Optimising resources allocation in implementing school counselling programme at schools in the Ohangwena region

Anna Niitembu Hako; Olaniyi  Bojuwoye

doi:10.38140/ijspsy.v4i2.1348

Authors

Anna Niitembu Hako University of Namibia, Namibia
Olaniyi Bojuwoye Kwara State University, Malete Nigeria

DOI:

https://doi.org/10.38140/ijspsy.v4i2.1348

Keywords:

Learners, Principals, Teacher-counsellors, Parents, School counselling programme

Abstract

This study investigated the provision of resources for implementing a school counselling programme from the perspectives of selected stakeholders. It employed a qualitative approach, which is framed within an interpretive paradigm. Thirty-five participants were involved: learners, principals, teacher-counsellors, and parents, and they were selected from schools in the Ohangwena region. In-depth semi-structured interviews and focus group discussions were used to gather data. Thematic results revealed that teacher-counsellors had no counselling rooms to conduct individual counselling, no separate budget for school counselling programme, and that file cabinets and display boards were only available in very few schools and were inadequate school-counsellor in schools. Learners’ fear being mocked by others due to a lack of privacy. Thus, this study recommends that the government allocate a budget for school counselling programmes and post teacher-counsellors to schools where vacant posts are not yet filled. A lack of teacher-counsellors can result in students struggling with emotional and psychological issues without proper support. This can cause depression, anxiety, substance abuse, and behavioural issues. A lack of teacher-counsellors can result in learners struggling with emotional and psychological issues without proper support.

References

Aloka, P. J. O. (2012). Group polarization in decision-making: A study of selected secondary school disciplinary panels in Rongo district of Kenya, (Unpublished PhD thesis). Bellville: University of the Western Cape, South Africa.

Andronic, A. O., Andronic, R. L., Lep?datu, I., & Tatu, C. (2013). Perceptions regarding the role of school counsellor in Romania: A comparative approach. Procedia Social and Behavioral Sciences, 84, 1124-1127. https://doi.org/10.1016/j.sbspro.2013.06.712.

Bojuwoye, O. (1992). The role of counselling in developing countries: A reply to Soliman. International Journal for the Advancement of Counselling, 15(1), 3-16. https://doi.org/10.1007/BF00117736

Bojuwoye, O., & Mbanjwa, S. (2006). Factors impacting on career choices of Technikon learners from previous disadvantaged high schools. Journal of Psychology in Africa, 16(1), 3-16. https://doi.org/10.1080/14330237.2006.10820099

Borders, L. D., & Drury, S. M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling & Development, 70(4), 487-498. https://doi.org/10.1002/j.1556-6676.1992.tb01643.x

Chireshe, R. (2006). An assessment of the effectiveness of School Counselling and Guidance Services in Zimbabwean Secondary Schools, (Unpublished PhD thesis). Pretoria: University of South Africa, South Africa.

Creswell, J. W. (2009). Research design. Mixed methods approach, (3rd ed.). London: Sage Publications.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). London: SAGE Publications.

Egbochuku, E. O. (2008). Assessing of the Quality of Guidance and Counselling Services to Learners’ Adjustment in Secondary School Edo State of Nigeria. Research Journal International Studies, 8, 42-50.

Eyo, N. D., Obi, M. C., Mohd, T. N., & Bernice, A. (2012) Guidance and Counseling in Nigerian Secondary Schools: The Role of ICT. International Journal Modern Education and Computer Science, 2012, 8, 26-33. https://doi.org/10.5815/ijmecs.2012.08.04

Gothard, W. P., & Bojuwoye, O. (1992). Counsellor training in two different cultures. International Journal for the Advancement of Counselling, 15(4), 209-219.

Gysbers, N. C., & Henderson, P. (2000). Developing and managing your school counseling program (3rd ed.). Alexandria, VA: American Counseling Association.

Gysbers, N. C., & Henderson, P. (2001). Comprehensive guidance and counseling programs: A rich history and a bright furture. Professional School Counseling, 4(4), 246-256.

Lonborg, S. D., & Bowen, N. (2004). Counselors, communities, and spirituality: Ethical and multicultural considerations. Professional school counseling, 318-325. Retrieved from http://www.jstor.org/stable/42732600

Lunenburg, F. C. (2010). School guidance and counseling services. Schooling, 1(1), 1-9.

Maluwa-Banda, D. W. (1998). School counsellors' perceptions of a guidance and counselling programme in Malawi's secondary schools. British Journal of Guidance and Counselling, 26(2), 287-295.

Mapfumo, J. S. (2001). Guidance and Counselling in Education. Module PGDE 012. Harare: Zimbabwe Open University.

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews: Forum Qualitative Sozial for schung /Forum. Qualitative Social Research, 11(3), Art. Retrieved from http://nbn-resolving.de/urn:de:0114-fqs100387

Mbongo, E. N. (2013). The Factors Impacting the Successful Implementation of Guidance and Counselling Services in Secondary Schools in Ohangwena Region (Unpublished Masters thesis). Windhoek: University of Namibia, Namibia.

Mensah, J., & Ricart-Casadevall, S (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent Social Sciences, 5(1). https://doi.org/10.1080/23311886.2019.1653531

Ministry of Education. (2005). Senior Secondary Phase Life Skills syllabus grades 11-12. NIED: Okahandja.

Mushaandja, J., Haihambo, C., Vergnani, T., & Frank, F. (2013). Major Challenges facing Teacher–Counsellors in Schools in Namibia. Education Journal. 2(3), 77-84. https://doi.org/10.11648/j.edu.20130203.13

Oniye, A. O., & Alawane. A.S. (2008). Female Learners’ Perceived Causes and Solutions to Examination Malpractice in ASA Local Government: Implications for Counselling. Sokoto Educational Review, 10(2), 1-16. Retrieved from www.oniyerazaq.com/publications.htm

Otto, C. N. C. (2001). An evaluation of the school counselling programme at Stillwater Area Schools, (Unpublished Research paper). Minnesota: University of Minnesota, United States.

Safta, C. G., Stan, E., Suditu, M., & Iurea, C. (2011). Quality management in the counselling and orientation services in Romania. Analyses, findings, recommendations. Procedia-Social and Behavioral Sciences, 12, 470-477. https://doi.org/10.1016/j.sbspro.2011.02.058

Shumba, A., Mpofu, E., Seotlew, M., & Montsi, M.R. (2011). Perceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools. Journal of Science, 28(1), 1-11. https://doi.org/10.1080/09718923.2011.11892923

Thompson, D. W., Loesch, L. C., & Seraphine, A. E. (2003). Development on An Instrument to Assess the Counselling Needs of Elementary School Learners. Professional School Counselling, 7(1), 35-40. Retrieved from https://eric.ed.gov/?id=EJ676977

UNESCO. (2002). Terms of Reference: The First International Conference on Guidance, Counselling and Youth Development in Africa, 22-26 April 2002. Nairobi, Kenya.

Wango, G. M. (2006). Policy and practice in guidance and counselling in secondary schools in Kenya, (Unpublished PhD thesis), Birmingham. University of Birmingham, United Kingdom.

Wiltsey Stirman, S., Kimberly, J., Cook, N., Calloway, A., Castro, F., & Charns, M. (2012). The sustainability of new programs and innovations: a review of the empirical literature and recommendations for future research. Implementation Science, 7(17), 1-19. https://doi.org/10.1186/1748-5908-7-17

Yirenkyi, C. A., Kyere, E. A., & Ofori, K. N. (2019). Evaluation of Guidance and Counselling Practices in Schools: A Case Study of Manhyia Sub-Metropolis, Ghana. International Journal of Education, Psychology and Counseling, 4(28), 52-63. www.ijepc.com