The Imperatives of Programming in
Guidance and Counselling in Higher
Education
Abdulrashid Garba, Ph.D.
PhD; CCN, LPCN, FCASSON

Professor of Educational Guidance and Counselling,
Department of Education, Bayero University,
Kano – NIGERIA.
A Visiting Professor, Center for the Study ofInternational Cooperation in Education, Hiroshima
University

June 21, 20131

GeneralEconomic and social development

advancement and application of knowledge.

Higher Education = fundamental to theconstruction of a knowledge economy andsociety(World Bank, 1999)
June 21, 20132

Challenges in HE• The potential for HE to fulfill this responsibility in
Nigeria and Africa generally is– frequently thwarted by long-standing problems of:finance, efficiency,
equity, quality andgovernance– In Nigeria the problem has always been around• Funding• Autonomy and• WelfareJune 21, 2013

3

Global Challenges• Now, these challenges have been augmented by
new global challenges (Salmi, 2001)• the growing role ofknowledge in economic
development• rapid changes intelecommunications
technology, and• the globalization of tradeand labor markets

June 21, 2013

4

Nigeria: A case in Point• Nigeria has yet
articulate a development strategy linking
knowledge to economic growth
nor build up the capacity to do so• As Africa’s largest country with 20 percent of theregion’s population, Nigeria had only 15 scientists andengineers engaged in research and development per
million persons:– Compared to 168/Brazil, 459/China, 158/India, and 4,10/U.S.
(WORLD BANK 2002)• What chance does Nigeria have of participating in theemerging global knowledge economy?
June 21, 20135

University Education in Nigeria
A review of the country’s past and present higher education policies• 1959 Ashby Commission on Post‐School Certificate and Higher
Education• Report Submitted 1960: ‘Investment in Education’ now popularly
known as the ‘Ashby Report’• Between 1980 and 1992, an additional 11 universities were
established• Presently there are 124 Universities：– 37 + Federal Universities– 37 + State Universities– 50 + Private Universities

June 21, 2013

6

Graphic Representation

PrivateUniversities
40%

Federal
Universities
30%

State
Universities
30%

June 21, 2013

7

Policy Objectives
NPE (2004) highlighted the aims of university education:
1. To contribute to national development through high‐level relevant
manpower training;
2. To develop and inculcate proper values for the survival of the individual
and thesociety;
3. To develop the intellectual capability of individuals to understand andappreciate their local and external environments;
4. To acquire both physical and intellectual skills which will enable
individuals to beself‐reliant and useful members of the society;5. To promote and encourage scholarship and community service;
6. To forge and cement national unity; and7. To promote national and international understanding and interactions.
June 21, 20138

University Education in Nigeria, cont’d• An outgrowth of the Ashby Report was the establishment of the
National Universities Commission (NUC) in 1962
– as a department in the Cabinet Office– to oversea the activities of the Universities– intended to function as a modest university grants commission– To advise govt on policy issues– To define norms for quality assurance, and– ensuring a balanced and coordinated development of thesystem• Later became a statutory body in 1974, the NUC was• 1998: the end of the military era, it had become a largeorganization– involved in all spheres of university endeavor
June 21, 20139

Assessing University’s Responsiveness• Assessing responsiveness through:– Access– teaching/learning– financing, and– management/governance (El‐Khawas, 2001)• Dfgh• tJune 21, 201310

Limitations of ‘Responsiveness’
Achieving Responsiveness is contingent upon the:• Increasing access to students• Provision of increasing numbers of students withspecialized skills– To enable the contribute in all sectors of the world economy.

• Production of a body of students with a general
education that encourages flexibility and innovation to afast‐changing world.
• A sound funding profile• Effective management of resources• Increasing the amount and quality of in‐country research– allowing Nigeria to select, absorb, and create newknowledge （Adamu, 2010)• Some more SERIOUS challenges to responsiveness
June 21, 201311

Examples of Students’ Unrests
Year

Locations

Parts of the Caauses

1984

Many Universities

Tuition fees, catering services

1986

Many Universities

High handedness of ABU VC

1988

Many Universities

Removal of subsidy on petroleum products

1989

Several schools

Introduction of Structural Adjustment
Programme

1992

Many Universities

Deregulation of Nigerian currency

1998

Ambrose Alli Univ.,
EkpomaCult activities

2003

Many universities

Increase in the prices of petroleum
products

June 21, 201312

Modes of Dressing
Male
Short Knickers above the knee; Head ties; Earrings;
Students Kaftans without trousers; Long and busy hairs andbeards; Braiding; Permed hairs; Jerry curls; Plaited
hairs
FemaleBody hugs; Short Knickers; Transparent clothes; HeadStudents gears; Bogus fashion jewelries; Spaghetti tops; OFFshoulders; Wicket Straps; Mono Straps; Mini Skirts;
Dress and Skirt with slit above the Knees; Tight
trousers and dresses; Rosy Chicks; Eye Shadow;
Excessive Lipsticks; Rastafarian hairstyles; Nail
attachments
Both
June 21, 2013

Shirts or any wear revealing the armpit (Sleevelesstops); T‐Shirts and jean which carry immoral
messages;13

Rape and Lesbianism Cases• In Sept, 2011:– At Abia State University five male students raped afemale student– At Enugu State University some cultists forced somefemale students to perform lesbianism– At Tai Solarin University, students gangsters rapedsome female students at gunpoint– All such instances posted the video clips to facebook ,YouTube, etc

June 21, 201314

Rape and Lesbianism Cases, cont’d• From Edo State University a video of lesbians
was posted on the net– with music at the background• A forum posted a gang rape in Obafemi
Awolowo University Ile‐Ife

June 21, 201315

Cultism• Had its roots in the pirate confraternity founded by Prof. Wole
Soyinka in the 50s.
• The pirate confraternity was an adventurous organization– main agenda were noble ‐ to demonstrate freedom and nationalism– believed to be bestowed on students by University environment• Objectives included:•– to put pressure on the colonialists– shake off colonial mentality– assert the identity of true independence and– to instill university culture into members of the Nigerian higher institution
ghjk

June 21, 201316

Cultism, Cont’d• Cults kill opposing cult members, kill, wound, and torment
innocent students• Cults in Nigerian Univ are similar in many ways to gang activity
in the U.S. and other countries– except “religious” beliefs and other restrictions are placedon the members• In 2002 15 students were killed at the Univ of Nigeria, Nsukka• The latest attacks was the stabbing to death of a student of
the University of Ado ‐Ekiti by a notorious cultist called'Osama'June 21, 201317

Examples of Cults
CULTS

CULTS

CULTS

Buccaneers

TrojanHouse

Vikings

Maplates

Neo Black Movement

Mafia

Blood Suckers

Musketeerns

Red Devils

Black CatBlack Axe

Black Barret

EiyeConfraternity

Temple of Eden

Green Barret

MafiasoFraternity

Revolution

Osiri

Burkinafaso

Scorpion

PanamaMgbamagbu
Brother

DragonPirateConfraternity
Barracudas

June 21, 2013

Airwords
Kuklux (KKK)
Amazon, etc

18

Achieving ResponsivenessTo reposition universities towards
responsiveness• 2006: NUC Directed that:– All Fed Universities without SSS units should
establish one– All existing SSS units in Fed Univs should bemade functional

June 21, 201319

Student Support Services
The NUC Triggers:• SSS unit provides opportunities for:– academic development– assist students with basic college requirements– successful completion of university education– The goal of SSS is to increase the college retention andgraduation rates

June 21, 201320

Components of SSS• SSS unit ideally has the following Depts:– Academic tutoring– Guidance on postsecondary course selection– Assistance to indigent students– Educational counseling services– Individualized counseling for personal, career, andacademic information– Mentoring programmes

June 21, 201321

Requirements• Provision of these services is usually preceded by– Consultation with target population and stakeholdeers– The determination of their (perceived) needs• Production of programme– Comprehensive– Developmental– Inclusive

June 21, 201322

Rationale for a Comprehensive Counselling Programme• A counseling programme is an integral
component of the academic mission.
– Driven by student data and based on standards inacademic, career and personal/social development– Promotes and enhances the learning process for all
students.
– Ensures equity and access to a rigorous education for
all students– Identifies the knowledge and skills all students will
acquire as a result of the counseling programme• It’s delivered to all students in a systematic
fashionJune 21, 201323

Benefits of a Comprehensive SchoolCounselling Programme• Students– Promotes a rigorous academic pursuit for all students– Prepares students for the challenges of the adult life
– Relates educational programmes to future success.
– Facilitates career exploration and development.
– Develops decision‐making and problem‐solving skills.
– Provides strategies for closing the achievement gap.
– Assists in developing effective inter/intrapersonal
relationship– Assures equitable access to educational opportunities.

Benefits of a Comprehensive SchoolCounselling Programme• Parents– Provides support for parents in advocating– Develops a system for their ward’s long‐range planning– Increases opportunities for parent/university interaction.
– Enables parents to access university resources.
– Provides training and informational workshops

Benefits of a Comprehensive SchoolCounselling Programme• University Counselors– Provides direct services to all students.
– Ensures involvement in the academic mission of Univ.
– Enhances the role of school counselor as a student advocate– Provides a clearly defined roles and functions– Provides a tool for program management and accountability– Provides quality system support within the district.

Benefits of a Comprehensive SchoolCounselling Programme• Lecturers/Professors– Provides an interdisciplinary team effort to addresseducational needs.
– Provides assistance to lecture room management, teachingeffectiveness, and affective education.
– Provides consultation to assist teachers in their guidance role.
– Promotes teaming to increase student achievement– Increases collaboration between teachers and thecounselling units

Benefits of a Comprehensive SchoolCounselling Programme• Regulatory Agency– Provides rationale for implementing the programme– Assurance that a quality programme is available to all students.
– Supports appropriate credentialing and staffing.
– Provides a basis for determining funding allocations for the
programmes– Gives ongoing information about student competencies– Supports standards‐based programming.

Benefits of a Comprehensive SchoolCounselling Programme• Administrators– Integrates counseling programme with the academic mission of
the University– Provides programme structure with specific content.
– Provides a programme promoting student success– Assists administration to use school counsellors effectively– Provides a means of evaluating school counseling programme– Monitors data for University improvement

Benefits of a Comprehensive SchoolCounselling Programme• Community– Provides increased opportunity for collaboration between
counsellors and the community as a whole.
– Enhances the role of the counsellor as a resource person.
– Increases opportunities for business, industry, and thecommunity to participate actively in the programme– Provides a potential work force with decision‐making skills

Needs Assessment• Preparatory to programming is:– Needs assessment (NA)
– A planning processes– Used for improvement in individuals, organizations, orcommunities– Identifies gaps, the main needs and appropriate
interventions or solutions– Identifies resources to make implementing a feasible

June 21, 201331

Statement of the Problem• The main problem under investigation is:– to determine student’s needs for academic, vocational,
personal and social support services.

• There is the need for university‐based programme– To comprehensively integrate the skills and knowledge todevelop students into productive citizens.

• Developing and implementing a comprehensive
guidance and counselling programme is a systemicchange.
• The development of a comprehensive guidance andcounselling programme must essentially begin with thedetermination of the target population– what should constitute the content of the programme and– how the content can be implemented and/or administeredon the target population.
June 21, 201332

Objectives of the Study

The objectives of the study were to determine:• Students’ needs for general support services.
• Differences in gender, marital status, employment
status and sponsorship status among students– in their needs for academic support services.

• Differences in gender, marital status, employment
status and sponsorship status among students– in their needs for vocational support services.

• Differences in gender, marital status, employment
status and sponsorship status among students– in their needs for personal and social support services
June 21, 201333

Research Questions

The following questions guided the study:‐• Do students need general support services inform of guidance and counselling?
• Are there differences in gender, marital status,
employment status and sponsorship statusamong students– in their needs for general support services?
– in their needs for academic support services?
– in their needs for vocational support services?
– in their needs for personal and social support services
June 21, 201334

Hypotheses

In order to answer the research questions thefollowing hypotheses will be tested:• Students do not differ by gender in their needs
for general support services.
• Students do not differ by marital status in theirneeds for general support services.
• Students do not differ by employment status in
their needs for general support services.
• Students do not differ and by sponsorship status
in their needs for general support services.
• Students do not differ by gender in their needs
for academic support services.
June 21, 201335

Hypotheses, Cont’d• Students do not differ by marital status in theirneeds for academic support services.
• Students do not differ by employment status in
their needs for academic support services.
• Students do not differ by sponsorship status in
their needs for academic support services.
• Students do not differ by gender in their needsfor vocational support services.
• Students do not differ by marital status in theirneeds for vocational support services.
June 21, 201336

Hypotheses, Cont’d• Students do not differ by employment status in theirneeds for vocational support services.
• Students do not differ by sponsorship status in theirneeds for vocational support services.
• Students do not differ by gender in their needs for
personal and social support services.
• Students do not differ by marital status in their needs
for personal and social support services.
• Students do not differ by employment status in theirneeds for personal and social support services.
• Students do not differ by sponsorship status in theirneeds for personal and social support
June 21, 201337

Conceptual Framework• Gathering appropriate and sufficient data
– Important in the process of developing aneffective programme• NA is only effective when it is ends‐focused

June 21, 201338

Framework, cont’dJune 21, 201339

Research Design• The study employed a descriptive survey
technique in both its design and procedure

June 21, 201340

Population and Sample• The population for this survey study
comprised of all (2010/2011 session)– sub‐degree– undergraduate and– postgraduate students

June 21, 2013

41

S/N

Programme

Male

FemaleTotal

1

Sub‐degree

2, 623 (61.9%)

1, 615 (38.1%)

4, 2382

Undergraduate

12, 339 (70.4%) 5, 184 (29.6%)

17, 523

3

Postgraduate

3, 440 (76.4%)

1, 062 (23.6%)

4, 502

Total

18, 402 (70%)

7, 861 (30%)

26, 263

Source: Academic Planning Unit, (2011)

June 21, 201342

Summary of Sample Size
Faculties

LevelsTotal

Sub‐Degree

Undergraduate Postgraduate

M

M

F

F

M

F

AIS

360

Agric

250

Education

370

Engr

360

Law

300

Med/Den250

Sciences

370

SMS

366

Totals262
324June 21, 2013

162

1234
1802

518

344

106

2626

500
43

Instrumentation• Students’ Counselling Needs Questionnaire(SCNQ) was developed by the team of researchers• SCNQ has five sections, A to E.
– Section A is on personal information of the respondent– Sections B to E have items under them in which a
respondent indicated their opinion on 4 ‐ point scale

June 21, 201344

Scoring of Responses• The 4 ‐ point scale was scored as follows:– VI – 3 points– I – 2 points– LI – 1 point– NI – 0 point• Each section was treated separately before looking at theentire items together• Maximum points to be scored in each of the sections per
candidate is as follows:• Section B – 15 points (3 points to be multiplied by 5no. items)• Section C – 30 points (3 points to be multiplied by 10no. items)• Section D – 30 points (3 points to be multiplied by 10no. items)• Section E – 30 points (3 points to be multiplied by 10no. items)

June 21, 201345

Data Collection• 14 research assistants were selected fromsecond year Masters and PhD candidates• The 14 RAs were trained on how to administer
the instrument and how to reach the targeted
sample size

June 21, 201346

Data Analyses• Descriptive analysis was used to analyse
research question one• T‐ test related samples was used to analyse
hypotheses i, iii, v, vii, ix, xi, xiii and xv• While analysis of variance was used to analyse
hypotheses ii, iv, vi, viii, x, xii, xiv and xvi

June 21, 201347

Gender Difference
80
70
60
50
Male

40

Female
30
20
10
0
Educ
June 21, 2013

Voc

Per/Soc48

Difference by Marital Status
45
40
35
30
Married/Male

25

Single/Male

20

Married/Female

15

Single/Female

10
5
0
Edu
June 21, 2013

Voc

Per/Soc49

Differences by Employment Status
80
70
60
50
Employed

40

Unemp.
30
20
10
0
Educ
June 21, 2013

Voc

Per/Soc50

Differences by Sponsorship Status
80
70
60
50
Self

40

Schlarship
In‐sevice

30
20
10
0
Educ
June 21, 2013

Voc

Per/Soc51

Ahead• Analyses on‐going• There will be FGD for:– Members of the Univ. community– University neighbourhood– Parents• ghjkJune 21, 2013

52

APPENDIX BSTUDENTS’ COUNSELLING NEEDS QUESTIONNAIRE (SCNQ)
Introduction
This is a survey which aims to seek information from students about their needs for academic, vocational,
personal and social support services in Bayero University, Kano. All information provided will be usedstrictly for purposes of establishing a Counselling and Students’ Support Services Centre and for evolving
a comprehensive Guidance and Counselling Programme in the University.
Instructions
You are required to please respond to all items in a manner that best describes your feelings. Please tickonly one for each item under the columns provided by the right hand side of the items. VI, means very
important; I,

means important; LI, means less important; and NI, means not important. The key is

as follows:
SECTION A: PERSONAL INFORMATIONi.

Faculty: … ………………………………….

ii.

Programme: ………………………………

iii.

Level:

iv.

v.

vi.

vii.

a.

Sub-degree………….

b.

Undergraduate…………

c.

Postgraduate…………….

Gender:a.

M.……..

b.

F…………….

Marital Status:a.

Marriedb.

Singlec.

Divorcedd.

WidowedEmployment Status:a.

Employedb.

UnemployedSponsorship Status:a.

In-serviceb.

Scholarshipc.

Self-sponsoredSECTION B: GENERAL NEED FOR SUPPORT SERVICES
S/N

Items

1

We need a Centre where students can go for additional support about

3

2

1

0

3

2

1

0

academic, vocational, personal and/or social concerns.
2

In addition to the existing structures we need an outfit that can receiveand dispense of students’ academic concerns.

3

We need support on what to do with our certificates (knowledge) after
graduation.

4

Students need support on personal and social concerns to prevent
academic problems.

5Students need somebody to confide in on issues to do with academic,
vocational, personal and social concerns

SECTION C: NEEDS FOR ACADEMIC SUPPORT SERVICES
S/N

Items

1

I have difficulty remembering what I read at the point of examination.

2

I have excessive fear for examinations.

3

Notes-taking during lectures is often of serious concern.

4

I need somebody to talk to on other academic issues such as graduation
requirements.

5

I sometimes feel reluctant to attend my lectures.

6

Central, Faculty and Departmental registration exercise is often aburden.

7

I need some assistance on how to avoid carry over and spill over.

8

I have a problem understanding examination questions.

9

I need assistance in organization of my studies.

10

I have difficulty understanding what is going on in class.

SECTION D: NEEDS FOR VOCATIONAL SUPPORT SERVICES
S/N

Items

3

1

I want to begin my career plans now.

2

I do not have an idea on which job my present study will lead me to.

3

I need career awareness, exploration and decision-making skills.

4

My present programme of study is not commensurate with my vocational

2

1

aspiration.
5

I need to begin the process of selecting my future career now.

6

I feel my programme is not appropriate with my career aspirations.

7

I happen to be in my present programme of study by accident.

8

I feel unhappy about uncertainties of getting job after graduation.

9

I care so much about for job after completion of my study

10

My present studies will maximize my chances of getting job after graduation.

SECTION E: NEEDS FOR PERSONAL AND SOCIAL SUPPORT SERVICES
S/N

Items

1

I often encounter some personal or social issues that affect myacademic pursuit.

2

I have some relationship concerns.

3

I need support on how to maintain good relationship with mysignificant others.

3

2

1

1

0

4

I need to renew/strengthen my relationship with God.

5

I think everybody hates me.

6

Selection of my spouse appears to be a huge burden.

7

I am involved with drugs.

8

Some experiences of the past are bugging me down.

9

I have some concealed ill-health.

10

My physical challenges are interfering with my academic pursuit.