This ppt highlights the process how to conduct guidance programs in educational institutions. Prerequisites of guidance program, Six guidance services involved in implementation of guidance programs are explianed.

2. Guidance and counselling play an essential role in effective teaching and
learning in schools. It provides support and assistance to students, helping
them develop their academic, social, emotional and personal skills, leading
to improve academic achievement, personal development and overall
wellbeing. Guidance helps the individuals identify their needs, assess their
potentials or capabilities, develop their life purposes or goals, formulate
plans of action to achieve these purposes, and proceed to realization of
their goals.

3. A school guidance program is a
comprehensive and developmental program
designed to provide assistance to students
in making wise choices. The purpose of the
school guidance program is to address the
problems of students, teachers, and all
stakeholders in the school through a
collective and structured strategy.
The School Counseling Program helps
students in developing the skills
of critical thinking, problem solving,
decision making, self reflection and
effective communication.

4. A school guidance programme largely consists of six services.
They are
1.Orientation,
2. Counselling,
3. Pupil inventory,
4. Occupational information
5. Placement
6. Follow-up services.

5. PRE-REQUISITES OF A GUIDANCE PROGRAMME
a) A guidance committee, of at least seven to eight members must be formed. The
committee should be constituted of various personnel such as at least two
parents, two teachers, a counsellor and a career master. The principal could be
the chairperson of the committee.
b) Decisions and arrangements must be made regarding the allotment of budget for
conducting the various services e.g. keeping in view the payment of honorarium
for guest lectures, conveyance to specialists or professionals such as
educationists, doctors, etc.
c) Suitable arrangements are needed to be made to acquire minimum
infrastructural and physical facilities such as a guidance cell or room, tables,
chairs various psychological tests and other required literature.
d) Support from the parents and community could be obtained by orienting them to
the significance of a guidance programme.
e) The purpose and importance of the guidance programme should be explained to
staff and students and they should be encouraged to participate.

6. PLANNING OF A GUIDANCE PROGRAMME
The following steps are necessary to be undertaken to plan the guidance programme:
1. First of all a survey of the available guidance services existing in the school or
2. institution should be made.
3. Then student needs (or) areas where assistance is required should be identified.
4. Opinions of the staff members should be taken consent should be taken for assistance possible
from them.
5. Objective for the guidance programme on the basis of the student needs should be framed.
6. Planning should be made for specification of the various functions of each guidance service.
7. Different duties should be assigned to the members of the guidance committee.
A well-planned guidance programme is necessary for the smooth functioning of guidance service.
It facilitates co-ordination of activities among the personnel in an integrated pattern. In brief, the
guidance committee first identifies the programme objectives based on the survey of the student
needs and characteristics. This is followed by preparation of a yearly plan of the school guidance
programme. Further, keeping in view the objective, the committee prepares a tentative plan or chart,
indicating the functions of various personnel. Next, another subsidiary chart is prepared, specifying
the duties or tasks to be performed by each personnel.

7. ROLE OF THE PRINCIPAL:
The principal, chairperson of the committee provides the required facilities for the smooth and
successful functioning of the guidance programme at the schools. Some of them have provision of a
separate room or office for the counsellor, space for conference room, clerical staff and other
physical facilities such as table, chairs etc. Apart from that appropriate action needs to be taken by
the principal to make suitable arrangements for the procurement of psychological test materials,
literature, documents and arranging sufficient budget. Further, monitoring of the guidance activities
are also been done by the principal.
ROLE OF THE TEACHER:
The teacher provides assistance by maintaining the cumulative records of students and also in
organizing the various guidance activities.
One should also be aware that during the initial stages of the programme implementation, the
following problems are likely to come up:
1) Inadequacy of staff or trained personnel to provide assistance for conducting the service.
2) conflict of roles and responsibilities among the various personnel and
3) the involvement of personnel in non-guidance activities.

8. GUIDANCE ACTIVITIES AT SECONDARY LEVEL
This stage which includes students of class IX and X, requires guidance activities to be focussed on
the needs of three group of students. They include those who intend to:
a) Continue in higher education (graduation).
b) Take up vocational or professional courses (polytechnics; professional education like medicine,
etc.)
c) Enter a job.
Keeping in view the above target groups and their characteristics, the following are the objectives
of the guidance activities organized at this stage. The Objectives are listed here:
i) Help the students to understand and accept the physiological changes in one self.
ii) Help them to make effective adjustments in the family, school and society.
Techniques and Procedures
i) Identify, develop and strengthen their abilities and interests.
ii) Provide information about various educational and vocational opportunities and the essential
requirements.
iii) Enlighten parents and teachers about the importance of this stage especially adolescent and
create appropriate situations for effective learning and development.
iv) Enable them to make realistic educational and vocational choices.

9. After class X, the students have to choose their subject stream, hence the most important function of
guidance services at this stage is to enable students make appropriate choices. Services and their activities for
secondary school students Service Activities
Orientation
i) Talks by the other school staff are organized.
ii) Parent-teacher meetings are held to orient the parents.
Pupil Inventory
i) Data on abilities, aptitudes, interests, achievement and other psychological
variables through administration of tests is collected.
ii) Student cumulative records are maintained properly.
iii) Under-achievers and drop-outs from the school records are identified.

10. Counselling
i) The cases of particular students are referred to counsellor.
ii) Counselling activities are organized to develop one self.
iii) Group activities, discussions, role-playing to develop personal
and social skills are conducted and organized.
iv) Talks or Lectures by professionals such as doctors,
educationists on matters like health, addiction, personal
habits, sex education and other educational issues are
organized.
v) Activities or camps on social service are organized.
Occupational Information
i) Career exhibitions and career conferences are organized
regarding latest information for recent trends in occupations.
ii) Field trips are organized.
iii) Career talks are organized.
iv) The parents regarding various courses after matriculation are
informed.
v) Activities showing self-employed persons are arranged.
vi) Programmes to interact with self-employed persons are
conducted.

11. Placement
i) Guidance Programmes for drop outs are planned .
ii) For students who terminate their formal education and get into some
vocational course are also consulted.
iii) Placement programs are planned for students who are completing school education.
Follow-up
i) The addresses of the school leaving students and drop-outs should be obtained.
ii) Questionnaires or interviews should be administered to obtain students opinion
about the school guidance programme.
i) Alumni meetings like “old student association or Alumni” should be organized.

12. AT HIGHER SECONDARY LEVEL
This stage covers two classes i.e. XI and XII and the age of the students
usually ranging from 16 to 18 years.
The objectives of guidance programme at this stage are:
i) Help students to make appropriate choice of course(s) in accordance
with their abilities and interest.
ii) Help them to plan their career based on the choice of course
iii) Make them aware of various job opportunities related to various
courses.
iv) Guide them in the area of personal-social adjustment.
v) Help them develop self-confidence.
vi) Help them make decisions.

13. SERVICES AND THEIR ACTIVITIES FOR (+2 STUDENTS) SENIOR SECONDARY STUDENTS SERVICE ACTIVITIES
Orientation
i) obtaining pamphlets/handbook of various educational institutions and different programs or courses.
ii) orienting parents and teachers about various programs and educational institutions.
iii) arranging talks by the school/institution staff, employees.
Pupil Inventory
i) application of various tests to measure abilities, interest, aptitude and other psychological variables.
ii) Maintenance of the records of the students and constantly up dating them.
Counselling
i) conducting sessions to develop self-confidence in students.
ii) conducting sessions on role playing. attending an interview; communication skills; leadership qualities.
iii) Arranging debates, group discussions, and drama on various social and educational issues such as:
a) “Discipline in work place”
b) career choices and life styles Techniques and Procedures
c) making decision and alternatives in planning career goals
d) strategies to cope with stress and anxiety.

14. Occupational Information
i) Organizing information - career conferences - field visits - career talks
ii) establishing communication with the staff at employment exchanges and related
agencies.
iii) conducting classroom sessions on - “Resumes, Applications and Interview” -
“Employment Trends”
Placement
i) arranging for in-campus interviews
ii) advertising vacancies and college information on the school notice board and
address or announce during the assemblies
Follow-up
i) forming a students’ association of the school leaving students
ii) administering follow-up questionnaires to students periodically.
iii) arranging meetings to invite old students

15. STAGES FOR CONDUCTION
OF GUIDANCE PROGRAMME

16. It is a sequence that must be followed. For a
recap, conducting a successful school
guidance program starts from need
assessment to goal setting, strategizing,
consultation, setting up committees,
implementation, management, supervision,
and then evaluation.

17. This is the first stage of any successful school
guidance program. First of all needs should be
identified or assessed.
What issues are prevalent among students
and teachers? What negative trends are
rising? And even, what is working that needs
to be strengthened further?
For effective need assessment, one can
administer questionnaires to the demography
one wants to focus on, assessing how
prevalent issues one perceives to be needing
attention and then prioritize based on which
needs the most focus.
NEED
ASSESSMENT

18. FORMULATING GOALS AND OBJECTIVES
After identifying the issues that should be addressed during the school guidance program,
the next step is to determine the outcome one would like to achieve.
For instance, from ones’ needs assessment, one found out that poor academic performance
among science students is the most pressing need of the school. One’s goals should be
around the level of performance improvement the school would like to see.
Ensure one employs his/her knowledge of setting goals and objectives as a teacher here.
One’s goals should be
S - specific,
M – measurable
A – achievable
R -- realistic
T—time-bound.

20. MAKING DRAFT OF GUIDANCE PROGRAM
STRATEGY OR PLAN
This is the purpose of setting goals and objectives— to define the steps that must be taken to achieve that goal.
For example, For improving academic performance, the next step will be to come up with strategies that can help the
science student with the basic components of good academic performance— understanding, retention, study habits, exam
writing, time management, and so on.
Strategy draft should not just be a highlight of things to do. It should contain the exact steps to be taken, the personnel that
will do it, the time allotted to achieving each, the venue that will be used, and the resources that will be needed among
others.
They should be detailed enough that the school guidance program can be implemented by another person in case of your
absence.

21. CONSULTING AND SENSITIZING OTHER SCHOOL
GUIDANCE PARTNERS
The school guidance program cannot be effective without the support of other guidance partners. The guidance partners
include the school administrators and teachers, and the parents (through PTA meetings).
Firstly, as the counselor, one should present one’s findings in a convincing manner. Explain to them the needs one has
discovered and the effect it is having on the school, then show them the strategy one has drafted.
Other guidance partners should correct and approve what have come up with. One will be surprised at the number of grey
areas one didn’t pay attention to when he/she has brought it before others.

22. ESTABLISHING
THE SCHOOL
GUIDANCE PROGRAM
COMMITTEE
As much as the effectiveness of the school guidance program is a collective effort of everyone, everyone cannot be in
charge of decision-making and implementation. Setting up the guidance committee is therefore paramount.
These are the people in charge of implementing the finalized plan and making adjustments as occasion demands. The
guidance program committee should have representations from the administrators, teachers, parents, non-academic staff,
and even student prefects.
Possible committees that will be necessary include the resources committee, counseling committee, consultation
committee, orientation committee, and evaluation committee among others. The steps that follow are now to be done by
the committees.

23. This is the main part of organizing the guidance program. This is where the venue is
set, the students are gathered together or split depending on the strategy, the
personnel that will talk to them are brought together, and many others.
It is easy to get caught up with frivolous activities and forget the main reason why
everything started (the needs assessed) but it must be ensured that organizers must
stick with their plan and continue to remind all other personnel of the goals.

24. MANAGING RESOURCES
EFFECTIVELY
Management is the effective use of resources for the
purpose it was intended. The resources possessed
during the school guidance program include
personnel, physical structures, money, and time must
be used effectively.
A good manager must ensure that he/she doesn’t
get caught up in doing other important things that are
not the main thing to be done.
Hall should be neatly dressed if there is a need to
bring onboard external counselors with that money.
When external counselors come also, the time
should be spent counseling students not greeting
other staff members they haven’t seen for a while.

25. SUPERVISION
If implementation and management must happen, it will
happen through adequate supervision.
Although one must have acquainted all personnel on
board with their roles and responsibilities, but one still
need to check on them from time to time to see how
well they are faring and possible challenges that may
have come up in the course of implementation.
To say things will always go exactly as planned is to
deceive yourself but through effective supervision one
can always keep things in check.

26. Evaluation is the last phase of the school
guidance program that gives direction to what will
be done next. Evaluation is simply assessing how
well the goals and objectives that were set in step
two have been achieved.
Effectiveness of the guidance program, the
program’s response to the need, the strengths and
limitations of the program, the students’
satisfaction with the program, and the effective
use of resources, among others must be checked.
From the findings of the evaluation, if the program
was successful, one can continue to follow up on
the issue to monitor how it progresses. If it wasn’t
successful, the reason should be identified and
plans should be made for further intervention.
It should be done by the evaluation committee set
up in step 5.

27. REFERENCES
https://counselingafrica.org/9-steps-to-effectively-organize-a-school-guidance-and-counselling-program/#
https://egyankosh.ac.in/bitstream/123456789/46270/1/Unit-6.pdf