Guidance and counselling is usually needed when a
person is confronted with a problem he/she feels he/she cannot solve by himself
or, with the help of his parents, relatives and friends. According to Uwaifo
and Uddin (2009), the purpose of counselling is to facilitate wise choice and
certain decision on which a person’s later development depends.
Since
1960, the Nigerian educational system has needed the services of the guidance
and counsellor in the following areas:
1. Educational/Scholastic
Perspective: A number of eminent
scholars have aired their views of the importance and the need for guidance in
our educational system. Education is undoubtedly a process by which children
and young person also are trained and instructed in order to discover their
talents and potentials. It is a process of change and national development
through which a society meets her ends. Ifelunmi (1997) pointed out that if our
society is not to be plagued by a broad of disgruntled, frustrated and
unrealistic individual, students should be exposed to available opportunities
and social expectations in the country through career guidance and counselling.
Olayinka (2003) in
the same vain stated that counselling in school will enable the country to
identify her talented youths and nurture them to the optimal level of social
educational and economic development. In his view, guiding young people to
pursue this right type of education in which there is no over-population of
certain manpower needs and underproduction of the other aspects of the manpower
needs is a sure process of building a prosperous and advanced country.
2. Economic and Technological
Perspective: The recognition that Nigeria’s manpower is
still in short supply in some major sector of our country like commerce,
industries, agriculture, engineering, technical to mention a few means a more
determined attempt has to be made especially by the school counsellors to help
individual students find jobs which will make full use of their skills and
talents. At the same time, a positive attempt has to be made to survey and
inform students above varied jobs opportunities rather than hoping that they
will find out for themselves. This will definitely broaden the occupational
horizons and aspirations of the products of the new educational system, thus
preparing them for a world of work
Students who leave at
primary six stage will need information on an apprenticeship or some other
scheme for out-of-school vocational training and prospect for employment.
3. Social
Perspective: Ofordile (2002) has
observed that the stability and influence of the home, church and mosque and
also weakening more and more and their responsibilities particularly in the
social and emotional realms have been entrusted to the school. He further
argued that the Nigerian society is drifting to a situation whereby the school
is being called upon to provide broad range of mental health and therapeutic
services to the children, their parents, families and their teachers too. Thus
guidance and counselling, a socially based relationship becomes the buffer, the
citadel of hope for correcting, reinstating, re-orientation and for
re-directing the society to the part of sanity.
4. Ideological
Perspective: The ideological
factors as embodied in the National Policy on Education are potent in
influencing education as well as other aspects of guidance in Nigeria schools
today. The National Policy on Education fundamentally stimulated building of:
i.
A free and
democratic society
ii.
A just and
egalitarian society
iii.
A united,
strong and self-reliant nation
iv.
A great and
dynamic economy and
v.
A land of
bright and full opportunity for all citizens.
The rate of transition from primary as
stated in the third National Development Plan (1975 - 1980) and articulated in
the policy was 70% which would include admission to craft schools and
vocational centres as well as into junior secondary school.
From
the foregoing, Nigerian philosophy of education can be said to be based on the
integration of the individuals into a sound and efficient citizen of the nation
at the primary, secondary and tertiary levels.
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