Deficit Factors In the Implementation of Educational Policies and Reforms in Bayelsa State, Nigeria (Published)
This paper focuses on deficit factors in the implementation of educational policies and curriculum reforms in Bayelsa State, Nigeria. It is reasoned that the education sector in Bayelsa State has undergone certain reforms guided by public policies at all levels in recent years. However, much as these policies are actions by public officials, there is a significant absence of corresponding results in productivity and performance index. This perhaps may be as a result of the deficits occasioned by exclusion of the policy holders (teachers and students) who are critical to the implementation and reform process that are expected to drive positive educational outcomes. This paper takes an analytical view on the merits of the educational policies and reforms from 2012 till date viz-a-viz teachers’( personnel), exclusion factors, wastages and corruption that have attended these policies and reforms among others. The conclusion is that, these educational policies and reforms in the state do not have a buy-in of the critical stake- holders with resultant effects of aparthy, absence of commitment, indifference attitude and stagnation in performance. The paper recommends among others that, there must be deliberate engagement of the critical stakeholders on the types of educational policies and reforms that would ultimately benefit the state without any form of exclusion elements in its planning and implementation.
The main crux of this paper is to draw the attention of all social studies practitioners, researchers, students of our discipline – social studies and others, to the fact that social studies in Nigeria’s education system is not the preserve of the Universal Basic Education level schools. This is undoubtedly an integral part of it. However, there is more to it than is ordinarily perceived.
Needed Educational and Professional Re-Orientation of School Principals for More Effective Counselling Services in Nigeria (Published)
The purpose of this paper was to examine the needed educational and professional re-orientation of school principals for more support towards effective counselling services in Nigerian schools. In this endeavour, principal’s positive disposition has been conceived as a tool for successful realization of guidance programmes in schools. This paper also noted that inspite of the acknowledged or well known significance of school principals towards effective counselling services in schools, their disposition is however, not quite supportive. The paper therefore, recommends the re-orientation of school principals towards providing more support for counsellors job. Towards this goal, it examined various educational and professional ways and means of re-orientating school principals. The re-orientation of school principals would enable or facilitate more positive principal’s support for counsellors in schools. It s hoped that the points made in this paper would bring into sharper focus of educational policy makers and school operators, the desirability of re-orienting school principals for more effective counselling services in school. This could be done through (i) leadership training and re-orientation that emphasizes guidance services (ii) increasing the content of counselling course units in principal’s in-service education (iii) counselling association of Nigeria routine interface with school counsellors and principals amongst others.
Extent of Educational, Vocational and Personal-Social Guidance Needs of Some Selected Prison Inmates in Ghana. (Published)
The study investigated the extent of guidance needs of some selected prison inmates in the Greater Accra Region of Ghana so as to establish how guidance could effectively be practiced in prisons. Descriptive survey design and a combination of convenience, purposive and simple random sampling techniques were used for the study. Three (3) prison institutions were conveniently sampled for study while One hundred (100) prison inmates consisting of 85 males and 15 females were randomly and purposively sampled respectively for study. Data for the study was collected via questionnaire (Cronbach’s Alpha = .611). The data was analyzed descriptively and presented in tables as frequency counts and percentages. Independent sample test was used to determine whether the extent of educational, vocational and personal-social guidance needs of male prisoners differed from female prisoners. It was found that both male and female inmates needed educational guidance to a little extent but needed vocational and personal social guidance to a large extent. Significant differences were found between the educational, vocational and personal-social needs between the male and female inmates. It was recommended among others that, the expressed educational, vocational and personal-social guidance needs of prison inmates should be provided to ensure their proper rehabilitation and integration into society upon their release.
This study identifies those to be involved in managing Nigerian tertiary educational institutions for national security. The significance is to enhance effective and efficient tertiary educational policy formulation, planning and implementation as well as global recognition and association. Document analysis, related literature review, research questions, hypotheses, validated and reliability-tested self-constructed questionnaire and visits were used. Of the 284 tertiary educational institutions in Nigeria, 10.21% thereof was randomly selected to evenly cover the six-geopolitical zones and the FCT-Abuja. The study identified nine groups of individuals to be involved in managing tertiary educational institutions for national security and found out that there is no significant difference between staff and students on the findings. It concludes that the identification is very necessary for tertiary educational goals achievement and national security hence, recommends their involvement in managing and security issues