educational and vocational counselling

1. EDUCATIONAL
&
VOCATIONAL
GUIDANCE
SUBMITTED BY:
Deepti Kothari
Ad. No.-2013HS1M
Deptt. of Extension Education and
Communication Management,
I.C. College of Home Science,
CCSHAU, Hisar
SUBMITTED TO:
Mrs. Shanti Balda, Professor
Deptt. of Human Development and
Family Studies,
I.C. College of Home Science,
CCSHAU, Hisar

2. Educational guidanceEducational guidance
 It deals with educational problemsIt deals with educational problems
head the needs of students‘ problems.head the needs of students‘ problems.
 Related to every aspect of educationRelated to every aspect of education
school/ colleges, curriculum, methodsschool/ colleges, curriculum, methods
of instruction & other curricularof instruction & other curricular
activities, disciplines etc.activities, disciplines etc.
 It is the assistance given to theIt is the assistance given to the
individual:-individual:-
(i) to understand his/her potentialities(i) to understand his/her potentialities
(ii) have a clear cut idea of the different(ii) have a clear cut idea of the different
educational opportunities and theireducational opportunities and their
requirementsrequirements
(iii) to make wise choices as regards to(iii) to make wise choices as regards to
school, college : course, curricular &school, college : course, curricular &
extra curricularextra curricular

3. Educational problemsEducational problems
Could be listed as:-Could be listed as:-
 Disinterest in studiesDisinterest in studies
 Under-achieversUnder-achievers
 Over-achieversOver-achievers
 Slow learnersSlow learners
 Scholastically backward pupilScholastically backward pupil
 Pupil with no goal, no ambition in lifePupil with no goal, no ambition in life
 Sudden drop-out in scholastic performanceSudden drop-out in scholastic performance
 Other behavioural & psychological problemsOther behavioural & psychological problems
 Fall in certain subjects consistently even with special coachingFall in certain subjects consistently even with special coaching

4. For whom is it??
Their main target groups are:
 Pupils in lower secondary school
 Young people under the age of 19 outside
education, training or employment.
 Young people between the age of 19 and 25
who seek out guidance in relation to youth
education programmes or employment.
 Young people with a special need for guidance
concerning choice of education, vocation and
career – a transverse target group of young
people with various problems related to the
continuing or completion of an education
programme.

5. Objectives of educational guidanceObjectives of educational guidance
 To assist the pupil to understand him/herself i.e.To assist the pupil to understand him/herself i.e.
to understand his/her potentialities, strength andto understand his/her potentialities, strength and
limitations.limitations.
 To help the child make educational plans consistTo help the child make educational plans consist
with his/her abilities, interests and goals.with his/her abilities, interests and goals.
 To enable the student to know detail about theTo enable the student to know detail about the
subject and courses offered.subject and courses offered.
 To assist the student in making satisfactoryTo assist the student in making satisfactory
progress in various school/ college subjects.progress in various school/ college subjects.
 To help the child to adjust with the schools, itsTo help the child to adjust with the schools, its
rules, regulations, social life connected with it.rules, regulations, social life connected with it.
 To help the child in developing good studyTo help the child in developing good study
habits.habits.
 To help the child to participate in out of classTo help the child to participate in out of class
educational activities in which he can developeducational activities in which he can develop
leadership and other social qualities.leadership and other social qualities.

6. Stages of Educational GuidanceStages of Educational Guidance
University & Professional
Higher Secondary
Middle School
Primary
Pre-
Primary

7. Elementary Stage
At the elementary stage guidance programme
must,
Help the children to make good beginning,
to plan intelligently,
To get the best out of their education and
prepare them for secondary schools.
Educational guidance needs to be used in
diagnosing difficulties, in identifying the
special needs of children.

8. Secondary Stage
At the secondary stage educational guidance
should help the pupils
To understand themselves better,
To understand different aspects of the
school,
To select appropriate courses
To get information about different
educational opportunities,
To develop good study habits.
The students should be helped to be
acquainted with the vocational implications
of various school subjects.

9. Tertiary Stage
Educational guidance at the tertiary stages
must
Oriented students about purpose and
scope of higher studies and
Helps them to stimulate their studies.
Each college/ university must have a
guidance unit with due provision of
guidance services.

10. Need of providing Educational
Guidance to students
 Need of checking the wastage
and stagnation in education
 Need of realizing the aims and
objectives of education
 The need of making right
educational choices
 The need of proper educational
adjustment

11. Aims of Educational guidanceAims of Educational guidance
 Help to ensure that choice of education and career will be of greatest possibleHelp to ensure that choice of education and career will be of greatest possible
 Benefit to the individual and to society;Benefit to the individual and to society;
 Be targeted particularly at young people with special needs for guidance inBe targeted particularly at young people with special needs for guidance in
relation to choice of education, training and career;relation to choice of education, training and career;
 Take into account the individual’s interests and personal qualifications andTake into account the individual’s interests and personal qualifications and
skills, including informal competencies, previous education, work experience, asskills, including informal competencies, previous education, work experience, as
well as the expected need for skilled labour and self-employed businessmen;well as the expected need for skilled labour and self-employed businessmen;
 Contribute to limiting, as much as possible, the number of dropouts and studentsContribute to limiting, as much as possible, the number of dropouts and students
changing from one education and training programme to another;changing from one education and training programme to another;
 Contribute to improving the individual’s ability to seek and use information,Contribute to improving the individual’s ability to seek and use information,
including IT-based information and guidance, about choice of education,including IT-based information and guidance, about choice of education,
educational institution and career;educational institution and career;
 Be independent of sectoral and institutional interests.Be independent of sectoral and institutional interests.
 The last objective is to raise the quality level guidance, including anThe last objective is to raise the quality level guidance, including an
improvement in counsellors’ qualifications and competenciesimprovement in counsellors’ qualifications and competencies

12. Objectives of educational guidanceObjectives of educational guidance
 To assist the pupil to understand him/herself i.e. toTo assist the pupil to understand him/herself i.e. to
 understand his/her potentialities, strength and limitations.understand his/her potentialities, strength and limitations.
 To help the child make educational plans consist with his/her abilities,To help the child make educational plans consist with his/her abilities,
interests and goals.interests and goals.
 To enable the student to know detail about the subject and courses offered.To enable the student to know detail about the subject and courses offered.
 To assist the student in making satisfactory progress in various school/To assist the student in making satisfactory progress in various school/
college subjects.college subjects.
 To help the child to adjust with the schools, its rules,To help the child to adjust with the schools, its rules,
 regulations, social life connected with it.regulations, social life connected with it.
 To help the child in developing good study habits.To help the child in developing good study habits.
 To help the child to participate in out of class educational activities inTo help the child to participate in out of class educational activities in
which he can develop leadership and other social qualitieswhich he can develop leadership and other social qualities

13. Skills developed in guidanceSkills developed in guidance
 Learning Skills.Learning Skills.
 Personal Knowledge and ManagementPersonal Knowledge and Management
Skills.Skills.
 Interpersonal Knowledge and Skills.Interpersonal Knowledge and Skills.
 Exploration of Opportunities.Exploration of Opportunities.
 Essential Skills for Working and Learning.Essential Skills for Working and Learning.
 Personal Management.Personal Management.
 Exploration of Opportunities.Exploration of Opportunities.
 Preparation for Transitions and Change.Preparation for Transitions and Change.

14. Vocational guidanceVocational guidance
 A process of assisting the individual to choose an occupation,A process of assisting the individual to choose an occupation,
prepare for it, enter upon it and progress in it.prepare for it, enter upon it and progress in it.
 Concerned primarily with helping individuals make decisions andConcerned primarily with helping individuals make decisions and
choices involved in planning a future and building a career.choices involved in planning a future and building a career.
 The purpose behind assisting the youth to choose, prepare, enter andThe purpose behind assisting the youth to choose, prepare, enter and
progress in vocation is the optimum growth of the individual.progress in vocation is the optimum growth of the individual.
 Interpersonnal process developed to assist individuals with careerInterpersonnal process developed to assist individuals with career
development problemsdevelopment problems
Other names to it are:-Other names to it are:-
1.1. Vocational guidanceVocational guidance
2.2. Occupational counsellingOccupational counselling
3.3. Vocational counselingVocational counseling

15. Cntd…Cntd…
 Encompasses concept of career counselling &Encompasses concept of career counselling &
educationeducation
It address career problems as:-It address career problems as:-
1.1. Career decision & undecidednessCareer decision & undecidedness
2.2. Work performanceWork performance
3.3. Stress & adjustmentStress & adjustment
4.4. Incongruence of the person & work environmentIncongruence of the person & work environment
5.5. Inadequate or unsatisfactory integration of the life-Inadequate or unsatisfactory integration of the life-
roles with other life roles.roles with other life roles.

16. Vocational Guidance servicesVocational Guidance services
These could be listed as:-
 The orientation services
 Student inventory services
 Career Information services
 Counselling services
 Group guidance services
 Placement services
 Research and evaluation services

17. Aims of vocational guidanceAims of vocational guidance
 Assisting pupil to discover his/her ownAssisting pupil to discover his/her own
abilities and skills to feet them into generalabilities and skills to feet them into general
requirements of the occupation underrequirements of the occupation under
consideration.consideration.
 Helping the individual to develop anHelping the individual to develop an
attitude towards work that will dignifyattitude towards work that will dignify
whatever type of occupation s/he may wishwhatever type of occupation s/he may wish
to enter.to enter.
 Assisting the individual to think criticallyAssisting the individual to think critically
about types of occupations and to learnabout types of occupations and to learn
technique for analyzing information abouttechnique for analyzing information about
vocations.vocations.
 Assisting pupils to secure relevantAssisting pupils to secure relevant
information about the facilities offered byinformation about the facilities offered by
educational institutions engaged ineducational institutions engaged in
vocational training.vocational training.

18. Elementary Stage
At the elementary stage, although no formal
guidance programmes are needed, the orientation
to vocation can be initiated at this stage.
At this stage some qualities and skills which have
grater vocational significance viz. love and respect
for manual work
(ii) training in use of hands
(iii) spirit of cooperative work
(iv) sharing
(v) appreciation for all works
(vi) good interpersonal relationship are to be
developed.

19. Secondary Stage
 At the secondary stage vocational
guidance should be:-
1. help the students to know themselves,
2. to know the world of work,
3. to develop employment readiness
4. to develop decision making rules.

20. Higher Education
 At the higher education stages it should
be more formal one.
 The objectives of guidance at this stage
are:-
1. To help the students to get information
about different career,
2. Training facilities,
3. Apprenticeship etc

21. Issues AddressedIssues Addressed
It focuses on a number of the issues like:-It focuses on a number of the issues like:-
 Provision of guidance services for children and young people thatProvision of guidance services for children and young people that
can help them develop effective self-management of learning andcan help them develop effective self-management of learning and
career paths.career paths.
 Increased focus on social inclusion and the re-integration of earlyIncreased focus on social inclusion and the re-integration of early
school leavers into appropriate education, training or job schemes.school leavers into appropriate education, training or job schemes.
 Use of new methodologies and technologies, including ICT toUse of new methodologies and technologies, including ICT to
increase the diversity, flexibility and accessibility of guidanceincrease the diversity, flexibility and accessibility of guidance
services.services.
 Development of better quality assurance mechanisms.Development of better quality assurance mechanisms.
 The basing of the main guidance services within sectors, whichThe basing of the main guidance services within sectors, which
tends to make them inward-looking;tends to make them inward-looking;
 The weakly professionalized guidance counsellors; andThe weakly professionalized guidance counsellors; and
 The lack of effective quality assurance proceduresThe lack of effective quality assurance procedures