Administration and Management of Guidance and Counselling in Zambia

3.1. Introduction
Guidance and counseling programme have become the need of the hour. Each and every
educational institution should have a well-established guidance and counseling programme to
cater to the needs of our students and youth.
In this vein, in 2013, the ministry of education introduced guidance and counselling in all
universities and colleges of education, so as to equip the novice and in-service teachers with
required skills and values in this field.
Therefore, this part of the module, endeavors to equip you with the relevant knowledge, skills
and values in guidance and counselling.

3.2. Developing Guidance and Counselling Programme Structure

Developing a school guidance programme needs proper understanding of the requirements of
the planning, the resource persons, management of resources, different types of guidance
services and a lot more others.

3.3. School Guidance Programme

School guidance programme plays a major role in meeting the various needs of the students.
It helps the students at different stages of education and is aimed at their all-round
development. In the sections below you’ll come to know about the meaning and need of
school guidance programme. The role of personnel involved in guidance and counseling
programme and the different types of services which come under guidance and counseling
programme are also discussed.

3.3.1. Meaning of School Guidance Programme

Guidance is considered as a programme because a counselor needs to plan and organize
guidance and counseling services to meet the needs of students and to equip them to face the
demands and challenges of life. Earlier guidance used to be considered as a onetime need of
individual student however, now guidance is visualized as a developmental process and a
comprehensive range of services are rendered to deal with the varied needs of students from
lower level to the highest level of school education.
In present times, the focus of guidance programme is on the developmental needs of students
at a particular age and grade level to help them set personal goals, develop future plans and
also resolve problems.
The Guidance Programme, like any other educational programme, requires careful and
consistent development. This ensures that the programme responds to the unique needs of its
clients. It provides benefits to students by addressing their intellectual, emotional, social and
psychological needs. For any guidance programme to meet successfully the needs of all
students, it must be developmental, preventive and remedial rather than crisis-oriented.
Furthermore, a comprehensive and developmental guidance and counseling programme is not
only preventive but also pro-active in preventive orientation. Consequently it must be well
planned, goal-oriented and accountable. It is an integral part of the school programme, and
complements other school activities. It is therefore important for today’s guidance and
counseling programme to be developmental, so that it assists students who are growing up in
a complex world. It should help them to develop into full human beings, capable of
maximizing their potential in all personal, educational, social or career-related respects.
A comprehensive guidance programme Should be balanced, and encompass all the four
fundamental areas of guidance. These are: personal, educational, social and vocational. It
should Provide students with the assistance necessary for their maximum development. The
programme should also decide what services to offer, such as information, consultation,
referral, counseling, placement, career follow-up and evaluation services The programme
further should use all staff members and determine their roles in it. It therefore, demands
consultation, co-operation and co-ordination
A programme should further define the role of the guidance personnel, who should be fully
informed about the programme. Additionally, the programme should create a teamwork
approach, in which every member of staff is considered responsible for contributing to the
success of the programme. For a guidance programme to be comprehensive, it should also be
relevant for the clients, and not merely maintain a status quo. It must be purposeful, and
designed to meet the priority needs of the clients. These needs should be met in an efficient
and effective manner. It should be stable and unaffected by the loss of personnel, as this
determines the extent to which it meets the desired goals and objectives. Each programme
must be specifically designed for the clients it serves.
There is, therefore, a possibility for both similarities and differences in programmes.
Effective programmes are flexible, since this allows for adaptation to future growth and
effectiveness. Programme development not only calls for needs assessment but reflects other
characteristics of the clients, such as age, location or environment, cultural background, sex
and economic status. Any service as comprehensive as guidance must be carefully planned if
it is to meet the desired goal.
When the programme is well organized, there is no doubt that all involved will participate to
the fullest extent. The teachers should see it as their own, rather than the Headmaster’s or the
guidance teacher’s programme. Their involvement is crucial right from the start.

3.3.2. Procedure on Establishing Guidance and Counseling Programme

There basically many ways of establishing guidance and counselling service at school level.
Below are the basic steps of program development:

- Plan – establish leadership and advisory council, gain administrative support, and
establish what is working and not working.
- Build the foundation – analyse school and student data, discuss beliefs about
students, determine priorities.
- Design the delivery system – determine time allotment , develop action plans, decide
which counseling will perform what activity
- Develop the school counseling program- establish budget , ensure preconditions are
met for equal access /adequate resources ,establish administrative approach
- Internalize the school counseling programme- develop calendars for counselors
and events, develop one closing gap activity Promote the college counseling program-
develop marketing materials
- Promote the college counseling program –develop marketing material to present to
staff and other stake holders
- Monitor program results – analyse program data , report develop evaluation
- Monitor student progress-track program input to action plan goals.

Benefits of the Guidance and Counselling Programme

Programme development is a systematic process that requires following a series of steps. A
developmental and comprehensive school guidance and counseling programme not Only
benefits the students, but also the parents, teachers, administrators and the business
community. The benefits to the various groups are as follows:
3.4.1. Learners
- Increases self-knowledge and how to relate effectively to others.
- Broadens knowledge about the changing environment.
- Helps them reach their fullest academic potential.
- Provides opportunities for career exploration, planning and decision-making.
- Provides an opportunity for networking with services and thus establishes an effective
support system.
- Teaches responsible behavior.

3.4.2. Parents
-increases opportunity for parent /school interaction
- Provides parents with support for their child’s educational and personal development.
- Increases opportunities for parental involvement in the education of the child.
-enhances parent’s access to school facilities and community resources
- Equips parents with skills necessary to support their child.
- provides an opportunity to work in collaboration with other teachers and also other parents.

3.4.3. Teachers
- Enables students to master effectively their subjects with an understanding of the
importance of each one.
-clearly defines teacher’s guidance roles and place it within the context of guidance and
counseling
- Provides an opportunity to work in collaboration with other teachers and parents.
-provides consultations to assist teachers in their guidance roles
-ensures involvement in the academic mission of the school

3.4.4. Administrators
-provides programme structure with specific content
- Enhances the image of the school in the community, reduces strikes, and
- Allows for systematic evaluation
-clarifies types of activities to include in a school counselor’s job description
-integrates school counseling with academic mission of the schools
- Provides a structure which can be monitored easily.
3.5. Activity
1. List at least three benefits of a Guidance and Counselling programme on each of the
following:
i) Learners
ii) Parents
iii) Teachers
iv) Administrators

3.6. Guidance and Counseling Programme in School

The following are the guidance and counselling services found in universities, colleges and
others schools:
• Guidance and counseling lessons : Learning to live, learning to learn and learning to
work.

• Orientation service: introducing new students to the college environment and

acquainting them with the college’s procedures and requirements
• A learner information Centre : collection of inessential students’ data and
maintenance of records
• A General information service: this includes educational information and career
information
• Assessment service: administration of tests analysis scoring and interpretation
(examinations, achievement, interests, aptitudes etc)
• Counseling center: individual counseling, group counseling and peer counseling.
• Referral service : the act of referring a client to professionally qualified practitioners
in order for them to receive personalized help
• Networking with stake holders :such as community , business world, parents learners,
administrators, clergy and lecturers
• Research service: researching on emerging and contemporary issues on guidance and
counseling
• Placement service: this involves engaging an individual into a particular
profession ,career or vocation, it involves a careful scrutiny of the individual’s strengths,
weaknesses marching them with occupational specialty and engaging the individual into
productive life.
3.7. Guidance Committee and its Composition
The management and provision of guidance and counseling services should not be left in the
hands of one person. The provision of Guidance services would be effectively and efficiently
implemented when the activities are planned and coordinated by a team . It therefore, follows
that each and every institution shall have a guidance committee in place which comprises:
 Vice Principal/deputy head teacher as chairman
 College/school lecturer/teacher (HOD/HOS/senior teachers/TOD) those who teach
Guidance and counseling
 College/school counselor ( secretary)
 2 other lecturers/teachers male and female
 2 matron/hostel supervisors in the case of boarding
 2 students/pupils (male and female)
 1 board representative
 College/school clinic representative

3.8. Functions of the Guidance and Counselling Committee

• Planning all guidance and counseling programs in the college
• Identifying the challenges faced by students
• Mobilizing resources required to carry out activities and ensuring that guidance
activities are carried out
• Liaising with stakeholders in carrying out the guidance activities

3.9. Roles and Responsibilities of Stake Holders in Guidance and Counselling

3.9.1. Principal Education Officer-School Guidance Services

This officer is found at the ministry of education headquarters-national level. Below are the
roles performed by this office:

 Coordinates the work of guidance and counseling at National level

 Mobilise resources(human , financial and material) to facilitate the smooth running of
guidance programmes
 Provide policy direction for guidance and counseling at National level;
 Support the implementation of guidance and counseling activities at Provincial,
District ,college and school levels and
 Coordinate and strengthen multi-sectoral linkages

3.9.2. Senior Education Officer-Career Guidance Services

This officer is also found at the ministry of education headquarters-national level. Below are
the roles performed by this office:
 Interpret guidance and counseling policy and translate it into practical activities
 Facilitate training on guidance and counseling
 Initiate and conduct regular research on career guidance and
 Monitor the effectiveness of career guidance services provided to learners

3.9.3. Senior Education Officer Administration and School Guidance and Counselling
This officers is found at every provincial education office. The following are the roles
performed by this office:
 Coordinate the work of District Guidance coordinators in the province
 Facilitate guidance and counseling activities in the Districts
 Be a resource person for guidance programmes in the Districts, colleges and schools.
 Ensure that all the areas of guidance namely: educational, social, personal ,and
vocational and counseling are equitably offered to learners
 Collaborate with staff in other directorates in the province
 Create linkages with line ministries and NGOs in the Province
 Ensure that qualified guidance and counseling personnel are appointed to run
guidance and counseling activities in the District
 Orient other officers in guidance and counseling
 Monitor the operations of guidance and counseling in the school and colleges in the
province and
 Interpret guidance and counseling policy and translate it into practical activities

3.9.4. District Guidance and Counselling Coordinator

Below are the roles performed by this office in the district. Though this office is proposed in
the new ministry of education establishment, it is not yet implemented at this level.
Coordinate guidance and counseling activities in the district
Monitor guidance activities in schools
Ensure that all the areas of guidance namely; educational, social, vocational, personal and
counseling are offered to learners in the district
Orient new guidance teachers to the work of guidance
Ensure that qualified guidance personnel are appointed to run guidance activities in
schools. and
Ensure that guidance and counseling teachers are appointed in all schools.

3.9.5. District Education Standard Officer

Since district guidance and counselling coordinator office is not yet fully operationalized, the
office of the district education standard officer (DESO) currently takes care of the district
guidance and counselling coordinator roles. This office further through the district education
board secretary (DEBS) appoints the district guidance coordinators in the district at
administrative convenience. Below are the roles performed by DESO in the district in line
with guidance and counselling:
To monitor and evaluate the implementation of guidance and counseling activities in
schools and colleges of education

3.9.6. Principal/Head Teacher

In the learning institution we have the principal or head teacher depending on the level and
the type of the school. Below are the roles performed by this office:
Introduce and establish the guidance programme in the institution
Strengthen community linkages with the school, familiarize parents with guidance and
counseling and make provisions for parent’s involvement in the school
Ensure that there is guidance and counseling room in the college/school
Coordinate the guidance and counseling programme
Provide physical facilities and financial resources needed for the guidance and counseling
programme
Identify and recommend for appointment of lecturers or college counselors.
Monitor and initiate all college guidance and counseling
Ensure that contemporary and emerging issues are disseminated to lecturers and students.

3.9.7. Vice Principal/ Deputy Head Teacher

As it is known, the next in command at every learning institution is the vice principal or the
deputy head teacher. Therefore, below are the roles of this office:
Perform the duties of the principal in the absence of the principal
 Be the chairperson of the Guidance and counseling committee
4.9.8. College Lecturer/Guidance Teacher
At the institutional level, guidance and counselling is taken care of by lecturers or teachers.
Below are their roles:

Provide guidance and counseling services to students/teachers

Integrate guidance and counseling into regular subjects
Make referrals to other lecturers/teachers or specialized service providers when need arises
Provide support to lecturers/teachers and students/pupils living with HIV and AIDS and
deal with emerging and contemporary issues

3.9.9. College/School Counsellor

The institutional level also has the college or school counsellor who performs below roles:
Offer guidance and counseling services in the college/school
Orient new students/pupils to the college/school environment
Organize career related activities in the college/school
Ensure that students/pupils living with HIV and AIDS and those affected are not
stigmatized and not discriminated against

3.9.10. Stake Holders in Guidance and Counselling

There are a number of stakeholders involved in supporting and facilitate the smooth running
of guidance counselling at national, provincial, district or institutional level. Below are some
of them:

Non-Governmental organizations (NGO) for sensitization and funding of projects

Line Ministries responsible for health, home affairs, youth and sport community development
Providers of health services such as voluntary counseling and testing (VCT) male
circumcision and so forth
Providers of information on gender based violence (GBV), child and substance abuse.
Faith Based Organizations (FBO) Provide materials and financial support
Family, college community, administrators: Support lecturers for team work, students as
main clients, ,atrons and patrons as parents for students

3.10. Activity
1. List at least two functions of guidance and counseling committee in colleges/schools
2. what is the role of the following stake holders in guidance and counsellling:
a) Non –Governmental Organization (NGO)------------
b) Matrons/auxiliary workers ------------------
c) counselors-------
d) Support lecturers/teachers-------------------
e) Faith Based Organisations---------------
f) Line ministries
3. List at least four needs of guidance and counseling programme in schools
4. Why is it important to have a qualified counselor in the counseling office?
5. list two challenges faced by guidance and counseling teachers or lecturers
6. Why are students included as stake holders in guidance and counseling?

4.1. Record Keeping and Management in Guidance and Counselling

 A record is any information that’s written or entered on paper, computer or other
media. It is also entails that record is something written to give proof of something or
tell about past events. Record include, but not limited to the following:
information that you either have to(by law) or want to keep for a period of time

• A record is any document (paper or electronic) created or received by offices or employees

that allow them to conduct business.

• A record is a piece of Information or a description of an event that is written on paper or

stored on a computer.

• Record is Information about someone /something that is stored by the police, counsellor,
doctor, such as medical record, criminal record, birth record.

4.2. Types of Records

In guidance and counselling, the following records should be available and maintained :
i) confidential records. Below are the specific types of records found here:
a) learner’s record cards
b) records of referral cases
c) academic examination certificate
d) Psychological test

ii) Open records. The open documents include:

a) School based test results
b) Stock book
c) Official correspondence
d) Career and occupational information
e) Records of orphaned and vulnerable children and children with special education needs.

What is record keeping

 Record Keeping is the process of compiling and creating records of information. This
may include, but not limited to: identifying, tracking, classifying, storing, securing,
retrieving, and destroying permanently.

 A record can also be described as a documented proof of a transaction in a college

and guidance and counselling that requires proper keeping for learners and
programmes undertaken by the guidance personnel. When generating a record, it is
important to ensure that the information is factual, consisted and accurate and should
be written in a manner that is readable and legible

4.3. Significance of Record Keeping

• Records tell us what, where and when something was done and why a decision was made.
• Keeping track of what is happening on the daily basis
• Clear consistent, & organized records are important for maintaining compliance & avoiding
future issues.
• They provide evidence of interventions, activity and promote accountability and
transparency.
• Keeping, accurate and up to date records is vital to the success of any business
 Good recording is vital in regards to meeting the financial commitment of the
business and providing information on which decision the future of the business can
be based
•enabling you to meet legal obligations applicable to your work
•protecting the interests of the school and community and your group
•demonstrating the impact of your work e.g reduction in pupil absenteeism, improved
teacher/pupil contact time, improved performance
•Kept as evidence of activities, transactions and decisions.
•Enables you to review processes and decisions
•enables consistency and continuity in your work, the next person will know where to start
from.
 Effective record keeping helps to protect the welfare of guidance personnel and
clients by promoting:
-high standards of client care
-continuity of care
-Better communication and dissemination of information between members of the the
profession team.
-an accurate record of assistance and care planning and delivery of services
-The ability to detect issues, such as changes in client’s condition, at an early stage

Cross Cutting Issues in Guidance and Counselling

5.1. Introduction
Education in Zambia faces many challenges such as HIV and AIDS, Diabetes and
Tuberculosis in everyday life. These affect both teachers and learners.

There is need for concerted efforts to educate and equip the learners with information on the
causes and effects of these challenges.

The affected people may find it difficult to accept the challenges or illnesses because of their
devastating effects. For example, a person who is suspected to be HIV positive and wants to
be tested will need a lot of psychosocial support from qualified counsellors, family, friends
and teachers.

This unit therefore covers the following topics:

-HIV transmission and prevention,
-the effects of HIV and AIDS,
-care , support and Treatment of HIV/AIDS,
 - stigmatization and treatment of the infected.

5.2. HIV Transmission and Prevention

What do the letters HIV and AIDS stand for?
HIV – stands for human immune-deficiency virus
AIDS- stands for Acquired immune Deficiency Virus

5.3. HIV Transmission

There are various ways in which HIV is transmitted. Below are some of them:
• Sharing contaminated sharp objects
• Mother to child transmission during pregnancy, delivery and breast -feeding
• Having penetrative, unprotected sexual intercourse with an infected person.
• Transfusion of HIV infected blood.

5.4. HIV Prevention

HIV is found in all body fluids of an infected person .
The concentration of the virus is high in blood, vaginal fluids, semen and breast milk.

While AIDS is a deadly disease, it can be prevented. Below are measures of preventing
HIV:
• Avoid sharing sharp instruments
• If not married, staying away from all sexual activities (abstinence) is better, but if you
cannot abstain, condom must be used each time you feel like having sexual intercourse
• Being faithful to one uninfected or infected partner
• Infected pregnant mothers to visit health facilities
• Correct and consistent use of condoms

5.5. Activity
1. Why is it important to go for voluntary counselling and testing services?
2. State ways in which HIV can be prevented
3. Identify factors that contribute to the spread of HIV.

5.6. The Effects of HIV and AIDS

There are a number of ways in which learners and young people have been affected by HIV
and AIDS. Sometimes, learners are born HIV positive especially during child birth.

HIV positive babies mainly die before their first birth day. Often, when properly cared for,
many of them can survive to their twentieth birthday (WHO, 2002).

The following are some of the effects of HIV and AIDS on learners/ young stars:
• The infected learners are usually isolated due to stigmatization and discrimination
• Learners often get sick and this lead to perpetual absenteeism from school
• The young ones especially the adolescents turn to be promiscuous as a way of
revenging for their misfortune
• Some young ones lose parents due to HIV/AIDS (learners are orphaned) as a result
there is a lot of pressure on the learners(, E.G: raising money for school, child headed homes,
school dropout, early marriages and a lot more other effects).
• Performance of affected learners is usually lowered by absenteeism.
• There is also loss of skilled labor – due to absenteeism and chronically ill teachers
through HIV and AIDS which negatively affect the progression rate and academic
performance of learners.

5.6. Activity
1. Basing on your own knowledge and experiences, discuss myths and misconception
about HIV and AIDS

Care, Support and Treatment of HIV/AIDS

It is always difficult to accept one’s HIV status especially when it is positive because of its
devastating effects. However, one can learn to cope with it.
Therefore, it is important for the learners to know about care, support and treatment of people
living with HIV and AIDS.

Care for HIV Infected Learners is the ability to look after the infected learners through
provision of conducive learning environment.

Therefore, learners with HIV/AIDS should not be discriminated but taken care of by ensuring
that certain measures such as the one’s below are observed
• Cover all cuts or sores on hands with water proof plaster.
• Avoid contact with blood especially if one has a cut in the skin
• In the school it is important to have a first aid kit which a learner can use
• Support services include counseling referral systems, like skills education ,stress
management and provision of food, treatment of opportunistic infections
• Clients should seek medical advice when they show signs and symptoms of
HIV/AIDS.
• Clients should seek specialized counseling
• Seek consistent behaviour change programs

5.8. Management of HIV/AIDS

Treatment as we may be aware, there is no cure for HIV/AIDS, but it can only be managed. It
is this management being referred to as treatment of HIV/AIDS in here. Below are the
treatment measures:
• Guidance and counseling teachers should help learners to adhere to ART treatment.
• Psychosocial support from other persons living positively with HIV and AIDS
• Early treatment of opportunistic infections, such as chronic diarrhea, TB, skin disease
and constant fever.

5.9. Activity
1. Discuss myths and misconceptions about HIV/AIDS treatment

Stigmatization and Discrimination

HIV-related stigma and discrimination remains an enormous barrier towards effectively
containing the spread and prevention of the epidemic.

Stigmatization and discrimination undermine the effective prevention, care and support.
Therefore, there should be education to challenge stigmatization and discrimination.
UN Resolution, (1999:41), the commission on human rights reaffirms that: Discrimination on
the basis of HIV or AIDS, status, actual or presumed ,is prohibited by existing international
human rights standards, and that the term, or other status in non-discrimination provisions in
international human rights texts should be interpreted to cover health status including, HIV
and AIDS.
The term stigmatization has been widely used. In the education, this term is used as follows:
• Stigmatization is when a person’s character is attached to something negative,
for example witchcraft, prostitution, HIV/AIDS or disability.
It further referred to unjust distinction in the treatment of different groups of people on the
grounds of race, sex, age or witchcraft, prostitution, HIV and AIDS and or abilities.

Stigmatization and discrimination can make a person feel rejected, isolated, useless and
more adversely feel that life is not worth living any more.

5.11. Activity
1. What are the effects of stigmatization?
2. With examples, bring out inevitable reasons for stigmatization and discrimination of
people living with HIV/AIDS in their communities.

5.12. Summary of the Module

We are optimistic that you enjoyed and learnt a lot as you interacted with this module
coupled with the lecturer’s tender and loving help. In reflection, this module brought to your
attention of administration and management of special education and guidance counselling in
Zambian education system. It further presented and stressed on the roles of different officers
and stakeholders in special education and guidance counselling. The module also brought to
your attention the partnership between parents, other stakeholders and educationists in the
education of learners with special education needs and those of health conditions. It further
emphasised on the importance of working together with parents, other stakeholders and
educationist in educating such learners. The module ended with cross cutting
issues in education and how best to take care of such issues as you teach in Zambian schools.
As college staff in general, in particular, lecturers from education department, to be specific,
lecturers from special education guidance and counselling section are very expectant to hear
and see you successfully handling learners with special education needs and guide, counsel
such learners in schools without fail wherever you will be deployed.
THE END OF THE MODULE
THE END OF THE MODULE