Table of Contents
Definition of Terms

1.1       Background to the Study
1.2       Statement of the Problem
1.3       Objectives of the Study
1.4       Research Questions
1.5       Hypotheses
1.6       Basic Assumptions
1.7       Significance of the Study
1.8       Scope of the Study

2.1       Introduction
2.2       Conceptual Framework
2.2.1    The Concept of Quota System
2.2.2    Concept and Model of Evaluation
2.2.3    Curriculum Evaluation Models
2.2.4    Formative and Summative Model
2.2.5    Discrepancy Model
2.2.6    Assessment-Merit Model
2.2.7    CIPP Model
2.2.8    Process Evaluation Model
2.2.9    Robert Stake‟s Congruence – Contingency Model
2.2.10 The Objective Model
2.2.11 Uses of Evaluation
2.3       Theoretical Framework
2.3.1    Human Resource Development
2.3.2    The Relationship between Human Resource management and Human Resource Development/Training and Development
2.3.3    The Human Resource Development Process
2.3.4    Needs Assessment
2.3.5    Design of the Human Resource Development Programme
2.3.6    Implementation of the Human Resource Development Programme
2.3.7    Evaluation of Human Resource Development
2.4       Policy
2.4.1    Policy Implementation
2.4.2    Policy Evaluation
2.5       Emergence of Colleges of Education in Nigeria
2.6       Evaluation of Staffing Situation in Colleges of Education
2.6.1    Staffing Development in Organization
2.7       The Nigerian Colleges of Education Admission Policy and Implementation
2.8       Students‟ Admission and Teacher Manpower Needs of the Nation.
2.9       JAMB Guidelines on Admission
2.10     General Entry requirements for Nigeria Certificate in Education Programme
2.11     Challenges of Admission into Colleges of Education
2.12     The Spirit of Enquiry in Teacher Education
2.12.1 Teacher Creativity in Education
2.13   Evaluation of Admission Policies on Teacher Preparation
2.14     Evaluation of Teaching/Learning Facilities in Students‟ Admission Policies
2.15     Evaluation of Funding in the Implementation Students‟ Admission Policies
2.16     Empirical Studies
2.17     Summary

3.1       Introduction
3.2       Research Design
3.3       Population of the Study
3.4       Sample and Sampling Procedures
3.5       Instrumentation
3.6       Validity of the Instrument
3.7       Pilot Study
3.8       Reliability of the Instrument
3.9       Administration of the Instrument
3.10     Methods of Data Analysis

4.1       Introduction
4.2       Demographic Data of Respondents
4.3       Opinions of Respondents on Evaluation of the Implementation
            of Admission Policies in Colleges of Education
4.4       Hypotheses Testing
4.4.1    Hypothesis One
4.4.2    Hypothesis Two
4.4.3    Hypothesis Three
4.4.4    Hypothesis Four
4.4.5    Hypothesis Five
4.4.6    Hypothesis Six
4.4.7    Hypothesis Seven
4.5       Summary of Major Findings
4.6       Discussions of the Findings

5.1       Introduction
5.2       Summary
5.3       Conclusions
5.4       Recommendations
5.5       Suggestions for Further Studies

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.

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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