Main Article Content
An Assessment of the Implementation of Guidance and Counselling Programmes at Ordinary Level in Gweru Urban Secondary Schools
Abstract
This paper is based on a research study carried out by the author in 2003. The study assessed how Guidance and Counselling Programmes were being implemented in Gweru urban secondary schools at Ordinary level. The assessment focused on such key elements in Guidance and Counselling as time allocation, availability of resources, training of counsellors, qualities of counsellors, attendance at workshops and
seminars, among other things. The researcher employed the survey method and data were gathered through the use of a questionnaire. The population was made up of all the thirteen secondary schools in Gweru urban district. The sample comprised of all heads, all Guidance and Counselling teachers and 140 “O” level students in the 7 selected schools. The study found that secondary schools in Gweru urban district were implementing Guidance and Counselling programmes; that pupils were
benefiting from the guidance and counselling programmes offered by the schools; that full time teachers were engaged as counsellors, which interfered with their operations as counsellors; effective implementation of the Guidance and Counselling programme was hindered by lack of resources such as time, books, furniture, syllabus, and counselling accommodation. The study recommends that more time be allocated
for Guidance and Counselling programmes; that full time qualified counsellors be recruited in schools rather than engaging teachers who have other duties and responsibilities to attend to; that schools be allocated more resources such as books, furniture, syllabi and suitable accommodation for them to implement the Guidance and Counselling programmes effectivel.
seminars, among other things. The researcher employed the survey method and data were gathered through the use of a questionnaire. The population was made up of all the thirteen secondary schools in Gweru urban district. The sample comprised of all heads, all Guidance and Counselling teachers and 140 “O” level students in the 7 selected schools. The study found that secondary schools in Gweru urban district were implementing Guidance and Counselling programmes; that pupils were
benefiting from the guidance and counselling programmes offered by the schools; that full time teachers were engaged as counsellors, which interfered with their operations as counsellors; effective implementation of the Guidance and Counselling programme was hindered by lack of resources such as time, books, furniture, syllabus, and counselling accommodation. The study recommends that more time be allocated
for Guidance and Counselling programmes; that full time qualified counsellors be recruited in schools rather than engaging teachers who have other duties and responsibilities to attend to; that schools be allocated more resources such as books, furniture, syllabi and suitable accommodation for them to implement the Guidance and Counselling programmes effectivel.
