Topic: What is guidance ? Student Name: Ume Farwa Class: M.Ed. Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

1. Ume Farwa Shah
D/o Zulfiqar Ali Shah
Roll no 2k17/m.ed/26
Educational Psychology and Guidance
SUBMITTED TO :
DR. AMJAD ALI ARIAN
FACULTY OF EDUCATION UNIVERSITY OF SINDH JAMSHORO

2. What is guidance?
The act or function of guiding; leadership; direction.
Advice or counseling, especially that provided for students choosing a course of
study or preparing for a vocation.
supervised care or assistance, especially therapeutic help in the treatment of minor
emotional disturbances.
“Guidance involves personal help given by someone; it is designed to assist the
individual to decide where he wants to go, what he wants to do and how best he can
accomplish his purpose”. —Jones
1. Planning Of Guidance in School.
Aims
•To develop in the students an awareness of their talents and abilities,
• To explore possibilities and opportunities that best exploit those talents and abilities,
• To enable students to take responsibility for themselves and thereby to grow,
• To enable student to make informed choices at times of transition in their lives,
• To enable students to make positive contributions to the society in which they live,
Objectives.
• develop awareness and acceptance of their talents and abilities,
• identify and explore opportunities,
• grow in independence and take responsibility for themselves• make informed choices
about their lives and follow through on these choices.
Combined involvement of students, parents, teachers & school administrators to meet
needs of Individual & institution.
2. Designing the guidance programme.

3. School guidance programmes consist of structured development experiences, they
must be presented systematically through classroom and group activities.
Programme Structure.
¤ Individual Planning.
¤ School Guidance & Counselling curriculum.
¤ System Support.
3. Identificationof resources.
The programme design and desired student outcomes have a bearing on the allocation
of available resources, and may dictate programme design .Resources should be
commensurate with needs. Guidance teachers must keep the available resources in
mind. Resources are limited in school, so teacher can understand.
4. Guidance Calender.
A master calendar of events helps to an analysis of the time that is used within the
programme. It display the weekly & monthly schedule of counsellor.Guidance Calendar
in school, Teachers help us like time maintain, students help, Teacher help for new
session start, every event help through calendar.
School Calendar:
Review the district/building calendar for locked in dates that should be built into the
calendar before any guidance and counseling activities are scheduled. These might
include but would not be limited to such things as: •
5. Implementationofthe Programme.
The ability to implement a plan of action effectively goes a long way towards
determining the success of the programme. It is, therefore, important to consider
various aspects that affect programme implementation.

4. •The principal will strive to ensure that the climate in which the planning and
implementation take place is positive, forward-looking, collaborative, equitable and
supportive.
6. Guidance Needs Analysis.
.• Consulting past students of the school. • Consulting relevant advisory publications.
The ideal approach is to have a combination of these activities and methods.
Guidance implementation strategies.
Some implementation techniques, however, are common to most programmes. They
include the following
¤ General School Assembly
¤ Time Tabling
¤ Community Involvement
¤ Educational Tours
¤ Research Projects
¤ Career /Seminars
7. Evaluation of the Guidance Programme.
Evaluation:
Measures the progress of a guidance project/action plan.
Examines the impact of a guidance project or action plan.
Identifies areas of success or areas that require further attention.
Evaluation should be an on-going process. It provides an opportunity to modify the
programmed when necessary. The evaluation process consists of a series of
interdependent steps by which a judgment is reached. The success of any programmed
in achieving its goals depends upon the monitoring and evaluation process used.
There are several evaluation techniques or ways of collecting data. It is important for the
evaluator to select the best technique to suit the purpose, and choose which
programmed leaders can be used to check the value of their programmes. These
include tests, interviews, observations, questionnaires, inspection of records.