COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION: A 21ST CENTURY APPROACH

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COUNSELLING FOR FUNCTIONAL AND

SUSTAINABLE EDUCATION:

A 21ST CENTURY APPROACH

Edited by Agbajor, Asamaigo and Anigala

SCIENCE AND EDUCATION DEVELOPMENT INSTITUTE, NIGERIA

EDUCATION Counselling CAREER Guidance Therapeautic Interventions Information PERSONAL-SOCIAL

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COUNSELLING FOR FUNCTIONAL AND SUSTAINABLE EDUCATION: A 21ST CENTURY APPROACH

Dr. (Mrs) Helena T. Agbajor, (Editor-in-Chief)

Department of Educational Psychology, College of Education, P.M.B. 1251, Warri, Delta State, Nigeria

Dr. (Mrs) E.E. Asamaigo (Associate Editor)

Department of Educational Psychology, College of Education, P.M.B. 1251, Warri, Delta State, Nigeria

Dr. (Mrs) A. Anigala (Associate Editor)

College of Education Demonstration Secondary School, Warri, Delta State. Nigeria

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ii

This first edition published 2014 by

SCIENCE AND EDUCATION DEVELOPMENT INSTITUTE, NIGERIA 2 Church Avenue, Oke Eri Quarters

Oba Ile P.O.Box 214, Akure Ondo State Nigeria +2348122469297 ISBN: 978 – 978 – 52231 – 4 - 9

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iii BOARD

Abulude, F.O. (Nigeria) - President/CEO

LIST OF ADVISORY BOARD MEMBERS

Balogun G. A. Sanni

Saag Chemical (Nig.) Ltd, 4 Sanni Way, Off Godwin Omonua, Off Banks Way, Isolo Illasamaja, Lagos, Lagos State, Nigeria.

Prof. Mohammad S. Mubarak

Chemistry Department, University of Jordan, Amman-11942, JORDAN Prof. T. T. Adebolu

Department of Microbiology, Federal University of Technology, Ondo State, Akure, Nigeria

Prof. Francisco Torrens

Universitat de València, InstitutUniversitari de Ciència Molecular, Universitat de València, Edificid'Instituts de Paterna, València, Spain

Hon. Niyi Jones Akinyugha

30B, Olufumilayo Str., Dideolu Estate, P.O.Box 4822K, Ikeja, Lagos, Nigeria Prof. V. A. Aletor

Elizade University, Ilara Mokin, Ondo State, Nigeria Mr. Sola Akitimehin

Akinrinaye Street, Ilesha Garage, Akure, Ondo State, Nigeria Prof. E. A. Aderinola

Department of Agricultural Economics, Federal University of Technology, Akure, Ondo State, Nigeria

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iv CONTENTS Board iii Contents iv Acknowledgments vi Preface vii

CHAPTER 1 Counselling for Sustainable Education: Issues in The 21st_{Century - Agbajor, T. Helena and Alordiah Caroline}

Ochuko 1

CHAPTER 2 Adoption of Psychological Tests in Guidance and Counselling: A Panacea for Educational Reform and

Sustainability in Nigeria - A. A. Agbaje and A. O. Agbaje 11 CHAPTER 3 Functional and Sustainable Education in Nigeria:

The 21st Century Approach - Oghiagbephan, A.D. 19 CHAPTER 4 Counselling for Effective Utilization of

Information and Communication Technology Among Ekiti State Secondary School Students, Nigeria

- E. O. Osakinle 30

CHAPTER 5 Criminal Gangs in Urban Areas: A Threat to Democratic

Governance in Nigeria - Beetseh, Kwaghga 38 CHAPTER 6 Curriculum and Vocational Counselling for the

Management of Unemployment among Nigerian Youth: Implications for Educational Reforms

- Olagunju, Mukaila K. O. and Adeyemi, Shade Vivian 55 CHAPTER 7 Guidance and Counselling Needs in the Educational

Programme - Edna Abibetu Abidde 70 CHAPTER 8 Counselling For Utilization of Information and

Communication Technology – Anigala, A. 79 CHAPTER 9 Evaluation of Continuous Assessment Practice by

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v

for Functional and Sustainable Education

- Alordiah Caroline Ochuko and Agbajor, T. Helena 86 CHAPTER 10 The Impact of Anxiety, Self-Concept and Truancy

on Children With Off-Task Behaviour In Warri

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vi

ACKNOWLEDGMENTS

The President/CEO wishes to thank members of staff of Science and Education Development Institute, Nigeria for their selfless service in making this publication a reality.

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vii PREFACE PREFACE

The book titled “Counselling for Functional and Sustainable Education: A 21st_Century Approach” is a maiden edition of Science and Education Development Institute (SEDInst) intended for student, neophyte and professional counsellors, care givers, researchers and all that need help in educational, vocational and personal-social matters. Education is an informal and formal teaching and learning process aimed at improving knowledge and the development of skills from elementary to higher education. Counselling is a significant means of functionalising and sustaining education through its array of qualitative services meant to make education goals meaningful and achievable to its recipient.

The main objective of the book which is a blend of chapters on reviewed and empirical studies is to equip individuals with relevant data for subsequent researches, satisfy their personal quest for knowledge and meet their needs. The book contains a total of ten chapters that began with an introductory presentation on “Counselling for Sustainable Education: Issues in the 21st_{Century” and ended with “Impact of Anxiety,} Self-Concept and Truancy on the Off-Task Behaviour of primary school Children in Warri Metropolis”. Each chapter, especially chapters eight to ten were carefully selected and written with accurate and appropriate literature review, methodology, discussions, findings and recommendations.

We give God all the credit for His enabling grace in making this book a reality and we deeply appreciate the privilege given to us by Mr. F. O. Abulude, the president of Science and Education Development Institute (SEDInst) in ensuring that a book chapter in counselling is accorded its apt position in the scheme of things in academic environment. The effort of meaningful scholars who contributed various chapters and authors whose materials were used that cumulated to the success of the book is also acknowledged. This edition will create possibility for subsequent editions in the realm of counselling.

Dr. (Mrs) Agbajor, Helena Tsaninomi Editor – in – Chief

Department of Educational Psychology,

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Knowledge for Global Development

1 CHAPTER ONE

COUNSELLING FOR SUSTAINABLE EDUCATION: ISSUES IN THE 21ST

CENTURY

Agbajor, T. Helena and Alordiah Caroline Ochuko Department of Educational Psychology, College of Education, Warri

ABSTRACT

The study is aimed at exploring counselling as an instrument of attaining sustainable education processes at all levels. Education is relevant in fulfilling economic, political, social, cultural and technological advancement. Counselling serves as one of the agencies for creating an intervening effect in the standard of education. However, this is not without its attendant inhibitions which this study discussed and offered recommendations that can brand counselling more efficacious in the implementation of its services.

KEYWORDS: Sustainable Education, Counselling INTRODUCTION

Education is a significant means of achieving economic and technological improvement when fully implemented in school and out of school situations. Its usefulness in assessing opportunities and self-enhancement in terms of career and development cannot be over-emphasized. Students and non-students alike benefit from its dividends. Education laid the foundation in which many nations of the world attained reasonable heights of technology advancement required for the rare innovations, creativity and economic rehabilitation (Maduewesi & Ezeoba, 2010).

In view of this, sustaining education will amount to preserving it through the processes which Ughammadu (2006) outlined as people‘s acquisition of cultural heritage, knowledge, ideals and civilization of the future. Education can be sustained when its values, principles and processes are adhered to by the learners, teachers and counsellors who are the keepers of the tenets of education. Counselling is unique and second to none in providing assistance to teachers, students, parents, school administrators and curriculum planners in fulfilling the policies of education as it applies to each of them. The counselling process remains one of the exclusive ways of sustaining the age long system of education that has been nurtured to build useful and self-productive citizens that can transfer a nation into an acceptable level of development.

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2 The Concept of Education

Education is a continuous process that compasses teaching and learning which commences from birth till death. These processes is what Fafunwa (1987) described as the aggregate by which a child or adult develops the abilities, attitudes and other forms of behaviors which are of positive value to the society in which he lives. Education is also perceived in three dimensions. They are development of knowledge, training of mental abilities and development of character (Anyaogu, 2011). The three areas accentuated above can be attained through the rendering of assistance to students, teachers, parents school management which is what counselling entails. Education is a mirage of all activities that involves the learners, teachers and content to be learnt or taught. In most of these activities counselling is required to make teaching and learning experiences worthwhile. A section of the National Policy on Education (NPE) states that education should be geared towards:

―Self-realization, better human relationship, individual and national efficiency, effective citizenship, national consciousness, national unity, social, cultural, economic, political, scientific and technical progress‖ (NCE, 2004).

The laudable objective indicated above cannot be achieved by teachers‘ effort alone. The input of counselling through the effort of professional counsellors is required to help pupils and students alike achieve these educational goals.

The Meaning of Counselling

Counselling is one to one encounter in form of a relationship between professionally trained helper and a helpee with the sole aim of rendering assistance that enables the helpee achieve set - realization and adjust to life encounters. Counselling can be defined from the perspective of learning. In this regard, it is considered as a process of learning in which individuals learn about themselves (personal characteristics, interpersonal relationships, attitudes, values and behavior) that help them in their development (Okon,1984). In other words, counselling provides learning opportunities for individuals who are willing to learn from the counsellor and make appropriate choices applicable to their area of needs. Counselling also act as a helping process whereby the helper‘s basic function is to provide facilitative and action condition necessary for change in the client‘s mode of thinking, feeling and behaviour (Alao, 1991). The facilitative role is provided by counsellors who act as guide to clients with a view to helping them make selection from a number of alternatives that relates to their prodding needs.

Counselling relationships in most cases are between two persons (a counsellor and a client). In group counselling, it could be a counsellor and 10-12 persons. It could also be two counselors relating with 6 – 10 or15 individuals in a group of

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3 counselling section (Okobia and Okorodudu, 2004). Counselling encounter between the counsellor and clients operates not only within the confine of schools but also homes, churches, offices, industries and the society in general. It was suggested by Bulus and Okpede (2012) as one of the important guidance services that is relevant in ensuring quality education. Its usefulness in the educational parlance enables it to render assistance to individuals in their areas of need.

THE ROLE OF COUNSELLING IN SUSTAINING EDUCATION IN THE 21ST

CENTURY

Counselling is uniquely relevant and sine qua non in the reformation and sustainability of education all over the world. It is the driving or motivating force that makes teaching and learning more meaningful to students and adults in all levels of education. Counselling is instrumental in preserving the values of education and in ensuring that educational course content of each subject or course is actualized through the facilitative role of the manager of counselling programmes ―the counsellor‖.

The objectives of counselling as outlined by Adediran (1995), Ogunyemi (2003) and Mallum (2005) include the following:

1. To assist all students in making appropriate and satisfying educational, vocational and personal-social choices.

2. To assist all students in acquiring as early as possible positive image of self through self-understanding, self-direction and skills in problem-solving and decision making.

3. To develop in students an awareness of opportunities in the personal social, educational and vocational areas by providing them with appropriate, useful and usable information.

4. To help students acquire the skills of collecting, collating and using appropriate information.

5. To help students develop positive attitudes to self, others, to appropriate national issues to work and to learn.

6. To develop among them career awareness through understanding of career opportunities, lifestyles that are reflected in different types of work and job openings.

7. To help students remove barriers that may inhibit learning.

8. To help them participate meaningfully in the opportunities provided by the school in curricular and co-curricular activities.

These objectives are not only applicable to students but also to other well-meaning individuals that need counselling and they are to be implemented through counselling in order to achieve the central objectives of education. In doing this, the counselor is saddled with a huge responsibility which Ogunyemi

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4 (2003) noted to be a function that cannot be provided by parents, peers or teachers.

The counsellor plays a fundamental function in interpreting the content of the school curriculum through individual and group counselling that involves the use of psychological techniques and theories intended to aid clients in identifying problems, explore possible solutions and carry out assignments that are targeted towards resolving challenges. The services of counsellors are expressly reflected in the three tiers of counselling which is educational, vocational and personal-social counselling. These services are meant to help individuals understand self and apply educational principles to life situations and adapt favourably to their environment.

These activities of the counsellors are indicative of the ways in which counselling helps in reforming and preserving the educational norms through the modification of individual behaviour. The behaviour of individuals could be changed and made to conform to educational goals and standards through individual and group counselling.

Individual Counselling

Individual counselling is an interaction involving an agreement between two individuals. It is a relationship in which at least one of the parties (the counsellor) has the intent of promoting growth, development, maturity, improved functioning and improved coping with life of the other (the client) (Rogers, 1961). This kind of counselling encounter provides a kind of relationship that is therapeutic, professional and educative.

Group Counselling

Group counselling is a process that involves a counselling experience between one or more counsellors and a group of individuals who are provided with educational, vocational and personal - social information relating to their necessities. It is a mode of counselling based on a counsellor and four to ten clients (Clifford cited in Okobiah and Okorodudu, 2004). There is no restriction as to the number of clients that should be in the group. The goal of group counselling is to share and solve problems through group association.

The major goal of these two forms of counselling according to Okobia and Okorodudu (2004)is helping the individuals, whether they are alone or in a group towards remediation of their emotional, social, psychological and educational problems and in developing a positive self- concept or a fulfilling and satisfying self-actualization. The major difference in the two forms of counselling is in each setting. The setting for individual counselling must exclude a third party while that of group counselling is an open setting.

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5 CHALLENGES OF COUNSELLING PRACTICE

Counselling practice is meant to enhance individual‘s needs through the provision of adequate educational, vocational and personal-social information. Interestingly, the implementations of these services are not without some impediments that have reduce the efficacy of counselling practice both within school and non-school setting viz:

Counselling Facilities

Counselling facilities is a prominent index that has militated against counselling in all capacities. The government through its national policy on education in 1977, 1978, 1979 and revised in 2004 saw counselling as an instrument for sustaining education and effecting national development (Owuamanam, 2005 and Agbajor, 2013) and hence it‘s inclusion in the Nigerian educational system by the federal government (Sa‘idu, 2011). The implication of this is that education can be reformed and sustained when the necessary counselling facilities which (Oladele, 1987 and Isiugo – Abanihe & Odenyi, 2011) listed as psychological tests (vocational interest inventory -V11, motivation for occupation preference scale – MOPs and student problem inventory-SPI), career album, information boards, counselling office, counselling records, Suggestion boxes, tape records, computers, stationaries, etc. are provided.

These counselling facilities when available in any counselling or school settings make counselling functional and the relationship a worthwhile experience. Counselling in any school environment should be to cater for pressing issues that bothers on relationships, poor study habits, poor performance, psychological and social challenges that tend to disturb learning processes.

Funding

Counselling practice like any other service need finance to provide facilities, run its programmes and pay its personnel where necessary. The reverse seems to be the case in the school system. Odigie (2005) is however, of the opinion that there ought to be enough financial support for counselling units for the purpose of adequate provision of utilities such as audio visuals, stationery and fund for attendance of conferences, seminars and workshops.

Lack of fund in most cases, tend to thwart the effort of the counsellor in achieving counselling goals and in performing administrative roles and functions. This is the ordeal of counsellors in most cases as there is no financial budget made specifically for counselling programmes (Alao, 2005). ―There is no fund‖ is often the slangs of principals. Counsellors are consequently left to fend for themselves and their programmes which are financially involving.

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6 Counselors’ Relationship with School Administrative Personnel

A cordial relationship ought to exist between counsellors, principals, teachers, vice principals and other counselling personnel. Hostility, rancor, role confusion, excessive workload for counsellors, degradation and disregard seems to have its toll in most counselling relationships with members of staff. Such rivalries and lack of cooperation according to Mallum (2000) affects the effort of stake holders whose input in sustaining education provided in schools and other organization where counselling is practiced is marginalized. The cause of the rivalries could be as a result of fear of counsellors taking over their roles, exercising superiority over them especially because he or she has close affinity with the students and students hold them in high esteem where counsellors are models indeed.

Close relationship, support and cooperation is needed between principals, members of staff and counsellors to reduce numerous school problems like indiscipline, examination malpractice, poor academic performance, rioting, cultism, sexual immorality, truancy, premarital pregnancy, rape and others which negatively affect student‘s performance (Owuamanam, 2005). Parents are not exempted from this as they are part of the agent of educational change. Their cooperation with the counsellor is something that should be highly solicited for. Counsellors cannot achieve counselling goals when they are at pal with authorities that are. Counsellors can only be termed successful when things are going on smoothly in the school system, organizational settings and any country where counselling is practiced.

Training of Counsellors

Training of counsellors for the purpose of creating change and sustainable education is as important as training the recipient. One of the major challenges plaguing counselling practice is lack of adequate and qualified counselors in the schooling environment and this Aluede and Imonike (2002) noted, is largely responsible for lack of articulated guidance curriculum. Individuals without appropriate training in counselling may lack psychological skills for diagnosing, administering and analyzing psychological tests as well as employing the right therapeutic measures for treatment of certain behavioural cases. This is why they need training and according to Sa‘idu (2011), they should be competent professionals whose services are highly required in school setting. The main training for counselling is organized by universities and some colleges of education (Oladele, 1987) and the least qualification for a counsellor as stipulated by the Nigerian Policy on Education in collaboration with the counselling Association of Nigeria (CASSON) is B.ED certificate in guidance and counselling (Olayinka, 1980 & Achebe, 1986). Counsellors with such qualification can upgrade themselves by going for further training to obtain M.ED and Ph.D in guidance and counselling in order to meet up to professional trends. The essence of this is for them to be well equipped to manage modern day challenges associated with clients‘ needs. Engaging in researches and participating in

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7 seminars, workshops and conferences are ways of advancement for counsellors. However, lack of awareness, motivation and finance are factors that have stalled their training in recent times.

E Counselling

E counselling seems to be a new phenomenon within the counselling parlance. It is a modern means of communication between counsellor(s) and client(s) in sessions via internet within a stipulated period of at least once a week in a year or six months with a singular purpose of assisting clients in discovering themselves and making useful choices in relation to their educational, vocational and personal-social needs. E counselling or telecounselling is an extension of information and communication technology which Ivowi (2005) prescribed as generic term employed in describing the generation, storage, dissemination and eliciting of relevant information for therapeutic encounter. Most counsellors seem to be regressive in relation to familiarization and use of information technology. Their lack of competency in the use of electronic services could deter them from relating effectively with clients who are not within their immediate reach. Electronic communication involves the use of e-mails, internet and communication aided strategies in counselling clients (Adika, 2011). Adika further added that counsellors are not left out in this all-important phenomenon which has potential to transform not only counselling practices but education as well. Counsellors who lack basic skills in electronic services may not be able to email and make internet contact with distant clients that need such help. This may have been necessitated by lack of access to the electronic gadgets or lack of training in their usage.

CONCLUSION

The government, federal and state ministries of education, school administrators, parents, teachers, counsellors and students have starring role to play in reforming and sustaining educational standard towards producing self-reliant citizens that can fend for themselves and others which is the major goal of education as stated in the National Policy on Education (2004). Counselling function in this regard is encompassing because it connects the home, school and society through its unique activities that offers therapeutic services in individual and group counselling.

Recommendations for Managing Challenges in Counselling for Sustainable Education in the 21st_Century

Educational reform and sustainability is attainable if only the following recommendations that will allow for effective counselling are enforced.

1. Government, federal and state ministries of education and school heads should as a matter of policy have annual allocation of fund that will be sufficient to manage counselling programmes.

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8 2. Government should make available counselling facilities that could enhance

counselling activities both in school and non-school setting.

3. Organizations and schools with counselling facilities should imbibe maintenance culture that will enable equipment such as computer, office furniture, tapes and others serve for a long period of time.

4. Scholarship and subventions should be made available to counsellors by government and NGOs in order to give themselves to adequate training. 5. More effort should be made by the government to train and retrain

counsellors in E communication. It gives room for a wider range of counselling activities. Individuals will have opportunity to relate with counsellors on line as it is in developed countries.

6. Government and NGO‘s should establish more counselling centers in every field of organizations in government custody. There should be at least three counsellor to a school from nursery to tertiary institutions depending on the population strength. It creates an atmosphere for early introduction of children to counselling practice which is intended to foster quality education. REFERENCES

Achebe, C.C. (1986). Training and certification of Nigerian counselors: Problems and prospects. Nigerian Journal of Counselling and Development.1 (2), 95-105.

Adediran, G. (1995). Handbook of guidance and counselling. Ado-Ekiti: Hope Paper Mills Ltd.

Agbajor, H.T. (2013). The impact of Mathematics education and economic empowerment on National development in Nigeria: Implication for counselling practice. A paper presented at the 15th_{Annual National Conference of National} Association of Advancement of Knowledge at Cross River University Technology, Calabar, Cross River State in 11th_–15th_{March, 2013.}

Alao, A. A. (1991). Individual Counselling.In S. A.Gerinde (Ed).Readings in counselling practicum. Ibadan: Vantage Publisher.

Alao, I.F. (2005). Repositioning guidance and counselling services in the National Policy of Education in the 21st_{century. Knowledge Review, 112, 44 – 47.}

Anyaogu, R.O. (2011). The role of parents in refocusing child education in Nigeria.In P. Egbule, J. E. Tabotnadip and D. A. Abaho (Eds.),Refocusing education in Nigeria in the 21st_{century (pp 348-357). Lagos: West and Solomon Publishing} Ltd.

Bulus, I., & Okpede, D.O. (2012). Managing the guidance programmes in schools for quality education. Retrieved from http://www.dspace.unijos.edu.ng

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9 Fafunwa, A. B. (1989). Education in mother tongue, Ibadan: University Press Ltd. Isiugo-Abanihe, I. M., & Odeniyi, O. A. (2011). Evaluation of guidance and counselling resources in secondary schools in Oyo State. Conference Proceedings of the Annual National Conference of the Counselling Association of Nigeria (CASSON). 40-46

Ivowi, U. M. O. (2005). Utilizing the dynamics of information in counselling and care-giving, Keynote Address presented at the Annual Counselling Conference of the counselling Unit, University of Nigeria, Nsuka.

Maduewesi, B. U., & Ezeoba, K. O. (2010). Teacher education in Nigeria in the 21st century: Challenges and prospects. In E. C. Iluputaife, B. U. Maduewesi & R. O.Igbo (Eds.), Issues and challenges in Nigerian education in the 21st_{century (pp.} 1-15). Onitsha. West and Solomon Publishing Coy Ltd

Mallum, A.Y. (2000). Guidance and counselling. Beginner‟s guide. Jos: Deka Enterprises (Nigeria).

Odigie, J.I. (2005). Counselling for holistic education.WAJOPHE, 9, 1, 73-80.

Okobia, O. C., & Okorodudu, R.I. (2004).Concepts of guidance and counselling. In O.C. Okobia and R.I. Okorodudu (Eds.), Issues, Concepts, Theories and Counselling Techniques of Guidance and Counselling(pp. 24-51). Nigeria: Ethiope Publishing Corporation.

Okon, S.E. (1984). Guidance for the 6-3-3-4 system of education. Zaria: Institute of Education. Ahmadu Bello University.

Oladele, J. O. (1987). Guidance and counselling. A functional approach. Lagos: Johns-Lad Enterprises.

Olayinka, M. S. (1980). Organising guidance services in the secondary school system: Poineering Approach and strategies. Nigerian Journal of Counselling and Development.1, (2), 65-76.

Ogunyemi, B. (2003). The counsellor and other school personnel: Practical collaboration for quality education. The Counsellor, 19(2), 27 – 42

Owuamanam, T. O. (2005). The role of the counsellor and other school personnel in providing quality education in Nigerian schools. The Nigerian Journal of Guidance and Counselling, 10, 1, 12 – 21.

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10 Sa‘idu, G. (2011). Challenges facing counselling practices in Kano State, Nigeria: Implication for guidance and counseling. Conference Proceedings of the Annual National Conference of the Counselling Association of Nigeria (CASSON).90-100

Ughamadu, K. A. (2006). Curriculum Concept, development and implementation. Nkpor Onitsha: Lincel Publishers.

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11 CHAPTER TWO

ADOPTION OF PSYCHOLOGICAL TESTS IN GUIDANCE AND COUNSELLING: A PANACEA FOR EDUCATIONAL REFORM

AND SUSTAINABILITY IN NIGERIA A. A. Agbaje

Department of Educational Foundations, Guidance and Counselling University of Uyo, Uyo, Akwa Ibom State, Nigeria

A. O. Agbaje

Union Bank of Nigeria, Amuwo Odofin Branch, Festac Town, Lagos ABSTRACT

The study clarified the nature of psychological tests and portrays these tests as a stimulus presented to an individual so as to elicit a response on the basis of which a judgment is made on certain attributes and abilities possessed by that individual. The response which constitutes the basis of such a judgment is essentially a sample of the individual background behaviour from which inferences are made about the entire universe of abilities and attributes possessed by that individual. Three major categories of human attributes were highlighted and classification of psychological tests was similarly identified. The differences existing between standardized and non-standardized test were clarified, significance and functions of psychological test were spelt out to familiarize the „testers and proctors” with the relevance of psychological test and the work that lie ahead of them. A number of basic principles that can guide the selection of psychological tests within the school and non-school settings were itemized as a proof for understanding the administration, scoring and interpretation of test. Besides, it shows the benefits of using psychological tests, how it makes counselling more scientific and enhances the effectiveness of counselling programmes in making the individual more useful to self and the environment.

KEYWORDS: Educational Reform and Sustainability, Psychological tests, Guidance and Counselling.

INTRODUCTION

A psychological test can be observed as a stimulus presented to an individual so as to elicit a response on the basis of which a judgment is made on certain attributes and abilities possessed by that individual. The response which constitutes the basis of such a judgment is essentially a sample of the individual behaviour from which inferences are made about the entire abilities and attributes possessed by that individual. This is why some psychologists define a

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12 test as an objective sample of some aspects of behaviour (Bakare, 1977; Carton, 2005).

The presented stimulus could be of several types and they gave rise to particular types of tests. First, there could be a written stimulus such as the question, ―what is your name‖ and if the answer is also in written form, this gives rise to paper-pencil-test. Second, there could be a performance stimulus in which the individual is required to execute some specified practical task as solving jig-saw puzzle or constructing blocks to match presented designs, such tasks give rise to performance test. Third, there could be situation – stimuli which consist of putting the individual in special situations such as: speaking before a strange audience so as to observe his reaction.

This gives a view of situational stimuli and fourth, there could be an oral stimulus such as asking an oral question ―What is the capital of Nigeria‖. If an oral answer is required to this question, this gives rise to oral test, (Carton, 2005). As it could be seen from the above, various types of test stimulus rise to different types of tests. The responses to these stimuli are used to assess three major categories of human attributes. First, there is the Psychomotor Domain of human attributes which refer to the capacities involving motor abilities. Secondly, there is the Cognitive Domain which involves capacities dealing with knowledge and the acquisition and utilization of information and thirdly there is an Affective Domain which deals with feelings and values. It is from responses which individuals give to the test stimuli that psychologists infer how much of the various attributes in each domain that the individual possesses.

Classification of Psychological Tests

Depending on the particular criteria used, psychological tests could be classified into several major categories. In fact the above classification into psychomotor, cognitive and affective tests is one of the commonly used classifications. One more commonly accepted classification is that by Goddon (1970) which classified psychological tests thus:

Achievement Tests: These types of test assess the mastery of a specified area after exposure to a course of instruction, for example, Chemistry Test, History Test, and so on. They are Standard Achievement Test (SAT) and the West Africans School Certificate Examination or General Certificate Examination.

Mental Ability Tests: are also known as intelligence tests which assess an individual‘s mental capacity. Examples are the Wechsler Intelligence Adult Scale (WAIS) and the Progressive Matrice Test (PMT).

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13 Aptitude Tests: Assess an individual‘s ability to benefit from training. These tests predict the capacity of ―do well‖ after a period of training in an area. In layman‘s terms, it measures individuals ―Flair‖ for an area of learning. Examples of Aptitude Tests are the General Aptitude Test Battery, (GATB), TEDRO Aptitude Test in Nigeria and the newly constructed Federal Ministry of Education Test. Interest Inventories: Assess the type of activities in which an individual would like to be engaged for his own sakes without necessarily seeking remuneration - such activities are believed to be linked to occupations which would give the individual considerable satisfaction. Examples are ―The Kinder Preference Scale, The Vocational Interest Blank and the Vocation Interest Inventory‖ in Nigeria (Anne Anastasi, 1996).

Personality and Attitude Tests: Personality tests assess an individual‘s more stable and enduring characteristics. Examples are ―The Cattell‘s 16 P. F.; Gordon‘s Personality Scale; The Student Problem Inventory and The Study Habits Inventory‖. Attitude Tests measure an individual pre-disposition to respond positively or negatively to people, objects, or people‘s ideas in one‘s environment. In layman‘s terms, attitude tests measure one‘s likes or dislikes in one‘s social environment. Attitude Tests are important because they predict one‘s behaviour and they are often used to predict one‘s future response to objects, places and people with whom one interacts.

Standardized Vs Non-Standardized Tests: Most of the psychological tests in general use are standardized tests. The term ―standardized‖ refers to uniform test items, uniform scoring methods (most of which are objective), uniform administration conditions, uniform interpretation modes and the availability of a norm against which testees could be compared. It can be readily seen that such standard conditions of use are an indispensable prerequisite of tests which would be in use for widespread comparison purposes. Non-standardized tests such as teacher made tests do not have the characteristics mentioned above. They are often used for limited assessment purposes which do not involve major decisions (Agbakwunu, 2008).

Significance and Functions of Psychological Tests

Psychological tests are of a great significance especially in Guidance and Counselling. They represent the more scientific aspects of counselling without which the process becomes largely based on guesswork and intuition. Psychological tests constitute a systematic method of obtaining information on which to base important decisions. Many counselling psychologists who do not use psychological tests in their practice are hardly better and could not be expected to be more effective than peers or elders who give advice to their clients. There is considerable evidence that psychological tests would become more and more central in the counselling process.

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14 A look at the major stages of the counselling process, that is, Referral, Diagnosis Therapy Termination and follow-up, it becomes clear that at every stage, psychological tests have a major part to play. Similarly a look at the major forms of counselling that is ―Educational, Vocational, Personal, Psychological, Pastoral and Rehabilitation Counselling,‖ one observes the major role that psychological tests could play in making every stage of the counselling process more effective. In general it could be seen that psychological tests could be used for ―selection, Placement, Prediction, Classification, Counselling and Evaluation‖.

It seems clear that in Nigerian Secondary School setting, psychological tests have all these roles to play, especially within the 6-3-3-4 and the New National Policy on Education. It is generally accepted that well-developed systems of Guidance and Counselling is an indispensable condition for the success of the new policy. The effectiveness of Guidance and Counselling within the Nigerian Educational system in turn depends on the establishment of a sound psychological testing programme. Psychological Testing would be required for major processes within the present school system.

These are:

Routine Counselling Programme: In this programme, students‘ vocational interest, vocational preferences as well as study habits problems, mental ability and parental problems are tested yearly. Such testing programme not only provides a picture of the student‘s development as he progresses through the school, but it would also enable the counselling psychologists to identify vocational, academic and personal problems as they arise in the student and assist in their solution. Psychological tests are now available; examples are the vocational interest inventory; Motivation for Occupational Preference Scale; Progressive Matrices; Students Habits Inventory; Student Problem Inventory and Adolescent Personality Data Inventory. ―Results from such routine administration of such tests should be recorded in the students‘ cumulative recorded folders for use in taking future decisions on the students‖(Adams & Baker, 2004).

Programme of Classification at the End of the Junior Secondary Schools: A crucial factor in the new educational policy in Nigeria is classification of students at the end of the Junior Secondary School. At present the only results of the continuous assessment are utilized in most schools for such classification. The evaluation sometimes used is a central achievement oriented examination. It is necessary to add aptitude tests; mental tests and interest and interviews to enhance the validity of crucial decisions that are being made at the end of the Junior Secondary School. Tests which are available in this regard include ―The Vocational Interest Inventory; The Motivation for Occupational Preference; Progressive Matrices and The various Aptitude Tests developed by the TEDRO and the Federal Ministry of Education. Again, results obtained from these tests

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15 should be recorded in ―The Student‘s Cumulative Record‖ for the purpose of reference‖

The Programme of Counselling in Senior Secondary Schools and in the Vocational/Technical Schools: Tests are also useful in the counselling programme which is provided for the senior secondary schools or in vocational schools. Tests which could be used in such counselling programme include the Student Habits Inventory (SHI) for Routine Academic Counselling. The Vocational Interest Inventory (VII) and the Motivations for Occupational Preference (MOPS) for Routine Vocational Counselling and the Student Problem Inventory (SPI) for Personal Psychological Counselling.

Programme of Counselling at the End of the Secondary School period including Counselling for Self-Employment: Again at the end of secondary school period important vocational decisions are made. Student could also be put in various apprenticeship training schemes. Psychological tests such as the MOPS and the VII could be very useful in assisting counselling and students in making these important decisions. Even if these students are to be self-employed these could indicate in which vocational areas are most likely to be effective and satisfied, (Adams & Baker, 2004).

Selection, Administration, Scoring and Interpretation of Psychological Tests Principles of Selecting Psychological Tests: A number of basic principles should guide the selection of psychological tests within the school setting. First the particular type of problem being investigated should determine the test to be selected in investigating the problem. Thus if the problem is a vocational problem, the vocational tests should be selected, if it is a psychological problem, then personal psychological tests should be selected and if it is an educational problem then achievement, aptitude and mental ability tests should be selected. Second, the age and educational level of the students should determine the particular tests to be selected. Third, the administrative suitability of the test, its cost, the time available for its administration and scoring are factors which should be taken into accounts when selecting a test for use in a school testing programme.

Administration and Scoring of Psychological Tests: Before administering psychological test, the Test Manual should be carefully read by the Tester. Instructions for administration contained in the manual should then be followed to the letter. First, adequate preparations should be made for the testing session. This includes obtaining adequate number of the selected test for the testees, obtaining a well-lighted and well-narrated testing room in which seats are well spaced to avoid, spying and offering of mutual assistance by testees. Also testing assistants known as proctors should be obtained at the ratio of about one proctor to thirty testees if large numbers of students are to be tested. After making such

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16 adequate preparations testees are brought into the testing room, seated and are made comfortable by establishing rapport with them before they are started off with the appropriate and specified testing instructions. Depending on whether the tests is timed or not, testees are allowed the specified time and they then stopped as specified. The completed tests protocols are then collected for scoring. ―Scoring of test protocols are done as directed in the test manual. It should be remembered that scoring of tests could be done manually be computers‖(Wrenn, 1973).

Interpretation of Psychological Tests: Again the interpretation of psychological tests should be done as indicated in the Test Manual. First, what the test measures and the meaning of the test scores should have been indicated in the test manual, for instance, in some tests the higher the scores, the more the attribute being measured by the test is possessed by the individual the more desirable the situation is. This is the case in such tests as the VII and the SPI. However, in other tests, the higher the scores, the less desirable the situations. An example of this is in SHI where higher scores mean more personal problems. The first step in test interpretation therefore is to know what the test measures and the meaning of the test scores. Second, test interpretation could adapt the Ipsative Approach where intra-indiviual comparisons are made and seeking to obtain the individual‘s strengths and weaknesses in relation to the attribute being measured. Interpretation could also adopt the Normative Approach in which the individual is compared with others. ―In making any of these two comparisons, the various techniques of profile analysis could be adopted and descriptive as well as inferential statistics could be used to describe as well as find significant difference among groups‖ (Terman, 1916). Third, it should be noted that it is during interpretation that the implications of the test scores, for the major decisions facing the individual are drawn out. Such decisions could be educational, vocational, adjustment or marital ones and test scores and their subsequent analysis are used as basis for making these decisions.

Some Available Psychological Tests: These available tests would just be mentioned in passing in this article since their test manuals give full descriptions and details of use and since subsequent practicum sessions would teach how to administer score and interpret them.

Vocational Interest Inventory: This consists of activities which the tests is rated according to the degree of liking them. These activities are grouped into (10) major interest areas. ―Scores obtained for each interest area are transferred into an interest profile which provides a graphic illustration of the client‘s interests, then preferred interests are explored for their implored occupational patterns‖ (Ofo, 1994).

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17 Motivation for Occupational Preference Scale (MOPS): This scale identifies an individual‘s preferred occupation and the reasons for such preferences. These reasons provide an insight into the individual‘s occupational values and such values could form the basis of providing occupational or vocational counselling to individuals and groups.

Study Habits Inventory (SHI): This inventory assesses the study habits which could hamper the individual educational progress. Results obtained from this inventory could also form the basis of educational counselling directed at improving the educational achievement of the individual.

Student Problem Inventory (SPI): The scale identifies the nature of the personal problems facing an individual. The assumption here is that such problems exact a tool on the individuals‘ level of effectiveness and personal satisfaction. As in other scales, results of the inventory could form the basis of counselling to assist the individual to cope better with such problems (Bakare, 1977).

Progressive Matrices: These matrices represent the most generally used measure of overall mental ability in Nigeria at present. It can be used from about the age of five (5) years throughout the life span. One major advantage of this test is that being a non-verbal test, it is relatively independent of language proficiency. This makes it ideal for subjects whose mother tongue is not English. Furthermore, it is reputed to be relatively culture free and to be tightly loaded, the central factor in general mental ability performances on this is that it is also known as to be tightly correlated with performances on technological subjects. It would therefore be useful for making decisions at the end of the ―Junior Secondary School Programme‖ (Johnson, 2002).

Adolescent Personality Data Inventory (APDI): The APDI is essentially a research instrument with regards to the aspects dealing with the physical attributes of adolescents. However, the sections dealing with such personal factors as self - concept would be useful for psychological counselling. In particular, personal psychological as well as academic counselling in schools would find some aspects of APDI very useful.

CONCLUSION

These tests form an indispensable aspect of a school counselling programme and attempts should be made to incorporate them into such programmes. Such a step would make counselling more scientific and would enhance the effectiveness of counselling programme in making the individual more useful to himself and to the Nigerian society at large. However, their uses require adequate training so as to avoid the well-known pitfalls attendant upon the use of psychological tests.

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18 REFERENCES

Adams, C. & Baker, K. (eds) (2004). Perspective on Pupils Assessment. A paper presented at the CTC Conference New Relationships. Teaching, Learning and Accountability.

Agbakwunu, C. (2008). Psychological problems and Coping Strategies among the Aged. Owerri Reliable Publishers.

American Academy for the Advancement of Science (1989).

Anastasi, A. (1926). Psychological Testing. New York: The Macmillan Company. Bakare, C. G. M. (1977). Psychological Tests: Their Uses in Guidance and Counselling. Ibadan: University of Ibadan Press.

Carton, C. (2005). Fairness Assessment 31st_{Annual Conference of International} Association for Education Assessment. Abuja, Nigeria.

Goddon, P. (1920). Intelligence and Society for Restrictive Immigration Laws. India: Prentice Hall Services.

Johnson, R. S. (2002). Using Data to Dose the Achievement Gap. How to Measure Equity in our Schools. Thousand Oarks, C. A. Corwin.

Bernard J. (2008). Ethics of Tests in Counselling Psychology. Journal of Counselling and Development, 91(1) 33-44.

Ofo, J. E. (1994). Research Methods and Statistics in Education and Social Sciences, Lagos: Joju Educational Research and Publishers Ltd.

Standars, W. (2005). An A-Z of Tests in Counselling Psychology, Lorain Community College 1605N Abbe Road – Elyria 44035.

Terman, L. M. (1916). The Measurement of Intelligence, Boston: Houghton Mufflin. Wren, G. (1973). The World of Contemporary Counsellors. Boston: Houghton Mufflin.

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19 CHAPTER THREE

FUNCTIONAL AND SUSTAINABLE EDUCATION IN NIGERIA: THE 21ST CENTURY APPROACH

Oghiagbephan, A.D.

Department of Educational Psychology, College of Education, P.M.B. 1251, Warri INTRODUCTION

The developed nations did not attain their levels of development by merely wishing that their dreams and aspirations were actualized through a well thought out, planned and executed education system. The giant strides made by most Asian countries that are fast competing with the developed countries of Europe and North America had to work on the quality and functional relevance of their education system to ensure that it met their needs of science and technology. Nigeria‘s aspiration to become one of the developed countries of the world can only be actualized through a relevant, functional and quality education system.

Education is synonymous with the existence of human societies. The education of any society usually reflects its whole essence. This means that it encapsulates its philosophy and way of life. The education of any society involves the transmission of all knowledge that is deemed worthwhile.

Orobosa (2010) in Dienye (2011) defined education as the process by which an individual acquires the many physical and social capabilities demanded by the society to which he or she has been born into. The whole essence of education is to ensure the proper functioning and survival of an individual in his society. Education enhances an individual‘s ability to impact positively on and improve his society.

Education therefore performs a most significant complex social function of the control of tools for societal development. Recognizing the role of education to the individual and society at large; Dienye (2011) noted that education involved the deliberate efforts on the part of the educator in developing the personality of the child and to prepare him for membership of his society.

According to Ukeje (1986) in Dienye (2011) he described education as being powerful. It is a process of acquiring knowledge and ideas that shape and condition man‘s attitudes, actions and achievements, it is a process of developing the child‘s contributions in social reforms, it is the process of mastering the laws of nature and for utilizing them effectively for the welfare of the individual and for social reconstruction; it is the art of utilizing knowledge for a complete living.

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20 THE CONCEPT of QUALITY EDUCATION

The quality of an education system becomes suspicious when its recipients cannot perform efficiently in society. A quality education should enhance the capability of its recipients to improve and bring about positive improvement in their societies. Quality education fulfills the needs and expectations of members of a society. Inability to fulfill the expectations of a society leads to a suspicion of the quality of that education system. This could result in looking outside that system for quality education.

Quality education encompasses teaching and learning of knowledge, proper product and technical competency. It also focuses on the cultivation of skills, trades or professions as well as mental, moral and aesthetic development.

Quality education is fundamental to societal development. A society that is intellectual bankrupt will automatically become socially, economically and politically bankrupt which means no development.

Quality education is indispensable in a society that needs to break the cycle of poverty, ignorance and disease. It is an integral part of the social, political, economic and prosperity of all societies. Societal development can only be realized if policy makers match their words with positive actions. A society whose education system is in shamble cannot expect any reasonable level of development when policy makers pay lip service to issues that border on improving the education system, development will continue to be a mirage. The issue of government reluctance to adequately fund the education sector shows lack of commitment on the part of the government to ensure quality education. Effective teaching and adequate teacher training at all levels of the education system is very crucial in the achievement of quality education and development. The school is an important agency of education that needed to bring about a positive and desirable modification in behaviour of learners in a more systematic way. The quality of teaching must be very good to yield desired results. A high quality education is required to adequately prepare pupils for adult life roles. What this means is a type of education that is functional in enabling the learner gain thinking habits and develop the technical means needed for them to enhance their ability in solving practical problems.

UNESCO/UNICEF (1983) in Maple (2011:370) viewed quality education from these three perspectives:

i. Quality of education refers to the extent to which the educational system meets or tends to respond to the economic needs of the society.

ii. It refers to the effectiveness with which the educational system promotes or reinforces among children and young people, the culture and values, morals and attitudes particular to a given society.

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21 iii. It refers to pupils, performances or standard of attainment in different

school subjects.

Quality education can therefore be said to be a well-planned, systematic training programme acquired by man to enable him function effectively in the society which he finds himself.

CONCEPT of FUNCTIONAL EDUCATION

Obanya (2003) in Dienye (2011) explained the idea of functional education to mean that education should inculcate specific skills. These functional skills acquired from education are to enable learners to understand life situations, adapting to it and contributing to its development.

He further explained that functional education in basic literacy programme has to do with the application of reading and writing skills to solve day to day problems, which includes the improvement of one‘s living conditions. For persons with disabilities, a functional education should equip the learner with the skills that will enable him overcome the disabilities while in vocational education it should inculcate appropriate skills to function in the labour market. A functional education should imbue the learner with skills that will lead to the consolidation of scientific behaviour. In teacher training, a quality education should be functional to the extent that it equips the teachers with the appropriate aptitudes and abilities needed to promote learning and bring out the best in learners. Functional education as an integral part of quality education is focused on helping learners acquire the skills with which to function meaningfully in society thereby contributing to societal development. To ensure societal development, Nigeria has to make a long term investment in education to ensure quality for a guaranteed future.

Alabi (2003) in Dienye (2011) in his research on enhancing quality education pointed out that quality education is an essential ingredient for societal development and the greatest legacy any nation can bequeath to her citizens. He advocated the need for collaborative efforts among the different groups of personnel within the education system to achieve quality education.

Education can only result in societal development if it is the type that can translate theoretical findings into usable forms which will impact on the development of the communities in which they live. This refers to a pragmatic type of education which is used for the development of the Nigerian society. It is only quality education that can guarantee this usefulness to society.

CONCEPT OF SUSTAINABLE DEVELOPMENT

Holbrook (2009) defined sustained development as the development that meets ones needs of the present without compromising the ability of future generation

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22 to meet their own needs. According to Barboza (2000), sustainable development is regarded as the will to follow the national approach to economic, administration and the creation of economic policy to manage public matters efficiently and periodically, to show respect and progress to endure towards democracy, that full participation of all concerned actors while taking into account specific local circumstances.

These definitions are not without criticism depending on the meaning attached to education. However, sustainable development is simply meeting and sustaining the needs of society in the global competition without sacrificing its resources. Sustainable development requires the participation of all concern actors – individuals while at the same time taking into consideration and specific local circumstances.

Holbrook (2009) highlighted what he conserved as the major sustainable development issues for education as:

1. Placing a system of values and ethics at the centre of society‘s concern. 2. Encouraging the meeting of disciplines, a linking of knowledge and

expertise, and to render our understanding.

3. Encouraging lifelong learning starting from the beginning of life grounded in life and based on a passion for a radical transformation in a society that gears towards functioning and sustainable education.

4. Ensuring priority is given to fundamental critical question to the methods as a means of applying tangible verdict by promoting dialogue along the education sector.

5. Elevating once again the importance of social subjectivity and of the qualitative dimension of social life.

6. Encouraging new alliances between the state and civil society in promoting citizens emancipation mediated by the practice of democratic peoples while fully acknowledging the complexity inherent to very human reality.

Okebukola (2007) noted in chapter 36 of agenda 21, where he emphasized that education is critical for promoting sustainable development and improving capacity of the people to address environment and developmental issues. No one will doubt the fact that education is the driving force for the change needed. Similarly, there has been a common consensus that peace, health and democracy are mutually reinforcing prerequisite for sustainable development. In recognition of the importance of education on enhancing sustainable development the United Nations General Assembly in its 57th_{session in December 2002 declared} 2005-2014 as the decade for education for sustainable development. Education is therefore a life wide and lifelong endeavour which challenges individuals, institutions and societies to see tomorrow as a day that belongs to all of us or it belongs to anyone.

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23 SOME MAJOR EDUCATION REFORMS FOR HUMAN RESOURCE DEVELOPMENT

In an attempt to remedy the poor quality of education, Government embarked on reform of policies in the education sector. Reforms in education are changes made to improve the existing conditions of education that fail to satisfy the need of individual member of the society. The Christian missionaries were the first to build formal schools in Nigeria with grants from the colonial Government. The aim of education at the time was limited in scope and content for Nigeria as a country. This was tailored to serve the purpose of the missionaries who needed interpreters, clerks and preachers to propagate their faith.

From 1899 to the creation of three regions in Nigeria, about eight education policies were promulgated and tried out. They included the 1903, 1908, 1916, education codes, phelps-stokes 1925, parliamentary white paper or command. Others are the 1926 education code, 1930 memorandum on education policy and the 1948 education ordinance. Nigeria was divided into three regions - East, West and North in 1951. Education then became a regional responsibility. This marked the introduction of Universal Primary Education (UPE) in the Western region in 1955 followed by the Eastern region in 1957. During the period the Northern region was yet to make an attempt to free education. Higher education was somehow neglected during the period 1954-1960. However, government setup a committee in 1959 (Ashby commission) on education. At that time, the only higher institution was the University College, Ibadan.

In 1960 when Nigeria got her independence, the first education policy was based on the Ashby Commission report of 1960 which was titled ―investment in education‖. To improve the quality of education, the federal government assembled a group of experts from various religious bodies, groups, individuals and government representatives for a National curriculum conference held in Lagos in 1969 which led to the famous National Policy on Education (NPE) which was established in 1977, revised 1981, 1998 and 2004. This policy brought about the 6-3-3-4 system of education in Nigeria.

Another major reform was the launching of the UPE scheme in 1976 by the then military government. The aim was to make Nigeria education free in 1976 and compulsory in 1979. This attempt did not fully realize its objectives as a result of so many militating factors (Azikiwe, 2007). Furthermore, the Universal Basic Education (UBE) programme was launched on the 30th_{September, 1999 at Sokoto} by the then president of Nigeria Olusegun Obasanjo. This was meant to provide basic education to children aged between 3 and 4 for 3years. Early children care Development and Education (ECCDE), 6years primary and 3years junior secondary education. The reform was meant to realize the two global development programmes of the United Nations (UN) namely; Education for All (EFA) and the Millennium Development Goals (MDGs). For Nigeria to achieve

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24 these goals, it launched the National Economic Empowerment and Development Strategy (NEEDS) in 2003. The critical pillars of NEEDS are:

i. Value Reorientation ii. Poverty Eradication iii. Job Creation

iv. Wealth Generation

v. Using education to empower the people (Obioma, 2007). The Federal Ministry of Education (FME) in April 2009 introduced a new document known as Roadmap for the Nigerian Education Sector. The main goal of this reform is to address the identified problems in the educational sector. It focuses on four priority strategies. These include:

i. Access and Equality

ii. Standards and Quality Assurance

iii. Technical and Vocational Education and Training iv. Funding, Resource Mobilization and Utilization

This reform intends to involve stakeholders such as; government, organized, private sectors and international funding partners to transform all Nigerian schools into producing, from all three subsectors of education namely: basic education, post basic education and tertiary education. The worrisome issue that prompted the effort to salvaging the present state of Nigerian schools is the general poor quality of the products of the sectors.

In spite of the huge expenditure on education at all levels; our education has failed to produce in school leavers a combination of skills and value system that could make them self-reliant. The Nigerian educational system has been beset with a number of ills over the years. These problems arose from the general malaise that beset the leadership and the society at large. Some of these include the high incidence of examination malpractices, corruption, bribery, extortion cultism, sexual harassment and incessant strikes among the various academic staff unions at all levels of education, as well as problem of data and decay infrastructure, etc.

There is a great need for quality assurance, functional and sustainable education in our educational system in order to achieve the national goals and objectives. In line with the above, quality assurance, functional and sustainable education should be adhered to. Quality, functionally and sustainability have to do with such factors as articulated national goals; well-planned curriculum at each level, assessment procedures and instrument; capacity for processing examination data; utilization of assessment outcome; and quality of student enrolled.

Factors contributing to poor quality, functional and sustainable education in Nigeria are the decline in quality, functional and sustainable education in Nigeria has been a major concern due to the rapid expansion in student numbers without