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Unit 7: Organizing Guidance Services at School and College Level

the school guidance programme officially. Mumbai’s Vocatinal Guidance Bureau was opened in Notes
1950. In 1957, it was renamed as Vocational Guidance Institute, Mumbai. In 1952, Vocational
Guidance Association was constituted and the co-ordination of gudiance work was started by the
persons. In 1953, Bamette from America visited India who served in Central Institute of Education
(C.I.E.). In 1954, it was decided to form All India Association of Educational and Vocational
Guidance which was associated with International Vocational Guidance Association. It was formed
in 1996.
In 1954, Central Bureau of Eductional and Vocational Guidance was established. It was opened
by the Ministry of Education, New Delhi. This ministry also offered assistance to the states too to
open such bureaus. Now such bureaus are working in almost every state.

7.1 Principles for Organizing School Guidance Services

In order to organize school guidance services, certain principles should essentially be followed.
Jones has insisted not to separate guidance from the normal school life. According to him, this
can be focused in some specific part of the subject. It cannot be restricted to the office of the
counselor or a headmaster. Jones has assigned the responsibility of providing guidance to every
teacher. In this exercise, co-operation of all it desirable. Hence, for organizing school guidance
service, application of certain principles is must.
Humphry and Traxler, in their book entitled ‘Guidance Services; have mentioned some basic
things for organizing school guidance service, which are as follows :
(1) Defining the Objectives Clearly: The objectives of entire guidance programme should be
clearly defined at the time of organizing school guidance service. While defining these
objectives, the school ideals and needs of the pupils must be kept in mind.
(2) Defining the Tasks: All the activities are to be performed through the guidance programme
must be enlisted before hand.

(3) Allocation of Duties: The success of the guidance programme depends upon the allocation
of duties to the persons involved in this job in advance so that every person should have a
clear idea what he is to perform. The allocation of these duties should be according to the
abilities of the persons of workers.
(4) Defining the Powers: The workers should be made aware of their powers just like their
duties.
(5) Defining the Relations: The relations of employees working in the guidance programme,
whether full-time or part-time, must be defined clearly. Inspite of this, their relations should
be defined in accordance with their guidance responsibilities with other employees.
(6) Nature of Guidance Organization: It is proper to decide about the structure of school
guidance service prior to its beginning, such as number of its employees, finance, size etc.
he basis of its composition should be the objectives of the institute, financial resources and
the number of students in the school etc.

(7) Simplicity: The organization of school guidance service should not be of complicated nature.
The framework of its structure should remain simple as far it is possible, because every
person will start taking interest in such a simple framework of the organizaton.

Crow and Crow, in his book, has also suggested the following points to keep in mind before
executing the plan of guidance programme :
(1) First of all it should be decided the number of persons to be involved in executing the
guidance programme and the time required for the same.
(2) How much increase in the workers strength is required.

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