PROLIFERATION OF COLLEGES OF EDUCATION AND ITS IMPLICATIONS ON THE STANDARD OF EDUCATION IN PLATEAU STATE: THE CASE OF SPOKEN AND WRITTEN FRENCH

Abstract

The declining communicative competence of students of French in Colleges of Education in Plateau State has become a growing source of concern, particularly their inability to demonstrate basic spoken and written proficiency even at the graduating levels. This study investigates the proliferation of Colleges of Education as one of the structural factors contributing to the erosion of educational standards, with specific reference to spoken and written French. The descriptive survey research design was adopted. Data were collected through structured questionnaires administered to officials of the Plateau State Ministry of Higher Education, institutional management staff, lecturers, and students across thirteen Colleges of Education in Plateau State. A total of 224 respondents participated in the study, and data were analysed using percentage analysis. Findings reveal that the rapid increase in the number of Colleges of Education has exacerbated the unhealthy competition for student enrolment, leading to compromised admission procedures, weakened academic standards, and relaxed assessment practices. These compromises have significantly undermined effective language acquisition, resulting in poor spoken and written French competence among students. The study concludes that unchecked institutional proliferation has shifted competition from academic excellence to institutional survival, with adverse consequences for the general goals of higher education. The paper recommends stricter regulatory enforcement, needs-based institutional approval, and quality focused funding mechanisms to restore academic standards and improve language competence outcomes