Understanding the objectives of the school counselling programme in Namibia: A descriptive study
DOI:
https://doi.org/10.38140/ijspsy.v5i2.1990Keywords:
Career development, Learners, Parents, Principal, School counselling programmeAbstract
This study's central problem is a lack of clear understanding regarding the specific objectives and functions of the school counselling programme as it is currently implemented in Namibian schools. This descriptive study aims to clarify these objectives from the perspectives of various stakeholders involved in the programme. Employing a quantitative approach rooted in the positivism paradigm, the study utilised a descriptive survey design to achieve the study's broad aim. The authors adopted a stratified random sampling technique, where a sample of 148 principals, 70 teacher-counsellors, and 382 learners from 40 schools in Eenhana, Ohakafiya, Ondobe, and Okongo circuits in the Ohangwena region of Namibia was used. The study used self-structured questionnaires to collect data. The data were analysed using descriptive statistics of frequency and percentage. The findings indicated that the principal participants viewed the career development objectives as most important, and the teacher-counsellors prioritised academic development. At the same time, the learners considered personal-social development objectives the most important for the school counselling programme. The differing priorities placed on the objectives of the school counselling programme by principals, teacher-counsellors, and learners suggest a potential misalignment in understanding and implementing the programme's goals. This discrepancy highlights the need for better communication and a more holistic approach to ensure the counselling programme effectively addresses all stakeholders' diverse needs and perspectives within the Namibian school system. This study concludes by recommending that the Namibian Ministry of Education, Arts, and Culture prioritise comprehensive training for teacher-counsellors to effectively address learners' various personal challenges and needs within the school setting.
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