Students in secondary schools need career guidance to make informed career choices which will contribute to the skilled manpower needs of the economy. This study investigated the role of secondary school career guidance on achieving national manpower development in Kenya. The study was conducted in secondary schools in three Counties in Kenya namely: Nakuru, Kisii and Migori. The study used descriptive cross section survey research design. The target population was all students and teachers in the three counties. The accessible population was all the form four students, teacher counsellors and head teachers. Public County, Sub County and Private secondary schools were used as sampling units. Simple proportionate random sampling was used to select 32 secondary schools in the three counties. A sample of 429 respondents comprising of 365 students 32 head teachers and 32 teacher counsellors was used. Three questionnaires: Student Questionnaire (SQ), Teacher Counsellor Questionnaire (TCQ) and Head Teacher Questionnaire (HQ) were used to collect data. Reliability of the instruments was estimated by use of Cronbach` alpha coefficient. Reliability coefficient of 0.78 for (SQ), 0.81 for (TCQ) and 0.79 for (HQ) were obtained. The hypotheses was tested using Pearson Product Moment Correlation Coefficient. The findings indicate that there was a positive and statistically significant relationship between students and teacher counsellors` perceptions on the effectiveness of guidance services. The findings further indicate a relationship between the school guidance programme and students' career choices in National Manpower Development and a relationship of the roles played by teacher counsellors, and head teachers in the influencing students` career choice. It is recommended that all secondary school students be provided with equal opportunities to access effective career guidance services.

Students in secondary schools need career guidance to make informed career choices which will contribute to the skilled manpower needs of the economy. This study investigated the adequacy of career guidance resources in secondary schools in Kenya. The study was conducted in secondary schools in three Counties in Kenya namely: Nakuru, Kisii and Migori. The study used descriptive cross section survey research design. The target population was all students and teachers in the three counties. The accessible population was all the form four students, teacher counsellors and head teachers. Public County, Sub County and Private secondary schools were used as sampling units. Simple proportionate random sampling was used to select 32 secondary schools in the three counties. A sample of 429 respondents comprising of 365 students 32 head teachers and 32 teacher counsellors was used. Three questionnaires: Student Questionnaire (SQ), Teacher Counsellor Questionnaire (TCQ) and Head Teacher Questionnaire (HQ) were used to collect data. Reliability of the instruments was estimated by use of Cronbach` alpha coefficient. Reliability coefficient of 0.78 for (SQ), 0.81 for (TCQ) and 0.79 for (HQ) were obtained. The hypotheses was tested using Chi- square. The findings indicate that there was a positive and statistically significant relationship between students and teacher counsellors` perceptions on the effectiveness of guidance services. The findings further indicated the school administration provided valuable support to the teacher counselors to make sure that they had enough materials and time to manage the guidance programme. Schools started resource centres and did their best to equip them through the support of school administration, parents and other well wishers, but the findings showed that not all schools had enough equipment and reading materials. It is recommended that the school resource centre should be more equipped to support the guidance programme.