INTRODUCTION
This paper is targeted at coping with issues of the genuine challenges in all societies regardless of their departmental level and how the international instruction community is dealing with these obstacles. It handles the value of guidance in a changing population quality assurance, access to service and certification of advice and guidance.
Social set ups and personal worth also continue to change and become more diverse. Appearing social communities are challenging proven groups, asking for equality. Folks are on the move too, from rural to cities and vice versa and from one region of the country to another in search of economic, cultural and psychological security.
The following are the problems which call or quick for assistance and counselling.
GLOBAL CHANGES
Facing the gigantic changes and outcomes of globalization at the start of the new millennium and its impacts on human being interpersonal life there can be an immediate need to rethink direction and counselling. The globalization process makes economies on local, local and countrywide level to respond to the impulses of the world market and the international competition as the free flow of capital in search of cost minimization, the more ability of making capacity of information, goods, service and even people bring one status a lack of investment and job along with a be successful in other regions of the globe. This competitive movements results in an extreme pressure to increase productivty by firmly taking advantage of specialized changes of most kinds. It affects the marketing circulation and general administration functions. While new systems changed the type of work in industry, services, computers, bio-technology and especially in information and communication technologies and lead to job damage and unemployment, new workplaces are created elsewhere. This process requires adaptability and qualification adjustment of workers and enterprise likewise.
SOCIAL CHALLENGES
All these changes are creating complex issues for students as they anticipate the near future. A swiftly changing work world and labour push; assault in homes, universities and neighborhoods; divorce; teenage suicide which is the getting rid of of an adolescent. Even though the suicide rate on the list of youth significantly lowered in the middle 1990's suicide fatalities remain saturated in the 15 to 24 age group with 3, 971 suicides in 2001 and over 132, 000 suicide endeavors in 2002; substance abuse and erotic experimentation are simply a few types of the complex challenges students face today. They are not abstract aberrations. They are really real and also have and will continue steadily to have substantial impact on the personal, communal, career and academic development of the students.
As these and other changes are occurring in world, many organizations and groups of interested and involved folks are providing programmes and services at countrywide, condition and local levels to help students deal effectively with these intricate challenges within the training community, school counselors have been and continue to be in the forefront of work to aid students to respond to these complex troubles through their work within the framework of comprehensive instruction and counseling, idea that institutions, especially academic institutions, should promote the successful and happy lives of individuals by aiding them adjust to social realities fo programs in academic institutions and districts across the country.
To understand how school counselors will work with students within thorough, guidance and counseling programmes; it is important to first know how guidance and counselling evolved in institutions. A whole lot can be learnt from days gone by that will assist professional school counselors' structure and implement information and counseling programmes to aid students to deal with the complex issues they face today and tomorrow.
CHALLENGES OF Offering Route IN SOCIETIES AND INSTITUTIONS
(Miller, 1961, p. 3) says on the purpose of guidance and guidance that "Guidance is a coating of many colours". Initially, the first 1900's the word for school assistance and counseling was vocational instruction. It had one construction. In rules, singular frequently includes the plural. It was seen as a reaction to the financial, educational and sociable problems of those times and worried the entrance of teenagers into the work world and the conditions they might find there. Economic concerns focused on the need to better prepare employees for the task place while educational concerns arose from a need to increase efforts in schools to help students find goal for their education as well as their employment. Social concerns emphasized the necessity for changing school methods and corporation as well as exerting more control over conditions of labour in child-employment sectors.
LIFELONG LEARNING NEEDS LIFELONG GUIDANCE
Within this context of the major social and economic trends is the climb of knowledge-based culture which brings the necessity along to set-up education and training inside a lifelong learning system to offer every resident learning facilities to modify the latest knowledge and skills.
Further UNESCO recommends in this matter a human-centered lifelong learning modern culture, "which retains a culture of serenity and environmentally acoustics lasting development as its central feature" (Tang, 2001). The building blocks of such a fresh human oriented society is the requirement of values, attitudes policies and tactics that may encompass inclusiveness and wider usage of all degrees of education and at the same time a switch to human and career development needs which enable people for an equal participation in education and the world of work. UNESCO argued that can only be performed through an insurance plan of providing skills for all with no exclusions and making education and training an accessible basic individual right precondition is to attain the UNESCO's definitive goal to achieve "education for simply by 2015". Such a fresh holistic procedure for education combines the preparation for life and the world of work and includes all domains of learning incorporating basic and vocational education as a continuum of knowledge, values, competences and skills. Under this view guidance and counseling become a vital role to enable people for the new learning needs and empower these to balance life, learning and work.
THE Task OF Job GUIDANCE
In the just lately updated Revised Suggestion Concerning Complex and Vocational Education (2001) UNESCO stated plainly that "career direction should be viewed as a continuous process" and its own role should be extended to "preparing students and individuals for the real possibility of frequent career change that could include cycles of unemployment and work in the informal sector" (UNESCO AND ILO, 2003). To control and to adjust to the ongoing changes may also be a significant goal of assistance. On this sense UNESCO also views advice as a lifelong process to go along with the lifelong learning journey numerous pathways, thresholds, obstacles and chances. For ILO too, education, and training are a "right for all" that ought to be universally accessible In addition to education and training profession instruction and job positioning services (job development service) embracing career education, career counselling, employment counselling and education, vocational and labour market information, all have a crucial role to experience in recruiting development.
Thus a "career development culture" one of the youth and parents has to be developed and you will be of particular importance for ensuring their employability and facilitating their change form education and training to work or further training (UNESCO/ILO, 2003).
International Association for Guidance (IAC) recognized UNESCO by the contract in compiling a reserve on Complex and Vocational education and training in the twenty first century: New Assignments and Problems for Instruction and Counselling (UNESCO/IAEV/IAC, 2002) where several international experts concentrate on the crucial role to enhance the introduction of specialized and vocational education and training.
CHALLENGE OF NEW KNOWLEDGE OF CAREER DEVELOPMENT
Under consideration of the ongoing changes in work, career, technologies and public life and the visions of the international organizations for future years development of a learning population career and job development need to be re-conceptualized. The brand new mode of employment generates a new understanding of job on the target side. Secure, waged employment with clear-cut job information is being substituted by some flexible varieties which do not guarantee long-term job security and impact the complete system of sociable security. As modern careers will be more fragmented so called patch-work biographies are more and more common and need appropriate assistance through instruction and counseling profession transitions. Beneath the subjective understanding of career it's been questioned, how individuals seem sensible of their careers and their personal histories and skills, attitudes and beliefs they have got purchased (Arnold and Jackson, 1997). Another view implies not only acquiring career skills but also accumulating a career identity (Meijers, 1998).
This is comparable to the constructivist or socio-dynamic procedure (Peary, 2000) which emphasizes that individuals are accumulating their own personality of their social framework in mind of wholeness, capacity, identification, self applied creation and transformation with reference to work, career or its absence, the question is "How shall I live?" and "How does my job or my work, or its absence, fit into and influence my entire life plan or career?" Career must be seen as a connected relation of life and work and profession planning which becomes more into life management. Job development needs to be coupled with overall life planning. And assistance and counseling has to support the introduction of life planning skills which equip people to handle the long lasting changing social and individual life situations. Picking a career or work must execute the self-concept and to bestow a important social individuality to the individual if it permits an individual to perform productively for the city and thereby become self-supporting, successful, satisfied, secure and healthy in his own private life (Savickas, 2000).
CHALLENGE IN THE PROFESSIONAL PERFORMANCE OF PRACTITIONERS
To ensure quality of guidance delivery and services as well as an adequate action towards clients Ibero American Conference achieved the adoption of the code of ethics for counselors and for information services. Many member associations have straight endorsed international standards to their nationwide associations or keep these things modified under special thought of their civilizations and regional public conditions. The internationally approved and acknowledged ethical standard describe the ethical responsibilities of the counselors with their clients, attitudes to colleagues and professional associates, the attitudes to the federal government and other community agencies the responsibilities to research and relate operations and finally the obligations as an individual practitioner.
THE Task OF COUNSELOR RESOURCES CENTRE (CRC)
Besides the ethical behaviour, advisors' professionalism and reliability is marked by a permanent updating with their professional knowledge and a reflection of his own daily work through exchange of useful experiences with other professionals and organization employed in the area of educational, vocational and job guidance and counselling. Ibero American Conference and Human Learning resource Development Canada (HRDC) has set up an internet based International Counselor Reference Centre (CRC) in five languages; English, People from france, Spanish, German and Surface finish which provides the increasing needs of counselor self-care and is organized around the types of questions and problems specialists typically ask and support individual advisors in both their practical work and their professional development.
The aim of International Counselor Resource Centre (CRC) is to aid career counselors' globally in getting established in their own vocation in helping those to serve clients in special situations and dealing with special needs of special types of clients, in assisting the other person group through a specialist discussion offer and in providing counselors with future perspectives.
THE Obstacle OF COMPETENCIES AND Certification OF Instruction PRACTITIONERS
One of the key requirements of quality guidance is the recognition, recognition and guarantee of competencies. It is necessary that those who deliver the service to the customers really have the competencies they need to deliver quality educational and vocational advice.
There are "international competencies for educational and vocational direction experts" that concentrate on the abilities, knowledge and attitudes needed to provide quality services. They may be split into two major parts core competencies that practitioners need regardless their work setting up and ten areas of specialized competencies depending on the type of job setting and clients groups.
Core competencies are:
Ethical behavior and professional conduct
Advocacy and control in evolving clients learning and personal concerns.
Awareness and appreciation of client cultural differences
Awareness and understanding of client ethnic differences
Ability to apply theory and research to apply.
Designing, utilizing and evaluating information programmes
Awareness of one's professional constraints.
Ability to talk effectively with co-workers and clients
Knowledge of kept up to date information.
Social and cross-cultural sensitiveness.
Co-operate effectively in a team of pros.
Knowledge of lifelong profession developement process.
In addition to the primary competencies for everyone experts there are ten specific competencies; only be acquired by some experts, depending on the nature of the work. They may be:
Assessment, educational information, career development, guidance, information management, consultation and co-ordination, research and analysis, program and service management, community capacity building and positioning. Every area has a specific set of various competencies.
CHALLENGE OF PROFESSIONAL PERSONNEL
A educator who goes to and instructs tired or impaired children in a general public school system, institution nurses, school medical professionals and vocational counselors made information and counseling one of the assistance available in classes. This organizational framework persisted to flourish in the 1940's and 1950's. From the 1960's it experienced become the dominant organizing framework for direction and counseling in the universities. Only by the 1960's experienced it become pupil workers services. According to the council of key state school officers which really is a national non-profit group in america which represents public officials that brain elementary and secondary education departments (1960), pupil workers services included advice, health, mental services, school sociable work and attendance.
With the passing of the National Protection Education Function of 1958, cash were open to prepare large numbers of individuals to be school counselors. The dominant way of managing guidance and counseling in institutions was to make it an integral part of pupil personnel services. Many status departments of guidance and the positions of university counselors administratively under the pupil staff services umbrella. In addition, text literature written in the 1960's on the organizational and supervision of guidance implemented the pupil workers services model as the best way to organize instruction in the classes.
The pupil personnel services model fits properly with the specialized medical model of guidance and its own position orientation that were changing since 1920's. As a result, information became a sub-set, a group of directions or functions that not include all the capacities of the initial specs. Software or hardware components made for the sub-set will also use the original. The assistance to be provided by school counselors who occupied positions within the broader platform of pupil personnel services. The amount of these assistance services varied depending in the power quoted, but usually there were six, including orientation, specific inventory or appraisal, guidance, information, placement and follow-up.
THE Problems OF Instructor EDUCATION IN THE 21ST CENTURY; THE KENYAN EXPERIENCE
Education in virtually any form, traditional or modern designs the future of population. Today, education is definitely the critical software for development. But of computer to experiment with this role effectively, there must be a cadre of capable teacher counselors. The education programme that prepares and equipment such a crop of teachers to educational organizations is called tutor education.
Education and by extension professor education, is a active process. It really is usually affected by changes in modern culture which tend to create new requirements onto it. These demands, generally, express themselves as growing issues, problems or new perspectives in education. This paper is therefore set out to discuss the challenges implications and just how forward for professor education program in this millennium in Kenya.
THE Obstacle OF STRENGTHENING Information AND COUNSELING SERVICES IN KENYAN PRIMARY SCHOOLS
Kenya is one of the countries on the globe which have experienced rapid changes in education in the 1990's. These changes have sometimes had overwhelming unwanted effects on both person and the population he lives in. In the primary educational establishments, these changes have been manifested in assorted forms. The issues encountered by the children and the children in Kenyan main schools are great and varied. The children have to be provided with a tool to enable them to make dependable decisions in life. This newspaper therefore examines the necessity and role of assistance and counselling in the Kenyan principal universities and makes recommendations on how guidance and counselling can be strengthened in Kenyan most important schools.
THE Concern OF MORALITY AND EDUCATION
This talk addresses the crossroads at which moral education is available. The home and church, due to the ever-changing set-ups in culture, seem to obtain delegated almost all of its responsibility of child health care to the school. The question therefore is if the teachers can and inclined to take up more concerns on sociable welfare apart from mere classroom education.
A growing quantity of educators around the globe have been working on the means of introducing value centered education in response to the increase in violence, suicide, form of medicine addition, abortion, corruption and child mistreatment. There is now an increasing identification that there is a missing link in the education system. That is mainly having less focus on the effective domain name, skill, development and the little concern given to the latent curriculum. Using a primary university management model by Paisey (1987), the paper presents a discussion about how aspects such as physical resources, managerial skills, beliefs and targets can favourably be accustomed to promote personal public and moral education.
THE Problem OF POTENTIAL IMPACT OF THE CHILDREN ACT (2001) AND THE Folks WITH DISABILITIES Take action (2003) ON EDUCATION OF LEARNERS WITH DISABILITIES IN KENYA
Special education in Kenya was set up by religious and charitable organizations in the mid-1940. Starting as a moderate attire, the sector continues to expand. For example, in 1968, there have been 1, 373 children signed up for 26 special institutions and products (Ndurumo, 1993). The quantity rose to 14, 600 children and 479 programs in 1998 (Koech report, 1999). As the government's support of special education is evident through the training of instructors at Kenya Institute of Special Education, developing curriculum at the Kenya Institute of Education and in the management and guidance of the sector at the Ministry of Education Head office, legal instruments dealing with education of learners with special needs have been absent. The breakthrough, however, came with the enactment of the children Function in 2001 and the individuals with disabilities Action in 2003.
CHALLENGES FACING THE FINANCING OF EDUCATION IN Growing COUNTRIES e. g. KENYA
Education is both a private and social investment that is shared by specific students, their own families, employees, federal government and other teams including international agencies. The sharing agreements vary substantially from region to region both in proportions of public ad private money allocated for education and in the mechanism by which the expenses of education are financed. This talk is therefore targeted at examining and examining challenges in financing education, in particular it evaluates the funding of free principal education and the bursary scheme fund utilized by the federal government in secondary academic institutions. The paper also brings forward the deferred education loan programme as a method of financing higher companies. However, there is certainly sense among parents, market leaders, students and other stakeholders that the current loan scheme tends to benefit the rich more than the poor. Beyond its monetary significance, education is seen widely as a good in itself and indeed a basic human right. For this reason too, efficiency in financing education is often a focus of public debate.
CHALLENGES FACING WOMEN IN TERTIARY INSTITUTIONS
We try to examine the effectiveness of tertiary establishments in training and empowering women, with compliancy technical advancement, so that they may fully participate in the development process at both the private and public sector. We also scrutinize other impediments within and without these organization that impact adversely on women's successful attainment and conclusion of desired training programmes in their profession pursuit.
The paper reveals the studies of enrolment and analyzing the gender disparities, course relevance and marketability of the graduates. The analysis discovered that the enrolment gender disparities in specific classes, loop-sided cultural values and a discriminatory employment market have severely reduced women output and capacity to market development hence need for counseling.
CONCLUSION
Generally we have discussed the issues of the real challenges in all societies no matter their departmental level and how the international guidance community is coping with these issues. The debate has handled the value of assistance and guidance in a changing society, quality assurance, access to service and certification of direction and guidance.
