Relevant bibliographies by topics / Counseling in secondary education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Counseling in secondary education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Counseling in secondary education"

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Warui, Jane Wachera, Martin Ogola, and John Nderitu. "Types of Resources Available for the Implementation of Guidance and Counselling in Public Secondary Schools in Ndeiya Division, Kiambu County." International Journal of Multicultural and Multireligious Understanding 8, no. 4 (April 30, 2021): 671. http://dx.doi.org/10.18415/ijmmu.v8i4.2660.

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Guidance and counseling programs have been implemented in Kenyan secondary schools to help students improve their personal, social, and academic skills. The success of these programs, however, has been questioned due to a paucity of studies attempting to clarify this idea, a problem that this study discussed. The aim of this study was to look at the current state and challenges of guidance and counseling. The study's aim was to ascertain the types of services available for implementing guidance and counseling programs, as well as the most common cases of indiscipline among secondary school students. Noise making, theft, property damage, and truancy were found to be the most common forms of indiscipline in schools, according to the report. According to the findings, the schools under investigation have a long way to go in terms of maintaining disciplinary management by supervision and counseling. According to the report, schools can first invite parents, churches, other supporters, and the surrounding community to endorse guidance and counseling programs for students' social adjustment. Secondly, the Ministry of Education should reinforce guidance and counselling units in the implementation of the program in schools by requiring all teacher counsellors who do not have basic guidance and counselling training to attend mandatory in-service training. Finally, the Ministry of Education should make peer counseling training more accessible so that advice and support can be provided.
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KANGA, BENJAMIN MUGAMBI. "Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Academic Environment in Public Boarding Secondary Schools in Kenya." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 75–87. http://dx.doi.org/10.31686/ijier.vol5.iss7.763.

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School adjustment is the process of copying in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers, and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected tom implement Guidance and Counselling policy of the Ministry of Education and help students adjust to the secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school academic environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 Form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. A pilot study involving 76 respondents was carried out in three public boarding secondary schools from Machakos, Kirinyaga and Thika counties. Using Spearman Brown Prophecy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectively. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data were analyzed by use of descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution tables, percentages and bar charts. The study also found out that Guidance and Counseling were effective in helping students adjust to school physical, social and academic environment. The findings of this study provide information to school administrators, policymakers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling like strengthening individual counseling, training of peer counselors and gender balance in the appointment of school counseling personnel to enhance students adjust to the school environment. The study further suggests ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
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Majimbo, Evelyn, Dr Florentina Ndunge, and Dr Tabitha A. Rangara. "Influence of a Tripartite Framework of Guidance and Counseling on Student Outcomes in Selected Public Secondary Schools in Kenya." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 311–28. http://dx.doi.org/10.47772/ijriss.2023.70724.

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Public secondary schools in Kenya are expected to implement guidance and counseling policy as directed by the Ministry of Education. However, guidance and counselling policy is not supported by a framework for implementation that takes into account the contextual realities of basic education in Kenya. This study sought to contribute to knowledge by originating and testing a tripartite framework of guidance and counseling for application in secondary schools in Kenya. The main objective of the study was to investigate the influence of tripartite framework of guidance and counseling in the outcomes of students of selected public secondary schools in Nairobi County, Kenya. The study was anchored on Person-Centered Theory and Social Learning Theory. Phenomenology was the selected research design. Data were collected using Narrative Assessment Interviews. This was undertaken with a purposive sample of 27 students drawn from three public secondary schools who successfully completed an eight-week long guidance and counselling program based on the tripartite framework. The data were transcribed and assigned codes before grouping the codes into themes. The study established that positive behavior change was the single overarching theme throughout the findings. This was reflected in parental involvement, trust enhancement, self-awareness and appreciation, self-discipline and parent-child bonding. The study concluded that the tripartite framework of guidance and counseling had a positive and compelling influence on student outcomes in the selected public secondary Schools in Kenya. Implementation of the framework resulted in immediate transformative behavior change that potentially set the students up not just for long-run future academic success but potentially holistic life outcomes. Incorporation of the tripartite framework of guidance and counseling into the school curriculum was endorsed by the study participants, and this should be adapted in public secondary schools in Kenya. In order to ascertain the suitability of the model across all public schools, replication of the study in other public secondary schools especially within a rural setting is recommended.
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Thị Hoa, Trương. "Career counseling in vocational education in the secondary school." Journal of Science, Educational Science 60, no. 6A (2015): 181–90. http://dx.doi.org/10.18173/2354-1075.2015-0090.

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Sugianto, Akhmad. "Workshop Penguatan Pendidikan Karakter bagi Guru Bimbingan dan Konseling SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 1 (December 31, 2020): 90–96. http://dx.doi.org/10.33084/pengabdianmu.v6i1.1647.

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Guidance and Counseling Workshop on Strengthening Character Education in Guidance and Counseling Services for Junior Secondary Guidance and Counseling Teachers in Tabalong Regency was carried out to prepare guidance and counseling teachers who were capable of implementing guidance and counseling services in strengthening character education based on operational guidance and counseling in schools, by the Guidance and Counseling Guidelines for Primary and Secondary Education issued by the Ministry of Education and Culture. The workshop was held one day, namely on August 26, 2019, with 37 participants. Technically, the implementation of the workshop takes place in 5 stages of activities, namely registration; lectures; sharing experiences; and questions and answers practicum. Resource persons for the workshop activities were lecturers in the guidance and counseling study program. Based on the implementation of this service, it can be concluded that guidance and counseling teachers have an essential role in strengthening character education by using guidance and counseling services based on the Operational Guidance and Counseling Implementation Guidelines. Therefore, it is suggested to be followed up into technical guidance activities in implementing guidance and counseling services with a more specific activity agenda; and become a preliminary study in making guidance and counseling service modules for strengthening character education based on Operational Guidance for Guidance and Counseling Implementation.
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Monson, Robert J., and Duane Brown. "Secondary School Counseling: A Time for Reassessment and Revitalization." NASSP Bulletin 69, no. 485 (December 1985): 32–35. http://dx.doi.org/10.1177/019263658506948508.

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ÖZSOY, Gülay, and Necdet AYKAÇ. "PROBLEMS AND SOLUTION SUGGESTIONS IN SECONDARY EDUCATION PSYCHOLOGICAL COUNSELING AND GUIDANCE SERVICES: A META-SYNTHESIS STUDY." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 30 (March 15, 2022): 188–202. http://dx.doi.org/10.31567/ssd.584.

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In this research, qualitative studies dealing with the problems and solution proposals in psychological counseling and guidance services at the secondary education level were examined with the meta-synthesis method. For this review, data were obtained by using the keywords of guidance and psychological counseling services, guidance services problems, guidance and psychological counseling problems in secondary education, and guidance and psychological counseling in high schools by using the databases of Google Academic, Dergi Park, TR Directory and National Thesis Center of the Council of Higher Education. As a result of the meticulous examination of the articles and theses, 36 studies were determined and related to the problems of guidance and psychological counseling services in secondary education, including problems arising from physical facilities, problems arising from the accessibility and functionality of services, problems related to professional development, system-related problems and misconceptions and information about guidance and psychological counseling services. Five themes were identified. Then, the sub-problems of each theme were determined, and the solution proposals for these problems from the articles and theses discussed in the research were emphasized.
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Childers, John H., and Richard S. Podemski. "Implementing Group Work In Secondary Schools: Leadership Steps for Principals." NASSP Bulletin 71, no. 502 (November 1987): 83–88. http://dx.doi.org/10.1177/019263658707150215.

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Although counselors traditionally prefer individual counsel ing sessions with students, group sessions may be more effec tive. The principal can help counselors make this transition to group counseling in a few easy steps.
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Zamroni, Edris. "Bimbingan dan Konseling Pada Lembaga Pendidikan Anak Usia Dini." Indonesian Journal of Educational Counseling 2, no. 1 (January 5, 2018): 31–42. http://dx.doi.org/10.30653/001.201821.17.

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GUIDANCE AND COUNSELING IN EARLY CHILDHOOD EDUCATION. Implementation of guidance and counseling in early childhood education institutions is a necessity. The juridical strengthening of guidance and counseling as part of education that can also touch early childhood education institutions starting from the issuance of Law no. 20 of 2003 on the National Education System, followed by various derivatives of other regulations such as Government Regulation No. 19/2005 on National Education Standards, Government Regulation Number 74 Year 2008 on Teachers and Education Personnel, Permendiknas Number 27 Year 2008 to Permendikbud Number 111 Year 2014 on Guidance and Counseling on Primary and Secondary Education. Scientifically guidance and counseling study about human development holistically so relevant to the main purpose of early childhood education with the orientation of child development facilitation. This paper examines the relevance of scientific guidance and counseling to be implemented in early childhood education institutions and the legal basis that reinforces the practice.
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Ahmad, Nazir, Rozina Sewani, and Farzana Jabeen Khoso. "Assessing Secondary School Teachers' Perceptions of Counseling and Guidance in Karachi, Pakistan." Global Social Sciences Review IX, no. I (March 30, 2024): 134–44. http://dx.doi.org/10.31703/gssr.2024(ix-i).12.

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Study examines teachers' perspectives on guidance and counseling in secondary schools. Teachers are backbone of education to build personality of individuals, motivate and help them chalk out future plans. A simple random sampling technique selected 170 males and females. Quantitative research technique used, and data collected through survey.The survey questionnaire was developed, and data was collected from secondary schools’ teachers. The responses of the participants of the study were entered for analysis of the data in SPSS version 22. Most of the population agreed to enhance the guidance and counseling sessions in schools as they increase student understanding and fulfill student needs. Study recommended that teachers be aware of guidance and counseling to build students who can express their thoughts, opinions and develop social skills. School administration should organize the guidance and counseling program and hire trained guidance and counseling teachers to implement the guidance and counseling sessions.
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Dissertations / Theses on the topic "Counseling in secondary education"

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Chan, Ching-yan Liza. "A peer counseling program in a secondary school a case study /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31962749.

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Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Chan, Man-wah. "Teacher as a pastoral tutor : the pastoral tutorial system in a secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190525.

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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.

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Goins, Lester Keith. "Selected secondary school counselors' perceptions of Virginia's marketing education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164742/.

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Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Leung, Siu-lee, and 梁笑梨. "Teachers' role in pastoral care in some aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956142.

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Leung, Siu-lee. "Teachers' role in pastoral care in some aided secondary schools." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836729.

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Hill, Amy Kristin. "Three Decades of Trauma-informed Education and Art Therapy| An Effectiveness Study." Thesis, Notre Dame de Namur University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258659.

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This mixed method study examined the effectiveness of a school-based program that has been integrating trauma-informed education and art therapy for three decades to treat adolescents who have experienced complex trauma, adverse childhood experiences (ACEs), and toxic stress. To date, no clinical-effectiveness outcomes research or systematic program evaluation had been conducted at Northern California School (pseudonym). This research included 15 former student participants who attended the program over the past 15 years, as well as 28 current and former staff employed over the past 30 years. Research methods include tenets of effectiveness studies, program evaluation, and narrative analysis. Quantitative and qualitative data were collected from 195 archival clinical files, questionnaires distributed to former students and staff, and in-depth, semi-structured interviews. The results provide demographic characteristics of each sample; for former student participants, this includes ACE scores describing the prevalence of the 10 major types of childhood trauma, and GSE scores describing present-day level of functioning. Results also provide characteristics of treatment, significant correlates of graduating from the program with a high school diploma, and ratings of process and outcome variables as well as various treatment modalities by former students and staff participants. Dialogical narrative analysis was utilized to analyze qualitative data gathered during the in-depth, semi-structured interviews, and the stories of three former students, four art therapists, and the voice of the researcher are presented in the form of short stories to provide an overview of the experience of art therapy in the voices of former students and staff. This research contributes evidence that art therapy is an impactful and effective component of treatment for adolescents with complex trauma and higher ACE scores, and may create lifelong patterns for these individuals of seeking therapeutic support in times of distress.

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Lam, Yee-wah Evelyn. "Whole school approach to guidance in a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999540.

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Books on the topic "Counseling in secondary education"

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S, Cunanan Esmeralda, and National Center for Research in Vocational Education (U.S.), eds. Student services: Achieving success for all secondary students. Berkeley, CA: National Center for Research in Vocational Education, Graduate School of Education, University of California at Berkeley, 1996.

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Nelson, David Edward. An evaluation of the Comprehensive Guidance Program in Utah public schools. [Salt Lake City, Utah: Utah State Office of Education, 1998.

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Utah State Office of Education. Applied Technology Education Division. 1989-1999, a decade of progress and change in the delivery of comprehensive guidance programs, grades 7-12. Salt Lake City, Utah: The Office, 2000.

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Vincent, Alan. Choosing your GCSEs. Richmond: Trotman, 2010.

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Sandy, Magnuson, and Beeler Linda, eds. Counseling children and adolescents in schools. Thousand Oaks, Calif: SAGE Publications, 2012.

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Foundation, Canada Millennium Scholarship. The role of guidance in post-secondary planning: Findings for Manitoba. Winnipeg: Manitoba Education, Citizenship and Youth, 2004.

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Carolyn, Maddy-Bernstein, and Educational Resources Information Center (U.S.), eds. Developing comprehensive student services systems in secondary schools. Berkeley, CA: National Center for Research in Vocational Education, University of California at Berkeley, 1997.

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Israel. Miśrad ha-ḥinukh, ha-tarbut ṿeha-sporṭ, ed. Seḳer sherute ḥinukh u-reṿaḥah: Bate sefer tikhonim, ḥinukh ʻIvri ṿe-ʻArvi 756. Yerushalayim: ha-Lishkah ha-merkazit li-sṭaṭisṭiḳah, 1999.

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Dollarhide, Colette T. School counseling in the secondary school: A comprehensive process and program. Boston: Allyn and Bacon, 2003.

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Education, Ontario Ministry of. Consultation guide for Ontario secondary schools (1998), detailed discussion document, and Choices into action, guidance and career education policy, grades 1-12 (1998), detailed discussion document. [Toronto]: The Ministry, 1996.

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Book chapters on the topic "Counseling in secondary education"

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Kerr, Barbara A. "Counseling High–Ability Adolescents in School." In The Handbook of Secondary Gifted Education, 541–62. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-25.

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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Hirschfeld, Heidi, and Bianca Lenz. "Young People’s Use and Construction of Institutional Support in Transitions from School to Work." In Life Course Research and Social Policies, 55–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_4.

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AbstractIn the transition from school to work, young people from socially disadvantaged backgrounds have been identified and addressed as a risk group for many decades. Many policies have been designed to support them during their transitions. Aimed at increasing employability through counselling and pre-vocational education or training, these programs are based on politically defined ascriptions of individual deficits regarding skills, knowledge and professional orientation. Young people are addressed as passive recipients of support by the policies but are simultaneously made accountable if support fails. Based on the biographies of young people in lower secondary school and of young adult clients of the “Jobcenter”, this chapter analyzes how these young people are actively involved in shaping their transitions. It reveals that the ways they use institutional programs of professional orientation and job counselling differ considerably, and that differences in their use of these programs are closely related to subjective meaning-making in the context of biographical construction.
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Lee, Sara Hirschfeld, and Rina Lazebnik. "Secondary Education." In Encyclopedia of Immigrant Health, 1332–34. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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Clutterbuck, Richard. "Secondary Education." In Families, Drugs and Crime, 77–102. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_9.

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Willis, Richard. "Secondary Education." In Testing Times, 79–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-482-6_5.

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Walkling, Phil, and Chris Brannigan. "Secondary education." In Youth Policy in the 1990s, 28–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343042-3.

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Pollard, Diane S. "Secondary education." In Encyclopedia of psychology, Vol. 7., 202–6. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-089.

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Quince, Stacey. "Coral Secondary School." In Indigenous Education, 49–62. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_5.

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Burridge, Nina, and Christine Evans. "Magenta Secondary School." In Indigenous Education, 63–75. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_6.

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Conference papers on the topic "Counseling in secondary education"

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Fung, Yin-Chun, Lap-Kei Lee, Tsz-Chun Cheng, Chak-Fung Li, Vincent Chun-Kiu Wong, and Nga-In Wu. "CanChat: A Cantonese Empathetic Chatbot for Secondary School Student Counseling." In 2023 International Symposium on Educational Technology (ISET). IEEE, 2023. http://dx.doi.org/10.1109/iset58841.2023.00041.

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Najmonová, Marie, Miluše Vítečková, Miroslav Procházka, Martina Faltová, and Daniela Černá. "ACTIVITIES OF THE SCHOOL COUNSELING CENTER FROM THE PERSPECTIVE OF PRIMARY AND LOWER SECONDARY SCHOOL PUPILS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2266.

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Bikbulatova, A. A. "A Comprehensive System of Vocational Counseling for People with Disabilities through the Activities of Resource Training and Methodological Centers." In Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-177-181.

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The analysis of the leading trends in the development of modern systems of vocational guidance for people with disabilities in Russia and abroad has been carried out. In order to develop inclusive education, 46 resource educational and methodological centers of secondary vocational education have been created in 42 regions of the Russian Federation. The development of inclusion in the system of higher education is provided by a network of 21 resource educational and methodological centers to support the education of people with disabilities (REMC). The main directions of vocational counseling work of the REMC are described, which made it possible to achieve in 2022 a 12% growth rate in the number of people with disabilities entering universities compared to the previous year
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MEGHIȘAN-TOMA, Georgeta-Mădălina, Georgeta BOLOJAN, and Madlena NEN. "EDUCATORS’ TRAINING NEED ON PROJECT MANAGEMENT IN DIGITAL CONTEXT: CASE STUDY ON ROMANIAN SECONDARY EDUCATION SYSTEM." In INTERNATIONAL MANAGEMENT CONFERENCE. Editura ASE, 2024. http://dx.doi.org/10.24818/imc/2023/05.10.

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The main goal of this research article is to underline the importance of educators’ training needs on project management in a digital context. The main areas of focus are: gain an overview on the people with tertiary education attainment; identify the main use of the Internet in education; contribute to the current body of knowledge on project management training in digital context. The digital context changes the way that the projects are managed, representing a trigger for education in order to acquire competences in: project management and writing (17%); educational platforms and digital tools (14%); financial education (13%); counselling and personal development (13%).
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Ni'matuzahroh and Nandy Agustin Syakarofath. "Identification of Implementing Secondary Education Affirmation Program (ADEM) in Education Board Region at East Java Province." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.111.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Adeusi, Sussan, Olujide Adekeye, and Micheal Odinaka. "ATTITUDE OF SECONDARY SCHOOL STUDENT TOWARDS SEEKING GUIDANCE AND COUNSELLING SERVICES IN OTA, NIGERIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0442.

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Jirsáková, Jitka, Jiří Votava, and Kamila Urban. "Experience and awareness of upper secondary school students with career counselling in Czech Republic." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.048.

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Margaritoiu, Alina, and Simona Eftimie. "PERCEPTIONS TOWARDS ONLINE COUNSELLING AMONG EDUCATIONAL ACTORS FROM SPECIAL SCHOOL." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-025.

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Problem Statement: Although in recent years our country was implemented a number of projects for the widening of e-counselling, special education, considering this issue, is a neglected area. In this context, we considered as necessarily a study concerning online counselling where educational actors from special school were our investigated subjects. Purpose of Study:This paper contains a preliminary study to explore perceptions educational actors (head teachers, therapists, and teachers) from a special school (Prahova County) towards online counselling. The objectives of our study are: to identify their attitudes and needs toward counselling, to mention their preference for specific types of counselling (face to face or online), to specify the advantages and disadvantages for online counselling, thus providing a theoretical and practical framework for counsellors and authorities in this field. Research Methods: We have utilised focus group and individualized interview on a sample of 36 educational actors (6 specialists and 30 teachers from primary and secondary school). Findings:The results of this study indicated that 56% of educational actors do not recognize their counselling needs; from them, 44% manifested their will to be counselled and most of them prefer face to face counselling in spite of online counselling and more, they want to participate to counselling sessions outside school. For most of our subjects (73%) online counselling has more disadvantages and less advantage. None of investigated subjects have a certificate that proves online counselling competences, and more, do not manifested their interest for trainings or workshops on this field. Conclusion:The results of this study showed that online counselling is a neglected area in special educational and the lack of publicity among educational actors has maintained the lack of information and unfavorable mentalities towards advantages of this service. So, through this study and our recommendations, we intend to draw attention to the policy makers and education responsible in order to increase the efficiency of online counselling provided to beneficiaries.
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GAVRILA-ARDELEAN, MIHAELA. "COUNSELLING IN PREVENTION OF ABORTION AND PSYCHO-SOCIO-EMOTIONAL SECONDARY DISORDERS IN ARAD COUNTY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.023.

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Reports on the topic "Counseling in secondary education"

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Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221030.

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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.
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Jallade, Jean-Pierre. Secondary Education in Europe: Main Trends. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0007900.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12077.

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Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6140.

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Rodríguez, Alberto, and Carlos Alberto Herrán. Secondary Education in Brazil: Time to Move Forward. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0011027.

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This study represents a collaborative effort between the two Banks, developed in close consultation with brazilian government officials and education authorities, both at the federal and state level. The report is based on new research commissioned to brazilian social scientists focusing on both supply and demand factors affecting student attainment and performance. It explores the main challenges faced by brazilian secondary education in terms of access, equity, quality and financing, and presents a menu of policy options -not prescriptions- to address them.
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Stol, Jacqueline Stol, Rebecca Houwer Houwer, and Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Zubiri, Asma Zubiri, and Pauline Rose Rose. Equitable Financing of Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36866.

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