Page 94 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Guidance and Counseling

Notes (iv) The supervision of guidance process is the first step towards the success of guidance
process.
• Functions or Responsibilities or Roles of a Class Teacher in School Guidance Programme;
The responsibilities of class-teacher regarding guidance programmes:
(a) Developing the Personality of the Students, (b) Provising Occupational Informations,

(c) Understanding the Students, (d) Counseling.
• In brief, the following can be the roles of the teacher in the guidance programme :
(i) To collect information concerning the pupils and to prepare their cummulative record.
(ii) To identify the adjustment related problems.
(iii) To prepare the case history of the problem history.
(iv) To observe the pupils in various situations.
(v) To send reports to the parents of the pupils, their guardians and to the headmaster.
• Functions or Responsibilities or Roles of a Psychologist in School Guidance Programme.
The role of a psychologist in the school guidance programme cannot be under-extimated:

(i) There can be no better contribution which a psychologist can make in analysing pupil’s
personality through the psychological test and other sources, such as a psychologist can
collect information regarding the interests, aptitudes, abilities and potentialities etc. more
scientifically.
• Functions or Responsibilities or Roles of School Doctor in School Guidance Programme: In
the school guidance programme, the doctor also plays an important role.
(i) The doctor manages medical examination of the pupils after a proper gap of time.
(ii) The school doctor informs the parents or guardians of the pupils about they physical
defects or diseases.
(iii) The responsibility of maintaing the complete record of the children lies with the school
doctor.
• organization of Guidance Service at higher level of Education have been provided.
(1) The University Education Guidance: In 1948-49, the first University Education Commission
in independent India, regretted that the importance of Intermediate College in the
educational system of India had not been realised and appreciated.
(2) The Education Commission of India (1966): The need for a direct link between education,
national development and properity. This was possible only when the national system of
education is properly organised both qualitatevely and quantitatively.
(3) National Policy Statement (1986): On the basis of recommendation of the Education
Commisssion the Government formulated a National Policy Statement on Education.
(4) The Conference of Education Secretaries and Directors of Public Instruction
(i) Uniform Pattern; (ii) Co-ordination; (iii) Vocationalisation; (iv) Vocational Courses
(5) The National Policy on Education 1986: It also favoured the adoption of (10 + 2 + 3) system.
Charactertistics of New Guidance
The following are the main trens :
1. Common 10-year schooling.
2. 12 years of schooling in place of 11 which was the usual school pattern.

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