Good
teachers have always been interested in providing understanding assistance to
students to help them overcome problems of learning and adjustment so as to
ensure optimum achievement and profitable placement. In the ancient Gurukula
system of education, there were harmonious relations between the teacher (Guru) and the
taught (Shisya). But these were possible because of the small number of
students, simple courses of study, the limited job opportunities and the world
of work which was almost stable. But now with the tremendous
increase in the number of students, various types of courses of study vast
curriculum and competitions in job opportunities, the students face more number
of problems. Thus there :is need for help in the form of guidance and counselling.
In India, Patna University
was said to be the first institution which
paid attention to the problems of college students and counselling service was
provided by the Department of Psychological Research in 1945. In 1955, St.
Xavier College, Bombay provided religious counselling and in 1960, the emphasis
was given to the personal and social problems. M.S. University in Baroda
established the first full time counselling for college students in 1958 and at
the invitation of the UGC and with the
approval of the UGC, the student counselling centre was setup in 1959. In
1961, Allahabad University organised a counselling centre for its students with
the assistance of the United States Educational Foundation in India. In 1963,
Wilson College, Bombay setup a counselling centre for its students.
In
1965, Annamalai University, Chidambaram (Tamil Nadu) started a counselling
centre for its students with the help of a fullbright professor. But in 1979,
the Draft National Policy on Education of the Ministry of Education, Government
of India did not contain anything on Guidance and Counselling service in
schools or colleges. In the recent years there are certain private agencies and
personnels providing counselling for the vocationally and personally challenged
people.
Guidance
and Counselling services consolidated their position in India after the
recommendation of the Mudaliar Secondary Education
Commission and the Kothari Education Commission, when they were implemented
under a centrally sponsored scheme in the states. Due to this central financial
aid during the 1960s and 1970s guidance service wasthen perhaps at
their Zenith in the Country. During this period a numberof
state bureaus of guidance was established and the existing ones
were strengthened under the guidance and supervision of the Central
Bureau of educational and vocational guidance (CBVEG). During
this period new guidance activities and programmes were
launched.Researches
were conducted in
1.
Organisation and administration of guidance, which included work
on its history, need, aims and objectives.
2.
Concepts, view points and methods suggested and formulated from time
to time for improving the methods and techniques used in the practice of
guidance.
3.
Vocational guidance covering the results of surveys planned from
time to time. Gradually attention was paid to research in other aspects such as
counselling and information to follow up also in the late 1970s and 1980sand
evaluation of guidance services or guidance interventions
as well as some unexplored topics were also considered for
research in India. With the neglect of guidance services during the late
eighties andearly nineties due to various reasons, interest in guidance
research alsodwindled.
|
Ph.DThesis
|
Upto
to 1988
|
Upto
1992
|
|
Education
|
70
|
76
|
|
Psychology
|
42
|
46
|
It
is a matter of serious concern that research in the theory and practiceof
guidance and counselling has been scarce and insignificant in India. The effect
of guidance and counselling should be studied on specialgroups of children such
as slow learners, under achievers, the mentally retarded, spastics and the
handicapped, on the one hand and gifted, creative and talented children on the
other.
Research
in guidance needs to employ different designs such as experimental, action
research, field assessment, etc., besides ex-post facto
designs. Longitudinal studies should be conducted to test developmental models
like that of career development. Some sound research has
been conducted in the field, but it has not been utilised by policy planners and
educational administrators and the findings and recommendations of whatever
meaningful for framing the educational policies in the country. The
time is ripe now to give serious thought to the entire issue of revamping the
guidance and counselling services at the national, state and school level, agencies
and school level functionaries.
Implementation
of research based guidance and· counseling servicesmay
facilitate the all round development of the child and may preparehim
to be a fully functioning individual, an efficient worker and a
usefulcitizen of the society.
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