Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

Proefskrif--PU vir CHO

Proefskrif--PU vir CHO