ABSTRACT
Therefore this study was designed to evaluate the teaching and learning of guidance and counseling in Colleges of Education. Four research question and two Hypotheses guided the study. An evaluation research design was employed in order to carry out the study. A total of twenty nine (29) guidance and counselling lecturers in Colleges of Education and (348) 300 level students of Colleges of Education Cross River State participated in the study. A structure Guidance and Counselling Evaluation Questionnaire (G&CEO); and Guidance and Counselling Evaluation Observation Schedule (G&CEOS) developed by the researcher were used for data collection. The reliability co-efficient of the instrument was 0.74 using correlation analysis while four experts carried our validation. Four research question and two research hypothesis tested at 0.05 level of significance guided they study. Frequencies, Percentages, Means and Standard deviation were employed to answer the research questions while the chi-square statistic was used to test the hypothesis. The result among other shows that facilities and materials for counselling exercises are not available, for practical learning, period allocated for guidance and counselling is not adequate, based on the findings, it was recommended that government should establish counseling laboratories in schools and equipped them with facilities to meet counselling challenges. Student counselling practicum and functional library should be provided to enable students and lectures carry out references in guidance and counselling. Lecturers should improvise instructional materials basically for conuselling exercises to boost their profession.
CHAPTER ONE INTRODUCTION
Background of the Study
Education is a means through which nations build their desired society and it is an instrument for a change. Education is aimed at inducing a change in individuals in some desirable way and add to the knowledge they already posses (Onwuka, 1981).
The arrival of missionaries in Nigeria brought formal Teacher Education in the country. The need for evangelization encouraged the training of personnel for the purpose of teaching. Initially, these personnel functioned as catechists who teach religious doctrines in the churches but later realize the need to train them to provide manpower for other services. This continued until 19thcentury when the formal institution for the training of teachers was established in the country (Akuyimu, 1991). The Ashby commission in 1959 came with the revolution of Teacher Education. The Ashby commission reportedthat the country’s (Nigeria) manpower development depend on the number of qualified teachers and recommended teacher Education programme upon which the whole system of education depended.
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