The State of Guidance and Counselling Programmes in High Schools: A Case Study from Manicaland, Zimbabwe| Chapter 1 | An Overview of Literature, Language and Education Research Vol. 4

 

The study provides empirical evidence and insights into the challenges facing school guidance and counselling programs in Zimbabwean high schools. It addresses critical issues such as inadequate training of counsellors, inconsistent program implementation, and lack of resources, which are crucial for improving educational practices and student outcomes in similar contexts worldwide. This study is set in three urban high schools in Mutare Urban, Manicaland Province, of Zimbabwe. The study seeks to determine the state of high school guidance and counselling programmes. Participating schools included one girl-only high school, one co-educational mission high school, and one government co-educational school. High schools were purposively selected while students were randomly selected. Using an exploratory sequential mixed method, quantitative data was collected from students, while qualitative was obtained from guidance teachers and head teachers. A questionnaire for students and two in-depth interviews with head teachers and guidance teachers were used. Data was analysed thematically and using frequency tables. Results suggest that guidance and counselling are generally responsive services where students can receive help with personal/emotional challenges and needs. Other services that are part of a comprehensive programme, such as student career planning, exploration, and development, as well as the professional development of counsellors, are minimal. Results also indicate that there is very little consultation between counsellors and teachers in the schools. Comments by guidance and counselling teachers suggest that the formal training that is available is offered in Harare at personal cost and that there is no professional association for counsellors. Further comments by guidance and counselling teachers suggest a lack of in-service training by the provincial education personnel responsible for guidance and counselling. Guidance teachers or counsellors tend to lack training and rarely keep records of their activities. The counsellors interviewed in the study did not demonstrate an awareness of the relevant Ministry regulations governing the implementation of guidance and counselling in schools.

 

Author (s) Details

 

John Mapfumo
Faculty of Education, Africa University, Zimbabwe.

 

Elliott Nkoma
Great Zimbabwe University, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/1293