| Summary: | In my study, insights have been provided o n how career guidance and counselling of education may influence student’s career choices. Education, however, is said to bring out in student’s their abilities, skills, potentials and personal interest by directing them into making the right career choices through guidance and counselling (Mubiana, 2011). A qualitative research design and case study approach were employed for this study. Interviews and personal experiences were adopted as data collection instruments. The data was analysed through transcription, coding and data presentation and interpretation. The population target for this research was Ghanaians living in Iceland, with primary focus on their past educational experiences from Ghana. Ten participants were interviewed with specific age differences, to gain insight into their experiences over the years in education from Ghana. The aim of my interviews was to find out whether participants have any idea about career counselling when they were in school. And how the concept of career guidance and counselling was understood and carried out. Ethical considerations in terms of confidentiality issues regarding participants information was highly regarded in this research. Bronfenbrenner’s (2005) ecological framework presented four levels of interactions concerning the career development of the young adult. The findings indicate the important role of parents, teachers, societal values and activities coupled with policies play in the career guidance of the individual. These findings may serve as a reference point and input in the educational policies and reforms, especially the aspect that deals with students’ career counselling and guidance in Ghana. However, the study concluded that the school as an environment should be well resourced to champion the course of career guidance and counselling in order to guide student’s career choices. Þessi rannsókn veitir nánari innsýn í þá þætti sem geta hafa áhrif á framtíðarval nemenda í námi og starfi í gegnum náms- og ...
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