Should Schools Have More Career Mentorship Programmes?

Career mentorship programmes in schools are increasingly important in discussions about how to prepare students for life after graduation. While schools traditionally focus on academic subjects, students also need guidance to understand their abilities, explore career opportunities and make informed decisions about their futures.

Many students are expected to choose academic programmes, select subjects or decide on career paths before they have had enough exposure to the world of work. Some know exactly what they want to become, while others remain uncertain about their interests and abilities.

This raises an important question: Should schools introduce more career mentorship programmes to help students make better-informed decisions about their futures?

Career mentorship could allow students to interact with experienced professionals, ask questions about different occupations and gain a clearer understanding of the skills and qualifications required for various careers.

What Are Career Mentorship Programmes?

Career mentorship programmes connect students with people who have experience in particular professions, industries or areas of work.

A mentor may be a teacher, journalist, doctor, engineer, entrepreneur, lawyer, accountant, farmer, artist, technician or another experienced professional.

The mentor shares knowledge, experiences and advice to help students understand possible career pathways.

Mentorship is different from simply telling students what career to pursue. A mentor helps students explore their interests, recognise their strengths, understand career requirements and think carefully about their options.

For example, a student interested in journalism could meet a working journalist who explains how newsrooms operate, the importance of research and accuracy, and the skills needed to build a career in the media.

Similarly, a student interested in engineering could speak with an engineer about technical education, problem-solving, professional training and opportunities within the industry.

Choosing a career can be one of the most significant decisions in a person’s life.

However, students may make these decisions based on limited information. Some choose careers because their parents prefer them, their friends are pursuing similar paths, or they believe certain professions automatically guarantee financial success.

Others may select a programme without understanding what studying it involves or the opportunities available after graduation.

Career guidance can help students look beyond assumptions and learn more about the realities of different occupations.

With proper support, students can consider their interests, abilities, educational requirements and long-term goals before making important decisions.

Not every student has the same abilities or interests.

Some may enjoy working with numbers, while others are interested in communication, technology, agriculture, business, healthcare, design, education or practical technical work.

Career mentorship programmes can help students discover areas they may not have previously considered.

Through conversations, practical demonstrations and career activities, students can learn how their interests might connect to different professions.

A student who enjoys drawing, for instance, may discover career opportunities in graphic design, architecture, animation, fashion or other creative industries.

Another student who enjoys helping people may explore careers in healthcare, teaching, social work or community development.

The aim is not to place students into fixed categories, but to help them understand the range of possibilities available to them.

Some students may only know about careers they regularly see in their homes, communities or on television.

They may be familiar with professions such as teaching, nursing, medicine, law and policing but have limited knowledge of careers in areas such as data analysis, renewable energy, cybersecurity, logistics, film production, product design and specialised technical services.

Mentorship programmes can introduce students to a wider range of occupations.

Inviting professionals from different industries to speak at schools can help students understand that there are many ways to build a career.

This exposure may be particularly useful for students who have not had opportunities to interact with professionals outside their immediate communities.

Helping Students Understand the Reality of Different Careers

Students sometimes develop expectations about careers without knowing what the work actually involves.

For example, someone interested in becoming a journalist may focus on appearing on television or interviewing public figures without understanding the research, writing, fact-checking, deadlines and ethical responsibilities involved.

A student interested in medicine may know that doctors treat patients but may not fully understand the years of education, practical training and professional responsibilities required.

Mentors can explain both the rewarding aspects and the challenges of their professions.

This can help students develop realistic expectations and make decisions based on better information.

Students may sometimes struggle to understand how the subjects they study relate to real-life situations.

Career mentorship can help bridge that gap.

Professionals can explain how mathematics, science, languages, technology and other subjects are used in their daily work.

For example:

• An accountant can demonstrate how mathematics and attention to detail are used in financial records.
• A journalist can explain how language, research and critical thinking support accurate reporting.
• An engineer can show how mathematics and science contribute to designing and testing structures.
• An entrepreneur can discuss planning, customer service, communication and decision-making.
• An agricultural professional can explain how scientific knowledge and practical skills are applied in farming.

These discussions can help students understand why their education matters beyond examinations.

Supporting Students When Choosing Academic Programmes

As students progress through school, they may need to choose subjects, programmes or areas of specialisation.

These decisions can affect the courses they qualify for and the career pathways available to them.

Career mentors and guidance counsellors can help students understand the implications of different choices.

They can explain which subjects are relevant to particular professions, what further education may be required and whether alternative pathways exist.

However, students should not be pressured to make permanent career decisions too early. Their interests and ambitions can change as they gain new experiences.

Career guidance should therefore remain flexible and encourage students to explore different possibilities.

University is one route into a profession, but it is not the only pathway to a meaningful career.

Some occupations require university degrees, while others may involve technical education, vocational training, apprenticeships, professional certificates or a combination of different forms of learning.

Career mentorship programmes can help students understand these options.

For example, students could meet technicians, artisans, entrepreneurs and university graduates to learn about the different routes they took into their professions.

This may help students recognise that career development can take different forms and that practical and technical skills also have value.

Building Confidence and Communication Skills

Mentorship can provide students with opportunities to ask questions, express their interests and discuss their concerns about the future.

For students who are uncertain about their abilities, speaking with an experienced professional may help them see that career development often involves learning, practice, setbacks and gradual improvement.

Mentors can also encourage students to develop communication, teamwork, problem-solving and professional behaviour.

These skills can be useful when students apply for further education, internships, apprenticeships or employment opportunities.

Helping Students Understand Workplace Expectations

Academic knowledge is important, but entering the world of work may also require students to understand professional expectations.

Mentors can introduce students to topics such as:

• Punctuality and time management
• Communication and teamwork
• Respectful workplace behaviour
• Responsibility and accountability
• Professional ethics
• Problem-solving and decision-making
• Preparing for interviews
• Writing a CV or résumé
• Handling feedback and learning from mistakes

Introducing these subjects before students leave school could help them become more familiar with the expectations they may encounter in future workplaces.

The Role of Career Mentorship in Ghanaian Schools

In Ghana, students move through different stages of education, including basic education, senior high school, technical and vocational education, and tertiary education.

At these stages, students may face important decisions about subjects, programmes, further education and employment.

Career mentorship programmes could provide additional support by connecting students with professionals working in Ghana’s diverse industries.

Schools could invite people from fields such as agriculture, healthcare, education, journalism, engineering, business, technology, tourism, construction, creative arts and skilled trades.

These interactions could help students learn about career opportunities within Ghana and understand the training, skills and experience required to pursue them.

Programmes should also recognise that students have different circumstances. Some may plan to attend university, while others may be interested in technical training, apprenticeships, entrepreneurship or entering the workforce.

Career guidance should respect these different aspirations.

Could Mentorship Help Reduce Career Misinformation?

Students may receive career advice from friends, relatives, social media and other informal sources.

Some of this information may be useful, but other advice may be incomplete, outdated or based on assumptions.

For instance, students may believe that a particular profession guarantees employment or that certain careers have no opportunities.

Mentors with relevant experience can provide additional perspectives and explain that career opportunities may depend on qualifications, skills, experience, location and changing industry conditions.

Schools should encourage students to seek information from multiple reliable sources rather than relying on a single person’s experience.

A mentor’s career journey can be informative, but it should not be treated as a guarantee that every student will have the same outcome.

Students may sometimes feel that particular professions are not meant for them because of stereotypes, social expectations or a lack of visible role models.

Career mentorship programmes can introduce students to professionals from different backgrounds and help them explore a wider range of opportunities.

For example, students could meet women working in engineering, technology, construction or other fields where they may have limited exposure to female professionals.

They could also meet men working in nursing, early childhood education or other occupations sometimes associated with women.

The purpose would be to help students make decisions based on their interests and abilities rather than limiting themselves because of stereotypes.

Some students have relatives or family friends who can explain different careers and introduce them to professional environments.

Others may not have access to those networks.

School-based mentorship programmes could help make career information more accessible by giving students opportunities to interact with professionals regardless of their family connections.

This could help students learn about professions, educational pathways and workplace expectations that might otherwise remain unfamiliar to them.

For such programmes to be inclusive, schools should consider students in rural and underserved communities as well as those in well-resourced urban schools.

Career education does not have to begin when students are about to complete senior high school.

Younger children can be introduced to different occupations through simple, age-appropriate activities.

At the basic school level, teachers could organise career days, invite professionals to speak about their work and encourage children to ask questions about different jobs.

Children could learn about occupations through storytelling, classroom projects, role-play and visits to suitable workplaces.

As students grow older, mentorship can become more detailed and include discussions about subject selection, qualifications, technical training, internships and career planning.

The focus in childhood should be exploration rather than forcing children to choose a lifelong profession.

Schools do not necessarily need to establish complicated programmes immediately.

They could begin with practical activities and gradually develop more structured mentorship arrangements.

Possible activities include:

1. Career days: Invite professionals from different fields to speak with students about their work and career journeys.

2. Small-group mentorship: Connect students with mentors in areas that match their interests.

3. Career talks and panel discussions: Bring together professionals from different industries so students can compare career pathways.

4. Workplace visits: Arrange supervised visits to suitable workplaces, where students can observe how different professions operate.

5. Skills demonstrations: Allow professionals to demonstrate practical activities connected to their occupations.

6. Career guidance sessions: Help students understand subject choices, training requirements and further education options.

7. Mentorship clubs: Establish school clubs where students can regularly discuss careers, develop projects and meet invited professionals.

8. Internship and job-shadowing opportunities: Where appropriate and safe, provide older students with supervised opportunities to observe professional environments.

Schools should ensure that activities are suitable for students’ ages and comply with relevant safeguarding and safety requirements.

The Role of Teachers and Guidance Counsellors

Teachers and guidance counsellors can play an important role in making mentorship programmes effective.

They can help identify students’ interests, organise activities and ensure that information shared by mentors is appropriate and accurate.

They can also help students reflect on what they learn rather than simply attending career talks without further discussion.

For example, after meeting a journalist, students could discuss the skills required for the profession, the subjects that may be relevant and the questions they still need answered.

Teachers and counsellors can also remind students that a mentor’s experience represents one person’s career journey, not the only possible route into that profession.

The Role of Parents

Parents and guardians can support career mentorship by encouraging children to explore different interests and discuss their ambitions.

They can help students research careers, attend school career events and think carefully about their educational choices.

However, parents should avoid using mentorship as a way to force children into careers they have chosen for them.

A child may benefit from parental advice, but their interests, abilities and aspirations should also be taken seriously.

Challenges Schools May Face

Although career mentorship programmes could offer valuable opportunities, schools may face several challenges when introducing them.

Limited funding and resources

Some schools may lack the funds needed to organise workplace visits, provide materials or coordinate regular mentorship activities.

Shortage of available mentors

Professionals may have demanding schedules, making it difficult for them to volunteer regularly.

Unequal access

Schools in some communities may find it harder to connect with professionals from a wide range of industries.

Inaccurate or one-sided advice

A mentor may unintentionally present their personal experience as the only way to succeed in a particular career.

Safeguarding concerns

Schools must ensure that students are protected during mentorship activities, particularly when meetings take place outside the classroom or involve online communication.

Limited time

Teachers and students already have academic responsibilities, so mentorship activities must be organised in a way that complements rather than unnecessarily disrupts learning.

These challenges could be addressed through careful planning, partnerships, clear guidelines and appropriate supervision.

Can Technology Make Mentorship More Accessible?

Technology could help schools connect students with professionals who are unable to visit in person.

Online career talks, video conferences and virtual workplace presentations could allow students to interact with mentors from different regions and industries.

Schools could also use digital resources to introduce students to career information and training opportunities.

However, online mentorship should be properly supervised, with clear communication rules and safeguards to protect students’ privacy and wellbeing.

Technology should complement in-person activities where possible, rather than being the only option available to students.

Should Career Mentorship Programmes Be Compulsory?

There is a case for making career education a regular part of the school experience.

Every student needs opportunities to learn about different professions, understand educational pathways and consider how their interests and abilities might connect to future work.

However, compulsory participation should not mean that students must commit to a specific career or maintain a relationship with a particular mentor.

Schools could require students to participate in age-appropriate career guidance activities while allowing them to choose which industries or professions they want to explore in greater depth.

This would help ensure broad access while respecting students’ individual interests.

How Can Schools Know Whether Mentorship Programmes Are Working?

Schools should consider whether their programmes are helping students gain useful knowledge and confidence.

They could ask students whether they have a clearer understanding of different careers, educational requirements and the skills needed for work.

Schools could also gather feedback from mentors, teachers and parents.

Other indicators might include student participation, the range of professions represented and whether students are better prepared to research and discuss their educational choices.

The purpose of evaluation should be to improve the programme, not to pressure students into choosing particular careers.

Conclusion

Career mentorship programmes in schools could help students explore their interests, understand different professions and make more informed decisions about their futures.

By connecting students with experienced professionals, schools can provide opportunities to learn about workplace realities, educational pathways, professional expectations and the skills needed in different industries.

Such programmes should begin with simple career exploration for younger children and become more detailed as students grow older.

However, mentorship should guide rather than dictate students’ choices. No mentor can determine a child’s future, and students should remain free to change their interests as they gain experience.

The central question is whether schools should do more to ensure that every student has access to meaningful career guidance before making important decisions about education and work.