Investigating the Challenges of Implementing Guidance and Counseling Interventions in Mount Kenya Region

Abstract

The need for guidance and counseling as a practice has been documented worldwide. Diverse range of learning needs of young people requires an equally diverse range of G&C training provisions (UNESCO-20IO). While many developing countries are now focusing on such programs as an important policy agenda, the specific ways by which Guidance and Counseling (G&C) can be practiced, the optimal settings where G&C can work in the education context and how successful such program have been remain largely undiscussed. Although various commissions have emphasized the importance of G&C in learning institutions (MoE,2000), most of the existing studies focus on secondary and primary schools. The study sought to assess the framework of guidance and counseling programs in teachers' training colleges in Kenya. Specific objectives focused on: the nature of the guidance counseling offered in teachers’ colleges; the support given by the administration; problem the tutors face when implementing the program; and the challenges college students face in G&C. The study may offer important information to curriculum planners at all educational levels to revisit the course content of the subject of G&C to offer enough provision in the syllabus. The study specifically examined three teachers’ colleges namely Kilimambogo, Murang'a and Thogoto College. The study employed descriptive survey research design, using a cross sectional survey design from a cohort of respondents. Target population included administrators, tutors and students of the respective colleges. Simple random sampling and purposive sampling techniques were used. The sample size was proportionately drawn to represent each of the three colleges.