Students throughout the world face problems in many aspects such as understanding themselves, relating effectively to others, developing educational life and career plans. Such problems can affect students’ educational performance which in turn may interfere with vocational, personal, and emotional development. In such circumstances, GCS that are provided in schools play a very prominent role to address the developmental needs and concerns of students at different stages of schooling (A. Bame Nsamenang and Therese M. S. Tchombe 2011).
School counselling services offered in current practices in many countries are both comprehensive and developmental that address development of academic, vocational, personal and social traits of each student …show more content…
It is expected that GCS help students develop the capacity of maximizing their potential in all personal, educational, social or career related respects (UNESCO 2009). Such services are intended to meet the priority needs of the students in an efficient and effective manner (Starr &Gysbers, 1990).The current practices under the comprehensive and developmental PCG services incorporate an organized GSC structure, a guiding model, a process for evaluating the GCS …show more content…
Many countries have developed an organized GSC structure with its own framework and model with explicitly stating the roles, responsibilities, and kinds of services that school counselors should provide. In Ethiopia MoE has included the structure, roles, and activities of school guidance and counselors on the directive of schools internal guidance and administration (Moe, 1980). According to the directive, school counselors are expected to address social, personal, career, and educational issues of students. As the directive is issued on the federal level, city administrations in the country will formulate their own GCS system based on the guideline stated on the directive. The guideline is not as well structured as the current GCS comprehensive models that many developed countries follow. Be as it may, the guideline should be a basis for cities all over the country to formulate their perspective guidelines of GCS. Accordingly, the assessment of the GCS should be conducted on the basis of the overall guideline set in the country’s educational policy. However, different literatures on GCS in Ethiopia show an inclination towards the belief that there is no guideline as to what kinds of responsibilities and roles are expected from GCS. However, there is a clearly set general guiding structure in Ethiopia by MoE (MoE, 1980).
School counselling services offered in current practices in many countries are both comprehensive and developmental that address development of academic, vocational, personal and social traits of each student …show more content…
It is expected that GCS help students develop the capacity of maximizing their potential in all personal, educational, social or career related respects (UNESCO 2009). Such services are intended to meet the priority needs of the students in an efficient and effective manner (Starr &Gysbers, 1990).The current practices under the comprehensive and developmental PCG services incorporate an organized GSC structure, a guiding model, a process for evaluating the GCS …show more content…
Many countries have developed an organized GSC structure with its own framework and model with explicitly stating the roles, responsibilities, and kinds of services that school counselors should provide. In Ethiopia MoE has included the structure, roles, and activities of school guidance and counselors on the directive of schools internal guidance and administration (Moe, 1980). According to the directive, school counselors are expected to address social, personal, career, and educational issues of students. As the directive is issued on the federal level, city administrations in the country will formulate their own GCS system based on the guideline stated on the directive. The guideline is not as well structured as the current GCS comprehensive models that many developed countries follow. Be as it may, the guideline should be a basis for cities all over the country to formulate their perspective guidelines of GCS. Accordingly, the assessment of the GCS should be conducted on the basis of the overall guideline set in the country’s educational policy. However, different literatures on GCS in Ethiopia show an inclination towards the belief that there is no guideline as to what kinds of responsibilities and roles are expected from GCS. However, there is a clearly set general guiding structure in Ethiopia by MoE (MoE, 1980).