COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION: A 21ST CENTURY APPROACH

8/12/2019 COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION: A 21ST CENTURY APPROACH

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COUNSELLING FOR FUNCTIONAL AND

SUSTAINABLE EDUCATION:

A 21ST CENTURY APPROACH

Edited by Agbajor, Asamaigo and Anigala

SCIENCE AND EDUCATION DEVELOPMENT INSTITUTE, NIGERIA

EDUCATION

Counselling

CAREER

Guidance

Therapeautic InterventionsInformation

PERSONAL-SOCIAL


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COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION:

A 21ST CENTURY APPROACH

Dr. (Mrs) Helena T. Agbajor, (Editor-in-Chief)Department of Educational Psychology, College of Education, P.M.B. 1251, Warri, Delta

State, Nigeria

Dr. (Mrs) E.E. Asamaigo (Associate Editor)Department of Educational Psychology, College of Education, P.M.B. 1251, Warri, Delta

State, Nigeria

Dr. (Mrs) A. Anigala (Associate Editor)College of Education Demonstration Secondary School, Warri, Delta State. Nigeria



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ii

All rights reserved. No reproduction, copy or transmission of this publication may be

made without written permission.

This first edition published 2014 by


2 Church Avenue, Oke Eri Quarters

Oba Ile

P.O.Box 214, Akure

Ondo State

Nigeria

+2348122469297

ISBN: 978 978 52231 4 - 9


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iii

BOARD

Abulude, F.O. (Nigeria) - President/CEO

LIST OF ADVISORY BOARD MEMBERS

Balogun G. A. SanniSaag Chemical (Nig.) Ltd, 4 Sanni Way, Off Godwin Omonua, Off Banks Way, IsoloIllasamaja, Lagos, Lagos State, Nigeria.

Prof. Mohammad S. MubarakChemistry Department, University of Jordan, Amman-11942, JORDAN

Prof. T. T. AdeboluDepartment of Microbiology, Federal University of Technology, Ondo State, Akure,Nigeria

Prof. Francisco TorrensUniversitat de Valncia, InstitutUniversitari de Cincia Molecular, Universitat deValncia, Edificid'Instituts de Paterna, Valncia, Spain

Hon. Niyi Jones Akinyugha

30B, Olufumilayo Str., Dideolu Estate, P.O.Box 4822K, Ikeja, Lagos, Nigeria

Prof. V. A. AletorElizade University, Ilara Mokin, Ondo State, Nigeria

Mr. Sola AkitimehinAkinrinaye Street, Ilesha Garage, Akure, Ondo State, Nigeria

Prof. E. A. AderinolaDepartment of Agricultural Economics, Federal University of Technology, Akure,Ondo State, Nigeria


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CONTENTS

Board iii

Contents iv

Acknowledgments vi

Preface vii

CHAPTER 1 Counselling for Sustainable Education: Issues in The21stCentury - Agbajor, T. Helena and Alordiah CarolineOchuko 1

CHAPTER 2 Adoption of Psychological Tests in Guidance andCounselling: A Panacea for Educational Reform andSustainability in Nigeria - A. A. Agbaje and A. O. Agbaje 11

CHAPTER 3 Functional and Sustainable Education in Nigeria:The 21st Century Approach - Oghiagbephan, A.D. 19

CHAPTER 4 Counselling for Effective Utilization ofInformation and Communication Technology AmongEkiti State Secondary School Students, Nigeria- E. O. Osakinle 30

CHAPTER 5 Criminal Gangs in Urban Areas: A Threat to DemocraticGovernance in Nigeria - Beetseh, Kwaghga 38

CHAPTER 6 Curriculum and Vocational Counselling for theManagement of Unemployment among Nigerian Youth:Implications for Educational Reforms- Olagunju, Mukaila K. O. and Adeyemi, Shade Vivian 55

CHAPTER 7 Guidance and Counselling Needs in the Educational

Programme - Edna Abibetu Abidde 70

CHAPTER 8 Counselling For Utilization of Information andCommunication Technology Anigala, A. 79

CHAPTER 9 Evaluation of Continuous Assessment Practice bySecondary School Teachers: Counselling Implication


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for Functional and Sustainable Education- Alordiah Caroline Ochuko and Agbajor, T. Helena 86

CHAPTER 10 The Impact of Anxiety, Self-Concept and Truancyon Children With Off-Task Behaviour In Warri

Metropolis - Asamaigo, E. E 98


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vi

ACKNOWLEDGMENTS

The President/CEO wishes to thank members of staff of Science and EducationDevelopment Institute, Nigeria for their selfless service in making this publication a

reality.


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vii

PREFACE

PREFACE

The book titled Counselling for Functional and Sustainable Education: A 21stCenturyApproach is a maiden edition of Science and Education Development Institute(SEDInst) intended for student, neophyte and professional counsellors, care givers,researchers and all that need help in educational, vocational and personal-socialmatters. Education is an informal and formal teaching and learning process aimed atimproving knowledge and the development of skills from elementary to highereducation. Counselling is a significant means of functionalising and sustainingeducation through its array of qualitative services meant to make education goalsmeaningful and achievable to its recipient.

The main objective of the book which is a blend of chapters on reviewed and empiricalstudies is to equip individuals with relevant data for subsequent researches, satisfytheir personal quest for knowledge and meet their needs. The book contains a total often chapters that began with an introductory presentation on Counselling forSustainable Education: Issues in the 21stCentury and ended with Impact of Anxiety,Self-Concept and Truancy on the Off-Task Behaviour of primary school Children inWarri Metropolis. Each chapter, especially chapters eight to ten were carefully selectedand written with accurate and appropriate literature review, methodology, discussions,findings and recommendations.

We give God all the credit for His enabling grace in making this book a reality and wedeeply appreciate the privilege given to us by Mr. F. O. Abulude, the president ofScience and Education Development Institute (SEDInst) in ensuring that a book chapterin counselling is accorded its apt position in the scheme of things in academicenvironment. The effort of meaningful scholars who contributed various chapters andauthors whose materials were used that cumulated to the success of the book is alsoacknowledged. This edition will create possibility for subsequent editions in the realmof counselling.

Dr. (Mrs) Agbajor, Helena TsaninomiEditor in Chief

Department of Educational Psychology,College of Education, P.M.B. 1251, Warri, Delta State, Nigeria.


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Knowledge for Global Development

CHAPTER ONE

COUNSELLING FOR SUSTAINABLE EDUCATION: ISSUES IN THE 21STCENTURY

Agbajor, T. Helena and Alordiah Caroline OchukoDepartment of Educational Psychology, College of Education, Warri

ABSTRACTThe study is aimed at exploring counselling as an instrument ofattaining sustainable education processes at all levels. Education isrelevant in fulfilling economic, political, social, cultural andtechnological advancement. Counselling serves as one of the agencies

for creating an intervening effect in the standard of education.However, this is not without its attendant inhibitions which this studydiscussed and offered recommendations that can brand counsellingmore efficacious in the implementation of its services.

KEYWORDS: Sustainable Education, Counselling

INTRODUCTIONEducation is a significant means of achieving economic and technologicalimprovement when fully implemented in school and out of school situations. Itsusefulness in assessing opportunities and self-enhancement in terms of career

and development cannot be over-emphasized. Students and non-students alikebenefit from its dividends. Education laid the foundation in which many nationsof the world attained reasonable heights of technology advancement required forthe rare innovations, creativity and economic rehabilitation (Maduewesi &Ezeoba, 2010).

In view of this, sustaining education will amount to preserving it through theprocesses which Ughammadu (2006) outlined as peoples acquisition of culturalheritage, knowledge, ideals and civilization of the future. Education can besustained when its values, principles and processes are adhered to by the

learners, teachers and counsellors who are the keepers of the tenets of education.

Counselling is unique and second to none in providing assistance to teachers,students, parents, school administrators and curriculum planners in fulfilling thepolicies of education as it applies to each of them. The counselling processremains one of the exclusive ways of sustaining the age long system of educationthat has been nurtured to build useful and self-productive citizens that cantransfer a nation into an acceptable level of development.


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The Concept of EducationEducation is a continuous process that compasses teaching and learning whichcommences from birth till death. These processes is what Fafunwa (1987)described as the aggregate by which a child or adult develops the abilities,attitudes and other forms of behaviors which are of positive value to the societyin which he lives. Education is also perceived in three dimensions. They aredevelopment of knowledge, training of mental abilities and development ofcharacter (Anyaogu, 2011). The three areas accentuated above can be attainedthrough the rendering of assistance to students, teachers, parents schoolmanagement which is what counselling entails. Education is a mirage of allactivities that involves the learners, teachers and content to be learnt or taught. Inmost of these activities counselling is required to make teaching and learningexperiences worthwhile. A section of the National Policy on Education (NPE)states that education should be geared towards:

Self-realization, better human relationship, individual and nationalefficiency, effective citizenship, national consciousness, national unity,social, cultural, economic, political, scientific and technical progress (NCE, 2004).

The laudable objective indicated above cannot be achieved by teachers effortalone. The input of counselling through the effort of professional counsellors isrequired to help pupils and students alike achieve these educational goals.

The Meaning of CounsellingCounselling is one to one encounter in form of a relationship betweenprofessionally trained helper and a helpee with the sole aim of renderingassistance that enables the helpee achieve set - realization and adjust to lifeencounters. Counselling can be defined from the perspective of learning. In thisregard, it is considered as a process of learning in which individuals learn aboutthemselves (personal characteristics, interpersonal relationships, attitudes, valuesand behavior) that help them in their development (Okon,1984). In other words,counselling provides learning opportunities for individuals who are willing tolearn from the counsellor and make appropriate choices applicable to their area

of needs. Counselling also act as a helping process whereby the helpers basicfunction is to provide facilitative and action condition necessary for change in theclients mode of thinking, feeling and behaviour (Alao, 1991). The facilitative roleis provided by counsellors who act as guide to clients with a view to helpingthem make selection from a number of alternatives that relates to their proddingneeds.

Counselling relationships in most cases are between two persons (a counsellorand a client). In group counselling, it could be a counsellor and 10-12 persons. Itcould also be two counselors relating with 6 10 or15 individuals in a group of


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(2003) noted to be a function that cannot be provided by parents, peers orteachers.

The counsellor plays a fundamental function in interpreting the content of theschool curriculum through individual and group counselling that involves theuse of psychological techniques and theories intended to aid clients in identifyingproblems, explore possible solutions and carry out assignments that are targetedtowards resolving challenges. The services of counsellors are expressly reflectedin the three tiers of counselling which is educational, vocational and personal-social counselling. These services are meant to help individuals understand selfand apply educational principles to life situations and adapt favourably to theirenvironment.

These activities of the counsellors are indicative of the ways in which counselling

helps in reforming and preserving the educational norms through themodification of individual behaviour. The behaviour of individuals could bechanged and made to conform to educational goals and standards throughindividual and group counselling.

Individual CounsellingIndividual counselling is an interaction involving an agreement between twoindividuals. It is a relationship in which at least one of the parties (the counsellor)has the intent of promoting growth, development, maturity, improvedfunctioning and improved coping with life of the other (the client) (Rogers, 1961).

This kind of counselling encounter provides a kind of relationship that istherapeutic, professional and educative.

Group CounsellingGroup counselling is a process that involves a counselling experience betweenone or more counsellors and a group of individuals who are provided witheducational, vocational and personal - social information relating to theirnecessities. It is a mode of counselling based on a counsellor and four to tenclients (Clifford cited in Okobiah and Okorodudu, 2004). There is no restrictionas to the number of clients that should be in the group. The goal of group

counselling is to share and solve problems through group association.

The major goal of these two forms of counselling according to Okobia andOkorodudu (2004)is helping the individuals, whether they are alone or in agroup towards remediation of their emotional, social, psychological andeducational problems and in developing a positive self- concept or a fulfillingand satisfying self-actualization. The major difference in the two forms ofcounselling is in each setting. The setting for individual counselling must excludea third party while that of group counselling is an open setting.


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CHALLENGES OF COUNSELLING PRACTICECounselling practice is meant to enhance individuals needs through theprovision of adequate educational, vocational and personal-social information.Interestingly, the implementations of these services are not without someimpediments that have reduce the efficacy of counselling practice both withinschool and non-school setting viz:

Counselling FacilitiesCounselling facilities is a prominent index that has militated against counsellingin all capacities. The government through its national policy on education in1977, 1978, 1979 and revised in 2004 saw counselling as an instrument forsustaining education and effecting national development (Owuamanam, 2005and Agbajor, 2013) and hence its inclusion in the Nigerian educational system bythe federal government (Saidu, 2011). The implication of this is that educationcan be reformed and sustained when the necessary counselling facilities which(Oladele, 1987 and Isiugo Abanihe & Odenyi, 2011) listed as psychological tests(vocational interest inventory -V11, motivation for occupation preference scale MOPs and student problem inventory-SPI), career album, information boards,counselling office, counselling records, Suggestion boxes, tape records,computers, stationaries, etc. are provided.

These counselling facilities when available in any counselling or school settingsmake counselling functional and the relationship a worthwhile experience.Counselling in any school environment should be to cater for pressing issues thatbothers on relationships, poor study habits, poor performance, psychological andsocial challenges that tend to disturb learning processes.

FundingCounselling practice like any other service need finance to provide facilities, runits programmes and pay its personnel where necessary. The reverse seems to bethe case in the school system. Odigie (2005) is however, of the opinion that thereought to be enough financial support for counselling units for the purpose ofadequate provision of utilities such as audio visuals, stationery and fund forattendance of conferences, seminars and workshops.

Lack of fund in most cases, tend to thwart the effort of the counsellor in achievingcounselling goals and in performing administrative roles and functions. This isthe ordeal of counsellors in most cases as there is no financial budget madespecifically for counselling programmes (Alao, 2005). There is no fund is oftenthe slangs of principals. Counsellors are consequently left to fend for themselvesand their programmes which are financially involving.


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Counselors Relationship with School Administrative PersonnelA cordial relationship ought to exist between counsellors, principals, teachers,vice principals and other counselling personnel. Hostility, rancor, role confusion,excessive workload for counsellors, degradation and disregard seems to have itstoll in most counselling relationships with members of staff. Such rivalries andlack of cooperation according to Mallum (2000) affects the effort of stake holderswhose input in sustaining education provided in schools and other organizationwhere counselling is practiced is marginalized. The cause of the rivalries could beas a result of fear of counsellors taking over their roles, exercising superiorityover them especially because he or she has close affinity with the students andstudents hold them in high esteem where counsellors are models indeed.

Close relationship, support and cooperation is needed between principals,members of staff and counsellors to reduce numerous school problems likeindiscipline, examination malpractice, poor academic performance, rioting,cultism, sexual immorality, truancy, premarital pregnancy, rape and otherswhich negatively affect students performance (Owuamanam, 2005). Parents arenot exempted from this as they are part of the agent of educational change. Theircooperation with the counsellor is something that should be highly solicited for.Counsellors cannot achieve counselling goals when they are at pal withauthorities that are. Counsellors can only be termed successful when things aregoing on smoothly in the school system, organizational settings and any countrywhere counselling is practiced.

Training of CounsellorsTraining of counsellors for the purpose of creating change and sustainableeducation is as important as training the recipient. One of the major challengesplaguing counselling practice is lack of adequate and qualified counselors in theschooling environment and this Aluede and Imonike (2002) noted, is largelyresponsible for lack of articulated guidance curriculum. Individuals withoutappropriate training in counselling may lack psychological skills for diagnosing,administering and analyzing psychological tests as well as employing the righttherapeutic measures for treatment of certain behavioural cases. This is why theyneed training and according to Saidu (2011), they should be competent

professionals whose services are highly required in school setting. The maintraining for counselling is organized by universities and some colleges ofeducation (Oladele, 1987) and the least qualification for a counsellor as stipulatedby the Nigerian Policy on Education in collaboration with the counsellingAssociation of Nigeria (CASSON) is B.ED certificate in guidance and counselling(Olayinka, 1980 & Achebe, 1986). Counsellors with such qualification canupgrade themselves by going for further training to obtain M.ED and Ph.D inguidance and counselling in order to meet up to professional trends. The essenceof this is for them to be well equipped to manage modern day challengesassociated with clients needs. Engaging in researches and participating in


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seminars, workshops and conferences are ways of advancement for counsellors.However, lack of awareness, motivation and finance are factors that have stalledtheir training in recent times.

E CounsellingE counselling seems to be a new phenomenon within the counselling parlance. Itis a modern means of communication between counsellor(s) and client(s) insessions via internet within a stipulated period of at least once a week in a year orsix months with a singular purpose of assisting clients in discovering themselvesand making useful choices in relation to their educational, vocational andpersonal-social needs. E counselling or telecounselling is an extension ofinformation and communication technology which Ivowi (2005) prescribed asgeneric term employed in describing the generation, storage, dissemination andeliciting of relevant information for therapeutic encounter. Most counsellors seemto be regressive in relation to familiarization and use of information technology.Their lack of competency in the use of electronic services could deter them fromrelating effectively with clients who are not within their immediate reach.Electronic communication involves the use of e-mails, internet andcommunication aided strategies in counselling clients (Adika, 2011). Adikafurther added that counsellors are not left out in this all-important phenomenonwhich has potential to transform not only counselling practices but education aswell. Counsellors who lack basic skills in electronic services may not be able toemail and make internet contact with distant clients that need such help. Thismay have been necessitated by lack of access to the electronic gadgets or lack of

training in their usage.

CONCLUSIONThe government, federal and state ministries of education, school administrators,parents, teachers, counsellors and students have starring role to play inreforming and sustaining educational standard towards producing self-reliantcitizens that can fend for themselves and others which is the major goal ofeducation as stated in the National Policy on Education (2004). Counsellingfunction in this regard is encompassing because it connects the home, school andsociety through its unique activities that offers therapeutic services in individual

and group counselling.

Recommendations for Managing Challenges in Counselling for SustainableEducation in the 21stCenturyEducational reform and sustainability is attainable if only the followingrecommendations that will allow for effective counselling are enforced.1. Government, federal and state ministries of education and school heads

should as a matter of policy have annual allocation of fund that will besufficient to manage counselling programmes.


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2. Government should make available counselling facilities that could enhancecounselling activities both in school and non-school setting.

3. Organizations and schools with counselling facilities should imbibemaintenance culture that will enable equipment such as computer, officefurniture, tapes and others serve for a long period of time.

4. Scholarship and subventions should be made available to counsellors bygovernment and NGOs in order to give themselves to adequate training.

5. More effort should be made by the government to train and retraincounsellors in E communication. It gives room for a wider range ofcounselling activities. Individuals will have opportunity to relate withcounsellors on line as it is in developed countries.

6. Government and NGOs should establish more counselling centers in everyfield of organizations in government custody. There should be at least threecounsellor to a school from nursery to tertiary institutions depending on the

population strength. It creates an atmosphere for early introduction ofchildren to counselling practice which is intended to foster quality education.

REFERENCESAchebe, C.C. (1986). Training and certification of Nigerian counselors: Problemsand prospects. Nigerian Journal of Counselling and Development.1 (2), 95-105.

Adediran, G. (1995). Handbook of guidance and counselling. Ado-Ekiti: Hope PaperMills Ltd.

Agbajor, H.T. (2013). The impact of Mathematics education and economicempowerment on National development in Nigeria: Implication for counsellingpractice. A paper presented at the 15thAnnual National Conference of NationalAssociation of Advancement of Knowledge at Cross River UniversityTechnology, Calabar, Cross River State in 11th15thMarch, 2013.

Alao, A. A. (1991). Individual Counselling.In S. A.Gerinde (Ed).Readings incounselling practicum.Ibadan: Vantage Publisher.

Alao, I.F. (2005). Repositioning guidance and counselling services in the National

Policy of Education in the 21st

century. Knowledge Review, 112, 44 47.

Anyaogu, R.O. (2011). The role of parents in refocusing child education inNigeria.In P. Egbule, J. E. Tabotnadip and D. A. Abaho (Eds.),Refocusing educationin Nigeria in the 21stcentury (pp 348-357). Lagos: West and Solomon PublishingLtd.

Bulus, I., & Okpede, D.O. (2012). Managing the guidance programmes in schoolsfor quality education. Retrieved from http://www.dspace.unijos.edu.ng


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Fafunwa, A. B. (1989).Education in mother tongue, Ibadan: University Press Ltd.

Isiugo-Abanihe, I. M., & Odeniyi, O. A. (2011). Evaluation of guidance andcounselling resources in secondary schools in Oyo State. Conference Proceedings ofthe Annual National Conference of the Counselling Association of Nigeria (CASSON).40-46

Ivowi, U. M. O. (2005). Utilizing the dynamics of information in counselling andcare-giving, Keynote Address presented at the Annual Counselling Conference ofthe counselling Unit, University of Nigeria, Nsuka.

Maduewesi, B. U., & Ezeoba, K. O. (2010). Teacher education in Nigeria in the 21stcentury: Challenges and prospects. In E. C. Iluputaife, B. U. Maduewesi & R.O.Igbo (Eds.), Issues and challenges in Nigerian education in the 21stcentury (pp. 1-15). Onitsha. West and Solomon Publishing Coy Ltd

Mallum, A.Y. (2000). Guidance and counselling. Beginners guide. Jos: DekaEnterprises (Nigeria).

Odigie, J.I. (2005). Counselling for holistic education.WAJOPHE, 9, 1, 73-80.

Okobia, O. C., & Okorodudu, R.I. (2004).Concepts of guidance and counselling.In O.C. Okobia and R.I. Okorodudu (Eds.), Issues, Concepts, Theories andCounselling Techniques of Guidance and Counselling(pp. 24-51). Nigeria: EthiopePublishing Corporation.

Okon, S.E. (1984). Guidance for the 6-3-3-4 system of education. Zaria: Institute ofEducation. Ahmadu Bello University.

Oladele, J. O. (1987). Guidance and counselling. A functional approach. Lagos: Johns-Lad Enterprises.

Olayinka, M. S. (1980). Organising guidance services in the secondary schoolsystem: Poineering Approach and strategies. Nigerian Journal of Counselling and

Development.1, (2), 65-76.

Ogunyemi, B. (2003). The counsellor and other school personnel: Practicalcollaboration for quality education. The Counsellor, 19(2), 27 42

Owuamanam, T. O. (2005). The role of the counsellor and other school personnelin providing quality education in Nigerian schools. The Nigerian Journal ofGuidance and Counselling,10, 1, 12 21.

Rogers, C.R. (1961). On becoming a person. Boston: Houghton Mifflin.


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Saidu, G. (2011). Challenges facing counselling practices in Kano State, Nigeria:Implication for guidance and counseling. Conference Proceedings of the AnnualNational Conference of the Counselling Association of Nigeria (CASSON).90-100

Ughamadu, K. A. (2006). Curriculum Concept, development and implementation.Nkpor Onitsha: Lincel Publishers.


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CHAPTER TWO

ADOPTION OF PSYCHOLOGICAL TESTS IN GUIDANCE ANDCOUNSELLING: A PANACEA FOR EDUCATIONAL REFORM

AND SUSTAINABILITY IN NIGERIA

A. A. AgbajeDepartment of Educational Foundations, Guidance and Counselling

University of Uyo, Uyo, Akwa Ibom State, Nigeria

A. O. AgbajeUnion Bank of Nigeria, Amuwo Odofin Branch, Festac Town, Lagos

ABSTRACT

The study clarified the nature of psychological tests and portrays thesetests as a stimulus presented to an individual so as to elicit a responseon the basis of which a judgment is made on certain attributes andabilities possessed by that individual. The response which constitutesthe basis of such a judgment is essentially a sample of the individualbackground behaviour from which inferences are made about the entireuniverse of abilities and attributes possessed by that individual. Threemajor categories of human attributes were highlighted and classificationof psychological tests was similarly identified. The differences existingbetween standardized and non-standardized test were clarified,significance and functions of psychological test were spelt out to

familiarize the testers and proctors with the relevance of psychologicaltest and the work that lie ahead of them. A number of basic principlesthat can guide the selection of psychological tests within the school andnon-school settings were itemized as a proof for understanding theadministration, scoring and interpretation of test. Besides, it shows thebenefits of using psychological tests, how it makes counselling morescientific and enhances the effectiveness of counselling programmes inmaking the individual more useful to self and the environment.

KEYWORDS: Educational Reform and Sustainability,

Psychological tests, Guidance and Counselling.

INTRODUCTIONA psychological test can be observed as a stimulus presented to an individual soas to elicit a response on the basis of which a judgment is made on certainattributes and abilities possessed by that individual. The response whichconstitutes the basis of such a judgment is essentially a sample of the individualbehaviour from which inferences are made about the entire abilities andattributes possessed by that individual. This is why some psychologists define a


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Aptitude Tests: Assess an individualsability to benefit from training. These testspredict the capacity of do well after a period of training in an area. In laymansterms, it measures individuals Flair for an area of learning. Examples ofAptitude Tests are the General Aptitude Test Battery, (GATB), TEDRO AptitudeTest in Nigeria and the newly constructed Federal Ministry of Education Test.

Interest Inventories:Assess the type of activities in which an individual wouldlike to be engaged for his own sakes without necessarily seeking remuneration -such activities are believed to be linked to occupations which would give theindividual considerable satisfaction. Examples are The Kinder Preference Scale,The Vocational Interest Blank and the Vocation Interest Inventory in Nigeria(Anne Anastasi, 1996).

Personality and Attitude Tests: Personality tests assess an individuals more

stable and enduring characteristics. Examples are The Cattells 16 P. F.;Gordons Personality Scale; The Student Problem Inventory and The StudyHabits Inventory. Attitude Tests measure an individual pre-disposition torespond positively or negatively to people, objects, or peoples ideas in onesenvironment. In laymans terms, attitude tests measure ones likes or dislikes inones social environment. Attitude Tests are important because they predict onesbehaviour and they are often used to predict ones future response to objects,places and people with whom one interacts.

Standardized Vs Non-Standardized Tests: Most of the psychological tests in

general use are standardized tests. The term standardized refers to uniformtest items, uniform scoring methods (most of which are objective), uniformadministration conditions, uniform interpretation modes and the availability of anorm against which testees could be compared. It can be readily seen that suchstandard conditions of use are an indispensable prerequisite of tests which wouldbe in use for widespread comparison purposes. Non-standardized tests such asteacher made tests do not have the characteristics mentioned above. They areoften used for limited assessment purposes which do not involve major decisions(Agbakwunu, 2008).

Significance and Functions of Psychological TestsPsychological tests are of a great significance especially in Guidance andCounselling. They represent the more scientific aspects of counselling withoutwhich the process becomes largely based on guesswork and intuition.Psychological tests constitute a systematic method of obtaining information onwhich to base important decisions. Many counselling psychologists who do notuse psychological tests in their practice are hardly better and could not beexpected to be more effective than peers or elders who give advice to theirclients. There is considerable evidence that psychological tests would becomemore and more central in the counselling process.


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A look at the major stages of the counselling process, that is, Referral, DiagnosisTherapy Termination and follow-up, it becomes clear that at every stage,psychological tests have a major part to play. Similarly a look at the major formsof counselling that is Educational, Vocational, Personal, Psychological, Pastoraland Rehabilitation Counselling, one observes the major 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 selection ,Placement, Prediction, Classification, Counselling and Evaluation.

It seems clear that in Nigerian Secondary School setting, psychological tests haveall these roles to play, especially within the 6-3-3-4 and the New National Policyon Education. It is generally accepted that well-developed systems of Guidanceand Counselling is an indispensable condition for the success of the new policy.The effectiveness of Guidance and Counselling within the Nigerian Educational

system in turn depends on the establishment of a sound psychological testingprogramme. Psychological Testing would be required for major processes withinthe present school system.

These are:Routine Counselling Programme: 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 students development as he progresses through theschool, but it would also enable the counselling psychologists to identify

vocational, academic and personal problems as they arise in the student andassist in their solution. Psychological tests are now available; examples are thevocational interest inventory; Motivation for Occupational Preference Scale;Progressive Matrices; Students Habits Inventory; Student Problem Inventory andAdolescent Personality Data Inventory. Results from such routineadministration of such tests should be recorded in the students cumulativerecorded folders for use in taking future decisions on the students(Adams &Baker, 2004).

Programme of Classification at the End of the Junior Secondary Schools: A crucial

factor in the new educational policy in Nigeria is classification of students at theend of the Junior Secondary School. At present the only results of the continuousassessment are utilized in most schools for such classification. The evaluationsometimes used is a central achievement oriented examination. It is necessary toadd aptitude tests; mental tests and interest and interviews to enhance thevalidity of crucial decisions that are being made at the end of the JuniorSecondary School. Tests which are available in this regard include TheVocational Interest Inventory; The Motivation for Occupational Preference;Progressive Matrices and The various Aptitude Tests developed by the TEDROand the Federal Ministry of Education. Again, results obtained from these tests


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should be recorded in The Students Cumulative Record for the purpose ofreference

The Programme of Counselling in Senior Secondary Schools and in theVocational/Technical Schools: Tests are also useful in the counsellingprogramme which is provided for the senior secondary schools or in vocationalschools. Tests which could be used in such counselling programme include theStudent Habits Inventory (SHI) for Routine Academic Counselling. TheVocational Interest Inventory (VII) and the Motivations for OccupationalPreference (MOPS) for Routine Vocational Counselling and the Student ProblemInventory (SPI) for Personal Psychological Counselling.

Programme of Counselling at the End of the Secondary School period includingCounselling for Self-Employment: Again at the end of secondary school period

important vocational decisions are made. Student could also be put in variousapprenticeship training schemes. Psychological tests such as the MOPS and theVII 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,(Adams & Baker, 2004).

Selection, Administration, Scoring and Interpretation of Psychological TestsPrinciples of Selecting Psychological Tests: A number of basic principles shouldguide the selection of psychological tests within the school setting. First the

particular type of problem being investigated should determine the test to beselected in investigating the problem. Thus if the problem is a vocationalproblem, the vocational tests should be selected, if it is a psychological problem,then personal psychological tests should be selected and if it is an educationalproblem then achievement, aptitude and mental ability tests should be selected.Second, the age and educational level of the students should determine theparticular tests to be selected. Third, the administrative suitability of the test, itscost, the time available for its administration and scoring are factors whichshould be taken into accounts when selecting a test for use in a school testingprogramme.

Administration and Scoring of Psychological Tests: Before administeringpsychological test, the Test Manual should be carefully read by the Tester.Instructions for administration contained in the manual should then be followedto the letter. First, adequate preparations should be made for the testing session.This includes obtaining adequate number of the selected test for the testees,obtaining a well-lighted and well-narrated testing room in which seats are wellspaced to avoid, spying and offering of mutual assistance by testees. Also testingassistants known as proctors should be obtained at the ratio of about one proctorto thirty testees if large numbers of students are to be tested. After making such


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adequate 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. Depending on whetherthe tests is timed or not, testees are allowed the specified time and they thenstopped as specified. The completed tests protocols are then collected for scoring.Scoring of test protocols are done as directed in the test manual. It should beremembered that scoring of tests could be done manually be computers(Wrenn,1973).

Interpretation of Psychological Tests: Again the interpretation of psychologicaltests should be done as indicated in the Test Manual. First, 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 more

desirable the situation is. This is the case in such tests as the VII and the SPI.However, in other tests, the higher the scores, the less desirable the situations. Anexample of this is in SHI where higher scores mean more personal problems. Thefirst step in test interpretation therefore is to know what the test measures andthe meaning of the test scores. Second, test interpretation could adapt the IpsativeApproach where intra-indiviual comparisons are made and seeking to obtain theindividuals strengths and weaknesses in relation to the attribute beingmeasured. Interpretation could also adopt the Normative Approach in which theindividual is compared with others. In making any of these two comparisons,the various techniques of profile analysis could be adopted and descriptive as

well as inferential statistics could be used to describe as well as find significantdifference among groups (Terman, 1916). Third, it should be noted that it isduring interpretation that the implications of the test scores, for the majordecisions facing the individual are drawn out. Such decisions could beeducational, vocational, adjustment or marital ones and test scores and theirsubsequent analysis are used as basis for making these decisions.

Some Available Psychological Tests: These available tests would just bementioned in passing in this article since their test manuals give full descriptionsand details of use and since subsequent practicum sessions would teach how to

administer score and interpret them.

Vocational Interest Inventory: This consists of activities which the tests is ratedaccording to the degree of liking them. These activities are grouped into (10)major interest areas. Scores obtained for each interest area are transferred intoan interest profile which provides a graphic illustration of the clients interests,then preferred interests are explored for their implored occupational patterns(Ofo, 1994).


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Motivation for Occupational Preference Scale (MOPS):This scale identifies anindividuals preferred occupation and the reasons for such preferences. Thesereasons provide an insight into the individuals occupational values and suchvalues could form the basis of providing occupational or vocational counsellingto individuals and groups.

Study Habits Inventory (SHI): This inventory assesses the study habits whichcould hamper the individual educational progress. Results obtained from thisinventory could also form the basis of educational counselling directed atimproving the educational achievement of the individual.

Student Problem Inventory (SPI):The scale identifies the nature of the personalproblems facing an individual. The assumption here is that such problems exact atool on the individuals level of effectiveness and personal satisfaction. As in

other scales, results of the inventory could form the basis of counselling to assistthe individual to cope better with such problems (Bakare, 1977).

Progressive Matrices:These matrices represent the most generally used measureof overall mental ability in Nigeria at present. It can be used from about the ageof five (5) years throughout the life span. One major advantage of this test is thatbeing a non-verbal test, it is relatively independent of language proficiency. Thismakes it ideal for subjects whose mother tongue is not English. Furthermore, it isreputed to be relatively culture free and to be tightly loaded, the central factor ingeneral mental ability performances on this is that it is also known as to be

tightly correlated with performances on technological subjects. It would thereforebe useful for making decisions at the end of the Junior Secondary SchoolProgramme(Johnson, 2002).

Adolescent Personality Data Inventory (APDI): The APDI is essentially aresearch instrument with regards to the aspects dealing with the physicalattributes of adolescents. However, the sections dealing with such personalfactors as self - concept would be useful for psychological counselling. Inparticular, personal psychological as well as academic counselling in schoolswould find some aspects of APDI very useful.

CONCLUSIONThese tests form an indispensable aspect of a school counselling programme andattempts should be made to incorporate them into such programmes. Such a stepwould make counselling more scientific and would enhance the effectiveness ofcounselling programme in making the individual more useful to himself and tothe Nigerian society at large. However, their uses require adequate training so asto avoid the well-known pitfalls attendant upon the use of psychological tests.


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REFERENCESAdams, C. & Baker, K. (eds) (2004). Perspective on Pupils Assessment. A paperpresented at the CTC Conference New Relationships. Teaching, Learning andAccountability.

Agbakwunu, C. (2008). Psychological problems and Coping Strategies among the Aged.Owerri Reliable Publishers.

American Academy for the Advancement of Science (1989).

Anastasi, A. (1926). Psychological Testing. New York: The Macmillan Company.

Bakare, C. G. M. (1977). Psychological Tests: Their Uses in Guidance and Counselling.Ibadan: University of Ibadan Press.

Carton, C. (2005). Fairness Assessment 31st Annual Conference of InternationalAssociation for Education Assessment. Abuja, Nigeria.

Goddon, P. (1920). Intelligence and Society for Restrictive Immigration Laws. India:Prentice Hall Services.

Johnson, R. S. (2002). Using Data to Dose the Achievement Gap. How to MeasureEquity in our Schools. Thousand Oarks, C. A. Corwin.

Bernard J. (2008). Ethics of Tests in Counselling Psychology.Journal of Counsellingand Development, 91(1) 33-44.

Ofo, J. E. (1994). Research Methods and Statistics in Education and Social Sciences,Lagos: Joju Educational Research and Publishers Ltd.

Standars, W. (2005). An A-Z of Tests in Counselling Psychology, LorainCommunity College1605N Abbe Road Elyria 44035.

Terman, L. M. (1916). The Measurement of Intelligence,Boston: Houghton Mufflin.

Wren, G. (1973). The World of Contemporary Counsellors. Boston: HoughtonMufflin.


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CHAPTER THREE

FUNCTIONAL AND SUSTAINABLE EDUCATION IN NIGERIA: THE21ST CENTURY APPROACH

Oghiagbephan, A.D.Department of Educational Psychology, College of Education, P.M.B. 1251, Warri

INTRODUCTIONThe developed nations did not attain their levels of development by merelywishing that their dreams and aspirations were actualized through a wellthought out, planned and executed education system. The giant strides made bymost Asian countries that are fast competing with the developed countries ofEurope and North America had to work on the quality and functional relevance

of their education system to ensure that it met their needs of science andtechnology. Nigerias aspiration to become one of the developed countries of theworld can only be actualized through a relevant, functional and qualityeducation system.

Education is synonymous with the existence of human societies. The education ofany society usually reflects its whole essence. This means that it encapsulates itsphilosophy and way of life. The education of any society involves thetransmission of all knowledge that is deemed worthwhile.

Orobosa (2010) in Dienye (2011) defined education as the process by which anindividual acquires the many physical and social capabilities demanded by thesociety to which he or she has been born into. The whole essence of education isto ensure the proper functioning and survival of an individual in his society.Education enhances an individuals ability to impact positively on and improvehis society.

Education therefore performs a most significant complex social function of thecontrol of tools for societal development. Recognizing the role of education to theindividual and society at large; Dienye (2011) noted that education involved the

deliberate efforts on the part of the educator in developing the personality of thechild and to prepare him for membership of his society.

According to Ukeje (1986) in Dienye (2011) he described education as beingpowerful. It is a process of acquiring knowledge and ideas that shape andcondition mans attitudes, actions and achievements, it is a process of developingthe childs 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 of QUALITY EDUCATIONThe quality of an education system becomes suspicious when its recipientscannot perform efficiently in society. A quality education should enhance thecapability of its recipients to improve and bring about positive improvement intheir societies. Quality education fulfills the needs and expectations of membersof a society. Inability to fulfill the expectations of a society leads to a suspicion ofthe quality of that education system. This could result in looking outside thatsystem for quality education.

Quality 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.

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

Quality 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 berealized if policy makers match their words with positive actions. A societywhose education system is in shamble cannot expect 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. The

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.The school is an important agency of education that needed to bring about apositive and desirable modification in behaviour of learners in a more systematicway. The quality of teaching must be very good to yield desired results. A highquality education is required to adequately prepare pupils for adult life roles.What this means is a type of education that is functional in enabling the learner

gain thinking habits and develop the technical means needed for them toenhance their ability in solving practical problems.

UNESCO/UNICEF (1983) in Maple (2011:370) viewed quality education fromthese three perspectives:i. Quality of education refers to the extent to which the educational system

meets or tends to respond to the economic needs of the society.ii. It refers to the effectiveness with which the educational system promotes

or 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 subjects.Quality 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.

CONCEPT of FUNCTIONAL EDUCATIONObanya (2003) in Dienye (2011) explained the idea of functional education tomean that education should inculcate specific skills. These functional skillsacquired from education are to enable learners to understand life situations,adapting to it and contributing to its development.

He further explained 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 ones living conditions. Forpersons with disabilities, a functional education should equip the learner withthe skills that will enable him overcome the disabilities while in vocationaleducation it should inculcate appropriate skills to function in the labour market.

A functional education should imbue the learner with skills that will lead to theconsolidation of scientific behaviour. In teacher training, a quality educationshould be functional to the extent that it equips the teachers with the appropriateaptitudes and abilities needed to promote learning and bring out the best inlearners. Functional 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. To ensure societaldevelopment, Nigeria has to make a long term investment in education to ensurequality for a guaranteed future.

Alabi (2003) in Dienye (2011) 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. Headvocated 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. This refers to a pragmatictype of education which is used for the development of the Nigerian society. It isonly quality education that can guarantee this usefulness to society.

CONCEPT OF SUSTAINABLE DEVELOPMENTHolbrook (2009) 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. According to Barboza (2000), sustainable developmentis regarded as the will to follow the national approach to economic,administration and the creation of economic policy to manage public mattersefficiently and periodically, to show respect and progress to endure towardsdemocracy, that full participation of all concerned actors while taking intoaccount specific local circumstances.

These definitions are not without criticism depending on the meaning attached toeducation. However, sustainable development is simply meeting and sustainingthe needs of society in the global competition without sacrificing its resources.Sustainable development requires the participation of all concern actors individuals while at the same time taking into consideration and specific localcircumstances.

Holbrook (2009) highlighted what he conserved as the major sustainabledevelopment issues for education as:1. Placing a system of values and ethics at the centre of societys concern.2. Encouraging the meeting of disciplines, a linking of knowledge and

expertise, and to render our understanding.3. Encouraging lifelong learning starting from the beginning of life grounded

in life and based on a passion for a radical transformation in a society thatgears towards functioning and sustainable education.

4. Ensuring priority is given to fundamental critical question to the methodsas a means of applying tangible verdict by promoting dialogue along the

education sector.5. Elevating once again the importance of social subjectivity and of thequalitative dimension of social life.

6. Encouraging new alliances between the state and civil society inpromoting citizens emancipation mediated by the practice of democraticpeoples while fully acknowledging the complexity inherent to very humanreality.

Okebukola (2007) noted in chapter 36 of agenda 21, where he emphasized thateducation is critical for promoting sustainable development and improving

capacity of the people to address environment and developmental issues. No onewill doubt the fact that education is the driving force for the change needed.Similarly, there has been a common consensus that peace, health and democracyare mutually reinforcing prerequisite for sustainable development. In recognitionof the importance of education on enhancing sustainable development the UnitedNations General Assembly in its 57th session in December 2002 declared 2005-2014 as the decade for education for sustainable development. Education istherefore a life wide and lifelong endeavour which challenges individuals,institutions and societies to see tomorrow as a day that belongs to all of us or itbelongs to anyone.


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SOME MAJOR EDUCATION REFORMS FOR HUMAN RESOURCEDEVELOPMENTIn an attempt to remedy the poor quality of education, Government embarked onreform of policies in the education sector. Reforms in education are changesmade to improve the existing conditions of education that fail to satisfy the needof individual member of the society. The Christian missionaries were the first tobuild formal schools in Nigeria with grants from the colonial Government. Theaim of education at the time was limited in scope and content for Nigeria as acountry. This was tailored to serve the purpose of the missionaries who neededinterpreters, clerks and preachers to propagate their faith.

From 1899 to the creation of three regions in Nigeria, about eight educationpolicies were promulgated and tried out. They included the 1903, 1908, 1916,education codes, phelps-stokes 1925, parliamentary white paper or command.Others are the 1926 education code, 1930 memorandum on education policy andthe 1948 education ordinance. Nigeria was divided into three regions - East, Westand North in 1951. Education then became a regional responsibility. This markedthe introduction of Universal Primary Education (UPE) in the Western region in1955 followed by the Eastern region in 1957. During the period the Northernregion was yet to make an attempt to free education. Higher education wassomehow neglected during the period 1954-1960. However, government setup acommittee in 1959 (Ashby commission) on education. At that time, the onlyhigher institution was the University College, Ibadan.

In 1960 when Nigeria got her independence, the first education policy was basedon the Ashby Commission report of 1960 which was titled investment ineducation. To improve the quality of education, the federal governmentassembled a group of experts from various religious bodies, groups, individualsand government representatives for a National curriculum conference held inLagos in 1969 which led to the famous National Policy on Education (NPE) whichwas established in 1977, revised 1981, 1998 and 2004. This policy brought aboutthe 6-3-3-4 system of education in Nigeria.

Another major reform was the launching of the UPE scheme in 1976 by the then

military government. The aim was to make Nigeria education free in 1976 andcompulsory in 1979. This attempt did not fully realize its objectives as a result ofso many militating factors (Azikiwe, 2007). Furthermore, the Universal BasicEducation (UBE) programme was launched on the 30thSeptember, 1999 at Sokotoby the then president of Nigeria Olusegun Obasanjo. This was meant to providebasic education to children aged between 3 and 4 for 3years. Early children careDevelopment and Education (ECCDE), 6years primary and 3years juniorsecondary education. The reform was meant to realize the two globaldevelopment programmes of the United Nations (UN) namely; Education for All(EFA) and the Millennium Development Goals (MDGs). For Nigeria to achieve


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these goals, it launched the National Economic Empowerment and DevelopmentStrategy (NEEDS) in 2003. The critical pillars of NEEDS are:i. Value Reorientationii. Poverty Eradicationiii. Job Creationiv. Wealth Generationv. Using education to empower the people (Obioma, 2007). The Federal

Ministry of Education (FME) in April 2009 introduced a new documentknown as Roadmap for the Nigerian Education Sector. The main goal ofthis reform is to address the identified problems in the educational sector.It focuses on four priority strategies. These include:

i. Access and Equalityii. Standards and Quality Assuranceiii. Technical and Vocational Education and Training

iv. Funding, Resource Mobilization and Utilization

This reform intends to involve stakeholders such as; government, organized,private sectors and international funding partners to transform all Nigerianschools into producing, from all three subsectors of education namely: basiceducation, post basic education and tertiary education. The worrisome issue thatprompted the effort to salvaging the present state of Nigerian schools is thegeneral poor quality of the products of the sectors.

In spite of the huge expenditure on education at all levels; our education has

failed to produce in school leavers a combination of skills and value system thatcould make them self-reliant. The Nigerian educational system has been besetwith a number of ills over the years. These problems arose from the generalmalaise that beset the leadership and the society at large. Some of these includethe high incidence of examination malpractices, corruption, bribery, extortioncultism, sexual harassment and incessant strikes among the various academicstaff unions at all levels of education, as well as problem of data and decayinfrastructure, etc.

There is a great need for quality assurance, functional and sustainable education

in our educational system in order to achieve the national goals and objectives. Inline with the above, quality assurance, functional and sustainable educationshould be adhered to. Quality, 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 examinationdata; utilization of assessment outcome; and quality of student enrolled.

Factors contributing to poor quality, functional and sustainable education inNigeria are the decline in quality, functional and sustainable education in Nigeriahas been a major concern due to the rapid expansion in student numbers without


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comparable expansion in resources, staff and facilities. This 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. However, a few constraints against total quality education in Nigeriacould be identified even with all the regulatory bodies put in place.i. Lack of adequate funding from the government.ii. Full accreditation report not always employed.iii. Brain Drain: the number of universities in Nigeria in the recent past has

increased tremendously without such a tremendous graduation of donsand professors. Alarming is the rate at which professors proceed to othercountries without a replacement.

iv. The issue of examination malpractice.v. The level of corruption is at an alarming stage.

vi. Inadequate educational facilities in our institutions.vii. Over population: Almost all the schools in Nigeria are over populatedwith students. This most times leaves the teachers in a precarious situationand thus affects their classroom or lecture rooms managerial abilitynegatively.

viii. Inadequate hostel facilities.ix. Unpreparedness among student before entry into tertiary institution.x. Absenteeism of teachers to lecture hall.xi. Political interference appointment to high positions in most tertiary

institutions are sometimes politically motivated.

xii. Entry qualifications into tertiary institutions.xiii. Lack of regular supervision.xiv. Lack of instruction materials.xv. Insufficient and qualified guidance counselors in our schools.xvi. Lack of psychological test materials for the few trained and qualified

guidance counselors in the schools.

Other factors that have had a negative impact on the quality of education are thelow morale of teachers, the poor quality of teachers, and lack of adequateprofessional support for teachers in the system. Other militating factors are the

unstable environment due to frequent strikes by students and staff, the quality ofstudents admitted to programmes, and the quality of the academic recruited.

Functional and sustainable education through counseling in the 21stcenturyFunctional education provides avenues for poverty reduction. It is only througheducation and counseling that children can realize their potentials for self-fulfillment.

The efficient and effective processing of the child through the educational systemwill require Guidance and counseling services. Parents and children will have to


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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. Pupils 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.

Functional education delivery fused with Guidance and counseling programmeensures quality teaching and learning outcomes. The scale of enrolment andparticipation is improved and pupils/students achievement level is enhanced aschallenge associated thereto are adequately addressed. Interest in schooling andlearning is generated since intellectual abilities are conditioned and usedoptimally for self-discovery.

Pre-tertiary Guidance and counseling policy provides the alternatives to

strengthen the existing policies. These children especially in deprived and remoteareas are enrolled and retained in schools to develop their intellectual abilities fortheir future careers and to contribute to societal development. These 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.

The inadequacy of Guidance and counseling services in our schools appears to bethe major cause of the rising wave of crime in the country, increased indisciplinein schools and drug abuse. The lack of Guidance and counseling in our schools

has been identified as leading to the increase in HIV/AIDs cases, the increasingnumber of street children and high dropout rates. It is expected that the effectiveimplementation of the pre-tertiary Guidance and counseling policy will have asignificant impact on reducing schooling problems and anti-social habits likely toinhibit quality of teaching and learning outcomes. Pupils/students will beadequately prepared for the world of work and to meet lifes challenges. It isexpected that delivery of pre-tertiary education by both state and non-state sectorwill be directed by the new policy.

For a community or nation like Nigeria to develop, there is the need to provide

relevant quality, functional and sustainable education and making it accessible toall children irrespective of gender, ethnicity, religion or social status. Theyardstick of rapid socio-economic development of a nation therefore hinges on itschildren or citizens taking advantage of existing education opportunities torealize their potential. The 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. These can facilitate poverty reduction, agoal which the government is relentlessly pursuing.


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Various educational researchers have established the fact that educationalprocesses and development take place in three areas namely, cognitive, effectiveand psychomotor domains of an individual. The philosophy of the countryseducational system dwells on the creation of well-balanced individuals withrequisite knowledge, skills, values and aptitudes for self-actualization and forsocio-economic and political development. Achieving this philosophy involvesintellectual, spiritual, emotional, psychological and physical development ofindividuals. It aims at the holistic development of individuals who are expectedto make significant contribution to the economic growth of the nation. This canbe achieved through the functional and sustainable educational process cycle ofenrolment in the rural and riverine areas, knowledge or skill acquisition andattitudinal change or skill application.

CONCLUSIONNigeria is a land flowing with milk and honey blessed with rich human andnatural resources. These resources can be harnessed for the provision of adequatehuman, financial and material resources for qualitative education. Several stepsto take towards making education functional and sustainable in Nigeria havebeen proffered. The development of functional and sustainable skills is crucial totackling the skills gap. Functional education is a key to success because it opensdoors to learning, life and work.

Making education functional and sustainable will equip the youths to face thetechnical complexities of the physical and social universe and give them the

moral direction to understand themselves. It is high time Nigerians participatedin the promotion of functional education in their various capacities so that theycan make Nigeria a better place to live in (Enaibe, 2001:264).

THE WAY FORWARDThere is great need for functional and sustainable education in Nigeria. Thoughthere is malfunctioning of the educational system, the ideal situation can still beattained. Education can be made functional and sustainable in Nigeria by thefollowing ways:1. There should be practical war against greed and corruption in the

educational sector. In short there should be reinforcement of culture ofexamination ethics.2. To operate a rational and functional education system, there is need to

decolonize the mentality of the Nigerian educated elites who hold powerand authority.

3. The government should be de-emphasizing paper qualification as the onlycriterion for entry into higher schools and for employment.

4. Trained counselors should be posted to all schools at all levels forcounseling.

5. A total overhaul of all the systems in education is very crucial.


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6. There is need to review the philosophy and goals of the nation in order toincorporate workable national education goals.

7. Moral and religious values should be emphasized in the schoolcurriculum. They should be made core courses at all levels of theeducational system.

8. The government local, state and federal should increase the budgetallocation to education to at least 35%. Moreover, infrastructure provisionand rehabilitation of existing buildings, supply of equipment, materialsand psychological tests should be done by the government.

9. Learners should be guided to improve their levels of functional andsustainable education even ICT to support their needs to have a workforcethat is enterprising, productive and equipped to compete in business. Thiswill enable them to work confidently, effectively and independently in life.

10. Education needs to be qualitative for the recipients in order to empower

them socially, economically, politically, technically and scientifically.11. The curriculum should be made relevant to the lives of the recipients. Thatis, it should be geared towards meeting the emerging socio-economicdemands of the 21st century through skills acquisition and computerliteracy.

12. Conferences, workshops and in-service-training programmes should beorganized for reliable and qualified officers on how to implement policiesand programmes. These people will detect gaps between theory andpractice and proffer solutions from time to time.

13. Only qualified teachers, guidance counselors, psychologists should be

retained. It is easy to know the qualified one if only we can shuncorruption and godfatherism or long-leg in our society.

REFERENCESAzikiwe, U. (2007). Reforms in education and the future of Nigeria: sociologicalperspective. Keynote address presented at the maiden conference of the NationalAssociation of Sociologists of Education (NASE) held at Pankshin, Plateau State,October, 16th-19th, 2007.

Dienye, V.U. (2011) Education and society: The quality Imperative. African

Journal of Education and Technology, Vol. 1 (3), PP. 15-24.

Enaibe, P.U. (2011). Making Education Functional in the 21st century: state ofAffairs of the Nigerian situation in Egbule, P; Tabotndip, J.E and Aboho, D.A.(Eds). Refocusing Education in Nigeria in the 21st century. Onitsha: West andSolomon

Gyang, T.S. (2011). Human Resources Development in Nigeria: The Roadmap forvision 20:2020. International Journal of Economic Development Research andInvestment, Vol. 2 (1).


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CHAPTER FOUR

COUNSELLING FOR EFFECTIVE UTILIZATION OF INFORMATION ANDCOMMUNICATION TECHNOLOGY AMONG EKITI STATE SECONDARY

SCHOOL STUDENTS, NIGERIA.

E. O. OsakinleFaculty of Education, Ekiti State University, Ado-Ekiti, Nigeria.

ABSTRACTThe study investigated the effective utilization of information andcommunication technology in counselling among Ekiti State SecondarySchool Students in Nigeria. The importance of guidance andcounselling programme in secondary schools is to assist students in

having an increased understanding of the educational, vocational andsocial information needed to make wise choices. In our society there aremany influencing forces responsible for the gradual recognition of

formal 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 maladjustmentamong school children. The role of ICT in guidance can be seen as atool, as an alternative, or as an agent of change. The paper recommendsthat principals should make provision for guidance and counselling onthe school time table. Most importantly secondary school ICT adoption

should be encouraged by the ministry of education.

KEYWORDS:Counselling, Effective Utilization of ICT

INTRODUCTIONCounselling is a process where the client and counsellor work together to comeup with different ways of resolving various challenges. Counselling 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. The process that occurs when a client and counsellor set aside time inorder to explore difficulties which they want to discuss may include the stressfulor emotional feelings of the client. The act of helping the client to see things moreclearly, possibly from a different view-point can enable the client to focus onfeelings, experiences or behaviour with a view of facilitating positive change. Arelationship of trust and confidentiality is paramount to successfulcounselling. Counsellors will usually explain their policy on confidentiality, theymay, however, be required by law to disclose information if they believe thatthere is a risk to life. Counselling can help you to explore difficult feelings and


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work out some ways of living your life more positively or constructively and bythis the client is satisfied and happy within himself.

Counselling provides a form of education, which the students receive from theircounsellors. In the National Policy of Education (2004, 4th edition) the 6-3-3-4system demand for guidance and counselling is apparently made clear. Therewas agreement also, with a very negligible deviation that the school time-tabledoes not make provisions for guidance and counselling activities. The essence ofincorporating guidance and counselling into the school system was to eliminateoverwhelming ignorance of many young people on their choices of careerprospects and personality maladjustment among school children. The role of ICTin guidance can be seen in three ways: as a tool, as an alternative, or as an agentof change. The growth of websites and help lines as forms of technicallymediated service delivery means that the potential of ICT as an agent of change is

now greater than ever before. The telephone, websites and e-mail, alongside face-to-face facilities, could be alternative services; or they could be portals into awide, flexible and well-harmonized network of services. The 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. This review paper focuses on the roleof ICT on guidance and counselling in secondary schools. However principalshave false impression that a school can function effectively and profitably

without a guidance counsellor. The paper recommends that principals shouldmake provision for guidance and counselling on the school time table. Mostimportantly secondary school ICT adoption should be encouraged by theministry of education.

Information Communication and Technology (ICT) can be utilized effectively inthe following ways:

1. Engage and enthuse learners,2. Raise achievement3. Enable better understanding

4. Foster improved communication5. Have a positive impact on workload

ICT (information and communications technology or technologies) is anumbrella term that includes any communication device or application,encompassing: 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. ICTs are often spoken of in a particular context, such as ICTs in


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education, health care, or libraries. The term may be more common in the UnitedStates.

According to the European Commission, the importance of ICTs lies less in thetechnology itself than in its ability to create greater access to information andcommunication in underserved populations. Many countries around the worldhave established organizations for the promotion of ICTs, because it is feared thatunless less technologically advanced areas have a chance to meet up, theincreasing technological advances in developed nations will only serve toexacerbate the already-existing economic gap between technological "have" and"have not" areas. Internationally, the United Nations actively promotes ICTs forDevelopment as a means of bridging the communication gap.

Information and communication technologies (ICT) have become common issues

in all aspects of life. In the past twenty years the use of ICT has fundamentallychanged the practices and procedures of nearly all forms of endeavour withinbusiness and governance. Education is a very socially oriented activity andquality education has traditionally been associated with counsellors having highdegrees of personal contact with learners. The use of ICT in education lendscredence to more student- learning centres. But with the world moving rapidlyinto digital media and information, the role of ICT in education is becoming moreand more important and this importance will continue to grow and develop inthe 21st century. In this paper, a literature review regarding the use of ICT ineducation was provided in the following areas: Effective use of ICT for

Education, along with ICT use in the teaching learning process; quality andaccessibility of education; learning motivation, Learning environment and anoverview of the ICT and scholastic performance.

According to Daniels (2002), ICTs have become within a very short time, one ofthe basic building blocks of modern society. Many countries now regard theunderstanding of ICT and mastering the basic skills and concepts of ICT as partof the core of education, alongside reading, writing and numeracy. However,there appears to be a misconception that ICTs generally refers to computers andcomputing related activities. This is fortunately not the case, although computers

and their application play a significant role in modern information management,other technologies and systems that also comprise of the phenomenon that iscommonly regarded as ICTs. Pelgrum and Law (2003) state that near the end ofthe 1980s, the term computers was replaced by IT (information technology)signifying a shift of focus from computing technology to the capacity to store andretrieve information. This was followed by the introduction of the term ICT(information and communication technology) around 1992, when e-mail startedto become available to the general public (Pelgrum & Law, 2003). According to aUnited Nations report (1999), ICTs cover Internet service provision,telecommunications equipment and services, information technology equipment


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and services, media and broadcasting, libraries and documentation centres,commercial information providers, network-based information services, andother related information and communication activities.

According to United Nations Educational Scientific and Cultural Organisation(UNESCO) (2002), information and communication technology (ICT) may beregarded as the combination of Informatics technology with other relatedtechnology, specifically communication technology. The various kinds of ICTproducts available and having relevance to education, such as teleconferencing,email, audio conferencing, television lessons, radio broadcasts, interactive radiocounselling, interactive voice response system, audiocassettes, CD ROMs, etchave been used in education for different purposes (Sharma, 2003; Sanyal, 2001;Bhattacharya & Sharma, 2007).

The field of education has been affected by ICTs, which have undoubtedly affected

teaching, learning, and research (Osakinle et al., 2009). A great deal of research has

proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential

to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to

help relate school experience to work practices, create economic viability for tomorrow's

workers, as well as strengthening teaching and helping schools change. Davis and Tearle

(1999), states that much has been said and reported about the impact of technology,

especially computers, in education. Initially computers were used to teach computer

programming but the development of the microprocessor in the early 1970s saw the

introduction of affordable microcomputers into schools at a rapid rate. Computers and

applications of technology became more pervasive in society which led to a concernabout the need for computing skills in everyday life. Hepp, Hinostroza, Laval and

Rehbein (2004) claim in their paper titled Technology in Schools: Education, ICT and

the Knowledge Society that ICTs have been utilized in education ever since their

inception, but they have not always been massively present. Although at that time

computers have not been fully integrated in the learning of traditional subject matter, the

commonly accepted rhetoric that education systems would need to prepare citizens for

lifelong learning in an information society boosted interest in ICTs (Pelgrum & Law,

2003).

The 1990s was the decade of computer communications and information access,particularly with the popularity and accessibility of internet-based services suchas electro

COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION: A 21ST CENTURY APPROACH

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