Analysis of Nigerian Model of Promoting Qualitative Education for Human Resource Capital Development through Guidance Counse Counselling Technology

Paper analyses the Nigerian 1977, 1984 Natural policy on education initiative as policy drives toward the entrenchment of the 6:3:3:4/Universal Basic Education (U.B.E) education system in Nigeria. The visionary pronouncement of the 1977 Nigeria education policy established compulsory comprehensive and vocationalized education for all Nigerians at the primary, junior, secondary and tertiary levels of education. The policies development demanded the provision of the revolutionary services of developmental and educative guidance and counseling technology at all levels of education in order to ensure the psychological, social, and vocational development of all Nigerians for the attainment of the effective, comprehensive development of human resource capital in Nigeria. Paper analyses expedient goals, objectives and functions of institutionalized modular services of guidance and counseling technology in primary, junior and secondary school levels in Nigeria education system. Paper features the following expedient technological services of guidance that guaranty the effective development of human resource capital in Nigeria through education namely, appraisal and inventory services; socio – personal and orientation services, vocational, personal and educational guidance and therapeutic counseling services, planning and placement services, follow – up and evaluation services, PTA conferences linkage and negotiation services at all levels of the 6:3:3:4 system of education in Nigeria. Recognizing the effectiveness of the institutionalized guidance services in developing human resource capital in Nigeria, paper recognizes the relevance of implementing through categories of guidance practices namely, educative, and preventive developmental guidance and prognostic and therapeutic guidance and counseling.