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Guidance and counselling interventions are necessary in the present scenario for better adjustment in life. This book is identifying the need to provide effective guidance and counselling to secondary school students with substantial evidences. An overview of guidance and counselling techniques given in the book is informative and thought provoking. Rashtritya Madhyamic Shiksha Abhiyan (RMSA) is recommending enough strategies to provide guidance and counselling to secondary school students. This book is making an attempt to analyze the reach of implementation of guidance and counselling services to secondary school students as per the guidelines of RMSA. A detailed description of RMSA guidelines and recommendations is given in the book. School is a miniature society where the students interact and build up their character and personality. This technetronic world is putting our younger generation in dilemmic situations of academic and personal life. They need a helping hand to get through all these situations to lead a better self-sufficient life. The book is analyzing the role of head of the institutions and teachers in providing guidance and counselling to students. The data collected for the book is confined to Districts of Uttar Pradesh. Critical analysis of the guidance and counselling programmes given to the students is done by the author. It is the need of the hour to provide sensitization programmes for teachers and head of the institutions to get a hands-on experience in providing guidance and counselling to the students. The results revealed in the book, after analysis, give a clear picture of the present status of guidance and counselling programmes.
This handbook examines policy research on school counseling across a wide range of countries and offers guidelines for developing counseling research and practice standards worldwide. It identifies the vital role of counseling in enhancing students’ educational performance and general wellbeing, and explores effective methods for conducting policy research, with practical examples. Chapters present the current state of school-based counseling and policy from various countries, focusing on national and regional needs, as well as opportunities for collaboration between advocates and policymakers. By addressing gaps in policy knowledge and counselor training, the Handbook discusses both the diversity of prominent issues and the universality of its major objectives. Topics featured in this handbook include: The use of scoping reviews to document and synthesize current practices in school-based counseling. Contemporary public policy on school-based counseling in Latin America. Policy, capacity building, and school-based counseling in Eastern/Southern Africa. Public policy, policy research, and school counseling in Middle Eastern countries. Policy and policy research on school-based counseling in the United Kingdom. Policy research on school-based counseling in the United States. The International Handbook for Policy Research in School-Based Counseling is a must-have resource for researchers, graduate students, clinicians, and related professionals and practitioners in child and school psychology, educational policy and politics, social work, psychotherapy, and counseling as well as related disciplines.
This work sets out to answer questions such as, what have we learned after three decades of research into school effectiveness? What can we say with confidence about how schools improve? It reviews findings from seminal international work.
Investing in health, particularly that of the poor, is central to the achievement of the Millennium Development Goals. In support of this strategy, WHO's Regional Office for the Eastern Mediterranean is actively promoting in countries of the Region community-based initiatives like Basic Development Needs, Healthy Cities, Healthy Villages and Women in Health and Development. These approaches are based on the principle that good health status -- an important goal in its own right -- is central to creating and sustaining capabilities of poor people to meet their basic needs and to escape from poverty. The Community-based Initiatives Series is aimed at facilitating the management of such initiatives. Users of the series may include government authorities, community representatives, WHO and other international agencies and nongovernmental organizations.
This book analyzes the performance of South Asian educational systems and identifies the causes and correlates of student learning outcomes. Drawing on successful initiatives both in the region and elsewhere in the world, it offers an insightful approach to setting priorities for enhancing the quality of school education in South Asia.
Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6†“11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skilling opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by nonstate actors—private nonprofit and forprofit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.