Helping adolescents navigate the transition from school to work or further study requires intentional opportunities for self-exploration and engagement with the world of work. Evidence from recent syntheses and program evaluations indicates that career education activities—particularly those integrating information, practice, and guided reflection—enhance career readiness, decisiveness, and employability beliefs among Senior High School students. Structured interventions that incorporate exercises, feedback, and simulated tasks have shown positive effects in both randomized and cluster-randomized trials. In Ghana, although guidance and counseling services are emphasized in policy, school-level delivery is inconsistent due to staffing, timetable constraints, and limited resources. These implementation gaps restrict students’ access to practical career learning experiences. Strengthening students’ competence in everyday career tasks, such as résumé writing, application letter composition, and interview preparation, could build confidence and address immediate skill needs, especially in contexts where exposure to internships or career fairs is limited. This study highlights the importance of purposeful career exploration interventions in fostering informed and confident transitions for adolescents.
Kwame Yaw Owusu (Mon,) studied this question.