M.Ed. Guidance and Counselling

Name	Status and Qualification	Research Interests
Mary G. Fajonyomi	Professor & Head of Department B.A.(Ed.) (Maiduguri); M.Ed. (Ibadan); Ph.D. (Maiduguri)	Adolescent Counselling; School Counselling
A. A. Adegoke	Professor B.Ed., M.Ed. (Ibadan); Ph.D. (Ilorin)	Adolescent Counselling; Personality and Adjustment
Irene A. Durosaro	Professor B.Ed. (Ilorin); M.Ed. (Ibadan); Ph.D. (Ilorin)	School Counselling, Counselling Psychology; Gender Issues
L. A. Yahaya	Professor B.Ed., M.Ed., MPA, Ph.D. (Ilorin)	School Counselling; Social Issues.
Mary O. Esere	Professor B.A. (Ed.) (Calabar); CLA (Besancon, France); M.Ed; Ph.D. (Ilorin)	Mariage, Sex and Family Life Counselling; Gender Issues
A. O. Oniye	Professor B.A. (Ed.) (UDUS, Sokoto); M.Ed., Ph.D. (Ilorin)	Marriage, Sex and Family Life Counselling; School Counselling
Falilat A. Okesina	Senior Lecturer B.Ed., M.Ed., Ph.D. (Ilorin)	School Counselling; Counselling Psychology
S. K. Ajiboye	Senior Lecturer B.Ed., M.Ed.; Ph.D. (Ilorin)	School Counselling and Mental Health Counselling
Foluke. N. Bolu-Steve	Senior Lecturer B.Ed., M.Ed., Ph.D. (Ilorin)	Mental Health Counselling; School Counselling
Mulikat L. A. Mustapha	Senior Lecturer B.Ed., M.Ed., Ph.D. (Ilorin)	School Counselling; Counselling Psychology
Aminat A. Odebode	Senior Lecturer B.Ed., M.Ed., Ph.D. (Ilorin)	Counselling Psychology; Health Counselling; Vocational Counselling
Mariam B. Alwajud- Adewusi	Senior Lecturer B.Ed. (Ilorin), PGDE, M.Ed (Ibadan), Ph.D. (Ilorin)	Geriatric Counselling; School Counselling
Lydia A. Agubosi	Lecturer I B.Ed., M.Ed.(Lagos); Ph.D. (LASU)	School Counselling/Counselling Psychology
D. O. Adebayo	Lecturer I B.Ed., M.Ed (Ilorin), Ph.D. (UTM)	School Counselling/ Rehabilitation Counselling
L. O. Adegboyega	Lecturer I B.Ed., M.Ed.; Ph.D. (Ilorin)	Marriage and Family life Counselling
S. A. Muhammed	Lecturer I B.Ed., M.Ed., Ph.D. (Ilorin)	School Counselling; Mental Health Counselling

* A. S. Omosidi	Reader B.Ed , M.Ed., Ph.D. (Ilorin)	Statistical Analysis in Educational Research
* Muhinat B. Bello	Reader B.Sc.(Ed.),(UDUS, Sokoto) M.Ed., Ph.D. (Ilorin)	History of Education; Social Studies
* H. O. Owolabi	Professor B.Sc., M.Ed., Ph.D. (Ibadan)	Educational Research; Measurement and Evaluation

* Lecturers from other departments

B. Introduction

The programme was designed to meet the manpower needs across the world. Students who successfully complete the M.Ed. programme would have acquired significant research and analytical skills in relevant areas of counselling. The knowledge acquired should substantially enhance graduates‘ prospects of gaining employment in various capacities such as schools, rehabilitation centres and hospitals.

C. Philosophy

The philosophy of the programme is to develop professional educators who are social engineers of change through education either as professional teachers, counsellors, researchers or managers of educational institutions and end-user organisations.
The programme provides opportunities for students to acquire knowledge and skills in Educational Guidance and Counselling at postgraduate level. It equips students with skills in educational research, psychological principles and counselling strategies for handling clients‘ challenges at different levels of operation such as schools, rehabilitation centres and private organisations.

D. Aim and Objectives

The aim of the programme is to develop professional expertise of students in area of Educational Guidance and Counselling.

Objectives:

developing knowledgeable scholars who will provide leadership in professional practice and intellectual competence in education and other relevant organisations;
producing professional counsellors who possess relevant knowledge and skills needed for effective delivery of guidance and counselling services.
developing competent researchers in educational theory and practice for the Nigeria education system;producing educators who are committed to the transformation of educational delivery through effective application and utilisation of ICT in both national and global contexts; and
producing scholars who would compete with similar scholars from any part of the world and carry out advanced research.

E. Admission Requirements

The candidates are required to obtain the following:

―O‖ Level Credits or equivalent in five subjects including English Language and Mathematics.
First degree in Education with a minimum of Second-Class Lower Division, and
First degree in other disciplines with a minimum of Second-Class Lower Division plus Postgraduate Diploma in Education (PGDE) at Credit Level from a recognised university.

F. Duration of the Programme

i. The Full-time programme shall run for a minimum of 18 calendar months and a maximum of 24 calendar months.

ii. The Sandwich/Part-time programme shall run for a minimum of 24 calendar months and a maximum of 36 calendar months.

iii. For extension beyond the maximum period, a special permission of the University Senate shall be required.

G. Detailed Course Description

RME 801 Research Methodology in Education 2 Credits

Types of research. Research design. Instrumentation and types of instruments. Procedures for data collection. Methods of data analysis. Application of computers in data analysis. Presentation of research results. Conclusions. Writing research reports. 30h (T); C

RME 802 Statistical Methods in Educational Research 3 Credits

Review of basic statistical concepts: descriptive, parametric, inferential and non- parametric statistics. T-statistics: ANOVA, ANCOVA, regression analysis, chi- square and statistical techniques for post-hoc analysis. Application of computer in statistical analysis. Interpretation of data and results of statistical analysis. 30h (T); 45h (P); C

RME 804 Foundations of Nigerian Education 2 Credits

Survey of the traditional, historical, political and social foundations of Nigerian education. Critical assessment of the contributions of the various educational traditions and agencies to educational development in pre-and-post independent Nigeria. 30h (T); E

RME 805 Educational Measurement and Test Construction 3 Credits

Measurement: scale and scaling models. Theory of measurement error. Construction procedures: item writing, test analysis. Cognitive tests: achievement, aptitude, intelligence, and non-cognitive tests. Reliability and validity of tests and practical work in test construction. 45h (T); E

EGC 801 Group Procedures and Group Dynamics 2 Credits

Exploration of the role of group counselling in meeting the needs of individuals in different settings. Types of groups. Group dynamics and procedures for setting up counselling groups. Group membership and leadership roles. 30h (T); C

EGC 802 Abnormal Psychology 2 Credits

Etiology and management of behaviour disorders paying attention to cultural views of the concepts. Functional and dysfunctional behaviours. Mental health and its development. Psychopathological, biological and environmental contributors to mental illness. Effective treatment approaches for mental illness. Interpretation of case studies and outlines of relevant treatments. 30h (T); E

EGC 803 Theories and Models in Counselling 2 Credits

Survey of major theories of counselling with particular focus on each theory‘s conception of personality development, goals and techniques. Process of counselling and applications of the counselling theories to the Nigerian setting. 30h (T); C

EGC 804 Tests and Appraisal Techniques in Counselling 2 Credits

Critical study of available foreign and locally constructed psychological tests. Uses of tests in counseling. Administration of group and individual tests. Non-test appraisal techniques. 15h (T); 45h (P); E

EGC 805 Organisation and Administration of Guidance Services 2 Credits

Principles and techniques of setting-up, running and evaluating guidance programmes in various settings. Study of attendant practical challenges in administration and management of guidance services and possible solutions. 15h (T); 45h (P); E

EGC 806 Psychological Testing 2 Credits

Nature and scope of psychological tests. Review of test construction procedures. Principles of test administration. Scoring and interpretation. Uses of achievement, aptitude, mental, ability, interest and personality measures in counseling: emphasis to be placed on usage of locally constructed standardised tests. 15h (T); 45h (P); C

EGC 807 Techniques of Counselling 2 Credits

In-depth study of counselling techniques derived from various theories of counselling. Attending and responding skills. Stages of typical counselling situation and ethical consideration in the uses of counselling techniques. Emphasis to be placed on role play and video tape practice/presentation. 30h (T); C

EGC 808 Developmental Psychology 2 Credits

Psychological, biological, and social aspects of human growth and development across the life span with attention to family development and dynamics. Human development from birth to adolescence with emphasis on physical, intellectual, emotional, social and personality changes. Relevant Nigerian and African studies on human development and their counselling implications. 30h (T); C

EGC 809 Principles of Interpersonal Relationship 2 Credits

Principles of interpersonal behaviours and techniques of understanding self and others as a means of promoting smooth interpersonal relationships through counseling. Communication in counseling. Implications of communication gap and conflicts. Conflict resolution strategies and their applications for the smooth interpersonal relationship within counselling environment. 15h (T); 45h (P); E

EGC 810 Ethical, Legal, and Professional Issues in Counselling 2 Credits

Roles and responsibilities of counsellors in relation to ethical, legal and professional issues. Ethical principles governing practice. Ethical codes. Professionalisation of counseling. Roles of professional associations in counseling. Counselling association of Nigeria (CASSON). American counselling association (AACD). 30h (T); E

EGC 811 Marriage, Sex and Family Life Counselling 2 Credits

Marriage and common premarital and marital issues. Sex, family planning and child training. Approaches to marital and family counselling. Contemporary issues in marriage and rearing family relations. Challenges of contemporary couples and families. Single parenting, distance marriage and multiple roles. Gender issues. Sexual practices: homosexuality and cohabitation. Practical skills in handling marital challenges. 30h (T); E

EGC 812 Principles and Practice of Guidance and Counselling 2 Credits

Concepts. Purposes. Goals. History. Techniques of guidance and counselling. Rationale for guidance and counselling in Nigeria and other countries. Roles of guidance and counselling in the Nigerian educational system and problems of implementing school guidance programmes in Nigeria. 30h (T); C

EGC 813 Practicum in Guidance and Counselling 2 Credits

Students are required to conduct individual and group counselling sessions in approved settings under supervision. Audio-tapes, DVD and other counselling materials are to be used. Report of pratical counselling sessions submitted by students for examination purposes. 90h (P); C

EGC 814 Careers Education 2 Credits

Principles. Methods and practice of careers education. Vocational guidance. Information service. Career counseling. Methods of organising and conducting career conferences. Work experiences. Work tours. Prevalence and causes of employment. Manpower projections. National development plans and implications for school counselling. Vocational development. Career patterns and theories. Job requirements, prospects, hazards and retention. 30h (T); C

EGC 815 Guidance and Counselling in Nigerian Education System 2 Credits

Needs for counselling in Nigerian schools. Professionalisation of counselling in Nigeria. Principles of guidance and counseling. Challenges and prospects of counselling in Nigeria. Nature. Scope and uses of continuous assessment in Nigerian secondary schools and keeping of cumulative records. Transition from JSS to SSS and transition related problems. Contemporary issues in Counselling. 30h (T); C

EGC 816 Student Personnel Services and Counselling 2 Credits

Student personnel work in higher education. Philosophy of student personnel work and services. Students‘ challenges and effective service delivery. Characteristics of effective student personnel work. Student discipline in higher education. Orientation programme. Student housing, financial aid programme. Guidance services for student affairs professionals. Student affairs programmes. Policies and practices. 30h (T); E

EGC 817 Graduate Seminar 1 Credit

Written and oral presentation on a topic in educational guidance and counselling approved by the department. 45h (P); C

EGC 839 Dissertation 6 Credits

Research dissertation on a counselling-related topic approved by the department. 270h(P); C

Graduation Requirements

To qualify for award of Master degree in Educational Guidance and Counselling, a candidate must pass all RME and EGC Core courses and complete a dissertation in Guidance and Counselling. At least 2 Elective courses should also be registered.

Core Courses 24 Credits

Dissertation of 6 Credits in the area of specialisation 6 Credits

Elective (At least 2) 4 Credits

Total 34 Credits

I. Summary

Core Courses:

RME 801 (3), 802 (2), EGC 801 (2), 803 (2), 806 (2), 807 (2), 808 (2), EGC 812 (2), 813 (2), 814

(2), 815 (2), 817 (1), 839 (6) 24 Credits

Elective Courses:

RME 804 (2), 805 (3), EGC 802 (2), 804 (2), 805 (2), 809 (2), 810 (2), 811 (2),

EGC 816 (2) 19 Credits

M.Ed. Guidance and Counselling

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