Influence Of Guidance And Counselling In Career Choice Of Secondary School Students
[EKITI LOCAL GOVERNMENT AREA OF KWARA STATE]

Christie (2001) carried out a study on educational guidance and counselling in Alexandria Egypt. The main objective of the study, was to find out the importance of educational guidance and counselling in schools. The researcher maintained that counselling in secondary school assists students to develop socially, emotionally and intellectual growth is given correct orientation. The study also sought to find out the objectives of counselling of students should achiever self-understanding; students should be able to deal with complicated interpersonal relationships students should be able to attain appropriate academic achievement students should be able to alternate special personal or emotional problems and students should be able to make appropriate educational and vocational decisions.
Krimboltz, and Kolfin (2002) fielded a comparison of causes for Intensification of school guidance and counselling in the United States and Columbia. The study established that in the US support for school counselling was spurred specifically by the Soviet Union’s launching of sputnik and fears that other countries were out performing the United States in the fields of Mathematics and science. Hence by providing appropriate funding for education, including guidance and counselling, it was though that more students would find their way into the sciences, on the other hand, guidance and counselling in Columbia was found have been prompted by the vast array of student problems personal academic, social and career issues. Typically these areas were found to be blended together when working with a student on any one topic; hence, it was impossible to separate the duties of a counselor on the basis of a particular problem.
Eadaom (2000) carried out a study on counselling in schools in Hong Kong. The main object of the study was to find out the role of counselling in fourth grade schools. It was noted that counselling in schools help improve academic achievement since students help each other academically, socially and even psychologically. The study was on the importance of counselling in schools, the study based on its findings on the role of counselling in academic achievement.
A study by Schmidt (2003) on professional school counselling in the United State pointed out the necessity to implement a comprehensive school counselling programme that promotes and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services and comprehensive school counselling programme support/advocacy. The study established that professional school counselors meet the needs of students in basis domains academic development career development and personal/social development knowledge, understanding counselling, coordination and collaboration classroom guidance lessons are designed to be preventive in nature and include self-management and self-monitoring skills.
Gilbert (1992) when comparing the school counselling profession in Kenya with other countries like The United States, counselling began as a vocational guidance movement at the beginning of the 20th century in Kenya, guidance and counselling started with the Ministry of Labour only to give vocational counselling, which is similar to the United States. The only difference is that in the US, it was a movement while in Kenya it was only a department in the ministry of education. In the United States, professional school counsellors implement a comprehensive school counselling programme that promoted and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services and comprehensive school counselling programme support/advocacy.
Muriithi (2007) conducted a study on Career Guidance and Entrepreneurship Development Initiative. The study aimed at aligning career guidance in secondary schools, college and universities to emerging market needs the re-alignment was set to be attained by linking functional competence of life skills. Life skills improve employee effectiveness and information on careers to teachers/counselor to guide students in selecting marketable subjects mix and careers and impart life-skills that lead to fulfilling careers. This is because life skills provide the frame for applying knowledge to real-life situations. So far, the course has been piloted in four, workshops attended by 120 teachers in “Laikipia”. The next step is to hold a workshop for head-teachers and educational officers, to seek their support to resource the initiative. The pilot has generated overwhelming interest among students teachers and parents.