207 © Springer International Publishing AG 2017 J.C. Carey et al. (eds.), International Handbook for Policy Research on School-Based Counseling, DOI 10.1007/978-3-319-58179-8_13 Using Qualitative Methods to Evaluate Policy Implementation in School-Based Counseling Alfred A. Adegoke and Foluke N. Bolu-Steve Introduction and Background The need to reposition school-based counselling to meet the challenges of the twenty-first-century system of education is imperative in Africa in particular and around the globe in general. Policy and policy research related directly to school- based counselling around the globe are relatively scarce (Carey, 2016; Nakamura 1887). This is due largely to the fact that many countries of the world do not seem to appreciate the connections between school-based counselling and national priorities. In addition, the educational policies of most countries seem to be what determines the direction and quality of school-based counselling in such countries. In Nigeria, for instance, until recently when an attempt is being made to develop a framework for guidance and counsel- ling services in Nigerian schools, only a terse statement was made on guidance and counselling in the national policy on education (Aluede, Iyamu, Adubale, & Oramah, 2017). According to Harris (2013), school-based counselling around the world shows great vari- ability in terms of focus, role, training, and mod- els. The school child in many African countries, for instance, has many challenges arising from his fast-changing environment, thus making adjustment difficult. The present-day educational system in many African countries is faced with many challenges such as poorly motivated teach- ers and students, lack of infrastructure, poor funding, policy summersaults by successive gov- ernments, etc. If, however, school-based counsel- ling is properly conceived and implemented in each country of the world, it can serve as a tool to enhance the total development of learners. Hence, there is the need for a more holistic and well- articulated school-based counselling programs for school children around the world. Qualitative research methods constitute a very important mechanism for evaluating policy implementation in Africa as well as other parts of the world. Qualitative methodology is a system- atic subjective approach that involves gathering of information that is not necessarily in numeri- cal form Denzin & Lincoln (2000). Although in most situations, numbers are necessary for analy- sis, qualitative methods can provide in-depth information that is not possible with quantitative methods. Qualitative methods are useful in gath- ering comprehensive information on how people feel and think about a particular program or activity. Qualitative methods involve a correct description of participant responses; this helps evaluators to gain insight into the life experi- ences of a group of people and at the same time to be able to give meaning to those experiences. A.A. Adegoke, PhD (*) • F.N. Bolu-Steve, PhD Department of Counselor Education, University of Ilorin, Ilorin, Nigeria e-mail: fredgoke2@yahoo.com; bolusteve2002@ yahoo.com 13