NIGER DELTA JOURNAL ______
Vol 11. No2 October 2019
ISSN: 978-245-572-5
A PUBLICATION OF
THE FACULTY OF EDUCATION
NIGER DELTA UNIVERSITY
WILBERFORCE ISLAND, BAYELSA STATE, NIGERIA .
NIGER DELTA JOURNAL OF EDUCATION
EDITORIAL BOARD
Prof. Agnes E. Maliki
Dean, Faculty of Education, chairman of the Board
Prof. John C. Buseri, (JP) fnae
Editor-in-chief
Prof. Augustus A. Adeyinka, mnae, Member
Prof. Osa Tawari, mnae, Member
Prof. Tuemi T. Asuka, mnae, Member
Prof. Akpoebi. C. Egumu, mnae, Member
Prof. (Mrs.) Daisy I. Dimkpa, Member
Dr. Japo M.O. Amasuomo, Member
Dr. Fibainmine G. Paulley (mnim)
managing Editor & Secretary of the Board
EDITORIAL ADVISERS
Green Osah-Ogulu - Ignatius Ajuru University of Education, Rumuolurneni Prof. M. Maduabum - Abia State University, Uturu
Prof. (Mrs.) T. A. Bolarin - Lagos State University, Ojo, Lagos Prof. E. Kpangban - Delta State University, Abraka
Prof. M. J. Ahiakwo - Rivers State University, Port Harcourt
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EDITOR-IN-CHIEF OR MANAGINGEDITOR
Prof. J. C. Buseri, O) Fnae. Paulley, F. Godgift, Ph.D mnirn.
Department of Science Education, Department of Educational Foundations,
Faculty of Education, Faculty of Education,
Niger Delta University, Niger Delta University,
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Bayelsa State, Nigeria Bayelsa State, Nigeria
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CONTENTS
Page
BAYELSA STATE SECONDARY SCHOOL TEACHERS PERCEPTION OF FACTORS INFLUENCING TEACHING EFFECTIVENESS
Prof. Augustus A. ADEYTNKA, Fibinmine C. PAULLEY, PhD & Mary A. AGTH -…………… 1
DEVELOPMENT OF SUSTINABLE ENERGY MIX IN RESPONSE TO ENERGY CR1515
IN NIGERIA: NEED FOR POPULAR ENVIRONMENTAL LITERACY EDUCATION
Dr. (Mrs) Caroithe L. EHE.AZU ------19
AN ASSESSMENT OF CHALLENGES AND INAPPROPRIATE AREAS IN TEACHER
EDUCATION PROGRAMMES FOR SOCIAL REFORMS IN NIGERIA
Arnadi C. UKAMAKA, PhD & Mitchell U. NJOKU, PhD & Ngozi V. AMAECHI, PhD ------30
INFLUENCE OF FAMILY BACKGROUND ON ACADEMIC ACHIEVEMENT
AND SOCIAL REFORMS OF STUDENTS IN LAGOS STATE
Olaylaka L. OLUSA, PhD - - - - - ……………………………………………………………………..- 42
EMPLOYABILITY-DRIVEN REFORMS OF BUSINESS EDUCATION PROGRAMME
FOR ENHANCED JOB SECURITY OF GRADUATES OF BUSINESS EDUCATION
IN SOUTH-SOUTH, NIGERIA
Chamberlain P. KREN-IKIDI, PhD - - -…………………………………………………………… - - 51
PERCEIVED CAUSES OF FOOD-BORNE DISEASES AMONG RESIDENTS OF
ILORIN WEST LOCAL GOVERNMENT AREA OF KWARA STATE
*DareA BABA1, S. N. AKORFDE1, I. KPEROGI1, A. 0. AMBALI2 & C. 0 ATANDA3 -…………... 64
THE IMPACT OF HUMAN RESOURCE DEVELOPMENT ON TEACHERS’ JOB
PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE
Anne I. DEBEKEME ------………………………………………………………………………. - . 72
PERCEIVED FACTORS AFFECTING MORAL EDUCATION FOR SOCIAL REFORMS AND SECURITY IN BAYELSA STATE, NIGERIA
1Josephine F. MAYFHEW, PhD, 2janet A. KEBBL PhD& Nizolomani ODUAL, PhD ………- 81
RE-EXAMINING THE VALUE OF PHILOSOPHY
Ebikisci S. UDIS[, PhD ------……………………………………………………………………… 87
THE TEACHING PROFESSION IN CONTEMPORARY NIGERIA
JanetY. EKPEFA-ABDULLAHI ------…………………………………………………………… - 93
TEACHER PROFESSIONAL DEVELOPMENT AND QUALITY
UNIVERSAL BASIC EDUCATION IN BAYELSA STATE
Fibainmine G. PAULLEY, PhD & Iniekenirni KORRE — — —…………………………………. — 100
FACTORS INFLUENCING CAREER CHOICE AMONG SECONDARY SCHOOL
STUDENTS IN LOKOJA LOCAL GOVERNMENT AREA OFKOGI STATE, NIGERIA
Rahiat I. SANNI - - - - - …………………………………………………………………………….- - 08
THE ROTE OF TECHNICALAND VOCATIONAL EDUCATION AND TRAINING (TVET)
FOR YOUTHS EMPLOYMENT AND NATIONAL SECURITY IN NIGERIA
Talent FRANK & Festus C. AKPOTOHWO, PhD - - - - -…………………………………………….. 115
CONTENTS CONT’D Page
INFLUENCE OF EDUCATIONAL LEVELS AND TYPES OF RETIREMENT ON RETIREES’ REACTION AND ADJUSTMENT TO RETIREMENT: A CASE STUDY OF RETIREES IN DELTA STATE
StelIa 0. NWANKWO, PhD & Victor EKWUKOMA, PhD - - - - ……………………………..122
AIDING NATIONAL SECURITY WITH CONCEPT MAPPING INSTRUCTI 0 NAL STRATEGY ON STUDENTS ACADEMIC ACHIEVEMENT IN BASIC ELECTRICITY
Bitrus Z. WADA, PhD ------……………………………………………………………….130
NEO-LTI3ERALISM, MULTINATIONALS AND THE DEVELOPMENT CHALLENGES IN AFRICA: THE SEARCH FOR KNOWLEDGE AND ITS APPLICATION
Nein GODKNOWS & Joyce C. OYADONGHAN, PhD - - - - ……………………………………140
DIAGNOSING AND REMEDIATING STUDENTS PERCEIVED DIFFICULT TOPICS IN SECONDARY SCHOOL PHYSICS
Jarnu 0. AMUSA, PhD ------…………………………………………………………………… 153
MANAGEMENT OF PUBLIC EXAMINATIONS IN SECONDARY SCHOOLS FOR NATIONAL SECURITY IN NIGERIA
Sirneon PATRIOT ------………………………………………………………………………. 171
ENTREPRENEURSHIP APPROACHES FOR PRODUCING ENTREPRENEURS IN SMALL AND MEDIUM SCALE BUSINESSES
Phobe T. AGI3AMU & Onoyovwi D. AIJENJE - - - - - ……………………………………………..181
EMERGING SECURITY CHALLENGES IN NIGERIAN SECONDARY SCHOOLS: THE WAY FORWARD
Leah 0. ONI, PhD ------………………………………………………………………………..190
UNDERSTANDING TUE ACTIVITIES OF TRADITIONAL BIRTH ATTENDANTS AS PREDiCTORS OF MATERNAL MORTALITY IN BAYELSA WEST SENATORIAL DISTRICT OF BAYELSA STATE
Doubrapade WALKER, PhD ------………………………………………………………………199
RESOURCES AND METHODOLOGIES IN ADULT DUCATION PRACTICE
Olufumilaya T. IYUNADE, PhD & Prof. Jonathan F. OGHENEKOIIWO - - …………………………211 ROLE OF VOCATIONAL EDUCATION FOR NATIONAL SECURITY
DiseyeJ. OYADONGHA & Zenciubor F. PELLE - - - - -……………………………………………. 218
PRINCIPALS’ SELF-CONFIDENCE, STRESS TOLERANCE AND JOB PERFORMANCE IN THE PUBLIC SECONDARY SCHOOLS IN EDO STATE
Magdalene 0. ALUEDE ------…………………………………………………………………..226
COMPUTER LITERACY SKILLS AS DETERMINANT OF THE USE OF ELECTRONIC RESOURCES BY POSTGRADUATE STUDENTS 1N NIGERIA
Ejornafuvwe ERAVWOKE & Pereware A. TIEMO, PhD - - - - ……………………………………….235
CONTENTS CONT’.D Page
SOCIETAL VALUES THROUGH EDUCATIONAL INSTITUTIONS IN NIGERIA: IMPLICATIONS FOR GUIDANCE AND COUNSELLING
4Rosemary OGBODO-ADOGA, Phi) - - - - -…………………………………………….. 246
IMPLICATIONS OF THE LABOUR REFORMS ACT OF 2005 ON [NI)USTRI A.L RELATIONS PRACTICE TN NIGERI A
Clement A. ANELE, Phi), Gift j. EKE, PhD & Abara ONU - — — -………………………. 257
EDUCATIONAL FACILITIES IN THE TEACHING AND LEARNING OF ISLAMIC STUDIES SECONDARY SCHOOL STUDENTS IN ILORIN, NIGERIA
Salman S. ABDULGANTYU, PhD, AbdulGaniyy ABDULLAHI, PhD & Shaykh A. YAHYA- ………………………………………………………………………………………………...271
ENVIRONMENTAL EDUCATION AND NATIONAL SECURITY: THE ROLE OF EDUCATIONAL PLANNING AND ADMINISTRATION
Grace B. TT3ABA ------……………………………………………………………….280
ENTREPRENEURSHIP DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN NIGERIA AND ITS IMPACT ON NATIONAL SECURITY
Anne I. DEBEKEME, Woyengidisemi 0. OWUGAH & Eunice AKENE - - - ………………287
GENDER DIFFERENCES IN SOCIAL INTERACTION SKILLS OF PUPILS WITH AUTISM USING TOKEN ECONOMY AND VIDEO MODELLING STRATEGIES
Olusoia A ADEDIRAN, PhD & Adeyemi ADEDAPO, PhD - -…………………………….. 293
EDUCATION AND SOCIAL REFORM: PANACEA FOR NATIONAL SECURITY IN NIGERIA
Justina L. CHARLES-ZALAKORO, PhD & Blessed ENEKEME, PhD - - - …………………305
VOCATIONAL AGRICULTURAL EDUCATION AND NATIONAL SECURITY IN NIGERIA
Codsume S. SUWARJ, PhD, Daudoighe F. PAULLEY & Emiziho S. OSEMENE - - ………310
BUSINESS TECHNOLOGY APPLICATION SKILLS NEEDED BY BUSINESS EDUCATION LECTURERS IN TERT[ARY INSTITUTIONS FOR NATI ON AL SECURITY Japo 0. AMASUOMO, PhD & Gabriel OKOTOKO - - - - - …………………………………..318
REPOSITiONING PRIVATE SCHOOLS FOR QUALITY EDUCATION IN THE SOUTH/SOUTH REGION OF NIGERIA
Professor Tuerni . ASUKA - - - — - - -…………………………………………………………. 334
SOCIETAL VALUES THROUGH EDUCATIONAL INSTITUTIONS
IN NIGERIA: IMPLICATIONS FOR GUIDANCE
AND COUNSELLING
Rosemary OGBODO-ADOGA, PhD
DepartlnL’nt of Education Foundations, Faculty of Educafwn, National Oj.en Un ivers itij of 1\Jigeria, Victoria Island, Lagos. Email : [email protected] Abstract
Tue parents and even/family member have the responsibility of fostering hi1 words and exemplary life the rudiments of societal values that are indispensable/or the survival of the human society. It is a truism that nil behaviours are learned — hot/i negative and positive behaviours; hence, it is believed that since all behaviours are learned, they could equalli be unlearned. The implication oft/xe above assertion is that we are going to unlearn all the negative values in Nigeria and imbibe the ones enlisted in our National Policy on Education: hence, good education and natioral development depend on increase in knowledge, skills1 competences and the transmission of human z.’iilues that are essential for the survival and maintenance of the society. The paper examines the concepts of values and counselling and the need for their development to bridge the value vacuum in our education for the transmission of essential human values to the young ones in the society, with a view to making lJi. on earth meaningful and corn fortabk’. It attempts to associate the inculcation a/human values with the realization, of the goals of education.
Keywords: Societal values, education, institution, Guidance and Counselling.
Introduction
In Nigeria, those values that we hitherto cherished are a mirage today. Nigeria is tainted by numerous immoral practices, which cut across all, her citizens. As against [hose values that build up nations, Nigeria, now prides in such vices as theft, cheating, deceit, examination malpractLce, treachery, selfishness and other heinous crimes all of that are responsible for our present social and societal disintegration and disorientation.
According to Nweze (2016), the question of industry or hardwork among the youths, which. is a singular value responsible for the continued existence and stability of every nation, and indeed all humanity, has not in any way been given [he emphasis that it requires. The popular dictum among Nigerians now is if you cannot beat them join them’. That is why today, corruption, laziness and all sorts of misdemeanors drag Our society steadily into economic and socio- ., political precipice. The worst of it is that our youths, the leaders of tomorrow, grow to imbibe the wrong attitude to value and then lack moral upbringing. It is universal]y accepted that men of character are the conscience of any society, hut the reverse is the case, especially with our ‘ youths today. Sxieta? Vsilues Through Educational Institution in Nigeria: ii iticatioiisf,r Guidance uzd Cowiselling
Meanwhile, worldly pleasures and hedonism have enslaved and kept us under bondage. Excessive quest for material wealth has been on the increase and [his has heightened the rate of abduction, ritual murder, human sacrifices, armed robbery, hugger, advanced fee fraud (popularly called 419 after its statutory section in the criminal code), drug peddling, embezzlement of public fund, human trafficking, prostitution, communal clashes and other nefarious acts inimical to the growth and development of a nation. These obtain and persist because our values have been sacrificed on the altar of materialism (Eke, 2017).
Our educational sector is badly struck. Today, educational institutions have denigrated in its value systems and discipline. Good morals are becoming a thing of the past. The one time good quality of discipline and respect that characterized the teacher-pupil relationship has been eroded. Today, we see all kinds of crimes in the school system. These include reserving of good grades for the highest bidder, exorbitant sale of hand-outs or books on themes never taught, sexual harassment in the rank and file of the school environment, examination malpractice (hiring persons to take one’s exams, buying over exam supervisors and invigilators), cultism, beating up strict teachers and even hiring ruthless assassins to kill them (Eze, 2017). Priority in our education should be placed on teaching the young ones about survival skills since one’s value orientation is formed early in life and children learn the values that guide their lives from the adult members of the social especially teachers and counsellors that interact with them on daily basis. The home is the prime source of human values for children and when the child enrolls into the school the responsibility is now shifted to the school, which is the second source of human values for children to ensure the survival and maintenance of the society. Livingstone, in Okwor (201$), stated that human progress depends on a double advance, i.e, increase in knowledge and the discovery of higher values. We concentrate mainly on the first, but the second one that use neglect is far more important. Increase in knowledge without norm/values or good character may lead to nothing but elaborate barbarism. The applied science and technology of which we are always demanding more will give us comfort and even luxury, but if we want a great civilization we must look elsewhere. The ultimate importance of any nation is estimated not by its conquests, commence or comfort but by the values which it has brought into the world and the degree to which it is embodied in its life.
This implies that the moral values that we tend to relegate in our education are by far more essential than the applied science and technology that we focus on. The values of our society help us to imbibe the sense of responsibility that will enable us to manage and share our God given resources in a responsible and equitable manner. This is against what we experience today in our society, which tends to give priority to applied science and technology, devoid of human values, a society where nothing seems to work well. All well-meaning citizens of this country are aware that all is not well with our society where people are assumed to know the truth, but unfortunately opt to behave contrary, simply to achieve their selfish ends. Evidence abound to show that our values today arc negative, as embodied in our philosophy life and actions as observed by several educators and educationists. Okon, in Aliyu (2017), rightly observes that public utilities established to carry out some specific functions for the state in the interest of the citizens are not adequately utilized, if at all they are functional. An average
Nigerian, wherever he works, thinks that he is doing his fellow-man a favour by offering his service that is being paid for from the tax payers money. Unfortunately, we operate a system where nothing seems to work well, a system where nothing good could be expected.
Our quest for societal values that will guarantee the realization of good education for development faces a great challenge. This great challenge include devising a means of hbwto inculcate human moral values into the minds of our teaming youths who are disillusioned by the confused state of affairs in the society and the low standards of behaviour amongst our people. Okon,in Aliyu (2017), further maintains that there are some general values ?Nigerians should promote. The social vices such as hijpocrisy, nepotism, corruption, bribery, embezzlement qf public finds by officials, dishonesty, tribalism, selfishness, laziness, greed, graft, avarice, conformity and so forth are zealously worshipped in the society. The contradictory life we have been living does not help the young in our society to develop their values or search for an acceptable alternative lifestyle to hold on. to. They need help to work out and develop a personal and acceptable code of conduct,
The Concept of Values
Values are things in life that are both tangible and intangible. Things of tangible nature that we value include homes, cars, land, money, business establishments and other material possessions. They include love of family, friends, country, or career, personal freedom, and life itself. According to Nweze (2016), “values are generally bipolar with a positive and negative pole: pleasant, painful, easy, difficult, beautiful, ugly, good, bad, etc. the positive pole is preferred, the negative pole is better not called a value at all hut a disvalue”.
Be that as it may, values are transmitted from one generation to another usually through the family-parents and the elderly ones in the society. The family is the first and vital cell of the society. As the foundation of the society, it nourishes continual service to life through its role. It is from the family that citizens come to birth and it is within the family that they find the first school of the social virtues. Every society needs these virtues which constitute the animating principle of the existence and development of society itself (Nweze, 2016). Values can be defined as basic ideas or beliefs about what is right or wrong, good or bad. Peoples values have influence in their orientation towards what they do. An individual’s 3 values may be deduced from what he does. According to Jarolimek & Foster, cited in Ajaonu (2015), “some of our values affect us so strongly that they tend to predetermine our actions in all aspects of our lives values may be defined as internalized guides to human behaviour”. They believe that the term value encompasses that set of beliefs that guides and justifies the actions of individuals. Our values whether explicit or implicit predispose us to prefer one choice over another whether in moral judgment, personal relationships, occupations, consumptions, decisions or any other area of life. Most o.f the time we attempt to make our actions correspond to, our values. If we do not succeed, we must then whether change our values or suffer from guilt feelings. Of course, the person who consistently espouses one set of values but acts according to another is regarded as a hypocrite. And unless, individuals have clarified their values by explicating the implicit, then hypocrisy may he an unintended result and each individual may find himself confused.
The influence of human values in our lifestyle is enormous. This is the reason why we must help the children to develop acceptable values that can salvage the society from the kind of confused state of affairs we are in today. This is because our people claim to know and possess the right type of societal values, but they choose to live and behave in ways contrary to societal expectations. You may come across many people in this country who profess being honest and simultaneously deliberately doing the opposite. The implication of living this type of contradictory lifestyle or double life, is inimical to the transmission to young ones the human values that are essential to the survival and development of the society.
Concept of Guidance and Counselling
Guidance and counselling is an educational service that is designed to facilitate the implementation of educational planning and objectives and promote the efficacy of education. In the National Policy of Education, the Federal Republic of Nigeria (2014) outlined the objectives of educational services. These include; to a) develop, assess and improve educational programmes; h) enhance teaching and improve the competence of teachers; c) make learning more meaningful for children; d) reduce educational costs; e) promote in-service education; and f) develop and promote an effective use of innovative material in schools.
Thus, Odo (2011) stresses that in order to achieve fully the aims of educationwithin and outside the school system, guidance and counselling should go along with learning for maximum achievement. Egbochukwu, in Ogunyemi (2013), compares the roles of guidance and counselling in schools to that of the broom used in sweeping the home. Accordingly, the broom is one of the least prized possessions in the home, but the absence of the broom in the home leaves it with filth. This implies that the absence of counselling in schools leaves them with unimaginable academic, vocational, personal and social woes.
Guidance is derived from its root word guid&, which means to lead, direct, steer, or assist. Zera & Riccio, in Omebe (2015), stated that guidance can be defined as a process, developmental in nature, by which an individual is assisted to understand, accept and utilize his abilities, aptitudes, interests and attitudinal patterns in relation to his aspiration. Olayinka, in Egbo (2013), opined that guidance programmes should help the students in reaching two rather opposite goals; adjustment to society and freedom. to act as unique individuals. This is the real aim of being educated.
Crow and Crow, in Chauhan (2009), define guidance as the assistance made available by professionally qualified and adequately trained men or women to an individual of any age to help him/her manage his/her own life activities, develop his/her own points of view, make his/her own decisions and carry his/her own burdens. In the context of this paper, guidance is the assistance rendered by a counsellor to an individual, with the aim of enabling the person to make better choices that would enhance adjustments and solutions to problems. Welty, Tural & Weitzel, in Chauhan (2009), define guidance as ta systematically organised phase of the educational process which helps a youth growth in his power to give point and direction to his own hfe, to the end that he may gain richer personal experiences in making his unique contribution to our democratic society. Traxler, in Omebe (2015), defines counselling as the application o. the personal resources or other institutions to the solution of the problems of individuals. Tolbert, in Chauhan (2009), defines counselling as
a personal, face to face relationship between two people, in which the counsellor by means of the relationship and his special competences, provides a learning situation in which the counseliee, a normal sort of person, is helped to know himself and articulate his present and possible J-iiture situations so that he can make use of his characteristics and potentialities, in a way that is both satisfying to himself and beneficial to society; and in future cart learn how to solve future problems and meetfu ture demands. It is ahel ping process and an integral part of guidance through which the qualified counsellor can assist a client through an interactive encounter.
Guidance and counselling, therefore, is a combination of the two words that denote an organised programme of assistance rendered to clients which sole aim is to resolve the clients’ problems and make him a better individual in the society that can contribute his quota in moving the society forward. Anagbogu (2012) defines guidance and counselling as a process of helping an individual towards overcoming obstacles to higher personal growth which could be educational, vocational, personal, and social or wherever it may he encountered. Guidance and counselling refer to all the inclusive roles and functions of the school counsellor whose central duty is to assist students to resolve their adjustment problems in academics, vocational, social and personal spheres of life. A counsellor therefore is referred to, as one who has the professional and requisite qualifications to aid the clients to acquire skills to resolve their problems.
Classification of Values
Values can be classified into four categories; personal, cultural, social and work values. Personal Values: These are principles that define one as an individual. Personal values such as honesty, reliability and trust determine how one will face the world and relate with people. Personal value has to do with acquisition of discipline. Acquiring discipline, according to Kern (2011). means cing that extraordinary person who will go out of the way to help people. It entails, according to him, being honest, sincere and a caring person at all times. It equally involves doing what is right, regardless of any sort of personal sacrifices. Anyway, this is when the personal value is in the positive. Again, who determines what is right or wrong?
CulturaL/Moral Values : Cultural values, like the practice of one’s faith and custom, are principles thatsustain connections with one’s cultural roots. Moral values are only a subspecies of genius values, which occupy a central position in all human pursuits and serve as a standard that guides our conduct in a variety of ways (Mduka & Iheoma, 2013). They help one to feel connected to a larger community of people with similar background. Ekrikson’s theory (1950) buttressed what Freud said concerning the influence of the home, especia]ly as regards parenting styles and other larger family life experiences on the child. He went on to stress that the society and everybody in general should be held responsible for the type of personality and value attributes the individual comes to develop.
Social Values: These are principles that indicate how one relates meaningfully to others in social situations including those involving family, friends and workers. For instance, behaviour which is contrary to expectations of the members of the family, peers and or come arouse surprise, distrust, anger, or indignation. Emphasizing the above point, cord & Backman, cited in Nwabuisi (2011), assert that on the psychological level of analysis, such reactions could be explained in terms of social learning, but that on the sociological level of analysis, the same reactions are related to the value structure of the group.
In our society today, it is obvious that once one leaves his family or grows up, he will start interacting with peers and those his peers will have their own values and he will be expected to keep to that (their) values (the peers’ values), and when he goes contrary to that, he will be seen as a deviant. Citing examples, Secord & Backman, in Okoro (2013), explained that a well-brought-Up Moslem has learnt to react with revulsion to the eating of pork, just as an American would react with feelings ranging from embarrassment to indignation if a host suggested that is a guest, he should sleep with the host’s wife. But in societies where wife lending under such circumstances is expected, a guest might well react with similar feelings if such an offer were made. Work/professional Values : Work values are principles that guide behaviour in profession contexts. They define how one works and how one relates to co- workers, bosses and clients. They also reveal one’s potentials for advancement. Professional values entail not back-stabbing people at work and being responsible (Kern 2011). It has to do with owing up a problem and taking sole responsibility for it-rather than projecting one’s failure to others or trying to extricate oneself from fault.
The National Policy on Education (FRNS. 2014) succinctly Puts the Nigerian values to include a) respect for the worth and dignity of the individual; b) faith in man’s ability to make rational decisions; c) moral and spiritual principles in inter-personal and human relations; d) shared responsibility for the common good of society; e) promotion of the physical, emotional and psychological development of all children; and f)acquisition of competences necessary for self-reliance.
Education and Guidance Counselling Values in Nigeria
The importance of education to any nation cannot be contested. It can he argued that it is the best defence a nation can boast of as it is the strongest and enduring tool for a nation’s sociocultural, economic, scientific and technological development. Aside from this societal role of educa Lion, Joseph Addison, in Ella (2013), says education is a companion which no misfortune can depress; no crime can destroy; no enemy can alienate; no despotism can enslave. At home a friend, abroad an introduction, and in society an ornrnnt’nt... without it, what is luau? A splendid slave and un-reasoning savage.
Educational institutions like the primary, post-prim2ry and tertiary institutions help in transmitting ethical values and culture from generation to generation. They facilitate also the transmission of new ideas and discoveries. But today, the education and school system have degenerated in its values and discipline. Positive moral values are now things of the past. The one time good quality of discipline and respect that characterized the teacher pupil relationships has been eroded.
Several well-meaning Nigerians are not adequately satisfied with the country’s moral capacity to meet the challenges of societal value, which fails to operate on a double advance in which priority is placed on both increase in knowledge of applied science and technology and the discovery and transmission of moral values of the society to the young ones. This is because it is only this type of education that will bring about societal re-orientation. From what everybody has known about the contradictory state of affairs and lifestyle of Nigerians, it may not be out of place to say that we are heading for a national disaster, unless we acquire the courage to after our moral course.
There is a great need for us to make good use of our social institutions consciously to help the country produce responsible citizens, in accordance with the provisions of the rule of law. The Nigerian society must make conscious efforts to teach and transmit the human moral values that are vital for the maintenance of the cooperate existence of the society. The transmission of these values can best be done in our schools with their social services like guidance and counselling where teachers and counsellors can join hands to teach their disciplines. Okon, in Ella (2013), believes that if schools in Nigeria are to adequately serve individuals and the society, they must teach young people and adults such human values that will enable them become responsible and disciplined citizens. What is meant here is that education at all levels should be concerned with imparting values shared by the society as well as imparting knowledge and teaching the young how to think well.
Our schools have a shared duty of ensuring moral development of our young people in addition to their responsibility of providing the knowledge of the applied science and technology. This type of double advance education must be provided to the young people in our society to salvage them from the kind of confused lifestyle which many Nigerian are living which serves as a source of disillusionment to our teaming youth in the society. Transmission of human values is necessary in view of its little existence, if it exists at all, in our school system, as rightly observed byOkon, cited in Ella, (2013). For quite some time now, this country has created a value vacuum in education. The implication of this action can be observed everywhere. If Nigeria allows value vacuum education to continue, the country will be seeing more sets of values harmful to the society. Our school teachers and counsellors have shared responsibilities to teach our young people human moral values and they should also live the values they are teaching to serve as role models to the chil dren . School counsellors, who are well trained and qualified in value clarification, could help [he young ones to clarify their values and sort out the confusion and conflict that surround all of us in the society.
Value clarification activities will not only help teachers and counsellors in clarifying their own values, but it will also encourage them to learn some strategies for helping their own students to sort out the confusion and conflict that surround all of us (Simon, in Okoro, 2013).
Human values are of different types and every human being is entitled to his own values and can exercise them so long as they do not affect other people adversely. Therefore, counsellors should keep their own personal values away from the counselling interaction. Counsellors should not impose their own personal values on their clients as if their (counsellors’) values are the right ones while the clients’ values are the wrong ones. Corey, as observed by Aliyu (2017) states
I do not see therapy as a form of indoctrination whereby the therapist lectures to manipulate the client to act or feel in the right way. But therapy is not synonymous with preaching or teaching. This is not to say that therapists should maintain an indifferent, neutral or passive role bt simply silently listening to and accepting everything time client reports. Instead, I propose that therapists challenge the value of their clients, and if they care, when they sense that certain behaviour is destructive, they will confront their clients and invite them to examine the pay— offs and consequences of their actions.
Many thoughtful citizen of this country are convinced beyond any doubt that despite outward and glaring sight of success within the corporate existence of Nigeria today, there still exist some value conflicts among Nigerians that threaten the edifice of the society, unless we make a giant stride to reverse the trend. Evidence abounds to show that many people in this country are living in value crises and a contradictory philosophy of life. Every well-meaning citizen of this country knows very well that he/she should be honest, responsible, of proven integrity, tolerant hut on several occasions, he/she chooses to behave contrary to these expectations. Over the years, you might have come across many Nigerians who profess many good things and at the same time they intentionally do the opposite. As an illustration, the defunct civilian administration instituted an Ethical Re-Orientation Committee and created a Ministry of National Guidance, all in the bid to combat and stem corruption and other negative behaviours among Nigerians. Many Nigerians know very well what happened during the last civilian administration. It is unfortunate that many Nigerians seem to be satisfied with (Okon, cited by Ella, (2013).
To stem these value crises from the Nigerian society, we must develop the courage to pervade our education with the value training to enable the young in the society foster the needed human values that are essential to salvage the edifice of our corporate existence and pave the way for sustainable development. The realization of sustainable education lies in its ability to operate education on double advance by placing similar, if not equal priority, on providing the knowledge of applied science and technology on one hand, and discovering and fostering the development of the required human moral values into the minds of our teaming population of youths whose minds are disillusioned by the value crises in the society. This is true especially when one sees that education in Nigeria is held as an instrument for effecting socio-economic and political transformation for the betterment of the society. Aliyu (2017) rightly observes that education is certainly the greatest device by man for his own improvement. Through various periods of socio-economic formation, societies, whether simple or complex, have recognised the unique function of education, because of any meaningful socio-political and economic transformation of any society, education is undoubtedly the vehicle through which such transformations could he attained.
Although education is used to achieve socio-economic and political transformation, some thoughtful Nigerians are doubting the capacity of Nigerian education to be used as a catalyst for fostering the development of the required human moral values that are capable of combating the value crises and contradictory philosophy of life that many Nigerians are presently living, which can destroy the society if the trend is not reversed. Aliyu further maintained that until now, the education industry, which is expected to transform the society, is facing various problems. These include a general breakdown in moral or ethical standard, such as examination malpractice, cultism, sexual harassment or the new syndrome ‘sex for marks’ and a host of other vices. Teachers occupy a very significant position in the education enterprise as they are saddled with enormous responsibilities that include shaping the direction and fate of nations and those of the individuals.
This implies that education in Nigeria needs to be reviewed to incorporate inculcation of the human moral values of honesty, integrity, truthfulness, responsibility, commitment, tolerance, mutual respect and understanding that can help in keeping the country united and to maintain its corporate existence. Therefore, to achieve the goal of sustainable education, which will serve as a stepping stone towards the realization of sustainable development, the Nigerian school curricula must be modified to give room for the inclusion of value training of the teaming population of youths in our society.
Conclusion
The paper examined the concept of value and the need for fostering its development through effective use of school teachers and counsellors. It highlighted the capability of school teachers and counsellors to instil the societal values in their students in view of their daily interaction and influence in the life of their students. It attempted to convince the readers of the need to use teachers and counsellors for the training of our school youth in societal values. Suggestions were proffered towards reviewing our education to enable the system respond more positively to the vita] need of the society as it relates to the fostering of the societal values capable of salvaging the society from total collapse. The curriculum content for the construction of our societal values should focus on fostering the virtue of honesty, integrity, tolerance, mutual respect and understanding to mention but a few.
Suggestions Based on the forgoing, the following suggestions if adhered to and implemented in the country’s education system, will go a long way in helping the Nigerian children in value reorientation. That a) Guidance and Counselling should Id form an integral part of Nigerian school curricula at all levels of our education. b) Functional guidance and counselling services should he made mandatory at the secondary school level. c) Element of family life education (sex education) should be incorporated into all school curricula. d) periodic personal-social enlightenment workshops should be organised for students at the tertiary education level to guide them in the process of making decision about life establishment. e) counseiiois should recognize those who need re-orientation and counsel them before the need becomes severe. f government should organize marital co Tinseling conferences and seminars to orientate couples to recognize and accept their own limitation or strengths. g) school teachers, counsellors and other stakeholders in the education industry must work cooperatively to ensure effective utilization of school counsellors for the transmission of societal values to the youngsters in the society. h) school administrators, in collaboration with teachers and counsellors, should allocate sufficient time for value training of our youths at all levels of our educational ladder.
1) School counsellors and teachers should be able to live the values they are transmitting to their students to serve as good role models. j) counsellors should guard against imposing their own personal values on their clients hut instead use their professional expertise to achieve value-reorientation of their students. k) special units should be set up in our schools at all levels of our educational system to take charge of ins tilling our national values in to the minds of our youngsters.
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