Dissertations / Theses on the topic 'Institute of Guidance Counsellors'

Adolescent depression is a significant problem in New Zealand. The Youth2000 survey indicated that around 9.0% of male and 18% of female secondary school students reported feeling depressed. School Guidance Counsellors (SGCs) are ideally placed to identify, assess and treat these adolescents. However, SGCs are rarely included in mental health research. I investigated the beliefs, knowledge and practice of SGCs around adolescent depression. There were three stages to the research. Stage One used a qualitative approach, with nine focus groups held in Auckland in 2004. Fifty-two SGCs participated. I developed a thematic map from the results that emerged. Category One ���Beliefs and Knowledge��� had three themes: causes, negative connotations and different presentations. Category Two ���Practice��� had five themes: assessment, referrals, effective therapy, systems and training needs. Stage Two comprised a questionnaire based on these results. This investigated SGCs��� knowledge of depression, assessment, training and referral decisions. It also requested demographic data. In 2005, this was sent to 455 SGCs throughout New Zealand. Two hundred and forty SGCs (53%) responded. Eighty percent did not believe that their initial training equipped them adequately to work with mild to moderately depressed adolescents. SGCs wanted further training, especially appropriate strategies. They requested information based on research and presented by clinicians. In Stage Three, I developed a training workshop on assessment, referral and treatment of adolescent depression, tailored to SGCs��� needs. Thirty-nine SGCs attended workshops in 2006. Evaluations were positive and indicated that this training was appropriate and useful. SGCs would recommend the workshop to others. Strengths and weaknesses of the study are discussed and recommendations made about future developments. There is emphasis on the need for policy to encourage collaboration between SGCs and Child and Adolescent Mental Health Services (CAMHS), education and health, training providers and the New Zealand Association of Counsellors. As SGCs are placed outside both teaching and health, they need to be adequately trained and receive regular professional development, supervision and consultation around depression. CAMHS are well placed to offer training to SGCs based on identified needs and evidence-based practice.

This study employed a variation of grounded theory method to investigate how seasoned counsellors in a midsized Canadian city experienced their counsellor professional identity. Six master's-level counsellors were interviewed using a semi-structured interview protocol to develop an understanding of how they define themselves as professionals, as well as how they view the counselling profession overall. Twenty-five themes emerged, which were further classified into five categories: (a) key influences on counsellor professional identity, which included seven themes; (b) counsellors' professional image, which included seven themes; (c) counsellors' roles and practices, which included six themes; (d) counsellor education and training, which included three themes; and (e) critical events of counsellor professional identity, which included two themes. Encouraging counsellors and counsellor trainees to reflect upon their professional identity and how it develops could foster a stronger professional identity among counsellors and ultimately promote a stronger and more unified image of the profession. Keywords: counselling, professional identity, counsellor education

Dagens arbetsmarknad för studie- och yrkesvägledare kan ses som god och därför ville vi undersöka hur nyexaminerade studie- och yrkesvägledare upplever sin etableringsfas. Vi hade en förförståelse om att nätverk, arbetsmiljö, lön och geografi skulle kunna vara betydelsefulla faktorer i sammanhanget. Våra frågeställningar är: Vilken roll spelar den nyexaminerade studie- och yrkesvägledares nätverk under dennes etableringsfas till arbetsmarknaden? Vilka faktorer påverkar nyexaminerade studie- och yrkesvägledare enligt dem själva under etableringsfasen till arbetsmarknaden? Påverkar exempelvis lön, geografi, arbetsmiljö eller andra faktorer som vi inte har tänkt på? Vi gjorde kvalitativa intervjuer med sex studie- och yrkesvägledare som har tagit examen inom de senaste fem åren. Vi använde Krumboltz och Levins (2010) Planned happenstance och Patton och McMahons (2006) Systemteori för att analysera resultatet. Vi kunde se att respondenterna upplevde nätverk och arbetsmarknaden som två viktiga påverkansfaktorer. Även faktorer som arbetsmiljö, yrkesroll, arbetsuppgifter, målgrupp, elevantal och geografiskt läge visade sig vara betydelsefulla men underordnade framförallt arbetsmarknadens påverkan på respondenternas etableringsfaser.

Thesis (MA)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: Counselling has been recognised as an important component ofHIV and AIDS care, and an essential part ofHIV testing. Counsellors are involved in a dynamic interrelationship with their clients as well as with the organisations in which they work. From a psychoanalytic framework, unconscious anxieties can playa role in the work of the counsellor. Transference and countertransference are processes, which are involved in the counselling situation. While these processes can be a source for understanding the client, they may also become problematic for the counsellor when they overwhelm the counsellor. This study explores the experiences of HIVIAIDS counsellors attached to Lifeline, Khayelitsha in Cape Town. Twenty-nine counsellors were interviewed using individual interviews and focus group discussions. Results explore the counselling training and activity; the difficulties of counselling; what helps the counsellor to cope; and the general impact that counselling has had on the counsellors' lives. The findings reveal the difficult and often distressing aspect of counselling persons with HIVand AIDS. A number of issues facing the client, as well as cultural and workplace issues may cause difficulties for the counsellor. In addition, the nature of the disease, and the issues it creates for the patient, can arouse a number of anxieties in the counsellor related to their own past. The results reveal some possible limitations to an individual client-centred approach. The study concludes that psychodynamic issues should form part of the counsellor's training, and be explored during regular counsellor supervision.
AFRIKAANSE OPSOMMING: Berading is erken as 'n belangrike komponent in HIV en VIGS sorg, en 'n essensiele deel van HIV toetsing. Beraders is betrokke in 'n dinamiese verhouding met hul kliënte so wel as die organisasies vir wie hulle werk. Vanaf 'n psigoanalitiese raamwerk kan angs in die onderbewussyn, 'n rol speel in die werk van beraders. Oordrag en teenoordrag is prosesse wat betrokke is by die beradingsituasie. Alhoewel die proses 'n bron is wat tot beter verstandhouding met die kliënt kan lei, mag dit ook die berader oorweldig. Hierdie studie verken die ervaringe van beraders verbonde aan LifeLine, Khayelitsha in Kaapstad. Nege-entwintig beraders is individueelonderhoude mee gevoer en het aan fokus groepe deelgeneem. Resultate ondersoek die berading opleiding en aktiwiteite; die problematiese aspek van berading; wat die berader help om klaar te kom; en die algemene impak wat berading het op die lewe van 'n berader. Die resultate onthul die moeilike en dikwelse stresvolle aspek van berading met HIV en VIGS pasiënte. 'n Aantal aspekte wat die pasiënte mee toe doen kry so wel as kulturele en werksplek faktore kan sake vir die berader beïnvloed. Verder kan die aard van die siekte en die probleme wat die siekte vir die pasiënt veroorsaak lei tot angs vir die berader ten opsigte van sy ofhaar eie verlede. Die resultate onthul verskeie tekortkominge tot 'n individueeie kliëntgesentreerde berading. Die studie beslus dat psigodinamiese probleme dalk deel moet vorm in die berader se opleiding, asook verder ondersoek moet word in gewone berader toesighouding.

Grâce aux apports de la sociologie de l’action publique, des groupes professionnels et de l’institution, on cherche à comprendre dans cette recherche, consacrée à une sociogenèse du métier de conseiller d’orientation de 1959 à 1993, l’échec (relatif) des conseillers d’orientation pour imposer, et, corrélativement, occuper un domaine de compétences stable, reconnu et valorisé, au sein de l’enseignement secondaire, de 1959 à 1993. Convoitant le champ de compétences du cycle d’observation des aptitudes des élèves – apparaissant dans l’Entre-deux-guerres -, les conseillers d’orientation n’intègrent qu’officiellement l’enseignement secondaire en 1959 avec la réforme de l’enseignement Berthoin. Néanmoins, l’examen du processus d’élaboration des politiques scolaires des années 1950 montre que leurs savoirs et pratiques professionnelles, hérités de la psychologie expérimentale, se heurtent aux logiques dominantes structurant les politiques scolaires, à savoir la préservation de l’ordre scolaire, « menacé » par l’explosion scolaire, et la recherche d’une adéquation de l’École avec l’économie. Ces finalités génèrent une redéfinition du métier de conseiller d’orientation dans les années 1960 neutralisant du même coup les dimensions critiques de leur expertise psychologique. Le conseiller d’orientation est alors censé dépister les « inadaptés scolaires » et informer les élèves des débouchés professionnels. Profitant de la critique de l’arbitraire, dénoncé notamment durant Mai-Juin 68, et de l’avènement de l’échec scolaire comme problème public légitime au début des années 1970, les conseillers d’orientation réussissent à préserver l’unité relative de leur métier et à occuper le champ d’intervention professionnelle de l’échec scolaire. Pour les acteurs des politiques scolaires, ils doivent participer à la fabrication du consentement des élèves à leurs destins scolaires et professionnels, mais doivent également assurer l’information professionnelle des jeunes. Le métier de conseiller d’orientation oscille entre ces deux finalités, y compris de 1981 à 1989. Sous le ministère de l’Education nationale de Lionel Jospin, l’idée du nécessaire consentement de l’élève à son devenir scolaire et professionnel est à nouveau au cœur de la politique scolaire. Elle s’inscrit dans le sillage de l’entreprise de modernisation de l’Ecole, nouvelle thématique au milieu des années 1980. C’est dans ce contexte que s’organise la revendication des porte-paroles des conseillers d’orientation d’être reconnu comme psychologue, statut protégé par la loi de mars 1985. Garantissant leur légitimité à intervenir dans le champ d’intervention professionnelle de l’échec scolaire, le statut de psychologue prémunit le groupe professionnel de redéfinitions illimitées de leur métier ou, du moins, en délimite le champ des possibles
Thanks to the contributions of the sociology of public policy, of professions and of the institution, we try to understand in this research, devoted to a sociogenesis of the profession of guidance counsellor from 1959 to 1993, the (relative) failure of guidance counsellors to impose, and, correlatively, to occupy a stable, recognized and valorised jurisdiction within secondary education from 1959 to 1993.Claiming the tasks areas of the pupils' abilities observation cycle – appearing in the inter-war period -, the guidance counsellors only officially incorporate middle school in 1959 with the Berthoin education reform. Nevertheless, the examination of the school policy-making process of the 1950s shows that their professional knowledge and practices, inherited from experimental psychology, are confronted with the dominant logic of school policies, namely preservation of the school system, “threatened” by the school explosion, and the search for adequacy of the School with the economy. These aims generate a redefinition of the profession of guidance counsellor in the 1960s, neutralizing at the same time the critical dimensions of their psychological expertise. The guidance counsellor is then supposed to detect the "unsuitable pupils" and to inform the pupils of the career opportunities. Taking advantage of the criticism of arbitrariness, denounced in particular during the events of May-June 1968, and the advent of academic failure as a legitimate public problem in the early 1970s, guidance counsellors succeeded in preserving the relative unity of their expertise and in occupying the field of professional intervention of school failure. For policy-makers, they must be involved in making pupils' consent to their academic and professional destiny, but must also ensure the professional information of young people. The profession of guidance counsellor oscillates between these two purposes, from 1981 to 1989. Under the Lionel Jospin's Ministry of Education, the idea of the necessary consent of the pupil to his educational and professional future is once again at the heart of school policy. It is in line with the modernization of the School system, a new theme of the mid-1980s. In this context the claim of spokespersons of counsellors is organized. It aims at the recognition of counsellors as psychologists, a status protected by the law of March 1985. Guaranteeing their legitimacy to intervene in the tasks areas of academic failure, the status of psychologist protects the professional group from unlimited redefinitions of their profession or, at least, delimits the scope of possibilities

The purpose of this study was to trace the development of the counseling movement in Hong Kong from its beginning to the present and to examine future directions confronting those who work in the counseling field in Hong Kong. Originating from social unrest in 1966 and 1967, the counseling movement began as an attempt to meet the society's developmental needs of self-expression and direction. Although not a formal program, the first known counseling service in Hong Kong was offered by Ben Fong in 1967 at the Yang Memorial Social Service Center. In 1969 the Hong Kong Federation of Youth Groups established the first formal counseling service in Hong Kong. Institutions of higher education and foreigners played a major role in the development of early counseling services in Hong Kong. In 197 0, Peter Whyte, an Australian, organized a counseling service at the University Hong Kong. In 1971, Ken Locke, an American, established a counseling service at the Hong Kong Baptist College. Counseling services grew rapidly in the early 1970s, and a 1975 survey identified fifty-five agencies which reported providing counseling services. In the mid-1970s, helping professionals were struggling with the issue of "What is counseling?" A significant developmental step was the establishment of a master's degree program in counseling at the Chinese University of Hong Kong in 1977. The first professional counseling organization, the Association of Psychological and Educational Counselors of Asia-Hong Kong Branch, was organized in 1979 and the first counseling journal was published in 1980. In 1984, the Education Department of the Hong Kong Government established guidance services in secondary schools. The challenge for the counselors of Hong Kong in the 1990s relates to two foreseeable changes in the Hong Kong community, the Chinese recovery of the sovereignty of Hong Kong in 1997 and the aging of the population.

This Master Thesis is the research done in the country of Rwanda. The project leads to study the climate of this country in order to establish whether this climate could be used to produce energy from air and to implement the first wind turbine for serving the nation.   After an introduction about the historical background of wind power, the thesis work deals with assessment of wind energy potential of Rwanda in focusing of the most suitable place for wind power plants. The best location with annual mean wind speed, the rate of use of turbine with hub height for an annual production per year, the mean wind speeds for 6 sites of Rwanda based on ECMWF for climatic data for one year at relief of altitude of 100m and coordinates are reported too.   The result of energy produced and calculations were done based on power hitting wind turbine generator in order to calculate Kinetic energy and power available at the best location to the measurement over the period of 12 months, that could be hoped for long term.   With help of logarithmic law, where wind speed usually increases with increasing in elevation and the desired wind speeds at all 6 sites were used. The annual energy production was taken into account at the best site with desired wind speed at the initial cost of turbine as well as the cost of energy (COE).However, with comparison of the tariff of EWSA, the price of Wind designed in this Research per kWh is cheaper and suitable for people of Rwanda.

I WISH TO PUBLISH MY THESIS

Dissertation submitted to the Faculty of Education in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 1997.
South Africa faces massive unemployment. The two major employers are the government and commercial enterprises of the private sector. Owing to restrictive fiscal policies, government has little leeway to create major employment opportunities. Greater emphasis is being placed on the commercial sector to fulfil this need. Vocational guidance counsellors ought to help a child acquire work-related knowledge in the classroom, thus saving them time, and sometimes the pain, of learning the hard way. By directing this research specifically at vocational guidance, much could be done by the guidance counsellor to help children towards embarking on a career in commerce. The aims of this study are: * To pursue a study of relevant literature on school guidance counselling. * To undertake an empirical investigation into the school guidance counsellor's role pertaining to a career in commerce. * To provide certain guidelines and recommendations regarding the school guidance counsellor's role with regards to a career in commerce. Research with regard to this study was conducted as follows: * A literature study of available, relevant literature. * An empirical study comprising structured questionnaires completed by guidance teachers of secondary schools. A Likert type scale questionnaire with three response categories; viz. Agree, Disagree and Uncertain, was constructed. The three response categories ensured that the respondents' selections fell into one of the categories enabling the measurement of the direction and intensity of their perceptions of the school vocational guidance counsellor's role pertaining to a career in commerce. Fifty -one respondents, representing guidance teachers and guidance counsellors were randomly selected from 14 secondary schools in Southern KwaZulu-Natal. With the aim of administering questionnaires in schools, it was necessary to first obtain permission from the Department of Education in KwaZulu-Natal. Only after such permission was granted, was the researcher able to conduct this study. The primary data was in the form of a response to one of the three response categories (Agree, Disagree, Uncertain). Scores of the responses to each of the three categories were calculated. The descriptive technique was employed for the quantitative analysis of the data. This investigation has the following value: * It will provide an image of school vocational guidance counsellors' perceptions of their role pertaining to a career in commerce. * Certain guidelines can be formulated to encourage the support of the school vocational guidance counsellor's task. Anticipated dissemination of the research findings: * The research findings will culminate in articles (of accredited journals) and will be submitted to the relevant Education Department for possible implementation. * Findings from the research can be useful in planning of suitable methods (workshops, videos, etc.) to assist school vocational guidance counsellors and teachers of school guidance to meet the future vocational needs of their pupils. The topic lends itself to further research by interested stakeholders.

Thesis (M.Tech.:Chiropractic)-Dept. of Chiropractic, Durban Institute of Technology, 2005 x, 91, [26] leaves : ill. ; 30 cm
If learners are to make a responsible and accountable choice at school of a field of study and occupation, it is imperative that they receive intensive guidance in this regard at school. Appropriate guidance on educational and occupational matters, and orientation of learners with respect to their individual potentials, will enable learners to choose fields of study at school that will correspond to wider occupational fields and that will serve as a meaningful introduction for a reasonable future choice of an occupation. Thus it was the purpose of this study to determine the current knowledge and perceptions of school guidance counsellors (SGC) with respect to the chiropractic profession in South Africa. This study has thus established a knowledge base to facilitate greater understanding and co-operation between school guidance counsellors (SGC) and chiropractors regarding the referral of learners, who may be interested in a profession in the alternative health care industry, to join the chiropractic field as a learner with the intent to become a practitioner.

This is a qualitative study which investigates the attitudes of school principals towards school guidance in the historically disadvantaged secondary schools in the township of Madadeni. The sample consists of five secondary school principals recruited from Madadeni schools. Structured interviews were used to collect data. A set of questions were drawn up by the researcher and aimed at collecting such information as the opinions of the principals on the importance of school guidance, what school guidance should provide, adherence to school guidance periods, the role of a guidance teacher, and the expected position of school guidance in the Curriculum 2005. The results indicated that although the school principals see the need for school guidance in secondary school, there seem to be problems emanating from lack of resources and insufficient personnel. There were also indications that school guidance will have an important role in the Curriculum 2005 in the form of Life Orientation learning area.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

Supervision is a core prerequisite for the registration and ongoing education and professional development of various levels of mental health care workers in a South African context. There is, however, a dearth of South African literature that pertains to the supervision of such workers. It would appear that the dominant form of supervision of practice is dyadic, but such supervision is resource intense. This study explores a structured model of peer group supervision (PGS model) as a possible alternative to individual supervision. As the PGS model is in a preliminary, developmental phase, this research is also an exploratory investigation. The main aim of this study was to explore how a group of experienced, voluntary lay counsellors, working under the auspices of a national, non-governmental mental health agency utilised and evaluated the PGS model. Four peer group sessions were held with the group of ten lay counsellors, in their usual site of practice. A focus group discussion was then held, followed by the participants completing a semi-structured questionnaire. The intention of this research design was that the participants' perspectives be given priority in this investigation. The concurrent collection and analysis of data was achieved by employing a qualitative, interpretive grounded theory methodology (Addison, 1989). The findings considered the way in which the group utilised the PGS model, and examined the participants' experiences. The group of lay counsellors were enthusiastic about the potential for the PGS model to offer them a forum to collaboratively discuss and assist each other with their casework. The findings were then integrated with the literature pertaining to peer group supervision, as well as ideas from a variety of sources that discuss the construction of optimal learning encounters. The findings were then discussed from a perspective of situated cognition and the notions of local knowledge and communities of practice were used to propose a deeper understanding of the experiences of the group. This research undertaking resulted in the participants making some recommendations for the adaptation of the PGS model. Further recommendations for both the application of the PGS model and for research into supervisory practice are made.
Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

In South Africa the idea of a peer helping service has gained impetus and is viewed as a viable option given the fact that there is a shortage of professional school-counsellors and complementary care-givers in the public school environment. This research emanated from an awareness that there was a need to develop an objective assessment tool regarding the identification of peer-counsellors. This instigated an investigation of the essential criteria, predominant characteristics and requirements of effective peer-counsellors. The primary focus of this research has been to develop a self-assessment instrument that will assist in the identification and selection of potential peer-counsellors. The self-assessment instrument proved to be a valuable tool in discriminating between good, average and weak peer-counsellors. Findings indicate that the self-assessment instrument should be used in conjunction with other modes of assessment such as the self-report data, teacher ratings and peer ratings.
Psychology of Education
M. Ed. (Guidance and Counselling)

The purpose of this ethnographic study is to explore the following: 1. The counsellors’ experience of the process of career counselling provided to students at a distance learning institution 2. My own experiences of doing counselling with Unisa students. 3. How Holland’s career theory, the social cognitive career theory and the chaos theory of careers could shape the process of career counselling. The themes that emanated from the stories of six counsellors indicate that they view counselling as a continuous process wherein it is necessary to strike a balance through blended counselling between the needs of individuals versus helping the multitude of anonymous students. In order to facilitate counselling effectively, counsellors need resources and in order to develop these resources they use a diversity of career theories which act as a frame of reference. Attention is given to the development of career counsellors’ identity and self-confidence and how this impacts on the counsellors’ growth. The recommendations of this study hold the promise of contributing to the counselling process at the DCCD.
Psychology
D.Litt.et Phil. (Psychology)

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2006 xxiv, 251 leaves
The first formal Homoeopathic education programme in South Africa introduced Technikon Natal (now the Durban Institute of Technology – DIT). The course had its first intake in 1989 and has since produced some 10 years of graduates. The programme affords the graduate a Master’s Degree in Technology in Homoeopathy (Ross, 2006). Career paths regarding graduates of this programme have never been investigated. Such an investigation was deemed valuable to clarify areas of difficulty regarding the education provided and the profession as a whole, to ascertain the viability of Homoeopathy as a career. It also aimed to identify possible other career choices a graduate may have with the education received. The study was limited to DIT Homoeopathic graduates from 1994 to 2004. The study was designed to investigate the demographic composition of the group, as well as other aspects of their career since graduation.

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed.
Educational Studies
D.Ed. (Psychology of Education)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made.
Inclusive Education
D. Ed. (Inclusive Education)

The aim of this diploma thesis is to present legal instruments used by the state to protect citizens from indoor radon and its decay products, to assess their effectiveness and to indicate possible pitfalls in their application. The paper first describes the radon issue from the perspective of natural sciences, introduces the unique Czech approach - the Radon Program, and describes handling of the issue by the state administration. The main emphasis is put on the development of related legislation, especially in the field of atomic and building law, where the state's approach to guidance levels is critically evaluated and where some recommendations for building management are mentioned. The legislation is also closely associated with the provision of state subsidies for anti-radon measures. Current developments are evaluated and options potentially leading to an improved effectiveness of this instrument are outlined. From a practical point of view, the paper is complemented by a case report based on private law and the related protection by civil law instrument.

This Master Thesis is the research done in the country of Rwanda. The project leads to study the climate of this country in order to establish whether this climate could be used to produce energy from air and to implement the first wind turbine for serving the nation.   After an introduction about the historical background of wind power, the thesis work deals with assessment of wind energy potential of Rwanda in focusing of the most suitable place for wind power plants. The best location with annual mean wind speed, the rate of use of turbine with hub height for an annual production per year, the mean wind speeds for 6 sites of Rwanda based on ECMWF for climatic data for one year at relief of altitude of 100m and coordinates are reported too.   The result of energy produced and calculations were done based on power hitting wind turbine generator in order to calculate Kinetic energy and power available at the best location to the measurement over the period of 12 months, that could be hoped for long term.   With help of logarithmic law, where wind speed usually increases with increasing in elevation and the desired wind speeds at all 6 sites were used. The annual energy production was taken into account at the best site with desired wind speed at the initial cost of turbine as well as the cost of energy (COE).However, with comparison of the tariff of EWSA, the price of Wind designed in this Research per kWh is cheaper and suitable for people of Rwanda.

Rwanda has considerable opportunities development energy from hydro sources, methane gas, solar and peat deposits. Most of these energy sources have not been fully exploited, such as solar, wind and geothermal. As such wood is still being the major source of energy for 94 per cent of the population and imported petroleum products consume more than 40 per cent of foreign exchange. Energy is a key component of the Rwandan economy. It is thus recognized that the current inadequate and expensive energy supply constitutes a limiting factor to sustainable development. Rwanda’s Vision 2020 emphasizes the need for economic growth, private investment and economic transformation supported by a reliable and affordable energy supply as a key factor for the development process. To achieve this transformation, the country will need to increase energy production and diversify into alternative energy sources. Rwandan nations don’t have small-scale solar, wind, and geothermal devices in operation providing energy to urban and rural areas. These types of energy production are especially useful in remote locations because of the excessive cost of transporting electricity from large-scale power plants. The application of renewable energy technology has the potential to alleviate many of the problems that face the people of Rwanda every day, especially if done so in a sustainable manner that prioritizes human rights.