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.
