An exploration of guidance and couselling services and their influence on stidents behaviour in non-formal schools in Nairobi
Maina, Grace Wanjira
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Drug abuse, violence, HIV menace have continued to be issues of great concern in the society and particularly in many institutions of learning. The non-formal school students are worst hit due to the environment they live in and the exposure they have had in life. It is in this light that the study sought to investigate the status of guidance and counselling in these schools and its influence on the students. The study also sought to find out the behaviour problems the students have and how they are addressed within the school set up. The study in this case investigated the academic and professional qualifications of the teachers in order to establish whether they qualify for quality guidance and counselling provision. The study also sought to find out the facilities in place for counselling. Facilities such as counselling rooms, timetable and maybe a syllabus to ensure standards in counselling. The study also investigated the respondents attitude towards guidance and counselling and it was established that they are positive. The responses revealed that both non-formal education teachers and the students understand and appreciate the importance of guidance and counselling and recommended that it should be allocated more time and teacher's capacity to be build through inservice and orientation training. The literature reviewed gave insight into the concepts of non-formal education and guidance and counselling. Roles and factors leading to a successful guidance and counselling programme were also given impetus. Four schools were sampled from four divisions in Nairobi namely, St. Mattins De Pores (Kasarani), Shangilia Mtoto Wa Africa (Westlands), St. Catherine's (Embakasi) and UBEP (Starehe). Purposive and random sampling methods were used to select the sample. An exploratory study using survey design was applied for data collection. Descriptive statistics were used for analysis of data obtained. This was in form of frequencies, percentages and mean. The findings revealed that there are minimal guidance and counselling services provided to the non-formal education students. It was also revealed that there is minimal change in students' behaviour as a result of guidance and counselling. This was attributed to lack of trained teacher counsellors, facilities and a counselling environment within the NFE centres. Finally, recommendations are given on how best teacher performance in guidance and counselling in non-formal schools can be enhanced. These include orienting _ the practicing teachers on guidance and counselling skills, equipping guidance and counselling offices and creating a conducive environment for counselling. It is also recommended that the NFE curriculum to infuse and integrate G & C component in the mainstream curriculum.