INFORMATION SERVICE.pptx
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The document discusses information service and individual inventory service as part of a school guidance program. Information service aims to provide students with knowledge of educational, vocational, and personal opportunities to help them make informed choices. It involves disseminating information on topics like available education programs, admission requirements, occupations, and personal development. Individual inventory service involves systematically collecting and storing confidential personal information about students, like demographics, family, health, academic performance, to help profile and monitor their development. The goal is to equip students with reliable information to make authentic decisions about their future.
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Guidance of children with special needs involves religious, preventive, and placement guidance services. Religious guidance promotes spiritual, moral, social, and physical development by teaching both modern education and religious practices. Preventive guidance aims to anticipate and avoid future problems by addressing issues like test anxiety. Placement services help assign students based on their personal adjustment through educational and vocational placement to ensure stable jobs. Follow-up and referral services provide specialized support for exceptional children with needs like speech defects.
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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.
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Occupational information service (By Azhar Ali Khan)
The document discusses occupational information services, which provide students with accurate details about different careers and occupations. This helps students make informed choices about their educational and career paths. Occupational information covers job responsibilities, requirements, salaries, prospects, and more for various jobs and industries. Schools provide this information through guidance officers and services to help students evaluate their opportunities and make a successful transition from education to employment.
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The document discusses various techniques used in data gathering for guidance processes. It describes observation, autobiographical sketches, anecdotal records, cumulative records, interviews, and tests. Observation involves watching behaviors and recording them systematically. Autobiographical sketches and anecdotal records provide descriptions of individuals written by themselves or counselors. Cumulative records contain comprehensive information about students' educational histories. Interviews are conversations that obtain information or give information to help with adjustment. Tests provide objective measures of abilities, interests, and achievement.
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The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
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Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
Follow Up Services
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
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Guidance of children with special needs involves religious, preventive, and placement guidance services. Religious guidance promotes spiritual, moral, social, and physical development by teaching both modern education and religious practices. Preventive guidance aims to anticipate and avoid future problems by addressing issues like test anxiety. Placement services help assign students based on their personal adjustment through educational and vocational placement to ensure stable jobs. Follow-up and referral services provide specialized support for exceptional children with needs like speech defects.
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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.
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The document discusses various techniques used in data gathering for guidance processes. It describes observation, autobiographical sketches, anecdotal records, cumulative records, interviews, and tests. Observation involves watching behaviors and recording them systematically. Autobiographical sketches and anecdotal records provide descriptions of individuals written by themselves or counselors. Cumulative records contain comprehensive information about students' educational histories. Interviews are conversations that obtain information or give information to help with adjustment. Tests provide objective measures of abilities, interests, and achievement.
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The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
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Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
Follow Up Services
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
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2) Providing occupational information by observing students' interests and abilities and informing them about career options.
3) Understanding students by accepting their emotions, understanding variations, and knowing their psychological behaviors.
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The document discusses the role of the teacher as a guidance provider in 5 key areas:
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3) Objectives include providing proper education, utilizing resources, ensuring professional development and ethics, and preparing students for life.
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I am here to share with you same useful information that you are already knowing, and together we will add a little more to our CPU.
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Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
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2. These types of guidance include educational guidance, health guidance, moral and religious guidance, socio-civic guidance, and vocational guidance which aim to help pupils establish good study habits, health habits, manners, citizenship skills, and understand different occupations.
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The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
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- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
- Grading involves placing students into broad ability bands represented by letter grades like A, B, C, etc. based on their performance relative to other students or by comparing to pre-defined standards.
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INFORMATION SERVICE.pptx
- 1. BY: LAILA I. TAGBO INFORMATION SERVICE and INDIVIDUAL INVENTORY SERVICE
- 2. INFORMATION SERVICE According to: Bedu – Addo (2014) – designed to provide students with greater knowledge of educational , vocational, and personal – social opportunities so that they make better – informed choices and decisions in an ever increasing complex society
- 3. INFORMATION SERVICE Ekwe ( 1991) –the information service of the school guidance programme aims at making data on educational opportunities , personal and career issues available to students to enable them to make choices and decisions that are authentic, reliable, and responsible.
- 4. INFORMATION SERVICE Schmidt (1999) - . Counsellors are able to disseminate information on educational and career materials to students and parents through the information service
- 5. TYPES OF INFORMATION Educational Information Vocational Information Personal/Social Information
- 6. EDUCATIONAL INFORMATION Include: 1. Available tertiary or post – secondary institutions in the country or region; 2. Curriculum offerings and subjects in these institutions: 3. Admission requirements into tertiary or senior high schools; 4. Subjects required for specific professions or courses in tertiary institutions; 5. Cost of going to a tertiary institution or senior high school (tuition fees) 6. Ways of financing tertiary or senior high education: scholarships, grants/bursaries, students loan self or guardian sponsorship
- 7. VOCATIONAL INFORMATION Covers the following: 1. The nature of occupation/work 2. Qualifications required for employment 3. Preparations needed for the different types of occupation 4. The structure and major groups within the occupation 5. Procedures for entering and progressing in an occupation 6. Conditions of work 7. Emoluments ( salary, wages, and other benefits) 8. Occupational hazards
- 8. PERSONAL/SOCIAL INFORMATION includes: 1. An understanding of masculine and feminine roles 2. Opposite sex relationships 3. Manners/etiquette and personal appearance 4. Healthy mental and physical development, including personality 5. An understanding of personal behavior ( self concept) 6. An understanding of how to adjust 7. Leisure time activities and planning of financial resources and social skills
- 9. PRINCIPLES OF THE INFORMATION SERVICE 1. The information service is an essential part of the school guidance program. 2. The focus of the information service is personal study and future trends and change. 3. Group and individual techniques could be used to disseminate information to students. 4. The information service is more than information giving. 5. Qualified personnel are needed to handle the information service. 6. The information service must be subjected to periodic evaluation.
- 10. SOURCES OF INFORMATION The counsellor’s office The internet Written sources Radio and television Conferences and conventions Direct/formal teaching of certain subjects Institutions Other sources of information
- 12. INDIVIDUAL INVENTORY SERVICE It aims to keep an orderly and systematic records of students personal information which are stored in a secured place for the purpose of profiling, monitoring, and evaluation in terms of their academic and personal social development
- 13. INDIVIDUAL INVENTORY SERVICE The following are the important information about the students which may be kept in confidential file. 1. Demographic Information 2. Home and Family 3. Educational Information 4. Health and Physical Fitness 5. Socio- economic 6. Psychological Tests Results 7. Academic Performance and co- curricular activity data 8. Students Problems
- 14. THANK YOU AND GOD BLESS.