15th August, 2018
By: Amir Abdulazeez
Protocols
Introduction
|
F
|
or many
years, universities and other tertiary educational institutions in and outside
Nigeria have been a symbol of scholarship, excellence and integrity. People
directly and indirectly associated with such institutions are seen as those who
rank very high in the societal ladder of progress and sophistication. However,
with the global population explosion and its inadequate management,
particularly in the Third World which came with so many attendant issues like
increase in crime and social vices, our tertiary institutions were not left out;
universities are gradually turning out to be centres of immorality and
indiscipline.
Poor
academic performance of students is believed by many to be among the reasons
for the production of half-baked graduates. It cannot be categorically
ascertained whether recorded failures reflects the true capacity of the
students or it is the influence of other factors that makes the students to
perform below their capacity. However, it is clear that young and inexperienced
students would always need guidance and counselling at an early stage of their entries
to stand a better chance of performing true to their capabilities and
potentials. Students’ performance is very important because, it appears to be
the major criterion by which the effectiveness and success of any educational
institution could be judged (Sunday and Kola, 2014). Though many critical
factors can be identified as responsible for improved students’ academic
performance in the country, but the main thrust of this paper will focus only
on the role of teachers’ mentorship in this regard.
Social vices
on university campuses range from petty crimes to very complex ones. Vices like
exams malpractice, indecency, indiscipline, drug abuse, cultism, prostitution,
homosexuality, rape, theft, burglary, fraud and some other unimaginable things are
common among students. This is not to say that tertiary education institutions
are the genesis of all these, but they provide an enabling and welcoming
atmosphere for them to manifest and thrive. Many of these vices have
unfortunately been regularized and normalized as part of tertiary education
life and values. It is because of the rise of social vices in Nigerian
universities that in July 2004 for example, the Federal University of
Technology Akure (FUTA) signed a Memorandum of Understanding (MoU) with the
United Nations Office of Drugs and Crime (UNODC) on Drug Abuse and HIV/AIDS
prevention in tertiary institutions. FUTA is the only university chosen in the South-western
Nigeria for the project, which was expected to last twelve months in the first
instance.
The need for
solutions to all these cannot be over emphasized. While it should be noted that
parents, teachers and school authorities are putting in decent efforts to curb
these menace, different approaches need to be employed if any meaningful
success is to be decisively recorded. While this paper will advance mentorship
as a way forward, it is pertinent to state that all these problems cannot be
solved entirely by it, but it can help prevent most and minimize many of them. This
is because in the lives of students, there is always a vacuum left to be filled
by whatever comes their way. If they are lucky to have that vacuum filled by
quality mentorship, they become the best out of the rest.
Students as Vulnerable Species
Tertiary
institutions, particularly universities are very complex environments due to
their flexibility, heterogeneity and cosmopolitan nature. The first hurdle a
fresh inexperienced undergraduate student needs to cross is that of
understanding the environment, its dynamic nature and devising adaptation
strategies to survive and succeed. People who fail in doing this from the
beginning find it quite difficult to recover for a significant part of their
academic lives. The few of them who indeed recover do so when it may have been
too late to adjust and make significant amends. For example, we have students
who are ignorant or not too conversant with how the CGPA is computed and
reflected for their first two years. Others subconsciously fall under bad
influence of their first friends and associates, only to realize the damage
after two or three years.
Most
students enrol into tertiary institutions at around teenage age and with
basically only O’ Level experience to tap into. Some who come in with some
experience either as Direct Entry candidates or through any other experience
are apart of still being young also find it somewhat difficult to cope with the
entire dynamics, peculiarities and challenges of the environment.
The minimum
age for entry into the university is sixteen. A lot of the young students lack neither
the mental maturity to cope with the university complexity nor the moral stability
to resist the temptations of indecency it has on offer. With lecturers, staff
and almost everyone else being too busy to cope with the operations and demands
of the system, young and inexperienced students are left to their fate and
inclinations of their peer groups. This is where early mentorship needs to come
in.
On paper,
tertiary education institutions are tasked with training students in learning
and character. However, the present obtainable reality of the educational
system in Nigeria lays a great emphasis on developing learners’ cognitive
abilities and ignores altogether character formation among them (National
Teachers Institute, 2003).
Mentorship in Perspective
Because of
the prevalence of mentoring in various settings, giving it a large scope
without demarcated boundaries as well as the wide range of issues mentors
address, scholars have struggled to develop a common definition of the term.
Infact, there are over 50 different definitions of mentoring in the social
science literature. Some describe mentoring as a concept or process, while
others use the term to describe a specific set of activities (Pathway to
College, 2011).
Some
definitions of mentoring may include but are not limited to: a learning
partnership between a more experienced and a less experienced individual; a
process involving emotional (friendship, acceptance, support) and instrumental (information,
coaching, advocacy, sponsorship) functions; and a relationship that becomes
more impactful over time. Others discuss nurturing the mentee’s social and
psychological development, serving as a role model, and providing support for
goal setting and future planning. There are basically two types of mentorship;
informal and formal mentoring.
Informal Mentoring: this form of mentoring, as the name implies is largely unofficial, flexible,
natural and sometimes accidental. Informal mentoring many times begins or
happens subconsciously, though it sometimes transforms into formal mentorship.
It is used to describe supportive relationships students have with older and more
experienced individuals such as parents, extended family members, neighbours,
teachers, acquaintances, and others with whom students have regular contact.
Informal mentoring involves the provision of general guidance and support
and, in some instances, helping a student learn something new. It also promotes
students’ sense of well-being by challenging the negative opinions they may
have of themselves and demonstrating that they can have positive relationships
with adults (Rhodes, Grossman and Resch, 2000). The relationship may be short-
or long-term, but in both instances mentoring has a lasting positive impact on
the student. Informal mentoring relationships are far more common than formal
ones. A survey of mentors found that 83% of those responding indicated their
relationships with students were established informally, while only 17% worked
through formal mentor programs (McLean, Colsanto and Schoen, 1998).
Formal Mentoring: This is
official, established and often designed with a set of objectives and
regimented tasks. It is executed base on the purpose for which it was set, with
designed processes and measurable deliverables clearly stated. Formal mentoring
involves a structured and intentional approach to offering students those
experiences and benefits similar to the ones provided by informal mentors. Such
initiatives are often facilitated by an agency or program dedicated to this
purpose. It encompasses both one-on-one relationships between an adult and the
student, or an older more experienced peer and a younger peer, as well as small
groups of students working with an adult or older peer on a particular goal. In
all instances, mentoring activities take place at regularly scheduled times
over an extended period, and are most often only one component of a
comprehensive program (Sipe and Roder, 1999).
Formal mentoring programs place a strong emphasis on academic
performance, character sophistication, positive youth development, reducing the
likelihood that students will engage in risky behaviours such as poor school
attendance or drug use, and community concerns such as civic engagement and
college and career exploration. They can be school-based, community-based, and
occasionally workplace-based. The sponsoring entity recruits and trains the
mentors, matches them with their mentees, and provides support over the
duration of the relationship (Allen and Eby, 2007).
Who is a Mentor?
A mentor can literally be anyone who has a superior experience,
maturity and knowledge than the mentee as well as the willingness and skills to
serve as a model or someone who is more than an adviser. Academically, he
should also be someone who understands the workings of the academic environment
in addition to having the ability the make students to get the best out of
themselves as well as to avoid harmful distractions which the environment
presents.
According to the Council of Undergraduate Research, University of
Central Florida, an ideal mentor is a person who provides you with wisdom,
technical knowledge, assistance, support, empathy and respect throughout, and
often beyond, your graduate career. Mentoring helps students understand how
their ambitions fit into graduate education, department life and career
choices. It is not easy to find a mentor who apart from possessing the
aforementioned qualities has the time, character, patience, passion and style
to effectively mentor students. Since most students lacks the experience and
courage to choose mentors for themselves and many teachers may not see close
mentorship as part of their job description, it is good that schools’
management embark on deliberate exercises to assign the right mentors to
students.
Many times, it is the mentorship process that makes a mentor to
discover himself as such, hence, an effective mentoring relationship develops
over time. The student benefits from the mentor’s support, skills, wisdom and
coaching. Later, both people deepen their working relationship, perhaps
collaborating on projects in which the student develops into a junior
colleague.
To be mentor is neither easy nor a one day job. However, for a start,
he is basically expected to cultivate certain attributes like being attentive,
candid, helpful, supportive, emphatic, informative, inspirational, open-minded,
respectful, proactive, rigorous and sincere. Some of these are elaborated
below;
A Mentor should be Available: Certainly
one of the most valuable commodities a mentor can offer is his or her time.
Quality time with a mentor is paramount for student success, but how can this
process be optimized to ensure that the time students and their mentors spend
together is wholly productive? There must be mutual trust and respect, openness
and companionship. With this in mind, a mentor should not discount the value of
taking time to eat lunch, go for sports and recreation or engage on a walkout
with the mentee. This will enable the former to master the psyche and conquer
the attention of the latter.
He should be Attentive and Exhaustive: A mentor
should be attentive to the student being mentored. Maintaining continuous
communication with a mentee can be an effective way of curbing the occasional
unreliability found among undergraduates because it allows for immediate
accountability. While it may be somewhat time consuming, such attentiveness is
especially worthwhile for the younger undergraduates. To remain attentive, a
mentor can employ multiple modes of communication, including email, phone
calls, and even social media. Contacting students to inquire about their projects
through such modes of communication can be useful if the mentor cannot do so in
person due to other commitments.
Accommodating and Understanding: Undergraduates
are under tremendous stress at times for a number of reasons. They may be
offering so many courses, aside practicals, fieldwork, extra-curricular
activities, etc. With all of this in mind, it is important for the mentor to
maintain empathy for students, and to be understanding and accommodating of the
student context. To understand this near perfectly, the mentor may sometimes
need to reflect on his days as a student. He must be careful not to allow the
mentee notice any sign of burdensomeness in him.
Who wants to be mentored?
Sometimes,
it is more challenging finding the ideal mentee than the willing mentor in a
Nigerian university system. The fact that tertiary intuitions are multi-gendered,
multi-ethnic and multi-religious means there are always compatibility issues to
be considered. However, the most important is for the potential mentee to minimally
distinguish himself as one who is keen to be mentored and developed. No matter
how the mentor tries with all his skills, limited success can be achieved
unless the mentee is available, willing, assimilating, responsive, responsible,
respectful and progressive. Though, it is in many cases essentially the duty of
the mentor to instil many of these attributes in the mentee, there must be some
basic foundation on which he begins building them. This is where the role of
parents comes in.
In the
Nigerian academic set-up, mentees may be difficult to establish, organize and
control because of the large population size of the students, poor to zero home
training to build on, unconducive environments, overwhelming influence of peer
groups, some potential mentors being culprits of social vices themselves,
etc.
It is
important at this juncture to differentiate between a protégé and a mentee.
The term protégé has a clear history in mentoring research and primarily
applies to individuals engaged in senior–mentor and junior–protégé
relationships within an organization where protégés are clearly identified as
“under the wing” of a mentor—protected and nurtured over time. The term mentee
is used here to refer to the broad range of individuals who may be in the role
of “learner” in mentoring relationships, regardless of the age or position of
the mentor and mentee.
How Students should be stage-mentored
Teachers
should have confidence in their ability to shape the thinking, behaviour and
aspiration of students both academically and socially and should not see any
student as unmentorable no matter the circumstance of that student. Good
mentoring in all its forms involves treating students respectfully and fairly,
providing reliable guidance, and serving as a role model for upholding the
highest ethical standards. The best way to foster good mentorship practices is
by promoting an institutional culture that values the role of mentorship in
graduate education and this can be done in stages.
In the foundational
or initiation stage, a teacher and student enter into a formal or
informal mentoring relationship. For informal mentoring, the pairing process
occurs through professional or socio-academic interactions between potential
mentors and mentees. Mentees search for experienced, successful people whom
they admire and perceive as good role models. Mentors search for talented
people who they think they can work with. If an institution has formal
mentoring programs, the pairing process is deliberate instead of leaving the
relationships to emerge on their own. Good matching programs are sensitive to demographic
variables as well as common professional interests. The assignment of a mentee
to a mentor varies greatly across formal mentoring programs. Regardless of the
method, a good formal mentoring program would require both parties to explore
the relationship and evaluate the appropriateness of the mentor–mentee match.
The execution
or cultivation stage is the basic stage of learning and
development. After a successful foundational stage, the mentee learns from the
mentor in the cultivation stage. Two broad mentoring functions are at their
peak during this stage. The career-related function often emerges first when
the mentor coaches the mentee on how to work effectively and efficiently.
The
psychosocial function emerges after the mentor and mentee have established an
interpersonal bond. Within this function, the mentor accepts and confirms the mentee’s
professional identity and the relationship matures into a strong friendship. The
cultivation stage is generally a positive one for both mentor and mentee. The
mentor teaches the mentee valuable contemporary lessons gained from the
mentor’s experience and expertise. The mentee may also teach the mentor
valuable lessons related to new technologies, new methodologies, and emerging
issues in the field.
The exit
or separation stage generally describes the last part of a
mentoring relationship which may end for due to various reasons. There may be
nothing left to learn, the mentee may want to establish an independent
identity, or the mentor may send the mentee off on his or her own the way a
parent sends off an adult child. This stage sometimes comes with attendant
problems if not handled with care. Misunderstandings between the mentor and mentee
arise when only one party wants to terminate the mentoring relationship.
Mentees may feel abandoned, betrayed, or unprepared if they perceive the
separation to be premature. Mentors may feel betrayed or used if the mentee no
longer seeks their counsel or support.
Another
level is the rediscovery or redefinition stage, where both
mentor and mentee see the good or need in extending their relationship beyond
mentoring. If both parties successfully negotiate through the separation stage
without problems, the relationship can evolve into a mutually beneficial
relationship or socio-professional friendship. Unlike the cultivation stage,
the focus of the relationship is no longer centred on the mentee’s career
development. The former mentor may establish mentoring relationships with new
mentees. Likewise, the former mentee may serve as a mentor to others.
A Glimpse of Mentorship in Nigerian Academic
Institutions
It would be
wrong to assume that mentorship is non-existent in the Nigerian tertiary
academic institutions; however, the form in which it exists doesn’t appear to
have any definite context, scope, significance and impact. Though this paper
wasn’t able to lay its hands on any tangible data that will help assess the
status of mentorship in Nigerian universities, but it is safe to declare that
our academic institutions are dotted with individual stories of mentorship
successes, just like it is with tragedies emanating from lack or misuse of it.
The stories
of so many professors and successful professionals have been told on how
mentorship was a building block to attaining career heights and character
excellence. There is hardly one single professor in Nigeria who wasn’t directly
or indirectly mentored as a student by his teacher(s) or as a junior colleague
by his senior(s). In fact, some of the exceptional students you see on Nigerian
campuses are those who have been receiving one form of direct and indirect
mentorship or the other.
On the other
hand, there are stories of how lecturers under the guise of mentorship turn
students into servants, errand boys, scouts, informants, conspirators, sex
slaves and even exploitation objects for money. It is sad to note that many of
the social vices we complain of in campus are being co-perpetrated and
benefitted by some of the same people who ought to be contributing towards
curbing them.
Teacher-student
relationship in Nigerian education institutions has generally not been
excellent, often been frosty, unfriendly and discouraging. In the few instances
where the opposite is the case, there are tendencies of suspicion and ulterior
motives. While students, (many of whom are averagely opportunistic) exploit
their closeness to lecturers for unethical favours like earning undeserved
grades rather than being mentored, teachers (many of whom are averagely
high-handed) do so for selfish self-gain as against mentoring them.
In a
nutshell, mentorship impact or lack of it in Nigerian tertiary institutions is
not something that can be categorically measured. Though these institutions
mandates includes building character and discipline alongside education, it is
yet to be seen how deliberate and decisive measures are being taken to not only
ensure that but to prevent and tackle the menace of social vices that
threatening to consume them altogether.
Mentorship and Academic Performance
A study was
conducted in 2014 in University of Vienna Austria with 323 students (290
mentees, 33 non-mentees as a control group) of different nationalities.
Comparing mentees and non-mentees, there were statistically significant
differences within all indicators of academic performance between the two
groups. After 1 year of study, mentees had better average grades and passed
more courses than non-mentees. After 2 years of study, mentees still had better
average grades and passed more courses than non-mentees.
There have
been occasional attempts to estimate the performance of Nigerian universities,
though student-teacher relationship has been partly considered, but mentorship
has not been categorically taken into account. The study carried out by the
National Universities Commission (2002) and coordinated by the University
System Annual Review Meeting (USARM) assessed the performance of federal
universities with special reference to teaching, research and service to the
community. Ten universities were selected for the study, and the performance
assessment was based on the stability of academic calendar, quality of
teaching, research, funding, physical development, quality assurances, internal
efficiency, staff and student union activities and elimination of vices.
However, one major shortcoming with this was that each Vice-Chancellor was
allowed to rate his/her university.
As a result
of this, this paper cannot state in exact quantitative and qualitative terms
how mentorship or lack of it has been affecting Nigerian education; it can only
highlight its potentials relying on few experiences and deductions. What we
generally know is that mentorship promotes collective excellence, the creation
of new knowledge and consolidating existing one and exploration of wider
horizons and perspectives beyond ones scope and capabilities. It also fosters
team-based scholarships that engage students in the adventure of discovery.
As an undergraduate,
your objective is to obtain knowledge; in graduate school your objective is to
contribute knowledge to a field of study and begin to function as a member of a
profession. Even though you may be passionate about a particular subject, your
ultimate goal for pursuing an advanced degree may still be evolving. This is an
opportunity for your mentors to assist you with that evolution.
Studies
indicate that graduate students who receive effective mentoring demonstrate
greater efforts to;
ü Find ways to
boost understanding the content and applications of knowledge from courses
taught as well as how to correlate such with the real world. Earning better and
constantly improving grades, achieving shorter time to graduation and
performing better in academic coursework.
ü Productivity
in research activity, tutorial presentations, students’ competitions and grant
writing. Professional success with greater chances of securing a tenure-track
position if seeking employment in academics, or greater career advancement
potential if seeking leadership positions in administration or sectors outside
the university.
ü Mentoring
enables graduate students to acquire a body of knowledge and skills; learn
techniques for collaborating and networking; gain perspective on how a
discipline operates academically, socially, and politically; develop a sense of
scholarly citizenship by grasping their role in a larger educational enterprise;
deal more confidently with the challenges of intellectual work.
Mentorship and Social Vices
Once
students leave the vicinity within which their parents are, they seem to have a
new sense of freedom and soon a vacuum is created in their lives and except
someone else quickly fills that vacuum, they can easily go astray leading to so
many social vices. While studying the effect of social vices on the academic
achievement of students from ten colleges of education in the South-South region
of Nigeria, Nsor et. al (2016)
concluded that 2,458 or 81.5% of the students interviewed admitted that those engaged in social vices never do
well academically and most of them end up unsuccessful with academic
certificates.
Dropout
rates in our tertiary institutions appear to be very high. Although
institutional statistics are notoriously unreliable and many universities do
not monitor their dropout rates, the NUC attempted in 2002 to calculate dropout
rates within the federal university system with some success. Its preliminary
findings suggested that dropout rates may be as high as 50% at six
universities. Dropout rates of 10% or less were attributed only to the three
federal universities at Kano, Maiduguri and Owerri (NUC 2002b). Poor academic
and social vices are some of the key reasons for such dropouts.
Over the
past two decades, various attempts have been made to deal with the problem of
cultism. The various measures taken include the enactment of decree 47 of 1989
that pronounced a number of jail term for any cultist found guilty. Also the
Federal Republic of Nigeria under Chief Olusegun Obasanjo in 2000 issued a
three- month ultimatum to all Vice-Chancellors to eradicate cultism from the
campuses. Some higher institutions also set up anti-cult groups consisting of
the student body itself and some security agents to monitor and check the activities
of cultists on campus. Despite the various measures, it appears the
proliferation of cult groups and their dastard acts continue unabated.
Once social
vices strongly manifests, there are difficult to eradicate without
repercussions. One of the key to addressing this issue is prevention which
mentorship can help provide. For instance, it may be quite impossible to
discourage a student whom examinations malpractice had helped survive in the
system up to two or three years, but it is easy to have prevented him from
indulging in it in the first place.
Proposing a Model for FUDMA and NAKSS
Research has
consistently found mentored individuals to be more satisfied and committed to
their professions than non-mentored individuals (Wanberg, Welsh, & Hezlett,
2003). Furthermore, mentored individuals often earn higher performance evaluations,
higher salaries, and faster career progress than non-mentored individuals. Mentors
can also benefit from a successful mentoring relationship by deriving satisfaction
from helping to develop the next generation of leaders, feeling rejuvenated in
their own career development, learning how to use new technologies, or becoming
aware of issues, methods, or perspectives that are important to their field.
The Federal
University Dutsin-Ma already has a policy of assigning staff advisers from
various departments to each student who are expected to guide and counsel him
on academic and non-academic matters. The students’ guidance and counselling
units and the division of students’ affairs are also in existence. However,
results show that there is obvious lack of impact of these policies on the
problems on ground. This means that the university needs to rebrand,
rejuvenate, strengthen and reemphasize this staff adviser policy as well as
devising an evaluation mechanism to assess it. The university should find a way
of not celebrating only students with first class, but also those with sound
characters. Awards like ‘mentors of the year’, ‘role model of the year’, ‘most
decent student of the year’, etc. can be initiated to motivate people towards
goodness.
The
university can create an online database of mentors with their profiles, make
it available and accessible to students as well as encourage or even compel them
to reach out to like minds among them. The management should also strengthen
the strict enforcement of laws against the obvious social vices that are
threatening it and should not hesitate to kick out bad elements that are
damaging its reputation.
Students’
unions like the National Association of Kano State Students (NAKSS) can make
significant impact towards promoting mentorship as a way out of this current
mess. They can create a mentoring hub were high ranking students in 400 and 500
level can pre-mentor fresh students or link them with lecturers who are willing
to mentor them. Students union’s on campus can organize team mentorship
sessions in groups where students will gather and learn from each other’s’
experience. In these sessions, emphasis can be laid on helping students improve
themselves academically and refine themselves socially.
Some Misconceptions and Challenges about Mentorship
One major
challenge about mentorship is the misconception about it. Many believe a mentor
to be an absolute problem solver, a financial sponsor or as someone who bears
the burden of a mentee’s personal responsibilities. Because of this, sometimes
the mentor is overburdened beyond his duties and capacities. Students also
misconceive their lecturers serving as mentors as people who will help them
with free marks or ask his colleagues to do such or someone who will make life
unduly easy for them on campus.
We have bad
teachers disguising as mentors in a bid to achieve ulterior motives towards the
students. This is believed by many to be one the biggest factors that is making
eradication of social vices on campus more complicated. We also have unethical
mentoring where the mentor goes ahead to carry out functions for the student
which he ought to carry out himself as against guiding him. This may include
but not limited to doing assignments for him, etc.
Lack of
adequate man power is also a hindrance towards mentorship in Nigerian
universities. The average ratio of students to lecturers is roughly more than
1:50 or often more and the implication of this is that one lecturer is expected
to mentor not less than 50 students at any given time which is quite
impossible. Social factors like demographic differences may constitute a
problem for mentoring. For example a male lecturer closely mentoring a female
student may be easily misconstrued or misrepresented and this may lead to some
people avoiding such scenarios to protect their reputation.
In some
instances, mentors in the long-run feel threatened and become envious of their
mentee’s achievements forgetting that mentorship is not to train people to
remain under you, but to be like or even better than you. One other thing is
that mentorship is neither authoritative nor exhaustive; just like a mentor can’t
force his decisions on his mentee; he can also not guarantee that his efforts
would be the ultimate solution.
Conclusion
From a
global perspective, economic and social developments are increasingly driven by
the advancement and application of knowledge. Education in general and higher
education in particular, are fundamental to the construction of a knowledge economy
and society in all nations (World Bank, 1999). Tertiary educational
institutions are the factories that process and produce our skilled human
resources which we employ to run vital sectors of our nation. If we allow these
factories to turn into breeding grounds of criminals and half-baked graduates,
we are automatically destroying our country.
All what
this presentation has been trying to do is not to present mentorship as an
ultimate or stand-alone solution to academic underperformance and social vices
among Nigerian advanced level students, but rather as a complementary effort
which can do more preventive than corrective impacts. However, if the raised
problems are to be adequately addressed, there will be need for far much wider
systematic efforts whose elaboration will lead to another presentation
entirely.
The
students’ affair divisions of academic tertiary academic institutions have been
putting up appreciable efforts to see that our universities are places of good
conduct, but their efforts need to be taken to another level. To do so, we
don’t necessarily need to task government with rectifying these issues as we
that are part and beneficiaries of the system can solve this in house.
Twitter: @AmirAbdulazeez
References
Allen, T.D. and
Eby, L.T. 2007. The Blackwell Handbook of Mentoring: A Multiple Perspective
Approach. West Sussex, UK: John
Wiley and Sons.
American Psychological Association. (2002). Ethical
principles of psychologists and code of Conduct. American Psychologist, 57, 1060–1073.
Coles A. (2011): The Role of
Mentoring In College Access and Success: Research to Practice Brief. Institute
for higher education policy, Washington,
DC 20036. www.ihep.org
Federal Ministry of Education. (2000). Government
policy on autonomy for universities. Abuja: Office of the Honourable Minister, Federal Ministry
of Education. 6 pages.
Federal Ministry of Education. (2002). Communiqué:
national summit on higher education. March 11-16. Abuja, Nigeria: Federal Ministry of Education. 9
pages.
McLean, K.T., Colasanto, D., and
Schoen, C. 1998. Mentoring Makes a Difference: Findings from The Commonwealth Fund 1998 Survey of Adults
Mentoring Young People. The Commonwealth Fund. Retrieved January 24, 2011, from http://www.commonwealthfund.org. National
Universities Commission, (2002). Report
on the performance of federal university System. Abuja: NUC.
National Universities Commission. (2002a). Ranking of
Nigerian universities according to performance of their academic programmes in 1999 and 2000. February. Abuja,
Nigeria: National Universities Commission. 91 pages.
National Universities Commission. (2002b). Academic
staffing profiles, student enrolment, dropout and graduation rates at Nigerian universities during
1995/96 to 1999/2000 academic years. Unpublished. Abuja, Nigeria: Department of Academic Planning, National Universities
Commission.
National Teachers Institute (2003) Teacher education
in Nigeria: Past, present and Future. Mohammed Modibbo Ahmed and Umar Abdurrahman (Eds), Proceedings International
Journal of Scientific Research and Innovative
Technology ISSN: 2313-3759 Vol. 2 No. 7; July 2015 2. First Teachers Summit, NTI, Kaduna.
Nsor E.E, Ugbong I.B and Edu
I.M (2016) Effect of cultism and other social vices on the academic
achievement of colleges of education
students in the south-south region of Nigeria. International Journal of
Progressive and Alternative
Education, Volume 2 No. 1, December, 2016. ISSN: 2408 – 6452.
Rhodes,
J.E., Grossman, J.B. and Resch, N.L. 2000. “Agents of Change: Pathways Through
Which Mentoring
Relationships Influence Adolescents’
Academic Adjustment.” Child Development, 71, 1662–1671.
Sipe, C.L.
and Roder, A.E. 1999. Mentoring School-Age Children: A Classification of
Programs. Philadelphia, PA: Public/Private
Ventures.
Sunday, O.S and Kola, A.J
(2002): Improving Students’ Academic Performance in Nigerian Schools: the Role
of Teachers. International Journal
of Research in Humanities and Social Studies Volume 1, Issue 2, December 2014, PP 1-6 ISSN 2394-6288
(Print) & ISSN 2394-6296 (Online) ©IJRHSS www.ijrhss.org.
Wanberg, C. R., Welsh, E. T., & Hezlett, S. A.
(2003). Mentoring research: A review and dynamic
Process
model. Research in Personnel and Human Resources Management, 22, 39–124.
World Bank. (1999). World development report:
knowledge for development. Washington, D.C.: The World Bank. 251 pages.
No comments:
Post a Comment