Policy and practice in guidance and counselling in secondary schools in Kenya

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/22107 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/22107 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/22107 archive 4031 disk0/00/00/06/04 2012-09-17 13:58:55 2019-01-23 09:52:29 2012-09-17 13:58:55 thesis show 0 Wango Geoffrey Mbugua Schweisfurth Michele ftp://ubira.bham.ac.uk/eTheses/604_Wango/ University of Birmingham Policy and practice in guidance and counselling in secondary schools in Kenya unpub BF LB1603 LG 30sch_educ Guidance and Counselling, Secondary School, Counselling, Policy, Practice, Education, Developing Countries, Guidance and Counselling Programme This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for a more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly. 2006-12 2006-10 graduation 2542221 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 413 University of Birmingham School of Education d_ph na 2006-12 graduation