Influence of Guidance and Counselling On Development of Entrepreneurial Skills among Technical College Students in Rivers State (Published)
The study investigated the Influence of information dissemination and personal-social adjustment on the development of entrepreneurial skills among technical college students in Rivers State. Two research questions guided the study. Survey research design was adopted in conducting the study. The total population for the study was 330 respondents which comprises of 88 Technical college teachers and 242 technical college students. A structured questionnaire based on four point scale was used as the data collection instrument. The questionnaire was validated by three experts from the Department of Industrial Technical Education, Ignatius Ajuru University of Education, Rumuolumine Port Harcourt. Cronbach Alpha reliability method was used and a reliability coefficient of 0.912 value was obtained. The research questions were analyzed using mean and standard derivations to answer the research questions. Findings of the study revealed that information dissemination on business acumen will motivate technical college students’ interest toward development of entrepreneurial skills in Rivers State. Further-more counselling on personal-social adjustment will equip students for the development of entrepreneurial skills among technical college students in Rivers State. It was recommended that; A well-articulated entrepreneurship education should offer more than self-employment that will contribute to national development. Also Entrepreneurship skills can be reactivated among students at all levels of education through intensive and articulated guidance and counselling services, thereby making them psychologically ready for business venture before leaving school.
This study investigated the impact of using ICT in delivering a career guidance program in one public high school in Beirut, Lebanon. The sample consisted of Grade 11 students (N=106) from all sections of this grade level. Students at this school often received the same career guidance program consisting of 14 hours during their tenth grade and then their eleventh grade. The ICT-assisted career guidance intervention program was conducted after students covered 6 hours of their regular career guidance program during their eleventh grade and it extended over 6 hours itself. Pre- and post-tests were administered to students and data was analyzed using SPSS 21.0 for windows. An independent sample t-test was carried to compare the means showing significant impact of the ICT-assisted intervention program on students. Limitations and recommendations are provided at the end of the study.