Guidance services in selected post-primary schools in Jamaica

Abstract

This study sought to: (a) gather information concerning the guidance services provided in post-primary schools in Jamaica and, through an evaluation, determine their strengths and weaknesses with a view to making suggestions for their improvement; (b) ascertain the opportunities in the teacher training institutions for trainees to receive preparation in guidance principles and techniques; and (c) assess the existing provisions for inservice training of teachers in guidance work. Data were collected through questionnaires sent to the principals of 143 schools selected from the five categories of schools identified at the post-primary level--secondary grammar, technical high, vocational, senior modern, and all-age schools with senior departments, and to the principals of seven teacher training institutions. Among the major findings were that: 1) prevailing conditions such as too large classes, lack of qualified teachers, and inadequate buildings and equipment hampered the work and became impediments in the way of any programme aimed at developing guidance services; 2) there was need for greater stress to be placed on the importance of parent-teacher associations and their role in developing better school-community relations; 3) provisions for establishing and maintaining a proper inventory service (including meaningful health records) were inadequate; 4) resource materials such as books, pamphlets, and audio-visual aids for supplying students with educational and occupational information were greatly lacking; 5) arrangements for offering help to students having difficulty with schoolwork, and for encouraging and challenging those who were outstanding in their work were generally inadequate; 6) counselling with students and their parents--both in terms of physical facilities required and the techniques employed--was not sufficiently developed; 7) provisions for placement of school leavers, by the school and by employment agencies, were very inadequate; 8) preservice and inservice training opportunities in guidance principles, practice, and techniques for school personnel were lacking; and 9) formal follow-up and appraisal studies in schools and teachers' colleges were very inadequate