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IMPACT OF GUIDANCE AND COUNSELLING ON CAREER CHOICE AMONG ADULT AND COMMUNITY EDUCATION ADULT STUDENTS
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Guidance and counselling are two closely interrelated concepts and each determines the availability and efficient of the other. According to (Idowu, 2004) “guidance” refers to a abroad area of all educational activities and services aimed at assisting individual adult students to understand themselves and adjust to adult school life. In Nigeria, the Ministry of Education (2004) considers guidance as a continuing process concerned with determining and providing for the developmental needs of “learners”. He defines “counselling” as a learning-oriented process which usually occurs in an interactive relationship with the aim of helping the client learn more about him/herself. Guidance and counselling is therefore aimed at bringing about maximum development and self-realization of human potential for the benefit of the individual and the society. In a adult school, the programme assists adult students in harmonizing their abilities, interests and values and enables them to develop their full potential. It directs adult students on appropriate career and subject choices; solving discipline, education, social and psychological problems; and general adjustment to adult school life (Gerardo, 1996).
The emphasis was on vocational information, awareness of the world of work, location of employment and reduction of examination anxiety (Makinde,1984). He noted that since 1950’s, popular views of guidance and counselling have changed rapidly and that understanding youth’s problems are among the functions of adult school guidance and counselling. A random sample of 100 counsellor education programmes with evaluating the effect of counselling on adult students was carried out in Warri North. The study found out that guidance and counselling significantly influence career choice of a student. This is an indication that most institutions have put emphasis on need for academic excellence and more so the intervention of guidance and counselling programmes. This development made teacher counsellors to provide guidance and counselling services at adult schools, not only to adult students who are underachieving, maladjusted, but also to gifted children who do not know what to do with their abilities. In Africa, the genesis of modern guidance and counselling is dated back to 1960s. For example, Makinde (1984) observes that the first organized formal careers guidance service for the adult students in Nigeria was held in Ibadan. The service resolved to expand counselling activities in the country by the end of 1970, and form a larger association to embrace career masters and counsellors. The programme was introduced in the country in 1963 during the first Guidance and Counselling Career Conference held to discuss career choices among adult students in learning institutions (Oketch & Ngumba, 1999). It includes all services aimed at helping a student understand himself, his attitude, interests, abilities, physical, mental and social maturity for optimum development, and general adjustment to adult school life (Mutie & Ndambuki, 1999). All these commissions reinforced and emphasized on the need to reinforce and empower guidance and counselling in order for it to effectively achieve the above set objectives in adult schools. The Ministry of Education has directed all learning institutions in the country to establish guidance and counselling programme as a continuous sequential education process aimed at bridging the gap between one education level and another. The need to strengthen guidance and counselling has been further reinforced by the government directive to ban corporal punishment in adult schools. It was observed that guidance and counselling has had impact in the adult school adult students’ lives and noted that there is relationship between the programme and career choice. However, despite the ministerial directive to implement and effect guidance and counselling programme in all learning institutions in order to uplift the academic standards of adult students, career choice in most adult schools in the country has been declining while disciplinary problems have been increasing over time.
1.2 STATEMENT OF THE PROBLEM
Career choice of adult schools in Warri North has been declining over time (Education Office, 2006). This has a negative reflection on the various programmes put in place to promote career choice in the area. The main concern was the role of guidance and counselling programme in improving the self-image of the adult students and facilitating better achievement in career choice. Little information was available on the extent to which guidance and counselling programme has been used to assist in raising the career choice of adult school adult students. This study sought to provide some insights into these issues and establish the relationship between guidance and counselling and career choice of adult school adult students.
1.3 PURPOSE OF THE STUDY
This study sought to assess the impact of guidance and counselling on career choice among student of selected adult school in Warri North.
1.4 OBJECTIVES OF THE STUDY
The study aimed at achieving the following specific objectives:
(i) To establish effectiveness of guidance and counselling programme in adult schools.
(ii) To determine the professional qualifications of the teacher counsellors handling guidance and counselling programme in adult schools.
(iii) To identify the role of adult school administration and other teachers in enhancing guidance and counselling programme.
(iv) To determine the attitude of adult students towards educational/career counselling in their adult schools.
(v) To examine career choice among adult school adult students.
(vi) To establish the relationship between the level of effectiveness of guidance and counselling and career choice of adult school adult students.
(vii) To identify the challenges facing guidance and counselling programme.
1.5 RESEARCH QUESTIONS
The study addressed the following research questions:
(i) What is the effectiveness of guidance and counselling programme in adult schools?
(ii) What are the professional qualifications of the teacher counsellors handling guidance and counselling programme in adult schools?
(iii) What the role of the adult school administration and other teachers in enhancing guidance and counselling programme?
(iv) What is the attitude of adult students towards educational/career counselling in their adult schools?
(v) What is the career choice among adult school adult students?
(vi) Is there any relationship between the level of effectiveness of
guidance and counselling and career choice of adult school adult students?
(vii) What are the challenges facing guidance and counselling
programme in adult schools?
1.6 SIGNIFICANCE OF THE STUDY
Adult school adult students face various challenges that if not well handled affect their academic achievement. Therefore, in order to adequately address these challenges, emphasis has been placed on the existing programmes within the adult schools. Guidance and counselling is one of these programmes. Detailed studies are needed to evaluate the influence of guidance and counselling programme on career choice among adult students. This study was based on the premise that it is important to understand the extent to which the programme is used in addressing challenges facing adult students in adult schools. Such a study helps in providing useful information that could be useful in redesigning and giving impetus to the programme by those concerned including the Ministry of Education, administrators of the institutions, teacher counsellors and adult students so as to boost the career choice among adult students and overall self-actualization of adult school adult students. The teacher counsellor will use this study to evaluate the impact that guidance and counselling will have on career choice among adult students in their respective adult schools. The Ministry of Education will also use this study in evaluating whether guidance and counselling programme is an effective measure in addressing the challenges facing adult school adult students in Warri North. The study will also assists adult school administrators in assessing their contribution to guidance and counselling programme and its influence on career choice of adult students in their adult schools. When guidance and counselling programme is well conceptualized by the Ministry of Education and implemented by the teacher counsellor with the support of the adult school administrators, the adult students will benefit by improving their academic achievements and self-actualization.
1.7 THE SCOPE AND LIMITATIONS OF THE STUDY
The study focused on the influence of guidance and counselling programme on career choice among adult students of selected adult school in Warri North. Warri North was chosen as a research site due to the available evidence of poor career choice among adult students in national examinations (Education Office, 2005). Only Form Four adult students were involved in this study because they have been in the adult school for a higher number of years. Therefore, they were in a better position of evaluating guidance and counselling programme more objectively and also have established academic trend. This study encountered a number of limitations which impeded effective answering of the research questions. These limitations include:
(i) Career choice of adult students in a adult school is determined by very many factors including the ability of the individual student, the quality of the teachers, the staffing level, availability of facilities, and guidance and counselling, among others. Therefore, it is not practically possible to isolate one factor and link it to the level of career choice. However, in this study, the researcher is confined to the academic areas that are of concern to the guidance and counselling programme only.
(ii) All selected adult schools in Warri North were expected to have implemented guidance and counselling programme as directed by the government through the Ministry of Education. Therefore, effective analysis of the influence of the programme in the state requires a consideration of as many adult schools as possible. However, due to time, manpower and financial resource constraints, it is not practically possible to cover all the adult schools in the state. This means that only a small sample of the adult schools was involved. Thus, the selected adult schools in Warri North, which are a very small fraction of the total number of adult schools in the state, were involved in this study. The findings of this study were therefore confined to the sampled adult schools and adult students in Warri North and cannot be overly generalized to all adult schools in the state.
1.8 ASSUMPTIONS OF THE STUDY
The study is based on the following assumptions:
(i) Poor and falling career choice in the study area is due to inefficient and ineffective guidance and counselling programme.
(ii) Guidance and counselling programme face a number of challenges in addressing the academic problems of adult students in adult schools.
(iii) The views expressed by the sampled respondents are a true reflection of guidance and counselling programme in their respective adult schools.
1.9 DEFINITION OF TERMS
In this section, operational definitions are presented as used within the context of this study. Career choice: This refers to using a variety of methods in achieving results. Counselling: Involves helping an individual to deal with or remove frustrations and obstacles that interfere with their lives and develop his most acceptable self by thinking through the situation him/herself in an accepting atmosphere. Effective counselling: Producing a desired result. In this case, effectiveness refers to the Ability/capacity of guidance and counselling programme to offer its required services in a adult school. In this study, the effectiveness of guidance and counselling will be measured on a likert scale by examining the extent to which the programme is able to offer various components of academic/career/educational counselling in adult schools. Guidance: A process of helping learners to develop self understanding, capabilities for making realistic career decisions, overcome personality deficits and make optimal academic progress. Guidance and counselling: Includes all services that help an individual understanding of him/herself, his/her attitude, interests, abilities, physical, mental and social maturity for optimum development.
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