Grace Homeschool Connection - Origin And improvement Of guidance And Counseling practice In Tanzanian Schools
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Origin And improvement Of guidance And Counseling practice In Tanzanian Schools
1.0. Overview
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1.1. Background and History of advice 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 advice ideas 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 advice counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the understanding 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 advice programs using specialized textbooks did not start until the turn of the twentieth century.
Counseling is a understanding that has existed for a long time in Tanzania. We have sought through the ages to understand ourselves, offer counsel and create our potential, come to be aware of opportunities and, in general, help ourselves in ways associated with formal advice 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 create degrees of freedom in their lives as they come to be aware of options and take benefit of them. At its best, helping should enable habitancy to throw off chains and conduct life situations effectively. Unprecedented economic and communal changes have, over the years, changed the ways in which we conduct 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 studying 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 illustrious in order to promote the well-being of the child. Sufficient advice and counseling should help to improve the self-image of young habitancy and facilitate achievement in life tasks. Counseling should empower girls and boys to share fully in, and benefit from, the economic and communal amelioration 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, leading and accompanying. advice is saying "Yes" to person who is request for help. It is saying "Yes" to an invitation of person 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 leading the person psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is together with those who are fearful and uncertain, those who need person along the rugged path of life's journey.
From an objective point of view, advice is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need advice when they are unsure of what choices to make or what directions to take. The advice consultant "opens up" a world of choices for these persons for them to choose from. It is like presenting the universe when all that a person sees is the lonely planet earth. The advice consultant 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, advice occurs in schools. High school and college students avail of advice 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 unavoidable choices. When this occurs, they need person older, wiser and more experienced to show them the way, to guide them. This is the role of the advice consultant to increase assistance when principal to those who are confused, uncertain, and needing advice. However, some adults may need advice 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, advice or assistance, the consultant must have the knowledge of the basic ideas and techniques of counseling. The consultant must be able to use any of these basic ideas and techniques as paradigms in order for him to counsel well. However, it is not adequate to use know these basic ideas and techniques. The other leading aspect is for the consultant 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 person who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The consultant must have the potential to enumerate to the counselee in an appropriate bodily manner without being too intimate or too close for relieve or being too distant or aloof. The emotional size in counseling includes empathy, sensitivity and the potential to by comparison 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 consultant must have the gift or grace of catching a view of the interior world of the person, particularly his spiritual condition, for this is very leading in medical the person's hurts.
2.3. Other Definitions of the Concepts
Biswalo (1996) defines advice as a term used to denote the process of helping an personel to gain self insight and self direction (self decision-making) so that he can adjust maximally to his home, school or community environment. This process, however, depends on counseling. He also defines counseling as a process of helping an personel to accept and use information and advice so that he can either solve his gift problem or cope with it successfully. He goes further 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) view that it is difficult to think of a single definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs regularly in an interactive relationship, with the aim of helping a person learn more about the self, and to use such insight to enable the person 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 person with a problem, and facilitates that person's personal increase and brings about turn through self-knowledge. Counseling is a relationship between a concerned person and a person with a need. This relationship is regularly person-to-person, although sometimes it may involve more than two people. It is designed to help habitancy to understand and by comparison their views, and learn how to reach their self-determined goals through meaningful, well-informed choices, and through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have separate meanings.
3.0. Origin of advice and Counseling convention in Pre-Colonial Era
Counseling in Tanzania in separate forms and with separate 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 adequate written sources about the origin of advice and counseling convention in Tanzanian schools. But like other places before colonial era there were outstanding unique elements which held the societies together in their livelihood. The elements consist of the extended house system, together with the clan and the tribe, chieftaincy, taboos, various forms of initiation and close links with ancestors and elders.
The settlement is the focal point of society. While each one of these elements is important, only a few are used to by comparison the role of advice and counseling in present-day Tanzanian societies. Basically, traditional chiefs had complicated roles which included serving as a emblem of authority and as a regulator. Since these roles were appropriate and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a principal source of advice and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link between ancestors and the gift 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 community supportive. No personel regarded him/herself as alien. Counseling was facilely sought and provided. The forms of advice and counseling involved were given advice and sharing wisdom.
4.0. The Developments of advice and Counseling Practices in Tanzanian Schools
4.1. advice 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 instruction discipline. One could think that the definitions given above on the term advice and counseling, their meaning can be directed to instruction 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 assistance in making decisions about leading aspects of their education, such as the choice of courses and studies, decisions concerning 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 community in Tanzania, coupled with communal problems like Hiv/Aids and the rapid amelioration of science and technology, place heavy demands on education. The school, as an leading communal institution, was required to adapt speedily to changing patterns, and help prepare citizens for tomorrow's challenges. That is where advice and counseling in the educational ideas should help boys and girls alike, to create their capacities to the full. These consist of intellectual, social, bodily and moral capacities. This help is of the most leading in Tanzania as long as the history and age of instruction provision and in its systems found today.
Guidance and counseling practices amelioration in Tanzanian schools can be traced back from the time when vocational instruction was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the underlying factors that sway people's beliefs and perceptions about such practices. However, this is understanding that was not taken in to observation at the time and it may be up to recent time. It is especially leading to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are gift in separate regions of the country. Young habitancy should be understood within this context, but also within the paradoxical situation of having to face the traditional 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 advice under the work advice and it was administered by work masters. But the work masters who were superior by the head of schools had no expert training in vocational guidance. In fact the duty was limited to helping students fill out employment forms and writing letters of application. In the missionary schools vocational advice was confined to religious services. The teachers who were regularly '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, advice and counseling was more or less a secret house affair. Parents and relatives counseled their children on all matters of life administration and problem solving. It is true that in many families the duty of general advice was the traditional duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or house problems, counseling was done by a specially organized by the community as a competent in handling that definite problem. This is done without any knowledge obtained from formal or informal school ideas but rather through perceive and age wise through collected wisdom. This kind of early form of counseling from school setting and community helped the young to be brought into the thoughprovoking image of living in the time to come to the society.
4.2. advice and Counseling Practices in Tanzanian Schools in Post-colonial era
In several literatures and sources, advice and counseling in instruction sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International conference on Guidance, Counseling and Youth amelioration in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth amelioration Programme was initiated in Africa in April 1994, following the First Pan African conference on the instruction of Girls that was held in Ouagadougou in 1993. It is designed to introduce or improve advice 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 advice and counseling of schools and colleges.
What we can call expert advice and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where advice and counseling services were endorsed by the government as and integral part of the country's instruction ideas (Biswalo, 1996). The aim of the conference is to create systematic criteria for secondary schools students' advice and counseling. Students were then advised, guided and counseled on matters concerning their job choice and learner placement for further education. This job was assigned to work masters and mistresses as explained below, however, there were no adequate advice and counseling personnel not only in the responsible ministry but also in the schools.
Guidance and Counseling is now becoming moderately institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological retain to boys and girls. However Biswalo (1996) comments that in Tanzania policies pertinent to advice and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the instruction ideas by appointing work masters and mistresses. He continued saying that the personnel are expensed with the accountability of advising heads of secondary schools concerning students job choice and learner placement for further education; to try and help students understands and create interest in appropriate jobs or further instruction or training; to asses the students talents and capabilities and to encourage them to pursue careers or further instruction best excellent to them and to help students solve their personal problems which may sway their general improve in school.
This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of policy and decision makers concerning the new field of advice and counseling in schools; the impel of the myth of planned manpower in which work advice is erroneously regarded as redundant and the gross lack of trained personnel who would contribute Sufficient advice and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha conference on the strengthening of instruction in Tanzania, where advice and counseling services were endorsed by the government as and integral part of the country's instruction system, the services are to-date still patchy and ineffective in Tanzania's educational institutions. advice and counseling in this manner is discussed by separate scholars in primary, secondary and tertiary instruction levels together.
5.0. advice and Counseling Practices in traditional and Secondary Schools
In traditional school levels in Tanzania in actual fact there were and are no specified pupils' teacher-counselors. However, the action is left to teachers themselves to decree what is to be done since there is no programmed or time-tabled action concerning advice and counseling. Teachers are left to use part of the teaching to convention advice 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 community and the curriculum to motivate and create unavoidable attitude toward studying and school community as well (Biswalo, 1996). As the pupils grow older and pass through separate grades they need to be directed in studying skills, overcome studying difficulties and other school associated problems. But this action is not performed systematically in traditional schools in Tanzania.
In the case of secondary schools till to-date there is also insufficient programmed or time-tabled ideas 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 advice 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 possible 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 advice and counseling services in secondary schools.
The school has an leading role to play in preparing pupils for continued secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of instruction in the objectives for its secondary curriculum. Maybe uniquely, there would be total bargain among pupils, teachers and parents over the relative emphasis a unavoidable schools placed on the preparing for further education, with its focus on schoraly knowledge and the race of success in the national examinations. That is, the secondary schools where counseling is not well performed placed limited emphasis on citizenship and the amelioration of a responsible attitude to life in the community at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector together with self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.
5.1. Vocational, work advice and Counseling
In Tanzania teachers have the capacity to directly sway their pupils' choice of careers. The achievements and attitudes of pupils have been shown to be associated to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the sway of the school depends on the formal interactions and communication which take place between teachers and pupils in the classroom whereas television and radio, act through the informal interactions pupils have with these media. The sway of parents and siblings is through both formal and informal means.
That is in most cases in Tanzania and may be other states where advice and counseling is rarely done in schools; parents play the big role to sway 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 recommend that parents' work might have influenced their children's choice of careers, but this happened to children who have generic skills useful in such jobs, and a few may have job skills relevant to those jobs. Entrance to information 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 acquire 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 advice at secondary school levels is in case,granted 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 policy parents push students to make long range plans of study so that to prepare well for the envisaged careers. These counselors plan with school administrators and teachers to contribute appropriate class placement for students with extra abilities or disabilities for policy choice by students.
5.2. Tertiary Level
The tertiary level students are in case,granted with orientation and other educational advice and counseling. In Tanzania tertiary level have at least fulfilled the need of having excellent students' counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling allembracing information on all aspects of the careers associated to the training offered in the institution. Counselors sometimes combine with administration or practicum division to create field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).
6.0. understanding on advice and Counseling in Tanzania
According to the research by Sima (2004), expert counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the advent 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 through provision of adequate and relevant information, and for communal and psychological retain of habitancy infected and affected by the pandemic. Ibid continued saying that since the emergence of the pandemic in the country, a whole of non-governmental organizations have been offering 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 expert 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 service in Tanzanian hospitals, no expert counselors and no formal ideas for training counselors. There was a need to fill this gap by training as many counselors as possible 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 associated problems but also separate problems affecting Tanzanians. However, as counseling became popular with the advent 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 instruction policy issues pertaining advice and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to advice and counseling is still lacking. He continued saying that efforts directed towards fulfilling advice and counseling needs are apparently thwarted by several difficulties together with financial resources to retain the even established tiny counseling activities in several schools.
In Tanzania till today counseling is relatively new phenomenon. There are no adequate excellent counselors in schools and other instruction institutions. However, there are limited whole of excellent 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 through provision of adequate and relevant information, and for communal and psychological retain of habitancy infected and affected by the Hiv/Aids (Sima, 2004).
There is slow increase of advice and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of advice 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 various options that can be explored to alleviate financial constraints. extra schools on profit of parents in need can arrival non-governmental organizations.
The absence of solid expert counseling relationship in Tanzania to set standards for the appropriate convention is someone else challenge (Nwoye, 2008). Also insufficient availability of expert consultant training programs in Tanzanian colleges and universities is someone else contributing challenge.
There are no efforts to create counseling curriculum in secondary schools and colleges and advice and counseling courses in the universities. advice curriculum and responsive services can then be structured to address the five content areas, namely human relationships, work development, communal values, self development, and studying skills. A advice curriculum could be taught to students at separate levels or in small groups to address issues that are similar to them. For advice and counseling programs to be Sufficient in Tanzania, trained professionals should be employed to conduct and offer services in schools. Such professionals should also be in case,granted with relevant facilities and structural support. At the same time, universities and instructor training institutions will have to create and create programs that train expert school counselors and other advice personnel.
There is still insufficient assistance in higher instruction institutions to enable students achieves their work aspirations. However, students today indicate a higher need for work advice than students in the past decade. Students may therefore be encountering an increased need to acquire relevant work information that will enable them seek better paid jobs. Many schools have in the past appointed some teachers as work masters without providing them with the principal training and facilities for work guidance. Such work masters regularly assume that all students will end up in universities and only focus on helping students faultless university application forms and no more. It is the high time for the government to set and implement the policy that will improve advice and counseling from traditional schools to the tertiary level and in turn will create programs that train expert school counselors and other advice personnel.
8.0. Conclusion
Guidance and counseling sought to prepare pupils in their instruction schedule to enter into the world of appropriate work by linking the school curriculum to employment. For the school to be successful in this endeavor, subjects should be taught at a pleasant and suitable environment and should be made relevant and thoughprovoking to the pupils. someone else factor that needs to be carefully 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 sway on the interest and perception of learners. In Tanzania the spirit to plan and use advice and counseling services in the Sufficient amelioration 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 several difficulties. It appears total and enlightened commitment on the part of policy and decision makers is principal and should be undoubtedly surmount the problems.
The emergence of work amelioration in western countries as a create suggests that it may be an principal area in developing country like Tanzania where students need assistance; students particularly need assistance in selecting colleges and courses. To this end, the schools should offer a work advice and counseling programme under the able leadership of excellent school counselors.
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