“…In a similar way, it seems questionable whether it is correct and fair to classify the endeavours of developing countries like Nigeria (Okon, 1983; see also Denga, 1983;Bojuwoye, 1992) or Thailand (Pratomthong and Baker, 1983) to build up services of guidance and counselling in education under 'Manpower Utilization' or 'Social Control'. Even if it is true that, in these societies, vocational guidance and career education are priorities during these early stages of guidance (as was the case in developed countries, too): the social context dominated by traditional family relationships, rural life, and strong religious (e.g., Buddhist) beliefs, values and customs simply defy the application of Super's bipolar paradigm.…”