1.0. Overview
1.1. Background and History of guidance and Counseling in general in School convention and other setting
The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance law to ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the conception of confidentiality within the confessional. Near the end of the sixteenth century, one of the first texts about work options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni quoted in Guez, W. & Allen, J. (2000). Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century.
Counseling is a conception that has existed for a long time in Tanzania. We have sought straight through the ages to understand ourselves, offer counsel and invent our potential, come to be aware of opportunities and, in general, help ourselves in ways linked with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under permissible conditions, habitancy can help others with their problems. Some habitancy help others find ways of dealing with, solving, or transcending problems as Nwoye, (2009) prescribed in his writings. In schools, presently if the collaboration between teachers and students is good, students learn in a practical way. Young habitancy invent degrees of leisure in their lives as they come to be aware of options and take advantage of them. At its best, helping should enable habitancy to throw off chains and manage life situations effectively. Unprecedented economic and communal changes have, over the years, changed the ways in which we manage our lives. Consequently, not all the lessons of the past can effectively deal with the challenges of modern times. Sufficient counseling, especially in institutions of learning has now come to be important. Boys and girls, and young men and women, need to be guided in the relationships between condition and the environment, earning skills, knowledge, and attitudes that lead to success and failure in life. The need for counseling has come to be supreme in order to promote the well-being of the child. Sufficient guidance and counseling should help to enhance the self-image of young habitancy and facilitate achievement in life tasks. Counseling should empower girls and boys to partake fully in, and advantage from, the economic and communal improvement of the nation.
2.0. Definitions of Concepts
2.1. Guidance
Guidance is an act of showing the way for some people, like adolescents, who cannot find the right path. It is directing, pointing, foremost and accompanying. guidance is saying "Yes" to man who is asking for help. It is saying "Yes" to an invitation of man who wants a temporary companion along life's way.
Guidance is giving directions to the lonely, confused, unloved, the suffering, the sick and the lost. It is pointing to some possibilities of thinking, feeling and acting. It is foremost the man psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is along those who are fearful and uncertain, those who need man along the rugged path of life's journey.
From an objective point of view, guidance is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need guidance when they are unsure of what choices to make or what directions to take. The guidance counselor "opens up" a world of choices for these persons for them to pick from. It is like presenting the universe when all that a man sees is the lonely planet earth. The guidance counselor enlarges and widens the horizon of habitancy who sees only a narrow path or a concealed view of that path. Thus, the focus is on possibilities and choices.
Usually, guidance occurs in schools. High school and college students avail of guidance and counseling services in their school. More often, young habitancy are unsure of what to do, how to react or respond, and how to act in inescapable choices. When this occurs, they need man older, wiser and more experienced to show them the way, to guide them. This is the role of the guidance counselor to increase aid when requisite to those who are confused, uncertain, and needing advice. However, some adults may need guidance too.
2.2. Counseling:
Counseling is guiding and more. It is a way of medical hurts. It is both a science and an art. It is a science because to offer counsel, guidance or assistance, the counselor must have the knowledge of the basic law and techniques of counseling. The counselor must be able to use any of these basic law and techniques as paradigms in order for him to counsel well. However, it is not sufficient to use know these basic law and techniques. The other foremost aspect is for the counselor to know how to counsel-the art of counseling. This aspect considers counseling as a relationship, as a sharing of life, in the hope that the man who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The counselor must have the ability to review to the counselee in an suitable corporeal manner without being too intimate or too close for comfort or being too distant or aloof. The emotional size in counseling includes empathy, sensitivity and the ability to elucidate non-verbal clues of the counselee in order to understand unresolved complexes or pent-up feelings. The psychical or spiritual size embraces the counselee's "soul-content"---what lies inside. This is what is called the interiority of the person. The counselor must have the gift or grace of catching a glimpse of the interior world of the person, particularly his spiritual condition, for this is very foremost in medical the person's hurts.
2.3. Other Definitions of the Concepts
Biswalo (1996) defines guidance as a term used to denote the process of helping an personel to gain self understanding and self direction (self decision-making) so that he can adjust maximally to his home, school or society environment. This process, however, depends on counseling. He also defines counseling as a process of helping an personel to accept and use information and guidance so that he can either solve his present qoute or cope with it successfully. He goes additional remarking that sometimes the process helps the personel to accept unchangeable situation for example, loss of dearly loved ones and to some extent turn it in its favour rather than letting himself be overcome by the situation. Guez and Allen (2000) glimpse that it is difficult to think of a singular definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs commonly in an interactive relationship, with the aim of helping a man learn more about the self, and to use such understanding to enable the man to come to be an Sufficient member of society. Counseling is a process by means of which the helper expresses care and concern towards the man with a problem, and facilitates that person's personal growth and brings about turn straight through self-knowledge. Counseling is a connection between a implicated man and a man with a need. This connection is commonly person-to-person, although sometimes it may involve more than two people. It is designed to help habitancy to understand and elucidate their views, and learn how to reach their self-determined goals straight through meaningful, well-informed choices, and straight through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have dissimilar meanings.
3.0. Origin of guidance and Counseling convention in Pre-Colonial Era
Counseling in Tanzania in dissimilar forms and with dissimilar interpretations, has existed in societies for a long time before colonial era. The differences and contradictions in present-day, have their origin in the communal and historical soldiery that have shaped modern culture. In Tanzania habitancy in all societies, and at all times, have experienced emotional or psychological distress and behavioural problems. In each culture, there have been well established ways and methods of helping individuals with their problems. However, there are no sufficient written sources about the origin of guidance and counseling convention in Tanzanian schools. But like other places before colonial era there were excellent unique elements which held the societies together in their livelihood. The elements include the extended family system, including the clan and the tribe, chieftaincy, taboos, assorted forms of initiation and close links with ancestors and elders.
The village is the focal point of society. While each one of these elements is important, only a few are used to elucidate the role of guidance and counseling in present-day Tanzanian societies. Basically, original chiefs had multiple roles which included serving as a stamp of authority and as a regulator. Since these roles were suitable and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a requisite source of guidance and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link between ancestors and the present generation. This link was strengthened by the rituals, ceremonies and taboos attached to them. It was easy to guide and counsel the young, since the rituals or ceremonies were also aimed at preparing for adult roles in society. The extended family, the clan, and the village, made society supportive. No personel regarded him/herself as alien. Counseling was facilely sought and provided. The forms of guidance and counseling involved were given guidance and sharing wisdom.
4.0. The Developments of guidance and Counseling Practices in Tanzanian Schools
4.1. guidance and Counseling Practices in Tanzanian Schools Trends
In realizing this perhaps, since we are reasoning of the concepts in school setting, we should think the meaning of counseling in education discipline. One could think that the definitions given above on the term guidance and counseling, their meaning can be directed to education grounds and now give the meaning correctly. Guez and Allen (2000) pointed out that a term educational counseling was first coined by Truman Kelley in 1914 in Makinde, (1988), educational counseling is a process of rendering services to pupils who need aid in manufacture decisions about foremost aspects of their education, such as the choice of courses and studies, decisions regarding interests and ability, and choices of college and high school. Educational counseling increases a pupil's knowledge of educational opportunities.
The ever growing complexity of society in Tanzania, coupled with communal problems like Hiv/Aids and the rapid improvement of science and technology, place heavy demands on education. The school, as an foremost communal institution, was required to adapt quickly to changing patterns, and help get ready citizens for tomorrow's challenges. That is where guidance and counseling in the educational law should help boys and girls alike, to invent their capacities to the full. These include intellectual, social, corporeal and moral capacities. This help is of the most foremost in Tanzania as long as the history and age of education provision and in its systems found today.
Guidance and counseling practices improvement in Tanzanian schools can be traced back from the time when vocational education was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the fundamental factors that work on people's beliefs and perceptions about such practices. However, this is conception that was not taken in to consideration at the time and it may be up to up-to-date time. It is especially foremost to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are present in dissimilar regions of the country. Young habitancy should be understood within this context, but also within the paradoxical situation of having to face the original and the modern world, but this is a big challenge to Tanzania and many developing African countries. While colonial period there were some form of vocational guidance under the work guidance and it was administered by work masters. But the work masters who were excellent by the head of schools had no pro training in vocational guidance. In fact the duty was minute to helping students fill out employment forms and writing letters of application. In the missionary schools vocational guidance was confined to religious services. The teachers who were commonly 'fathers', pastors, or reverends guided and trained spiritually inclined youths to come to be sisters, brothers, fathers and pastors upon their completion of formal education.
Apart of what could be done in schools in Tanzania, guidance and counseling was more or less a inexpressive family affair. Parents and relatives counseled their children on all matters of life management and qoute solving. It is true that in many families the duty of general guidance was the original duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or family problems, counseling was done by a specially organized by the society as a competent in handling that exact problem. This is done without any knowledge obtained from formal or informal school law but rather straight through touch and age wise straight through collected wisdom. This kind of early form of counseling from school setting and society helped the young to be brought into the bright image of living in the future to the society.
4.2. guidance and Counseling Practices in Tanzanian Schools in Post-colonial era
In any literatures and sources, guidance and counseling in education sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International argument on Guidance, Counseling and Youth improvement in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth improvement Programme was initiated in Africa in April 1994, following the First Pan African argument on the education of Girls that was held in Ouagadougou in 1993. It is designed to introduce or progress guidance and counseling in African countries. It focuses on capacity construction in the countries involved and provides training at both regional and national levels on issues of guidance and counseling of schools and colleges.
What we can call pro guidance and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where guidance and counseling services were endorsed by the government as and integral part of the country's education law (Biswalo, 1996). The aim of the argument is to invent systematic criteria for secondary schools students' guidance and counseling. Students were then advised, guided and counseled on matters regarding their job choice and trainee placement for additional education. This job was assigned to work masters and mistresses as explained below, however, there were no sufficient guidance and counseling personnel not only in the responsible ministry but also in the schools.
Guidance and Counseling is now becoming gradually institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological withhold to boys and girls. However Biswalo (1996) comments that in Tanzania policies pertinent to guidance and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the education law by appointing work masters and mistresses. He prolonged saying that the personnel are charged with the responsibility of advising heads of secondary schools regarding students job choice and trainee placement for additional education; to try and help students understands and invent interest in suitable jobs or additional education or training; to asses the students talents and capabilities and to encourage them to pursue careers or additional education best great to them and to help students solve their personal problems which may work on their general progress in school.
This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of procedure and decision makers regarding the new field of guidance and counseling in schools; the impel of the myth of planned manpower in which work guidance is erroneously regarded as redundant and the gross lack of trained personnel who would contribute Sufficient guidance and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha argument on the strengthening of education in Tanzania, where guidance and counseling services were endorsed by the government as and integral part of the country's education system, the services are to-date still patchy and ineffective in Tanzania's educational institutions. guidance and counseling in this manner is discussed by dissimilar scholars in primary, secondary and tertiary education levels together.
5.0. guidance and Counseling Practices in original and Secondary Schools
In original school levels in Tanzania in actual fact there were and are no specified pupils' teacher-counselors. However, the operation is left to teachers themselves to decree what is to be done since there is no programmed or time-tabled operation regarding guidance and counseling. Teachers are left to use part of the teaching to convention guidance and counseling in and surface the classroom although not all teachers have gone teacher-counselor training. As children enter school they need orientation on school itself, its environment, school society and the curriculum to motivate and invent inescapable attitude toward learning and school society as well (Biswalo, 1996). As the pupils grow older and pass straight through dissimilar grades they need to be directed in learning skills, overcome learning difficulties and other school linked problems. But this operation is not performed systematically in original schools in Tanzania.
In the case of secondary schools till to-date there is also insufficient programmed or time-tabled law of guiding and counseling students. In some cases this duty is left to discipline masters and sometimes to class masters and head of schools. At secondary school level, students would seek educational opportunities, information of all kinds and any other help pertinent to educational pursuits. These needs are catered to by educational guidance and counseling (ibid). At this level students are helped with subject choice, study techniques and tests and examination. Biswalo (1996) pointed out that sometimes While subject choice, pride of placing as many students as inherent in prestigious streams, such as science, takes precedence over actual abilities, interests and aptitudes of students. He said this unfortunate situation has been born out of the lack of genuine educational guidance and counseling services in secondary schools.
The school has an foremost role to play in preparing pupils for prolonged secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of education in the objectives for its secondary curriculum. Perhaps uniquely, there would be total business agreement among pupils, teachers and parents over the relative emphasis a inescapable schools located on the preparing for additional education, with its focus on scholastic knowledge and the pursuance of success in the national examinations. That is, the secondary schools where counseling is not well performed located minute emphasis on citizenship and the improvement of a responsible attitude to life in the society at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector including self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.
5.1. Vocational, work guidance and Counseling
In Tanzania teachers have the capacity to directly work on their pupils' choice of careers. The achievements and attitudes of pupils have been shown to be linked to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the work on of the school depends on the formal interactions and transportation which take place between teachers and pupils in the classroom whereas television and radio, act straight through the informal interactions pupils have with these media. The work on of parents and siblings is straight through both formal and informal means.
That is in most cases in Tanzania and may be other states where guidance and counseling is rarely done in schools; parents play the big role to work on on their children's choice of careers. Others who have lower level careers i.e. Teachers, clerks, drivers, personal secretaries, soldiers etc. Do not anticipate their children 'following in their footsteps' because for the children who are able to study to higher level sometimes saw these jobs as narrow and lacking in interest. However it is suggested that parents' work might have influenced their children's choice of careers, but this happened to children who have generic skills beneficial in such jobs, and a few may have job skills relevant to those jobs. Passage to information straight through the media and other forms of technology is giving young habitancy aspirations that, for the most part, cannot be satisfied in their own environment. Choices have to be made and young habitancy must gain the skills to correlate situations and make informed decisions. There is no longer a natural, understandable order from birth to adulthood for the Tanzanian young.
Vocational guidance at secondary school levels is provided but in very few among others because of shortages of school or vocational trained counselors. For those lucky schools with these kinds of counselors, students are helped but vocational counseling is not emphasized because most pupils, teachers and of procedure parents push students to make long range plans of study so that to get ready well for the envisaged careers. These counselors plan with school administrators and teachers to contribute suitable class placement for students with extra abilities or disabilities for procedure choice by students.
5.2. Tertiary Level
The tertiary level students are provided with orientation and other educational guidance and counseling. In Tanzania tertiary level have at least fulfilled the need of having great students' counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling full, information on all aspects of the careers linked to the training offered in the institution. Counselors sometimes concentrate with management or practicum group to invent field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).
6.0. conception on guidance and Counseling in Tanzania
According to the investigate by Sima (2004), pro counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the arrival and setting of Hiv/Aids in the country has strengthened the base for counseling. This is particularly because of the multifaceted nature of the Hiv/Aids pandemic whose attention, unlike other human diseases, goes beyond the prerogatives of the medical profession. Thus, counseling is perceived as a crucial avenue for prevention of Hiv infection straight through provision of sufficient and relevant information, and for communal and psychological withhold of habitancy infected and affected by the pandemic. Ibid prolonged saying that since the emergence of the pandemic in the country, a amount of non-governmental organizations have been gift counseling services however, there is lack of clarity on the type and nature of counseling services offered by these organization. The nature and characteristics of counseling clients also remain fuzzy.
In Tanzania the pro counseling as aforesaid is relatively a new phenomenon. Outwater (1995) quoted in Sima (2004) comments that before Hiv/Aids epidemic, there was no formal counseling assistance in Tanzanian hospitals, no pro counselors and no formal law for training counselors. There was a need to fill this gap by training as many counselors as inherent to contribute optimal care for Aids patients and their relatives (Nacp, 1989; quoted in ibid). Since then many para-professional counselors have been trained in basic knowledge and skills of counseling. Currently there are many counseling centers working not only on Hiv/Aids linked problems but also dissimilar problems affecting Tanzanians. However, as counseling became favorite with the arrival of Hiv/Aids, many habitancy assume that it is only meant for habitancy infected and affected by Hiv/Aids and shy away from it for fear of being labeled (Sima, 2002; quoted in Sima 2004).
7.0. Problems and Challenges
The Tanzanian government have not yet formulated in the education procedure issues pertaining guidance and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to guidance and counseling is still lacking. He prolonged saying that efforts directed towards fulfilling guidance and counseling needs are apparently thwarted by any difficulties including financial resources to withhold the even established tiny counseling activities in any schools.
In Tanzania till today counseling is relatively new phenomenon. There are no sufficient great counselors in schools and other education institutions. However, there are minute amount of great counselors, they are either not utilized well in schools or they are engaged in other activities rather than what they are trained for. Some of school counselors are also teachers and they are fully busy with teaching responsibilities. More surprisingly counseling is perceived as a crucial avenue for only prevention of Hiv infection straight through provision of sufficient and relevant information, and for communal and psychological withhold of habitancy infected and affected by the Hiv/Aids (Sima, 2004).
There is slow growth of guidance and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of guidance counselors to green pastures and in adequately trained counselors. For instance in many schools they lack counseling offices, trained teacher-counselors and counseling equipments. In terms of funds there are assorted options that can be explored to alleviate financial constraints. extra schools on behalf of parents in need can approach non-governmental organizations.
The absence of solid pro counseling connection in Tanzania to set standards for the suitable convention is an additional one challenge (Nwoye, 2008). Also insufficient availability of pro counselor training programs in Tanzanian colleges and universities is an additional one contributing challenge.
There are no efforts to invent counseling curriculum in secondary schools and colleges and guidance and counseling courses in the universities. guidance curriculum and responsive services can then be structured to address the five content areas, namely human relationships, work development, communal values, self development, and learning skills. A guidance curriculum could be taught to students at dissimilar levels or in small groups to address issues that are similar to them. For guidance and counseling programs to be Sufficient in Tanzania, trained professionals should be employed to manage and offer services in schools. Such professionals should also be provided with relevant facilities and structural support. At the same time, universities and instructor training institutions will have to invent and invent programs that train pro school counselors and other guidance personnel.
There is still insufficient aid in higher education institutions to enable students achieves their work aspirations. However, students today indicate a higher need for work guidance than students in the past decade. Students may therefore be encountering an increased need to gain relevant work information that will enable them seek great paid jobs. Many schools have in the past appointed some teachers as work masters without providing them with the requisite training and facilities for work guidance. Such work masters commonly assume that all students will end up in universities and only focus on helping students perfect university application forms and no more. It is the high time for the government to set and implement the procedure that will enhance guidance and counseling from original schools to the tertiary level and in turn will invent programs that train pro school counselors and other guidance personnel.
8.0. Conclusion
Guidance and counseling sought to get ready pupils in their education schedule to enter into the world of suitable work by linking the school curriculum to employment. For the school to be victorious in this endeavor, subjects should be taught at a pleasant and convenient environment and should be made relevant and bright to the pupils. an additional one factor that needs to be considered is the recruitment of competent teachers capable of guiding and counseling learners in relating what they teach to the job market. What is taught and how it is taught can have great work on on the interest and perception of learners. In Tanzania the spirit to plan and use guidance and counseling services in the Sufficient improvement and utilization of their respective young human resources is evidently strong. However, as Biswalo (1996) said the efforts directed towards fulfilling this need are apparently thwarted by any difficulties. It appears total and enlightened commitment on the part of procedure and decision makers is requisite and should be without fail surmount the problems.
The emergence of work improvement in western countries as a invent suggests that it may be an requisite area in developing country like Tanzania where students need assistance; students particularly need aid in selecting colleges and courses. To this end, the schools should offer a work guidance and counseling programme under the able leadership of great school counselors.
