1. Placement and Follow Up
A Presentation on Organization and Administration of Guidance Program
Philippine Normal University
The National Center for Teacher Education
College of Teacher Development
Faculty of Behavioral and Social Sciences
Psychology Program
Taft Avenue, Manila

2. Definition
Types
Nature
Factors Affecting
Organization
Definition
Nature
Factors Affecting
Organization

3. This services is designed to enhance
student development by assisting them to
select, and use, opportunities inside and outside
the school. It is oriented to the preparation of an
individual for admission to other educational,
vocational or work-related programs.
Its main purpose is to assist students to
achieve their career goals, e.g. by assisting them
with subject selection, or placement, in a class
or school, based on the subjects offered.

4. As a service, it strengthens the career guidance
aspect of the school guidance and counseling
programme. It helps the students to know their
strengths and limitations and, through this, achieve
self-direction.
This service offers the counselor an opportunity
to collect, analyze, and use, a variety of personal,
psychological and social data about the students. Not
only does it offer the counselor an opportunity to
understand the pupils, but it also provides them with a
guideline for the type of help required.
Further, the counselor will be able to assist
students to understand themselves better.

5. The satisfactory adjustment of the individual to the next
situation whether in school or on the job.
The Placement Service has two (2) types:
 Education Placement
 It takes into account the interests, aspirations and abilities of
the learner
 A student should be allowed to choose the subjects he would
like to pursue
 It is the role of the counselor or guidance teacher to ensure
that the curriculum addresses the needs of the client
 Career or Job Placement
It gives students an opportunity to gain an insight into a career
which interests them
The counselor has to identify appropriate vocational or career
placement centers, in accordance with the career aspirations of
their pupils

6. The placement service is that group of activities which provides the
“follow-through” to pupil’s realistic planning. Placement activities
should exist at all grade levels and serve the unique needs of all
pupils.
To group pupils within classes or a single class
To aid pupils in their transfers from one grade to another or from
one school to another
To assist pupils in the selection of curricula or school subjects
To assist pupils in the selection of extra class activities in the
school or other activities in the community
To help pupils find part-time and summer employment
To assist pupils in their efforts to enter college, vocational school,
or any other training situation
To aid pupils in locating and securing permanent employment

7. The effective development of the placement
service depends upon several factors, some of
which are:
 The philosophy of staff members toward
the service;
 Personnel available to coordinate the
necessary activities; and
 Clerical assistance and materials.

8. For Job or Career Placement Services:
 Discover
Outline
Research
The Placement in the Curriculum:
 Futuristic Plan of school courses
 Actual Process of enrollment
 Course Description

9. The organized effort of the school to keep in
touch with former students.
The follow-up plan necessary in any school is
determined by the placement or followthrough activities in which the school engages.
A series of systematic checks which are made
to determine whether guidance services in
particular and the educational program in
general are meeting the needs of the
individual pupil

10. The following types of questions are few examples
of those which an adequate follow-up service
should answer:
 To what extent are pupils utilizing guidance and
other school and nonschool services?
 What effect have guidance services had upon pupil
planning?
 To what extent are curricular and extra class
activities meeting pupils needs?
 To what extent are pupils achieving up to capacity?
 To what extent are pupils oriented to the next grade
or to a new school situation?
 What kind of adjustments are pupils making to parttime, summer, and permanent jobs?

11. Although leadership is essential to the
coordination of follow-up activities, it has to be
augmented by the efforts of all staff members.
The follow-up service, therefore, becomes
valuable to the extent that:
 All members of the staff participate actively , and
 There is a means of coordinating all follow-up
activities.

12. Follow-up Studies of School
Leavers
Follow-up Studies of Pupils
Attending School
1. Readiness and committee
participation
2. Leadership
3. Complexity of the planning
process
4. Techniques
5. Role of Pupils
6. Record of follow-up activities
7. Continuity in conducting
follow-up studies
1. Extent of Orientation
Activities and Procedures
2. Extent of Reading
Readiness Program
3. Extent of curricular and
extra class activities
4. Extent of use of counseling
service