Informatics Publishing Limited

Abstract

Education in the true sense is an activity, endeavor and an enterprise which is related to the notion of bringing up and leading forth. It is the human endeavor of self-development towards self-realisation, self-actualization, self-fulfillment in the areas of education, vocational, and social as well as emotional development. The guidance and counselling of students is an integral component of the educational mission of the school. Guidance and Counselling services promote the personal/social, educational and career development of all students.

An analysis of guidance and counselling services in providing adequate guidance for students in Sunyani Technical University and other tertiary institutions is of importance. Therefore, this paper seeks to study students view on guidance and counselling services in Sunyani Technical University. The study population was200 students, 100 students in the second year and 100 students in the final year were selected using simple random sampling technique. First year students were not included since they have not been in the school for more than a year. Descriptive research design and questionnaire was used in the collection of data, the data collected was analysed using descriptive statistics in the form of frequencies and percentages. The data was analysed using summary tables for the purpose of data presentation and interpretation.

Keywords

Full Text

Abstract

The emerging trend and present practices in polytechnic education has renewed the concern for staff development interventions in response to conditions which challenge polytechnic education to ensure the overall quality and relevance of its courses. The need to upgrade the qualification of staff continues to receive priority in polytechnic education with the plans of the government to convert polytechnics into Degree Awarding Technical Universities.  The study aimed to diagnose the current state of staff development practices and policy framework that support professional development and come out with candid recommendations with Sunyani Polytechnic as the context environment. The study shows that staff development exist in the institution as an institutional practice but it is uncoordinated and ad hoc. Awareness of staff development programmes is generally high but the culture within which it operates has always favoured those who are interested and ‘ready to go for them’. It was uncommon to find professional development activities such as induction, mentoring and peer assessment. These practices remain relatively infrequent and yet to be streamlined. However, long training programmes such as sandwich and study leave with pay have received proper attention and are helping to upgrade the skills of academic staff. Recommendations of the study for policy development proceed directly from the study and justify continues professional development of teachers.

Keywords

Full Text