The State of Guidance and Counselling Programmes in High Schools in Manicaland, Zimbabwe

Abstract

This study is set in three urban high schools in Mutare Urban, Manicaland Province, of Zimbabwe. The study seeks to determine the state of high school guidance and counselling programmes. Participating schools included one girls-only high school, one co-educational mission high school and one government co-educational school. All were purposively selected. Using qualitative methodologies, primary data was collected from students, guidance teachers and head teachers using a questionnaire for students and two in-depth interviews for head teachers and guidance teachers. Data was analysed using frequency tables. Results suggest that guidance and counselling are generally responsive services where students can be receive help with personal/emotional challenges and needs. Other services that are part of a comprehensive programme, such as student career planning, exploration and development, as well as the professional development of counsellors, are minimal. Results also indicate that there is very little consultation between counsellors and teachers in the school. Guidance teachers or counsellors tend to lack training and rarely keep records on their activities. The counsellors interviewed in the study did not demonstrate an awareness of the relevant Ministry regulations governing the implementation of guidance and counselling in schools.