'History of Guidiance and Counselling in Nigeria\r'

'Whats the historical offspring of counsel and advocate in Nigeria? Afri brush aside nations are in a hurry to educate citizens in value to train and enhance their social, economic and semipolitical development. The concept of awfulction and counseling, although relatively bracing in Africa has been embraced by most developing nations with terrible enthusiasm. This is because counseling is being regarded by most nations as an educational service through which cost-efficient manpower for development can be attained.Counseling practice, however, does run into grass clashes with African traditions and development goals usual of developing countries. In order to become in effect(p)y agreeable at this initial stage, the advocate and counseling profession in Africa must tolerate some compromises and modifications from its original philosophy in the Western sense. Several events guide to the institutionalization of focus and direction in Nigerian enlighten clay.Most large was the efforts of a group of Catholic nuns at the St. Theresas College, Oke-Ado, Ibadan. The Catholic nuns certain a race store for all the give instructions graduating educatees during the 1959 academic session, particularly in the area of fount selection and job search. A major outcome of the shop was the distribution of the much requisite career information that enabled 54 out of the 60 graduating students to score full employment upon their graduation.The shop on guidance and counselor-at-law held at the comprehensive racy work, Aiyetoro in 1963 where Mr. R. O. Rees delivered a authorship titled â€Å"The role of the guidance counsellor in a comprehensive high nurture” was alike instrumental to the emergence of guidance and counselling in Nigeria. So, was the book written by Mr. C. I. Berepiki entitled, An approach to guidance in schools. This book inspired the federal Government of Nigeria to develop a workshop on guidance and counselling in schoo ls.Through these efforts, the federal official government was able to hold dear the role guidance and counselling needed to play in the nations overall development that by and by motivated the federal official Ministry of culture to appoint Mr. C. I. Berepiki to take full charge of the coordination of school guidance and counselling services in Nigerias school system. Another take in that led to the emergence of pro counselling in Nigeria has to do with the events that cropped up after the Nigerian civil fight. At the dismiss of the civil war, there arose the dire need to rehabilitate the war victims.The post-war social, political, economic, religious and educational problems, which students, workers and the common public had to face, became enormous such(prenominal) that the less trained career masters/mistresses could not cope. This necessitated a very high strike for guidance counsellors who were pass judgment to stomach veritable counselling interventions in the rehab ilitation of the war victims. whiz approach then was for the Federal Government of Nigeria to grant recognition to most candidates who desired to act on masters degree in guidance and counselling in whatever Nigerian universities.The introduction of the mod National Policy of teaching in Nigeria (commonly referred to as the 6-3-3-4 system of Education) for the whole country in 1977, with major revision in 1981, which had among its features, the introduction of a new educational focus for the capital and lower-ranking levels of education also influenced the emergence of guidance and counselling in Nigeria. This insurance polity was a major break out-of-door from the existing educational policy that was bequeathed to the nation by the British colonial masters at independence.Under the previous arrangement, secondary school students were expected to spend fivesome days in the secondary school. In addition, the curriculum tended to stress much of liberal pillowcase of ed ucation. But the new policy extended the number of years in secondary school from five years to sestet years. It further divided secondary education into two levels: third-year secondary school (where the student was expected to spend tether years) and the senior secondary school level (where the student was expected to spend the remaining triad years).\r\n'