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ii. iii. iv. v. vi. Determining the resources/facilities to be used for the programme; Outlining/determining the objectives of the programme; Outlining how the programme should be carried out; Identifying the essential services to be introduced and implemented; Coordinating the programme of activities; Assigning duties and responsibilities relative to the (guidance) programme to other school functionaries;vii. Giving feedback on the programme; viii. Evaluating the programme from time to time; and ix. Carrying out other activities relating to the programme in the school. 3. Implementation Stage
53 53 The counsellor’s role at this stage is very crucial to the success of the programme. This is because the counsellor’s leadership,
54 54 effectiveness and ability to coordinate the activities of the programme will to a large extent affect the outcome of the programme. At this point, the counsellor in conjunction with the guidance committee will select or agree on the type of services to be introduced based on the need assessment data. Also, at this stage, it becomes necessary to plan a time-table of guidance activities. Among the activities to be implemented in a minimum programme of guidance services include: (a) A complete individual inventory (b) An information service (c) Individual and group counselling service (d) Orientation programme (e) Planning, placement and follow-up service. Added to this is the need for a summary service card/form in which all the activities relating to the programme will be stated. 4. Evaluation/Review of the programmeThe school guidance programme should be reviewed and evaluated from time to time. This will help to determine whether the objectives of the services provided have been achieved or not. However, it must be stated that the review should involve the entire school community. The counsellor can use different techniques such as interview method, observations techniques and questionnaire method for collecting information from the participants and beneficiaries of the programme. The information collected will assist the counsellor to determine whether or not the objectives of the programme have been achieved. SELF-ASSESSMENT EXERCISE 11. Identify and discuss the stages involved while planning and organising school guidance programme. 2. How will you evaluate the school guidance programme? 3.2 Problems affecting the Effective Implementation ofSchool Guidance Programme in Malawi
55 55 Below are some of the problems affecting the effective implementation of school guidance programme in the country.
56 56 (a) Lack of fund; (b) Lack of facilities; (c) Lack of information materials and psychological tests; (d) Lack of cooperation from other school personnel;(e) (f) Rivalry among the school functionaries; Shortage of personnel;(g) Ignorance and lack of adequate understanding of the importance of guidance in Malawi schools; (h) Lack of appropriate definition of the philosophy upon which guidance should be based; and (i) Inconsistent policy on guidance and counselling.