EVALUATION OF THE IMPLEMENTATION OF ADMISSION POLICIES IN COLLEGES OF EDUCATION IN NIGERIA (2004-2013)
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EVALUATION
OF THE IMPLEMENTATION OF ADMISSION POLICIES IN COLLEGES OF EDUCATION IN NIGERIA
(2004-2013)
ABSTRACT
This study
focused on Evaluation of the Implementation of Admission Policies in Colleges
of Education in Nigeria. The study sought to find out the level of
implementation of JAMB cut-off mark requirement in students’ admission, examine
the level of implementation of quota system of the admission policy, determine
the level of implementation of JAMB 60:40 (Science/Arts) admission ratio
policy, assess the level of implementation of carrying capacity in terms of
available facilities and find out the implementation of staffing situation as a
requirement for admission of students. Seven research questions and seven
hypotheses were formulated to guide the study. The study adopted a descriptive
survey design. The target population was 2,400 which included all the Provosts,
Registrars, Academic Secretaries, Deans, HODs, and Lecturers in the 24 Colleges
selected for the study, 1,443 sample members responded by filling and returning
the copies of the questionnaire, two each from the six geo-political zones of
Nigeria. The sample was selected using the stratified random sampling
technique. Data were collected by the use of a structured questionnaire and
analysed using statistical package for Social Science (SPSS Version 20).
Descriptive statistics such as frequency counts percentages and means were used
to give general description of the data. The Analysis of Variance (ANOVA)
statistics was also used to test the research hypotheses at 0.05 level of
significance. The findings of the study revealed that, candidates had
satisfactory cut-off point in JAMB before they were admitted. This is in line
with the Federal Government’s directive which says that candidates seeking
admission to Colleges of Education have to take only one common examination,
the UTME as against individual college examination. The study concludes that
the number of students allocated to each College depends on the carrying
capacity in terms of available facilities. Based on the findings,
recommendations were made which among others include, that in the interest of
this nation, the admission process should continue the way it is for now, where
JAMB and the Colleges are involved in the selection of candidates, so that they
would serve as check on one another and cut-down some excesses and reduce
Nigerian factor syndrome as much as possible. A suggestion was made that future
study should be on the evaluation of availability of instructional and
infrastructural facilities in private and government owned Colleges.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Admission
policies are laid down rules and regulations on how admissions are sought and
obtained in a higher institution like College of Education. The principal aim
of the admission policy of Colleges of Education is to offer admission to
students of the highest intellectual potentials, irrespective of gender,
social, racial, religious and financial considerations. Colleges of Education
are dedicated to prepare qualified teachers at primary and Junior Secondary
school levels, who will be responsible for educating the younger ones.
Teaching has
been identified to be one of the oldest occupations known to man, but it is yet
to be fully professionalized in the true sense of the term in Nigeria (Dare
2008). The real revolution in teacher education came with the Ashby commission
of 1960. The Ashby Report pointed out that the country‟s manpower development
depended largely on the availability of well-qualified teachers and recommended
that priority attention be given to teacher education since the whole system of
education depended on it. Following the recommendations in the report, two new
schemes for teacher education were introduced. One was the well-qualified
non-graduate Teachers‟ Certificate programme; the other was the full degree,
that is, Bachelor of Arts and Bachelor of Science education programmes. In line
with the expectations of the scheme, several activities were put in place.
About 7,000 graduate teachers were expected to be trained between 1960-1970 in
Nigerian Universities. Five Advanced Teachers‟ Colleges were established under
the emergency scheme in 1962. The Colleges were located at Ibadan (which was
later moved to Ondo).
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