Content uploaded by Edwin Obwoge
Author content
All content in this area was uploaded by Edwin Obwoge on Sep 21, 2017
Content may be subject to copyright.
Content uploaded by Edwin Obwoge
Author content
All content in this area was uploaded by Edwin Obwoge on Sep 19, 2017
Content may be subject to copyright.
360
IRA-International Journal of Education &
Multidisciplinary Studies
ISSN 2455–2526; Vol.03, Issue 03 (2016)
Institute of Research Advances
http://research-advances.org/index.php/IJEMS
Impact of Attitudes and Facilities in Effective
Implementation of Guidance and Counselling
Programmes in Selected Institutes of
Technology in Nyanza Province, Kenya
1Esther Okenyuri Nyaundi Nyarangi & 2Makworo Edwin Obwoge
1, 2 KISII University
P.O. Box 408-40200, KISII, Kenya.
DOI: http://dx.doi.org/10.21013/jems.v3.n3.p10
How to cite this paper:
Nyaundi Nyarangi, E., & Edwin Obwoge, M. (2015). Impact of Attitudes and Facilities
in Effective Implementation of Guidance and Counselling Programmes in Selected
Institutes of Technology in Nyanza Province, Kenya. IRA International Journal of
Education and Multidisciplinary Studies (ISSN 2455–2526), 3(3).
doi:http://dx.doi.org/10.21013/jems.v3.n3.p10
© Institute of Research Advances
This works is licensed under a Creative Commons Attribution-Non Commercial 4.0
International License subject to proper citation to the publication source of the work.
Disclaimer: The scholarly papers as reviewed and published by the Institute of Research
Advances (IRA) are the views and opinions of their respective authors and are not the
views or opinions of the IRA. The IRA disclaims of any harm or loss caused due to the
published content to any party.
IRA-International Journal of Education & Multidisciplinary Studies
361
ABSTRACT
Education systems in the world today are acting as the main agents for social change.
Learners attending this systems are always away from their parents and other elderly
people who would help them cope with challenges they face. This has necessitated
inclusion of guidance and counselling department services in most institutions. In Kenya
the government introduced this in all learning institutions. Even with this, students
studying in Institutes of Technology in Nyanza province in Kenya display a host of
problems ranging from poor academic performance to low self-esteem, which drive them
to open drunkenness, skipping of classes, stealing other people’s property, sexual
misconduct and actual or attempted suicide. The problems exist despite the fact that
guidance and counselling programmes are in place in these institutions. The purpose of
this study therefore was to establish the impact of attitudes and facilities in effective
implementation of guidance and counselling programmes in the Technical and
Vocational Education Training (TVET) institutions in Nyanza province. The study
employed the descriptive survey research design. It was carried out in Moi Institute of
Technology (MIT) and Gusii Institute of Technology (GIT). The target population
constituted of principals, the teacher counsellors and the students of the two institutions.
Each institution had two teacher counsellors. MIT had 600 students and GIT had 1800
students making a total of 2400. The sample size was made of 2 principals, 4 teacher
counsellors and 240 students. Purposive sampling was used to select the principals and
the teacher counsellors. Stratified random sampling and simple random sampling were
used to select the student’s sample. Data was collected using questionnaires and it was
analyzed using descriptive statistics. The results of the study indicated that the major
challenge facing effective implementation of guidance and counselling programs in the
Institutes of Technology (ITs) was lack of sufficient facilities due to poor support by the
principals and Board of Governors (BOG). The researcher therefore recommends that
there is need for all principals of ITs in Nyanza to be taken through a thorough and
informative training on the importance of giving full support to guidance and counselling
programs in their institutions. There is also need to work towards changing the negative
attitude towards guidance and counselling held by some students.
Key Words: Guidance and counselling, Technical and Vocational Education Training,
Attitudes, Facilities.
INTRODUCTION
The concept of Guidance and Counselling is as old as man. It is man’s heritage from the
past. The earliest occasion in which humans sought a counsellor, was when Adam reaped
the consequences of his eating the apple in the Garden of Eden (Gibson and Mitchell,
2008). Gibson and Mitchell (2008), continue to say that no proof exists of this early
beginning to counselling, but an abundance of evidence suggests that persons through-out
the ages have sought the advice of others believed to possess superior knowledge,
insights or experience. Perhaps the first counterparts of the present day counselor were
the chieftains and elders to whom the youths turned or were sent to for advice and
guidance. In early civilizations, the philosophers, priests and other representatives of gods
and religions assumed the role of advisors and counselors.
As time passed, society, the United States in particular, was growing more complex and
finding one’s appropriate place in it and adjusting to it were becoming increasingly more
IRA-International Journal of Education & Multidisciplinary Studies
362
complicated. Many adults were turning to such traditional sources of counselling as their
family physician, the minister or the employer. As a result, the 20th century seemed ripe
for a considered and genuinely scientific approach to meeting many human needs. The
time had come for the development of counselling and many psychological oriented
programmes to meet these needs (Gibson & Mitchell, 2008).
According to Pope and Hu (2002), counselling, particularly career guidance and
counselling started becoming a thing of great interest to psychologists, educators and
administrators in the People‟s Republic of China in the 1990’s when there were massive
government lay-offs from jobs whenever an enterprise was not profitable. For many
Chinese, especially those over 30 years old, this was the first time they had to think about
what they were going to do with their lives and their careers. People who were
accustomed to obeying authority and allowing authority to manage their lives now
required new sources of guidance for their future and strategies to cope with the new
order.
Kinara (2002), says that the concept of guidance and counselling is not a new one in
Kenya; the traditional community practiced a form of it. Narayana (2002) observes that in
the traditional setting, people sought solace and comfort to their problems from family
members and close associates. Due to this attitude and easy lifestyle of those days, no
individual suffered undue stress. However, Kenya has undergone rapid social, cultural
and technological change since independence. Improved health-care has led to a rise in
population and expansion in education which have enabled many Kenyans to be
enlightened. This change has brought about urbanization which has also caused rural-
urban migration. The rural-urban migration has resulted in progressive breakdown of the
traditional large family set ups in favour of nuclear ones (ROK, 1979). This development
has therefore interfered with the traditional machinery of offering guidance and
counselling. Grandparents who offered the services have been left behind and parents
find themselves in towns alone with their children. The parents cannot effectively offer
the critically needed developmental guidance that the youths require because of their
busy working schedules or because tradition forbids them to tread on certain “taboo”
topics. Young people therefore have grown up without crucial guidance and counselling
(Migiro, 2005).
The government of Kenya has tried to fill up this gap by introducing guidance and
counselling in all educational institutions with the hope that it will fill up the part
traditionally played by grandparents. It was also hoped that this would help students to be
equipped with life skills which would enable them to handle their problems in an
informed and mature manner in order to curb their wanton destruction. However, the
problem of student discipline still exists.
Technical education institutions in Kenya, like all other normal educational institutions,
have a serious problem of student riots which cause immense destruction of property and
loss of human lives. Masinde (2003) in a study of one TVET Institution in Kenya states
that students in these institutions have a host of emotional and psychological problems
for which they need support in order to enable them go through college life. According to
Nugent and Jones (2005), the demand for counselling services for people with normal
developmental concerns continues to grow and spread in schools, colleges and
communities.
IRA-International Journal of Education & Multidisciplinary Studies
363
OBJECTIVES
The study was guided by the following objectives;
(i) To determine whether there are well established guidance and counselling facilities in
Institutes of Technology in Nyanza province.
(ii) To establish the attitude of principals and students towards guidance and counselling
at Institutes of Technology in Nyanza province.
METHODOLOGY
The study employed the descriptive survey research design. It was carried out in Moi
Institute of Technology (MIT) and Gusii Institute of Technology (GIT). The target
population constituted of principals, the teacher counsellors and the students of the two
institutions. Each institution had two teacher counsellors. MIT had 600 students and GIT
had 1800 students making a total of 2400. The sample size was made of 2 principals, 4
teacher counsellors and 240 students. Purposive sampling was used to select the
principals and the teacher counsellors. Stratified random sampling and simple random
sampling were used to select the student‟s sample. Data was collected using
questionnaires and it was analyzed using descriptive statistics.
RESULTS AND DISCUSSION
Guidance and Counselling Establishment
In order to find out whether there was a well established guidance and counselling
department in TVET institutions, a sample of 2 principals, 4 teacher counsellors and 240
students were asked to respond to a question on whether they had a well established
guidance and counselling department in their institutions and then further asked to assess
the status of the facilities of that department. The analysis of the results is summarized in
table 1 and 2.
Table 1: Establishment of Guidance and Counselling Department.
The analysis shows that 100% of the principals agreed that there was a well established
guidance and counselling department while 75% of the teachers and 57% of the students
IRA-International Journal of Education & Multidisciplinary Studies
364
were in agreement with this. Twenty five percent (25%) of the teacher counsellors and
43% of the students said that the department was not well established. On average a
higher percentage of the respondents (57.7%) were in agreement that there was a well
established guidance and counselling department in the Institutes of Technology.
Table 2: Adequacy of Facilities in the Guidance and Counselling Departments
The analysis in table 2 shows that on average, the office (45.6%) was the only adequate
facility since it was mentioned by a higher percentage while reference books (74.4%),
charts (68.8%), radio (67.3%, video (59.7%) and seminars (51.7%) all were inadequate.
IRA-International Journal of Education & Multidisciplinary Studies
365
The overall picture shows that most facilities were not adequate in the guidance and
counselling department.
There was a low response (57.7%) on the establishment of the guidance and counselling
facilities in Institutes of Technology in Nyanza Province. This tends to show that there
was still need to upgrade the facilities. As indicated by table 2, it was apparent that the
administration of the various institutes have provided space in terms of office space for
the teacher counsellors and also tried to get resource people to speak to the students. This
was not sufficient since guidance and counselling involves not only people offering the
service but also relevant supportive material like books and other electronic media. This
is an indicator that the government and school administration should revisit the
implementation and development of these programmes to ensure that all facilities are
adequate. These results coincide with Sindabi (1999), who also in his research noted that
Kenyan counsellors lacked facilities thus leading to difficulty in effective implementation
of a counselling programme. According to Ndambuki (1999), an ideal guidance and
counselling center should consist of a large room with tables where materials are
displayed and films or parent - teacher meetings can be held. It is therefore evident that a
guidance and counselling facility should be well equipped for effective and efficient
service delivery. A lot is therefore left to be desired in the growth of the guidance and
counselling departments in the Institutes of Technology in Nyanza. If effective measures
are not taken in time, the departments may be rendered irrelevant and the services they
provide end up being unable to match with the increasing need for guidance and
counselling among students in these institutions.
Attitude towards Guidance and Counselling
In order to assess the principal’s attitude, a sample of 2 principals were asked to respond
to general statements on the role of guidance and counselling in the institutions. Their
responses showed that their general attitude towards guidance and counselling was
positive.
Students Attitude towards Guidance and Counselling
In order to assess the student’s attitude, a sample of 240 students were asked to respond
to general statements on the role of guidance and counselling and table 3 presents the
results.
IRA-International Journal of Education & Multidisciplinary Studies
366
Table 3: Student Responses on the Role of Guidance and Counselling
To determine whether the student’ attitude was positive or negative, the following
criterion was used. Those respondents who strongly disagreed or just disagreed for all the
items above were considered to be having a positive attitude towards guidance and
counselling while those who agreed or strongly agreed were considered to be having a
negative attitude. The average of the responses was then found out by summing up the
respective columns and dividing by the number of rows and finally the overall attitude
was found by summing up the average responses. The findings of the study in table 3
show that 89.025% of the students had a positive attitude towards guidance and
counselling, 7.625% had a negative attitude while 3.125% did not respond.
Maintenance of a proper and positive attitude towards guidance and counselling is key to
quick realization of solutions to problems faced by the counsellor and his or her client.
The findings of this research reveal that both the principals (70%) and students
(89.025%) had a positive attitude towards the guidance and counselling programme. The
principals exhibited an understanding of the role of guidance and counselling to the
students but even so opposed (100%) the fact that the counsellor should be trained. This
may be an indication that the principals may be unwilling to support the teacher
counsellor in attending to training relevant to this end. This is the likely reason why 50%
of the principals considered financing of counselling departments as not a priority.
According to Gibson and Mitchell (2008), guidance and counselling profession is
IRA-International Journal of Education & Multidisciplinary Studies
367
considered a helping profession like medicine or law in which members are specifically
trained to perform unique and needed human services. The positive attitude of principals
and students though tends to indicate that if efforts towards sensitizing the principals on
the importance and need for having a well equipped guidance and counselling office are
taken, then definitely the facilities will be well equipped and considered with closer and
keener interest. The principals will also appreciate the need for a well trained and
thoroughly qualified teacher counsellor. Effective measures should therefore be taken to
ensure that the right attitude, especially that of principals, is coupled with the right
information for better results to be achieved in the guidance and counselling service
delivery in TVET institutions.
CONCLUSIONS
Guidance and counselling programmes in TVET institutions are very crucial components
in the harmonious co-existence of all staff and students. The poor equipping of the
guidance and counselling departments have very negative consequences on the well-
being of students within this institutions. Efforts should be put in place to help alleviate
this situation. Although the facilities in the guidance and counselling departments are
very poor, the positive attitude of both principals and students is great potential to tap
from in enhancing better organized guidance and counselling departments in TVET
institutions. The government of Kenya and all relevant stakeholders should harness all
necessary resources to improve guidance and counselling service delivery in the
education sector and especially the TVET institutions that are the master key to
development of the country.
RECOMMENDATIONS
Following the findings of this research, the following recommendations were made in
order to alleviate or reduce the challenges being faced in the guidance and counselling
service delivery:
i. All managers of ITs in Nyanza Province need to be sensitized, through seminars and
workshops, on the urgent need to give adequate support to guidance and counselling
programmes in order to enhance better service delivery.
ii. The government should consider employing full time counsellors in the institutes of
technology to allow for constant and fulltime access of the students to the
counsellors. This will also allow teachers to concentrate on offering teaching duties
as counsellors embark on guidance and counselling service delivery.
iii. There is need for education stakeholders to initiate an in-service course programme
for untrained teacher counsellors so as to empower them to be able to become
meaningful helpers to students.
REFERENCES
Gibson R. L, and Mitchell M. (2008). Introduction to Counselling and Guidance. New
Jersy: Pearson Education Inc.
Kinara I.N, (2002). Perception of Secondary Schools Students on the Importance of
Guidance and Counselling in Kisii Central District. Unpublished Master‟s Thesis.
Universityof Nairobi, Nairobi, Kenya.
IRA-International Journal of Education & Multidisciplinary Studies
368
Masinde M. (2003). Problems Facing Students at Kenya Polytechnic. Unpublished
Personal Research. Kenya Polytechnic, Nairobi, Kenya
Migiro N.N (2005). An Investigation into the State of Guidance and Counselling in
Secondary Schools. Unpublished PGDE Project, Kenyatta University, Nairobi, Kenya.
Nugent F.A & Jones K.D, (2005). Introduction to the Profession of Counselling. Upper
Saddle River New Jersey: Pearson Education Inc.
Pope M. & Hu X, (2002). The Evolution of Career Guidance and Counselling in the
People’s Republic of China. The Career Development Quarterly 50, 226-236.
ROK, (1979). Kenya Government Development Plan 1973-1983. Nairobi: Government
Printers
Sindabi A.M, (1992). An Analysis of the Guidance and Counselling Programme in
Selected Secondary Schools Virginia. Unpublished Doctoral Thesis, Virginia Polytechnic
Institute and State University.
