Effectiveness of guidance and counselling programme in enhancing students academic, career and personal competencies. a case of secondary schools in nyamira district, kenya
This document summarizes a study that examined perceptions of the effectiveness of guidance and counseling programs in secondary schools in Nyamira District, Kenya. The study utilized surveys with students, teachers, and administrators to understand their views on whether programs enhanced students' academic, career, and personal competencies. Key findings were that all respondents perceived guidance and counseling as effective in developing these competencies. However, poor academic performance, unrest, and dropout rates still occurred, indicating programs may not have fully achieved their goals. The study recommended fully supporting guidance and counseling to equip students with needed skills.
Assessment of challenges facing secondary school guidance and counselling tea...Alexander Decker
This document summarizes a study that assessed challenges facing guidance and counseling teachers in secondary schools in Nyamira County, Kenya. The study found that there is a lack of adequate training for teacher counselors, as most are not professionally trained in guidance and counseling. There are also insufficient resources to support guidance and counseling programs, such as a lack of counseling books, offices, and career resource centers. Additionally, teacher counselors have heavy teaching workloads that do not allow enough time for guidance and counseling duties. The study recommends that schools provide more counseling resources and administration reduce teacher counselor workloads to improve guidance and counseling services.
This document discusses the definition and objectives of guidance services in schools. It defines guidance services as services that help students develop skills and plans to assist them in life. The key points are:
- Guidance services promote student development and help students understand themselves.
- They consist of services like information services, individual inventory, educational and career counseling, placement, and follow-up of students.
- The goal is to help students understand their strengths and potential, make informed decisions, and transition successfully between educational levels and into careers.
The document provides details about a school guidance plan including:
1) It lists the objectives of the guidance plan which include helping students achieve their full potential and making informed life choices.
2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
The document discusses guidance programs at the secondary and senior secondary school levels. At the secondary level, the objectives are to familiarize students with academic challenges, help develop good study habits, introduce career options, and provide support to low achievers. Suggested activities include talks on exams and study skills, career surveys, and counseling referrals.
For senior secondary students, objectives are to facilitate the transition to higher secondary education, introduce career paths, explain options after Class 12, and guide self-development. Guidance services discussed include orientation, career counseling, developing study skills, addressing adolescent issues, emotional intelligence training, and supporting self-appraisal.
Basic guidance services provide students with information to guide their choices and actions. The objectives are to develop a broad understanding of life's opportunities and problems, create an awareness of the need for accurate occupational, educational, and personal-social information, and to promote attitudes that will help students make productive choices. This includes providing occupational information about job requirements and conditions, educational information about training opportunities, and personal-social information to help students understand themselves and improve relationships.
The International Journal of Engineering and Science (IJES)theijes
The study evaluated the impact of a mentoring program on students' general development in a secondary school in Nigeria based on teacher perceptions. A questionnaire was administered to 66 teachers to assess the program's effects on cognitive, affective, and psychomotor development. Results showed that most teachers agreed the program positively impacted student development. Chi-square analyses found no significant differences between male and female teachers' responses regarding the program's effects on the three domains. The study aimed to help improve the mentoring program based on teacher feedback.
Assessment of challenges facing secondary school guidance and counselling tea...Alexander Decker
This document summarizes a study that assessed challenges facing guidance and counseling teachers in secondary schools in Nyamira County, Kenya. The study found that there is a lack of adequate training for teacher counselors, as most are not professionally trained in guidance and counseling. There are also insufficient resources to support guidance and counseling programs, such as a lack of counseling books, offices, and career resource centers. Additionally, teacher counselors have heavy teaching workloads that do not allow enough time for guidance and counseling duties. The study recommends that schools provide more counseling resources and administration reduce teacher counselor workloads to improve guidance and counseling services.
This document discusses the definition and objectives of guidance services in schools. It defines guidance services as services that help students develop skills and plans to assist them in life. The key points are:
- Guidance services promote student development and help students understand themselves.
- They consist of services like information services, individual inventory, educational and career counseling, placement, and follow-up of students.
- The goal is to help students understand their strengths and potential, make informed decisions, and transition successfully between educational levels and into careers.
The document provides details about a school guidance plan including:
1) It lists the objectives of the guidance plan which include helping students achieve their full potential and making informed life choices.
2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
The document discusses guidance programs at the secondary and senior secondary school levels. At the secondary level, the objectives are to familiarize students with academic challenges, help develop good study habits, introduce career options, and provide support to low achievers. Suggested activities include talks on exams and study skills, career surveys, and counseling referrals.
For senior secondary students, objectives are to facilitate the transition to higher secondary education, introduce career paths, explain options after Class 12, and guide self-development. Guidance services discussed include orientation, career counseling, developing study skills, addressing adolescent issues, emotional intelligence training, and supporting self-appraisal.
Basic guidance services provide students with information to guide their choices and actions. The objectives are to develop a broad understanding of life's opportunities and problems, create an awareness of the need for accurate occupational, educational, and personal-social information, and to promote attitudes that will help students make productive choices. This includes providing occupational information about job requirements and conditions, educational information about training opportunities, and personal-social information to help students understand themselves and improve relationships.
The International Journal of Engineering and Science (IJES)theijes
The study evaluated the impact of a mentoring program on students' general development in a secondary school in Nigeria based on teacher perceptions. A questionnaire was administered to 66 teachers to assess the program's effects on cognitive, affective, and psychomotor development. Results showed that most teachers agreed the program positively impacted student development. Chi-square analyses found no significant differences between male and female teachers' responses regarding the program's effects on the three domains. The study aimed to help improve the mentoring program based on teacher feedback.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District...ijtsrd
Every child has a potential to excel in his or her talent. If the children get attention, guidance and support right from their childhood, they can improve themselves, no matters from which social, educational or financial background they belong. This research project was to ensure children from the poorest families get quality education and reach their full of potential. In this project, a small team of teachers, in guidance of basic education department and few educationists, supported the teachers to provide quality education in schools, so that the achievement of the students can be improved in scheduled period of time. The main objective of the project was to establish an improved education system starting from the preschool to class 8 in basic schools of Bakshi Ka Talab, Lucknow, Uttar Pradesh, India. Shikha Verma "Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District Lucknow" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46265.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46265/quality-education-program-in-basic-schools-of-bakshi-ka-talab-block-district-lucknow/shikha-verma
Current trends and issues in nursing educationJays George
This document discusses current trends and issues in nursing education. It outlines trends in general education such as a focus on students, more community participation, and increased reliance on technology. Trends in nursing education include an emphasis on high-tech and high-touch approaches, preparing global nurses, and increased opportunities for higher education. Issues addressed relate to social factors like gender, ethnicity, and economics, as well as ethical issues. The conclusion emphasizes that education aims to develop people and must adapt to changes in modern society.
The document summarizes a group presentation about the organization and administration of guidance programs in schools. It discusses two main types of programs: non-centralized programs where teachers address student issues independently, and centralized programs led by a guidance expert who coordinates support for students. The author believes centralized programs are preferable despite taking more time, as they allow guidance counselors to thoroughly address student problems systematically and effectively change lives for the better.
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that discuss the background, methodology, analysis of findings, and conclusions. It acknowledges those who contributed to the research and declares the work as the student's original research conducted to fulfill the requirements for a Bachelor's degree in Social Work. Globally, guidance and counseling has historically played an important role in education systems, though practices vary between countries. In Africa traditionally, communities provided guidance and counseling through extended families and initiation ceremonies to socialize youth. Now many African countries recognize the importance of formal guidance in schools.
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
This document discusses inservice education and adult education. It defines inservice education as continuing education provided to employees while on the job. The goals of inservice education are to improve professional skills and knowledge. Components of inservice education include orientation, skill training, leadership development, and continuing education. Adult education aims to educate individuals who did not receive basic education. It is organized at the village, block, and district levels. Principles of adult education include assessing needs and making learning interactive. Evaluation of inservice education programs assesses whether objectives were achieved and identifies areas for improvement.
This document outlines a code of ethics for professional teachers. It discusses the concepts of values, morality, professional core values, ethics, and professional ethics. It then outlines the ethical responsibilities teachers have in their relationships with students, colleagues, authorities, non-teaching staff, guardians, and society. The key responsibilities include treating students, colleagues, and all others with respect; maintaining high professional standards; participating in professional development; and serving the community. The overall purpose of the code is to define the profession's values and communicate expectations of ethical conduct.
This document provides guidance to post-primary schools on allocating resource teaching hours to support students with special educational needs. It outlines how schools should identify students for high-incidence and low-incidence support based on standardized tests, previous resource hours, or professional assessments. Schools must deploy resources based on student need, using a continuum of support approach including team teaching, small groups, or individual support. A whole-school approach is recommended, including differentiation, educational planning, and inter-agency support.
The document outlines the roles and responsibilities of guidance staff in a school. It discusses the guidance counselor as the head of the guidance staff who plans the guidance program and coordinates services. It also describes the roles of guidance coordinators who supervise year levels and assist with testing, and homeroom advisors who implement programs. Additionally, it discusses the other roles of guidance counselors as wise planners, agents of change, career/vocation specialists, community liaisons, and consultants.
This document summarizes a study on the status of co-curricular and extra-curricular activities in primary schools in Nepal. The study found that while such activities are recognized as important, there are several challenges in implementation. Almost all schools conducted some activities but were limited by lack of budgets, teacher training, and facilities. Headteachers had concepts of the activities but lacked clear planning and support from stakeholders like School Management Committees, District Education Offices, teachers, parents and the community were needed to better promote the activities. Recommendations included increasing budgets, teacher training, stakeholder participation and support to strengthen co-curricular and extra-curricular programs in primary schools.
The document discusses challenges facing the education system in India and proposes a clustered schooling system as a solution. It notes that primary education suffers from inadequate resources and poor management. It then outlines issues like lack of encouragement for diverse talents, punitive teaching methods, and lack of dedication among teachers. The proposed solution is to group 6-11 schools together in a cluster with a central school to improve quality through regular teacher meetings, trainings, and accountability. The clustered approach was successfully implemented in Thailand. It has the potential to boost employment and skills over the long run if challenges around coordination, supervision, and acceptance are adequately addressed.
The document discusses enhancing the quality of primary education in India through greater involvement of the local community. It outlines several problems with the current system such as lack of teacher accountability and eligibility, high pupil-teacher ratios, and poor parent-teacher interaction. The proposed solution is to engage local community members like students, retired professionals, and social groups to volunteer as guest teachers, conduct inspections, and help improve education standards in primary schools.
The document discusses staff development programs for nursing students. It emphasizes the importance of regular in-service education to help nurses acquire new knowledge, improve performance, and develop skills required for practice. Some key aspects of in-service education planning and delivery discussed include determining objectives, assessing available resources, selecting appropriate methods like workshops and seminars, and evaluating the program's effectiveness through pre- and post-tests. Adult learning principles are also outlined, noting that adults learn best when they feel learning will help them practically and when they can directly apply knowledge.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
Organization of guidance programme in educational intuitionsmonika kalsi
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Managing Guidance and Counselling Services for Patriotism and Values Re-Oriet...ijtsrd
The study investigated managing guidance and counselling services for patriotism and values re-orientation among the students of colleges of education in Ankpa education zone of Kogi state. Two research questions guided the study. The study adopted descriptive research design. A sample of 300 students was randomly selected for the study. Students Patriotism and Values Adherence Level Parameter SPLP and Students Values Adherence Parameter SVAP were used as instruments. The data collected were analyzed using mean and standard deviation. The cumulative analysis of mean and standard deviation for research question one shows the calculated values of 3.56 and 0.05 revealing that guidance counselling services does not influence students level of patriotism in colleges of education in Ankpa education zone. The cumulative analysis of mean and standard deviation for research question two shows the calculated values of 1.77 and 0.19 revealing that management of guidance counselling services influence colleges of education students in the practice of the societal values in Ankpa education zone of Kogi state to a little extent. It was recommended that guidance counselling services should be given top priority by the stakeholders in education industry to enhance the level of students patriotism and strict adherence to practices of Nigerian values. Yakubu Hassan | Shaibu Leonard "Managing Guidance and Counselling Services for Patriotism and Values Re-Orietation among the Students of Colleges of Education in Ankpa Education Zone of Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21463.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21463/managing-guidance-and-counselling-services-for-patriotism-and-values-re-orietation-among-the-students-of-colleges-of-education-in-ankpa-education-zone-of-kogi-state/yakubu-hassan
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Developing comprehensie school guidance & counseling programJayson Hernandez
The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District...ijtsrd
Every child has a potential to excel in his or her talent. If the children get attention, guidance and support right from their childhood, they can improve themselves, no matters from which social, educational or financial background they belong. This research project was to ensure children from the poorest families get quality education and reach their full of potential. In this project, a small team of teachers, in guidance of basic education department and few educationists, supported the teachers to provide quality education in schools, so that the achievement of the students can be improved in scheduled period of time. The main objective of the project was to establish an improved education system starting from the preschool to class 8 in basic schools of Bakshi Ka Talab, Lucknow, Uttar Pradesh, India. Shikha Verma "Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District Lucknow" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46265.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46265/quality-education-program-in-basic-schools-of-bakshi-ka-talab-block-district-lucknow/shikha-verma
Current trends and issues in nursing educationJays George
This document discusses current trends and issues in nursing education. It outlines trends in general education such as a focus on students, more community participation, and increased reliance on technology. Trends in nursing education include an emphasis on high-tech and high-touch approaches, preparing global nurses, and increased opportunities for higher education. Issues addressed relate to social factors like gender, ethnicity, and economics, as well as ethical issues. The conclusion emphasizes that education aims to develop people and must adapt to changes in modern society.
The document summarizes a group presentation about the organization and administration of guidance programs in schools. It discusses two main types of programs: non-centralized programs where teachers address student issues independently, and centralized programs led by a guidance expert who coordinates support for students. The author believes centralized programs are preferable despite taking more time, as they allow guidance counselors to thoroughly address student problems systematically and effectively change lives for the better.
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that discuss the background, methodology, analysis of findings, and conclusions. It acknowledges those who contributed to the research and declares the work as the student's original research conducted to fulfill the requirements for a Bachelor's degree in Social Work. Globally, guidance and counseling has historically played an important role in education systems, though practices vary between countries. In Africa traditionally, communities provided guidance and counseling through extended families and initiation ceremonies to socialize youth. Now many African countries recognize the importance of formal guidance in schools.
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
This document discusses inservice education and adult education. It defines inservice education as continuing education provided to employees while on the job. The goals of inservice education are to improve professional skills and knowledge. Components of inservice education include orientation, skill training, leadership development, and continuing education. Adult education aims to educate individuals who did not receive basic education. It is organized at the village, block, and district levels. Principles of adult education include assessing needs and making learning interactive. Evaluation of inservice education programs assesses whether objectives were achieved and identifies areas for improvement.
This document outlines a code of ethics for professional teachers. It discusses the concepts of values, morality, professional core values, ethics, and professional ethics. It then outlines the ethical responsibilities teachers have in their relationships with students, colleagues, authorities, non-teaching staff, guardians, and society. The key responsibilities include treating students, colleagues, and all others with respect; maintaining high professional standards; participating in professional development; and serving the community. The overall purpose of the code is to define the profession's values and communicate expectations of ethical conduct.
This document provides guidance to post-primary schools on allocating resource teaching hours to support students with special educational needs. It outlines how schools should identify students for high-incidence and low-incidence support based on standardized tests, previous resource hours, or professional assessments. Schools must deploy resources based on student need, using a continuum of support approach including team teaching, small groups, or individual support. A whole-school approach is recommended, including differentiation, educational planning, and inter-agency support.
The document outlines the roles and responsibilities of guidance staff in a school. It discusses the guidance counselor as the head of the guidance staff who plans the guidance program and coordinates services. It also describes the roles of guidance coordinators who supervise year levels and assist with testing, and homeroom advisors who implement programs. Additionally, it discusses the other roles of guidance counselors as wise planners, agents of change, career/vocation specialists, community liaisons, and consultants.
This document summarizes a study on the status of co-curricular and extra-curricular activities in primary schools in Nepal. The study found that while such activities are recognized as important, there are several challenges in implementation. Almost all schools conducted some activities but were limited by lack of budgets, teacher training, and facilities. Headteachers had concepts of the activities but lacked clear planning and support from stakeholders like School Management Committees, District Education Offices, teachers, parents and the community were needed to better promote the activities. Recommendations included increasing budgets, teacher training, stakeholder participation and support to strengthen co-curricular and extra-curricular programs in primary schools.
The document discusses challenges facing the education system in India and proposes a clustered schooling system as a solution. It notes that primary education suffers from inadequate resources and poor management. It then outlines issues like lack of encouragement for diverse talents, punitive teaching methods, and lack of dedication among teachers. The proposed solution is to group 6-11 schools together in a cluster with a central school to improve quality through regular teacher meetings, trainings, and accountability. The clustered approach was successfully implemented in Thailand. It has the potential to boost employment and skills over the long run if challenges around coordination, supervision, and acceptance are adequately addressed.
The document discusses enhancing the quality of primary education in India through greater involvement of the local community. It outlines several problems with the current system such as lack of teacher accountability and eligibility, high pupil-teacher ratios, and poor parent-teacher interaction. The proposed solution is to engage local community members like students, retired professionals, and social groups to volunteer as guest teachers, conduct inspections, and help improve education standards in primary schools.
The document discusses staff development programs for nursing students. It emphasizes the importance of regular in-service education to help nurses acquire new knowledge, improve performance, and develop skills required for practice. Some key aspects of in-service education planning and delivery discussed include determining objectives, assessing available resources, selecting appropriate methods like workshops and seminars, and evaluating the program's effectiveness through pre- and post-tests. Adult learning principles are also outlined, noting that adults learn best when they feel learning will help them practically and when they can directly apply knowledge.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
Organization of guidance programme in educational intuitionsmonika kalsi
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Managing Guidance and Counselling Services for Patriotism and Values Re-Oriet...ijtsrd
The study investigated managing guidance and counselling services for patriotism and values re-orientation among the students of colleges of education in Ankpa education zone of Kogi state. Two research questions guided the study. The study adopted descriptive research design. A sample of 300 students was randomly selected for the study. Students Patriotism and Values Adherence Level Parameter SPLP and Students Values Adherence Parameter SVAP were used as instruments. The data collected were analyzed using mean and standard deviation. The cumulative analysis of mean and standard deviation for research question one shows the calculated values of 3.56 and 0.05 revealing that guidance counselling services does not influence students level of patriotism in colleges of education in Ankpa education zone. The cumulative analysis of mean and standard deviation for research question two shows the calculated values of 1.77 and 0.19 revealing that management of guidance counselling services influence colleges of education students in the practice of the societal values in Ankpa education zone of Kogi state to a little extent. It was recommended that guidance counselling services should be given top priority by the stakeholders in education industry to enhance the level of students patriotism and strict adherence to practices of Nigerian values. Yakubu Hassan | Shaibu Leonard "Managing Guidance and Counselling Services for Patriotism and Values Re-Orietation among the Students of Colleges of Education in Ankpa Education Zone of Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21463.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21463/managing-guidance-and-counselling-services-for-patriotism-and-values-re-orietation-among-the-students-of-colleges-of-education-in-ankpa-education-zone-of-kogi-state/yakubu-hassan
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Developing comprehensie school guidance & counseling programJayson Hernandez
The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
Counsellors’ perception of problems facing guidance and counselling services ...Alexander Decker
This document summarizes a study investigating guidance counselors' perceptions of problems facing guidance and counseling services in Nigerian secondary schools. The study surveyed 100 counselors in Nasarawa State. Results showed the top perceived problems were: principals and staff having the wrong idea of counseling; counselors being assigned non-counseling duties; lack of dedicated counseling offices; lack of funds; and lack of training. The study found no significant difference in perceptions based on counselors' gender or experience. It recommends counseling be made a full-time role and counselors receive more training.
The document discusses the role and responsibilities of a high school counselor. It notes that high school is a time of growth and discovering the future, but that adolescents face unique challenges academically and personally. The main responsibilities of a high school counselor are to assist students with educational planning, preparing for graduation and continuing education, personal problems, interpreting test results, and helping students who struggle academically. Counselors also collaborate with teachers, administrators, parents, and the community.
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
Similar to Effectiveness of guidance and counselling programme in enhancing students academic, career and personal competencies. a case of secondary schools in nyamira district, kenya
Assessment of implementation levels of guidance and counsellingAlexander Decker
1) The document examines the implementation levels of guidance and counseling programs in secondary schools in Sotik District, Bomet County, Kenya.
2) It finds that due to issues like inadequate resources, time constraints, lack of teacher training, and poor administrative support, guidance and counseling programs are not well implemented in the district.
3) The study recommends providing training to guidance teachers, allocating more resources to the programs, raising student awareness of the importance of counseling, and reducing teacher workloads to allow more time for counseling duties.
Assessment of relationships between students’ counselling needs, Alexander Decker
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This study examined education lecturers' assessments of the quality of teaching practice programs in Nigerian universities. The study found:
1) Lecturers rated the overall quality of teaching practice programs as "fairly above average."
2) Gender did not significantly influence lecturers' assessments, but job status and experience did - more senior and experienced lecturers were more critical in their assessments.
3) Recommendations included allocating more time to teaching practice programs and providing retraining for lecturers on best practices in internship aspects of teacher education.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Effectiveness of guidance and counselling programme in enhancing students academic, career and personal competencies. a case of secondary schools in nyamira district, kenya
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.24, 2013
www.iiste.org
Effectiveness of Guidance and Counselling Programme in
Enhancing Students Academic, Career and Personal
Competencies. A Case of Secondary Schools in Nyamira District,
Kenya
Paul C. Ondima, Henry Mokogi, Samson Ombaba & Gladys Nyaboke Osoro
Kisii University, P.o Box 408, Kisii Kenya
Email: ondimapaul@yahoo.com
Abstract
Guidance and counselling programme was first implemented in Nyamira District secondary schools after the
banning of the cane in 2001. However, students in the district still lack academic, career and personal
competencies as indicated by persistent poor academic performance, school disturbances and high drop-out rates.
This may be attributed to ineffective school guidance and counselling programme among other factors. Thus this
study purposed to determine the secondary school students, head teachers and teacher counsellors’ perceptions
on the effectiveness of the guidance and counselling programme in enhancing students’ academic, career and
personal competencies. The study utilized ex-post facto causal comparative design. The respondents of the study
were 18 head teachers, 18 teacher counsellors and 302 students drawn from a population of 3752 form three
students, 47 head teachers and 47 teacher counsellors. Random sampling method was used to select student
respondents. Purposive sampling method was used to select the head teachers and teacher counsellors who
participated in the study. Data for the study were collected using open and close ended questionnaires and
interview schedules. Descriptive and inferential statistics were used to analyze the data. Means, frequencies and
percentages were the descriptive statistics while one-way analysis of variance (ANOVA) was the inferential
statistic used. The statistical package for social sciences (SPSS) version 115 was used to estimate the reliability.
Reliability co-efficient of 0.87, 0.92 and 0.60 for students’ questionnaire (SQ), Teacher counsellors
Questionnaire (TCQ) and Head Teachers Questionnaire (HTQ) were obtained respectively and were considered
acceptable for the study. All the respondents who participated in the study perceived school guidance and
counselling programme as effective in enhancing students academic, career and personal competencies.
Education stake-holders and policy makers in education who include teacher counsellors, school managers, TSC
personnel, Ministry of education officials and NGOs interested in education matters may use the results of this
study to strengthen, improve and maintain the programme services. It was recommended that guidance and
counselling programme be implemented and fully supported as a matter of priority in all secondary schools to
equip all students with necessary academic, career and personal competencies.
Keywords: Perception, effectiveness, guidance and counselling, competencies, Nyamira District.
1.0 Introduction
Guidance and counselling is becoming an increasingly important programme in Kenyan secondary schools as it
assists students to handle day-to day psychological and social problems arising from their transition from
childhood to adulthood and modern challenges afflicting the Kenyan Society. According to Barwick (2000) the
guidance and counselling profession started in the United States of America during the Great Depression. It
began as a means of matching workers and jobs due to increased diversity of occupations and lack of jobs, a
situation similar to what is happening in Kenya today. The Kenya government has long recognized the need for
school guidance and counselling. For instance, in 1971 guidance and counselling programme was implemented
according to the recommendations of the Kenya Education Report (GOK, 1964). Subsequent education reports
have recommended the strengthening and improvement of the programme to make it more effective (GOK, 1976;
GOK, 1999 & GOK, 2001). Despite the implementation of the programme and its subsequent improvements, a
number of studies indicate that it may not have achieved its objectives as students lack the competencies required
to maximize their academic, career and personal potentialities (Okama, 2003; Mutie & Ndambuki, 2011). This is
manifested in poor performance in national examinations and increase in examination cheating. For instance, in
2001, alone, 2880 students had their Kenya Certificate of Secondary Education (KCSE) results in 100
examination centres cancelled (Siringi, 2001). Cheating in KCSE examination can be a sign of lack of adequate
study skills, habits and attitudes required to plan for and write examinations among secondary school students.
Moreover, the Task Force on Students’ Indiscipline and Unrest in Secondary Schools established that unrest,
antisocial behaviours such as strikes, lesbianism, drug and substance abuse, sexual perversion, devil worship and
HIV/Aids infections are widespread among secondary school students (GOK, 2001). The task force observed
that students have personal problems which include inability to disclose their problems, poor interpersonal
50
2. Journal of Education and Practice
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relationships, inability to make informed decisions, hopelessness after completing form four and difficulties
balancing time for extra-curricular and academic work. This is an indication of inadequate personal, career and
academic competencies among Kenyan secondary students including those in Nyamira District, hence the
essence of this study.
1.1 Statement of the Problem
Although guidance and counselling programme in Kenya was established to assist students develop
competencies needed to overcome academic, career and personal challenges, there are indications that students
in Nyamira District secondary schools lack academic, career and personal competencies found in guidance and
counselling programme. Cases of student disturbances and destructive behaviours continue unbated. Students
cheat in National Examinations and academic performance remain dismissal. Besides, Skeptism plague the
guidance and counselling programme in secondary schools. The question then is: has school guidance and
counselling programme been effective in enhancing students’ academic, career and personal competencies? This
study was therefore intended to investigate whether the guidance and counselling programme in Nyamira
District secondary schools, differentially enhances students’ academic, career and personal competencies.
1.2 Research Question
The study sought to answer the following question:
What are students’ teacher counsellors’ and head teachers’ perceptions on the effectiveness of guidance and
counselling programme in enhancing students’ academic, career and personal competencies in Nyamira District
public secondary schools?
1.3 Purpose of the Study
This study aimed at analyzing the stakeholders’ perception on the effectiveness of guidance and counselling
programme in enhancing secondary school students’ academic, career and personal competencies in Nyamira
District, Kenya.
1.4 Significance of the Study
The future of every society is in its youth. The youth are at the adolescent stage, which is a transition from
childhood to adulthood. Failure to attend to the adolescents’ biological and psychological challenges may lead to
indecisiveness, insecurity, conflicts, impulsiveness, criminal behaviour, alcoholism, career confusion and sexual
perversion (Mutie & Ndambuki, 2011). When this is coupled with academic burden, teacher, parental and peer
demands and expectations, it creates insurmountable problems for the adolescent. This justifies the need to equip
the youth with the competencies required to overcome academic, career and personal challenges through the
guidance and counselling programme in secondary schools. Thus an assessment of stakeholders’ perceptions on
the effectiveness of the guidance and counselling programme in enhancing secondary school students’ academic,
career and personal competencies is of paramount importance, hence the need for this study. The results from
this study may act as a useful indicator to education officials, parents, teacher counsellors, school managers and
other interested parties in education, of the crucial role that guidance and counselling is serving in secondary
schools. The results may also enlighten secondary school stakeholders on the significant role that school
guidance and counselling programme has had on students’ academic, career and personal competencies.
2. Methodology
This survey research utilized an ex-post facto causal comparative design which was found suitable in analyzing
perceptions which had already been formed. The perceptions served as indicators of the effectiveness of the
guidance and counselling programme in enhancing students’ academic, career and personal competencies. Both
random and purposive sampling techniques were employed in obtaining the sample for the study. In all there
were 18 head teachers, 18 teacher counsellors and 302 students drawn from 3752 form three students, 47 head
teachers and 47 teacher counsellors. The overall sample size was 338 respondents.
2.1 Instrumentation
Open and closed-ended questionnaires and interview schedules were used in this study to elicit the required data
from the respondents. All the questionnaires: student Questionnaire (SQ), head teacher Questionnaire (HTQ);
and Teacher Counsellor Questionnaire (TCQ) had 42 items each. The items for academic, career and personal
competencies were developed based on the objectives of this study. The respondents were required to indicate
the degree to which guidance and counselling programme in school has influenced students on the stated
competencies. The interview schedule had one question which was used to record general opinions and views of
the interviewed respondents regarding the effectiveness of guidance and counselling programme in enhancing
students’ academic, career and personal competencies.
2.1.1 Validity and Reliability of the Instruments
Both construct and face validity of the instruments was established. Coefficient alpha statistic was used to
estimate the reliability coefficient. The Cronbach’s alpha coefficients of 0.87, 0.92 and 0.60 for students’, head
teachers’ and teacher counsellors’ questionnaires were obtained respectively.
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Vol.4, No.24, 2013
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2.1.2 Administration of Instruments
The permit for the study was obtained from the Ministry of Education Science and Technology (MOEST). The
County Education Officer, Nyamira was then contacted to allow the researcher proceed to the secondary schools
in the sub-District to collect data. At the schools, the head teachers’ permission was sought and as soon as it was
granted, the researcher gave the head teacher the Head Teacher Questionnaire (HTQ), Teacher counsellor
Questionnaire (TCQ) and student Questionnaire (SQ). Clear instructions were then given on how the
questionnaires would be filled and when they will be collected. The researcher also made arrangements with
head teachers, and teacher counsellors who were purposively selected for interviewing when they were available
for the interview. The interviews were done using the interview schedule. The researcher concealed the identities
of the respondents and schools which helped to make respondents respond freely to the questionnaires and
interviews without fear.
2.1.3 Analysis of Data
Both descriptive and inferential statistics were used to analyze the data. Some of the data obtained was nominal
and the chi-square test was used for analysis. The chi-square was performed at a significance level of 5%.
3.1 Findings of the Study
Data obtained from the questionnaires and interview schedules were systematically analyzed and presented as
follows.
Table 1: Students’ Perceptions on Effectiveness of Guidance and Counselling in Enhancing their
Academic Competencies (n = 302)
Effectiveness
Frequency (f)
Percentage %
Less effective
13
4.3
Moderately effective
112
37.1
Effective
177
58.6
Total
302
100.0
Findings in table 1 indicate that majority of the students 58.6% perceived guidance and counselling programme
in their schools to have effectively enhanced their academic competencies. This finding is in agreement with the
observations made by Education Report (GOK, 2001) that teachers concentrate mainly on academic concerns of
students. This is supported by the findings by Njagi (2002) who established that majority of students were
willing to seek academic help more than personal help. Moreover, Kimathi (2002) asserted that the guidance and
counselling programme has contributed to effective learning and high academic performance and that it is a
service to the school system.
Table 2: Student’s Perceptions on Effectiveness of Guidance and Counselling Progamme in Enhancing
their Career Competencies (n = 302)
Effectiveness
Frequency (f)
Percentage %
Less effective
27
8.9
Moderately effective
109
36.1
Effective
166
55.0
Total
302
100.0
The results in table 2 clearly show that majority of the students sampled (55%) generally agreed that the
guidance and conselling programme in the schools is effective in enabling them to attain the required career
competencies. These findings concur with those of Berger (1997) who concluded in his study that career
counselling must become an integral part of educational activities for this is the only way students can connect
what they are being taught in school and the realities of life and the job market. Moreover, Makinde (1984) noted
that career competencies involve providing a student with information on job requirement, employment
opportunities, necessary training, how to apply for employment, writing of curriculum vitae and preparation for
job interviews.
Table 3: Students’ Perception on Effectiveness of Guidance and Counselling Programme in Enhancing
their Personal Competencies (n = 302)
Effectiveness
Frequency (f)
Percentage %
Less effective
13
4.3
Moderately effective
140
46.3
Effective
149
49.3
Total
302
100.0
From table 3, it is clear that majority of the students sampled (49.3%) perceived the guidance and counselling
programme to be assisting them acquire their personal competencies. Personal competencies are student’s
requisite abilities, skills, knowledge, attitudes, and values considered necessary to solve problems, manage life
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events, assess social situations, adjust and behave adaptively so as to live a self-fulfilling and responsible life in
school and society. These findings agree with Mutie and Ndambuki (2011) who assert that guidance and
counselling equip students with skills which enable them to handle day-to day personal challenges in school and
out of school.
Table 4: Students’ Perception Mean Scores and Standard Deviation on the Effectiveness of Guidance and
Counselling Programme in Enhancing their Academic, Career and Personal Competencies
Competency Area
N
Mean
Standard Deviation
Academic
302
56.5
8.2263
Career
302
41.9
7.713
Personal
302
54.6
7.258
Based on examination of findings as shown in table 4, the perceptions mean scores were X = 56.5, X = 54.6
and X 41.9 for academic, career and personal competencies respectively. This finding indicates that there is a
general consensus among students that guidance and counselling programme in school has been effective in
enhancing their academic, career and personal competencies. There were slight variations in student deviations
(8.2, 7.7 and 7.2) which may be indicative of the small range of disagreement and agreement among the students
on the effectiveness of guidance and counselling programme in enhancing their academic, career and personal
competencies. Thus the student perceptions mean scores in table 4 are indicative of the students’ agreement that
the guidance and counselling programme in school has assisted them to acquire the competencies required to
achieve academic, career and personal development.
Table 5: Teacher Counsellor’s Perceptions on Effectiveness of Guidance and Counselling Programme in
Enhancing the Students’ Academic Competencies
(n= 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
2
11.1
Moderately effective
6
33.3
Effective
10
55.6
Total
18
100.0
The results in table 5 reveal a common consensus among teacher counsellors sampled, that the school guidance
and counselling programme has been effective in enhancing the students stated academic competencies. These
findings are supported by the observation by Biswalo (1996) who noted that guidance and counselling assist
students in planning an effective study and revision programme, subject choice, study skills, information on
higher education, reduce test anxiety, and assists in all aspects relevant to the pursuit of education in school and
after school. Besides, these findings also agree with those of Okama (2003) who found that guidance and
counselling enhance students academic competencies in that the students who received counselling reported
better grades and progress in post-high school endeavours.
Table 6: Teacher Counsellors’ Perceptions on Effectiveness of Guidance and Counselling Programme in
Enhancing Students’ Career Competencies (n = 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
2
11.1
Moderately effective
8
44.4
Effective
8
44.4
Total
18
100.0
Table 6 above shows that 44.4% of the teacher counsellors perceive the guidance and counselling programme in
school as effective in enhancing students’ career competencies. Equal percentages (44.4%) perceive the guidance
and counselling programme as moderately effective in assisting students achieve career competencies. These
findings are supported by those of Peterson et al (1999) who demonstrated that the level of career intervention
administered to students had a direct impact on students’ abilities to understand the importance of their future
educational choices related to post-secondary education and future career choice. These findings agree with
those of students in table 2 in which majority (55.0%) perceived the guidance and counselling programme in
school as effective in enhancing students’ career competencies.
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Table 7: Teacher Counsellors Perceptions on Effectiveness of Guidance and Counselling Programme in
Enhancing Student’s Personal Competencies (n = 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
2
11.1
Moderately effective
7
38.9
Effective
9
50.0
Total
18
100.0
It is evident from the findings in Table 7 that majority of the teacher counsellors (50.0%) perceived the school
guidance and counselling programme as effective in enhancing the students’ personal competencies. This finding
is in agreement with a commission of inquiry into the Education system of Kenya’s Report (GOK, 1999) which
espoused that guidance and counselling programme in schools aid the development and growth of youth and
ensure their appropriate integration into the values and productive activities of society.
Table 8: Teacher Counsellors’ Perception mean Scores and Standard deviation of the Effectiveness of
Guidance and Counselling Progamme in Enhancing Students’ Academic, Career and Personal
Competencies
Competency Area
N
Mean
Standard Deviation
Academic
18
54.83
91.666
Career
18
39.94
8.474
Personal
19
52.78
8.667
Based on the findings as indicated in Table 8, it is evident that academic competencies had the highest
perceptions mean score ( X = 54.83) followed by personal competencies (X = 52.78). Career competencies
received the least perception score ( X = 39.94) which imply that teacher counsellors perceive school guidance
and counseling programme to have inadequately addressed student career competencies. There were slight
variations in student deviations which may be indicative of the range of disagreement and agreement among the
teacher counsellors on the role of guidance and counseling programme in enhancing students’ academic, career
and personal competencies. These findings concur with those of Killeen and White (2000) who indicated that
guidance and counselling had a positive impact on many aspects of education and training and enable students to
make connections between what they are taught in school and the realities of life and the job market.
Table 9: Head Teachers’ Perceptions on Effectiveness of Guidance and Counselling Programme in
Enhancing Students Academic Competencies (n = 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
0
0.0
Moderately effective
8
44.0
Effective
10
55.6
Total
18
100.0
The results in Table 9 reveal a general agreement among head teachers sampled (55.6%) that the school
guidance and counselling programme has been effective in enhancing the students’ academic competencies. This
implies that academic competencies are the most effective enhanced by guidance and counselling programme in
school as perceived by all the respondents of the study, that is students, teacher counsellors and Head Teachers.
These findings are supported by Sink (2005) who found that guidance and counselling interventions were
effective in students’ academic pursuits while they were in school and in educational accomplishments after
school.
Table 10: Head teachers’ Perceptions on Effectiveness of Guidance and Counselling Program in
Enhancing Students’ Career Competencies (n = 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
1
5.6
Moderately effective
10
55.6
Effective
7
38.8
Total
18
100.0
Table 10 shows that majority of head teachers (55.6%) perceive school guidance and counselling programme as
moderately effective in enhancing students’ career competencies. This perception rating in the effectiveness of
guidance and counselling in enhancing students career competencies is similar to that of teacher counsellors.
This implies that head teachers and teacher counsellors are abit pessimistic about the programme’s effectiveness
in assisting students attain career competencies.
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Vol.4, No.24, 2013
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Table 11: Head Teachers’ Perception on Effectiveness of Guidance and Counselling Programe in
Enhancing Students Personal Competencies (n = 18)
Effectiveness
Frequency (f)
Percentage %
Less effective
0
0.0
Moderately effective
9
50.0
Effective
9
50.0
Total
18
100.0
From table 11, it is evident that an equal number of head teachers indicated that guidance and counselling
programme in school was moderately effective (50.0%) and effective (50.0%) in enhancing students personal
competencies. These findings confirm those from studies by Lapan, et al (1997), Littrel (1995) and DeRosier
(2004). These studies show that guidance and counselling programme offers students a variety of competencies
required for personal growth and development.
Table 12: Head Teachers’ Perception Mean Scores and Standard Deviation on the Effectiveness of
Guidance and Counselling Programme in Enhancing Students’ Academic, Career and Personal
Competencies
Competency Area
N
Mean
Standard Deviation
Academic
18
56.89
7.307
Career
18
40.22
5.765
Personal
18
53.78
6.311
The results in table 12 clearly show that majority of the head teacher’s perceived guidance and counselling
programme in school as having enhanced students’ academic, career and personal competencies. Academic
competencies received the highest perceptions mean score (X = 56.89, personal competencies had a medium
perceptions mean score (X = 53.78), and career competencies received the lowest perceptions mean score (X =
40.22). These findings are in agreement with those of students and teacher counsellors in Table 4 and 8
respectively who had favourable perception mean scores regarding the effectiveness of guidance and counselling
in enhancing personal competencies. These findings are supported by those of Clark and Amatea (2004) who
posited that equipping a student with personal competencies found in guidance and counselling results in
increased academic achievement, decreased problem behaviour and improved interpersonal relations.
4.0 Discussion
The purpose of this study was to assess the stakeholders’ perceptions on the effectiveness of guidance and
counselling programme in the enhancement of selected competencies among secondary school students in
Nyamira District. The findings of this study revealed that the stakeholders felt that guidance and counselling
programme was effective in varying degrees in boosting secondary school students’ personal, career and
academic competencies.
4.1 Students Perception on the Effectiveness of Guidance and Counselling in Enhancing their Personal,
Career and Academic Competencies
From the findings of this study, it is evident that majority of students (58.6%) perceived guidance and
counselling programme in schools to have effectively enhanced their academic competencies by Stone and
Bradley (1994) who observed that guidance and counselling is part and parcel of education component and it
makes education succeed and that guidance and counselling is vital service in the education system. The findings
also show that majority of students (55.0%) felt that guidance and counselling contributed towards enhancing
their career competencies as it enabled them connect what they learnt in school and the realities of life and the
job market. These findings concur with Gathari (2003) who contended that guidance and counselling plays a
great role in preparing students for life after school. It is also clear from the results of the study that a greater
percentage of students (more than 90%) view guidance and counselling as being moderately effective (46.4%)
and effective (49.3%) in enhancing students personal competencies such as ability to make informed decisions,
boosting an individual’s self-esteem, behaving adaptively and ability to manage the day-to-day challenges of life.
4.2 Teacher Counsellors’ Perception on the Effectiveness of Guidance and Counselling in Enhancing
students’ Academic, Career and Personal Competencies
The findings of the study indicates that from the teacher counsellor’s perspective, guidance and counselling is
effective in enhancing students academic, career and personal competencies. Table 5 clearly shows that 55% of
the teacher counsellors view guidance and counselling as being effective in enhancing students’ academic
competencies; while table 6 indicates that 44.4% of the teacher counsellors sampled felt that guidance and
counselling was effective in enhancing students career competencies; and from table 7, 50% of the teacher
counsellors regarded guidance and counselling as effective in enhancing students personal competencies. These
findings are in agreement with results from a number of studies (Biswalo, 1996; Okama, 2003; Killen & White,
2000) which contend that guidance and counselling play a critical role in enhancing secondary school students’
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academic, career and personal competencies.
4.3 Head Teachers’ Perceptions on the Effectiveness of Guidance and Counselling in Enhancing Students
Academic, Career and Personal Competencies
Table 12 indicates that head teachers perceived guidance and counselling as being effective in enhancing
students personal, academic and career competencies with perception mean scores of X = 53.78, X 56.89 and X
40.22 respectively. Table 11 also indicated that all the sampled head teachers felt that guidance and counselling
was moderately effective (50%) and effective (50.0%) in enhancing students personal competencies while Table
9 and 10 clearly indicate perceptions of more than 50% effectiveness of guidance and counselling in enhancing
students academic and career competencies. These findings are supported by a number of research findings (Sink,
2005; DeRosier, 2004; Lapan et al, 1997 and Littrel, 1995) which have established the significant role of
guidance and counselling in enhancing students academic, career and personal competencies.
5.0 Conclusions
Based on the findings of this study which have been discussed in the foregoing sections, the following
conclusions have been drawn.
• Students in secondary schools in Nyamira District perceive guidance and counseling programme as
being effective in enhancing their personal, career and academic competencies.
• Teacher counsellors in secondary schools in Nyamira view guidance and counselling programme as
playing a vital role in enhancing students’ career, personal and academic competencies.
• Head Teachers in Nyamira District perceive guidance and counselling as effective in enhancing their
students’ career, academic and personal competencies.
6.0 Recommendations
In view of the fact that guidance and counselling programme play an important role in enhancing secondary
school students personal, career and academic competencies in Nyamira District, and for it to continue playing
an even more effective role, the researcher offers the following recommendations:
•
There is need to organize for seminars and workshops to offer continuing education in guidance and
counselling. This will equip the teacher counsellors with latest theories and techniques of counselling to
make them more effective counsellors.
• School administrators should endeavour to provide all resources for guidance and counselling. These
include not only a counselling office equipped with reference materials, but also students’ personal files
and adequate career resource materials.
• There is need for school administration to offer guidance and counselling department the necessary
support it deserves to make it effective such as financial and moral support.
• All stake-holders in the school should be mobilized to assist in creating awareness and advising students
on the need for them to seek counselling services to help enhance their academic, career and personal
competencies.
• Teacher counsellors should be relieved of some of their heavy teaching load so as to get enough time to
concentrate on the provision of counselling services to students.
The researcher recommends research in guidance and counselling and especially in the following aspects:
• The role of guidance and counselling in enhancing students’ self-esteem.
• The role of parents in enhancing guidance and counselling among secondary school students.
• Assessment of continuing education and training needs of teacher counsellors.
• The use of guidance and counselling in determining the career choices of secondary school students.
• The role of guidance and counselling in enhancing secondary school students’ time management
skills.
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57
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