Group 3 Draft of written report

I. The Guidance Services

THE GUIDANCE SERVICES- A modern educational system requires organized
programs of guidance services. To conduct their activities, such services must have
active support in materials, facilities, and personnel with an attitude of concern for the
welfare of youngsters and dedication to effort in their behalf.
Confidence in the guidance service, faith in its outcome and commitment to its
philosophy are essential elements for its success. As the guidance service helps to fulfill
the social needs, it presents an opportunity for strengthening the framework of society.
Meaning of Guidance Services
Guidance services are sometimes termed as personnel services or student/personnel
services.
Froelich (1970) states that the student/personnel service is a term used to identify the
activities of school administration that dealt with the management of the students,
Crow and Crow (1966) defined guidance services as a group of services given to
individuals to assist them in securing knowledge and skills needed in making plans and
devices, and in interpreting life. It includes tools and facilities in discharging its services
to individuals.
Guidance services is an organized set of specialized services established as an integral
part of the school environment designed to promote the development of students.
It practically offers wide-range of information about opportunities in life like personality
development, job placement, counselling, community activities and effective study
habits.

II. Scope of Guidance

According to Kapunan (1974), guidance services include the following:
1.Services rendered to an individual and his needs, such as inventory of each pupil,
information regarding opportunities, counselling for all pupils, follow-up services, and
assisting teachers in case studies.
2.Services to staff members in providing for leadership, in securing for cooperation of
the staff members, in assisting teachers in utilizing information, in organizing and
conducting in-service training.
3. Services pertaining to evaluation of services – follow-up studies, and conducting
research to further improve guidance services.

III. Three types of guidance

1. Educational Guidance:
Educational Guidance may be defined as the guidance which child or educand needs
while learning in educational institutions or schools. It stands to help them to sort out the
problems they face there. The educational guidance gives all kinds of information that
the children or students need to join the type of school that he may be found most
suitable to each of them. Education is the process of directing and guiding one to have
his proper development.
Educational guidance is vitally related to every aspect of the educational institution or of
the school—the aims and objectives, the curriculum, the methods of teaching,
discipline, role of the teacher and the co-curricular activities.
Educational guidance assists or helps the child or educand to make curricular
adjustments according to his ability and capacity. It is a process of assisting the
individual in making wise choices in relation to his educational life. It is a process of
aiding the individual in planning his educational programme and in carrying it forward
successfully.
Educational guidance is concerned with every aspect of student education. It is an
assistance given to the student or child relating to choosing an educational institution,
choosing courses and subjects, developing study habits, obtaining scholarships, making
satisfactory progress in studies, appearing examination, continuing higher education in
colleges and universities and adjusting to the life in schools and colleges. So, it is a
conscious effort to assist or help in the intellectual growth of an individual or child-
anything that has to do with instruction may come under the jurisdiction of educational
guidance.
The educational guidance works upon the knowledge of what and what not the students
are. Of course, it builds up its edifice on the abilities and talents they have. Indeed, it is
a part and parcel of personal guidance, to which children need and should have for life
as a whole. For this it has been said that educational and personal guidance are the two
faces of the same coin. This happens by taking the situation into account so far, the
types of guidance are concerned.
Definitions:
“Educational guidance is a process concerned with bringing about between an
individual with his distinctive characteristics on the one hand and differing groups of
opportunities and requirements on the other a favourable setting for the individual’s
development or education”. —Meyers
“Educational guidance is a process concerned with bringing about a favourable setting
for the individual’s education. This favourable setting will include assistance with regard
to choose of subjects, use of libraries, study habits, evaluation techniques and
adjustment of school life to other activities”. —S.K. Kochhar
“Educational guidance enables each individual understand his abilities, develop them as
far as possible and relate them to the goals of life and reach that stage of mature self-
guidance as a desirable citizen of a democratic social order”. —Traxler
“Educational guidance is intended to aid the individual in choosing an appropriate
programme and in making progress in it”. Thus, guidance is concerned with right choice
of educational opportunities available.” —Ruth Strong
“Educational guidance is concerned with assistance given to pupils in their choices and
adjustments with relation to schools, curricula, courses and school life”. —A. Jones
2. Vocational Guidance:
The modern society is changing faster because of scientific and technological
advancements which results in bringing changes in the conditions of life and have
created a new number of occupations in the field of work and activities. Rapid
industrialization has resulted in a rise from a few occupations to thousands of
specialized jobs. So, in this changed situation and in the changing world of occupations
and jobs there is a vital need for vocational guidance, whose importance has realized
immensely at present.
The individuals in order to make adjustment with every situation of the society have to
opt occupation or job. The selection of occupation or job for every individual should be
done in accordance with his needs, interests, abilities, attitudes, capacities etc. As a
result of this all the individuals will be recognized, accepted and regarded as positive
assets for themselves as well as for the society.
This will result in total development of the nation as a well-adjusted individual can
contribute to the economic prosperity of the nation. It is therefore highly stressed that to
conserve and utilize the human resources properly and to ensure the economic
prosperity of the nation, vocational guidance is quite essential.

Meaning of Vocational Guidance:

Basically, vocational guidance is accepted as that type of guidance where mere
information and advice is given in regard to choosing an occupation, preparing for it,
entering in it, and progressing. But this meaning is narrowly conceived and interpreted.
This meaning of vocational guidance is otherwise called as vocational development. In
wider perspective, it is accepted in the modern educational system.
Vocational guidance is concerned with helping the individual to become aware of his
strengths and weaknesses in world of occupations and helping him to choose a
vocation for his better adjustment with every situation of the society. In other words,
vocational guidance may also be defined as a process of helping individuals or people
to cope with problems relating to occupational choices, plans, developments,
adjustments and maturity.
The vocational guidance may be defined as the assistance children or students get in
schools to know the world of vocations in their life. It is an early exposure to the variety
of jobs they will have to make a choice later in life. The vocational guidance is an
incentive for hard work at studies.
The children know by themselves what they would like to become in life and this
depends on what they do in school life. Of course, vocational guidance is meant for
telling the children that it is high time for them to think of what are the possible vocations
await them in life. For this they need to prepare themselves to be at the right track.
Regarding the meaning of vocational guidance, it can be said that vocational guidance
will be successful if it is done by helping the individual develop insight into what he is,
what he wants to be and opportunities and requirements of various occupations. Hence,
“Vocational guidance is universally accepted as a process of assisting the individual see
through himself and then assisting him to see himself through”.
The meaning of vocational guidance defined by different educationists and
organisations is given below in different headings.
Definitions:
“Vocational guidance is the process of helping a person to develop and accept an
integrated and adequate picture of himself, and of his role in the world of work to test
this concept against reality and to convert it into a reality with satisfaction to himself and
benefit to society”. —Super
‘” According to this association vocational guidance is a process of assisting the
individual to choose an occupation, prepare for it, enter upon it and progress in it”. —
National Vocational Guidance Association
“Vocational guidance is fundamentally an effort to conserve the priceless native
capacities of youth and to costly training provided for youth in the schools”. —G.E.
Meyers
“Vocational guidance is an “assistance given to an individual in solving problems related
to occupational choice and progress with due regard for the individuals’ characteristics
and their relation to the occupational opportunity”. —The General Conference of
International Labour Organisation
“Vocational guidance is a process designed to aid the young persons in choosing an
occupation, in preparing for it, in finding an opening in it and in building up an efficient
and successful career”. —Frank Parson
3. Personal Guidance:
It is known to one and all that a welfare nation is built upon the foundation of healthy
social individual and democracy as its proper functioning requires socially efficient
individuals. For producing such individuals, they are to be provided guidance for total
development of their personality.
For this it is the home and the educational institution or school that provides all facilities
for the growth of personal and social qualities in the individuals. Besides, individuals
must be helped to develop desirable habits and attitudes.
But it has been observed and evidenced from different studies conducted on personal
guidance that it is not an easy task on part of every individual to have total development
of his personality by developing desirable habits and attitudes. The reason is that most
of the individuals confront problems in this regard. For this there is the need of
organizing personal guidance programmes in educational institutions.
Meaning of Personal Guidance:
Personal guidance is that type of guidance given to an individual or a person to
overcome his problems of personality adjustment. It may also be accepted as the
assistance given to the individual to solve his emotional, social, ethical, and moral as
well as health problems. It is a process of guidance helping the individual to solve his
problems which don’t come within the jurisdiction of educational and vocational
guidance.
It may also be defined as the oral or written assistance we need to learn how to make
adjustment in our life. It is guidance for what kind of persons we should be and how to
become so in life. As a whole the personal guidance is meant for helping each and
every child to look at himself in the right perspective.

IV. Different Guidance Services

Guidance Service # 1. Orientation Service:

The orientation service is provided to the students those who are new comers and those
who go to new class or new course in the school set up. It is a well-known fact that the
students those who join first time. In the school or get promotion for higher classes are
heterogeneous in nature as they are from different family backgrounds, from different
socio-economic status, from different areas, and from different abilities, interests,
aptitudes and skills.
So, that the orientation service is normally meant for students to enable them to know
school courses, rules, regulations, different facilities given to the students by school and
to know the clear image of the school. On the same line school also keeps record of the
students about their bio-data including identification, socio- economic background,
capacities and abilities, interest for courses etc.
Really the orientation service gives scope to make the students familiar with the
unfamiliar situation of the school. The orientation service is also meant to develop
student’s abilities and scholarships, a sense of responsibility and integrity, abilities for
citizenship, social and vocational skills etc. The orientation service is such a service
which develops relationship between school and students and vice versa and it is
organised systematically in the beginning of the new sessions.
The orientation service is highly needed due to following reasons:
(i) It assists new students to know the information’s about school, its history and
traditions, its rules and regulations, its strength and weaknesses, facilities available for
them etc.
(ii) It helps students to adjust with school situations and enables students to develop
academic standard, personal qualities, high moral values as well as ethical standards
from rich experiences of the school.
(iii) It assists students to achieve success in academic life by learning to study carefully,
developing interest in study, taking examinations and notes sincerely and utilizing time
properly.
(iv) It helps students to know the almost all useful information’s regarding physical plant,
library, hostels, class-rooms, laboratories, workshops, gardens, play grounds, different
teaching aids and other facilities.
(v) It assists students to provide remedial reading, language programme, projects and
clubs and different financial help by schools.
(vi) It assists students to develop social adjustment abilities, citizenship education, well
adjustment in different school activities and facilities, with different members of school
and finally it assists to develop an idea and feeling among students that is a self-
directed, intellectually oriented experience.
The orientation courses may be offered systematically to students through certain
activities such as issuing printed material and hand book of information, conducting
orientation day, welcoming desk and entrance, arranging community tea and games,
celebrating social evening through plays, exhibitions, showing films, talks by guest
speaker and so on. However, the orientation service should be offered systematically
and organized well as a result of which new comers would be able to have good start in
school sphere.

Guidance Service # 2. Individual Inventory Service:

Individual inventory service is an important type of guidance service which may be
recognized often as “pupil’s” inventory service. It is very much essential for student as it
assists to know the student “himself” at the time of taking any decisions so far his
educational courses and careers are concerned. Really the student proceeds in his
educational set-up as he has made proper choice regarding concerned subject or
courses according to his own abilities, interests, aptitudes, attitudes and skills. The
adequate and accurate data are collected for the same purpose.
Generally, student’s information is highly required for the following reasons:
(i) The individual or student’s information is needed to assist the student to know the
clear picture of his abilities, interests, aptitudes, skills, personality characteristics,
achievement standard, level of aspiration and his physical health status as well as his
mental capacities.
(ii) It assists student to know himself from various point of view such as socio-
economic-status, family background, educational status of family, will of parents and
students etc.
(iii) It helps student to provide a record of the academic standard and status and his
progress in this regard.
(iv) It enables guidance worker, and teacher to know about student adequately as a
result of which they would be able to suggest for further progress of the students.
Steps of Individual Inventory Service:
The following steps should be followed at the time of organisation of individual
inventory service in the school:
1. Data Collection:
Data collection is the first and foremost step to be followed for good individual inventory
service. Here necessary and adequate data regarding student’s ability, interests,
aptitudes, skills, habit patterns, family background, socio- economic-status, health,
habits and conditions, vocational interest, educational standard, interest for different
curricular and co-curricular activities, parental aspirations etc. should be collected by
guidance personnel with utmost care.
For the purpose of data collection about the students, the guidance worker should take
the help of different tools and techniques such as interviews, observations, case study,
incidental records, cumulative record cards, questionnaires, rating scales, standardized
test, and inventories meant for measuring intelligence, creativity, adjustment abilities
and other psychological traits.
The individual inventory service needs following data about each student which
are to be collected carefully and intellectually by the guidance personnel:
(i) General data:
Pupil’s name, his father’s name, age, date of birth, place of birth, permanent address,
present address, name of the class in which he reads,
(ii) Family data:
Home and school environment, number of the family members, number of the brothers
and sisters, relation with family members, parental educational status, parental
occupational status, socio-economic-status of the family, home situation (Rural/Urban)
and health status of family members.
(iii) Physical data:
Pupil’s height, weight, body structure, complexion, eye sight, hearing condition, heart
and lung condition, chronic disease, health status of the student etc.
(iv) Academic data:
Present achievement records, past achievement records, progress of studies in different
subjects, marks or grades obtained the position of student in the class-room so far his
academic achievement is concerned.
(v) Social data:
Manners of the student, his customs, values, social skills, participation in various social
institutions, co-operation, fellow feeling, dealings with other members of society etc.
(vi) Data about co-curricular activities:
Interest in games, sports, interest in participating different competitions such as drama
competition, music competition, debate competition, essay competition, school
exhibition, group discussion and spiritual discussion etc.
(vii) Psychological data:
Mental ability, emotional maturity, power of reasoning and thinking, aptitudes, interests,
attitudes, vocational interest, self-concepts and other personality traits etc.
(viii) Data regarding entertainment:
Leisure time activities, sources and means of refreshment, other liking hobbies and
other engagements.
2. Maintenance of data:
The useful data about students should be organized and recorded properly in a
cumulative record after collection of data. The cumulative record should be based on
up-to-date, adequate and appropriate data about the student which must be carefully
examined and looked by the teachers, counsellors and psychologists previously.
Because cumulative record gives a clear picture of the student’s achievement and
progress which presents all data about student at a glance. The cumulative record is
sent with the student to new school secretly when the student leaves the school.
3. Use of data:
In the school, proper guidance is given to the student after analyzing and interpreting
the data collected previously by the guidance personnel. Due to this step taken by
guidance worker, student becomes able to find out a better choice in regards to
education, vocation and career planning.
4. Self-Inventory Service:
The purpose of know thyself can be fulfilled by self-inventory service which helps
students to develop awareness and self-confidence within them. At the same time
students become more conscious of their strength and limitations as a result of which
they become able to carry on academic work and vocational work perfectly.
The data of self-inventory is collected by self-analysis, questionnaire, self-ranking chart,
self-evaluation chart for the purpose of self-appraisal and the same data becomes
helpful in supplementing other sources of information about the student.
Guidance Service # 3. Information Service:
Information actually plays a vital role in each and every guidance programme. Because
it assists students to take suitable decisions in case of educational planning and career
and vocational career. At the same time, it is helpful to students to adjust well in
different social situations including school situation and occupational situation.
The essential information for planning the educational and vocational career is
collected from various sources such as:
(1) Teachers
(2) Parents
(3) School guidance personnel or Counsellor
(4) Intimate friends and mates
(5) Newspapers and different useful journals and
(6) Other mass media such as Radio and T.V.
The information which students get from different sources should be authentic and free
from all business and errors as a result of which student would be able to take right
decision in regards to his educational and vocational careers.
Need of Information Service:
In the present world, information service is highly needed by the students to have a
better planning for future in the context of educational and vocational career and to
adjust well in different social situations.
The needs of the information service may be as follows:
(i) Information service helps students to take right decisions when they face multifarious
problems in the context of educational life and vocational life.
(ii) The well designed and up-to-date information service motivates and stimulates the
students to appraise their idea and ideologies, critically for the purpose of deriving
maximum satisfaction and achieving self-realization.
(iii) Information service assists students to be self-dependent, self-cautious and self-
regulatory with full confidence and satisfaction in this competitive and complex world in
taking matured decisions in different spheres of life.
(iv) Information service enables students to correlate and compare his decisions with his
abilities, interests, aptitudes, strength and limitations as a result of which the
correctness of the decisions can be smoothly known by the students.
(v) Information service assists students to explore new possible areas to place
themselves well by which they would be free from all tensions and frustrations.
In this context, Norris and Others have pointed out the following needs and
objectives of information service:
(i) To identify the choice available among the multifarious vocations opened to them.
(ii) To evaluate their self-perception of activities and interests against actual
occupational needs.
(iii) To develop self-awareness and self-confidence in individual about various
occupations.
Types of Information:
There are three categories of information’s which are very much essential for
good guidance service such as:
(i) Educational information
(ii) Occupational information
(iii) Personal-Social information.
(i) Educational Information Service:
Educational information service plays a significant role in the process of educational
guidance. It is highly needed by students in taking right decision in case of planning
educational career and to provide information regarding educational opportunities which
are to be available by the students.
According to Norris and others “Educational information is valid and usable data about
all types of probable future educational or training opportunities and requirements,
including curricular and co-curricular offerings, requirements for entrance and condition
and problem of student life. Educational information service is not only useful for
students but also it is essential for teachers, parents and counsellors to guide the
students in this regard properly.
Educational information service provides following data such as:
(i) Rules and regulations of school, college and university in regards to admission
procedure, duration of the course, terms and conditions for option and selection of a
particular subject or course.
(ii) Content of subjects and courses of studies for a particular course or class.
(iii) Study habits, skills and other capacities.
(iv) Scholarships, stipends, loans meant for students and its procedure to get it.
(v) Information’s regarding different educational and learning oriented programmes.
(vi) Examination methods, procedures and other rules regarding it.
(vii) Student’s social life and cultural opportunities meant for the progress and pleasure
of the students.
Various useful educational information’s are obtained from following different
sources such as:
(i) Prospectuses of different schools, colleges, universities and special technical and
professional institutions.
(ii) Directories of different educational institutions.
(iii) Books, pamphlets, leaflets, brochures which are designed to develop study skills, to
prepare for examinations, to prepare notes published by different guidance bureaux and
other organizations.
(iv) Prospectuses and brochures written for the purpose of scholarships, loans, stipends
offered by ministry of education, Government of India, Department of Education of State
and other social agencies.
(v) Various illustrative material such as film strips, posters and charts based on different
educational opportunities and arrangement.
One thing should be kept in the mind that the educational information should be
collected and compiled by the adequate trained teacher and guidance oriented
personnel as a result of which the goal of educational information service would be
achieved.
(i) To demonstrate their competence in skills basic to the chosen occupations.
(ii) To develop an appreciation for all occupations and importance they have in the
society.
(iii) To develop in the individuals the recognition of the relationship between personal
values and the influence of others on the choice of their occupations.
(iv) To learn to reduce the discrepancy between where they are and where they want to
be.
(v) To learn to apply decision-making process in their personal and vocational lives.
(vi) To develop means for helping them to study intensively a few selected occupations
or educational or training facilities.
(vii) To become fully aware of and acquainted with all kinds of occupational and
vocational opportunities.
(viii) To develop tentative educational and occupational plan based on through self-
study.
(ix) To present specific techniques to meet the immediate needs and employment
facilities.
Uses of Educational Information Service:
Bear and Rocher have given the following uses of information service on the
basis of a study:
(i) Assurance use:
Information can be used to assure the students of the appropriateness of his decisions.
(ii) Evaluative use:
Information can be used to check accuracy and adequacy of student’s knowledge and
understanding.
(iii) Exploratory use:
Information can be used to help students to explore and study all alternatives of
possible choices.
(iv) Re-adjective use:
Information can be used for helping then to re-orient themselves to different levels of
goals.
(v) Synthesis use:
Data can be used to relate the with personal needs and conditions which they can
promote a synthesis of a behaviour patterns.
(vi) Awareness use:
Data can be used to add to student’s knowledge of occupation choices, changing needs
and so on.
(vii) Verification use:
Information can be used students to verify and clarify choices, opportunities and
decisions.
(ii) Occupational Information Service:
One of the important aims of education as well as life of man is to earn bread and butter
to survive in the world. To satisfy the same aim one has to find out a suitable place in
the world of work. So, that to have a better choice in occupational world one needs
several information’s regarding job, nature of job, emoluments and other financial
benefits, working condition, promotion facilities, qualifications and other aspects etc.
After getting all the available related information’s about job, a student thinks to choose
better one for his own sake. Otherwise the entire efforts will go in vain if a student does
not get relevant and up-to-date information’s regarding various occupations.
Due to reliable and relevant up-to-date information about different jobs at least a student
gets privilege to select a suitable occupation, according to his own abilities, interests,
skills, aptitudes, attitudes including present family conditions and social situations.
According to Norris and her colleagues “Occupational information is valid and
usable data about positions of jobs and occupations including duties,
requirements for entrance, conditions of work, rewards offered, advancement
pattern, existing and predicted supply of and demand for workers and sources for
further information.”
Really the importance of occupational information service is highly felt in the present
complex and competitive world for the youngsters of the nation.
Occupational information is highly needed by the students due to the following
reasons:
(i) Occupational information service makes vocational guidance more
informative:
For successful vocational guidance, occupational information service is highly needed.
Because occupational information service provides various useful information’s
regarding name or title of job, nature of work and information about training, financial
benefits and future prospectus and so on. It is not possible to find out a better choice in
the context of job without the knowledge of various adequate information’s of different
occupations of the world.
(ii) Occupational information service enables students to know clear picture of
occupational world in the context of dynamic society:
In course of time occupational pattern is changing rapidly in both private and public
sector. In past, agriculture was only major occupation of the majority of the people.
Then occupational pattern became industrially dominated and it is giving much
emphasis on white collared job. The same occupational pattern may not exist in future.
So, that occupational information service provides information’s regarding previous
pattern and status of occupations and present status and pattern of the occupations
which are helpful in predicting future occupational pattern of the country or world.
According to the situations, the occupational choice can be made properly by the
students which are generally possible due to the occupational information service.
(iii) Occupational information service helps students in educational and
vocational planning:
The guidance worker or teacher gets much scope to suggest students properly about
his educational career and as well as his occupational career. The students are
provided maximum opportunity to plan well for their educational and vocational career.
In this way, occupational information service helps students and guidance worker for the
betterment of the student in concerning fields.
(iv) Occupational information service helps students in changing the old courses
and in accepting new one:
To challenge with rapidly changing world of work one has to decide subjects, courses in
relation to future occupation. Otherwise he will not adjust properly in the present
occupational world. Keeping this in the mind a student should change the old courses
and accept new one if situation compels to change so far, his occupational choice is
concerned.
(v) Occupational information service provides maximum benefits to the student in
case of occupational career:
A student easily comes to know about different aspects of job and its prospects through
occupational information service within a short span of time. Here student avails
opportunity to choose a suitable occupation for life spending less time as information’s
regarding vocations are previously collected. At the time a better choice of student for
his job gives utmost satisfaction to him and it also becomes more beneficial for student.
Occupational information service provides information on the basis of following
facts which should be collected before-hand sincerely with proper care:
(i) Name of various vocational courses and higher vocational trainings.
(ii) Name of the various available institutions of higher training.
(iii) Scholarships, any financial assistance or stipends available for undergoing trainings.
(iv) Various job title and available job opportunities.
(v) Descriptions of the job and its requirements such as age, sex, qualifications, training,
experience, fitness, nature of work, hours of work, other equipment and materials used
etc.
(vi) Emoluments and other financial benefits of job.
(vii) Working conditions, incentives and hazards involved in job.
(viii) Promotion prospects and transfer possibilities, appointment places.
(ix) Methods of recruitments, qualification either general or professional and cues for
interviews and number of posts and so on.
(x) Any special information about the job.
Sources of Occupational Information:
Useful and up-to-date occupational information is to be collected by the teachers,
the counsellors the administrators, and the libertarian from the following sources
such as:
(i) Different occupational abstracts, briefs, guides, monographs, paper cutting and
pamphlets published by CIRTES, Department of Educational Psychology and
Foundations of Education, State Guidance Bureaux;
(ii) Occupational files and dictionaries & career information manuals.
(iii) Employment news, employment exchange, magazines, government notifications
and bulletins etc.
(iv) Various illustrative materials like films, filmstrips, posters and charts pertaining to
various jobs and occupational processes.
To make more effective occupational information service certain, activities like career
talk, career conferences, career corner, industrial visit, simulated interview and
vocational counselling should be organised systematically by teachers and counsellors.
Career corner is a display centre which helps students to go through different career
books, pamphlets, posters and notices concerning career information’s. In career talk,
an expert in any vocation or career is invited to school to offer a talk on the specific job
to the students so far his mastery is concerned.
In career conference, several experts of their concerned fields are invited and they
discuss about different jobs and its other aspects before students. In industrial visit,
students get privileges, to visit industry to know different required information’s ‘about
their job career and so’ on.
In simulated interview, students are provided an artificial interview situation to prepare
them for real interview for a particular job. In vocational counselling, students are
provided training by vocational counsellors to solve problems regarding selection of
vocation, preparing for an occupation and progress in vocation as a result of which
student can be able to adjust better in the world of work.
(iii) Personal-Social Information:
Personal-social information service is highly needed by the students as it is meant to
improve personal and social relations of an individual in the society. According to Norris
and her other colleagues “personal-social information is valid and usable data
about the opportunities and influences of the human and physical environment
which bear on personal and inter-personal relations.”
Personal-social information service enables students to understand himself better and
his place in the home, school and community so far social and personal relations are
concerned. It also helps students or individuals to improve his relation with other
members of the society.
Personal social information service includes several personal-social information’s of
individual or student such as dealings with other social members, manners and
customs, relationship with siblings, peers and other boy and girl friends, personal
appearance, social skills, participation in different social organisations, adjustment
capacities in different social situations, family relations, leisure time activities, financial
planning and arrangement and successful and sound living.
The teachers and guidance workers should provide booklets, mental health material,
personal hygiene material and different illustrative materials such as films, film strips,
poster charts regarding personal-social adjustment to the students to make them a
successful member of family as well as society for leading a happy life.
Guidance Service # 4. Counselling Service:
As an integral part of guidance programme, counselling service is not a recent idea and
service having wide applications in different social set up such as family, school,
medical, other counselling centres etc. counselling service may be provided by parents
to children in the family, by teachers to students in school, by doctors to patients in
medical and so on to overcome the problems what generally occur in their lives. In day
to day life thousands of problems create hindrances in the development and prosperity
of I lie individual as these are educational, occupational and personal-social in nature.
In the ever changing society, as an professional activity, the need of counselling service
is highly felt to find out the solutions towards innumerable problems such as change of
disliking subjects, problem of study habits, preparing for examination, inadequate
participation in school curricular and co-curricular activities, free studentship, and
scholarship and stipend, planning for future vocation, making and keeping relation with
friends, co-operating with teachers and mates, adjusting with family members and
parents, dealing love affairs, developing inferiority complex, behavioural problems,
health problems, economic problems, problem of dealings, manners and morals,
problems in the context of utilization of leisure hours, problems relating to under
achievement, absence and dropping out of school college and other related educational
or training centre, material problems etc.
To attain this goal counselling service is initiated by counsellor for the purpose solving
the problems of counselee. Thus, counselling service is basically meant for the
betterment and welfare of the students so called counselee and the service is offered by
the counsellor which cites a picture of their better relationship between them. In other
words, counselling service is considered as the relationship between two individuals in
which one helps the other to help himself. To make the concept clear about the
meaning of counselling several definitions are cited here.
Webster’s dictionary:
Counselling is defined as “Consultation, mutual interchange of opinions,
deliberating together.”
Wren:
“Counselling is a dynamic and purposeful relationship between two people who
approach a mutually defined problem with mutual consideration of each other to the end
that they the younger or less mature, or more troubled of two is aided to a self-
determined resolution of his problem.”
Ohlsen:
“Counselling is an accepting, trusting and safe relationship in which clients learn to
discuss openly what worries and upsets them, to define precise behaviour goals, to
acquire the essential social skills, and to develop the courage and self-confidence to
implement desired new-behaviours.”
Tolbert:
“Counselling is a personal and face-to-face relationship between two people in which
the counsellor by means of his special competencies, provides a learning situation in
which the counsellor a normal person is to know himself and his possible future so that
he can use of his characteristics and potentialities in a way that is satisfying both to
himself and to society, can learn further as how to solve future problems and most
future needs.”
Hahn and Maclean:
“Counselling is a process which takes place in a one to one relationship between on
individual beset by problems with which he cannot cope alone and a professional
worker whose training and experience have -qualified him to help others reach solutions
to various types of personal difficulties.”
Arbuckle:
“Counselling is helping a person to come to see who really is, what he has and does not
have, what he can do easily, what he can do with difficulty and what he probably cannot
do at all…… [It] is a close sharing of a human relationship with one who has for him a
high regard, one who can offer him unconditional acceptance, but one who has no
guarantees, no answers.”
Robinson:
“The term counselling ………. covers all types of two person situations in which one
person, is helped to adjust more effectively to himself and to his environment.”
Ruth Strang:
“Counselling process is a joint quest. The student’s responsibility is to try to understand
himself and the direction in which he should go and to gain self confidence in handling
problems as they arise. The counsellor’s responsibility is to assist in this process
whenever the student needs and is ready for help. The counsellor serves as a kind of
key that unlocks new insight.”
Pepinsky and Pepinsky:
“Counselling relationship refers to the interaction which:
(i) Occurs between two individuals called “counsellor” and “client”,
(ii) Takes place within a professional setting, and
(iii) Is initiated and maintained as a means of facilitating changes in the behaviour of the
client.
The counselling relationship develops from the interaction between two individuals, one
a professionally trained worker and the other a person who seeks his services.”
James Michael Lee and Nathaniel J. Patten:
“Counselling is the relationship between two persons in which one of them attempts to
assist the other in so organizing himself as to attain a particular form of happiness,
adjustment to a like situation, or in short, self-actualization. Counselling always involves
a one-to-one relationship that is one client and one guidance worker in a formal or
informal interview situation.”
Summing up these, it is found that the followings are the main elements of
counselling which make meaning of counselling more clear:
(i) Counselling service is a process which establishes one-to-one relationship between
two individuals.
(ii) One person needs counselling as he has worries, problems, anxieties, tensions and
difficulties where he is unable to co-op with alone.
(iii) The other person helps former solving his problems on the basis of his previous
experience, knowledge of training and experience of counselling.
(iv) The person who seeks assistance feeling its need is recognized as the counselee
and the person who offers assistance to counselee is identified as the counsellor.
(v) The relationship between the two persons namely counselee and counsellor is
based and strengthened on mutual trust, acceptance, sharing safety and co-operation
and friendly relation.
(vi) Counselling is a self-active process which means the counselee has to take the help
from counsellor to solve his own problems. But in counselling service the counsellor is
not subject to solve the problems of the counselee. In counselling service, the
counsellor enables counselee to develop insight in to his own problems and to
encourage self-confidence within the counselee to overcome his difficulties and to be
free from tensions, anxieties and etc.
(vii) Counselling is the most useful and vital technique which can be designed to work
with pupils either individually or pupils in group.
(viii) Counselling is meant to develop capacities of counselee for self-understanding,
self-acceptance and self- realization.
(ix) Counselling is meant to bring about a voluntary change in the counselee where
there is no room for compulsion.
(x) Counselling is a job to help counselee not influencing his values, attitudes, beliefs,
faiths, interests or decisions in the process of counselling.
Objectives and Purposes of Counselling Service:
Certain viewpoints may be quoted here for the purpose of knowing main objectives and
purposes of counselling to have a clear-cut idea about the concept of counselling.
The American Psychological Association has pointed out the objectives
counselling in the following words:
(a) the client’s realistic acceptance of his own capacities, motivations and self-attitudes,
(b) the client’s achievement of a reasonable harmony with his social, economic and
vocational environment and
(c) society’s acceptance of individual differences and their implications for community
employment and marriage relations.
Dunsmoor and Miller (1949) have given their view that the core of student counselling is
meant to help the student to help himself.
From this point of view, they have elaborated the following purposes of student
counselling:
1. To give the student information on matters important to his success.
2. To get information about student which will be of help in solving his problems.
3. To establish a feeling of mutual understanding between student and teacher.
4. To help student work out a plan for solving his difficulties.
5. To help the student know himself better-his interests, abilities, aptitudes and
opportunities.
6. To encourage and develop special abilities and right attitudes.
7. To inspire successful endeavour towards attainment.
8. To assist the student in planning for educational and vocational choices.
Steps of Counselling Service:
Counselling is not a half-hazard business which is carried on all on sudden. It needs a
systematic procedure to get a fruitful ending.
The process of counselling goes on developing through following steps:
1. At the outset the problem is felt by the counselee and his mind goes on blinking about
the possible solution.
2. Then difficulty is defined and analysed. After that intellectualization of difficulty takes
place to solve the problem.
3. Various possible solutions come to mind. Out of different suggestions one suggestion
after another is invited as an leading idea so called hypothesis or intellectual guess or
tentative suggestion.
4. The hypothesis taken for counselling is explored through mental supposition.
5. Finally the hypothesis is verified and tested by overt or covert actions.
Types of Counselling Service:
Counselling is of mainly three types on the basis of its approaches such as:
1. Directive Counselling
2. Non-directive Counselling
3. Eclectic Counselling
1. Directive Counselling:
Directive counselling is a process where counsellor plays a major role as the leader of
the counselling situation. Due to this cause directive counselling is considered and
recognized as counsellor centered counselling. The credit goes to Williamson and
Darley as they coined new terminology namely clinical counselling in the place of
counsellor centred counselling. In this counselling service counsellor conducts the
interview with the counselee to know the problem of the student.
Much emphasis is paid on problem not on the individual. Both counsellor and counselee
should proceed in the counselling work with full co-operation and friendly relation. The
counsellor assists counselee the take suitable, decision for the problem. Besides this
the counsellor helps counselee to think and to solve the problem providing valuable
information and necessary interpretation.
2. Non-directive Counselling:
Non-directive counselling is based on the Carl R. Rogerian self- theory throughout the
interview which is otherwise known as counselee centred counselling. Because in this
type of counselling the counselee occupies an important place and plays significant role
in the process. Of course, counselee develops insight for the solution of problem with
the help of the counsellor whose role is passive.
Due to this reason counselee gets a lot of privilege and freedom to help himself. In this
counselling service both the sides such as counsellor and counselee should be co-
operative to handle the counselling work in a familial setting. In this friendly situation
counselee expresses his feelings freely and counsellor accepts the idea and feeling of
counselee with sympathy.
In this free sphere the counsellor provides chance to the counselee to explore his
feelings and then counsellor starts clarifying and interpretation these feelings. After that
the counsellor enables counselee to develop self-insight to solve the problems
smoothly. Before entering in to this kind of counselling service the counsellor should
assume that every individual does possess capacity to be adjective, matured, grown up
through self-direction and self-insight.
3. Eclectic Counselling:
Eclectic counselling is not extreme form of counselling like directing counselling and
non-directive counselling. In directive counselling counsellor plays a dominant role and
contrary to this in non-directive counselling counselee commands precious place being
more active than counsellor. But eclectic counselling is based on principles taken from
both the aforesaid counselling.
In this type of counselling counsellor is neither too active and nor too passive and the
same principle is true to counselee also. The counsellor tries to adopt his methods
according to needs of the counselee and motivates the counselee to solve his own
problems after careful observation and analysis of personality and needs of the
individual.
The counsellor should provide permissive and accepting atmosphere to counselee to
make him free to express his feelings towards problem. Then he adopts different
techniques to change the student’s environment with full enthusiasm and he also makes
good use of collected available data about the individual to find out the tentative steps to
overcome problems.
Here the counsellor and the counselee extend their hands of co-operation to arrive at a
suitable decision or solution to a problem. In this counselling the main assumption is to
develop philosophy among counselee that the goal of solving the problem is their
responsibility and it is not the business of counsellor or teacher. Thorne is the supporter
of this type of counselling and initiated it with full stress.
In counselling service, the counsellor or teacher should adopt the following
techniques to make the service more effective and fruitful:
1. Attempt for establishing good rapport with the counselee.
2. Much emphasis for developing a healthy, trusting, accepting, relationship with
counselee.
3. Providing chance to counselee to enable them to express freely without any fear his
worries, anxieties, tensions, goals or plan to proceed.
4. Assistance for helping counselee to develop insight into his original and factual
problems and to enable him to understand himself and the environment which
surrounds him.
5. Thinking and discussing a plan to overcome the difficulties.
6. Encouraging counselee to develop self-confidence and self- concept to challenge the
faced problems.
7. Selection and adoption of a particular approach such as directive, or non-directive or
eclectic approach depends upon the situation including type of problem, testing
condition, possible collected data etc.
8. For the purpose of counselling the techniques like correspondence, discussion on
telephone, interview and group discussion may be adopted.
9. Creating climate to change the attitude and behavior of parents, teachers and friends
towards the counselee.
10. Engaging counselee in such a way that he would not feel lazy and uneasy.
Guidance Service # 5. Placement Service:
Like other guidance services, placement service is a kind of guidance service which is
especially carried on by teachers on guidance workers to assist students to find out his
own place in the educational setting on occupational world considering his abilities,
interests, skills, aptitudes and attitudes.
It is obvious that the individual goes to the temple of education with certain occupational
and vocational goals. Thus, educational and vocational guidance enable student to
have a right choice in case of educational courses, vocational courses and trainings.
Both type of guidance assist student in the placement of good job and meant to provide
maximum satisfaction out of his placement.
According to H.B. English and A.C. English the term placement refers to “the
assigning of a worker to the job for which he is judged best fitted.” Further same
has been stressed that in terms of placement “fitness includes the individual’s
satisfaction as well as his ability in relation to the job.”
From this opinion, it has been derived that two things are most important to
remember in the placement service such as:
(i) Fitness for the job which implies the ability, skills, interests, aptitude and capacity of
the individual on student in the context of his job placement.
(ii) Satisfaction of the individual which implies the student’s placement in a job should be
better selected and meant for the purpose of deriving maximum satisfaction out of the
job.
Aims of the Placement Service:
The aims of placement service are as follows:
(i) The placement service is a process which is meant to help the individual or student to
place him in the occupational world to survive on the basis of his abilities, skills,
interests and innate talents.
(ii) The placement service is meant for the student which helps him to adjust better in
the job sphere and achieve progress in the job for his development and welfare.
Types of Placement Service:
The placement service mainly is of two types namely:
1. Educational Placement
2. Vocational Placement
1. Educational Placement:
Educational placement is meant to aim at placing the student in educational situations
or institutions with suitable courses which best suits him according to his own abilities,
skills, interests, aptitudes. Thus the educational goals regarding student’s achievement
and progress become easier to achieve.
Educational placement also not limited to some of regular courses, rather it includes
varieties of curricular and co-curricular activity which goes inside school. Thus, it is
pertinent to say that educational placement service is not limited to few and it should be
offered to all the students of all grades those who are in the school settings.
Purposes of Educational Placement Service:
The educational placement service is really intended to:
(i) Help the student in selection of school subjects and courses.
(ii) Help the student for his preparation in next new course.
(iii) Help the student in his transfer from one grade to another grade or from one school
to another new school.
(iv) Help the student for participation in various curricular and co-curricular activities.
(v) Help the student to co-operate in community service.
(vi) help the student to find part time employment.
(vii) Help the student to utilize leisure hour properly.
(viii) Help the student to enter into various vocational schools or trainings.
(ix) Help the student to enter into college for higher studies.
(x) Help the student in getting employment after completion of educational courses.
2. Vocational Placement Service:
Vocational placement service is meant for the students to enable them for the suitable
placement in a liking job taking abilities, interests, attitudes, skills into consideration.
Therefore, the students should be guided properly by teachers and guidance workers to
locate and secure employment after completion of the educational career. The
vocational placement is meant to provide optimum satisfaction and occupational
satisfaction to the students out of full time appointment or part time employment.
Purposes of Vocational Placement Service:
The vocational placement service is intended to:
(i) Help the student to get suitable job so far various occupational choices are
concerned.
(ii) Help the student to adjust him to the new occupational setting and environment.
(iii) Help the student informing necessary information about the vacancies available in
both public and private sectors.
(iv) Help student as it collects necessary information about him in the context of
occupation.
(v) Help employers-as it gives information about trained and qualified personnel
according to their requirement and demands.
(vi) Help students’ providing different occupational information’s from several mass
media such as newspaper, hand book containing job information, audio visual-aids,
special bulletin and publications.
Phases of Placement Service:
The placement service can be completed through the following phases:
1. In the first phase of placement service, the general character of occupational life is
explained to the student and he is provided necessary education for the same purpose.
2. Then student is oriented towards some occupational field for which he has pre-
requisite qualification, experience and interest.
3. In the third phase of placement service the student is enabled to understand and
study his own abilities, interests, aptitudes in the context his favourite occupation for
which he is interested.
4. The fourth phase of placement service is an important phase of placement service.
The student needs skilful guidance and counselling in choosing a job for himself
according to his abilities, interests, aptitudes and skills. The guidance workers or
teachers employ different guidance techniques and tests to know all about the student
at this stage.
5. The student takes up the job and begins his work for the purpose of his job.
6. The sixth and final phase of placement service includes the follow-up of the job for
which the placement service is accepted.
Guidance Service # 6. Referral Service:
The referral service is meant for the students those who are not subject to be guided
and counselled by the teachers or guidance workers in a normal group. This referral
service is arranged for the purpose of specialized help. In this special cases student is
advised by teachers and counsellors to go for taking special help from specialized
person or agency. Because the student needs specialized help and much care to
overcome the problems.
The teacher and guidance worker recommend and refer the student to go for better
guidance service through specialized person or agency taking student’s development
into account. But it is not only business of teacher or guidance worker to refer student
but also to follow-up him to know about his progress and prosperity so far the purpose
of referring is concerned.
Therefore, it is natural that the teacher or guidance worker keeps good relationship with
the referral student and referral agencies as a’ result of which the main aim of referring
service can be fulfilled.
Guidance Service # 7. Remedial Service:
Like referral service, the remedial service is a kind of specialized service which is meant
for exceptional children such as student having speech defects, hard of hearing,
incapable of reading and developing study habits etc. These exceptional children are
not normal children those who will read, think and act properly. So that they need
special treatment to overcome these handicaps.
For this reason, teachers and counsellors make arrangement for the remedial help for
these exceptional children. It is generally offered in the school with much care. That is
why almost all students get benefit by certain training like training meant for developing
study skill.
More over remedial service is a special arrangement for the exceptional children. In
case of speech articulation, the arrangement may be made for tape-recorder which is
instrument of low cost. In this way, the special helps and efforts should be made for
children having hearing problem and readily handicaps to solve their problems
smoothly.
Extra and hearty efforts should be taken by teachers and counsellors for the welfare
and wellbeing of the needy children as result of which the main purpose of remedial
service can be achieved easily.
Guidance Service # 8. Follow-Up Service:
Follow-up service is considered as an important guidance service which is intended to
evaluate and ascertain the student’s progress and performance in the context of
educational career and activities and progress in the job placement. It is not only the
main task of teacher and guidance worker to provide educational placement and job
placement through placement service but also it is most important concern is to
evaluate the performance and success in the respective field.
The following questions may be answered by follow-up service in order to know
progress and performance of student and employee in their respective field of
work:
(i) Whether guidance in general satisfies needs and demands of students.
(ii) To what extent the students have been able to achieve the goal in relation to their
abilities, interests and aptitudes.
(iii) Whether curricular and co-curricular choices have been wise for concerned student.
(iv) To what extent the students have been co-operative in taking part in curricular
activities and co-curricular activities to derive maximum gain.
(v) Whether job choices of student have been wise after completion of the educational
ladder or training courses.
(vi) To what extent the students have been able to adjust in his part time or full time job.
(vii) Whether provided guidance service meant for students have been sufficient so far
their success and activities are concerned.
Characteristics of Follow-Up Service:
A good follow-up service has following characteristics:
1. Follow-up service is a welfare attempt and a continuous process.
2. Follow-up service needs careful evaluation by the expert teachers and guidance
workers.
3. During schooling each class is follow-up for at least five years.
4. Follow-up service is helpful and meant for all students of the school.
5. Follow-up service serves the goals and purposes of students and school in, a
systematic way.
6. Follow-up service assists guidance workers to know how far a particular educational
institution has been successful and systematic in offering educational experiences to its
pupils.
7. Follow-up service is helpful for the students to know how far they made right choices
in educational and vocational placement.
8. Follow-up service is helpful for the student to know how far he is able to get benefit
from the educational and vocational opportunities.
9. Follow-up service gives hints whether the student needs further guidance service or
not.
10. Follow-up service even if is conducted for former students for the purpose of
interaction and collection of information.
Objectives of Follow-Up Services:
The main objectives of follow-up services in school are as follows:
(i) It helps the institutions or personnel or agencies those who are engaged in
educational and vocational placement services in achieving educational, vocational or
personal adjustment of the students.
(ii) It helps the school to keep relationship with its students for the collection of needed
information’s.
(iii) It helps the students and teachers in realizing the aims and objectives of education
as well as guidance in education and occupation.
(iv) It helps teachers and guidance workers in inviting required changes in the school
programme on the basis of information’s collected from former students so far their
present educational and vocational career is concerned.
(v) It helps teachers and guidance workers to study the number of causes of drop outs
in different classes.
(vi) It helps the teachers and guidance workers to take essential steps to check the
wastage and stagnation in the field of education.
(vii) It helps the teachers and guidance worker to bring certain changes in curriculum as
the student and present society needs.
(viii) It helps the students to know their correctness in selecting certain educational
career and occupational career.
(ix) It helps students to know about available educational and vocational opportunities
and to proceed accordingly.
(x) It helps teachers and guidance workers to evaluate the success and achievement in
educational career and vocational career of the student.
(xi) It helps students in providing occupational statistics as a result of which they are
able to adjust in the occupational placement.
(xii) It helps students in providing encouragement and giving inspiration to them as they
are not benefited and encouraged by placement.
Planning the Follow-Up Service:
It is quite well known that no purposeful activity and goal oriented service can be
successful and fruitful without proper planning and organisation. That is why the
purpose and aims of follow-up service should be kept in the mind before planning the
follow-up service.
The teacher and guidance worker should proceed to plan for the follow-up
service keeping following major points in the mind:
(i) The school guidance personnel should collect useful and desirable information’s from
former students to know about educational and vocational opportunities available to
them.
(ii) The school guidance personnel should carry systematic evaluation to study the
effectiveness of the offered follow-up service meant for students.
(iii) The school guidance personnel should utilize the information collected by follow-up
service for developmental purpose of the student of school.
Organization of Follow-Up Service:
For the purpose of organizing follow-up service, the teacher or guidance worker should
keep close content with the former students by certain techniques like questionnaire
method, telephone communication, organization of old boy’s association, interview or
post card survey to study about the educational and occupational opportunities.
In-spite of certain limitations in the aforesaid techniques like validity of information, time
consuming and money consuming aspect of information collection, the guidance
personnel should use any advantageous technique for purpose of collecting information
from former students.
With this task a plan should be chalked out with certain aims and objectives before
entering into follow-up services meant for the school students. Then the assessment
work is started on the basis of previous collected information’s. It is important to
remember that the data collected from the former student should be reliable and
satisfactory. Otherwise no benefit of follow-up service can lie available and entire efforts
will go without any effective result.
Thus, in order to remove this difficulty certain training should be offered to the former
students for the same while they are in the school. At the same time the co-operation of
parents, teachers and former students is required to continue the follow-up service in
the school. The follow-up service is meant for all those who need it.
With these precautions the guidance personnel should be active in starting follow up
service in the school. Besides this the guidance personnel should take all the concerned
initiatives with due emphasis and proper care as a result of which the follow-up service
can be made effective and successful.
Guidance Service # 9. Research Service:
Research service occupies an important place in guidance service which is
needed highly in the guidance process for the following reasons:
(i) The research service helps guidance personnel for the purpose of a better
understanding of students, his school activities and his difficulties.
(ii) The research service gives chance to know about available school resources.
(iii) The research service helps guidance personnel to evaluate the achievement of the
students in the context of their goals.
(iv) The research service helps guidance personnel to enrich the curriculum on the
basis of findings of the studies.
(v) The research service helps guidance personnel to redirect and re-orient the various
other services which are already provided.
(vi) The research service is meant to examine and study the personnel those who are
involved in the school guidance programme.
(vii) The research service is meant to examine the techniques of guidance programme
which are used by guidance personnel to accelerate the guidance service.
(viii) The research service provides a basis for guidance development programme in the
school.
(ix) The research service helps guidance personnel to develop new methods and
techniques of guidance.
Research service is not a one dose panacea. It is a continuous process and carried on
in school from time to time.In this service various methods like survey and experimental
methods may be employed to ascertain the effectiveness of different guidance services.
It should be systematic and planned by which its goal can be achieved.

Guidance Service # 10. Evaluation Service:

The evaluation process is an essential part of the process of guidance which is
continuous in nature and done from time to time. Because it completes the entire
process of guidance provided in the school.
It is needed to evaluate following considerations such as:
(i) Use and application of collected information’s to continue activities to find its
effectiveness.
(ii) How far guidance services satisfy the needs and the student’s efficiency.
(iii) To what extent the time consumed for guidance service is right.
(iv) To what extent the money spent for guidance service is right.
(v) How far guidance personnel involved in the guidance programme have done their
work.
To answer above concerned questions, the evaluation service should be
employed to find out the following consideration such as:
(i) The number and proportion of students with educational and vocational plans.
(ii) To know the degree of relationship between educational and vocational
achievements and the student’s capacity.
(iii) Degree of harmony between subjects or coursers preferred by students and the
requirements of the college or university in this regard.
(iv) Extent of succession in work of college or university and its examination.
(v) To observe the number and proportion of students ‘with vocational choices and to
study the number of students those who are shifting in vocational choices.
(vi) Observing the amount of maladjustment among students and success in provided
treatment to the student in this regard.
(vii) Information’s about the degree of accuracy of student’s self-ratings.
(viii) Extent of interest and participation in co-curricular activities which is carried on
inside school.
(ix) how far students have used various information’s given by guidance service for the
purpose of educational and vocational choice.
(x) How far students are satisfied and benefited by the guidance programme sponsored
by school.
Much and close attention should be paid by guidance personnel to manage and
organize the school guidance service as a result of which the goals of the guidance
service can be achieved without any obstacles. A successful evaluation process helps
students as well as teachers and society to facilitate good teaching and learning, to
develop academic achievement, to check wastage and stagnation, to improve student
performance, to improve class attendance, to create favourable faculty opinion, to check
indiscipline and unrest in school campus and outside and to create familiar and open
organizational climate in the school.
Owing to the above facilities, merits and gains of evaluation service, necessary attempts
and activities concerning it should be taken carefully and cautiously by the school
teacher and guidance personnel in the school by which the aims and objectives of
guidance service as well as evaluation service can be availed and achieved without any
obstruction.