ORGANISATION OF GUIDANCE SERVICES CONTENTS

In this article, we shall enlighten how the organisation of guidance services contents in schools is accomplished.

Planning and Organisation of Guidance Programme

It is a statement of fact that guidance programme is yet to be fully introduced in our schools in Zambia. In fact, in few schools where career masters/mistresses provide information and a skeletal form of guidance programme, such service rendered by the personnel are inadequate because of their limited experience, background and training.

An important aspect in the organisation of guidance services and administration of school guidance is the need to plan the programme of action. In other words, it is necessary to decide the strategy to be used before any programme of guidance can be introduced. Planning essentially involves deciding in advance what is to be done and how to accomplish the task. Therefore, a counsellor must be armed with adequate data on the type of programme to be introduced in the school before embarking on such a venture.

There are certain principles that should be borne in mind in an attempt to introduce a guidance programme into the school setting. Among other things, the following seems to be prominent:

(i) Guidance should rather be introduced gradually than being superimposed on the school and the staff.
(ii) The goals and objectives of the programme must conform to the instructional activities of the school.
(iii) The school guidance programme must facilitate continuous communication among all members of the school.
(iv) Such a programme must have special facilities without which the counsellor cannot function effectively.
(v) Above all, it must constantly be engaged in a process of self- examination, that is, the programme must be evaluated on continuous basis.

Against this background, a school counsellor who is mindful of the fact that the programme must be planned and reasonably executed must follow some steps in the attempt to introduce the programme. Some of the steps are as follows:

Pre-planning Stage: i.e. preliminary activities. At this stage, the counsellor carries out the following activities:

(a) Need Assessment of the Programme

The counsellor on arriving at the school must conduct a situation analysis which refers to assessing the needs for the programme. This consists of a private and independent investigation of the desirability or otherwise of the programme in the school setting. The need assessment data will reveal the students problems, the population of the students in the school, available facilities and the acceptance or otherwise of the proposed programme.

(b) Formulation of the Policy and Objectives

Armed with the need assessment data on the programme, the counsellor now proceeds to formulate policy and state in clear terms the objectives of the programme. The objectives must be related to the needs of the students. In addition, at this stage, attempts will be made to delineate the functions of the programme and the types of personnel that will be needed for the programme.

(a) Consultation

(c) Determining the means and methods of Implementation

The counsellor must determine in advance the approach to be used in executing the programme. The most suitable approach should be selected for the programme.

Planning Stage: The following sub-stages are note worthy under the planning stage:

This is very vital to the success of the programme. Having collected relevant information about the desirability of the programme for a particular school, the counsellor must consult the principal, the staff, other school functionaries, the students and the parents. He must first sell the programme and its objectives to them thus, seeking their blessing and support for the programme. In other words, the programme must be approved by the entire school Community before it takes off.

In addition, the counsellor must determine the site and facilities for the programme, supporting personnel, staff service training, participation and support of the administration and public enlightenment.
It is also essential at the planning stage to discuss and agree upon how the outcomes of the programme will be evaluated.

Formation of the School Guidance team/committee

An important aspect of the planning stage is the formation of the guidance implementation committee in the school. The committee should have the representatives of the administration, staff, other school functionaries and students as members. The school counsellor should serve as the secretary of the committee. Among other things, the committee has the following roles and responsibilities:

(i) Determining the resources/facilities to be used for the programme;
(ii) Outlining/determining the objectives of the programme;
(iii) Outlining how the programme should be carried out;
(iv) Identifying the essential services to be introduced and implemented;
(v) Coordinating the programme of activities;
(vi) Assigning duties and responsibilities relative to the (guidance) programme to other school functionaries;
(vii) Giving feedback on the programme;
(viii) Evaluating the programme from time to time; and
(ix) Carrying out other activities relating to the programme in the school.

Implementation Stage

The counsellor’s role at this stage is very crucial to the success of the programme. This is because the counsellor’s leadership, effectiveness and ability to coordinate the activities of the programme will to a large extent affect the outcome of the programme. At this point, the counsellor in conjunction with the guidance committee will select or agree on the type of services to be introduced based on the need assessment data. Also, at this stage, it becomes necessary to plan a time-table of guidance activities. Among the activities to be implemented in a minimum programme of guidance services include:

(a) A complete individual inventory
(b) An information service
(c) Individual and group counselling service
(d) Orientation programme
(e) Planning, placement and follow-up service.

Added to this is the need for a summary service card/form in which all the activities relating to the programme will be stated.

Evaluation/Review of the programme

The school guidance programme should be reviewed and evaluated from time to time. This will help to determine whether the objectives of the services provided have been achieved or not. However, it must be stated that the review should involve the entire school community. The counsellor can use different techniques such as interview method, observations techniques and questionnaire method for collecting information from the participants and beneficiaries of the programme. The information collected will assist the counsellor to determine whether or not the objectives of the programme have been achieved.

SELF-ASSESSMENT EXERCISE

1. Identify and discuss the stages involved while planning and organising school guidance programme.
2. How will you evaluate the school guidance programme?

Problems affecting the Effective Implementation of School Guidance Programme in Zambia

Below are some of the problems affecting the effective

(a) Lack of fund;
(b) Lack of facilities;
(c) Lack of information materials and psychological tests; (d) Lack of cooperation from other school personnel;
(e) Rivalry among the school functionaries;
(f) Shortage of personnel;
(g) Ignorance and lack of adequate understanding of the importance of guidance in Zambia schools;
(h) Lack of appropriate definition of the philosophy upon which guidance should be based; and
(i) Inconsistent policy on guidance and counselling.

Solutions to the Problems

(a) Proper education of the public on the role of guidance in the
schools;
(b) Government should provide adequate fund for guidance programme in schools;
(c) Minimum physical facilities should be provided;
(d) Development of indigenous psychological tests should be encouraged;
(e) Adjusting teacher education programme to include training in the basic skills of counselling;
(f) Training of more counsellors; and
(g) Need for consistency in the formulation of policy on school guidance.