Abstract
M.Ed.
Although Outcomes Based Education (OBE) approaches are implemented in schools, emphasizing the holistical development of a learner by teaching skills, knowledge, attitudes and values for the learner to cope with life inside and outside the education system, educational guidance which gives direction to a learner's future
planning, is neglected and underestimated by most educators. This study is undertaken with the aim of investigating the perception of educators and learners about educational guidance as a subject in schools, and to set the guidelines to assist the educators to teach educational guidance subject in schools so that learners will be
developed holistically. A qualitative, exploratory, descriptive and contextual design is undertaken to find out the perceptions of educators and learners towards educational guidance as a subject in schools. A purposive sample is used and the educators and learners are to satisfy certain criteria in order to be participants. Focus group interviews and focus individual interviews are conducted. They are recorded in audio-tapes. Field notes are taken by the researcher after each interview, and interviews are transcribed. Tesch's approach is used to analyse data. Steps to ensure tru stworthiness are also taken into consideration. The result of this study shows that educational guidance is very important to learners and to the education system as whole. Educators and learners shared their concerns and frustration if this subject is neglected. They also mentioned the need of qualified guidance educators for teaching the following issues effectively : career education sex education skills development Guidelines , and recommendations are drawn from the study to assist, and motivate educators in teaching educational guidance with courage. Limitations and conclusions are also done.