ABSTRACT
This chapter looks at the institutional factors that impede rather than facilitate the students' progress and considers the ways in which changes might be introduced into the higher educational institutions. The development of emotional maturity and the formation of identity is crucial if the student is to be capable of becoming a mature learner and able to adopt a deep-level approach to learning. Many teachers know from wide experience that students who are developing intellectually and personally through their years in higher education need close emotional support when they are taking the greatest intellectual risks. Higher educational institutions' promotional structures have never rewarded the conscientious teacher. Education Counselling Services ensure the development of learning resource centres; learning to learn workshops which teach identified skills; institutional changes that accommodate learning difficulties of special groups, including overseas students. It provides professional diagnosis for the treatment of individual students, using the University College Study Questionnaire.
