Curricular Area Counselling and Guidance
Angela MUSC ĂSperan ţa ŢIBU
Institute of Educational Sciences, BucharestHistory
Concerns for identification of guidance education methods have existed ever since
guidance services have been formally established with specialized staff, and systematic
reflection in the field of counselling and guidance. Current practice highlights the
educational approach to Counselling and guidance, which appeared in the context of
extending the age limit for compulsory education in Romania, diversifying secondary
education, and postponing the deadline for professional option. This concept lays stress
on systematic education, throughout one’s study life, by providing information on
educational and vocational opportunities, facilitating self-knowledge, and engaging
young people in career exploration and choice.
Watts and Sultana (2004), in a comparative study of European career counselling
systems, refer to the contemporary tendency of paying increased attention to guidance
and career education in schools. Activities of career education and counselling are
included in the curriculum of many countries. These may be distinct subject matters or
under a more comprehensive and compatible subject matter. Counselling and guidance
programmes are being enriched by the active involvement of employers in various
professions and jobs, parents, representatives of the local community, etc. Pupils are
supported in organizing and planning their own long-term learning activities, by creating
portfolios, elaborating personal and professional projects, etc.
Counselling and guidance activities are carried out in schools, with greater depth and
frequency in times before important decisions, but there is a tendency to carry out such