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The study claims that gender greatly affects STEM performance, with one gender continuously outperforming another, which may influence instructors' methods. One gender's performance ratings vary more than the other, suggesting STEM academic success is inconsistent. We collected data using varied methodologies. STEM enrolment and performance data were evaluated using Python statistical analysis programs with mean, median, and variability evaluations, and boxplots, pie charts, and bar charts were shown. This study found that (i) STEM qualifications have significant enrolment disparities, with Extended BSc Biochemistry and Microbiology being the most popular and Extended BSc Mathematics and Statistics being the least, and (ii) curriculum attractiveness and employment prospects strongly influence student selections. Female students excelled in Biology, Chemistry, and English, while male students excelled in IT and Mathematics. Finally, informed policy formulation and curriculum development are needed to improve STEM student engagement and achievement across genders.

This paper examines the narrative about gender influence in students' career choices and professions is something that needs to be reconsidered to remain relevant in the fourth industrial revolution (4IR) and a society that is always evolving. The 4IR has resulted in disruptive innovation globally, wherefore, the technological innovation that includes artificial intelligence (AI) and robotics. These disruptions, however, may be creative in that as some jobs are lost due to the development of artificial intelligence, new ones are created. Hence, a positive impact on key industries and sectors, like business, health, and education as the globe rapidly moves toward a more digital economy, many low- and middle-income countries face difficulties finding competent workers to fill crucial Information and Communication Technology (ICT) professions in growing markets. The fourth industrial revolution, which involves more than just technological transformation, is drawing attention around the globe. This shortfall is made worse by the underrepresentation of women in ICT-related fields. The demand for ICT professionals/ workers and the supply of job seekers with the necessary technical skills threaten the ability of the country (South Africa) to take part in a powerful driver of growth in the fourth industrial revolution. This paper is a systematic literature review supported by the theory of social cognitive career theory (SCCT) and expectancy-value theory (EVT). The findings revealed that gender disparity, inadequate career guidance, and educational career ambition play an enormous role amongst male and female students when choosing ICT as a career choice.

In recent years, there has been a drive to recruit more women into science, technology, engineering, and mathematics (STEM) careers. However, a perceived lack of interest by girl learners in STEM subjects and careers presents a challenge. Therefore, the purpose of this study was to investigate the reasons that encourage high school girls to choose STEM subjects and careers. A qualitative design that adopted the case study approach using the interpretivist paradigm was chosen for this study. The data were collected using a focus group with a novel sample of girls taking technical subjects at a technical high school in a rural area. The study identified four facilitating factors that steer girl learners towards choosing STEM subjects and STEM-related careers. These factors were primary school experience, parental influence, prosperity through employment and entrepreneurial opportunities, breaking stereotypes, and being a role model. The insights gained from this study could be beneficial to the government, businesses, social activists, schools, teachers, and other relevant stakeholders in encouraging girl learners to choose STEM-related and related careers.

The purpose of this study is to determine the mediating and moderating factor of organizational climate on the relationship of career adaptability and career intention. A total of 991 employees from a government institution participated in the study. The results showed that there are significant relationships between organizational climate, career adaptability, and career intention. The organizational climate was found to mediate the relationship between career adaptability and career intention. However, the organizational climate has no moderating effect on career adaptability and career intention. The result will be useful in providing guidance in the design and development of programs that will strengthen the employees’ career intention and the overall perception of the organizational climate.

Employees’ level of career intention plays an important role in organizational readiness and dynamism to achieve success. Several studies were conducted on career adaptability and career intention, however, only a few were able to find evidence on the influence of position and years in service to government employees in the Philippines. This study aims to determine the significant differences in career adaptability and career intention of government employees based on years of service and job level. Results showed a significant difference in career intention when grouped according to job level and years in service and no significant difference in career adaptability when grouped according to job level and years in service.

Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve the Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at the secondary school level. According to KCSE results released every year, the majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirement for entrance for proficiency level for TVET courses.  However, the majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at the secondary school level. Counselors have expectations and premise that the majority of the candidates join training at university levels thus package their counseling information on the few ignoring other students.  The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories, and models that guide career choices formed the foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that the majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts. 

The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.