The Role of Guidance and Counselling in Performance of Post-Primary Education in Nigeria: Regulatory and Theoretical Perspectives

Abstract

The issue of role of guidance and counselling in the performance of post-primary education is highly debated in Nigeria and the world over. This paper advances our understanding of regulatory and theoretical frameworks of guidance and counselling towards this contentious issue using qualitative approach to explain the phenomenon. Based on the selected theories, model and available regulatory provisions in Nigeria, it was deducted that the theories, model and national regulations gave credence to the role guidance and counselling performs in achieving the national education goal. The study shows broad support of the theories, model and regulations for prioritizing guidance and counselling role in post-primary education. This is contrary to what some exponents suggest. The paper therefore finds no evidence of polarization in opinions that theories and regulations in guidance and counselling are not adequately sufficient to explain the roles of guidance and counselling at post-primary education level. From the study, it was safe to conclude that regulatory, theoretical frameworks and model of guidance and counselling do explain the role it plays in the performance of post-primary education in Nigeria. From the study, it was safe to conclude that regulatory, theoretical frameworks and model of guidance and counselling do explain the role it plays in the performance of post-primary education in Nigeria. Among others, the study recommended for designing a national guidance and counselling model for all levels of education in Nigeria as well as urged for more regulatory provisions for guidance and counselling programmes in Nigeria. It further suggested that this study should be extended to empirical approach, among others.