A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1994. / This study was born of the researcher's realization that pupils in KwaZulu secondary schools are apparently not being adequately exposed to guidance services. This the researcher outlined in Chapter 1. In Chapter 2 the researcher reviewed literature in order to formulate a conceptual framework on guidance and guidance services and in so doing formulate a background against which the study would proceed. In Chapter 3 the researcher conducted a comparative study of the provision and administration of guidance services in the KwaZulu Department of Education and Culture and the Natal Education Department. Differences in the provision and adminstration of guidance services were also highlighted. In Chapter 4 the researcher outlined the research conducted and the data-gathering instruments used as wel1 as the suitabi1ity of such instruments in the gathering of data. In Chapter 5 the researcher analysed and interpreted research data. A number of tables were used for this purpose. The data revealed inadequate provision for guidance services in KwaZulu. In Chapter 6 the researcher outlined his findings regarding the guidance services in KwaZulu. He also presented his recommendations regarding the setting up and improvement of guidance services in Kwa Zulu. SUMMARY OF FINDINGS 1. KwaZulu does not have enough guidance personnel. This is the case regarding head office, circuits and schools. The position in the schools is at its worst. Very few schools have ful1-time guidance teachers appointed by the Department of Education and Culture. 2. Facilities, equipment and materials for guidance are not adequately provided. 3. Principals of secondary schools have not on their initiative made enough provision for guidance services, e.g. appointing part-time guidance teachers from among the staff, organising careers days or involving agencies like the Career Information Centre and the Department of Manpower. 4. Research and evaluation as far as guidance services are concerned is lacking. SUMMARY OF RECOMMENDATIOHS 1. The appointment of enough guidance personnel is of primary importance, especially at the schools. 2. The KwaZulu Department of Education and Culture must take a more active and authoritative role in ensuring that guidance is at least being taught at the schools. Schools must be made accountable for this. 3. The same department must improve communication with the schools, listen to their problems and react to such problems , needs and requirements. 4. Research and evaluation must be introduced in order to continually evaluate the effectiveness of guidance services in KwaZulu. This will also identify the how and where of improvements.

The study attempted to determine the current expenditures for secondary school guidance programs in Utah. In addition, the study attempted to evaluate the adequacy of selected guidance programs and to determine if a relationship existed between guidance expenditures and adequacy of guidance programs. Fiscal data were collected, tabulated, and analyzed using financial reports from the Utah Office of Education. Further, response forms were administered to students, school administrators, counselors , and teachers in an attempt to elicit responses from these persons relative to their perceptions of guidance program adequacy in their respective schools. Results indicated that Utah districts, as a group, spend 1.6 percent of their instructional budgets for guidance purposes. This figure is considerably below the three percent usually recommended in the current literature as being necessary for a "minimum" guidance program. Significant differences were observed in the per pupil expenditures between National Defense Education Act, Title V participants and non- participants with the participants allocating the greater amount .Metropolitan districts were observed to be making significantly greater per pupil expenditures than districts with smaller populations. No significant differences were found in the number of "yes," or positive responses, of students or teachers from "minimum" and "maximum" spending effort schools. A general conclusion was reached that Utah districts do not presently allocate percentages of instructional budgets that will allow them to develop or maintain sound guidance programs. Either larger budgetary consideration should be provided or else it should be clearly recognized by educators and the lay public that guidance programs that appear to be inadequate may be the result, in part, of unrealistic financing. A general recommendation that encompasses several others presented in the study is that a total re-evaluation of fiscal policies, practices, allocation procedures, and record keeping for guidance programs is in order. Improvement of budgetary practices and guidance programs are such that changes cannot be expected without increased awareness and commitment by counselor educators, administrators, parents, State Office of Education officials, and counselors. Without such an awareness and commitment; we cannot expect to observe a change from undesirable budgetary practices and relatively unsound guidance programs now found in Utah.

This investigation aims at determining the contributions of school guidance and multi-modal counselling service for the South African secondary school students' acquisition of life competencies and skills. The empirical research consisted of: <ul> *** A nomothetic investigation which indicated that many of the sample group students fall far short of almost all of the thirty subfields of the life skills questionnaire, and that they can be helped to acquire both multi-modal counselling and life skills. *** An idiographic research involving nine counsellees also confirmed these results. / Die doel met die onderhawige ondersoek is om aan te dui wat die bydrae van skoolvoorligting en 'n multi-modale benadering is. Sekondere skoolleerlinge is by 'n empiriese ondersoek betrek. Aan die hand van 'n vraelys is vasgestel wat hierdie leerlinge se besondere lewensbehoeftes is. Leerlinge wat uitvalle ten aansien van bepaalde lewenskundighede en -vaardighede toon, is by 'n multi-modale hulpverleningsprogram betrek. Die uitkomste van die hulpverlening toon duidelik aan dat 'n multi-modale benadering in sinsamehang met die beginsels van skoolvoorligting, 'n bydrae kan lewer om sekondere skoolleerlinge toe te rus om alledaagse probleme die hoof te kan bied. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

The problem of this study was to analyze the prevailing approaches to elementary school guidance in the United States.

This study is a reflection of the efforts made by faculty members of the Nocona, Texas High School, with the aid of two outside evaluating committees, to set up a workable and practical plan for executing personnel problems and policies in the school. The major portion of this investigation centers around the evaluations made of the guidance service in 1940 and 1942 and the re-evaluation made in 1947.

Of the 1190 four-year high schools of Texas there are 941 with an enrollment of 250 or less. This group of schools is missing many opportunities to guide the youth they graduate into effective and wholesome living by means of an integrated guidance program. It is the purpose of this study to develop a program which, if incorporated into the curricula of these schools, should result in an integration of guidance into the many phases of the school's activities and increase the school's usefulness to the student.

Thesis (Ph.D. (Education)) --University of the North, 1988 / Refer to the document

This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of the study is the teachers’ awareness of the impact of change, their beliefs in human nature, and the skills gained from the programme in dealing with student guidance issues in their classrooms. The study describes the political, economic and social changes in Hong Kong society after 1997 and the consequent impact on primary school teachers, educated and brought up in traditional Chinese families now facing student problems in their classrooms that are being addressed using Western humanistic theories and models. The researcher has used a variety of essentially qualitative strategies. These include: participants’ self-reflection; researcher’s observation and interviews on campus and in school classrooms; and teaching and learning materials. The effectiveness of the programme is judged to be in the teachers’ awareness of the theories imparted, and the relevant skills that they gained, in dealing with these behavioural issues in their classrooms. The study explores how contemporary teachers deliver cognitive knowledge to pupils, but also can learn to play the role of guidance helper to their pupils. Thus, the focus is on affective professional teacher development. The contribution this research makes to our understanding is in its attempt to relate teachers’ values and beliefs to their professional behaviour. It also contributes to an understanding of how Eastern and Western values interact in solving global educational issues. The study enters into the professional reflections of new generation of teachers in Hong Kong’s recent period of rapid cultural change.

No description available.

Developing personal goals by exploring options, establishing prosocial skills, exploring interests and applying good self-regulation practices early on in life, can amount to major benefits for children’s prospective professions (Paszkowska-Rogacz & Kabzińska, 2012). Numerous scholars emphasise the significance of and the need for early career counselling, as discussed by Härtung, Porfeli and Vondracek (2005), as well as by Watson and McMahon (2005). These scholars concluded that progress made during different stages of early childhood career development affects the choices that children make about the world of work and it also ensures identity development and interpersonal growth. Appropriate career advice can also assist school-going children to enhance their academic progress and to remain occupied in and engaged with education. The purpose of this study was to explore how life-design-based counselling influences Grade 7 learners’ academic self-construction. A qualitative, group-based intervention methodology was used to address the research questions. The intervention was based on the Career Interest Profile (CIP, Version 6) (Maree, 2017) and the life design counselling methods as discussed in Savickas et al. (2009). Non-probability, convenience sampling was used to select twelve Grade 7 learners, aged 12 and 13, to participate in this study. Themes and sub-themes were established, and Thematic Analysis was utilised to identify and analyse the data. Career development is a life-long process and young individuals should be supported and guided as they strive towards their goals. By making learners aware of future career aspirations, they were inspired to construct themselves more appropriately and re-consider perceptions and behaviours regarding schooling. Ultimately, academic self-construction was enhanced through the collaborate processes of life-design-based counselling. The possibilities for future research should assess the value of life-design-based counselling during early childhood development and the integration thereof within schools and the curriculum, so as to benefit the career development of young learners. / Thesis (PhD)--University of Pretoria, 2020. / Educational Psychology / PhD / Unrestricted