IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 15, Issue 6 (Sep. - Oct. 2013), PP 68-74 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.Iosrjournals.Org www.iosrjournals.org 68 | Page Effects of Reforms in Nigeria Education Sector: Voices of College Staff/ Counseling Implication Dr. Anselm Uchenna Anibueze General Studies Unit , Federal University Oye-Ekiti, Ekiti State,Nigeria Abstract: Four hundred and forty seven (447) Colleges of Education workers in the South East of Nigeria were administered a questionnaire, to determine their perception of the 2006-2007 reform of the colleges. It was found that, although the workers were aware of the intention of the Federal Government in initiating the reform, they noted its poor implementation which caused untold hardship on the staff affected by the exercise. The poor implementation of the reform agenda made the attainment of the objectives of the reform unsustainable and unattainable. Recommendations were made to avoid a repeat of the shortfalls of 2006 reform agenda. I. Introduction Nelson Mandela, a celebrated South African leader said “education is the most powerful weapon which you can use to change the world” and a onetime president of United States of America John F. Kennedy once said “our progress as a nation can be no swifter than our progress in education” and President of Nigeria, Jonathan Goodluck reiterated that “Education is core to whatever we want to do as a nation. Nigeria cannot make much progress towards the attainment of its vision20-2020 unless we strengthen our educational system” Korea, a country with few natural resources, rose from its level of development in the sixties to become a top economic giant by her focus on human development through education. But in Nigeria, an anonymous (2011), said, „Nigeria‟s educational sector is in a comatose state or for lack of better words a failed sector. Right from the tertiary, secondary and even primary level, you have a system that does not work. Our so-called graduates even from the ivory towers can hardly read and write properly or express themselves effectively in their chosen fields or on contemporary issues”, therefore, the need for a review, reform or paradigm shift. Concept of Education Reform Imoke (2011) said that, “education reforms are representatives of conscious evolution of policy regimes which are capable of bringing significant revolutionary change in the sector. The intent of such reform is to make it more responsive to the needs of the people. It is also important to know that education is a public good one which benefit non-proprietors. An educated workforce is a vital component of a dynamic economy and all its stakeholders both educated and non-educated. According to Cohen (2003), “education reform in any setting is an arrangement by a group of persons or a country to change the „status quo ante, it is the change in policy in education to make better by converting or making improvement from the deficiencies that are in the previous policy. Its main aim is to eradicate the exercise and effects of illegitimate power‟ Onuigbo (2009) as well said that educational reform is a long process that begins with problem identification, studying, analysis of the existing structure and ending with the evaluation and termination of the programme. It as well involves the development of an alternative policy, experimentation, implementation and feedback. The basic requirement is to meet the needs and aspiration of the people. Reform has to do with injecting new processes and facilities into an organization, and integrating them to improve the performance of that organization. The provision of excellent service is the major concern of every reform. Omolewa(2007), stated that educational reforms emanate from the basic conviction that considerable progress can be made in a nation by its people through careful engineering of the educational process . Imoke (2011), emphasized the need for refor m when he stated that, “modern societal conditions are reshaping education the world over in a rapid and profound manner. Modern technologies coupled with global economic forces have contributed to an intense and pervasive level of individual, organizational, and international inter- dependence These new societal dynamics are altering education every bit as much as they are challenging the home life, workplace lifestyle, and political economy of virtually every person in every village, in almost every nation. This point cannot be overemphasized as the world increasingly becomes a global village, driven by a knowledge economy. It is becoming more evident that human capital has become an increasingly valuable asset in the race for industrialization and thus the management of policy concerning this most vital sector has become more important necessitating the need for constant review and reform. These reforms can be broad as was the case in 1954 and the implementation of the whole educational system change from8-6-2-3 to 6-5-2-3 or they can