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Assessment of the Quality of Guidance and Counselling Services to Students’ Adjustment in Secondary Schools in Edo State of Nigeria E. O. Egbochuku Department of Educational Psychology and Curriculum Studies University of Benin, Benin City, Nigeria E-mail: mamandidi@yahoo.co.uk Tel: +234-803-7190802 Abstract This paper focuses on the realities and assessment of the quality of guidance and counselling services on students’ adjustment in Nigeria. It was hypothesized that qualification of guidance and counselling personnel, availability of guidance and counselling facilities, quality of guidance and counselling services will not significantly predict students’ adjustment. The study was limited to only sixteen secondary schools: thirteen government secondary schools and three mission secondary schools in Benin City with practicing school counsellor(s). In all, there were four hundred and twenty respondents (420). Sex was not a factor in the study. Two four-point Likert type scale questionnaires were used to obtain data for the study. These are: Secondary School Counsellors’ Questionnaire (SSCQ); and Secondary School Students’ Questionnaire (SSSQ). The reliabilities of 0.69 and 0.80 were obtained respectively SSCQ and SSSQ using the Cronbach Alpha Internal Consistency reliability. The findings show that there are insufficient counsellors in schools; inadequate availability of counselling facilities; and that the qualification of guidance and counselling personnel has impact on the quality of guidance services they provide to secondary school students in Nigeria. These findings suggest that these variables will help to promote students’ adjustment in the school and the society at large. Paradoxically, the absence of these variables could precipitate students’ maladjustment. Recommendations on ways of improving guidance and counselling services to promote students adjustment were proffered.

Keywords: Counselling Qualities; Guidance and Counselling; Students adjustment;; Nigeria

1. Introduction
Guidance and Counselling happens to be one of the developments in the field of Education in Nigeria. It became popular with the introduction of the 6-3-3-4 educational system. It is generally accepted that in Nigeria, the organized/formal guidance started in 1959 at St. Theresa’s College, Oke-Ado in Ibadan by some Reverend Sisters, out of concern for the products of their school. They felt that there was need to offer vocational guidance to their outgoing final year students. As a result, the Rev. Sisters invited twenty educated people from Ibadan community who were in different professions and therefore knew more about the emerging world of work than the students and the Rev. Sisters. Fifty-four out of the sixty students benefited from the experts’ advice and were placed in various jobs. The innovation was highly accepted by the society because in later years this group of people, though not trained © Research Journal of Internatıonal Studıes - Issue 8 (November, 2008) 42

counsellors, organized career talks, seminars, guidance workshops and lectures for the class five students. Later on, the vocational guidance services spread to other secondary schools outside Ibadan and across the entire federation. The ministry officials became so interested in these organized services that this group of “Career Advisers” was invited to provide career workshops for teachers and career masters. Eventually the term “Career Advisers” became a national issue. In an attempt to overhaul the old educational system, towards the needs of the nation, the Nigerian Educational Research Council (NERC) in September 1969 organized a conference on curriculum development. The curriculum conference was followed by a government sponsored National Seminar in 1973 under the chairmanship of Chief S.O. Adebo to deliberate on all aspects of a National Policy on Education using the report of the 1969 curriculum conference as the working document. The conference came...
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