UNIVERSAL BASIC EDUCATION AND CAREER COUNSELING
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UNIVERSAL BASIC EDUCATION AND CAREER COUNSELING
Chapter one
INTRODUCTION
1.1 Background of the Study:
Every community, no matter how simple or sophisticated, has its own system for training and teaching its kids, and education for a better life has long been one of men’s primary objectives. However, the purpose of education and the manner of approach might vary from place to area, nation to nation, and person to person.
In the old African civilization, the objective of education was apparent, and functionalism was the primary guiding concept. African society saw education as a means to an end rather than an end in itself. Education was primarily intended to provide an early introduction to society and prepare students for adult life.
Universal access to education has been Nigeria’s primary goal since the middle of the 1950s, when the West Minister of Education, Chief S. O. Awokoyo, presented a comprehensive proposal in July for the introduction of free, universal, and compulsory education, also known as universal Primary Education (U.P.E), by January 1955. The idea featured a major teaching training project, expanded teacher training facilities, and secondary modern schools.
From 1952 until December 1954, significant efforts were undertaken to achieve the January 1955 deadline. Teachers were trained in great numbers, and hundreds of new school buildings were constructed.
The scheme was implemented as intended on January 17, 1955, minus the phrase ‘compulsory’. Indeed, January 1955 marked the start of an educational revolution not only in the West, but throughout Nigeria. In 1954, 457000 pupils attended free-paying primary schools in the West; when the initiative was started in January 1955, 811,000 children were trained.
These figures represented an increase from 35% to 61% of those aged 5 to 14. By 1958, more than one million youngsters had enrolled. Officially, the government underestimated the numbers predicted in the early stages: the original projection was 492,000, rising by 100,000 every year, but more than 800,000 were registered.
On September 6, 1976, General Obasanjo and the military governments of the nineteen states started Universal Primary Education across the country. Instead of the predicted 2.3 million children, 3 million came up, resulting in a 30% underestimate.
As a result, there was a severe scarcity of classroom space, personnel, and equipment, but Nigeria had undertaken one of the most ambitious educational programmes in African history.
When the UPE was implemented in 1976, one (1) out of every three (3) African children attending elementary school in Africa was from Nigeria. Enrollment counts involved increased from 6 million in 1975/80 to 215 million in 1982.
The Universal Primary Education Scheme is based on the assumption that every Nigerian child has an inalienable right to a minimum of six years of education in order to function effectively as a citizen of a free and democratic Nigeria, just and egalitarian, united and self-sufficient, with equal opportunities for all.
At its 36th meeting, held in Akure in September 1989, the National Council on Education established an ad hoc committee charged with determining both the qualitative and quantitative aspects of implementing compulsory nine-year schooling in our country.
This decision was motivated by two primary factors:
In 1989, Mr. President declared that education would be free until the junior secondary level beginning in 1992, directing government policy towards ensuring equitable and appropriate opportunities at all levels.
After receiving the planning committee’s report at its Kano meeting in March 1990, the National Council on Education formed a technical committee to thoroughly examine the suggestions and provide implementation solutions.
Early in 1992, the Federal Military Government declared that nine (9) years of free and obligatory education will be implemented beginning with the October 1992 school year.
That is, any child who enrols in year I primary school in September 1992 will be required to attend school for nine (9) years, until he has completed six years of primary education and three years of junior secondary.
The World Conference on Education for All, held in Jomtien, Thailand from March 5th to 9th, 1990, served as a major catalyst for basic education. The World Bank, UNDP, UNESCO, and UNICEF organised this conference, which resulted in the document “World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs”.
Because this paper served as a sort of roadmap for other countries around the world, Nigeria was pushed to ramp up educational initiatives in order to achieve universal education. Denga conducted a nationwide situation and policy analysis of basic education in Nigeria between 1991 and 1993.
Basic education refers to the sort of education provided at the initial level of education, both in terms of quality and content. This notion varies from country to country.
In Nigeria, basic education was equivalent to six years of primary schooling. Now, the concept is planned to incorporate the three years of junior secondary school into basic education. According to the implementation instructions for the UBE programme, the precise objectives of the programmes are:
Developing a robust consciousness promotion among all citizens.
The provision of free universal basic education to all Nigerian children of school-age.
Dropout rates in the formal school system will be significantly reduced (by greater relevance, quality, and efficiency).
Catering to the learning needs of young people who have had to interrupt their schooling for various reasons through appropriate forms of supplemental methods to basic education supply and promotion.
Providing the necessary literary, numeracy, manipulative, communication, and life skills, as well as the ethical, moral, and civic ideals, to create the groundwork for lifelong learning.
According to Achebe (1980), guiding and counselling should support the much-discussed maximal development of the individual. The purpose of this research is to determine how career advice can help students achieve the specific goals of the Universal Basic Education Programme.
Ideally, career advice or information encompasses all aspects of work-related information that can be valuable in the professional development process. This career information includes educational information, career patterns, occupational information, and psychosocial information.
1.2 Statement of Problem
Education is a valuable tool that all emerging and developed countries can employ to achieve their desired national goals. When it comes to the core of the nation’s educational system, it is critical to lay the proper basis.
Universal Basic Education is the foundation of Nigeria’s educational system, and so serves as the cornerstone of the country’s new technological and scientific education.
job officers and counsellors will be appointed in post-primary institutions due to many young people’s apparent lack of knowledge about job opportunities, as well as personality disorders among schoolchildren.
Because trained professionals in this category are limited, the government will continue to provide for the training of interested teachers in guidance and counselling. Guidance and counselling will also be included in the teacher education plan.
The study’s problem is to determine the role of career guidance in the Universal Basic Education Programme in the Itu Local Government Area.
1.3 Study Purpose
To examine the efficacy of career guidance in the UBE programme.
Investigate the roles of career counsellors in the UBE programme.
To determine the acceptance of career counsellors in the UBE programme.
Explore the function of career guidance in the UBE programme.
1.4 Research Question.
The study attempts to answer the following research questions:
How effective is career advice in the Universal Basic Education Programme?
To what extent have counsellors participated in the UBE programme?
To what extent are career counsellors accepted within the UBE programme?
What function does career advice play in the UBE programme?
1.5 Research Hypotheses.
There is no major link between Universal Basic Education and career counselling.
There is no substantial link between counsellor involvement in the UBE programme.
There is no substantial association between acceptance of career counsellors in the UBE programme.
There is no significant association between the career counsellor’s job in the UBE programme.
1.6 Significance of the Study
In doing a study on the Universal Basic Education Programme and career advice;
The UBE programme’s objectives must be clearly specified.
This work will assist counsellors in designing effective career counselling services to fulfil the demands of the UBE programme.
This effort will also help parents, teachers, policymakers, and the general public understand the UBE project.
1.7 Limitation of the Study
The study will focus on the importance of career counselling in the UBE programme in Itu LGA schools.
1.8 Assumption for the Study
It is considered that the Universal Basic Education Programme has been fully implemented in Itu L.G.A.
It is also believed that qualified counsellors will assist the youngsters / students in making an informed career decision.
The respondent understands the purpose of a counsellor.
1.9 Definition of Terms.
Universal basic education (UBE)
Universal Basic Education refers to the quality and substance of education provided at the primary level.
Career
This refers to a worker’s complete pattern of jobs held over his lifetime. It is concerned with the progression of a person’s positions, employment, or occupations over their lives.
Counselling
Counselling is a learning – oriented workshop carried on in a simple one-to-one social environment in which a counsellor professionally competent in relevant psychological skills, knowledge seeks to assist the client by methods appropriate to the latter’s needs:
to learn more about himself, to learn how to put such understanding into effect in relation to more clearly perceived, realistically defined goals, to the end that the client may become a happier and more productive member of the society.
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