The Need For Guidance And Psychosocial, Vocational Education Among Nigerian University Students

The Need For Guidance And Psychosocial, Vocational Education Among Nigerian University Students

Abstract

This study was carried out on guidance and psychosocial, vocational education among Nigerian university students. Career guidance and counselling processes need permeate teacher education in post primary, tertiary and adult education settings, in order to encourage learners to consider the broadest possible range of options. The study was guided by Albert Bandura (1986) social learning theory.

Main goal of guidance and counseling is to help people understand themselves in order to deal with life experiences in a healthy manner, by being able to recognize the factors that cause problems and look for appropriate methods of resolving or avoiding the situations that may lead to unhealthy lifestyles. Effective guidance and counseling service need to be based on a complete understanding of student experience. The study recommended that students should constantly visit the guidance counsellor for therapy if they are any issue that is of burden to them.

Chapter One

Introduction

1.1 Background of the study

The term education often has diverse definitions, which usually depends on the perception of the person defining it. Ndubusi (1981) in Abdurrazak (2012) describes it as a way of life, which goes on all the time in different societies, be it formal or informal, planned or unplanned, noticed or unnoticed, but always influenced by external and internal stimuli in which guidance and counselling is an indispensable factor. Today the economic development of a country depends on the skills of its workers, and the skills and competencies of the workforce, in turn, are dependent upon the quality of the country’s education and training systems (Denga, 2005 and Akinboye, 2004).

Guidance and counselling is an important educational tool in shaping the orientation in a child from negative ideas that is planted in the child by his/her peers. Hence the need school for the counsellor to assist the child in moulding their future through counselling therapy. The school counsellor is seen as a role model and highly respected by students. The counsellors by their training are expected to be friends with the school child, listen to the child’s complains, short comings and proffer guidance to the child in a quest of moulding the child in the right part to take in their life pursuit.

Egbo (2013) stated that “the total development of a child can only take place in an environment conducive for teaching and learning”. It is in realization of the above that all educational services which can promote teaching and learning in schools are given prominent attention by educational planners. Counselling services are among the school educational services. It is believed that guidance and counselling services in school shall develop, assess and improve educational programmes; enhance teaching and improve the competence of the teacher and reduce cost for the children.

The students are undergoing some of the most difficult periods of life. The transition from childhood to adulthood is a difficult one, even for the most balanced child. Apart from the influence of the family, the other major influence on the young person’s life is the school and the school environment. The most that other influences can attempt to do is to help each young person to cope with the changes and wrought associate with adolescence, to develop a sense of responsibility, to make definite and considerable personal decisions. In short, families and schools have a duty to assist young people in their self-growth towards becoming a self-fulfilled and well adjusted adult.

Counselling and guidance can provide a good basis for a broader education for life. While being non-medical and non-psychiatric, it can be used as therapy for individuals with specific personal problems, or it can be the foundation of a more general “life skills training programme” for the student who, though not suffering from any particular problem, should be assisted in building up his/her personal resources in order to cope effectively with their future lives (Stokes, 1986).

Based on this premise, the study examines guidance and psychosocial, vocational education among Nigerian university students.

1.2 Statement of the Problem

It is a great concern for stakeholders to see students still performing poorly in their academics and passing through psychosocial problems despite the numerous ways in which they are guided either by their guardians or parents which seems to be caused by inability of the students to follow the laid down rules and regulations. Acquisition of vocational skills among university undergraduates, given the current levels of unemployment in Nigeria and what appears to be perceived fear of unemployment after graduation among university undergraduates, calls for attention.

However, It is important to note that despite the seemingly numerous student participants in vocational training, not all undergraduates feel the need to learn a skill. This begs the question, ‘what kind of students are prone to seeking the acquisition of a vocational skill?’ The researcher intended to examine guidance and psychosocial, vocational education among Nigerian university students.

1.3 Objectives of the study

The main objective of the study is to assess guidance and psychosocial, vocational education among Nigerian university students. Specifically, the study sought to;

1. Examine the effects of vocational education on the performance of students
2. Examine the role of guidance and counselling in ensuring good psychosocial behavior.
3. Examine the factors that hinder effect guidance and counselling among students.

1.4 Significance of the study

Naturally decision-making is very important, it is the hardest thing to make in life. Youths are usually the people concerned with choosing careers, which may hopefully be helped by guidance and counseling officers. The study will help to solve the conflicts that exist between parents and students in the area of career choice.

The research is essential to parents, students, community and government because it will reveal the areas of weakness in the guidance profession and reasons why students should have good performance and careers if they are well counseled.

Chapter Three

Conclusion And Recommendations

3.1 Conclusion

Inclusion guidance and counselling is tinted toward preventing the student from indulging in negative vices and helping the child to choose the right parts in life to be successful in the pursuit of future ambition. It is necessary that the counsellor build the confidence of the child to trust him/her to be able to give him/her the rightful information needed in helping its client (students). This is so, because, client that trust counsellors normally open up with vital information to their counsellors which may enable the client to introduce any other person with counselling need to the counsellor.

Counselling and vocational education also help students in career choice to vying to their appropriate area that they are good at instead of following their peers in choosing a wrong career part. The education of a child needs constant mentoring hence guidance is inimical to their growth and development in a complex society that we are today.

3.2 Recommendations

The study recommended that:

1. Students should constantly visit the guidance counsellor for therapy if they are any issue that is of burden to them.
2. The guidance counsellor should see the student, friend, and someone that needs helps as in a medical doctor patient relationship.
3. Schools should have evaluated the school counsellor from the feedback of the students that they counsel from time to time with the objective of encouraging them to do better job of guiding the students.
4. The guidance counsellor should be made to attend his/her professional conferences to learn new ideas of therapies with clients.

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