Implementation of guidance and counselling in secondary schools in Chinhoyi urban

The study endeavoured to find out the current contribution of head teachers and teachers in the implementation of guidance and counselling curriculum in Chinhoyi. The study adopted mixed methodology approach. Questionnaires and interviews were used to collect data from participants about their experiences and opinions. A sample of four head teachers and forty (40) teachers was used in this study. Content analysis and statistical analysis were used to analyse data. The study established that only one school among the sampled schools was implementing Guidance and Counselling programme although other schools claimed to be implementing the programme. The government should provide trained and competent Guidance and Counselling co-ordinators so that they would be posted to various districts in the country

Current state of guidance and counseling in secondary schools in Zimbabwe

Key players in the education system such as District Education Officers, head teachers and teachers need to improve their performance in order to effectively implement the guidance and counseling curriculum in Zimbabwe. All key players should work hard in fulfilling their job descriptions. The aim of this desktop study was to review literature in order to ascertain the current state of guidance and counseling in schools. Thus the findings from the study will help in restructuring the Zimbabwe secondary schools guidance and counseling services. From the various literature reviewed, it emerged that qualifications and teaching experience had nothing to do with the implementing of Guidance and Counseling. Some of the teachers who are given the responsibility of implementing Guidance and Counseling do not have its general understanding. It is recommended that, if possible, Guidance and Counseling be made an integral part of co-curricular activities and given a place on the school timetable