Adequacy and Quality of Teachers in Nigeria Universities (original) (raw)
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University education in Nigeria has been re cognized for its role in pertinent workforce training for the benefit of learners and the community. However, the role of university education in stimulating national economic growth and transformation exacerbates the need to ensure quality within the universities system . The quality and focus of the training offered by the Nigerian universities are not in tune wi th the needs of society which leads to high unemployment. Soludo (2012) stresses that the problem of unemployment in Nigeria is not because there are no jobs but because there ar e no competent graduates to do the jobs. This study examines the influence of f aculty of education cu rriculum on the attributes of graduates produced. 12 public and private secondary school s in Kwara State were selected for this study. A total of 100 graduates of educa tion teaching in secondary schools and 100 management members including heads of departme nts, vice principals and principals were selected for the study. The findings of the study show that the curriculum has a great influence on the quality of teachers produced in faculties of education in Nigerian higher education. Frequent review of teacher s training curriculum was recommended.
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T he Nigerian education system is guided by the provisions of the National Policy on Education (2004). The policy, which was fi rst published in 1977, provides for the '6-3-3-4' system of education. This implies six years of primary education, three years of junior secondary education, three years of senior secondary education and four years of tertiary education. The teacher education programme in Nigeria falls within the four-year tertiary education spectrum. Section 8, subsections 70-9, of the National Policy on Education (2004) specifi cally provided for teacher education. According to Section 8, subsection 70b, of the policy, 'the minimum qualifi cation for entry into the teacher profession shall be the Nigeria Certifi cate in Education (NCE)'. In addition, Section 8, subsection 72, of the policy specifi ed the institutions that shall give 'the required professional training provided they continuously meet the required minimum standards'. These institutions are: Colleges of Education, Faculties of Education, Institutes of Education, the National Teachers' Institute (NTI), Schools of Education in polytechnics, the National Institute for Nigerian Languages (NINLAN) and the National Mathematical Centre (NMC). Every nation strives towards the provision of quality education for its citizens. This is in realisation of the fact that education is indeed necessary to engineer and consolidate any nation's developmental process. It should be noted, however, that the provision of quality education will be in jeopardy if the teachers are haphazardly employed, poorly remunerated, not rewarded for incidental contributions and not exposed to continuous self-development (Onyene, 2001). The role of the teacher in ensuring the success of any education system cannot be overemphasised. This fact has been recognised by the government of Nigeria in its National Policy of Education (revised 2004), that no education system can rise above the quality of its teachers. The policy further noted the need for 'highly motivated conscientious and effective' teaching staff at all levels of education. Teachers are implementers of every policy on education. It is the teacher who translates policy into action at the classroom level. It is he who injects reality into educational decisions and it is he who concretises the curriculum (Anadi, 1992).
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This study aimed at investigating the impact of teachers' quality on graduates' employability the case of public universities in the North West and South West regions of Cameroon. The purpose of the study was to examine the extent to which lecturers' teachers' quality affect the quality of training of graduates. The survey research design was adopted for the study. Data was successfully collected from 361 graduates, 385 final year undergraduate students preparing for graduation in 2019 and 56 academic staff. Questionnaire was the instruments used for the study. Instruments consisted of both closed and opened ended items. The reliability statistics for graduates and students from the University of Buea was 0.876 and 0.827 respectively while that for graduates and students from the University of Bamenda was 0.871 and 0.894 respectively. Data from closed ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the...
Jurnal Pendidikan Malaysia (Malaysian Journal of Education), 2014
This paper investigated teacher quality and secondary school effectiveness. The study was conducted to determine the extent to which teacher professional qualification and teacher experience could influence school effectiveness. It was a descriptive survey. The study population comprised the 17public secondary schools in Ilorin South Local Government Area of Kwara State, Nigeria; out of which10 were selected using the random sampling technique. Also, 15 students were randomly selected from each of the sampled schools, making a total of 150 respondents. 'Teacher Quality Questionnaire' (TQQ) and 'School Effectiveness Questionnaire' (SEQ) were used to collect data. The instruments were validated and their reliability coefficient , determined by the test-retest method, were 0.71 and 0.77 respectively. The data collected were analysed using the Pearson Product Moment Correlation statistic. The findings revealed that there was a significant relationship between teacher quality and school effectiveness (calculated r-value of .323 was greater than the critical r-value of .198 at the 0.05 level of significance). Also, there was a significant relationship between teacher professional qualification and school effectiveness, (calculated r-value of .306 was greater than the critical r-value of .198 at the 0.05 level of significance). These findings implied that high quality teachers were essential for a school to achieve its objectives. The paper therefore, recommended that ministries of education should intensify in-service training for teachers, and give attractive incentives to them so that they could stay long in their jobs and perform their duties effectively.
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The Challenge of Teacher Quality and Human Development in Nigeria
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Teaching has been changed from what it used to be in Nigeria. The change has been in structure and quality. The increasing expansion of pupils' enrolments at both the primary and secondary schools has led to the existence of six categories of teachers with different academic qualifications. This paper explored the levels of these qualifications and their influence on Human Development Index (HDI) including Life Expectancy Index (LEI), Education Index (EI), and Income Index (II). The study adopted the descriptive research design by collecting data on the quality of primary and secondary school teachers from ministries of education in 20 of the 36 states in Nigeia. The "Categories of Primary and Secondary School Teachers' Checklist" was given to the planning units of the affected ministries for completion. The responses were then thematically analysed and discussed. It was discovered that the quality of teachers in 80% of the sampled states may be incapable of boosting the HDI of the states in Nigeria. This is because of the relatively high percentage (15%) of voluntary corps members and part-time teachers (state-organised employment opportunity programme) employed particularly at the secondary school level in the southwest ; and high percentage of unqualified teachers in the northern states (up to 76% in Bauchi State). It was concluded that specific guidelines for teachers' recruitment at both primary and secondary school levels be legislated upon and enforced across the states in Nigeria in order to ensure improved HDI.
Teachers' perception on quality assurance in teacher education programmes in Nigerian Universitiies
Journal of Education and Learning (EduLearn), 2019
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student's project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.