Career development planning of secondary school students in kathmandu valley

Abstract

This study examines career development planning among secondary school students in Kathmandu Valley, focusing on the factors influencing their career choices, their knowledge and attitudes toward career goal selection and the methods they adopt for career planning. This thesis tries to provide how socio-economic, institutional and personal factors shape students' career trajectories, particularly within the context of Nepal’s diverse educational landscape. This research uses quantitative approach by utilizing a cross-sectional survey strategy under descriptive and explanatory research designs. Data were collected from 450 students across three institutions: Texas International College, Kathmandu (n=150); Tri-Padma Secondary School, Lalitpur (n=150); and Bageshwori Secondary School, Bhaktapur (n=150). A structured questionnaire with 65 Likert-scale items was used, covering three key dimensions: 22 items on factors affecting career planning, 18 items on knowledge and attitudes and 25 items on career development methods. The analysis integrates multiple theoretical perspectives including Marxian theory, social cognitive development, human capital and self-efficacy. The results reveal that gender, family economic background, provincial origin and student type significantly influence career development planning. Students from Bagmati Province and urban areas have greater access to top-tier colleges, career counseling and stimulating environments. However, one-third of students from rural areas and other provinces also benefit from these opportunities, potentially becoming future human capital for their home regions. Students with higher self-efficacy and better resources engage more effectively in career planning, while both internal factors such as gender roles and personal value, and as external factors such as social systems, movements play critical roles. Disparities were noted in the availability of career assessment tools, with management and science students showing more proactive planning. The study sum ups that external as well as internal factors are determining in order to shape career choice including socio-economic status and educational environment. Challenges such as rigid education systems, limited career counseling and gender biases hinder equitable career development, particularly for disadvantaged students. To address these issues, the study recommends standardized career counseling programs, curriculum-integrated career planning and parental involvement. Policymakers should prioritize equal resource access, gender equality and targeted support for marginalized students. Career counselors must foster self-efficacy and provide culturally relevant guidance to empower students in making informed career decisions.