There was a time ‘when guidance services in the sense we are using the term
would have been regarded as an extension activity in school system’. It would
have been considered quite extrinsic to and inappropriate for schools. However,
comprehensive and appropriate appraisals by educators and by the members of
the public have led to an acceptance of guidance services, not as something to be
added from the outside, but as central and essential to the educative process.
To say that guidance services are central and integral part of the total educational effort is not to say that these services are identical with or substitutes for either teaching or administration. Guidance services have an identity of their own yet the boundaries between guidance and some aspects of teaching and administration are zones of interrelationships rather than sharp lines of delineation. The good teacher of course performs a number of guidance functions. Among other things, s/he contributes valuable information and helpful insights towards understanding students motivation and difficulties not only in achievement but also in adjustment, s/he creates the kind of classroom atmosphere which makes for mental health, s/he may discuss with the student and her/his parents about educational and vocational plans; or s/he may do a number of other things.
There is also a zone of interrelationship between administration and guidance services. In general, it is the responsibility of administration to provide for guidance services – the authority for carrying out the programme may be delegated by the guidance counsellor.
Guidance services help teachers and administrators. The former by direct participation and the latter by providing for the services.
Education and guidance are closely related. In short, education involves guidance. All guidance is education, but some aspects of education are not guidance. The objectives of both may be the same viz, the development of the individual, but the methods used are different. The latest stress in the field of education is vocationalization of secondary level. Hence vocational education is essential.
Vocational education deals with the knowledge, skills and attitudes that present in an individual, for a definite occupation or vocation. It refers to the experience that enables one to carry on successfully a socially useful occupation. Most jobs including most of the semi-skilled occupations will require preparation in terms of skills and technical knowledge for a successful entry into that occupation. The job in the communication technology age will demand basic background and education in terms of certain specific skills.
There are growing opportunities for employment in service – clerical, technical and professional job areas. All of these jobs, however require education, vocational, technical and professional. The utmost need in our educational system is for drastic changes in the curriculum and direction of our public education programme. Such changes represent the only solutions to the social and economic problems that we face today.
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