Educational Guidance as an Indispensable Element for Quality Education: Conceptual Framework and Intervention Models in Spain

Educational guidance is a fundamental right of children recognized in the Convention on the Rights of the Child (1989). In this sense, in the 2030 Agenda for Sustainable Development, the fourth goal “quality education” states that it is necessary to guarantee inclusive, equitable and quality education, as well as to promote lifelong learning opportunities for all. This education must therefore respond to the needs and potential of each student, and educational guidance is key to the development of this task. At present, there still coexist diverse conceptions of educational guidance derived from the great variety of functions assigned to professionals and the indistinct use of the terms counseling and guidance. Thus, psycho-pedagogical intervention can oscillate between actions of an assistential nature of a therapeutic nature and actions of an educational nature linked to the principles of prevention and development. Therefore, this article analyzes the main intervention models that coexist in Spain, according to their theoretical paradigm and their potential contribution to the development of Goal 4. Among the main conclusions drawn from the review are that most authors recognize the models of counselling, consultation, services and programs, with the existence of a technological model of guidance being more controversial. Likewise, according to the 2030 Agenda, the models of consultation and programs favor to a greater extent the fulfilment of SDG 4, also enhancing the development of other goals, such as Goal 3, Goal 5, Goal 10 and Goal 16.