Guidelines, Frameworks and Practices of School Guidance and Counselling: A Comparison between Uganda and Germany

Abstract

This study sought to review the school guidance and counselling program in Uganda as an underdeveloped country in comparison with that of Germany as a developed one. The study was prompted by the unending unemployment and the rising poverty levels, especially in the underdeveloped world. These are some of the most challenging bottlenecks to economic development in the third world and can only be solved by a well aligned and strategically designed education system as per Goal 4.7 of the United Nation’s Strategic Development Goals.  The study applied a qualitative thematic approach to collect data from existing frameworks, guidelines and studies on school guidance and counselling of the two countries. The study established that the easy access of guidance and counselling program information from various sources in Germany helps students to make informed decisions for their future career, which boosts the country’s attainment of intended educational, manpower goals and objectives. Unlike Germany, Uganda misses a lot of information, for instance, on opportunities that would help international students and immigrants to make informed decisions toward their future careers. The study recommends that the Uganda Ministry of Education and Sports considers overhauling its School guidance and counselling program since there are numerous gaps as compared with that of Germany. Germany can also consider developing school guidance and counselling curriculum to standardize that practice across the country.