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The role of Guidance and Counselling in making informed choices among learners cannot be overemphasized. Although institutional-based Guidance and Counselling was introduced in Kenya to equip learners with the skills of making informed decisions so as to reduce risky sexual behaviours and teenage pregnancies. The numbers of teenage pregnancies are on the rise in Siaya County especially Ugenya Sub County in Kenya. The aim of this study was to assess the effectiveness of peer counselling in management of teenage pregnancy among girls. The study utilized a Concurrent Triangulation Design within the Mixed Method Approach. Rational Emotive Behaviour Therapy theory informed the study. Purposive sampling technique was used to sample 15 Principals and 15 Teacher Counsellors. Kerlinger formula was employed to determine and select 347 teenage girls in Form 2 and 3 to participate in the study, while 50 Peer Counsellors were selected to participate in the study using stratified random sampling. Data for the study was collected using questionnaires, structured interview schedules and Focus Group Discussions. Data collected from the questionnaires was edited, coded and analyzed through descriptive statistics as well as Pearson Correlation analysis using SPSS version 23. Thematic Analysis was used to analyse qualitative data. The findings indicated that there was a strong and positive correlation (r = .675) between peer counselling and the management of teenage pregnancy at p < 0.05. The Ministry of Education should emphasize more diverse training of Guidance and Counselling teachers on varied therapies for them to be effective in schools. In addition, the policy makers in education should also come up with various training programs meant for peer counsellors to assist in therapy programmes in their respective secondary schools, since students preferred seeking counselling services from their peer counsellors.

The document discussed the functions of intermediate educational units their relation to rural schools, and the unique needs of rural schools. Chapter I traced the development of the American school system from its inception in colonial America to contemporary times. Characteristics of America's rural population were identified and briefly explained, focusing on educational opportunities in rural areas. The development of the intermediate educational unit was followed from its origin as a county unit to its relatively recent emergence as a regional one. Chapter II contained a detailed comparison of these units, explaining that intermediate units organized on a regional basis are much more efficient and economical than those limited by county lines. Chapter III discussed several specific programs provided through regional intermediate units which appeared to meet the needs of both small and large schools. Recommendations for bettering rural education covered: (1) regulatory versus service roles, emphasizing that, when regional programs are more effective than similar ones offered by individual schools, these schools should be required to participate in the regional program; (2) boards of control, which should represent the clientele organizations of the regional units; (3) financing, including guaranteed basic funding for core program operations; (4) staffing, especially the intermediate unit's chief executive and his administrative team, and (5) improving services to rural schools through these regional intermediate units. (KM)

This paper presents the rationale, techniques, and structure used to develop and implement an evaluation-accountability program for a new regional Education Service Center in Texas. Needs assessment, a critical element in this model, consists of objectively identifying the educational needs of clients and establishing an initial list of priorities. The statement of these needs in terms of behavioral or performance objectives constitutes the heart of the entire model. Phases included in the model can be classified as primarily concerned with planning and implementation. Tasks in the planning phase include stating divisional objectives, stating the performance objectives of all programs, selecting activities to achieve the stated objectives, developing a program evaluation plan, and completing the program evaluation guide. The completion of this phase results in the translation of targeted needs into viable programs to meet those needs. The implementation phase comprises actually performing the activities designed to permit accomplishment of the stated objectives. The program itself is subject to an ongoing evaluation whose major purpose is to improve managerial decisions by permitting the directors to manipulate their resources and activities to achieve the optimum output in terms of objectives attainment. (Author/WM)

This paper critically examines some of the ways in which schools are currently financed and argues for State assumption of educational costs as a viable alternative. The document begins with a description of current school district revenue sources and discusses the official division of responsibility for school finance between the State and local governments. The author then criticizes the present system, founded when the cities were relatively richer than they are today, on the grounds that it has led to inequity, illogical resource allocation, and poor long-range planning. Financial data for the school districts of Long Island, New York, are presented in a case study to point out that the present system of finance discriminates against low wealth and large districts while favoring small and rich districts. The document then suggests how a program involving State assumption of educational costs would look and considers the various arguments against full State assumption. The document concludes by suggesting reasons for preferring State assumption of educational costs to district power equalizing. (Appended tables may reproduce poorly. ) (Author/DN)

Reviewing the scope of mobile facilities utilization as a partial solution to providing educational opportunities for school populations, this synthesis found the literature to indicate that the total and potential usage of mobile facilities is great. After a discussion of types of mobile units, uses of mobile facilities are identified. In general, these uses have included provision of most educational activities presently housed within permanent classrooms as well as provision of public services. Included are 25 references. (MJB)

Comparative analysis of educational planning in Pakistan and the United States illustrates the potential of educational planning and the one-sided approach to planning practiced in America. In Pakistan, the centralized government coordinates all planning activities, and educational planning is only one part of an integrated planning program for political, social, and economic needs. In the United States, planning is diffused and fragmented throughout Federal and local governments. In the U.S., little attention is given to longrange planning, and efforts are concentrated in financial accounting. Proper planning in the United States must concern itself with qualitative improvement rather than quantitative expansion. (RA)

The stated central theme of this report is that the National Institute of Education give first priority to questions of efficiency in the supply of educational services. A tripartite definition of efficiency is proposed and explained: economic, technological, and social. The report is organized around discussions of some impediments to the realization of these three efficiencies. For each impediment or obstacle to the achievement of a particular kind of efficiency, there is a discussion of why the obstacle is a problem and what kinds of research have been or are currently being done with respect to the problem. New kinds of research or experimentation are proposed which might provide policy makers with guidelines for reducing the obstacles to these efficiencies. The final section coordinates the proposals and indicates research items that are of the highest priority: research and experimentation in decentralized decision making, assessment of institutional and classroom efficiency, development of a federal research school, experimentation and evaluation of complimentary services. (JA)

This study, funded by ESEA Title III, has concerned itself with that program's ability to encourage local school authorities to accomplish needed educational reforms and to consider implications for future program activities. Suggestions are included for those concerned with the administration of Title III at the State level. The information upon which this report is based was obtained as a result of visits to 60 projects located in 30 States. At each project, visits with key project persons were structured by a questionnaire composed of open-ended inquiries. In addition, the perceptions of school board members and other community spokesmen were solicited. Title III projects were found to be particularly effective in encouraging (1) new instructional modes and curricula formats, (2) new educational technology, (3) systematic resource allocation, (4) cooperation and resource sharing among local school districts, (5) establishment of special education programs, and (6) incentives to persons with extraordinary talents. (Author/MF)

In its involvement with higher education, the federal government has followed a policy of building on strength. As late as 1964, 85% of federal funds for higher education were allocated for organized research. In 1962, 95% of research funds were devoted to work in the physical and life sciences. Federal monies are also highly concentrated geographically and are distributed in ways that allow large numbers of graduate students to devote full time developing research skills. Some of the sources of inefficiency in higher education are: poor quality of faculty, the teaching and learning of wrong things, neglect of undergraduate education, neglect of the poorer states and their gifted students. Federal involvement has helped to improve the quality of teaching but has not had a beneficial effect on the other sources of inefficiency. One solution might be to provide the states with block grants to strengthen all higher education within their borders. The states, however, would still be responsible for accounting for the use of funds and evaluating the success of federally funded programs. An annotated bibliography is included. (JS)

A NEW BASIC CONCEPT IN FINANCING EDUCATIONAL SERVICES IS THE CHANGE FROM VIEWING SCHOOLS AS "STANDARDIZED-OPPORTUNITY-SYSTEMS" TO SEEING THEM AS "DIFFERENTIATED-OUTPUT-ACCOUNTABILITY-SYSTEMS." THE ACCOUNTABILITY SYSTEM OF FINANCE, REQUIRING A SUPPLY OF ANALYTICAL STUDIES TO GUIDE DECISIONMAKERS, WOULD HAVE THREE MAIN COMPONENTS--(1) STATE GOVERNMENTS SHOULD SET MINIMUM STANDARDS OF STUDENT ACHIEVEMENT IN BASIC SUBJECTS AND COMPUTE EACH DISTRICT'S COSTS FOR PROGRAMS THAT WOULD ALLOW STUDENTS TO MEET OR SURPASS THE STANDARDS, (2) STATE GOVERNMENTS SHOULD ESTABLISH AN "EDUCATIONAL IMPROVEMENT FUND" TO STIMULATE ADVANCES IN SCHOOL PERFORMANCE, AND (3) LOCAL INITIATIVE SHOULD BE ENCOURAGED TO FUNCTION ON TOP OF THESE TWO STATE PROGRAMS. LOCAL INITIATIVE COULD BE EXERCISED BY MEANS OF A SUPPLEMENT TO A STATE INCOME TAX, WHICH SHOULD BE MATCHED BY THE STATE GOVERNMENT UNDER A "PERCENTAGE-EQUALIZING" SUBVENTION. FINALLY, FOUR ADDITIONAL STEPS SHOULD BE TAKEN IN THE FORM OF THE FOLLOWING CONTRACTUAL ARRANGEMENTS--(1) STATE CONTRACTS WITH PRIVATE FIRMS TO UP-GRADE LOW-PERFORMANCE SCHOOLS, (2) LOCAL DISTRICT CONTRACTS WITH STATES TO SUPPORT A DEFINED SET OF IMPROVEMENT GOALS WITHIN ITS BORDERS, (3) UNIVERSITY ADDITION OF 35-40 PERCENT OVERHEAD IN GOVERNMENT CONTRACT ARRANGEMENTS, AND (4) STATE GOVERNMENT CONTRACTS ISSUED TO LOCAL DISTRICTS TO MEET THE FULL COSTS OF TEACHER DEVELOPMENT PROGRAMS. THIS PAPER WAS PRESENTED AT THE SYMPOSIUM ON OPERATIONS ANALYSIS OF EDUCATION (WASHINGTON, D.C., NOVEMBER 19-22, 1967). (HW)