counselling for educational reform and sustainability: a 21st century approach

7/25/2019 COUNSELLING FOR EDUCATIONAL REFORM AND SUSTAINABILITY: A 21ST CENTURY APPROACH

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COUNSELLING

A 21S

Edited b

SCIENCE AND EDUC

Guidance

Information

OR EDUCATIONAL REFO

USTAINABILITY:

CENTURY APPROACH

Ab!"#$, A%!&!i# !'d A'i!(!

TION DEVELOPMENT INSTITUTE,

EDUCATION

Counselling

CAREER

Therapeautic Interventi

PERSONALSOCIAL

M AND

NIGERIA

ons


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COUNSELLING FOR EDUCATIONAL REFORM AND SUSTAINABILITY:

A 21ST CENTURY APPROACH

Dr. (Mrs) Helena T. Agbajor, (Editor-in-Chief)Department of Eduational !s"holog", College of Eduation, !.M.#. $%&$, 'arri, Delta

tate, igeria

Dr. (Mrs) E.E. Asamaigo (Assoiate Editor)Department of Eduational !s"holog", College of Eduation, !.M.#. $%&$, 'arri, Delta

tate, igeria

Dr. (Mrs) A. Anigala (Assoiate Editor)College of Eduation Demonstration eondar" hool, 'arri, Delta tate. igeria

SCIENCE AND EDUCATION DEVELOPMENT INSTITUTE, NIGERIA


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* All rights reser+ed. o reprodution, op" or transmission of this publiation ma" be

made ithout ritten permission.

This first edition published %$ b"

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BOARD

Abulude, .1. (igeria) - !residentBCE1

LIST OF ADVISORY BOARD MEMBERS

#alogun 4. A. anniaag Chemial (ig.) 3td, anni 'a", 1ff 4odin 1monua, 1ff #an6s 'a", /solo/llasamaja, 3agos, 3agos tate, igeria.

!rof. Mohammad . Mubara6Chemistr" Department, 0ni+ersit" of ordan, Amman-$$=%, 15DA

!rof. T. T. AdeboluDepartment of Mirobiolog", ederal 0ni+ersit" of Tehnolog", 1ndo tate, A6ure,igeria

!rof. raniso Torrens0ni+ersitat de 2alnia, /nstitut0ni+ersitari de Cinia Moleular, 0ni+ersitat de2alnia, Edifiid/nstituts de !aterna, 2alnia, pain

Hon. i"i ones A6in"ugha

:#, 1lufumila"o tr., Dideolu Estate, !.1.#o8 ;%%F, /6eja, 3agos, igeria

!rof. 2. A. AletorEliGade 0ni+ersit", /lara Mo6in, 1ndo tate, igeria

Mr. ola A6itimehinA6inrina"e treet, /lesha 4arage, A6ure, 1ndo tate, igeria

!rof. E. A. AderinolaDepartment of Agriultural Eonomis, ederal 0ni+ersit" of Tehnolog", A6ure,1ndo tate, igeria


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C1TET

#oard iii

Contents i+

A6noledgments +i

!refae +ii

CHA!TE5 $ Counselling for ustainable Eduation? /ssues in The%$stCentur" - Agbajor, T. Helena and Alordiah Caroline1hu6o $

CHA!TE5 % Adoption for !s"hologial Tests in 4uidane andCounselling? A !anaea for Eduational 5eform andustainabilit" in igeria - A. A. Agbaje and A. 1. Agbaje $$

CHA!TE5 : untional and ustainable Eduation in igeria?The %$st Centur" Approah - 1ghiagbephan, A.D. $=

CHA!TE5 Counselling for Effeti+e 0tiliGation of/nformation and Communiation Tehnolog" AmongE6iti tate eondar" hool tudents, igeria- E. 1. 1sa6inle :

CHA!TE5 & Criminal 4angs in 0rban Areas? A Threat to Demorati4o+ernane in igeria - #eetseh, Faghga :;

CHA!TE5 < Curriulum and 2oational Counselling? /mpliationfor Eduational 5eforms and Management of0nemplo"ment among igerian outh- 1lagunju, Mu6aila F. 1. and Ade"emi, hade 2i+ian &&

CHA!TE5 > 4uidane and Counselling eeds in the Eduational

!rogramme - Edna Abibetu Abidde >

CHA!TE5 ; Counselling or 0tiliGation of /nformation andCommuniation Tehnolog" @ Anigala A. >=

CHA!TE5 = E+aluation of Continuous Assessment !ratie b"eondar" hool Teahers? Counselling /mpliation


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for untional and ustainable Eduation- Alordiah Caroline 1hu6o and Agbajor, T. Helena ;eferral, Ciagnosis+herapy +ermination and follow-up, it becomes clear that at every stage,psychological tests have a ma8or part to play. Similarly a look at the ma8or formsof counselling that is 5Educational, @ocational, 3ersonal, 3sychological, 3astoral

and >ehabilitation *ounselling,6 one observes the ma8or role that psychologicaltests could play in making every stage of the counselling process more effective.In general it could be seen that psychological tests could be used for 5selection,3lacement, 3rediction, *lassification, *ounselling and Evaluation6.

It seems clear that in 2igerian Secondary School setting, psychological tests haveall these roles to play, especially within the (-=-=-7 and the 2ew 2ational 3olicyon Education. It is generally accepted that well-developed systems of ?uidanceand *ounselling is an indispensable condition for the success of the new policy.+he effectiveness of ?uidance and *ounselling within the 2igerian Educationalsystem in turn depends on the establishment of a sound psychological testing

programme. 3sychological +esting would be required for ma8or processes withinthe present school system.

+hese are4>outine *ounselling 3rogramme4 In this programme, students) vocationalinterest, vocational preferences as well as study habits problems, mental abilityand parental problems are tested yearly. Such testing programme not onlyprovides a picture of the student)s development as he progresses through theschool, but it would also enable the counselling psychologists to identifyvocational, academic and personal problems as they arise in the student andassist in their solution. 3sychological tests are now available eamples are the

vocational interest inventory !otivation for 9ccupational 3reference Scale3rogressive !atrices Students Babits Inventory Student 3roblem Inventory and1dolescent 3ersonality Cata Inventory. 5>esults from such routineadministration of such tests should be recorded in the students) cumulativerecorded folders for use in taking future decisions on the students61dams "9


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and the ederal !inistry of Education. 1gain, results obtained from these testsshould be recorded in 5+he Student)s *umulative >ecord6 for the purpose ofreference6

+he 3rogramme of *ounselling in Senior Secondary Schools and in the

@ocationalJ+echnical Schools4 +ests are also useful in the counsellingprogramme which is provided for the senior secondary schools or in vocationalschools. +ests which could be used in such counselling programme include theStudent Babits Inventory SBI& for >outine 1cademic *ounselling. +he@ocational Interest Inventory @II& and the !otivations for 9ccupational

3reference !93S& for >outine @ocational *ounselling and the Student 3roblemInventory S3I& for 3ersonal 3sychological *ounselling.

3rogramme of *ounselling at the End of the Secondary School period including*ounselling for Self-Employment4 1gain at the end of secondary school periodimportant vocational decisions are made. Student could also be put in various

apprenticeship training schemes. 3sychological tests such as the !93S and the@II could be very useful in assisting counselling and students in making theseimportant decisions. Even if these students are to be self-employed these couldindicate in which vocational areas are most likely to be effective and satisfied,1dams "


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to thirty testees if large numbers of students are to be tested. 1fter making suchadequate preparations testees are brought into the testing room, seated and aremade comfortable by establishing rapport with them before they are started offwith the appropriate and specified testing instructions. Cepending on whetherthe tests is timed or not, testees are allowed the specified time and they then

stopped as specified. +he completed tests protocols are then collected for scoring.5Scoring of test protocols are done as directed in the test manual. It should beremembered that scoring of tests could be done manually be computers6Frenn,%0=&.

Interpretation of 3sychological +ests4 1gain the interpretation of psychologicaltests should be done as indicated in the +est !anual. irst, what the testmeasures and the meaning of the test scores should have been indicated in thetest manual, for instance, in some tests the higher the scores, the more theattribute being measured by the test is possessed by the individual the moredesirable the situation is. +his is the case in such tests as the @II and the S3I.

Bowever, in other tests, the higher the scores, the less desirable the situations. 1neample of this is in SBI where higher scores mean more personal problems. +hefirst step in test interpretation therefore is to know what the test measures andthe meaning of the test scores. Second, test interpretation could adapt the Ipsative1pproach where intra-indiviual comparisons are made and seeking to obtain theindividual)s strengths and weaknesses in relation to the attribute beingmeasured. Interpretation could also adopt the 2ormative 1pproach in which theindividualis compared with others. 5In making any of these two comparisons,the various techniques of profile analysis could be adopted and descriptive aswell as inferential statistics could be used to describe as well as find significantdifference among groups6 +erman, %%(&. +hird, it should be noted that it is

during interpretation that the implications of the test scores, for the ma8ordecisions facing the individual are drawn out. Such decisions could beeducational, vocational, ad8ustment or marital ones and test scores and theirsubsequent analysis are used as basis for making these decisions.

So*e Aa#abe P-%$oog#%a Te): +hese available tests would 8ust bementioned in passing in this article since their test manuals give full descriptionsand details of use and since subsequent practicum sessions would teach how toadminister score and interpret them.

5o%a)#o!a I!)ere) I!e!)or-: +his consists of activities which the tests is rated

according to the degree of liking them. +hese activities are grouped into %$&ma8or interest areas. 5Scores obtained for each interest area are transferred intoan interest profile which provides a graphic illustration of the client)s interests,then preferred interests are eplored for their implored occupational patterns69fo, %7&.


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REFERENCES1dams, *. " elationships. +eaching, Aearning and1ccountability.

1gbakwunu, *. #$$/&. *sychological problems and Coping Strategies among the +ged.9werri >eliable 3ublishers.

1merican 1cademy for the 1dvancement of Science %/&.

1nastasi, 1. %#(&. *sychological Testing. 2ew Gork4 +he !acmillan *ompany.

aws. India43rentice Ball Services.

ohnson, >. S. #$$#&. 'sing Cata to Cose the 1chievement ?ap. Bow to !easureEquity in our Schools. +housand 9arks, *. 1. *orwin.


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CHAPTER THREE

FUNCTIONAL AND SUSTAINABLE EDUCATION IN NIGERIA: THE21ST CENTURY APPROACH

9ghiagbephan, 1.C.Cepartment of Educational 3sychology, *ollege of Education, 3.!.ecognizing the role of education to the

individual and society at large Cienye #$%%& noted that education involved thedeliberate efforts on the part of the educator in developing the personality of thechild and to prepare him for membership of his society.

1ccording to 'ke8e %/(& in Cienye #$%%& he described education as being

powerful. It is a process of acquiring knowledge and ideas that shape andcondition man)s attitudes, actions and achievements, it is a process of developingthe child)s contributions in social reforms, it is the process of mastering the lawsof nature and for utilizing them effectively for the welfare of the individual andfor social reconstruction it is the art of utilizing knowledge for a complete living.


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THE CONCEPT 9UALITY EDUCATION+he quality of an education system becomes suspicious when its recipientscannot perform efficiently in society. 1 quality education should enhance thecapability of its recipients to improve and bring about positive improvement intheir societies. Kuality education fulfills the needs and epectations of members

of a society. Inability to fulfill the epectations of a society leads to a suspicion ofthe quality of that education system. +his could result in looking outside thatsystem for quality education.

Kuality education encompasses teaching and learning of knowledge, properproduct and technical competency. It also focuses on the cultivation of skills,trades or professions as well as mental, moral and aesthetic development.

Kuality education is fundamental to societal development. 1 society that isintellectual bankrupt will automatically become socially, economically andpolitically bankrupt which means no development.

Kuality education is indispensable in a society that needs to break the cycle ofpoverty, ignorance and disease. It is an integral part of the social, political,economic and prosperity of all societies. Societal development can only be

realized if policy makers match their words with positive actions. 1 societywhose education system is in shamble cannot epect any reasonable level ofdevelopment when policy makers pay lip service to issues that border onimproving the education system, development will continue to be a mirage. +he

issue of government reluctance to adequately fund the education sector showslack of commitment on the part of the government to ensure quality education.

Effective teaching and adequate teacher training at all levels of the educationsystem is very crucial in the achievement of quality education and development.+he school is an important agency of education that needed to bring about apositive and desirable modification in behaviour of learners in a more systematicway. +he quality of teaching must be very good to yield desired results. 1 highquality education is required to adequately prepare pupils for adult life roles.Fhat this means is a type of education that is functional in enabling the learnergain thinking habits and develop the technical means needed for them toenhance their ability in solving practical problems.

'2ES*9J'2I*E %/=& in !aple #$%%4=0$& viewed quality education from

these three perspectives4i.

Kuality of education refers to the etent to which the educationalsystem meets or tends to respond to the economic needs of the society.

ii. It refers to the effectiveness with which the educational system promotesor reinforces among children and young people, the culture and values,morals and attitudes particular to a given society.


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iii. It refers to pupils, performances or standard of attainment in differentschool sub8ects.Kuality education can therefore be said to be a well-planned, systematictraining programme acquired by man to enable him function effectively inthe society which he finds himself.

Co!%e() o+ F&!%)#o!a E"&%a)#o!9banya #$$=& in Cienye #$%%& eplained the idea of functional education tomean that education should inculcate specific skills. +hese functional skillsacquired from education are to enable learners to understand life situations,adapting to it and contributing to its development.

Be further eplained that functional education in basic literacy programme hasto do with the application of reading and writing skills to solve day to dayproblems, which includes the improvement of one)s living conditions. orpersons with disabilities, a functional education should equip the learner with

the skills that will enable him overcome the disabilities while in vocationaleducation it should inculcate appropriate skills to function in the labour market.

1 functional education should imbue the learner with skills that will lead to the

consolidation of scientific behaviour. In teacher training, a quality educationshould be functional to the etent that it equips the teachers with the appropriateaptitudes and abilities needed to promote learning and bring out the best inlearners. unctional education as an integral part of quality education is focused

on helping learners acquire the skills with which to function meaningfully insociety thereby contributing to societal development. +o ensure societaldevelopment, 2igeria has to make a long term investment in education to ensure

quality for a guaranteed future.

1labi #$$=& in Cienye #$%%& in his research on enhancing quality educationpointed out that quality education is an essential ingredient for societaldevelopment and the greatest legacy any nation can bequeath to her citizens. Beadvocated the need for collaborative efforts among the different groups ofpersonnel within the education system to achieve quality education.

Education can only result in societal development if it is the type that cantranslate theoretical findings into usable forms which will impact on thedevelopment of the communities in which they live. +his refers to a pragmatic

type of education which is used for the development of the 2igerian society. It isonly quality education that can guarantee this usefulness to society.

CONCEPT OF SUSTAINABLE DE5ELOP0ENTBolbrook #$$& defined sustained development as the development that meetsones needs of the present without compromising the ability of future generation


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to meet their own needs. 1ccording to


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SO0E 0AOR EDUCATION REFOR0S FOR HU0AN RESOURCEDE5ELOP0ENTIn an attempt to remedy the poor quality of education, ?overnment embarked onreform of policies in the education sector. >eforms in education are changesmade to improve the eisting conditions of education that fail to satisfy the needof individual member of the society. +he *hristian missionaries were the first tobuild formal schools in 2igeria with grants from the colonial ?overnment. +heaim of education at the time was limited in scope and content for 2igeria as acountry. +his was tailored to serve the purpose of the missionaries who neededinterpreters, clerks and preachers to propagate their faith.

rom %/ to the creation of three regions in 2igeria, about eight educationpolicies were promulgated and tried out. +hey included the %$=, %$/, %%(,education codes, phelps-stokes %#;, parliamentary white paper or command.9thers are the %#( education code, %=$ memorandum on education policy andthe %7/ education ordinance. 2igeria was divided into three regions - East, Fest

and 2orth in %;%. Education then became a regional responsibility. +his markedthe introduction of 'niversal 3rimary Education '3E& in the Festern region in%;; followed by the Eastern region in %;0. Curing the period the 2orthernregion was yet to make an attempt to free education. Bigher education wassomehow neglected during the period %;7-%($. Bowever, government setup acommittee in %; 1shby commission& on education. 1t that time, the onlyhigher institution was the 'niversity *ollege, Ibadan.

In %($ when 2igeria got her independence, the first education policy was basedon the 1shby *ommission report of %($ which was titled 5investment ineducation6. +o improve the quality of education, the federal government

assembled a group of eperts from various religious bodies, groups, individualsand government representatives for a 2ational curriculum conference held inAagos in %( which led to the famous 2ational 3olicy on Education 23E& whichwas established in %00, revised %/%, %/ and #$$7. +his policy brought aboutthe (-=-=-7 system of education in 2igeria.

1nother ma8or reform was the launching of the '3E scheme in %0( by the thenmilitary government. +he aim was to make 2igeria education free in %0( andcompulsory in %0. +his attempt did not fully realize its ob8ectives as a result ofso many militating factors 1zikiwe, #$$0&. urthermore, the 'niversal


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these goals, it launched the 2ational Economic Empowerment and CevelopmentStrategy 2EECS& in #$$=. +he critical pillars of 2EECS are4i. @alue >eorientationii. 3overty Eradicationiii. ob *reation

iv. Fealth ?enerationv. 'sing education to empower the people 9bioma, #$$0&. +he ederal!inistry of Education !E& in 1pril #$$ introduced a new documentknown as >oadmap for the 2igerian Education Sector. +he main goal ofthis reform is to address the identified problems in the educational sector.

It focuses on four priority strategies. +hese include4i. 1ccess and Equalityii. Standards and Kuality 1ssuranceiii. +echnical and @ocational Education and +rainingiv. unding, >esource !obilization and 'tilization

+his reform intends to involve stakeholders such as government, organized,private sectors and international funding partners to transform all 2igerianschools into producing, from all three subsectors of education namely4 basiceducation, post basic education and tertiary education. +he worrisome issue thatprompted the effort to salvaging the present state of 2igerian schools is thegeneral poor quality of the products of the sectors.

In spite of the huge ependiture on education at all levels our education hasfailed to produce in school leavers a combination of skills and value system thatcould make them self-reliant. +he 2igerian educational system has been besetwith a number of ills over the years. +hese problems arose from the general

malaise that beset the leadership and the society at large. Some of these includethe high incidence of eamination malpractices, corruption, bribery, etortioncultism, seual harassment and incessant strikes among the various academicstaff unions at all levels of education, as well as problem of data and decayinfrastructure, etc.

+here is a great need for quality assurance, functional and sustainable educationin our educational system in order to achieve the national goals and ob8ectives. Inline with the above, quality assurance, functional and sustainable educationshould be adhered to. Kuality, functionally and sustainability have to do withsuch factors as articulated national goals well-planned curriculum at each level,

assessment procedures and instrument capacity for processing eaminationdata utilization of assessment outcome and quality of student enrolled.

actors contributing to poor quality, functional and sustainable education in2igeria are the decline in quality, functional and sustainable education in 2igeria

has been a ma8or concern due to the rapid epansion in student numbers without


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comparable epansion in resources, staff and facilities. +his rapid growth has notbeen matched by substantial increases in the funding of educational institutions.Education quality which embraces all functions and activities within and outsidethe school system and for this reason, it is actually a difficult task to accessquality. Bowever, a few constraints against total quality education in 2igeria

could be identified even with all the regulatory bodies put in place.i. Aack of adequate funding from the government.ii. ull accreditation report not always employed.iii.


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be psyched to realize the intrinsic value of education and the latter motivatedadequately to develop their latent intellectual abilities and complete a full cycleof education. 3upils or student so guided and counseled have a better prospect ofdeveloping their latent abilities leading to self-discovery and the successfulpursuit of studies for self-actualization.

unctional education delivery fused with ?uidance and counseling programmeensures quality teaching and learning outcomes. +he scale of enrolment andparticipation is improved and pupilsJstudents achievement level is enhanced aschallenge associated thereto are adequately addressed. Interest in schooling and

learning is generated since intellectual abilities are conditioned and usedoptimally for self-discovery.

3re-tertiary ?uidance and counseling policy provides the alternatives tostrengthen the eisting policies. +hese children especially in deprived and remoteareas are enrolled and retained in schools to develop their intellectual abilities for

their future careers and to contribute to societal development. +hese children andothers in school will be guided and counselled to complete a full cycle ofeducation that will ensure the optimum use of their abilities for self-discoveryand self-actualisation to satisfy the demands of the economy.

+he inadequacy of ?uidance and counseling services in our schools appears to bethe ma8or cause of the rising wave of crime in the country, increased indisciplinein schools and drug abuse. +he lack of ?uidance and counseling in our schoolshas been identified as leading to the increase in BI@J1ICs cases, the increasingnumber of street children and high dropout rates. It is epected that the effectiveimplementation of the pre-tertiary ?uidance and counseling policy will have a

significant impact on reducing schooling problems and anti-social habits likely toinhibit quality of teaching and learning outcomes. 3upilsJstudents will beadequately prepared for the world of work and to meet life)s challenges. It isepected that delivery of pre-tertiary education by both state and non-state sectorwill be directed by the new policy.

or a community or nation like 2igeria to develop, there is the need to providerelevant quality, functional and sustainable education and making it accessible toall children irrespective of gender, ethnicity, religion or social status. +heyardstick of rapid socio-economic development of a nation therefore hinges on itschildren or citizens taking advantage of eisting education opportunities to

realize their potential. +he critical factors are teacher supply, accessibility,relevant educational content, and skills acquisition to satisfy the socio-economicaspirations of the nation and even guidance and counseling techniques to beadopted by the counselors themselves. +hese can facilitate poverty reduction, agoal which the government is relentlessly pursuing.


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(. +here is need to review the philosophy and goals of the nation in order toincorporate workable national education goals.

0. !oral and religious values should be emphasized in the schoolcurriculum. +hey should be made core courses at all levels of theeducational system.

/. +he government : local, state and federal should increase the budgetallocation to education to at least =;L. !oreover, infrastructure provisionand rehabilitation of eisting buildings, supply of equipment, materialsand psychological tests should be done by the government.

. Aearners should be guided to improve their levels of functional and

sustainable education even I*+ to support their needs to have a workforcethat is enterprising, productive and equipped to compete in business. +hiswill enable them to work confidently, effectively and independently in life.

%$. Education needs to be qualitative for the recipients in order to empowerthem socially, economically, politically, technically and scientifically.

%%. +he curriculum should be made relevant to the lives of the recipients. +hat

is, it should be geared towards meeting the emerging socio-economicdemands of the #%st century through skills acquisition and computerliteracy.

%#. *onferences, workshops and in-service-training programmes should beorganized for reliable and qualified officers on how to implement policiesand programmes. +hese people will detect gaps between theory andpractice and proffer solutions from time to time.

%=. 9nly qualified teachers, guidance counselors, psychologists should beretained. It is easy to know the qualified one if only we can shuncorruption and 5godfatherism6 or 5long-leg6 in our society.

REFERENCES1zikiwe, '. #$$0&. >eforms in education and the future of 2igeria4 sociologicalperspective. Deynote address presented at the maiden conference of the 2ational1ssociation of Sociologists of Education 21SE& held at 3ankshin, 3lateau State,9ctober, %(th-%th, #$$0.

Cienye, @.'. #$%%& 5Education and society4 +he quality Imperative6. +frican!ournal of Education and Technology, @ol. % =&, 33. %;-#7.

Enaibe, 3.'. #$%%&. 5!aking Education unctional in the #%st century4 state of

1ffairs of the 2igerian situation6 in Egbule, 3 +abotndip, .E and 1boho, C.1.

Eds&. $efocusing Education in igeria in the &'st

century. 9nitsha4 Fest andSolomon

?yang, +.S. #$%%&. Buman >esources Cevelopment in 2igeria4 +he >oadmap forvision #$4#$#$. 3nternational !ournal of Economic "evelopment $esearch and3nvestment, @ol. # %&.


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Bolbrook, . #$$&. 5!eeting challenges to sustainable development in 1fricathrough science and technology education6. *onference concept paper at I*1SEInternational *ouncil of 1ssociation for Science Education& 1frican >egional*onference. Sheraton Botel, 1bu8a !ay #7th-#th.

!aple, E.E. #$%%&. 5Kuality 3romotion in 2igerian Education System6. In9lubadewo, S., 9nwuka, E.*. and 18aegbo, C.I. 3ssues and challenges in igerianEducation in the &'st century. @ol. #, 9nitsha4 Fest and Solomon 3ublishing *o.Atd. 33. =0/-=/;.

9bioma, ?. #$$0& 1ttaining the !illennium Cevelopment ?oals !C?s&42igeria)s eperience in education reforms Deynote address presented at thenational conference of the faculty of Education, 'niversity of 2igeria, 2sukka1ugust, (ht-th, #$$0.

9kebukola, 3. #$$$&. +rends in tertiary education in the state of education in

2igeria. '2ES*9, 1bu8a office, 2igeria.

9kebukola, 3.1. #$$;&. 5Kuality 1ssurance in teacher education in 2igeria. +herole of faculties of education.6 1 paper presented to *ommittee of Ceans ofEducation in 2igerian 'niversities !eeting. Ilorin.

Fasagu, !.1. #$$&. 5!eeting the challenges of Education as !eans of1chieving Sustainable Cevelopment in 2igeria6.


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CHAPTER FOUR

COUNSELLING FOR EFFECTI5E UTILI;ATION OF INFOR0ATION ANDCO00UNICATION TECHNOLOGY A0ONG E/ITI STATE SECONDARY

SCHOOL STUDENTS, NIGERIA.

E. 9. 9sakinleaculty of Education, Ekiti State 'niversity, 1do-Ekiti, 2igeria.

ABSTRACTThe study investigated the effective utili;ation of information andcommunication technology in counselling among E#iti State SecondarySchool Students in igeria. The importance of guidance andcounselling programme in secondary schools is to assist students inhaving an increased understanding of the educational, vocational andsocial information needed to ma#e wise choices. 3n our society there are

many influencing forces responsible for the gradual recognition offormal guidance among young people in various educational levels. Theessence of incorporating guidance and counselling into the schoolsystem was to eliminate overwhelming ignorance of many young peopleon their choices of career prospects and personality malad)ustmentamong school children. The role of 3CT in guidance can be seen as atool, as an alternative, or as an agent of change. The paper recommendsthat principals should ma#e provision for guidance and counselling onthe school time table. ?ost importantly secondary school 3CT adoptionshould be encouraged by the ministry of education.

/EYORDS:Counselling, Effective @tili;ation of 3CT

INTRODUCTION*ounselling is a process where the client and counsellor work together to comeup with different ways of resolving various challenges. *ounselling is anopportunity to talk about what troubles you and to be listened to in a way whichassists you to understand yourself better, including your thoughts, feelings andbehaviour. +he process that occurs when a client and counsellor set aside time inorder to eplore difficulties which they want to discuss may include the stressfulor emotional feelings of the client. +he act of helping the client to see things moreclearly, possibly from a different view-point can enable the client to focus on

feelings, eperiences or behaviour with a view of facilitating positive change. 1relationship of trust and confidentiality is paramount to successful counselling.*ounsellors will usually eplain their policy on confidentiality, they may,however, be required by law to disclose information if they believe that there is arisk to life. *ounselling can help you to eplore difficult feelings and work out


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some ways of living your life more positively or constructively and by this theclient is satisfied and happy within himself.

*ounselling provides a form of education, which the students receive from theircounsellors. In the 2ational 3olicy of Education #$$7, 7th edition& the (-=-=-7

system demand for guidance and counselling is apparently made clear. +herewas agreement also, with a very negligible deviation that the school time-tabledoes not make provisions for guidance and counselling activities. +he essence ofincorporating guidance and counselling into the school system was to eliminateoverwhelming ignorance of many young people on their choices of career

prospects and personality malad8ustment among school children. +he role of I*+in guidance can be seen in three ways4 as a tool, as an alternative, or as an agentof change. +he growth of websites and help lines as forms of technicallymediated service delivery means that the potential of I*+ as an agent of change isnow greater than ever before. +he telephone, websites and e-mail, alongside face-to-face facilities, could be alternative services or they could be portals into a

wide, fleible and well-harmonized network of services. +he importance ofguidance and counselling programme in secondary schools, include assisting thestudents to have an increased understanding of the educational, vocational andsocial information needed to make wise choices. In our society there are manyinfluencing force responsible for the gradual recognition of formal guidance toyoung people in various educational levels. +his review paper focuses on the roleof I*+ on guidance and counselling in secondary schools. Bowever principalshave false impression that a school can function effectively and profitablywithout a guidance counsellor. +he paper recommends that principals shouldmake provision for guidance and counselling on the school time table. !ostimportantly secondary school I*+ adoption should be encouraged by the

ministry of education.

Information *ommunication and +echnology I*+& can be utilized effectively inthe following ways4

%. Engage and enthuse learners,#. >aise achievement=. Enable better understanding7. oster improved communication;. Bave a positive impact on workload

I*+ information and communications technology or technologies& is an

umbrella term that includes any communication device or application,encompassing4 radio, television, cellular phones, computer and networkhardware and software, satellite systems and so on, as well as the variousservices and applications associated with them, such as videoconferencing anddistance learning. I*+s are often spoken of in a particular contet, such as I*+s in


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education, health care, or libraries. +he term may be more common in the 'nitedStates.

1ccording to the European *ommission, the importance of I*+s lies less in thetechnology itself than in its ability to create greater access to information and

communication in underserved populations. !any countries around the worldhave established organizations for the promotion of I*+s, because it is feared thatunless less technologically advanced areas have a chance to meet up, theincreasing technological advances in developed nations will only serve toeacerbate the already-eisting economic gap between technological MhaveM and

Mhave notM areas. Internationally, the 'nited 2ations actively promotes I*+s forCevelopment as a means of bridging the communication gap.

Information and communication technologies I*+& have become common issuesin all aspects of life. In the past twenty years the use of I*+ has fundamentallychanged the practices and procedures of nearly all forms of endeavour within

business and governance. Education is a very socially oriented activity andquality education has traditionally been associated with counsellors having highdegrees of personal contact with learners. +he use of I*+ in education lendscredence to more student- learning centres.


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Fhen the potential use of computers in schools was first mooted, thepredominant conception was that students would be Ntaught) by computers3elgrum " Aaw, #$$=&. In a sense it was considered that the computer wouldNtake over) the teacher)s 8ob in much the same way as a robot computer may takeover a welder)s 8ob. *ollis %/& refers to this as 5a rather grim image6 where 5a

small child sits alone with a computer6. Bowever, the use of information andcommunication technologies in the educative process has been divided into twobroad categories4 I*+s for Education and I*+s in Education. I*+s for educationrefers to the development of information and communications technologyspecifically for teaching and learning purposes, while the I*+s in education

involves the adoption of general components of information and communicationtechnologies in the teaching learning process.

In Ekiti State the ?overnor, Cr. Dayode ayemi made sure that every student inall the senior secondary schools in Ekiti State as well as their teachers were givenlaptops to enhance effective teaching and learning in the schools among the

students. Bowever, a few of the students used the laptop contrary to what theyare met for. or eample, a few of them used it to watch pornography films,playing music on it, making of yahoo yahoo using the laptop to dupe innocentforeigners&. +his is the evident in the cases of raids carried out by police men inEkiti State. 1 few of the cases are in court not only in Ekiti State but in otherparts of the country. urthermore, there are a few students that use the laptopspositively to browse for assignment given as well as becoming proficient fortyping pro8ects for their undergraduates relations.

CONCLUSIONS?lobalization and information revolution is increasingly changing the learning

process in higher education in Europe and 1merica. ?lobalization has challengedhigher institutions in 2igeria and in particular South East 'niversities to facenew type of learning involving the use of I*+ facilities to improve counsellingwhich is epected in Ekiti State as well. It has been observed that there is a lack ofI*+ infrastructure in schools. It is recommended that attention must be given tothe availability of I*+ facilities in schools. 1ccording to 9sakinle, 1degoroye and9la8ubutu #$$&, the internet is the core of computer mediated communication.+he internet system is worldwide and connects millions of computer networks,providing an incredible array of information adolescents can access. 1nd becauseof these capacities, the internet has more up-to-date information than books.Gouths throughout the world are increasingly using the internet, despite

substantial variation in use in different countries around the world and insocioeconomic groups. +he question is4 what do adolescents do when they areonlineP E-mail is the most frequent activity they engage in and more than 0$percent of the adolescents who go online connect with a chat room. urthermorethe internet holds a great deal of potential for increasing adolescents) education.Bowever, the internet also has limitations on viewing and adolescent behaviour.


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+he internet is a technology that needs guide, the societies as well as parentsneed to monitor and regulate adolescents) use of it.

RECO00ENDATIONSrom the review of the effective utilization of I*+ among Ekiti State Secondary

School Students, it is discovered that the availability of Internet services inschools will help the counsellors and students. +herefore, the researcherrecommends that4%.

?overnment should provide I*+ facilities for students, counsellors andlecturers in higher institutions.

#.

Electricity is very essential and should be provided in 'niversities so thatcounsellors, teachers and students will participate in the information andcommunication technology age.

=.

+he schools should have counselling labs provided with air conditioners aswell as standing generating sets to preserve the facilities and counter theeffect of persistent power outage.

7.

*ounsellors should give their students assignment that requires e- learning.;.

School counsellors should improve their use of the Internet for counselling.+hey need to use the Internet as a tool for e-learning to gain more professionalknowledge and help students in their learning.

>EE>E2*E1rnett, .. %&. Beavy metal music and >eckless Bandbook of *hildren andthe !edia. +housand behaviour among adolescents.+dolescents, #$4 ;0#-;#.

*alvert, S., %&. Children6s )ourneys through the Education and the mind in theinformation age. 2ew Gork4 !c?raw-Bill.

Caniels, .S. #$$#&. 5oreword6 in Information and *ommunication +echnologyin Education:+ Curriculum for Schools and *rogramme for Teacher "evelopment.3aris4 '2ES*9.

Cavis, 2.E., " +earle, 3. Eds.&, %&. 1 core curriculum for telematics in teachertraining. 1vailable4 www.ex.ac.u#(telematics.T9(corecurr(tteachA.htm

Cuffy, +., " *unningham, C. %(&. *onstructivism4 Implications for the designand delivery of instruction, Handboo# of research for educational telecommunicationsand technology 3p. %0$-%/&. 2ew Gork4 !ac!illan.

European *ommission, #$%=&. Survey of School4 I*+ in Education, 3ublished onCigital 1genda for Europe http4JJec.europa.euJdigital-agenda&.


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CHAPTER FI5E

CRI0INAL GANGS IN URBAN AREAS: A THREAT TO DE0OCRATICGO5ERNANCE IN NIGERIA

Bee)e$, /3ag$gaL#brar- De(ar)*e!), Fe"era U!#er#)- o+ Agr#%&)&re, 0a'&r"#, N#ger#a

ABSTRACTCriminal gangs have been the ma)or issue that confronts democratic

governance. These gangs have been considered as a source of violenceand insecurity at the urban areas and the society at large. For anymeaningful development to ta#e place, the society must be crime free.This will pave way for development. ?any urban cities are turned intocities of criminal gangs where people are afraid of carrying out theirlegitimate functions based on the activities of these hoodlums. The

insecurity posed by these groups of people ma#e the urban cities unsafe,as their activities have reached unprecedented levels in many cities inthe developing world. Today more than 0G of the world populationlives in the cities, and developing countries account for over 0G. Thisresearch wor# has adopted role theory as its theoretical framewor# inaddressing this issue.

/EYORDS4 *riminal gangs, Cemocratic governance

INTRODUCTION*ities provide diverse opportunities for social mobility as they become centers of

socio-economic activities. Get, they serve as arena of violence, which can beattributed to the crisis of governance, especially in developing countries withmany years of political instability and poor leadership. !ost political decisionsare taken in urban areas, and as a result of this practice, general reactions to thequality of governance largely occur there. +he syndrome of urban violence hascome to limelight with the rapid increase in the rate of urbanization worldwide.+he proportion of the world)s population living in urban areas has increasedfrom less than five percent in %/$$ to 7/ percent in #$$#, and it is epected toreach (; percent in #$=$, while more than $ percent of future population growthwill be concentrated in cities in developing countries, and a large percentage ofthis population will be poor '2I*E, #$$# 'nited 2ations, #$$# " 'nited

2ations, %%&. +he present rate of urbanization in 1frica- 7$ percent- ispro8ected to reach ;7 percent by #$#; when ($ percent of the world)s populationwould be living in cities, and developing countries would constitute most of thelarger urban agglomerations !assey, #$$#&. In %$$, the five largest cities wereAondon, 2ew Gork, 3aris,


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definition is etremely important to define, for operational uses, for crossdisciplinary work and for comparative analysis. *ities, states and countries allhave differing views on what a gang is, and for the prosecution of gangmembers, the state of *alifornia derived the definition below in %//.

1 criminal street gang is defined as any organization, association or group ofthree or more persons, whether formal or informal, which %& has continuity ofpurpose, #& seeks a group identity, and =& has members who individually orcollectively engage in or have engaged in a pattern of criminal activity >eferencesection %/(.##f& of the *alifornia 3enal *ode&.

FhatOs unique about the definition above is that it is 29+ defining the termMgangM or Mstreet gangM but rather the State is defining Mcriminal street gangM andthen using the same term McriminalM in the definition. +he definition isawkwardly written, vague and redundant and offers an etremely simplifiedview of a gang.


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meets with its members on a regular basis, and has recognizable leadership '2,%&.

Qgroup of associating individuals which has an identifiable leadership andorganizational structure, either claims a territory in the community, or eercises

control over an illegal enterprise and engages collectively or as individuals inacts of violence or serious criminal behavior 3englase, #$%%&.

Q ?roup whose members meet together with some regularity, over time, onthe basis of group-defined criteria of membership and group-determined

organizational structure, usually with some sense of territoriality im Short%$&, ...group of individuals with a common ethnic andJor geographic identitythat collectively andJor individually regularly engage in a variety of activities,legal or illegal that claim to be the dominant group in their locale, eercisingterritoriality either fied or fluid and that engage in at least one rivalry andJorcompetition with another organization 1lonso, %&.

1 gang is a group of people who make money from criminal enterprises, andSouth Ding *ounty has its share of gang activity. *ommon crimes associatedwith gang activity include auto theft, burglaries, drugs and prostitution. ?angwars also lead to gun violence in public settings. 1 trend among gang-relatedactivity is that most offenders live outside of the communities where the youthcommit their crimes.

DE0OCRATIC GO5ERNANCE+he culture of a democratic governance moves beyond the mere procedures ofdemocracy and the establishment of democratic institutions. It involves

promoting the sustainability of democracy which includes an enduring capacityfor4 the separation of powers and independence of the branches of governmentthe eercise of power in accordance with the rule of law the respect for humanrights and fundamental freedoms and, the transparency and accountability of aresponsible civil service, functioning at both the national and local levels.

1 state which identifies with the culture of democratic governance is one whichwelcomes a wide scope of political participation embracing a pluralistic system ofpolitical parties, a vibrant civil society and media. urther, strong democraticinstitutions promote and integrate women and minorities in all levels of thegovernment and society as a whole. 1lso, a state which embodies the culture of

democratic governance is one which protects the rights and dignity of children.+herefore, the promotion of the culture of democratic governance involves anintegrated approach to sustainable governance for and by all people.


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fullback to tight end, *raig)s behavior would change to match the role demandsof his new position. *raig himself may eperience some strain while ad8usting tothe new role, but hi behavior will change.

>ole theory maintains that a person)s role determines not only behavior but also

beliefs and attitudes. In other words, individuals bring their attitudes intocongruence with the epectations that defines their roles. 1 change in role shouldlead to a change in attitude. 9ne illustration of this effect appears in classic studyof factory workers by Aieberman %(;&. In the initial stage of this study,researchers measured the attitudes of workers toward union and management

policies in a !idwestern home appliance factory. Curing the following year, anumber of these workers changed roles. Some were promoted to the position offoreman, a managerial role others were elected to the position of shop steward, aunion role.

1bout a year after the initial measurement, the workers) attitudes were

reassessed. +he attitudes of workers who had become foremen or shop stewardswere compared to those of the workers who had not changed roles. +he recentlypromoted foremen epressed more positive attitudes than the non-changerstowards the company)s management and the company)s incentive system, whichpaid workers in proportion to what they produced. In contrast, the recentlyelected shop stewards epressed more positive attitudes than the non-changerstowards the union and favoured incentive system based on seniority, notproductivity. +he most efficient eplanation of these results is that the workers)attitudes shifted to fit their new roles, as predicted by them. In general, the rolesthat people occupy not only channel their behavior but also shape their attitudes.>oles can influence the values that people hold and affect the direction of their

personal growth and development.

L#*#)a)#o! o+ Roe T$eor-Cespite its usefulness, role theory has difficulty eplaining certain kinds of socialbehavior. oremost among these is deviant behavior, which is any behavior thatviolates or contravenes the norms defining a given role. !ost forms of deviantbehavior, whether simply a refusal to perform as epected or something moreserious like the commission of a crime, disrupt interpersonal relations. Ceviantbehavior poses a challenge to role theory because it contradicts the assumptionthat people are essentially conformist : deviant behavior violates the demands ofroles. 9f course, a certain amount of deviant behavior can be eplained by the

fact that people are sometimes ignorant of norms. Ceviance may also resultwhenever people face conflicting or incompatible epectations from several otherpeople !ile, %00&. In general, however, deviant behavior is an uneplained andproblematic eception from the standpoint of role theory. Even critics of the roletheory acknowledge that a substantial portion of all social behavior can beeplained as conformity to established role epectations.


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and cannot eplain how role epectations came to be what they are in the firstplace. 2or does it eplain when and how role epectations change. Fithoutaccomplishing these tasks, role theory can provide only a partial eplanation ofsocial behavior.

D#*e!#o! o+ Urba! 5#oe!%e #! N#ger#aIt is widely acceptable that an urban area is a relatively large and densepermanent settlement of socially heterogeneous peoples 3erchonock, %7&. +hisdescription shows some features with far-reaching implications for urbanviolence and its escalation. In his description of violence and humanitarianactions in urban areas, Barroff-+avel #$%$& distinguished urban violence fromviolence that is purely criminal. Be mentioned different forms of urban violenceincluding social and political uprising, hunger riots, identity-based violenceamong ethnic or religious groups, clashes between territorial gangs, terrorismand acts of enophobic violence directed against migrants. Bowever, urbanviolence has intertwined with different forms of violence in urban areas. +his

situation was described by Barroff-+avel #$%$4 =70&4 1rmed urban violencebetween groups that are generally considered as criminal drug dealers,territorial gangs, mafia-type groups, etc.&, or between those groups andgovernment forces or private militias, raises some comple legal and political&

problems. +his is particularly the case when that fighting is between groupsengaged in a collective confrontation of ma8or intensity, which testifies to a highdegree of organization.

1s conceptualized in the present paper, all forms of violence in urban areasconstitute a serious social problem irrespective of their nomenclatures. 1ny formof violence that constitutes a threat to security of lives and property of a large

number of people in an urban area is considered an urban violence, as used in thepresent paper. +his conceptualization is based on recognition of the fact thaturban violence can be more devastating compared to violence in a rural setting.In a recent study by 1liyu, Dasim and !artin #$%%&, urban violence wasepressed in terms of ethnic and religious conflicts. 1lso, 3englase #$%%& arguedthat representations of urban violence are often centered upon concerns withtransgression. Such representations always reinforce aniety and fear amongmembers of the public.

Cifferent waves of urban violence have occurred in 2igeria since the advent ofcolonialism by the esistance to colonialism in the 2igerian

cities constitutes the bedrock of urban violence eemplified with different recordsof mass unrest and riots including the %# riots in 1ba, the %7; general strikeby the 2igerian labour and the %;= riots in Dano. +he trends of urban violencecontinued in the 2igerian cities even after the %st 9ctober %($ celebration of the2igerian political independence from the


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include the riots that erupted from political party conflicts in the %(7 generalelection and the civil war that etended across the 2igerian rural and urban areasbetween (th uly %(0 and 0th anuary %0$. Bistorians have shown that the2igerian civil war led to the death of many people and damage to propertyworth billions of pound measured in term of the 2igerian official currency,

which was established in %;/ and used till %0= when the 2igerian pound waschanged to the 2igerian naira alola " ?enova, #$$&.

+he ma8or causes of the war include ethnic rivalry, corruption, political instabilityand agitation for resource control. +he end of the war laid the foundation for the

emergence of a new social class who made huge profits from supplying arms andammunition to warriors in violence-prone areas


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contributions of classical sociologists such as !ar, Curkheim, Feber "!alesevic #$%$& mentioned the ma8or reflections of the collective violence in the%th and #$th centuries. 1dditional cases of urban violence in the 2igerian citiesshow some instances of urban violence associated with political party conflicts,which have characterized the 2igerian fourth republic since %, a period that

marked the beginning of the fourth republic. It is noteworthy that the thirdrepublic, which would have commenced on %st 9ctober %=, was aborted by?eneral Ibrahim


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strife in countries such as Aiberia, Sierra Aeone, the Cemocratic >epublic of*ongo, Sudan, *Tte dNIvoire, Somalia, >wanda and


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it may be true that the state does not guarantee security, it can be considered as astate where the rule of law is discontinuous, where part of the territory or thefunctions of the state are threatened with a certain degree of success by armedgroups. egional organizations, donor governments,the European 'nion and international bodies should include the fight againstviolence in their agendas, identifying it as a key factor in aiding the strengthening

of institutions. +he vicious circle of social eclusion poverty disenfranchisementand violence, which weakens the state and holds back development, can bebroken in this way.

+he key to resolving urban violence is to reintegrate young people by

strengthening institutions, creating consensus and increasing the resources


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dedicated to Education, training, prevention and security. 1s has beenhighlighted here, local programmes can be successful. Aocal governments have toreach cross party consensus in relation to prevention and security policies inorder to ensure that changes in the electoral fortunes of one party do not lead to awider negative effect for the issue of urban violence. +wo types of programmes

would seem to be the most appropriate4 those which restrict the carrying ofweapons and alcohol consumption, and training and prevention programmesbacked up by help in accessing the labor !arket through 8ob centers, tradeapprenticeships, improvement of neighborhoods and communities. 1dapting theeducation system to the skills demanded by the labor market is also worth

serious consideration. 1nother kind of programme aimed at the widerpopulation should emphasize the causes and consequences of social differencesand seek to decriminalize poverty and build a consensus on the need to modifysocial structures for the benefit of all. or all the self-eclusion the higher earnersin society try to bring about, the poverty, marginalization and fear that form partof the landscape beyond the locked gates of their private neighborhoods do not

change. 9ne of the threats which the normalization of violence brings is that itinevitably leads to an increase in authoritarianism and the abuse of power by thesecurity forces, affecting the quality of life of all in the long term *hizea " Iyare,#$$(&.

REFERENCES1de8umobi, S. #$$;&. Identity, *itizenship and *onflict4 +he 1frican Eperience.In F. 1. awole, " *. 'ke8e. eds.&. The crisis of the state and regionalism in 7est

+frica: 3dentity, citi;enship and conflict. Cakar4 *9CES>I1

1lonso,1.1.%&.Territoriality +mong +frican +merican Street 4angs in >-S

+ngeles. 'npublished !aster thesis. Cepartment of ?eography. 'niversity ofSouthern *alifornial.

1liyu, 1. 1., Dasim, >. and !artin, C. #$%%&. Impact of @iolent Ethno-religious*onflicts on >esidential 3roperty @alue Cetermination in os !etropolis of2orthern 2igeria4 +heoretical 3erspectives and Empirical indings. ?odern

+pplied Science, ;;&, %0%-%/=.

*ockburn, +. #$$/. ears of @iolence 1mong English Goung 3eople4Cisintegration +heory and eforming Society. Deynoteaddress delivered at the 2igerian 1nthropological and Sociological 1ssociation21S1& 2ational *onference, 'niversity of Ibadan, 2igeria.


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9doemene, 1. #$$/&. +he *ontets of *olonialism and Ethnicity in IndigeneSettlers >elations4 *omparative Bistorical Evidence from Social dis&order in+wo 2igerian *ities. In eduction4 Implications for 'rbanCevelopment in 2igeria. @rban Forum, #%, #7:#((. Hropological Juarterly, @ol./7, 2o. #, p. 7%%:7=/.

3englase, >. ost 5ullets4 Fetishes of @rban Iiolence in $io de !aneiro,


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Farner,


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employers and entrepreneurs available in 2igeria. +his in itself is bad for theeconomy and it does not enhance a sense of autonomy and self-efficacy inpeople.

+he term unemployment can be defined as a state in which an individual willing

to work or take up a 8ob in order to be rewarded with a daily or monthly wage orsalary finds it difficult to secure such regardless of hisJher efforts. +heInternational Aabor 9rganization #$%#& defines unemployment as an economicindicator that refers to the number or proportion of people in an economy whoare willing and able to work, but are unable to get a 8ob. 'nemployment is a

grave issue in 2igeria and the 2igerian 2ational *E2+1?E L&

#$$ %.0L

#$%$ #%.%L

#$%% #=.L

Source: igerian ational 5ureau of Statistics &0'&

+he above results show the gradual increase %.0L, #%.%L and #=.L& in the rateof unemployment in 2igeria out of the ;(.=L that makes up the activeemployable group. +ill date little difference can be assumed to have beenachieved since the clamour for more youth empowerment programmes whichstipends are inadequate for the benefactor to live on still eists. 1 ma8or reasonfor the limited success recorded in the so many youth empowermentprogrammes is that ma8ority of the benefactors perceive it as a salary paying 8obrather than a training scheme designed to equip them for vocational andentrepreneurial roles. In addition to this, most of the bodies which equip theseindividuals with training skills do not provide essential facilities for them to startoff as entrepreneurs and engage in little follow-ups once the programme ends.

E++e%) o+ U!e*(o-*e!)'nemployment is a reflection of inadequacy, either on the part of the 8obseekeror the nation. It is debilitating for the growth and socioeconomic stability of anation. +his means that unemployment impoverish both the unemployed and thenation at large as finances would be diverted to combat the unemployment crisis


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rather than used for other germane developmental programmes. 1side this,unemployment negatively affects an individual)s self-worth, identity, self-efficacy and stretches resilience to the etreme. +his may then lead to socio-psychological problems of aggression and violence, isolation, hate, anddepression. +he affected individual may perceive others around him or the

society as a whole as responsible for hisJher plight and this could lead himJherto commit crime and other antisocial behaviours. +o himJher this could seem theonly way out of hisJher problems. !oreover, it may be assumed that the fear ofunemployment sometimes trigger criminal behavior frauds, blackmail andembezzlement& among the working class as a means of 5saving for the raining

day6.

+hus, the prevalence and associated negative effects of unemployment haveinfluenced governments at all levels and in various countries to continually striveto curb and manage the rate and the likely increase of unemployment among theactive group in their countries. +he various management strategies, policies and

programmes embarked on include youth empowerment schemes, curriculumreview at all level of the educational grade primary, secondary and tertiary& andso on. Bowever, as much as these programmes were designed with the goodintent of resolving the problem of unemployment, little or limited attention weregiven to counseling programmes which would serve as bedrock of assuring thesuccess of the other programme. Fhat this portends is that most of the policiesand programmes thus designed became crash solutions which could noteffectively meet the affected individuals) needs, improve hisJher self-belief andvalues and appropriately curb and manage the problem of career disinterest andunemployment among 2igerian youth. +he aim of the paper is to create theawareness in people and the government at every level that vocational

counseling is an essential tool germane to providing balance in developing aquality, qualified and autonomous individuals among 2igerian youth. +he papereamines the eisting psychologically synchronization eisting between anindividual)s state of mind, interest and vocation and the ehibited behavior andachievement that is associated with such. It further highlights theories onvocational counseling and considers the psychological and emotional disunitylikely to result when school sub8ects are wrongly chosen or matched, limitedvocational information and counseling are given to students, and the negativeeffect of selecting vocational choice based on availability and financial worth.

5o%a)#o!a 0#%o!%e()#o!

@ocational choice may be enforced on students by parents owing to perceivedassociated high label or socio-economic status of professionals in the discipline.+he parents affected by this misconception do not encourage children to becomefine artists, teachers, cobblers, fabric makers or ceramic or glass designers butplace emphasis on disciplines such as accountancy, medicine, pharmacy,engineering or some others. +he underlying problem with such familial influence


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is that students are not given the freewill to eplore their self, values andinterests. !oreover, many of these students do not make the requirementnecessary to gain admission for admission for further training in theseprofessional courses and when they do perceive it as something done to pleasethe parents. End result is that some of the students who fail to make the

necessary requirements for further training are forced to re-sit their eaminationsor left in confusion as to what to do net. or the others who may actually havebeen successful to go through the training, they may be lacking in interpersonalrelationship as they are not personally motivated to give more than what couldsatisfy their parents and not self. In addition, the qualifications they therefore

gain are to make them amenable to professional instructions and not to giveinstructions.

1side parents, many students have been misled in their secondary schools bypeers and teachers owing to their intelligence. It is an assumed norm in 2igeriathat students who are in the /$ and above percentile should be considered most

eligible for the field of science and technology while students vast in languageare placed in the arts. +his unfortunate belief has placed a lot of students into thecorner and has forced them to embrace professions which they would not havechosen if the proper vocational counseling and placement was done. +hus, it isimportant for people, especially the significant individual)s in a student)s life tounderstand that vocational choice should not be defined based on academicperformance but on a student)s interests, values and self-efficacy belief.

5o%a)#o!a Co&!e#!gIn 2igeria, adequate emphasis on the importance of counselling services and theutilization of the professional counselling assistance is yet to be achieved.

'nfortunately, a lot of crisis eist in 2igeria that appropriate counselingprogrammes could have helped prevent. or instance, development of self-concepts in people, relationship and anger management skills and vocationalcounselling are 8ust a few out of the intervention programmes that counsellingproffers to people and which could have prevented some of the socio-psychological and emotional problems eperienced in 2igeria. Bowever, withthe introduction of the new Senior Secondary school curriculum and the overallawareness that there is a ma8or socio-economic crisis in 2igeria it is believed thatvocational counselling would be given relevant recognition it deserves.@ocational counselling is the drive that would make the new curriculum survivesince it is the professional responsibility of the vocational counselor to provide

orientation, identification of career interests and self-efficacy of students as wellas vocational placements.

T$e C&rr#%&&*In the last few decades, the secondary schools have been called upon to do muchmore than teach the basics. +he need to develop the mindsets of students to


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3nteraction between the student, vocational counselling and vocation

Student

Career Counselling

Business studies

-Auto parts

merchandising

-Store keeping

-Book keeping

-Tourism

-Marketing

-Salesmanship

-Textile trade

Humanities

-Painting and

decoration

-Keyboarding

- Photography

-Catering and craft

practice

- Garment making

-Dying and bleaching

-Printing craft

practice

-Cosmetology

Science & Mathematics

-Data processing

-GSM maintenance

-Mining

-Animal husbandry

-Fisheries

-Auto electrical work

-Auto mechanical work

-Electrical installation and

maintenance work

-Radio, TV and electrical

work

Techno

-Auto

painting

-Air co

repair

-Weldin

enginee

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and con

-Plumb

-Machi

-Carpen

-Furnitu

-Uphol


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In addition to this, they should encourage research and development foridentifying and creating new techniques of conducting educational andvocational counselling. !oreover, teaching and learning should be designed tobe fun and not a chore as this would help in increasing the retention of learners atschool and reduce the numbers of dropouts from schools. +his is because

illiteracy is equally a problem facilitating unemployment among some 2igerianyouth. 1lso, the government should authorize the collection, classification andpublishing of labour market information that is useful to economic developmentefforts, vocational training programme and educational and vocationalcounselling.

+he schools and other educational bodies should equally assist the governmentin providing a functional counseling centre where the professional counsellor isgiven a free hand to practice the profession without hitch or barrier. +his wouldencourage students and people needing the service to visit. 1lso, students shouldbe encouraged to receive curriculum-based counselling which has a relationship

with their choice of academic sub8ects and would motivate them intoimprovement in their academic performance. !oreover, individual counsellingfor satisfactory achievement should be made available for both students and staffwhile the counselling service should be given its due respect as a specializedfunction possessing the required competencies.

!oreover, counselling associations and bodies eisting in 2igeria should engagein campaign drives to enlighten people as to their importance and relevance in allaspects of the society. In addition, counselling practitioners should engage incontinuing education both internationally and locally to update their knowledgeand training as professionals.

!oreover, individuals should not shy away and deny themselves theopportunities of en8oying the benefits associated with engaging in a professionalvocational counselling service with a qualified practitioner. 1 lot of times, simplemistakes that have much greater effects on our lifestyles in future have beenmade owing to lack of proper counselling. !ost people would like to giveindividual counsels but what makes a professional counselor stands out is theob8ectivity involved. 1side this, counselling as a profession has the sole aim ofmaking an individual a better person through scientific research and guidingprinciples.

REFERENCES1rnold, . #$$7&. +he congruence problem in ohn Bolland)s theory of vocationaldecisions.!ournal of -ccupational and -rgani;ational *sychology, DD, ;:%%=.


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CHAPTER SE5EN

GUIDANCE AND COUNSELLING NEEDS IN THE EDUCATIONALPROGRA00E

E"!a Ab#be)& Ab#""eDe(ar)*e!) o+ P-%$oog-@G"a!%e Co&!e#!g, Coege o+ E"&%a)#o!arr#, De)a S)a)e, N#ger#a

ABSTRACT4uidance and counselling service is an integral part of an overall well

planned programme with specific process guided with its aims andob)ectives based on the need programme for students, process, productand the ability to understand and solve their problems by themselvesand ma#e appropriate ad)ustment to their environment. ?a)or

guidance programme include students appraisal, information giving,placement and follow up with ten criteria used in evaluation. Thispaper focus on the need of guidance and counselling services and itsrelevance providing students and other individuals with potentials froma well1planned guidance and counselling programme to achieve thedesired goals of services rendered.

/EYORDS: Educational *rogramme, eeds, 4uidance andcounselling.

INTRODUCTION+he ?uidance and counselling 3rogramme, like any other educational

programme, requires careful and consistent research and development. +hisensures that the programme respond to the unique needs of its clients. It

provides benefits to students and other individuals by addressing theirintellectual, emotional, social, personal and psychological needs. or anyguidance and counselling programme to meet successfully the needs of allindividual or students as the case may be, it must be developmental, preventiveand remedial rather than crisis-oriented.

urther, a comprehensive and developmental guidance and counsellingprogramme is not only preventive but also pro-active in preventive orientation.*onsequently it must be well-planned, goal-oriented and accountable. It is an

integral part of the school programme, and complements other school activities.It is important for today)s guidance and counselling programme to bedevelopmental, so that it assists students who are growing up in a compleworld. It should help them to develop into full human beings, capable ofmaimizing their potential in all personal, educational, social or career-relatedrespects.


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AI0S AND OBECTI5ES OF GUIDANCE AND COUNSELING IN SCHOOLPROGRA00ES.+he aims and ob8ectives of guidance and counselling services are similar to thepurposes of educational programs. +he ma8or aim is to facilitate the personaldevelopment of students. +he purpose of guidance and counselling provideemphasis on the value of the educational programs in relationship to thevocational, psychological, social, economic activities to educational programs.Ipaye %/=4%%& suggested the following as the ob8ectives of guidance andcounselling in 2igeria secondary schools%.

+o help students develop the skills of self- study, self-analysis and self-understanding.

#. +o help students develop an awareness of opportunities in their personal-social and vocational areas by providing them with appropriate useful andusable information.

=. +o help students acquire skills of collecting and collating by synthesizingappropriate information.

7. +o assist students in making appropriate and satisfactory personal-social,educational, vocational and recreational choices.;. +o help students develop positive attitudes towards self, others and to

appropriate national issues to work and to learn(. +o help students use their potentials to the maimum.0. +o help students acquire as early as possible in their life a positive image of

self through self-understanding and self-direction./. +o assist students in the process of developing and acquiring skills in

problem-solving and decision-making.. +o help student build up or sharpen the perception of reality, develop a

sense of autonomy and to whip up the motivation for creativity and

productivity.%$. +o help the student learn to work co-operatively with significant others inhis life.

%%. +o help route the nation)s human resources into appropriate, useful andbeneficial channels, thus preventing unnecessary economic bottlenecks.

%#. +o help identify and nurture human potentialities in various fields of studyor human endeavours, thereby ensuring adequate manpower in the varioussectors of 2igerian economy.

%=. +o help build in the individual positive attitude towards others and a senseof total commitment to the unity of the nation.

Obje%)#e o+ G"a!%e a!" Co&!e#!g #! )$e 6>6>6 S-)e* o+ E"&%a)#o!Some of the ob8ectives of guidance and counselling in the (-=-=-7 system ofeducation, according to 9ladele %%4%$& who cited Filliamson are as follows4a& +o help individual direct his eperienceb& +o help the individual have define goalsc& +o help him appreciate his values


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To %o&!eor, )$e (rogra**e 3# a#) )$e* a +oo3:

a. +o understand the educational programme for the benefit of the studentsfor whom they are responsible.

b.

+o participate in helping in the attainment of) the guidance ob8ectives.

A#) )$e goer!*e!) )o:'nderstand the characteristics of schoolsJstudents) population, and theconditions under which learning takes place and to assist in attaining in set aimsand ob8ectives of the programme.

In the citation of !akinde %0/&, Curo8aiye %0#& and others, !akinde %//&said that for guidance to be meaningful, its services to individuals in developingcountries as 2igeria should be focused largely on4a. Cecision-making skillsb. Interpersonal skillsc. Educational skills

d. @ocational and life planning skillse. *ounselling and placement skillsf. Enhancement of teacher and parent effectivenessg. @alue identifications.h. psychological skills.

!akinson " ones %0;& suggested that school based career-guidance shouldinvolve teachers, counsellors, administrative workers and be organized aroundthe following career development themes4

a. 3roblem solving.b. 'nderstanding of self and others.

c. 'nderstanding the world around and the nation at large.d. 9btaining skills and eperiences.e. 1chieving identity-self-social and functional identity.

Reea!%e o+ G"a!%e a!" Co&!e#!g #! E"&%a)#o!a Progra**e+he benefits of ?uidance and *ounselling 3rogramme development cannot beover emphasized it is a systematic process that requires following series of steps.

1 developmental and comprehensive school guidance and counsellingprogramme not only benefits the students, but also the parents, teachers,administrators and the business community. +he benefits to the various groups

are as follows4

S)&"e!)- Increases self-knowledge and how to relate effectively to others.-


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Baa!%eEffective guidance and counselling programs balance corrective, preventive, anddevelopmental functions. 3ersonnel in such programs know when to etricatestudents from potentially harmful situations, when to anticipate studentdifficulties, and when to provide assistance necessary to a studentOs maimum

development.

S)ab##)-+he ability to ad8ust to loss of personnel without loss of effectiveness is associatedwith program quality. Stability requires that the system is able to fill vacantpositions quickly and satisfactorily.

Fe?#b##)-Effective guidance and counselling programs manifest fleibility. leibility

enables the program to epand or contract as the situation demands withoutsignificant loss of effectiveness.

9&a#+#e" Co&!eor*ounsellors hold a graduate degree in counselling and are fully certified by thestate in which they practice.

A"e&a)e Co&!eor6S)&"e!) Ra)#o!ost accrediting agencies for eample require a counsellor-student ratio of onefull-time counsellor for #;$ to =$$ students. 1 caseload of this magnitude issatisfactory if counselors are to have adequate time to counsel studentsindividually and in small groups, as well as consult with faculty, administrators,and parents.

P$-#%a Fa%##)#e1re the facilities for guidance work sufficient for an effective programP 3hysicalfacilities that are well planned and provide for adequate space, privacy,accessibility, and the like are characteristic of quality guidance programs.

Re%or" 'ee(#!g1ppropriate records are maintained on each student including achievement testscores, information supplied by teachers, administrators, parents, employers, andother professional personnel.

1lthough many of the aforementioned ten characteristics are useful, they shouldnot be accepted unquestioningly. +o some etent each guidance programme isunique to its particular setting and consequently would either add othercharacteristics.


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CONCLUSION?uidance and counselling services play an integral part in the overall studentservices department of any secondary school. +he aims of guidance andcounselling programs in schools are to assist individuals to develop the ability tounderstand themselves, to solve their own problems, and to make appropriate

ad8ustments to their envi

counselling for educational reform and sustainability: a 21st century approach

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