could have lost track of the 25 - 30 percent dropout rate over the past decades (Barton, 2002). Barton illustrated that many scholars, both graduates and dropouts, are lacking career development proficiencies as they penetrate the labour market or change to post-secondary learning (2002). In a survey of high school psychoanalysts’ career improvement proficiencies, Barker and Satcher (2000) established that they were inclined to ignore the requirement of implementing career improvement programs, ensuing in ...
