Functioning of guidance and counselling centres in higher education: A survey of the public universities in Ghana

Gabriel Amponsah Adu; Sujata Srivastava

doi:10.32351/rca.v10.393

Autores/as

Gabriel Amponsah Adu University of Baroda https://orcid.org/0000-0002-2022-2538
Sujata Srivastava University of Baroda https://orcid.org/0009-0002-4921-2365

DOI:

https://doi.org/10.32351/rca.v10.393

Política de Crossmark DOI: https://doi.org/10.32351/politica-crossmark

Palabras clave:

Centros de orientación y asesoramiento en funcionamiento, profesionales, educativos y socio-personales

Resumen

Este estudio examinó el funcionamiento de los centros de orientación y asesoramiento en las universidades públicas de Ghana, centrándose en los servicios prestados a estudiantes y profesorado. Se empleó un diseño de encuesta descriptiva. Se utilizó un muestreo aleatorio estratificado para agrupar las 15 universidades públicas en tres zonas. Se empleó el método de lotería para seleccionar las universidades de cada zona. Todos los consejeros (42) de las universidades seleccionadas conforman la muestra. Los datos se recopilaron mediante un cuestionario de 57 preguntas, que abarcaba orientación vocacional, educativa y sociopersonal, uso del tiempo, herramientas de asesoramiento, asesoramiento en línea y prácticas de mantenimiento de registros. Los principales hallazgos revelaron que los consejeros proporcionaron un apoyo integral, incluyendo orientación vocacional sobre habilidades profesionales e información laboral, asesoramiento educativo sobre becas y orientación curricular, y apoyo sociopersonal para el desarrollo de la personalidad y las relaciones interpersonales. La mayoría de los consejeros utilizaron el asesoramiento presencial tradicional, con una participación limitada en el asesoramiento en línea debido a la infraestructura de internet poco fiable. Los consejeros utilizaron eficazmente diversas técnicas de asesoramiento y mantuvieron registros de las sesiones. Si bien los centros de orientación y asesoramiento funcionan satisfactoriamente, existen áreas de mejora, en particular la optimización de los servicios de orientación en línea y la implementación de sistemas estandarizados de registro digital. Las implicaciones para el gobierno de Ghana, las autoridades universitarias y las unidades de orientación y asesoramiento incluyen mejorar el acceso a internet, organizar seminarios vocacionales y educativos frecuentes e invertir en la formación de orientadores para apoyar el desarrollo académico y personal de estudiantes y profesorado.

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Biografía del autor/a

Gabriel Amponsah Adu, University of Baroda

Investigador asociado en el Departamento de Educación, Universidad MS de Baroda, India.
Sujata Srivastava, University of Baroda

Prof. Departamento de Educación, Universidad MS de Baroda, India.

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