| dc.description.abstract | This was a descriptive study of the living situations of 363 members of the June,1987 set of school leavers from the four senior secondary schools in Igboora, Oyo State, Nigeria, who made their first attempt and finished the West African School Certificate Examinations. As important steps towards data gathering, schools records were reviewed, the target group was screened, focus group and questionnaire intervlew were conducted using study instruments in two stages. The first instrument (part I questionnaire) collected basic demographic data on all members of the study population and this lasted two months from October to November,1900. The second Instrument (part II questionnaire) which followed a self-administered format was used for an in-depth study on members of the study population that were physically found in their homes within Igboora between December, 1988 and January, 1989. When the study commenced in October 1988, 192(52.9%) of the school leavers were found to be resident in town, while 171 (47.1%) were living outside town. However by January, 1989, 32 (18.7%) of the latter group that were back home as new residents were joined with 171(89.1%) of the earlier (previously resident in town) to constitute 20% study population for the in-depth study. Findings from the general baseline survey showed that school leavers were found to be engaged in a variety activities, some doing more than one: helping parents (66.7%), re-enrolled for November, 1988 GCE (30.6%), full-time work (27.0%), apprenticed (20.1%), studying for various examination (24.5%), part time jobs (4.4%), in post secondary school (3.0%) etc. On the other hand, in-depth study findings distinguished the school leavers into five major categories: Unemployed (44.8%), self-study (20.7%), apprenticed (17.7%), worker (12.8%) and real students (3.9%). The high unemployment rate was worse for female and older school leavers (aged 21-26). Besides, youth who left school young (aged 16-20 years) had higher tendency to be apprenticed or enrolled for further education than their older counterparts. Also most of those who currently fit into the working category were found to be grossly under-employed in duties that could be conveniently discharged by people with lower educational preparation or were rather employed on a somewhat irregular basis. Families circumtances socio-economic factors, and quality of education in the
secondary schools were found to have determined the
circumstances in which the school leavers found themselves. The finding that the career preferences of these youth were mainly in skilled/sub-professional occupations and trading activities possibly re-affirms the social reality of the above findings. Findings in respect of reported illnesses and other health problems among the school leavers were quite similar to prevalent pattern at diseases in the community as
a whole.
Problems frequently mentioned were malaria (36.0%), abdominal discomfort (9.3%), head/body aches (9.3%), cold/catarrh/cough (6.4%). eye and ear troubles (3.0%), wounds including guinea worm ulcers (2.0%), jaundice and yellow fever (1.5%) and sickle cell crisis (0.5%). Current perception of psychological problems like anxiety (36.0%) and concern about daily living (5.9%) were also common. Analysis of an assessment of the school leavers psycho-social health status revealed significant correlation between reported perception of anxiety and higher GHQ score (X² = 31.386: df = I: P<0.0001). On the whole it was noticed that only one of the eleven who were in past secondary institutions had matriculated into a
university. It is discouraging, but possibly a sign of the economic hard times that so few Igboora young people had gone on for further education, that so many needed to retake their
examination in order to progress and that nearly half are
unemployed. This is a serious social problem the schools and community must face. Based on these and other findings the author recommended: School curricular review to equip students with relevant skills that will help them make useful contributions to their community; Introduction of age-limit at age 17 years as part of criteria for promotion/admission into Igboora Senior Secondary Schools (SSS), so that any student above this age should not be admitted. Instituting functional and effective career guidance service in all secondary schools In Igboora; Extending programmes of existing youth organisations (especially as regards self employment and leadership training activities) to Igboora to meet the needs of school leavers. | en_US |
