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 thesis aims at exploring what the role of career guidance services for CEMS students in their job search is, and at proposing a number of recommendations for further development of CEMS career services. First part of this thesis will provide us with a necessary theoretical background on career choice, career management and development, and career guidance. Then, CEMS and its current career services offer will be presented in brief. Finally, an analysis of a research that we have conducted within CEMS graduates community will enable us to formulate a number of recommendations for CEMS career services improvement.

The purpose of this study was to trace the development of the counseling movement in Hong Kong from its beginning to the present and to examine future directions confronting those who work in the counseling field in Hong Kong. Originating from social unrest in 1966 and 1967, the counseling movement began as an attempt to meet the society's developmental needs of self-expression and direction. Although not a formal program, the first known counseling service in Hong Kong was offered by Ben Fong in 1967 at the Yang Memorial Social Service Center. In 1969 the Hong Kong Federation of Youth Groups established the first formal counseling service in Hong Kong. Institutions of higher education and foreigners played a major role in the development of early counseling services in Hong Kong. In 197 0, Peter Whyte, an Australian, organized a counseling service at the University Hong Kong. In 1971, Ken Locke, an American, established a counseling service at the Hong Kong Baptist College. Counseling services grew rapidly in the early 1970s, and a 1975 survey identified fifty-five agencies which reported providing counseling services. In the mid-1970s, helping professionals were struggling with the issue of "What is counseling?" A significant developmental step was the establishment of a master's degree program in counseling at the Chinese University of Hong Kong in 1977. The first professional counseling organization, the Association of Psychological and Educational Counselors of Asia-Hong Kong Branch, was organized in 1979 and the first counseling journal was published in 1980. In 1984, the Education Department of the Hong Kong Government established guidance services in secondary schools. The challenge for the counselors of Hong Kong in the 1990s relates to two foreseeable changes in the Hong Kong community, the Chinese recovery of the sovereignty of Hong Kong in 1997 and the aging of the population.