Catholic Online Homeschool - Origin And improvement Of advice And Counseling practice In Tanzanian Schools
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1.1. Background and History of guidance and Counseling in normal in School practice and other setting
The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance principles to old Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the concept of confidentiality within the confessional. Near the end of the sixteenth century, one of the first texts about career options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni quoted in Guez, W. & Allen, J. (2000). Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century.
Counseling is a concept that has existed for a long time in Tanzania. We have sought through the ages to understand ourselves, offer counsel and form our potential, become aware of opportunities and, in general, help ourselves in ways related with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under proper conditions, people can help others with their problems. Some people help others find ways of dealing with, solving, or transcending problems as Nwoye, (2009) prescribed in his writings. In schools, presently if the collaboration in the middle of teachers and students is good, students learn in a practical way. Young people form degrees of free time in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. Unprecedented economic and social changes have, over the years, changed the ways in which we manage our lives. Consequently, not all the lessons of the past can effectively deal with the challenges of modern times. Productive counseling, especially in institutions of learning has now become important. Boys and girls, and young men and women, need to be guided in the relationships in the middle of health and the environment, earning skills, knowledge, and attitudes that lead to success and failure in life. The need for counseling has become renowned in order to promote the well-being of the child. Productive guidance and counseling should help to heighten the self-image of young people and facilitate achievement in life tasks. Counseling should empower girls and boys to participate fully in, and advantage from, the economic and social amelioration of the nation.
2.0. Definitions of Concepts
2.1. Guidance
Guidance is an act of showing the way for some people, like adolescents, who cannot find the right path. It is directing, pointing, leading and accompanying. guidance is saying "Yes" to someone who is asking for help. It is saying "Yes" to an invitation of someone who wants a temporary companion along life's way.
Guidance is giving directions to the lonely, confused, unloved, the suffering, the sick and the lost. It is pointing to some possibilities of thinking, feeling and acting. It is leading the someone psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is along those who are fearful and uncertain, those who need someone along the rugged path of life's journey.
From an objective point of view, guidance is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need guidance when they are unsure of what choices to make or what directions to take. The guidance advisor "opens up" a world of choices for these persons for them to select from. It is like presenting the universe when all that a someone sees is the lonely planet earth. The guidance advisor enlarges and widens the horizon of people who sees only a narrow path or a concealed view of that path. Thus, the focus is on possibilities and choices.
Usually, guidance occurs in schools. High school and college students avail of guidance and counseling services in their school. More often, young people are unsure of what to do, how to react or respond, and how to act in definite choices. When this occurs, they need someone older, wiser and more experienced to show them the way, to guide them. This is the role of the guidance advisor to enlarge aid when considerable to those who are confused, uncertain, and needing advice. However, some adults may need guidance too.
2.2. Counseling:
Counseling is guiding and more. It is a way of healing hurts. It is both a science and an art. It is a science because to offer counsel, guidance or assistance, the advisor must have the knowledge of the basic principles and techniques of counseling. The advisor must be able to use any of these basic principles and techniques as paradigms in order for him to counsel well. However, it is not enough to use know these basic principles and techniques. The other leading aspect is for the advisor to know how to counsel-the art of counseling. This aspect considers counseling as a relationship, as a sharing of life, in the hope that the someone who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The advisor must have the quality to describe to the counselee in an approved corporal manner without being too intimate or too close for relax or being too distant or aloof. The emotional dimension in counseling includes empathy, sensitivity and the quality to interpret non-verbal clues of the counselee in order to understand unresolved complexes or pent-up feelings. The psychical or spiritual dimension embraces the counselee's "soul-content"---what lies inside. This is what is called the interiority of the person. The advisor must have the gift or grace of catching a remarked of the interior world of the person, particularly his spiritual condition, for this is very leading in healing the person's hurts.
2.3. Other Definitions of the Concepts
Biswalo (1996) defines guidance as a term used to denote the process of helping an individual to gain self comprehension and self direction (self decision-making) so that he can adjust maximally to his home, school or society environment. This process, however, depends on counseling. He also defines counseling as a process of helping an individual to accept and use data and guidance so that he can either solve his present problem or cope with it successfully. He goes added remarking that sometimes the process helps the individual to accept unchangeable situation for example, loss of dearly loved ones and to some extent change it in its favour rather than letting himself be overcome by the situation. Guez and Allen (2000) remarked that it is difficult to think of a single definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs ordinarily in an interactive relationship, with the aim of helping a someone learn more about the self, and to use such comprehension to enable the someone to become an Productive member of society. Counseling is a process by means of which the helper expresses care and concern towards the someone with a problem, and facilitates that person's personal increase and brings about change through self-knowledge. Counseling is a relationship in the middle of a implicated someone and a someone with a need. This relationship is ordinarily person-to-person, although sometimes it may involve more than two people. It is designed to help people to understand and interpret their views, and learn how to reach their self-determined goals through meaningful, well-informed choices, and through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have dissimilar meanings.
3.0. Origin of guidance and Counseling practice in Pre-Colonial Era
Counseling in Tanzania in dissimilar forms and with dissimilar interpretations, has existed in societies for a long time before colonial era. The differences and contradictions in present-day, have their origin in the social and historical troops that have shaped modern culture. In Tanzania people in all societies, and at all times, have experienced emotional or psychological distress and behavioural problems. In each culture, there have been well established ways and methods of helping individuals with their problems. However, there are no enough written sources about the origin of guidance and counseling practice in Tanzanian schools. But like other places before colonial era there were outstanding unique elements which held the societies together in their livelihood. The elements comprise the extended family system, together with the clan and the tribe, chieftaincy, taboos, discrete forms of initiation and close links with ancestors and elders.
The village is the focal point of society. While each one of these elements is important, only a few are used to interpret the role of guidance and counseling in present-day Tanzanian societies. Basically, traditional chiefs had multiple roles which included serving as a seal of authority and as a regulator. Since these roles were approved and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a considerable source of guidance and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link in the middle of ancestors and the present generation. This link was strengthened by the rituals, ceremonies and taboos attached to them. It was easy to guide and counsel the young, since the rituals or ceremonies were also aimed at preparation for adult roles in society. The extended family, the clan, and the village, made society supportive. No individual regarded him/herself as alien. Counseling was effortlessly sought and provided. The forms of guidance and counseling complicated were given guidance and sharing wisdom.
4.0. The Developments of guidance and Counseling Practices in Tanzanian Schools
4.1. guidance and Counseling Practices in Tanzanian Schools Trends
In realizing this perhaps, since we are reasoning of the concepts in school setting, we should think the meaning of counseling in study discipline. One could think that the definitions given above on the term guidance and counseling, their meaning can be directed to study grounds and now give the meaning correctly. Guez and Allen (2000) pointed out that a term educational counseling was first coined by Truman Kelley in 1914 in Makinde, (1988), educational counseling is a process of rendering services to pupils who need aid in development decisions about leading aspects of their education, such as the option of courses and studies, decisions about interests and ability, and choices of college and high school. Educational counseling increases a pupil's knowledge of educational opportunities.
The ever growing complexity of society in Tanzania, coupled with social problems like Hiv/Aids and the rapid amelioration of science and technology, place heavy demands on education. The school, as an leading social institution, was required to adapt speedily to changing patterns, and help put in order citizens for tomorrow's challenges. That is where guidance and counseling in the educational principles should help boys and girls alike, to form their capacities to the full. These comprise intellectual, social, corporal and moral capacities. This help is of the most leading in Tanzania as long as the history and age of study provision and in its systems found today.
Guidance and counseling practices amelioration in Tanzanian schools can be traced back from the time when vocational study was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the fundamental factors that sway people's beliefs and perceptions about such practices. However, this is concept that was not taken in to consideration at the time and it may be up to modern time. It is especially leading to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are present in dissimilar regions of the country. Young people should be understood within this context, but also within the paradoxical situation of having to face the traditional and the modern world, but this is a big challenge to Tanzania and many developing African countries. During colonial duration there were some form of vocational guidance under the career guidance and it was administered by career masters. But the career masters who were selected by the head of schools had no professional training in vocational guidance. In fact the duty was miniature to helping students fill out employment forms and writing letters of application. In the missionary schools vocational guidance was confined to religious services. The teachers who were ordinarily 'fathers', pastors, or reverends guided and trained spiritually inclined youths to become sisters, brothers, fathers and pastors upon their completion of formal education.
Apart of what could be done in schools in Tanzania, guidance and counseling was more or less a hidden family affair. Parents and relatives counseled their children on all matters of life administration and problem solving. It is true that in many families the duty of normal guidance was the traditional duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or family problems, counseling was done by a specially organized by the society as a competent in handling that definite problem. This is done without any knowledge obtained from formal or informal school principles but rather through palpate and age wise through collected wisdom. This kind of early form of counseling from school setting and society helped the young to be brought into the fascinating image of living in the future to the society.
4.2. guidance and Counseling Practices in Tanzanian Schools in Post-colonial era
In several literatures and sources, guidance and counseling in study sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International consulation on Guidance, Counseling and Youth amelioration in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth amelioration Programme was initiated in Africa in April 1994, following the First Pan African consulation on the study of Girls that was held in Ouagadougou in 1993. It is designed to introduce or progress guidance and counseling in African countries. It focuses on capacity construction in the countries complicated and provides training at both regional and national levels on issues of guidance and counseling of schools and colleges.
What we can call professional guidance and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where guidance and counseling services were endorsed by the government as and integral part of the country's study principles (Biswalo, 1996). The aim of the consulation is to form systematic criteria for secondary schools students' guidance and counseling. Students were then advised, guided and counseled on matters about their job option and pupil placement for added education. This job was assigned to career masters and mistresses as explained below, however, there were no enough guidance and counseling personnel not only in the responsible ministry but also in the schools.
Guidance and Counseling is now becoming moderately institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological preserve to boys and girls. Any way Biswalo (1996) comments that in Tanzania policies pertinent to guidance and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the study principles by appointing career masters and mistresses. He continued saying that the personnel are expensed with the accountability of advising heads of secondary schools about students job option and pupil placement for added education; to try and help students understands and form interest in approved jobs or added study or training; to asses the students talents and capabilities and to encourage them to pursue careers or added study best excellent to them and to help students solve their personal problems which may sway their normal progress in school.
This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of policy and decision makers about the new field of guidance and counseling in schools; the vigor of the myth of planned manpower in which career guidance is erroneously regarded as redundant and the gross lack of trained personnel who would supply Productive guidance and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha consulation on the strengthening of study in Tanzania, where guidance and counseling services were endorsed by the government as and integral part of the country's study system, the services are to-date still patchy and ineffective in Tanzania's educational institutions. guidance and counseling in this manner is discussed by dissimilar scholars in primary, secondary and tertiary study levels together.
5.0. guidance and Counseling Practices in traditional and Secondary Schools
In traditional school levels in Tanzania in actual fact there were and are no specified pupils' teacher-counselors. However, the activity is left to teachers themselves to determine what is to be done since there is no programmed or time-tabled activity about guidance and counseling. Teachers are left to use part of the teaching to practice guidance and counseling in and exterior the classroom although not all teachers have gone teacher-counselor training. As children enter school they need orientation on school itself, its environment, school society and the curriculum to motivate and form definite attitude toward learning and school society as well (Biswalo, 1996). As the pupils grow older and pass through dissimilar grades they need to be directed in learning skills, overcome learning difficulties and other school related problems. But this activity is not performed systematically in traditional schools in Tanzania.
In the case of secondary schools till to-date there is also insufficient programmed or time-tabled principles of guiding and counseling students. In some cases this duty is left to discipline masters and sometimes to class masters and head of schools. At secondary school level, students would seek educational opportunities, data of all kinds and any other help pertinent to educational pursuits. These needs are catered to by educational guidance and counseling (ibid). At this level students are helped with subject choice, study techniques and tests and examination. Biswalo (1996) pointed out that sometimes During subject choice, pride of placing as many students as possible in prestigious streams, such as science, takes precedence over actual abilities, interests and aptitudes of students. He said this unfortunate situation has been born out of the lack of genuine educational guidance and counseling services in secondary schools.
The school has an leading role to play in preparation pupils for continued secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of study in the objectives for its secondary curriculum. Possibly uniquely, there would be total business agreement among pupils, teachers and parents over the relative emphasis a definite schools located on the preparation for added education, with its focus on schoraly knowledge and the race of success in the national examinations. That is, the secondary schools where counseling is not well performed located miniature emphasis on citizenship and the amelioration of a responsible attitude to life in the society at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector together with self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.
5.1. Vocational, career guidance and Counseling
In Tanzania teachers have the capacity to directly sway their pupils' option of careers. The achievements and attitudes of pupils have been shown to be related to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the sway of the school depends on the formal interactions and communication which take place in the middle of teachers and pupils in the classroom whereas television and radio, act through the informal interactions pupils have with these media. The sway of parents and siblings is through both formal and informal means.
That is in most cases in Tanzania and may be other states where guidance and counseling is rarely done in schools; parents play the big role to sway on their children's option of careers. Others who have lower level careers i.e. Teachers, clerks, drivers, personal secretaries, soldiers etc. Do not anticipate their children 'following in their footsteps' because for the children who are able to study to higher level sometimes saw these jobs as narrow and lacking in interest. Any way it is recommend that parents' career might have influenced their children's option of careers, but this happened to children who have generic skills useful in such jobs, and a few may have job skills relevant to those jobs. Entrance to data through the media and other forms of technology is giving young people aspirations that, for the most part, cannot be satisfied in their own environment. Choices have to be made and young people must fetch the skills to compare situations and make informed decisions. There is no longer a natural, understandable order from birth to adulthood for the Tanzanian young.
Vocational guidance at secondary school levels is in case,granted but in very few among others because of shortages of school or vocational trained counselors. For those lucky schools with these kinds of counselors, students are helped but vocational counseling is not emphasized because most pupils, teachers and of policy parents push students to make long range plans of study so that to put in order well for the envisaged careers. These counselors plan with school administrators and teachers to supply approved class placement for students with special abilities or disabilities for policy option by students.
5.2. Tertiary Level
The tertiary level students are in case,granted with orientation and other educational guidance and counseling. In Tanzania tertiary level have at least fulfilled the need of having excellent students' counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling allinclusive data on all aspects of the careers related to the training offered in the institution. Counselors sometimes join with administration or practicum branch to form field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).
6.0. concept on guidance and Counseling in Tanzania
According to the explore by Sima (2004), professional counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the advent and setting of Hiv/Aids in the country has strengthened the base for counseling. This is particularly because of the multifaceted nature of the Hiv/Aids pandemic whose attention, unlike other human diseases, goes beyond the prerogatives of the healing profession. Thus, counseling is perceived as a crucial avenue for arresting of Hiv infection through provision of enough and relevant information, and for social and psychological preserve of people infected and affected by the pandemic. Ibid continued saying that since the emergence of the pandemic in the country, a amount of non-governmental organizations have been offering counseling services however, there is lack of clarity on the type and nature of counseling services offered by these organization. The nature and characteristics of counseling clients also remain fuzzy.
In Tanzania the professional counseling as aforesaid is relatively a new phenomenon. Outwater (1995) quoted in Sima (2004) comments that before Hiv/Aids epidemic, there was no formal counseling aid in Tanzanian hospitals, no professional counselors and no formal principles for training counselors. There was a need to fill this gap by training as many counselors as possible to supply optimal care for Aids patients and their relatives (Nacp, 1989; quoted in ibid). Since then many para-professional counselors have been trained in basic knowledge and skills of counseling. Currently there are many counseling centers working not only on Hiv/Aids related problems but also dissimilar problems affecting Tanzanians. However, as counseling became favorite with the advent of Hiv/Aids, many people assume that it is only meant for people infected and affected by Hiv/Aids and shy away from it for fear of being labeled (Sima, 2002; quoted in Sima 2004).
7.0. Problems and Challenges
The Tanzanian government have not yet formulated in the study policy issues pertaining guidance and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to guidance and counseling is still lacking. He continued saying that efforts directed towards fulfilling guidance and counseling needs are apparently thwarted by several difficulties together with financial resources to preserve the even established tiny counseling activities in several schools.
In Tanzania till today counseling is relatively new phenomenon. There are no enough excellent counselors in schools and other study institutions. However, there are miniature amount of excellent counselors, they are either not utilized well in schools or they are engaged in other activities rather than what they are trained for. Some of school counselors are also teachers and they are fully busy with teaching responsibilities. More surprisingly counseling is perceived as a crucial avenue for only arresting of Hiv infection through provision of enough and relevant information, and for social and psychological preserve of people infected and affected by the Hiv/Aids (Sima, 2004).
There is slow increase of guidance and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of guidance counselors to green pastures and in adequately trained counselors. For instance in many schools they lack counseling offices, trained teacher-counselors and counseling equipments. In terms of funds there are discrete options that can be explored to alleviate financial constraints. special schools on profit of parents in need can coming non-governmental organizations.
The absence of solid professional counseling relationship in Tanzania to set standards for the approved practice is an additional one challenge (Nwoye, 2008). Also insufficient availability of professional advisor training programs in Tanzanian colleges and universities is an additional one contributing challenge.
There are no efforts to form counseling curriculum in secondary schools and colleges and guidance and counseling courses in the universities. guidance curriculum and responsive services can then be structured to address the five article areas, namely human relationships, career development, social values, self development, and learning skills. A guidance curriculum could be taught to students at dissimilar levels or in small groups to address issues that are similar to them. For guidance and counseling programs to be Productive in Tanzania, trained professionals should be employed to manage and offer services in schools. Such professionals should also be in case,granted with relevant facilities and structural support. At the same time, universities and trainer training institutions will have to form and form programs that train professional school counselors and other guidance personnel.
There is still insufficient aid in higher study institutions to enable students achieves their career aspirations. However, students today indicate a higher need for career guidance than students in the past decade. Students may therefore be encountering an increased need to fetch relevant career data that will enable them seek best paid jobs. Many schools have in the past appointed some teachers as career masters without providing them with the considerable training and facilities for career guidance. Such career masters ordinarily assume that all students will end up in universities and only focus on helping students faultless university application forms and no more. It is the high time for the government to set and implement the policy that will heighten guidance and counseling from traditional schools to the tertiary level and in turn will form programs that train professional school counselors and other guidance personnel.
8.0. Conclusion
Guidance and counseling sought to put in order pupils in their study schedule to enter into the world of approved work by linking the school curriculum to employment. For the school to be flourishing in this endeavor, subjects should be taught at a pleasant and suitable environment and should be made relevant and fascinating to the pupils. an additional one factor that needs to be carefully is the recruitment of competent teachers capable of guiding and counseling learners in relating what they teach to the job market. What is taught and how it is taught can have great sway on the interest and perception of learners. In Tanzania the spirit to plan and use guidance and counseling services in the Productive amelioration and utilization of their respective young human resources is evidently strong. However, as Biswalo (1996) said the efforts directed towards fulfilling this need are apparently thwarted by several difficulties. It appears total and enlightened commitment on the part of policy and decision makers is considerable and should be absolutely surmount the problems.
The emergence of career amelioration in western countries as a form suggests that it may be an considerable area in developing country like Tanzania where students need assistance; students particularly need aid in choosing colleges and courses. To this end, the schools should offer a career guidance and counseling programme under the able leadership of excellent school counselors.
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