Global Citizenship: Implications for Guidance and Counselling Innovations in Developing Nations
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Global Citizenship: Implications for Guidance and Counselling Innovations in Developing Nations Richard Irikefe Okorodudu1,2 Published Online 22 July 2006
This paper examines global citizenship as a way of thinking and behaving with understanding of the need to tackle injustice and inequality as a foundation for international peace and development. The conceptualized model was based on reality perspectives and eclectic counselling orientations for building global citizens in developing nations. Guidance and counselling as a crucial service for developing global citizenship, with a focus on Nigeria, is examined. Constraints and prospects for developing global citizens are analyzed. The paper concludes that integration of guidance and counselling as an educational innovation in developing countries would enrich global curriculum and instruction and contribute towards the enhancement of global citizenship. KEY WORDS: global citizenship; guidance and counselling; developing nations; Nigeria; African nations.
A global citizen is simply a person in developed and developing countries where processes of dynamic and complex change are widespread. The pace of development being experienced poses challenges to every member or citizen of the global society, whether living in the more developed Northern hemisphere nations of the U.S.A., Britain, Germany, Italy, Russia, Japan, and France or the more developing Southern hemisphere, and African nations of Nigeria, Ghana, Cameroon, Togo, Botswana, Central African Republic, Ethiopia, Liberia, Swaziland, to mention but a few. It is evident that the diversity in levels of education, scientific and technological progress between developed and developing countries is clearly in favour of advanced nations. Citizens from such nations appear to be more equipped 1 Senior
Lecturer/Head, Department of Guidance and Counselling, Faculty of Education, Delta State University, Abraka, Nigeria. 2 Correspondence should be directed to Richard Irikefe Okorodudu, Senior Lecturer/Head, Department of Guidance and Counselling, Faculty of Education, Delta State University, Abraka, Nigeria; e-mail: [email protected]. 107 C 2006 Springer Science+Business Media, Inc. 0165-0653/06/0600-0107/0
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for adjusting to global adaptations more easily than their counterparts from developing African nations (Khor, 2000). Yet the promoters of globalization cannot deny the fact that global society would be incomplete without gaining from the available human and material resources in the African nations. Be that as it may, both developed and developing nations in a global society should mutually derive socio-economic, political, cultural and social benefits of globalization. In spite of the need to establish a symbiotic relationship between the developed and developing nations of the world, there appears to be a widening gap in terms of equality in such areas as curriculum innovations, women’s education (Adugbo, 1999), science, guidance and counselling, technological and human advancement and the gener
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