UNIT VII

Educational
Guidance
INGRID A. PACAO
Reporter/ MAEd –Administration and Supervision

DR. JINA-LUZ Z. ALFELOR

Professor
 Educational
Guidance
 is concerned with the assistance given to
pupils in
their choices and adjustments related to school.
 Accdg to Strang, EG has 3 essentials:
 knowledge of individual’s abilities,
 awareness of educational opportunities,
 existence of guidance program,
 Preschool
Guidance
 What a child learns at home constitutes
the basis for future learning and
environment.
 Adults should serve as inspiration and
motivation to children’s behavior –
respect for each other, obedience,
 Preschool Guidance
 Guidance in nursery and kindergarten school
should serve as a supplements to, never as a
substitute for, parental guidance in home.
 It aims to develop simple health habits, the
ability to use language patterns for simple
and correct expression of ideas, correct social
attitudes in relation to adults and other
 Guidance in the elementary school

 The elementary school child needs guidance in

developing fundamental attitudes, knowledge,
and skills which will enable him to enter
adolescence with a minimum of storm and
frustration
 The basic needs of a child entering school for the
first time are as follows:
1. An assurance that he belongs
2. A balanced diet
3. Sufficient rest
4. Comprehensible lessons
5. Discipline
6. Friends, both children and adult
7. Play which is wholesome and enjoyable
 Elementary schools should therefore aim to:
1. Help the child understand social relationships.
2. Discover desirable individual aptitudes.
3. Develop the habit of critical thinking.
4. Appreciate and desire worthwhile activities.
5. Gain command of common or integrated knowledge
and skills.
6. Develop a sound body with desirable mental
 Special Aspects of guidance:
1. Orientation to the school.
2. Preparation for the next school level.
3. Testing programs.
4. Cumulative and well-prepared records.
5. Remedial instruction.
6. Properly guided out-of-class activities.
7. Parental cooperation.
 Guidance in the high school

 Age 10 to 18
 Adolescence is a period of transition,
exploration, and experimentation
characterized by new interests and a new
outlook on life.
 Function of Guidance in the high school
1. Adjustment to a new school
2. Learning problems
3. School attendance
4. Emotional problems
5. Physical needs
6. Social needs
7. Choice of a career, vocation
 Special Aspects of guidance:

1. Orientation to the school.

2. Improved study habits.
3. Improved personal adjustments.
4. Development of social relationship as well as
responsibilities.
5. Self-evaluation
6. Formulation of life goals and plans for attaining
 Guidance in College
 Orienting students to college and
university life is now a guidance activity of
all educational institutions throughout the
Philippines.
 Freshman Week or Orientation Week- part
of the formal guidance program of a
 Function of a college guidance program
1. Interpreting and making known institutional
objectives and opportunities
2. Selecting and admitting students in cooperation
with secondary schools.
3. Orientating students to each new phase of college
life.
4. Proving diagnostic service
5. Assisting students in selecting courses of instruction
6. Enlisting the cooperation of the family
 Function of a college guidance program
8. Providing an adequate food service.
9. supervising, evaluating, and developing the students’ social
and extra curricular activities.
10. Assisting students in need in need of part-time
employments.
11. Keeping a cumulative record of information and making it
available to proper parties.
13. Maintaining high college morale.
14. Assisting the student in finding appropriate employment.
15. Cultivating the loyalty and support of the alumni in the
community.
 Guidance of the adult
 The Young Adult. Some of the major areas
of adjustment among younger adults are:
the need for formal education, courtship,
marital and young family adjustment, job
placement, job efficiency and satisfaction,
and leisure-time activities.
 Guidance of the adult
 The Middle-aged Adult. This is the dangerous
age in many men and women, esp. when they
realize that they are not getting any younger.
 The Older Adult. The preoccupation of their
grown-up children with their families; forced or
voluntary retirement; the onslaught of physical
disorders; the death of former friend and
associates; and the fear of financial insecurity
Guide Questions:
1. Why is educational guidance necessary in the field of
education?
2. How can educational guidance help learners achieve
their full potential?
3. As a teacher, how will you help those learners
entering school for the first time to adjust to a new
environment?
4. Can educational guidance help graduating students in
choosing programs in college? Why?
5. What is the importance of educational guidance for
 UNIT VIII
Vocational
Guidance
INGRID A. PACAO
Reporter/ MAEd –Administration and Supervision

DR. JINA-LUZ Z. ALFELOR

Professor
 Vocational
Guidance
 process of assisting an individual to choose
an occupation, prepare for it, enter it, and
progress in it.

 Each individual’s choice of a job should be

based upon his personal traits, talents,
aptitudes, and capacity.
 Purposes
1. To help adapt the schools to the needs of the students and the
community.
2. To assists the students in choosing, preparing and training for,
entering, and making progress in their chosen career or occupation.
3. To disseminate knowledge of competitive and other problems of te
business and occupational world as well as their characteristics.
4. To help workers understand their relationship with other workers,
and with the society as a whole.
5. To secure greater cooperation between the school and the various
commercial, industrial, and professional pursuits.
6. To encourage the establishment of courses of study in educational
institutions that will harmoniously combine both cultural and
practical studies.
 History of vocational guidance
 1908 – when VG was first reported by
Frank Parsons, known as the Father of the
Guidance Movement. He was then the
Director of the Vocational Bureau of
Boston, Massachusetts.
 1913 – The first mention about VG in the
Philippines was the report made by the
 History of vocational guidance
 1925 – Dr. Paul Monroe, head of an educational
survey group, mentioned as one of his
recommendations for elementary education that
surveys the occupations be made in every
community and province as to kinds of work that
would profitably be developed the number of
workers, the amount of wages paid, chances for
advancement, and the students who have the
capacity for doing a particular job for which he is
 History of vocational guidance
 In 1929 – copies of booklet entitled “Opportunities
for 7th Grade Graduates”, designed as an aid in
vocational guidance, were distributed among the
members of the graduating class.
 In 1931 – 224 graduates of vocational schools were
given placement through the Placement Department
of the Division of Vocational Education.
 The General Type A Curriculum was tried out in
Batangas and Capiz High Schools.
 Problems encountered in the attempt to
systematized Vocational Guidance:
1. Inadequate preparation of newly appointed guidance
counselors.
2. Assigning part-time counselors, those who have to
teach one or more classes.
3. Lack of understanding of what constitutes
vocational guidance on the part of the administrator.
4. Conflict between what the counselors believe as to
the course a student should take.
 Organization of vocational guidance
1. Survey of pupil’s individual needs, problems of
teachers’ preparation, and availability of needed school
facilities.
2. Study of the community.
3. Observing and choosing teachers who are more
concerned with teaching the students as human being
rather than teaching mere subject matter.
4. Selecting teachers who can make and follow up case
studies.\
 Occupational Outlook
Female students Male students
1. Normal Course - BSEE 1. Commerce and accounting
2. Education – BSE, esp Home 2. Law
Economics
3. Commerce; accounting 3. Medicine
4. Nursing 4. Civil Engineering
5. Medicine 5. Mechanical Engineering
6. Pharmacy 6. Architecture
7. Dentistry 7. Electrical Engineering
8. Secretarial Work 8. Navy; Navy Officer
9. Law 9. Merchant Marine
10. Stenography and typewriting 10. Pilot- Air Force
1. Job Description
2. Relation to other jobs
3. Employment Statistics
4. Seasonal variation
5. Wages, hours of work, working conditions
6. Government protection
7. Description of the worker
8. Tests; qualifications of applicants for tests
9. Fees for examination, registration
10. Location of jobs
11. Advantages; disadvantages
 Classification of jobs:
1. The professional, semi-professional, and
managerial.
2. The clerical, sales, agricultural, fishery,
forestry, and skilled occupations.
3. Service (domestic, personal, protective,
and building) – semie-skilled and unskilled
occupations.
 Guide Questions:
1. What is the aim and focus of vocational
guidance?
2. How can vocational guidance help students?
3. What factors influence the career decision
making of secondary school students?
4. To what extent does vocational guidance lead to
adequate career choice among school leaver?
Thank you!
 Credits.
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