QUALITY CONCERNS IN EDUCATION IN NIGERIA
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Targema Iorvaa, PhD
Faculty of Education,
Benue State University, Makurdi.
INTRODUCTION
Education represents both right and need and occupies a central role in the determination of
individual standards of living. People’s health and happiness, their economic security, opportunities and
social status are affected by education. Education is also a major determinant of the welfare of nations,
as the sum of micro level individual educational experiences has important implications for macroconditions in the society as a whole. Because of its importance in these processes, education is often
at the centre of policy discussions about human development.
Carnoy (2004) opined that part of the crucial role education plays in improving quality of life is
manifested in the economic arena. This is especially the case today, where an increasingly globalised
economy places a higher premium on economic competitiveness than before, and, increasingly,
because of new information technologies, economic growth, and social development depend on human
knowledge rather than the availability of natural resources. These new and rapid changing conditions in
an increasingly independent world economy require more flexible, easily trainable labour better able to
access and interpret the mass of information available. This, in turn, requires higher quality, more
adaptable education able to provide young people and adults with the knowledge and life skills to
function effectively in the new environment. Countries with more educated populations are also more
likely to develop better organized, more comprehensive civil societies.
Countries are therefore under much greater pressure than in the past to expand education and
increase its quality to develop the highly skilled labour forces and social capital needed to compete in
the global economy. Countries are also under pressure from families striving to give their children
advantage in an increasingly competitive environment around getting good jobs. As such competition
intensifies; there is an increasing tendency toward inequality and inequity of access to good education.
The phrase “quality education” evokes great social and developmental concern in any given
society. Nigeria is not an exception. However, quality education can properly be judged from its
practice. That is its utility function towards successful attainments of social, economic, political and
moral objectives by a particular society.
Hence, quality education, according to Pond (2003) is a dynamic concept that is adapted to a
country whose society is undergoing profound social and economic transformations. In this regard,
quality education is a pre-requisite for a sustainable development (Mwajim, 2007). In consequence,
UNESCO (2005) observed that quality education has several major domains, reflecting diverse goals
which include:
1. Promotion and improvement of basic education.
2. Reorienting existing education at all levels to address sustainable development.
3. Developing public awareness and understanding of sustainability and
4. Providing training, involving education at all levels.
Furthermore, the report indicates that quality education provides the necessary skills, values
and virtues for learning to know, learning to live together, learning to do and learning to be. In another
dimension, Schneider and Bown (1995) provide attributes of quality education as reliability,
responsiveness, competence, credibility, understanding and tangible. Similarly, Pond (2003) says
quality education provides:
1. Continuity between purpose and practice
2. Rich multidirectional interaction
3. Personal, professional and academic growth for the learners.
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4. Functional, user friendly interface.
These suggest that quality education creates in individuals the necessary competency which
can uphold and convey the ideals of sustainable society. That is, society whose citizens have relevant
knowledge, life skills, attitudes and values as tools to transform current stage of a society to a higher
stage of sustainable development.
These features of quality education are invariably the predominant features of education in
Nigeria at the policy levels. The end result of educational practices rarely reflects the policy statements.
Thus, the products of our educational institutions –primary, secondary and tertiary institutions as and
graduates, could seldom be said to be qualitative which might not be unconnected to the quality of
education acquired or the method of delivering the content of education. Hence, the crux of this paper
is the quality concern of education system in Nigeria.
STANDARD AND QUALITY ASSURANCE
The education national minimum standards and establishment of institutions Act 16 of 1985,
together with the 1999 constitution empowers the Minister of Education to ensure that minimum
standards are set, maintained and constantly improved in all schools of the federation. This
responsibility, aimed at ensuring uniformity of standards is delegated to the Federal Inspectorate
Service Department and other bodies by the Minister of Education and carried through inspection and
monitoring of educational provisions in schools and colleges. Under the ministry, however, Federal
Inspectorate Service lacks legal authority to superintend over quality assurance functions in schools
nationwide.
Quality assurance in education is a paradigm shift from the current practice of school
inspection to a monitoring and evaluating process that provides a new operative mode of evaluation. It
ensures that inputs, processes and outputs of the education system meet set standards to bring about
improvement in teaching and learning. This involves the process of monitoring, assessing and
evaluating the set standards and communicating the outcomes to all concerned in order to ensure
quality with integrity, public accountability and consistent improvement. Quality standards are the goals
to which all learners, teachers, staff and school leaders should aspire. There are eight components of
quality standards outlined in the approved national education quality assurance policy and education
quality assurance handbook for Nigeria namely:
1. Learner achievements and standards
2. Learners welfare and participation
3. Care, guidance and support
4. Leadership and management
5. School-community relationships
6. Learning environment
7. Teaching and learning
8. Curriculum and other activities
To maintain quality standards in the basic and post-basic sub-sectors, there must be in place
an effective and efficient organ for quality control with a mandate similar to the Central Bank of Nigeria
in the financial sector, National Agency for Food and Drug Administration Control in the health sector
and the regulatory bodies of the tertiary education sub-sector. It is important to note that some states
have already established autonomous agencies for quality assurance while others are in the process of
doing so.
Assuring quality is a major challenge of our educational system. From general public opinion
and particularly the incidence of infrastructural decay, declining standards, cultism, examination
malpractice, maladministration as well as facts and statistics from the 2006 general inspection of 14942
secondary schools nationwide, it is obvious that the state of education in Nigeria is poor, necessitating
urgent remedial actions.
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The performance of inspectorate services at the three tiers of government has also been
considerably poor. For example, at the federal level, only 4.9% and 4.7% of secondary schools were
inspected by the federal inspectorate service in 2004 and 2005 respectively.
While some state inspectorate services may be better off, a few states do not have distinct inspectorate
service department or non-functional at all. Significantly also, the current model of education inspection
practice which was inherited from the colonial government has remained unchanged despite the
changing circumstances of the country. The model has been described variously as ineffective,
remedial, does not inspire quality consciousness and lacks power of independence to sanction erring
proprietors and school operators.
Many schools lack the essential infrastructure to enable them function as self-efficient and
effective schools. The vast majority, whether urban or rural, have no water, sanitation and electricity
and these services need to be addressed as a matter of emergency. The physical state of classroom is
very poor, with floors full of holes, roofs and ceiling broken; overall the fabric is in a poor state of repair.
Windows have shutters at best but these and doors are often not broken so school lack security. Few
schools have perimeter fence or enclosure, again making them open to intruders and vandalism. In
some circumstances, furniture is stolen and classrooms are used as toilets.
No education system can raise above the quality of its teachers as the standards of teachers
invariably affects the performances of pupils and students. The major challenges include inadequate
number of qualified teachers, uneven distribution of teachers between urban and rural schools, poor
remuneration and motivation and low teacher support. Another major challenge is the alarming
discrepancy between teacher certified qualifications and their actual teaching competence and
performance on the job. The teacher’s registration council of Nigeria will play a critical role in ensuing
continuous professional development of teachers. Worse still, we are in this era of policy emergencies,
this is one sure emergency that requires the critical attention of the entire citizenry of Nigeria. Education
should be for all and should be qualitative and focused on community needs. There are discriminatory
policies which negatively affect educational development. Public schools are poorly funded and
managed, while private schools receive better attention from their proprietors. This creates an
intellectual and human developmental divide at youths. It is imperative for the federal, states, local
governments and the communities to pay more attention to education rather than paying lip services.
QUALITY OF EDUCATION BASED ON EXAMINATIONS
Quality of education is a major issue, but how to define operational meaning of quality. All
schools assess students based on examinations, projects, behavior in class and efforts. Many pupils
and students in Nigeria who are from low income are judged by teachers to have failed. They are made
to repeat classes or drop out of school. Analysts have used these repetitions and dropout data as an
indicator of educational quality, arguing implicitly that teacher evaluation represent some “external
standards” of student performance and repetitions and dropouts represents a measure of the system’s
ability to reach that standard.
In some ways, repetitions and dropouts are good indicators of educational quality. If a teacher
is unable to teach pupils to read or to add and subtract simple numbers in primary schools, these
pupils/students in the class fail and are made to repeat or carryover. If they do not learn to read the
second time around, they are likely to dropout. The higher the percentage of repeaters and dropouts,
the worse the system is at reaching its academic objectives. However, from another perspective
repetition and dropouts are misleading indicators of the quality or efficiency of the system. Students
begin dropping out in primary schools and secondary schools because students/pupils and their
parents perceive correctly that there is no further education available. It is no accident that repetition
and dropout rates fall in primary schools when sufficient secondary school places start becoming
available for the entire age cohort. Thus, repetition and dropout rates can be in some sense accurate
but also inaccurate measures of education qualities. If primary schools are unable to retain pupils, they
are clearly failing to teach them the required curriculum. Yet, at the same time, there is little incentive
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for teachers to put only much effort or try to be effective if there are only enough places for a few
successful pupils to go on. And if there is no place for promotion of pupils, the system may, in a
perverse fashion, be efficiency pushing pupils out who cannot get it on their own.
More recently, ministries of education in Nigeria have begun designing and applying national
and regional evaluation to assess how well students are performing in terms of national norms,
comparing performance across regions, socio-economic background and gender, in some cases,
across schools. Nations are more conscious of educational quality in terms of how much pupils learn.
And most recently, tests have taken on symbolic meaning far beyond students test scores. Politicians
and academics have related the result to nation’s ability to compete in the world’s economy (Hanushek
and Kimko, 2000).
In order to determine whether the educational system is doing better or worse over time and to
observe overtime how pupils of different social strata or in different region such as the northern and the
southern states, test all students in several different grade every year. The purpose of these tests is
mainly to check on how students in individual schools are performing and whether schools are
improving or not over time. These testing schemes have somewhat different political goals, but both are
intended to act as incentives for the system to improve (Benvenist, 2002). Another problem is that the
quality of an educational system or a school should not be measured in terms of the absolute scores of
its students, but rather in terms of what the school or the system adds to the students learning. By the
time they are six or seven years old, students have already learnt a lot.
Some of that learning is relevant to schooling and much of it not. Children who come from
families where parents are more highly educated, where there is reading material in the home, where
siblings are doing well in school, and where behavioral patterns match those in school are more likely to
do well in school. Schools and school systems that have mainly these school-ready children are able to
produce high test scores with less effort than those that have children with less academic skills
acquired at home. Therefore, it makes sense to compare educational quality among regions or among
schools or regions within a country based on the ‘value added’ by the schools. Analysts usually do this
by comparing ‘likes’ – for example comparing school X with other schools that have students with
similar socio-economic background.
The illustration so far can be taken care of by a more balanced analysis of educational systems
and schools. If pupils/students in Nigeria or a school do relatively well on tests compared to students in
regions and schools in like socio-economic context, we could claim that is a high quality system or
levels of education, we could also make a strong claim for high quality.
BETTER TEACHING AND EDUCATIONAL MANAGEMENT
Recent research makes it possible to identify strategies that can work to improve schooling.
Yet, they also show that this is not a simple task. There is not quick fix-no structural change, such as
shifting from central to local administration, creating educational markets or simply publishing test
scores that induces educational improvement. The problem of quality is not lack of competition but lack
of quality teachers and management. Whether private or public, schools cannot implement challenging
curricula if teachers have low levels of subject knowledge and have little understanding of how to teach
those curricular. Whether private or public, schools will not deliver a good product if management lacks
infrastructural leadership and management skills. Who sets the standards in schools? Who defines
quality and set expectations for good teaching and students learning? If it is to be parents as market
advocates insists, then parents must be able to discern good from mediocre education-they have to be
able to identify demanding curricular, changeling math’s problems, and good writing. Yet, most parents
seek the same education for their children that they had themselves (Anyon, 1983). Our experience has
shown that the socio-political context of schools has a significant impact on student outcome and on the
type of policy measures taken by government to try to improve educational quality. The socio-political
environment in which schooling takes place may be as important as individual families in affecting how
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much students learn. Beyond the direct effects of socio-political structure on the context of schooling,
the content knowledge and formation of teachers is much more tightly organized and controlled by the
central state. Whereas in everyday life, this degree of state control impinges on individual freedom, in
primary and secondary education when combined with the commitment to high quality outcomes the
drive for equity, the result is much greater quality control, more instructional leadership setting high
standards in classroom, and a well defined and a well understood alignment between curriculum and
teaching.
CONCLUSION
Our conclusion that there is no quick fix for educational quality in Nigeria raises a crucial issue;
can Nigeria afford to focus her effort on raising test scores at each level of schooling? Is such an effort
the best strategy to raising the knowledge base in the labour force and building a more informed
populace? Based on careful studies of students performance, most research hers are now concluding
that students performance in a given level of schooling will not improve unless a more demanding
curriculum is taught to students by teachers with reasonably high level of subject matter well trained to
teach that curriculum and believing that every student is capable of learning it. In order to assure that
teachers are carrying out this mandate, a supervision system has to be in place that helps teachers
reach high levels of competence in their practice.
Realistically, improving teacher content knowledge and making them effective pedagogues,
including the required supervision and assistance by skilled supervisors, is bound to be expensive. It
implies a massive investment in capacity either by raising educators starting salaries substantially to
recruit a new brand of educator. This will attract better high school graduates to teach by making large
investments and totally reforming teacher education. Again, the system would have to invest heavily in
developing the supervision skills among current administrators or selecting and paying the best
teachers high salaries to be supervisors/assistors.
In the long run, increasing student learning significantly in primary, secondary and tertiary
institutions would have a whole new generation of teachers with greater subject knowledge that in turn,
would ratchet up the next generation of student performance. Yet, this is expensive, and should be
recognized as such.
At the same time, it appears that raising students achievements and educational quality in
general for low income students is much more feasible technically and financially than raising the
quality of an ‘average’ school, Marshall’s (2003) analysis of the effect of significantly increasing the
number of days of schooling in rural areas provides a clear example of high pay-off to a quality
improvement investment that increasing both students achievement and attainment.
In Nigeria where we are trying to reach education for all goals, it is the bottom of the
educational distribution that is of most concern; hence, raising quality of education for those groups
does make a sense. To enable us to be among the 20:2020 world economy we require a large
investment, mainly in additional classrooms and teachers, but that in and of itself could also be a major,
factor in raising the quality of schooling. Traditional approaches to quality such as reducing class size
from 110 to 35 and adding inexpensive textbooks and reading materials for all children still has a lot to
say for it when conditions are so poor in schools that even these fundamental conditions are missing.
In summary therefore, if we are talking of quality concern in education, it should embrace
infrastructure, teacher quality, development, motivation and retention, funding, resource mobilization
and utilization.
REFERENCES
Anyom, J. (1983). Social Class and the Hidden Curriculum of Work in Criroux, Henry and David Purpoel
(eds), the hidden curriculum and moral education: Deception or Discovery? Berkeley,
C.A: McCutchan Publishing Corporation, pp. 143-16.
Benveniste, L. (2002). The Political Structuration of Assessment. Comparative Education Review
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46:89-118
Carmoy, M. (2004). Education for all and the Quality of Education: A Reanalysis. A Background Paper
Prepared for the Education for all Global Monitoring Report 2005; The Quality Imperative.
Egwu, S.O. (2009). Roadmap for the Nigerian Education Sector. Federal Ministry of Education.
Federal Republic of Nigeria (1985). The Nigerian Act, Abuja.
Federal Republic of Nigeria (1999). The Nigerian Constitution, Abuja.
Hanushek, E. Kimko, D. (2000). Schooling , Labour Force Quality, and the Growth of Nations. American
Economic Review, 90 (5):1184-1208
Marshall, J.H. (2003). If you build it will they come. Stanford University, School of Education.
Mwajim, A.U. (2007) Improving the Quality of Higher Education Delivery for the Development of
Students’ Potentials in Fajonyin, AA. And Njodi, I.A., Reforms in Higher Education in Nigeria,
Maiduguri: Awark Publishers.
Pond, W.K. (2003). Distributed Education in the 21st Century: Implications for Quality Assurance.
http://uchronicle /wekly.
Schneider, R. & Bowen, N.P. (1995). Service Quality. http://www.thesportjournal.org/2002J/Vol.5.
UNESCO Report (2005). Quality Education, file://F:UNESCO Education-Quality. Education.htm.
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2
EDUCATIONAL CHALLENGES AND THE NEED FOR
QUALITY ASSURANCE IN NIGERIA EDUCATION SYSTEM
Dr. Hans M. Senwua
Provost, College of Education,
Katsina-Ala
ABSTRACT
The Nigerian educational products are naturally competing in a challenging environment
shaped by their own local, national and international expectations and standards. Globally, the
influence of international standards and demand for transparency, productivity and
accountability are on a rapid increase. As a member of the international community, Nigeria is
faced with the challenge of repositioning her educational system to reflect the unique history,
needs and expectations of citizens to meet local and international standards. This calls for a
functional mechanism to enforce those standards and monitor performance of all levels of
education. In line with the above premise, this paper addresses these main areas; the present
state of education in Nigeria and its challenges, the mechanism of quality assurance and its
need, what is to be done and conclusion.
INTRODUCTION
The investment in any educational system is appreciated only when the clients, parents, the
labour sector and the entire society are continuously and satisfactorily served. In doing so, the
educational planners and other stakeholders are saddled with the responsibility of providing for quantity
and quality.
In Nigeria, the quantity keeps mathematically expanding y, the quality is lacking in our
educational system. Again of the two, quantity has more elements of success as compared to quality. It
should be noted that the delivery of quantitative education is reasonably easier than the qualitative
aspect of it. The expansion of our education sector has taken different dimensions since the exit of the
colonialists. The efforts of local, state, federal governments as well as the private sector towards
establishing of schools is encouraging but not enough to reflect the true picture of Nigerians under the
school age. Yet, the established schools lack standards in terms of human and material resources. The
shortage in qualitative education in Nigeria greatly violates the position of several international
organizations and the rights of many citizens to education. Some of such organizations include;
Universal Declaration of Human Rights 1948, International Declaration of on Economic, Social and
Cultural Rights 1966, Declaration of the World Conference on Education for All 1990, African Charter
on Human and people’s Rights 1981 etc. the upshot of these protective organizations is in realization of
he fact that education accounts highly for the survival of man. This is further attested by Education for
All’s Global Monitoring Report (2002) that the relationship between education and development is
important such that education is a tool of development as it is conventionally reflected in the area of
productivity, health and the reductions of
In terms of qualitative education, the general public outcry over the declining level of our
educational standards points to the existing state of education in Nigeria. The changes and innovations
in Education sector from 1960 to date do not stop the rot in the educational system. This state of affairs
threatens the survival of Nigeria as a nation. It is a fact that education without quality is rather a waste
and even poses danger to the individual beneficiary and society and society at large. It is on this basis
that addressing the issue of quality assurance in our educational system should be seen as a matter of
paramount consideration.
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THE PRESENT STATE OF EDUCATION IN NIGERIA AND ITS CHALLENGES
It is sad to note that at this era of computer and ICT age Nigeria is still not sure of where she is
headed educationally. That is to say that her educational destination is unknown. To many this is
attributed to military misrule. Others believe that with the re-emergence of civil rule the nation’s
educational status still remains in shambles (Bollag, 2002).
The 1969 curriculum conference 1979 Universal Primary Education, the current Universal
Basic Education (UBE) and a host of others are laudable educational programmes but the problem of
implementation still remains a hard nut. Dike (2001) similarly observed that:
Nigeria has toyed with some educational programmes, which has only served as
conduits to transfer money to the corrupt political leaders and their cronies, for
instance, the nation launched the Universal Basic Education (UBE) in 1979 but as
noted, the programme failed due to lack of funds necessitated by corruption, among
otherfactors. Nigeria has again launched another mass-oriented education programme,
this time branding it the Universal Basic Education (UBE)…
Though, the then President (Olusegun Obasanjo) promised that this time around government
cannot afford to see the new cherished programme fail. The same government in a short while noted
that the failing standard of education in Nigeria is caused by “acute shortage of qualified teachers in
primary school level”. But the question government needs to answer is what are the remedial measures
instituted to face the 23% of the over 400 000 teachers employed in our primary schools that do not
have Teachers’ Grade II Certificate not forgetting the fact that the minimum qualification for our primary
school teachers is National Certificate in Education (NCE).
As a matter of fact, Nigerian educational institutions are generally in dire need, however, the
most affected is the foundation (primary schools), about 2,015 primary schools are without buildings,
the classes are usually held under shades of trees. Yet our federal government still allocates migal
money to education as compared to other poor African countries; Angola 4.9%, Cote de Voire 5%,
Ghana 4.4%, Kenya 6.5%, Malawi 5.4%, Mozambique 4.1%, South Africa 7.9%, Tanzania 3.4%,
Uganda 2.6% and unfortunately Nigerian allocation stands at 0.76% (Dike, 2001).
The situation may likely continue with time given the low level of allocation of funds to
education. Education is capital intensive; therefore, the attitude of our leaders would not move the
education sector forward. This is usually reflected in the quantity and quality of the nation’s education.
The 1999 UNICEF report on the state of the world’s children shows that 4 million Nigerian have no
access to basic education and those that are fortunate to enter schools, do receive very sub-standard
education. Dike (1999 and 2001) pointed out that:
“There are about 48,242 primary schools with 16776,078 students in
public
schools and 196557 in private schools in Nigeria. In addition, Nigerian has 7104
secondary schools with 4,448,981 students. Most of these schools are in dilapidating
states. This shows that Nigeria has a weird value system: it is a society where priorities
are turned to their
heads”.
The primary and secondary school’s situation as shown above fall short of the educational
needs of the Nigerian children and other related factors account for the reason why over four million
children have no access to education.
Nigerian experienced a steady higher education from pre-independence to early 1970s but the oil boom
and other political factors led to massive opening of universities and other higher institutions. This
explosion in enrolment indeed affected the quality of education, as there was no balance between the
student population and the material resources in the institutions so created.
According to (Ballog, 2002 and Oladeji 2001) in just a decade or two, student’s population
increased in several folds that’s from 55,000 in 1980 to over 400,000 today. And that apart from the
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over 36 public universities, Nigeria has over 46 public polytechnics and 64 colleges of education and
several approved and other illegal private higher institutions are in existence.
The establishment of these higher institutions is meeting the educational needs of the teaming
population of Nigerians. However, this attempt is not concretely supported by the desired funding due to
corrupt tendency and mal-administration of past and present leaders.
The present state of education in Nigeria can best be likened to a vulnerable state of an
HIV/AIDS patient, who is a potential victim of countless diseases. In this state of affairs our educational
system is confronted with several challenges which are more likely to cripple the educational system.
Going by some available criteria for assessing the performance of any educational set up such as the
level of funding, focus and consistency of policy, quality of leadership, quantity and quality of human
resources, curriculum of study and the state of available infrastructural facilities (Osisioma, 2002). The
near absence of these criteria in Nigeria poses a huge challenge to the very existence of the nation’s
educational system.
The three levels of education in Nigeria are facing a terrible state of frustrating, intimidating and
dehumanizing infrastructures and instructional materials. Igbuzor (2006) also opined that a huge
number of primary, secondary and tertiary school building and facilities are dilapidated and very
unfriendly to learners. This lack, affects both the quality and quantity of education. Schools under such
conditions no wonder employ “miraculous” strategies during external examination to satisfy the needs
of learners and parents at the expense of national development.
In respect of curriculum and policy, most of our national educational policies were and are
laudably formulated. The major problem is that of implementation. These beautiful policies are
consistently interrupted by frequent change of government. Over the years various governments come
in with the attitude of not continuing with the previous governments come in with the attitude of not
continuing with the previous governments educational programmes. Other related negative activities
exhibited includes lack of motivation of staff as well as poor remuneration, unstable academic calendars
necessitated by reaction of teachers towards lack of attention by government towards staff welfare,
insecurity of life and property as well as the unwillingness of government to make positive contribution
to society. When an educational system is faced with this kind of challenge, the ideal qualities of the
output of education turns round to;
Chum out morally decadent and intellectually inept child who is a threat to both parents
and society. The Nigerian youth are yet to imbibe, the right of values and attitudes.
Rather, Nigerian schools and campuses have become breeding grounds for cultism,
gangsterism, hooliganism, armed robbery, sexual promiscuity, examination malpractice, and a host of other vices instead of producing pragmatic and altruistic
students, the Nigerian educational system chums out students who are egoistic,
individualistic and escapists who are not interested in solving society’s problems.
(http://www.helium.com/items/525840-the-decline-of-theducation-system-in-Nigeria)
As expressed above, these challenges have short and long time effects on the learners,
parents, teachers, and the entire society. This further implies that the negative side of this awaits both
the ruled and the ruler. Another stressful area is that of poor funding, as earlier expressed in this
paper, when the level of investment of Nigeria in education is compared with other less developed
nations in Africa. One wonders what the feature holds for our educational. The efforts of Nigeria in
allotting funds to education have consistently fallen short of UNESCO standard (925%) by millions of
kilometers, this state of neglect has led to recruitment of unqualified teachers, having school schools
with licking roofs or no roofs, no instructional materials, schools are more of death traps, sanitary
conditions are indeed lacking in all standards. This is further reflected on international level of ranking of
universities. The Institute of Higher Education, Shanghai, Jiao Tongo University (2005) revealed that
the top 20 university the world over are shared among only seven countries; China, Japan, United
Kingdom, Switzerland, Australia, Singapore and USA. The study also showed that Nigeria is not found
in the top 200 or 500 universities the world over. In Africa, the top 100 ranking places Nigeria at
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disappointing positions of 44th, 65th, 79th and 96th variously. With this condition, where is the hope off
Nigeria in education that is considered the instrument of development.
The appointment of school leaders and staff recruitment is based on political interest. The
appointment of vice-chancellors, rectors, provosts, principals and head teachers is based on merit.
What is obtainable to are politicians and their crowns in the academic robes who pretend to be leaders
of schools. Even teachers who are on thrown based on merits have been cowed into political activities
to maintain their positions. Recruitment of teachers as earlier stated is based on loyalty to the ruling
political party. Such politicians in the name of teachers hardly have quality time for academics. Their
level of “connection” to people in authority inturn intimidates leaders of schools. They therefore, present
themselves as the “untouchables”. This caliber of teachers in any given school set up make leadership
an act of frustration. It is sad to also note that today teachers are no longer best at charater and
teaching but rather what is common about them is that most of them are politicians, religious fanatic s,
thugs and fake business in academic garb. Teachers now freely breed extreme religious fanatics, cultic
and gladly embrace the culture of copyright violation for the guest of making fast money. Instead of
academic excellence, there is outright academic brigandry everywhere in our institutions.
The observation of many critics on the state of education in Nigeria alone poses a serious
challenge to many concerned citizens. Experience shows that in the 1970s the American degree was
rated as an equivalent of the sixth form certificate in Nigeria. A few decades after, certificates in Nigeria
are no longer accepted and respected internationally. This state of cross road remains a great matter of
concern to all serious minded Nigerians.
THE MECHANISM OF QUALITY ASSURANCE AND ITS NEED
The quality of any product generally has to do with the level of satisfaction derived from it.
Others see it from the point of cost-effectiveness and reliability. To Cole (1996; 232) quality entails the
extent to which some thing is good or bad. To him, it is the standard of product when compared to
another. In education it is better to discuss quality assurance alongside quality control to clear the
misconception about the two concepts. Cole (1996:232) sees quality control as basically a system for
setting standards and taking appropriate action to deal with deviations outside permitted tolerances. In
this light, quality control can be considered as a reactive action just to access the quality of a given
product. This is carried out when the damage has been inflicted already and the consumer is left in a
straight iron jacket to accept the product or leave it. At the moment it is better and most rewarding to
employ measures to avert/present wastage or undue failure. This then calls for quality assurance which
is soundly noticed for preventive outlook rather than corrective.
In the education sector, what obtained in the past and even now revolves around mere
inspection of schools as well as monitoring and control. However, much of what is done covers
acquisition of relevant data on policy implementation to facilitate accurate planning and transparent
accountability. Collectively, this does not significantly satisfy the need of managing the learning process
in classrooms (West-Burnham 1994).
The nature of quality control is clearly exhibited through inspection, which is hugely criticized
for its shortcomings in assisting teachers for better performance. Inspection to many is seen as an
external imposition which is sometimes rejected by many teachers. This is also noticed among teachers
when the inspectors present him/her as a master of knowledge or a traitor. It is in this light that Ijaiya,
(1991) maintains that quality control under the umbrella of inspection can be seen as post-morten
exercise of school programmes which looks for failures and wastages instead of putting in place
preventive measures that save money, time and energy of learners, teachers, parents, government and
other stakeholders.
The success of school leaders is assessed on the basis of their ability to render quality outputs
to meet the needs of clients, parents and the entire society. This duty entails, identifying and treating
problems that would affect quality delivery. This measure naturally takes preventive measures against
10
wastages. This forms the basis of quality assurance. The process of quality assurance is a collective
process involving all parties involved in education sector.
Firstly, the teachers need to be assessed, promoted or rated based on their level of
stewardship. In Nigeria, unlike USA and other countries, there is no public demand for teachers’ public
accountability. There is no nationally defined standard with which teachers performances can be
assessed. It is most likely to maintain that government lacks moral justification to demand for teachers’
full accountability because of their poor funding of the education sector. Quality assurance starts from
policy makers to resource providers and to other stakeholders. The saying that “to whom much is given,
much is required” finds its grounds here. It is equally true that to whom little or nothing is given, nothing
is or can be required or expected.
The failure of quality control has given birth to quality assurance which according to Cole
(1996:237) is variously regarded as “Quality Management” (QM) “Total Quality” (TQ) “Total Quality
Management” (TQM). Originally, the idea of quality assurance was of the industrial sector. But it has
fund a solid ground in the education sector with some acceptable levels of defects.
Generally, whether QM, TQ or TQM, the sole concern is that of ensuring quality. The TQ main
focus is that when workers participate in the quality process the achievement of quality standard is
easily ensured. And that the process should be seen as a participative collaborative exercise. The
success of organizations hugely rests on shoulders of managers and they should be engaged in
addressing the underlying causes of problems rather than engage in curing the systems. Educationally,
three lessons must be drawn, from the TQ, main attention on prevention of wastage, engaging learners,
teachers, head teachers, administrators and parents in the entire process and getting the right attitude
of all the persons concerned with the business of education.
Under the TQM, the message is on how schools can on their own prevent waste. The school is
seen as an independent set up to handle its affairs without undue interference. Its main concern is
prevention of errors and not detecting and corrections with the motto; “Right first time”. It further
maintains that quality assurance is a collective responsibility. In a school system, this demands that
learners’ needs and problems should be carefully identified, studied and adequately addressed. It is
happy to note that the TQM is available in many private schools where quality assurance is promoted at
the school level through teaching extra lessons, communal or parental assistance etc. if this process is
extended to public schools, the quest for quality assurance would be reasonable addressed.
WHAT IS TO BE DONE?
From the foregoing, it is overtly noticed that the state of education in Nigeria is indeed poor and
getting poorer by the day. The country is faced with several challenges that may extend the target of
achieving Universal Primary Education by 2015 to 2030 or more. In trying to face the challenges
confronting our educational system, the following measures should be employed:
 Deliberate efforts to review existing school curriculum to promote meaningful and critical
learning.

The schools management committees (SMCS) should be made more functional and available
in all schools.

The Education For All Plan (EFA) should be popularized and completed.

Provision of human and materials resources should be taken more seriously by all
stakeholders.

There should be a more reasonable investment into the education sector.

The process of quality assurance should be extended to all public schools as well
11

Appointment of school leaders and staff and recruitment should be purely based on merit.

The spirit of child friendly and teacher friendly school environment should be encouraged.

HIV/AIDS education should be thoroughly introduced at all levels of education

Proper attention needs to be given to areas like, classroom facilities, student-teacher ratio of an
acceptable standard etc.

School heads should be well equipped with materials needed for job performance and they
should be in turn made to account for services rendered.
CONCLUSION
Though the state of education in Nigeria is lamentably poor and crises oriented. Citizens need
to sincerely rise up to the challenges and introduce the course of events in our educational system to
reposition education in a right footing. Though, the process of quality assurance involves all
stakeholders, the schools should particularly play a central role in ensuring quality in education.
Finally, TQ should be fully embraced as a better alternative for quality assurance due to its
concentration on wastage prevention rather than corrective. Its motto: “right first time” should serve as a
reminder to all stakeholders.
REFERENCES
Bollage, Burton (2002). Nigerian Universities to Recover from Years of Violence and Neglect; The
Chronide of Higher Education
Oladeji Banjo (2001). More Private Universities Coming F.G: The Nigerian Tribune Online, August 2.
http://.nigeria world.com
Institute of Higher Education, Shanghai Jiao-Tong University (2005) Academic Ranking of World
Universities
Education For All Global Monitoring Report (2002) Education For All; Is the world on Track. Pans
UNESCO
Dike Victor (1999) Leadership, Democracy and Political Life in Nigeria. Ahmadu Bello University Press,
Zaria, Nigeria
Dike Victor (1999) Leadership, Democracy and the Nigerian Economy; Lesson from the Past and
Directions for the Future. Secramento. The Lightening Press. http://www.helium.com/
Items/525840(17)-the-decline-of-theeducation-system-on-nigeria.
Cole, G.A. (1996). Management Theory and Practice. Kondon DP Publications.
West – Burnham J. (1994) Inspection, Evaluation and Quality Assurance. In T. Bush and J. West
Burnham (eds). The Principles of Educational Management, PP. 157-176. Harlow: Longman
Ijaiya Nys (1991). A Guide to Instructional Supervision. Ilorin: MyGrace Graphics Repro. Co.
Igbuzor Otive (2006) The State of Education in Nigeria. Being a Keynote Address Delivered at a round
table organized by Civil Society Action Coalition on Education for all (CSACEF) on 3 rd July 2006.
12
QUALITY ISSUES IN PRIMARY EDUCATION IN NIGERIA
3
Agada, Cordelia Nwakaego
Department of Educational Foundations,
College of Education, Oju
ABSTRACT
It is not an over statement to say that the Nigeria education right from the public primary to
tertiary level has the problem of quality. Primary education is the core of development and
progress in modern societies. However, the quality of teachers who are to ensure the
realization of the aspirations hold for the children has fallen below expectations. The
government and the pupils themselves have not performed to the expectations either. The
government due to the expansion of primary education cannot effectively provide for all the
necessary needs of the sector. On the other hand, the recipients which are the pupils are taken
away by their uncommitted and nonchalant attitude to learning. The focus of this paper is
therefore the quality issues in primary education in Nigeria. The discussion will be based on
quality primary education and recommendations to improve the issues of quality primary
education in Nigeria will be treated.
INTRODUCTION
Education plays an important role in the well-being of any nation that wants to sustain its
prominence in the global scene. Ezeocha in Muodumoga (2006) hold that education is the process by
which every society attempts to preserve and upgrade the accumulated knowledge, skills and attitudes
in its cultural setting and heritage in order to faster continually the well-being of mankind and guarantee
it’s survival against the unpredictable, at times hostile and destructive elements and forces of man and
nature. Education not only liberates, it is a vital tool for empowerment that allows meaningful
contributions to society. As a result, each nation has a policy on education which provides guidance on
the type and quality of education that the citizens should acquire.
Primary education in particular is the level of education that develops in individual the capacity
to read, write and calculate. In other words, it helps to eradicate illiteracy, which is one of the strongest
predictors of poverty (Bruns, Mingar & Rakotamalala 2003). Thus, primary education is the only level of
education that is available everywhere in both the developed and developing countries as well as in
urban and rural areas (Akinbote 2001). This explains why primary education is the largest sub-sector of
any education system and offers the unique opportunity to contribute to the transformation of societies
through the education of the young ones (UNESCO 2001).
The quality of primary education has not kept abreast of the expansion in enrolment. UNESCO
(2001) states that this is a global concern, yet it is the general belief that competence of teachers is
central to the education of children. One of the problems of teacher education for primary schools in
Nigeria is the poor quality teachers produced from Teachers’ Colleges (Taiwo 1982).
The Nigeria Certificate in Education (NCE) is now the minimum teaching qualification in the
country. This implies that no primary school teachers in Nigeria is expected to possess a teaching
qualification lower than the NCE. This is a bold attempt at improving the quality of teachers who can
help to achieve the aspirations for the younger ones (children).
AIMS OF PRIMARY EDUCATION
Primary education is the education given to children between the ages of 6 to 11 plus (National
Policy on Education, 2004). Primary education is the bedrock of all other educational sectors so
therefore the government, stakeholders, teachers and pupils be committed and dedicated for quality
assurance. The objectives as outlined in the National Policy of Education (NPE) are to:
13
 Inculcate permanent literacy and numeracy, and the ability to communicate effectively.
 Lay sound basis for scientific and reflective thinking.
 Give citizenship education as a basis for effective participation in and contribution to life of the
society.
 Mould the character and develop sound attitude and morals in the child and
 Provide the child with basic tools for further educational advancement, including preparation for
trades and crafts of the locality (NPE 2004).
Looking at these laudable objectives, the government recognizes the potential role of primary
education in the overall development of intellectual, moral and physical well-being of the child. If
adequate provision is made towards the achievements of these objectives, the primary education can
provide individuals who are academically, morally and physically fit in the society. But it appears that so
much was left to chance or taken for granted in the provision of human and material resources in the
pursuance of the goals of the primary education.
LAPSES IN IMPLEMENTATION OF THE OBJECTIVES IN PRIMARY EDUCATION
It was stated that primary education shall be tuition free, universal and compulsory. In reality
the tuition is only free in principles as there are various levies imposed on pupils. For instance,
handiwork, P.T.A, Sports levy to mention but few are all levies imposed on pupils.
As regards the curriculum, cultural and creative arts appear not to be receiving serious
attention as primary school pupils continue to pay money to obtain the required marks for the arts and
crafts examination. This negates the laudable objective of giving the child the opportunities for
developing manipulative skills that will enable the child function effectively in the society within the
child’s limit, and provision of basic tools for preparation for trades and crafts.
Muodumogu (2006) opines that among the educational services promised by the government
to provide in primary schools, health scheme, educational resources centre and special teachers
trained to teach particular subject are not inclusive. In addition, teachers are not provided in the right
quantity and quality but whereas it is stipulated in NPE that teachers be assign to teach only subjects
they are trained to teach.
NPE also states that teaching shall be practical, exploratory and experimental methods be
used but this is not obtainable in the primary schools. Teachers monotonously use one type of method
in teaching and this encourages the learners to be passive which make them to only memorize facts
and cannot think critically and creatively. Adewole (1998) adds that any observer of the educational
practice would know that the teaching style of an average teacher is still based on the concept of the
child as a vessel in which to pour knowledge, with the potentials of self- directed teaching relegated to
the background if not killed. Emphasis is on the regurgitation of facts without relevant details and this
does not augur well for better teaching/ learning situation.
QUALITY ISSUES IN PRIMARY EDUCATION
When one talks of quality primary education it relates largely to such factors as teacher
preparation and commitment, curriculum offerings and their relevance, adequate equipment,
instructional materials, effective school management, administration and quality control. To
educationists and parents primary education has failed in those pupils no longer perform as expected, it
is observed that products of primary education cannot read and write in either English language or any
other language.
Oyetunde and Umolu, (1991; 232) observe that
Unfortunately, there is abundant evidence that the primary education, as it is offered in
the government Schools is failing in the task of equipping children with the needed
literacy skills. The vast majority of children who finish from government primary schools
are neither literate in English Language nor in any Nigerian language.
14
In other words, primary education, as it now currently functions, is a de-service to the average
Nigerian primary school child, because it gives the false impression that he has been educated,
whereas his education does not make him functionally literate. Expressing the same worry, Akere
(1995) opines that apart from the products of a few elite private schools, the primary school leaver does
not possess required competence in the four language skills for both cognitive and communicative
function.
Parents today embrace the need to educate the child. What most of them lack is commitment
of check the learning character of the child. Most parents don’t create time to look through the exercise
books of their children when they return from school. Children need to be subjected to reading so that
they acquire reaching skills and get corrected in pronunciation and poor construction of sentences.
When children can read with understanding, they would understand other subjects taught to them.
Cultural resistance, large classes, lack of accommodation, dearth of reliable data on children
for effective teaching, deteriorating standards and low quality of education can hinder quality education.
The infrastructures and facilities remain inadequate for coping with a system that is growing at a rapid
pace. The school environment is therefore generally not conducive to learning due to the physical
conduction of most schools and lack of teaching and learning resources. The annual population growth
rate, estimated at 3.3% contributes to the problems of large number of children who have to be
accommodated in schools.
Under the new dispensation, the primary school teacher has diverse primary (teaching) roles;
the secondary (administrative) roles and professional roles in policy-making. Teaching can be defined
as a vehicle for education. Olatunji (1996) describes it as a social function that aims at necessary
growth in others. Nwachi (1991) defines it as the imparting of knowledge from one person to another
and the guiding of someone to behave in a particular manner as it is the imparting of knowledge and
guiding of someone to behave a particular manner which helps in development of the person and the
society in which he comes from.
The primary roles of the teacher are very important. Lassa (2000) noted the importance of
teachers and roles that they play in the educative process is central to education particularly the third
world countries. The professional role of the primary school teachers calls for proper training so as to
be competent on the job. However, the challenges of teacher training appear to be the most daunting
challenge facing the education system in general. This has been observed by researchers who
reiterated that out of all educational problems that beset the African continent today, none is as
persistent or as compelling as the one rating to the training of competent teachers who directly or
indirectly is bound to influence the quality and quantity of services.
IMPORTANCE OF QUALITY EDUCATION
Education plays a crucial role in national development as well as efficiency and effectiveness of
individuals (Muodumogu 2006). It is in recognition of these fact that, the Federal Republic of Nigeria
observed in it’s National Policy on Education (2004) that “education in Nigeria is an instrument “par
excellence” for effecting national development”. Quality education meets the needs and aspirations of
Nigerians as well as to effect necessary changes and reforms.
The importance of quality education to human existence and development is numerous.
Oyetunde (2006) states that high quality of education elevates a nation while poor quality harms a
nation Ukeje (2002) adds that education could be a double –edged sword, which facilitates or mar the
development of individuals. Formal education is the greatest and most potent tool man has invented for
his contrive the development and progress. It is therefore important that the government, teachers and
the stakeholders of education should take education seriously.
RECOMMENDATIONS
The following recommendations are made:
15









To adhere to government policies (aims and objectives).
Finance primary education properly
Provide adequate facilities and classroom accommodation.
Train and re-train teachers
Supervise and monitor teachers and government projects
Maintain existing physical facilities
Provide text books and working materials
Recruit qualify teachers
Teacher /pupils’ ratio should be 1: 35.
CONCLUSION
The quality issue of primary education has been readdressed in this paper. The challenges and
lapses were looked into. The government, teachers and the pupils should work together for the success
of this level of education. Administrative reforms and structural readjustments for adherence to
standards and improvement of quality primary education is important.
REFERENCES
Adewole, A. (1998). Education and human development: Journal of Education Improvement, 13 -12.
Akere F. (1995). Language in the Curriculum: An assessment of the Role of English and other
languages in the education delivery process in Nigeria: In Bamgbose, A, Banjo, A. and Thomas,
A. (Eds.). New English;
Akinbote, O. (2001). The Nigerian primary school – teachers: Angles of
instruction or devils of destruction? Nigerian Journal of Educational Philosophy VII (I) 35-40.
Burns, B. Mingart, A. and Rakotomalala R. (2003). Achieving Universal Primary Education by
2015: A chance for every child. Washington, D.C. the World Bank.
Federal Republic of Nigeria (2004). National Policy on Education Lagos.
Government Printers.
Lassa, P.N (2000). Teacher Production; A focus on Nigeria in proceedings of the Education Mini
Summit held at Abuja, Monday 29 November 1999.
Modumogu, C.A. (2006): Qaulity Nursery and Primary Education in Idoma Land in the 21 st Century:
Perspective, challenges and Strategies for Improvement. Being a paper presented at the 21t
catholic Education Summit of the catholic Diocese of Otukpo. St. Francis Cathedral Otukpo. 22 nd
– 24th Nov. 2006.
Olatunji, J.O. (1996). Professionalization of teaching in Nigeria: How Realistic. Andrian Forum 9 (1), 81
-84.
Oyetunde, T.O. (2006). Quality Education in 21st Century Nigeria;
Perspectives, Challenges and Strategies. A lead paper presented at the 3 rd Annual National
Conference of the Association for Encouraging Qualitative Education in Nigeria, 8 th – 12th May.
Makurdi; Benue State.
Taiwo, C.O. (1982). The Nigerian Education System: Past, Present and future. Ikeja: Thomas Nelson
Nigeria Ltd.
Ukeje, B.O (2002), Teacher Education in Nigeria; Current Status, 21 st Century Challenges and
Strategies for Improvement. In Akin made C.T.O, Oyetunde, T.O., Akpa, G.O, Enoh, O.A and
Ozoji, E.D (Eds), Improving Teacher Education in 21 st Century Nigeria; Challenges and
Strategies. Jos: Department of Arts and Social Sciences Education in Association with the faculty
of Education, University of Jos.
Umolu, J.J. (1997). Effective Nursery and Primary Education:
Characteristics, challenges and Strategies. In Umolu, J.J, Udoh, S.U, Oyetunde, T.O and Wuyep, S.N.
(Eds.), Effective teaching and Learning. Jos: LE CAPS Publishers.
16
17
QUALITY ISSUES IN NURSERY EDUCATION IN NIGERIA
4
Jonah O. Okwoche
Department of Computer Science,
College of Education, Oju
ABSTRACT
Education has been variously defined. Encyclopedia Encarta defines Education as permanent
change in behaviuor as a result of past experiences. Issue of quality education from the
primary levels to the university, has become a global phenomena. Nations of the world have at
different times complained of fallen standard of education, Nigeria inclusive. This is nothing
short of issues of quality. UNESCO (2007) in Education for all, Global Monitoring report,
defines nursery education, as “early childhood care and education, that supports children’s
survival, growth, development, and learning, including health, nutrition and hygiene, cognitive,
social, physical, and educational development from birth to entry into primary school” at the age
of 6, in both formal and non-formal settings. UNESCO (2007) X-rayed quality issue in nursery
education in the light of environment, philosophy, curriculum, the children, staff of the schools
and evaluation. On the basis of these International recognized standards, the researcher tried
to measure Nigerian nursery schools, to see to what degree they measure with these
internationally accepted standards and made recommendations for government possible
implementation.
INTRODUCTION
Nursery education, which is the education given in an educational institution to children aged 3
to 5 years, prior to their entering the primary school, has been identified with different names world
wide. Some call it early childhood education, kindergarten, pre-primary education, Day Care, infant
classes to mention but a few. (Colon 2004:18) By what ever name it is known in different parts of the
world, for the purpose of uniformity in this paper, we shall consistently refer to it as Nursery education.
Nigeria National Policy on Education (2007:14) recognizes the place of Nursery education and
thus defined it as the education given in an educational institution to children aged three to five plus
prior to entering the primary schools. As stated in the policy document, the purposes of Nursery
education includes among others:
i. Providing a smooth transition from the home to the school.
ii. Preparing the child for the primary level of education.
iii. Providing adequate care and supervision for the children while their parents are at work.
iv. Inculcating in the child the spirit of enquiry and creativity through the exploration of nature, and the
local environment, playing with toys, artistic and musical activities, etc.
v. Teaching the rudiment of numbers, letters, colours, shapes, forms, etc through play and
vi. Inculcating social norms.
On the other hand, UNESCO in Education for all Global Monitoring Report (2007:115) defined
nursery Education as “Early childhood care and education, that supports children’ survival, growth,
development, and learning-including health, nutrition and hygiene, cognitive social, physical and
emotional development. From birth to entry into primary school, at the age of 6, in formal and nonformal settings, often provided by a mix of government institutions, non governmental organizations,
private providers, communities and families” In the light of the above, this paper will x-ray briefly the
History of nursery education, history of nursery education in Nigeria, UNESCO 2007 philosophy of
18
nursery education, UNESCO 2007 quality issues in nursery education, objectives of nursery education
in Nigeria, summary conclusion and recommendations.
BRIEF HISTORY OF NURSERY EDUCATION
Nursery education has a rich and exciting history. Brain and Anderson (2000) observed that the
story of its development is the chronicle of people and movements who took bold steps towards
improving children’s lives. Critical events have had a hand in shaping the history of early nursery
education. Example, a national crisis such as World War I brought together a community to provide for
its children. Davis (2002) stated that the nursery school today is different from what it was when the
movement began more than 50 years ago. It is different because of the changes in the world, because
the place of education then and now is different, and because we know more than we did about human
growth and development now than before.
The first Nursery school was established by McMillan sisters in London in 1908. According to
Douglas (1999) their interest then was in improving the health and general welfare of young children
living in slum areas of the city. The social, emotional, and intellectual development of children later
began to concern people in England and in many other countries. Cooper and Zubek (1998) stated that
in the United States, interest in the development and welfare of young children led to the establishment
of nursery schools soon after the First World War. Most of the schools established in the first years
were laboratory schools in colleges and universities for the purpose of learning more about the growth
and development of children.
According to Gray and Klan (1998) amongst the individuals who contributed to our
understanding of needs of young children were Maria Montessori of Italy, who developed a program of
activities for young children that contrasted with the passivity of earlier education programs. John
Dewey, who stressed the importance of activities, and of first hand experiences in learning. Sigmund
Freud, who stressed the significance of the first years of life, and the relation of emotions and
behaviors. Other prominent individuals worthy of note are John Locke, Ronsseau, Pestalozzi, Froebel,
Arnold Gesell, and many more. As already noted, the early history of nursery education is a
combination of the efforts of individuals and groups. The various groups were identified by the names of
their groups, the first being:THE KINDERGARTEN MOVEMENT
Hilton and Cost (1988) stated that the word Kindergarten which is German for “children’s
garden” is a delightful term. It brings to mind the image of young seedling on the verge of blossoming,
i.e the similarity between caring for young plants and young children, and that Froebel who coined the
word observed that “As a flower opens from a bud, so too does a child go through a natural unfolding
process. The Kindergarten movement represents the oldest and most widely established formal
Nursery education movement in the world. It’s Origin dates back to 1837 when in Germany Froebel
started it. Mustard (2005) observed that its started in America by the likes of Elizabeth Peabody and
Susan Blow in 1860. As early as 1874 a department of Kindergarten was established by the American
National Education Association (NEA) and was later included as a part of the regular public school
system/enterprise.
THE NURSERY SCHOOL MOVEMENT/EARLY CHILDHOOD EDUCATION
According to Hiton and Cost (1988) [Ties with higher institutions and colleges] From its
beginning in the 1920s, the Nursery school/early childhood education movement in the United States
has been closely related to the child-study and child-guidance movement. Many of the early programs
were established by colleges or universities, or university related research institutions, to permit the
longitudinal study of child development and training of early childhood personnel.
19
Some of the earliest of these programs were founded at the Gesell Child Guidance Nursery at
Yale University in (1920), the Merill-Palmer Institute (1920) Colombia Teachers College (1921) and the
Iowa Child Welfare Research Station (1921), to mention but a few.
THE DAY-CARE MOVEMENT
Brain and Anderson (2000), observed that throughout its History, the purpose of day Care most
often has been described as a child-welfare service for the care and protection of children. A service
focused on the children of destitute windows, and those with sick husbands. Day Care Centers gained
international acceptability during and after World War II between (1939-1946). Mothers, who attended
to worded soldiers in battle fields, needed these Centers to Carter for their babies. The industrial
revolution finally made day Care Centers a possible program in western Europe and America. Women
who worked all day long in factories, to supplement family needs deposited their babies in these
centers, where they were fed, and taken care of.
HISTORY OF NURSERY EDUCATION IN NIGERIA
Oniboku (1997) observed that the History of Nursery education in Nigeria today is largely a
post-colonial development. The semblance of it during the colonial era was the Kindergarten and infant
classes, which consisted of groups of children considered not yet ready for primary education. Grouping
for instruction then, was not age-based. Some children age six or even more, could be found in some of
the infant classes. With the phasing out of infant classes, some parents began to feel the need for
Nursery schools. In the 1960’s the number of Nursery schools increased as a result of influx of various
European and American Citizens working in different parts of the country. Adenesina (1998) stated that
added to the influx foreigners was the fact that Nigerian professionals were increasing in number, and
were fast emulating the European Official in sending their children to Nursery schools. The demand for
such schools fell much below the supply hence the fees charged by these schools became high such
that very few well-to-do parents could afford to send their children to them.
(UNESCO 2007) PHILOSOPHY OF NURSERY EDUCATION
“As the twig is bent, so grows the tree” could apply to all children and their early childhood
learning and experiences. When people accepted the importance of childhood, they began to take
responsibility for a quality life for them. Society began to provide for the health and physical welfare of
children and came to understand the necessity to care for their minds. On the basis of the above, the
following constitute the Core philosophy of Nursery education world wide.
 It is a place for 2½ -5 years old.
 Designed for educational experiences
 It includes Nursery schools, Day Care Centers, Laboratory schools
 It focuses on social and emotional wellbeing.
 The curriculum encourages self expression through language, creativity, intellectual skills, and
physical activities.
 The basic underlying belief is the importance of inter-personal connections children make with
themselves, each other, and adults.
 They have some general characteristics.
9.00am children arrive at school
9.30am free play periods
9.45am singing times and Rymes
10.00am toileting and snacks time
10.30
free play
11.30
clean up
11.45
story time
12.00noon children depart home.
20
[UNESCO in Education for all Global Monitoring Report 2007: 84]
UNESCO 2007 VIEW ON QUALITY NURSERY SCHOOLS
Quality Nursery education can be viewed from different perspectives. For this paper, quality
Nursery education shall be viewed in the spheres of Environment, curriculum content, the children
teachers, and evaluation. (UNESCO 2007).
ENVIRONMENT
The environment is the stage on which children play out the themes of childhood, their
interests, triumphs, problems and concerns (Acar et al 2005). An environment for children therefore
includes all of the conditions that affect their surroundings and the people in it. (Polycarp 2003) on the
other hand defines Nursery environment as “The sum total of the physical and human qualities that
combine to create a space which children and adult work and play together. He identified the physical
environment to include, (Buildings/room arrangement), [activity/recreational/play areas]
[material/equipment] (Amount of space/windows/doors) (Safety/ lighting/ health supplies)
(Toiletries,/eating facilities) (Tables, /Chairs/ Lockers /Flooring) (Display areas, and resting space).
(Sydney 2000) stated that “each environment is unique”, and that there is no such thing as a model or
Ideal setting for children”. But that every nursery environment must be seen to encompass the
followings: Should be conducive for learning
 Should encourage optimal growth of children
 It should be child centered
 It should be favorable
A nursery school environment that is conducive for learning should not be seen to be at the
middle of a motor park, a rail station, a market or an industrial area with both noise and waste pollution.
Such environment are not conducive for learning, the noise pollution from these places not only
distracts the children’s attention from the class-activities, but prevent them from hearing the teachers
and fellow children. Judging from the above one can correctly state that many Nigerian nursery schools,
have failed to meet the environmental quality criteria, circumstances are bound in Nigeria where
Nursery schools are located next to rail station’s markets and cement factories. It is evident that many
of our nursery schools have failed to meet the environmental quality expected in the location of many of
our nursery schools.
Curriculum is considered to be one’s individual course of study (Stanza 2001). In secondary
schools, Social studies, Geography, Maths, English and Arts are part of curriculum. In a Nursery school
setting, curriculum is literally every thing that happens in the course of a school day, such as Arts
activities, language, games, gymnastics, climbing, songs and rhymes, digging in the sand, rest and
feeding times. Moshe (2001) observed that the curriculum of the Nursery school is the planned and the
unplanned daily activities of the children at school. He observed that young children are like sponges,
they absorb every thing going on about them. Since they are young, and unfolding, the whole world is
new and fresh; therefore they do not discriminate between what is prepared and structured for them to
learn and what ever else happen to them at school. It is all learning. Moshe (2001) further observed that
“the teachers apply what they know about children in drawing up the Nursery curriculum. Hence
Nursery school curriculum is the sum of a teachers knowledge about children’s needs, materials,
equipment, societal and government policy requirement, and what happens when children meet.
Curriculum of the Nursery school is the translation of theories of education into practice.
Writing on quality issue in Nursery education in Nigeria, one would wish to ask, how much or to
what extent is the curriculum of Nursery schools in Nigeria, conforming to the informal curriculum stated
above? Durojaye (1999)’s study of Nursery school education in Nigeria found that Nursery education
curriculum has an ideology of preparation for scholastic success as a cardinal principle, hence English
is used in class-rooms from day one, rather than the mother tongue as recommended by the National
21
policy on nursery school, and primary education in Nigeria. Myers and Kings (2000) observed that most
third world Nursery schools have a very school preparatory focus, emphasizing the three Rs rather than
play or social skills. Bereiter (1998) and Englishman (1999) observed that Nursery education in Nigeria
is one which is structured academically oriented, and inclined to formality.
Olayide (2000) in confirming the views above observed that Nursery school curriculum in many
parts of Nigeria have planned/structured curriculum, planned time tables for teaching and learning
situation. She further stated that some Nursery schools went the extra-mile of providing instructional
materials such as pictures, posters, projectors, television, tape recorder, print materials such as text
books, drawing books and the likes in line with the formal stage of a child’s cognitive development.
From the forgoing, it can rightly be concluded that quality issues in Nursery education as far as
curriculum is concerned, Nigerian Nursery schools have failed to provide the right type of curriculum for
our children.
THE CHILDREN
UNESCO (2007), observed that the selection of children to any ideal Nursery school is
dependent upon many factors, amongst some of these are type or Nursery school, location of Nursery
school, and the purpose and need it serves the community. Type of Nursery school, there is what is
called the Head start Nursery schools, or compensatory education. This type of Nursery school
education started in America in 1965, and was aimed at using political and social decision to use pre
school enrichment as an antidote to poverty. These types of schools were deliberately opened for
children of the poor in slum areas who may have brilliant children, but may not have money to send
them to good fee paying Nursery schools. The physically and mentally handicapped Nursery schools.
As the Name suggests these are schools specially opened for either the deaf, blind mentally deformed
and other forms of disabilities.
THE LABORATORY NURSERY SCHOOLS
These schools are closely related to the child study and guidance of children, they are usually
established by either universities or higher colleges, or university related research training institutions,
to permit the longitudinal study of child development and the training of childhood personnel. Going by
the above condition one would simply see that none of the above criteria, constituted grounds for the
selection of pupils into Nigerian Nursery schools. Even the so called university demonstration Nursery
schools that are bound in most Nigeria Universities, only serve the purpose of a training ground from
which university lectures give the best of training to their children, from where they proceed to a
University Demonstration secondary school and from there into the university.
AGE AND NUMBER OF CHILDREN PER CLASS
The internationally accepted Number of children in a Nursery school are twenty children and
below (UNSCO 2007). Large groups create strains and reduce the contribution that the school can
make to the individual. If the class is mostly of 2-3 years old, the class is expected to have 15 or less
children. (UNESCO 2007). If the Nursery school is for the handicapped, between 10-15 is the
recommended Number. (UNESCO 2007).
The Nursery school serves the needs of two to five years old, by age six they have moved to
primary one. Most children are ready for group experiences when they are around the age of three
years. Unless on a special need, children of age 2 and 3 should be grouped independently for they are
in deistic stage of child development. Four years and five may be grouped together, Stanly (2003)
observed that mixing the age group of 2 -3 may distort growth, as much as failing to mix them when the
time is ripe could equally distort growth. Going by the Nigeria standards one cannot beat his chest that
this is in practice? Onibokun (1999) observed that the history of Nursery education in Nigeria today is
largely a post colonial development. And that grouping for instruction in schools was not age-based,
and that some children age six or more could be found in some Nursery classes. This case is still very
22
much with us till date. Parents who go to villages to bring their wards with the aim of giving them better
city education, enlist at age 6-7 years in Nursery one. This is because back in the villages, these
children may have attained primary two, but can not speak a word of English, in their quest to re-dress
this step they return the children and wards to Nursery one, creating a wide age disparity.
STAFF OF NURSERY SCHOOLS
The number and types of staff members in a school will depend on the size of the school.
Whatever the size and type of school, it requires some of these vital staff members to function properly,
amongst these are the head teacher, assistant head teacher, teachers, and aids. Other professionals
such as social workers, a nurse, a doctor, a psychologist a psychiatrist, all of whom act as consultants
who visit the school from time to time (UNESCO 2007). In an ideal Nursery school, there will be more
than one adult with each group of children, especially if the children are very young, or of special needs.
The two year old needs attention and individual care from teachers help in dressing, in using toilets,
and even some times eating. When children with physical, emotional handicapped are enrolled, the
school needs additional staff. A blind or partially sighted child, a deaf, a spastic, or a mentally retarded
requires more help from a teacher than does a child without a handicap.
QUALIFICATION OF TEACHERS
The head teacher in charge of a Nursery school should be well trained with previous
experience in Nursery school teaching. His training should/will include a college or university degree
with major in early childhood education, or its equivalent which should include courses in science,
social sciences and humanities with special emphasis in the field of educational psychology, arts and
music, Nursery school subject including laboratory experiences in working with groups of pre-school
children. (UNESCO 2007) The more extensive his training and experience the better he should be able
to do his Job and make good use of all his staff. The Assistant teacher should also have a background
of training in child growth and development and Nursery school methods. He should have an
understanding of personality development and learning process in young children.
CHARACTERISTIC OF TEACHING STAFF
The teacher as a person is the most important single factor in determining what Nursery school
experience will be like for children. Not only a teacher’s skill but also his attitude and feelings will
influence what he does for and with the children. To this effect
(1) A nursery school teacher needs to be in good health and to get adequate rest if he is to meet the
daily demands of a group of active young children.
(2) The nursery school teacher needs to be emotionally stable to manage his moods and
depressions so that they do not interfere with his responses in the teaching situation.
(3) He should be flexible in his thinking, realistic and capable of sustained efforts.
(4) He should trust himself enough to experiment and act with spontaneity.
(5) He should have a sense of order, an appreciation of beauty and the wonder of life, and a strong
faith that the young could grow to be adults. (UMESCO 2007)
AID/STAFF
Aid staff contributes to the nursery program in many ways. They may help with house keeping
duties, cleaning up messy plays, preparing the paints, or clay supplies, or using their skills in repair of
equipment. They may supervise to make sure children are safe and may assist teachers by reading or
telling stories, by singing or playing an instrument in a music period. Above all by spending time with
individual children who need extra attention. The successful use of aids will depend on the care taking
in their selection, in considering the fitness of their personalities and their motivations. These aid staff
must be seen both in attitude and deeds to be interested in children.
23
The foregoing is another very vital issue in quality nursery education in Nigeria. (Onibokun
1999), (Olayide 2003), (Amadi 2005), all observed that nursery schools in Nigeria have teachers that
are least qualified educationally. Proprietors pick unqualified teachers so as to pay them pee nuts
salaries. Amadi (2005) specifically observed that nursery teachers are some times employed on the
basis of their personal relationships with school proprietors. The place of professional training, area of
specialization, and knowledge of child development, early childhood education experience are all
thrown to the wind, in staff recruitment in Nigerian Nursery schools. Durojaye (1999) observed that aid
staff in Nigerian Nursery schools are mostly spent old women who are either too weak for any active
engagement or baby sitters for people who care to engage them. It follows then that Nigerian nursery
schools are far from meeting the required standards as for as staff engagement is concerned either as
academic or non-academic staff.
EVALUATION IN NURSERY SCHOOLS
Encyclopedia Encarta defined evaluation as “the act of considering or examining something in
order to find value, quality, importance, extent or condition”. On the other hand (Imo 2000) defined
evaluation “as a process, an assessment involving making decisions, choices, and selection”, (Sermon
2001) stated that evaluation is a “deliberate and systematic way to judge effectiveness, and that it is
based on goals and expectation”. In early childhood setting, both formal and informal methods are used
for evaluating children. Informal settings include observations, note-taking, self assessment, parents
interviews and survey, sampling of children’s work and teacher designed forms. Formal kinds of
evaluation are also used, but less frequently in the early years. these include standardized tests and
various other screening instruments. Examples test in schools using pencils, paints, colours and many
more. The process of evaluating children attempts to answer several questions. Are children gaining
appropriate skills and behavior? In what activities does learning take place? What part of the program
supports specific learning? Is the school philosophy being met? Are educational goals being met?
Colon (1998) further observed that goals for children stem from program objectives. Examples if the
school philosophy is designed to help children grow towards increasing physical, social and intellectual
competencies” an evaluation will measure children’s progress in those three areas. Any that claims to
teach specific language skills, will want to assess how speaking and listening is being accomplished.
(UNESCO 2007) observed that evaluating children specifically involves six different directions.
(1) To Establish a Base Line:- The purpose of evaluating children is to establish a starting point of
their skills and behavior. This involves the collection of important data/information on a child for a
period of time. Through these cumulative records, teachers learn a great deal about children.
Whom they play with, how they spend their time, how they handle problems, what fears and
stress they show. In other words, teachers learn a lot about how children live their lives.
Evaluation in Nursery schools of Nigeria today are far from meeting these standards
(2) Monitor the Growth of Individual Children:- The teacher’s use evaluation to document
children’s growth. Data collected provide evidence of children’s growth or lack of progress. A
careful evaluation of each child furnishes the teaching staff with necessary foundation from which
they can plan there next steps.
(3) Have a Systematic Plan for Intervention and Guidance:- The third direction for evaluation is to
help teachers determine guidance procedures. These are based on insights and perceptions
brought into focus through the evaluation of children. This process serves as a primary tool on
which guidance and planning are based. This step is very much lacking in the Nigerian setting.
Amadi (2005) observed that not only do our nursery school not have guidance counselors, they
keep no special records of children’s progress and deficiencies. Infact our schools have no other
records of her children than the cognitive terminal records of their performances.
(4) Planed Curriculum: Teachers plan curriculum based on children’s evaluation. Translating the
assessment to textual class-room practice is an important part of the teachers role. A through
evaluation helps teachers plan appropriate activities to meet children’s needs. Ada (1997) stated
24
(5)
(6)
that Nigerian nursery school teacher believe that a curriculum has already been handed down to
them as contained in the so-called recommended books by the state ministry of education, to this
effect no effort is made by any teacher to influence the social emotional and physical growth of
children, than relying completely on the much talked about recommended text -books.
Provide Parents with Updated Information on their Children:- Plan’s for evaluating children
are intended to provide parents with information, about their children. Once the teacher has
identified a Childs needs and capabilities, parents are entitled to hear about it. The teaching staff
has an obligation to provide a realistic over-view of the child’s progress and alert the parents of
any possible concerns. Awoniyi (1999) observe that evaluating system in Nigeria schools does
not go beyond the terminal report cards given to children. When a child is sick, he is kept till the
school closes when parents may come to collect him/her. The school management keeps no
records of how often the child falls sick in the school, it has no records of the parents phone
numbers and no school bus to carry a sick child back to her parents at home or place of work.
Provide Information for Making Administrative Decisions:- Evaluation results helps a school
make administrative decisions. They can lead to changes in the overall program of the school
philosophy. Example, a child care component might be added to the half day program or an
evaluation might conclude that there is too little emphasis on developing large motor skills and
coordination due to inadequate playing grounds and gyms in the school compounds. To invite
more active play the administration might decide to re-model the play ground, purchase new
equipment and many more. It is very clear from the forgoing that Nursery schools in Nigeria have
fallen short of either of these five criteria in determining a quality/standard nursery school. Hence
the need for the federal and state government to go back to the drawing board and re-examine,
where the nation has gone astray.
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This paper titled quality issues in nursery education in Nigeria, reviewed nursery education in
the light of:- the various names by which nursery education is identified by, a brief History of nursery
education in general and Nigeria in particular, philosophy of nursery education in general and Nigeria in
particular, UNESCO’s 2007 views on quality nursery school was equally reviewed. In all, it concluded
by stating clearly that nursery schools in Nigeria are far from meeting the conditions by which they may
be termed good quality/standard. The proliferation of Nursery schools in the country, is one principal
reason for this gross decline in quality of Nigerian Nursery schools. In the light of the above, it is hereby
being recommended that:(1) The federal government should review the conditions for the establishment of nursery schools in
the country.
(2) The philosophy of Nursery education in Nigeria is out dated going by the UNESCO standards of
2007. Nigeria should set up a committee to review these philosophy to be in line with world
standards which will spell out types and qualifications of teacher and other aids that might be
engaged in Nursery schools, define a clear cut curriculum both formal and informal curriculum for
children of nursery schools, clear cut mode of evaluation and specifications as to what an ideal
environment for a nursery school should be.
REFERENCES
Ada, E. (1997). Contemporary influences in early childhood education. Reviewed on August 14 – 2010,
from Google http:/ WWW. ada google. Com.
Adesina (1998). Lulls in Nigeria pre-primary school system of Educate newswatch magazine p.14.
Amadi U.A (2005). A comparative study of students academic achievement of bandaging and debowdg
schools in Anambra state (Unpublished masters thesis) minority of Nsuka.
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Awoniyi, A. (1999). The place of pre-school playgroups in the development of early childhood education
in England, implication for Nigeria. Occasional publication. No 22 University of Ibadan press.
Nigeria.
Bereiter (1998) social class and linquistic development a theory of social learning. In, Education
economy and society. Edited by Haslseh A.H et al free press mew ymc
Brain, R. and Anderson, S. (2000). Physiological process in early childhood education. British journal of
educational psychology 68. 133- 149
Colon, S.E (2004). Early childhood education, in Historical perspective. Retrieved August 18. 2010 from
Http: /WWW/edu/htm.
Cooper, N. R. and Zubek, J.P. (1998). Effect of enriched and restricted early environment on learning
abilities of bright and dull rats. Canadion journal of psychology. No. 12 159-168
Davis, R.L. (2002). Second year report on pre-kindergarten programme for educational disadvantaged
children. The journal, African, American education. 39 No, 2, 1240137
Douglas, J.W, B and Rose, J.M (1999). The laster educational progress and emotional adjustment of
children who went to Nursery class. Educational research vol.3, 73-80.
Durojaye W. (1999) the influence of shyness on children performance, British educational journal of
psychology vol. 73 part 3, 318-327
Englishman (1999). Testing the development theories of sex difference in intelligence British journal of
educational psychology 8:46-53
Federal ministry of Education (2007). National Policy on Education. Lagos, federal government puritan
Gray, S. and Klans, R. (1998). The early training project: the servant year report. Childhood
development 14, 909-924
Hilton. S and cost, A (1988). The development and evaluation of a diagnostically based curriculum for
pre-school pshycho-socially deprived children. Blooming ton university of Indiana U.S.A.
Moshe (2001) factors affecting educational attainment in depressed urban areas. In Education of
disadvantaged. Edited by passion A.H. 369-397.
Mustard, F.F (2005). Effect of school attendance on performance: In Education for all, Global
monitoring Report (2007) UMESCO publishers (2nd revised Edition).
Olayecle O.A (2003). Effect of pre-school on English language acquisition, on primary school puils of
Ibadan principal schools un-published masters thesis university of Ibadan.
Oniboku (1997). The ideology of pre-primary school Edu. in Nigeria (unpublished masters thesis)
university of Washin ton USA.
Myers and Kings (2000). Presenting school failure. The relationship between pre-school and primary
education. Proceedings of a workshop on pre school research held in Bogota, Colombia, 26-29
may 1999, international development centre Ottawa Canada.
Sermon A. (2001) parents and teachers: a resource book for homes schools and community
relationship. Bselmont, calif, Wads-morth
Stunza (2000). The primary school Rewluter in Britain British journal of educational psychology x: 55-70
UNESCO (2007). Education for all Global monitoring Report. UNESCO publishers, (2 nd Revised
Edition).
26
QUALITY ISSUES IN PRIMARY EDUCATION IN NIGERIA
5
Ochi, Michael Oko
Department of Primary Education,
College of Education, Oju
ABSTRACT
Primary education has been conceived in this paper as that level of education given in
institutions for children aged 6 years to 11 years and plus (6-11 + years) At this level too
children between the ages three and five years old may be enrolled in kindergarten and
nursery classes to prepare them for lower primary education levels. This paper examines the
basic educational skills necessary for them to acquire before graduation, limitation to the
realization of the goals of this level of education, the concept of quality and issues in primary
education. In this paper also effort shall be made to include factors that militate against
effective performance of teachers, leavers, as well as parents-teachers militating factors.
Suggestions/recommendations such as employment of only the trained teachers, closing down
of some mushroom primary and nursery schools, proper funding and monitoring, effective
supervision and provision of infrastructure for schools etc as a way forward to improve the
present predicaments that face many of our primary schools.
INTRODUCTION
Education is an imperishable institution, whose life extends beyond that of the individual who
are transitory elements because such individuals are born, grow up, die and are substituted by others
while the education unit retains its identity and its patrimony of ideas and sentiments, which each
generation receives from the past and transmits to the future generations. This makes it pertinent for
individual therefore to know that he cannot consider himself as the ultimate end of education. It may
however sound grandiose to any that education has ends that are superior to those of the single
individuals controlling or composing it. This why Appadorai (2004: 42) in explaining Kant’s formula said
that “the individual is the end and cannot be considered as a means to an end.” This means therefore
that education may appropriately be considered by any reasonable citizen- high or low- as a conveyor
word to the enrichment of any individual personality in our society, with its social foundation well laid at
the primary school level. Proper teaching and learning makes the individual learner(s) the end, and the
proper education the individual learner receives the means. Once the means is purposeless and illdirected, then the end result is thwarted. So to strangulate education especially the primary school
education by building it on a weak foundation is, as the saying goes, to kill the goose that alone can lay
the golden eggs.
According to Addison in Ominyi (2009)
Education is a companion which no misfortune can depress, no crime can destroy, no
enemy can alienate, no disposition can enslave, at home a friend abroad an
introduction, in solitude a solace and in society an ornament. It givens at once grace
and government to genius. Without it what is man. A splendid slave, a reasoning
savage.
From the above it can be observed that education, especially the foundation (primary level) has
been and will continue to be unrivalled. This uniqueness of education predisposes and makes it vital for
employers of teachers to engage only the qualified teachers to teach our young learners especially in
the primary school level, for the sake of laying solid foundation. It is the teacher’s performance that
determines his/her relevance. The unskilled/nonprofessional teachers are not relevant in schools
27
because they cannot perform exceptionally and power fully in disseminating the required academic
knowledge to the learners as they are deficient in teaching methodologies. This is why Ominyi (2009)
said,
This is a digital world. A digital world call for a digital thinking and acting; you cannot
apply manual methods in a digital world and expect yourself to flourish.
Some of the teachers in the primary schools have become recalcitrant to changes in the
present education- in terms of new methods of teaching- and continue to use yesterday’s methods of
teaching in today’s digital world and are therefore producing academic dwarfs for our society. This is
because they lack the necessary skills and productive ideas that can enhance their methods of
teaching especially the young learners in the primary schools.
There are certain childhood patterns that a skilled/trained teacher in the primary school must
always endeavour to maintain. Children at this early age hate confrontation, and to be hated, they see
all these as anathema to them because all these overcompensation would lead to a trait, as adults,
would become almost pathologically unable to admit wrong doing or even their own mistakes. This
would make them develop the psychological method of unwillingness to accept their own mistakes
rather than others make them. The skillful teacher at this level of education will focus his/her attention
on gradually training these young learners better ways to sublimate their angers and resentment by
seeking acceptance, not rejection, inclusion, not exclusion, popularity, not unpopularity or notoriety. The
trained and indeed a skilled one would rather focus his/her attention on the megaintelligence and
healthy competitive determination of the pupils in their class to make them formidable intellectual
adversary, as they would in later life. It is at the primary school level of education that precocious
leadership qualities and high intellectual abilities, along with affection- seeking aides are cultivated,
nurtured and built upon later in life.
OBJECTIVES AND GOALS FOR THE ESTABLISHMENT OF PRIMARY SCHOOLS IN NIGERIA
It is no longer a gain saying that no nation can be greater than her teachers because they are
the educators and character moulders of the nation’s youths who will become the promoters of the
nation’s developmental goals. The production of quality and qualified teachers to teach in our primary
schools are issues that continue to recall like aching teeth that must be removed for the body to be
comfortable, though such issues may be hydraheaded but are not insurmountable- they need sacrifice,
deliberate and collective action. This is why education in Nigeria today has witnessed “active
participation by non- governmental agencies, communities, and individuals as well as government
intervention”. (NPE, 2004: p iii). The federal government has also realized that “Education in Nigeria is
an instrument” par excellence” for effecting national development”.- NPE, 2004: p. iii) This is the reason
why the federal government of Nigeria has clearly spelt out unequivocally the philosophy and objectives
that underlie the huge investment in education (see NPE, 4 th edition 2004 section1, pp. 1-5). This
section of the National Policy on Education states that a nation’s policy on education is government’s
way of realizing that part of the national goals which can be achieved using education as a tool and
starting from the primary school level.
THE OVERALL PHILOSOPHY OF NIGERIA
In view of the historical development of Nigeria until her independence in 1960, it can be
realized that she has a back-ground of diverse languages and several ethnic groups that make up the
peoples of Nigeria among other countries of Africa. The overall philosophy of Nigeria is spelt out in two
broad ways as follows:
(a) Live in unity and harmony as one indivisible, indissoluble, democratic and sovereign nation
founded on the principles of freedom, equality and justice;
(b) promote inter-African solidarity and world peace through understanding.
THE NATIONAL GOALS OF NIGERIA
28
Goals which can be defined as the targets “have been endorsed as the necessary foundation
for the National Policy on Education” to build:(a) A free and democratic society;
(b) A just and egalitarian society;
(c) A great and dynamic economy;
(d) A land full of bright opportunities for all citizens.
(NPE, 2004: section 1, p.1).
This same National policy on Education encompass primary education. Here it is stated
unambiguously that:Primary education as referred to in this document is the education given in institutions
for children aged 6 to 11 plus. Since the rest of the education system is built upon it, the
success or failure of the whole system. The duration shall be six years.
The government also spelt out the goals to be attained in primary education as follows:(a) permanent literacy and numeracy, and ability to communicate effectively;
(b) Laying a sound basis for scientific and reflective thinking.
(c) Give citizenship education as a basis for effective participation in and contribution to the life of the
society;
(d) mould the character and develop sound attitude and morals in the child;
(e) develop in the child the ability to adapt to the child’s changing environment;
(f) Give the child opportunities for developing manipulative skills that will enable the child function
effectively in the society within the limits of the child’s capacity;
(g) provide the child with basic tools for further educational advancement, including preparation for
trades and crafts of the locality. (NPE 2004, section 4, p. 9).
From the above the objectives and goals form the basis of primary education in all the states of
the Federation of Nigeria. In pursuit of these laudable objectives and goals, the Federal government of
Nigeria recommended that:(a) primary education shall be tuition free, universal and compulsory.
(b) curriculum (the planned interaction of students with instructional contents, instructional resources,
and instructional processes for the attainment of educational objectives) for primary shall include
several subjects including languages, mathematics, sciences, computer education and other
liberal arts.- NPE. 2004, p. 10.
EDUCATIONAL SERVICES AS PROPOSED IN THE NPE (2004)
These service are clearly stated section 11, page 45 (c) of the 2004 NPE to include the following:
(a) Provision of school library;
(b) Provision of basic health scheme;
(c) provision of counseling
(d) provision of educational resource centre;
(e). provision of special teachers of particular subjects such as mathematics, science, physical
education, language Arts (in relation to English, French, sign language and Nigerian languages),
librarian, music, fine Art and Home Economics.
Other recommendations can be found in pages 11-12 of the same NPE which include forms of
teaching and methods to be used, medians of instruction in the primary school, teacher-pupil ratio of
1:35, the use of continuous assessment for advancement from one class to another and award of
primary school leaving certificate based on the same assessment records, welcoming of contributions
of voluntary agencies, communities and private individuals in the establishment and management of
29
primary schools alongside those provided by the state and local governments “as long as they meet the
minimum standards laid down by the federal government” of Nigeria. It is because of the importance of
education and to correct the educational imbalance between the North and South, that the government
has promised that it … shall therefore provide basic infrastructure and training for the realization of this
at the primary school level (NPE 2004, p.12).
The Federal Government intention for primary school education has clearly been articulated in
this NPE 2004. The bone of contention here is to what extent have these laudable objectives and goals
so formulated been achieved since its implementation. Where are the collateral executors of these
policies and the facilities so promised for the primary school pupils.
TEACHERS REGISTRATION COUNCIL OF NIGERIA AND CODE OF CONDUCT
The members of teachers Registration Council of Nigeria orchestrated the contents- goals and
objectives- all the policies laid down in NPE 2004, when in the Teachers code of conduct pamphlet
(2004: p. i) said, the teacher holds the key to nation building.
…the aspiration of any nation to transform into a great country can only be possible if there are
competent and dedicated teachers to impart the appropriate knowledge, attitude and skill.
However, since the teacher is the pivot of the education system, it implies that the teacher is a
critical determinant of the success or failure of these goals. Any close study of the national
policy on Education will recapture the national goals, as set out in the various national
development plans- especially educational development plans- that the goals of Nigeria are to
be free, democratic, united, dynamic, egalitarian, prosperous and full of opportunity for every
citizen. It is these “unique features that make teaching profession the most indomitable
profession in the world” because it occupies- the teacher- the position of great honour and
influence in the community because teachers epitomize knowledge, integrity, leadership moral
rectitude and finally always render selfless service that earned them adage that “teachers
reward is in heaven”.
In 1984, UNESCO/ILO considered the status of teachers and issued a document titled: the
status of teacher: An instrument for its improvement: The international Recommendation of 196 joint
commentaries by the ILO and UNESCO. These two world bodies, having recognized the unique role
teachers play in the educational system, came up with some selected recommendations (REC) on
teacher professionalisation, discipline, sights and responsibilities.
TEACHER PROFESSIONALIZATION
According to Carr- Saunders (1928) as quoted by Kupolatic (1996, p.41) defined profession as:….a profession emerges when a number of persons who are found to be practicing
definite technique founded upon a specialized training. A profession may be defined as
an occupation based upon specialized, intellectual study and training, the purpose of
which is to supply skilled service or advice to others for a definite fee or salary.
From the above definition, it would appear that it is vital to note that the term “profession” is
rather more evaluative concept than a descriptive one because it is a general consensus that certain
basic criteria by which a profession can be recognized- the distinguishing indices of recognizing a
profession- training and skills acquired.
Based on the above, the UNESCO/ILO recommendation for professionalisation to include:RRC.6: Teaching should be regarded as a profession: it is a form of public service which requires of
teachers expert knowledge and specialized skills, acquired and maintained through vigorous
and continuing study; it also calls for a sense of personal and corporate responsibility for the
education and welfare of the pupils in their charge.
30
REC. 11: policy governing entry into preparation for teaching should rest on the need to provide society
with on adequate supply of teachers who possess the necessary moral, intellectual and
physical qualities and who have the required professional knowledge and skill.
REC. 13: Completion of an approved course in an appropriate
teacher- preparation institution should be required of all persons entering the profession.
REC. 21 (1): All teachers should be prepared in general, special and pedagogical subjects in
universities, or in institutions on a level comparable to for the preparation of teachers.
REC. 46: Teachers should be adequately protected against arbitrary action affecting their professional
standing or career. In the provisions of national policy on Education for professionalisation of
teachers (TCC 2004, (4c), (a), p.a) it is succinctly stated as follows:All teachers in educational institutions from pre-primary to university shall be
professionally trained. Teacher education programmes shall be structured to equip
teachers for effective performance of their duties. The following institutions, among
others, shall give the required professional training, …
Such institutions include, among others:(a) Colleges of Education
(b) Faculties of Education
(c) Institutes of Education
(d) National Teachers institute (NTI) etc.
FUNCTIONAL NATURE OF PRIMARY EDUCATION
Section 4(17 and 18) of the Nigeria National Policy on Education refers to primary education as
the type of education that is given in institutions-formal environment-for children aged 6 to 11+. A sixyear primary school course is recommended all through the federation to make transfer from one state
school to another unhindered and convenient. The children between ages three and five years old may
be allowed to enroll in nursery and Kindergarten class so as to prepare them for lower primary classes.
It is against the background of the objectives and goals as stipulated in the NPE (2004) for
establishing primary education in Nigeria shall be considered. The functional nature of primary school
education therefore include:
(a) Inculcation of permanent literacy and numeracy and ability to communicate effectively;
(b) Moulding the character and develop sound attitude and morals in the child-the pupil learners;
(c) Develop in the child the ability to adopt to his changing environment,
(d) Give citizenship education as foundation to participate in and contribution to the life of the
society.
(e) Lay a sound basis for scientific and effective thinking
(f) Give the child opportunities for developing manipulative skills that will enable the child function
effectively in the society within the child’s limited capacity,
(g) Provide the child with basic tools for further educational advancement, including preparation for
trade and crafts of the locality.
All these functional nature of primary education are self-development, self-sustainable and selfreliant, relented and are generally suitable, well conceived, planned, formulated and directed
programmes and policies required for the realization of the objectives or goals for establishing the
primary schools. They are tailored towards the individual learner (s) to be able to develop and sustain
himself/herself so as to be in position to develop the society as well as to make sustainable contribution
to others, where possible.
LIMITATIONS TO THE FUNCTIONALITY OF PRIMARY EDUCATION
31
In the pre-independent Nigeria and indeed in the early sixties, there were very few teachers in
this country and their qualifications were not as high as the present day professional teachers. Their
academic qualifications and certifications then vary from the first school Leaving Certificates to
Teachers grade III to Teachers Grade II with a few having Teacher Grade I. This placed teachers then
as enviable, respected and honoured people in the society. The opposite is the case to day. This why
Amakiri (1996:24) rightly observed and said:
Today, the teacher is looked at with disdain. The society has no regards for him. It is
because in our present society wealth and material possession hold sway. Knowledge
and honesty of purpose have been allowed to play the second fiddle. Since the
teacher has been made to lack wealth and possession, his knowledge, dedication to
duty and honesty of purpose can only lead him to play the second fiddle in the society.
Primary education in Nigeria today has been bedeviled by lots of problems that have continued
and will continue to threaten success in primary school education vis-avis the NPE (2004) will continue
to drain abysmally –the objectives or goals will never be achieved even after her 50 years of
independence. Some of the major problems facing primary school education in this country are: Indecent ways of the life of the citizens of this nation. It is desirable patterns of behaviour and life
style of a people that can be seen as good quality education.
 The public low attitude towards primary school teacher as a result of his/her societal status. Despite
the invaluable roles teachers are playing in the primary schools, as well as the dignity he/she
acquires by expertise and competence, the teacher is no longer held in esteem by the society,
some even by their learners because teachers do not have stripes or medals to wear on the
epaulletes to designate their ranks.
 The working conditions of the primary school teachers. This is to say that the level of any discipline
that is realized in any nation depends on the level of discipline that in demonstrated or exhibited by
her law-enforcement agents – the police. Because of the debased or low profile which the primary
school teacher has been forced into by prevailing circumstances engendered by the governments
to adopt, many young women and men would not take to teaching as a profession but a stepping
board for other professions that are more respected and are more esteemed by the society, hence
the general apathy for teaching especially at the primary school level.
 Because the governments do not make the status of the teachers enviable and attractive, like their
counterpart professionals that make the young learners-boys and girls-that do not get lured to
learning just like their master teachers. This is why Amakiri said that “the teachers’ status is the
status-quo and it should be made to be above the ordinary person’s status”.
 The parents’ role in expending a lot of money to hire teachers too coach their children at home and
give additional tutorial in the house is another enemical factor that renders primary education
nonfunctional. It is of a truth that many parents cannot afford to pay for such situations and cannot
render such extra services for their children, their wards are considered to be back ward learners
and therefore renders primary education non-functional because of the existing vagaries in the
environment.
 The attitudes of the learners themselves is another factor to take into cognizance.
According to Sizemore (1964) as quoted by Ilori (1999) observed that the process of teaching and
learning may be described as:
Teaching is a process, learning is the product;
Teaching is a procedure, learning is an outcome;
Teaching is a means, learning is the end;
Teaching is a teaching only if desirable changes occur in the learner.
Since teaching has been viewed by many as being a dynamic relation and an intentional
activity such as explaining, questioning, demonstrating, listening, motivating, making judgments on the
32
parts of the teacher, and evaluating the learner, it is a give- and take matter-it is reciprocal in mature.
As a result of this there is need for learner readiness for what is to be taught and learnt. On the attitude,
skill, coupled with the possession and mastery of the subject matter and methods to be adopted in
imparting the new knowledge to the learners to make such primary school learning functional.
 Job satisfaction is another factor that contributes to the dis-functioning of primary school education.
This why Ukeje (1991) sees job satisfaction as “one contributing variable of ensuring efficient
teaching in the school…” So also Ojoko (1988) and Oraife (1982) observed that “the quality of
learning that takes place in the school depends on the competence of its teachers…”.
The government of this nation has formulated laudable policies but in a hurry because suitable
executors and other variables such as lack of incentives, poor funding, insufficient and poor
infrastructural facilities to accommodate the goals of primary education, and therefore renders the
education at this level dysfunctional.
THE CONCEPT OF QUALITY ISSUES
Several of the societal cliclié, rhetoric educational innovation, reform, modifications that have
emanated over the years as reflected in our National Policies on Education since
independence have confined to criticize schools and blames on teachers for being responsible for the
nation’s falling standard of education without showing the yard stick with which the standard has been
measured. For these critics and blamists to speak about quality issues there must be already in
existence some packages of quality issues that require some innovations and or improvement, such
programme that can lead to reliable, effective, efficient and self –reliant type of education as stated in
the Notional Policy on Education (NPE, 2004).
To talk about quality issues in primary education, we should not lose sight of the large influx of
“teachers” from every nook and cranny of towns and villages in recent years. Employment given to
these categories of teachers accounts for why this profession continues to witness very low academic
performances in the primary schools, both at the local and state schools because some of those
employed to teach these young learners are unskilled in the art of teaching. It is the materials these
unskilled–Non–professionals–gabbage in that are gabbaged out to our secondary schools and upward
the ladder of education. Our primary schools have been littered with academic mediocres who are
unskilled in the art of teaching and so they produce for our society children who are academic dwarfs.
FACTORS MILITATING AGAINST FUNCTIONAL PRIMARY EDUCATION
 Employment that is given to non-skilled persons who have no basic training in teaching leads to the
production of less intelligent pupils from primary schools because they can give out only what they
have in their heads.
 The recruitment of teachers from those that are academic failures accounts for the low academic
states of our primary schools.
 Nomenclature is another factor as many do not want to be identified as (primary) teachers but as
tutor, lecturer etc. The reason for this is the fact that teaching profession has variously be described
and referred to as the “rag-bag” that contains all sorts of academic and professional failures from
other fields.
 There is the predominance of women in teaching professions more especially in our primary
schools. This may account for low productivity not because of inferior ability but biological. This why
Kapolati (1996) said;
Cognizance must always be taken of the interruption of careers on the termination of
them, may be for the child bearing and rearing and family duties, inevitably dictate an
in-and –out role of women.
The situation observed above causes instability and constant breaks in the teaching staff in primary
schools.
33



Some teachers who accept to teach in primary schools see here as a sojourning ground or a
stepping stone-they do not see teaching here as place of life commitment to educate the youths.
The low level of teachers’ salary and the epileptic mode of monthly payment of same makes those
still found in the field to perform below expectation because “a hungry man is an angry man” they
said.
Moral decay /decadence is another militating factor against the functional education in our primary
school and among the products. This is manifested in several types of behaviours such as
cheating, sexual promiscuity behaviours, modes of dressing, drug addiction, stealing, which they
nickname “fastness”. Involvement in secret cult practices, deceit, untruthfulness, disrespect for
adults etc. This why Adeyinka(1983) observed as follows:
Over the years, the actual standard of conduct of children and adult do not meet the
desirable standards but also the conduct of adults are disturbingly.
The factors that one responsible for the decline in morality that has affected pupils’ academic
performances in primary schools could be traceable to several situations some of which many include
the home, the school, the church, excessive desire for materialism as well as the present economic
crunch/melt-down, proliferation of drugs sold freely in the society, truancy that is promoted as a result of
academic failures, wrong and extravagant display of wealth and life style by adults, learners’ peer group
relationship etc. all affect the young learners and cause some undesirable patterns of behaviour. This is
why Cresey (1978) said that academic failure promotes delinquency in schools because according to
him;
Such students become increasingly alienated from the school and drift into
associations with delinquent sub-cultures that are already present in the school
environment. He learns good and bad behaviour from colleagues in school.
Included in those militating factors are lack of adequate infrastructure such as
classrooms, lack of good sitting arrangements, lack of good library, textbooks and several other
instructional materials teachers and learners use to enhance teaching and learning
environment.
SUGGESTION/RECOMMENDATIONS
It is undisputable to say that teaching and learning is a two-way traffic and hinges on the
principle of quid-proquo (give and tale), the teacher and the learner are both the focus in primary school
education. If the goals and the objectives as stated in the NPE (2004) are to be realized, all must make
some sacrifices to improve the teaching and learning in primary school because here is the foundation
of all levels of education. It is on is basis that the following suggestions are based.
 Provision of infrastructural facilities-classrooms, desks-, learning materials-textbooks, good school
libraries etc are necessary for any teaching and learning to yield the desired objectives and goals in
the primary school.
 There should be improvement in the payment of primary school teachers’ salaries and other orange
benefits (bonuses/ leave allowances) and regularly as against the present epileptic system of their
monthly salary payment.
 Teachers in the primary schools should enjoy their regular promotions like their counterparts in
other fields as this will act as motivation for them to perform their best in their schools and among
their young learners.
 Pupils should be provided with textbooks that are core subjects especially those that cannot be
purchased by most parents.
 Good library should be built in the primary schools and stocked with good reading materials for our
young learners. Teachers of the various subjects should encourage their learners to make effective
use of such libraries and textbooks especially during class library teaching periods, because this
34
will stimulate their interest in reaching such as reading for pleasure. This is a compensation for
what the home environment of the pupils cannot provide for them. Fuanbial (1991: P. 105)
observes:
Textbooks are important tools for learning in the primary school. They provide
information on the varied areas of the curriculum. They are selected to achieve
specific purposes to meet the needs of our pupils who come to class to learn.
Selecting books to suit the various needs of the pupils is important because:
 Reading is the only window to see the would and the track to reach man’s mind. It is suggested
here that reaching methodology and reading theory should be made separate and compulsory
courses or subjects in all our teacher training institutions and in their curriculum. This approach will
enable the prospective primary school teachers acquire the necessary skills and understanding the
nature of reading processes, and the knowledge of the methodologies for teaching our children to
read at different levels of their educational development.
 Time-table planners in the primary school should ensure that they include separate class reading
period, separate from the English period. This will compensate the loose during the normal time
when pronunciation (oral lesson), grammar, composition etc are taught.
 Provision should be made to all teachers who have been in the school for long to attend remedial or
refresher courses to remedy their deficiencies in English language, literacy skills, and indeed in
other subject areas they teach in primary schools.
The remedies to all these negative situations in our primary are many and cannot be
accommodated in this paper. Some could come from the governments, parents, teachers the
community where the schools are situated, others could come from the learners themselves.
CONCLUSION
If we all agree, and undoubtedly too, that functional primary education is the foundation and
unique instrument for the development of individual and for the realization of national aims (objectives)
and goals (targets), every thing possible must be done, collaboratively and individually, to make our
primary schools and the pupils system effective and promote literacy. Until this level of education is
improved, made attractive and mode of entry are restricted, education standard cannot improve for
better.
This unfortunate academic situation in our primary schools will continue unabated unless
conscious effort is put in place by both the federal and state government to flush out these
unprofessional from the school system, close down the mushroom schools that are found along roads,
in towns and corridors, and even those found in dilapidated structures by their proprietors, just for
avaricious and materialistic gains.
REFERENCES
Adeyiuka, (1983). The Role of Science in Moral Education. In Biyaya Gila (Mrs.)
(2006). Moral Education in Nigeria, the Role of the Teacher and the school. The Belt Journal of
Education in Nigeria Vol. 1 No 1
Amakiri, P. C (1996). The status of the Teacher vis-à-vis the Quality of
Education of a Nation. In Journal of the Nigerian Principal (ANCOPSS). Vol.4,No2.
Fuanbial, V.L (1997). Guidelines for Selecting Textbooks in the
Primary School. In Helping Children Become Good Readers: A Guide for Parents and
Teachers. Oyetunde, T. O (Ed.), A Journal of Reading Association of Nigeria, Jos, Akanji
Printing Press.
Ilori, J. A. (1999). Innovative Approaches to Teaching and Learning of
Religious Education in Secondary Schools. In Journal of Educational Improvement (Joei), Vol.
2, July 1999, Jos, LECAPS Publisher.
Kupolati, C. O. (1996). Teacher professionalism and Subject
35
Association in Nigeria. In the Nigerian Principal, Journal of ANCOPPS, Vol. 4, No.2.
Ojoko, S. S. (1988). Introduction to Agricultural Education.
Unpublished Lecture Manuscript. Dept. of Science and Technology Education . Rivers State
University of Science and Technology, Port Harcourt.
Oraife, S. O. (1982). The Purpose and Philosophy of Teacher Education
in Contemporary Nigerian Society: A Relationship Over –view. Benin, Journal of Education
Studies, Vol. 1 (1), 5-8.
National Policy on Education, 4th Edition (2004). Lagos, Federal
Republic of Nigeria.
Teachers Registration Council of Nigeria, Teachers Code of Conduct
(2004). Nigeria, Teachers Registration Council of Nigeria Headquarters, Plot 567 Auin Kano
Crescent, Wase ii, Abuja, Pub.
Omingi, Ode (2009). Understanding the Pathways to Greatness.
Nigeria, Aboki Publishers.
36
QUALITY ISSUES IN PRIMARY EDUCATION IN NIGERIA
6
Okpe, Agbike Peter
Department of English,
College of Education, Oju.
ABSTRACT
Primary Education is the bedrock or first level of institutionalized learning. If the foundation of a
house is strong, the entire edifice will be strong, Analogically if the primary level of education is
qualitative all the other levels of education will have desirable qualities and characteristics. And
since no educational system can rise above the level of its teachers, any thinking and any talk
about the primary level of education should place the teacher in a priority position. It is pertinent
for our teachers at this level of education to be highly trained and highly motivated to perform.
This paper is of the view that for teaching to be called teaching it should take care of children’s
individual differences. And it is only highly trained and highly motivated teachers that can
perform this task. This paper posits that such teaching is caring to the core.
INTRODUCTION
The national policy on Education (2004) defines primary education as “The education given in
institutions for children aged 6 to 11 years plus”. It further adds that, “Since the rest of the education
system is built upon it, the primary level is the key to the success or failure of the whole system. The
duration shall be six years”.
Thus, “primary education” will refer to the elementary stage or first total process developing
human ability and behavior. Better still, it is the first (or elementary) state of the social process in which
one achieves social competence and individual growth, carried on in a selected, controlled setting
which ( in modern society) is institutionalized. The difference between basic education and primary
education is that whereas primary education is free and universal, basic education is free, universal and
statutorily compulsory.
The Benue State Education Law of 1981 states that primary school:
Means a school in which full-time education suitable to the
requirements
of
children who have attained the age of six but who have not yet attained the age of
fourteen years is given to not less than ten pupils.
The National Policy on Education which document was published a year after however
superseded this Benue state Education Edict.
But we also have nursery schools which provide education for our children aged 3 and 5 years
plus. For an increasing number of our children, it will appear as if nursery education is the first stage of
institutionalized process of socialization.
Secondly, when kindergartens came into being they were schools for children too young to
begin formal education. Where their true purpose is served, nursery schools still are not settings for
formal education of children. In Nigeria, by contrast, although the children enrolled are aged between 3
and 5+ the nursery schools have turned into setting for formal education. The fact is that the tender
children in the nursery schools are “taught” in nearly the ways and manners in which primary school
children are “taught.
On the whole, if we insist on formal education right from the nursery school level, then we
cannot refer to primary school as “the first stage of the total processes of developing human ability and
behavior” or “the first stage of the social processes in which one achieves social competence and
individual growth carried on in a selected, controlled setting”
37
If the nursery schools are made settings for formal education of children, there ceases to be
any distinction between them and primary schools. Or we may have to define nursery education as the
first stage of the total processes of developing human ability and behavior. Of course, such would be
clearly ridiculous.
THE GOALS/OBJECTIVES OF PRIMARY EDUCATION IN NIGERIA.
The federal government of Nigeria has seven general objectives of primary education, which it
says should “form the basis of primary education in all states of the federal republic. The objectives, as
contained in paragraph 14 of the National Policy on Education (NPE) are:
a. The inculcation of permanent literacy and numeracy, and ability to communicate effectively.
b. The laying of a sound basis for scientific and reflective thinking.
c. Citizenship education as a basis for effective participation in, and contribution to the life of the
society:
d. Character and moral training and the development of sound attitudes,
e. Developing in the child the ability to adapt to his changing environment;
f. Giving the child opportunities for developing manipulative skills that will enable him to function
effectively in the society within the limits of his capacity;
g. Providing basic tools for further educational advancement including preparation for trades and
crafts of the locality.
WHAT IS EDUCATION?
Melum (1980) defines education and or learning as “A relatively enduring change in behavior
which is a function of prior behavior (usually called practice)”.
The foregoing underline the fact that education means the change we see in the behavior of
the human person when knowledge is being imparted to him/her.
NIGERIA’S PHILOSOPHY OF EDUCATION.
Having realized the potential in education, Nigeria drew its philosophy of education to include
the development of the individuals into sound and effective citizen, the full integration of the individual
into the community; and the provision of equal access to educational opportunities for all citizens of the
country at the primary, secondary and tertiary levels both inside and outside the formal school system.
EDUCATIONAL GOALS.
And some goals have been derived from the philosophy. Among them are:
a. The inculcation of national consciousness and national unity.
b. The inculcation of the type of values and attitudes for the survival of the individual and the Nigerian
society.
c. The training of the mind in the understanding of the world around; and
d. The acquisition of appropriate skills and the development of mental, physical and social abilities
and competencies as equipment for the individual to live in and contribute to the development of
the society.
And to achieve these stated goals, the National Policy on Education has recommended that the
quality of instruction at all levels be oriented toward inculcating the following values:
a. Respect for the worth and dignity of the individual;
b. Faith in man’s ability to make rational decisions;
c. Moral and spiritual principle in interpersonal and human relations;
d. Shared responsibility for the common good of society;
e. Promotion of the physical, emotional and psychological development of all children; and
f. Acquisition of competencies necessary for self-reliance.
Who will bring about the achievement of these goals and values?
38
The teacher is that man/woman who stands in front of the classroom. He/she imparts
knowledge. Oyetunde (1996) describes the teacher as “the critical element in the teaching learning
situation” He adds that “what he does or does not do affects learning in a profound way” Research has
shown that the quality of teaching makes a considerable difference in students’ learning. The classroom
teacher is the key factor in whether or not students learn well. The teacher is the person who will bring
about the achievement of the national goals and values. Tanner and Lindgren’s observation, as quoted
by Dermbo (1977, P. 110), highlights this as follows:
The teacher is the most powerful person in the classroom, psychologically speaking.
His ability to reward and punish is usually greater than that of any individual in the
room; he
sets the space, he takes the initiative, or rather the initiative is his if he
wants to take it. The teacher’s power is such that even when he doe nothing, he does
something to the class. He
even has an effect on the class when he is not
present.
The point is, the task of teaching is difficult and anybody who plans to teach must prepare
himself accordingly. It is not anybody or everybody who can teach. And those who teach must learn
desirable qualities that make for teacher effectiveness. For teaching, to be called teaching, it must be
deliberate and planned. We shall promptly look at some good qualities of a Good Teacher to enable us
know the caliber of teachers who are capable of delivering on the national education goals as well as
the values derivable from them.
Oyetunde (1996), further says that to be considered a good teacher, the person should be well
trained. He should be skillful and active. He should also be neat, kind, dynamic. Communicates well
and have interest in other people, especially the children he teaches. A good teacher is that who is
courageous, honest and does his scheme of work and plans his lessons. Above all, a good teacher
implements his plans (teaches his lessons) and not draw up the plans to hoodwink ministry of education
supervisors.
A good teacher is one who succeeds in getting children to learn in meaningful, enjoyable, and
business-like manner. That is, he creates a learning environment that is both stimulating and
disciplined. He is versatile and able to teach varied methods and thus creates varied opportunities for
children to learn well and achieve lesson objectives.
A good teacher encourages learners to ask questions and talk about their experiences and
events in their world as they relate to the lesson. That is, classroom activities are discussed as they
relate to life, the immediate environment, and something else.
A good teacher uses class time wisely and efficiently. That is, children are productively involved
in learning activities most of the time. He ensures that learning time is maximized and disruption of
class time is reduced to a minimum. In other words, a good teacher ensures that a good percentage of
the class time is spent doing things that have academic value. A good teacher is goal-oriented, and he
introduces activities that match his objectives. He never digresses unreasonably from what he has set
out to achieve.
Kfouri (1993) describes a good classroom in the following words:
… a classroom where learning takes place is a pleasant environment, the teacher is enthusiastic and
active and encourages student participation. The teacher is firm and not unbending yet gentle.
Finally, one can see a smile on the faces of both teacher and students and even, at times, an
outburst of laughter.
Ochim (2008) quotes Salami (1999) and Ibrahim (2005) who differently took indepth look at the
qualities of a teacher, some of which are stated as follow:
1. The teacher must be capable of promoting the moral, social and cultural heritage of the community
which he serves.
2. The teacher must be prepared to learn all the time. He should have the ability to carry out research,
should be computer literate and have knowledge on how to get information from the internet.
39
3. He should inspire the pupils under his care to learn.
4. He should be capable of meeting emotional, physical, intellectual and social needs of the pupils. He
must help the pupils to have a good and cordial interpersonal relationships.
5. He should be capable of helping the pupils develop critical thinking and scientific attitudes to life.
6. The teacher should be capable of taking care of the pupils’ individual differences in learning and
wage war against mediocrity.
7. He should be able to evaluate both his performance and that of his pupils.
8. He should be a strong disciplinarian and therefore should himself be self disciplined, diligent and
morally upright.
INDIVIDUAL DIFFERENCES IN LEARNING: THE TEACHER AS A CARE GIVER.
Wedell (1979) says that the goal of providing equal educational opportunities for all the children
presents a challenging problem. According to him, the reason is that they have differences in general
intelligence and diverse patterns of abilities. Their needs vary. Identical curricula and methods of
teaching cannot be applied to all of them. Besides inter-individual differences, there are intra-individual
differences. According to Wedell (1979) “certain children who show in many ways that they are able,
seem, nevertheless, to fail in one or other aspect of their school work”.
One child may read without difficulty, but may be barely able to form his letters in writing. The
intra-individual differences complicate the problem but at the same time facilitate its solution.
Intellectually superior children are not always high in every ability. In art, science, English or Maths,
they may range from low, through average to high.
In addition to inter-individual and intra-individual differences in abilities, children and youth also
differ in interests, personality traits, prior learning experience, and in family and peer relationships which
affect their behaviour and development. Some children have particular interest in art, music,
mathematics, science, or social studies.
At each level, some children are confident, socially secure and efficient in using their abilities.
Others because of anxiety and the development of rebellious or self-inhibiting modes of adjustment are
intellectually inefficient.
With respect to parent-child relationships, some children feel accepted, secured, loved and
esteemed, and because of these satisfactions, they are able to apply their talents freely in constructive
and creative efforts. On the other hand, children who lack adequate satisfaction of these basic needs or
who feel outright parental rejection function far below their potentialities. Because of these individual
differences in general intelligence, patterns of attitudes, backgrounds of achievement, interest,
emotional health, quality of home, and other factors affecting development, each individual is indeed a
unique personality. How can a teacher effectively teach such individuals in groups?
THE TEACHER AS A CARE GIVER.
The problem is challenging or even daunting. We call the teacher who can handle this riotous
situation a care giver. He cares with his attitudes and methods. He is highly trained, highly motivated
and dynamic. Such a teacher holds the philosophy that all children can learn. Jack and Theodore
(1995) describe such a teacher as “one who does all he can to ensure that each and every learner has
sufficient opportunity to learn something. He is patient with all. He explains the same thing in different
ways and exposes children to several modes of learning – they see, hear, touch, etc.”
In addition, the teacher-care-giver personalizes his teaching. He treats learners as individuals,
not as objects, and he is sensitive to the needs of his children. He is evidently aware that no two
learners are exactly the same; he therefore provides for individual differences. He adjusts the pace of
his instruction to the needs of the learners. This way, fast learners are not held back and slow learners
are carried along.
40
The other way to go about it is to group the children into heterogeneous groups. This way the
children advance through the classes with their age mates. This situation presents many curricula and
instructional difficulties for the teacher. The reading materials have to span over several classes
because the children are alike only in age. Learning materials, activities, and teacher guidance must be
adapted to pupils of varied interests, social needs, and personality characteristics.
In a typical heterogeneous class, pupil A may be intellectually sound but poor in reading
because he finds the text for his class difficult. The solution to his problem may be for the teacher to
give him a text of a lower class in a subject of his interest. This text may build his confidence and
improve his vocabulary.
In the same class, a pupil may be good in sport but may lack interest in classroom activities. In
this case, let the teacher give such a child a constructive leadership role in the class. This will stimulate
his interest in class work. Pupil C may be shy. The teacher who works as a care giver to children will
neither abandon her nor will he leave her behind. To get round this problem, the teacher may make her
in-charge of collecting assignments from her mates. She will also be invited by her mates to join the
girls’ guide. These strategies will boost her confidence and she will feel a sense of belonging and she
will begin to over come her shyness.
As stated earlier, the care giver (teacher) will now embark on some degree of individualized teaching.
On the importance of this project, Arden (1961) says:
“such teaching is an attempt to adjust curricula and teacher guidance to each child’s level of
maturity, patterns of ability, interests, and needs” .
Other unified project must however be arranged to bring the teacher and the pupils together to plan,
study, discuss, engage in creative and constructive activities, share and evaluate. They can discuss a
thing of common interest unit but each pupil can read different materials suited to their reading levels.
On the other hand, the teacher may decide to adjust the grade progress to the rate of mental
maturation. In this case slow learning children may be asked to repeat a class while the superior
children may skip a class or part of it.
The qualities of a care giver (teacher) are numerous. The teacher who can be seen as a technician
should know how to apply various principles of teaching that will lead to change in behavior of the
pupils, that is, a teacher also serves as a model, his motto should be “ leadership by example”.
Summarily, therefore the teacher who we are calling a care giver is seen as a role model, a
leader and a gardeners, who has to undergo an approved professional training for successful teaching,
and the child is his garden to be tended, his responsibility for moral social and intellectual upbringing.
CONCLUSION.
The leadership in Nigeria continues to pauperize the people. The masses find themselves in an
endless struggle for survival. The dominant value we have arising from this scenario is ungodly
materialism. Not much value is attached to work. Especially in the primary level of the educational
sector of the economy, if the teacher will teach, he pronounces just anything upon a captive children.
The teachers are ill-trained and ill-motivated for the all important job. The children are therefore illequipped for the next level of education. But they must climb the educational ladder. Some of these
children will return later as teachers ill-trained and ill-motivated and so the vicious circle continues.
Teaching that will be called teaching is caring to the core. Not with drugs, but caring with the right
attitudes, the right modern educational techniques, and the right methodology that will result in
producing children that will bring about the achievement of the national educational goals, values and
national development.
REFERENCES:
Arden, N.F. (1961). Educational Psychology. The Principles of Learning in Teaching. New York,
Toronto, London: Mcgraw-Hill Book Company, Inc.
Dermbo W.P. (1977, P. 110). Teaching as a Profession. New York: Bantam.
41
Famwang, W.V., Oyetunde T.O, Wuyep, S.N and Ango, M.L. (1996).
Effective Lesson Planning
and Delivery. Jos: LECAPS publishers.
Federal Government of Nigeria, (2004). National Policy on Education.
Federal
Ministry
of
Education, Lagos NERDL.
Jack C. Richards and Theodore S. Rodgers (1995). Approaches (A Deception and Analysis).
Cambridge: Cambridge University Press.
Melum, A.J. (1980). Good Teaching. Glasogow: Harper Collins
Publishers.
Ochim J.O. (2008). Principles and Methods of Teaching and the art of
Classroom
Management.
Gyuse Doki Street H/level, Makurdi: Shibboleth Prints.
Oyetunde T. O. (1996). “Qualities of a Good Teacher’ in Effective Lesson Planning And Delivery
Volume 1 Jos: LECAPS publishers.
Wedell, K. (1979). Learning and Perceptuo-Motor Disabilities in Children. Old working, Surrey (Great
Britain): Union
Brothers Limited, the Gresham Press.
42
QUALITY EDUCATION IN NIGERIA: CHALLENGES
FACING PRIMARY EDUCATION IN THE 21ST CENTURY
7
Onah Abawulo John
Department of Curriculum Studies
College of Education, Oju
ABSTRACT
This paper highlights the impact of instructional materials on the students’ performance. The
teacher’s activities in the school formed the framework on which the students’ positive
participation or otherwise depends. The role of the teacher’s methodology could mar or favour
the learner, the outcome are shown in the performance grades of the students either as halfbaked, average or an excellent student. Ideally, teachers are expected to apply the teaching
aids logically so as to drive home the lessons of the topic such application would help bridge
the students’ educational gaps of environment, heredity, etc. The outcome of such
methodology would make the student improve in his performance. Such improved performance
would increase the hope of the general public that educational standard is picking up. Such
better performance could be shown in WAEC and NECO results in arts and sciences. But the
absence or wrong method of applying the instructional materials could lead the students to
poor performance, thus making the student unable to defend his certificate. In order to attain
quality education in Nigeria, the ideal application of the teaching/learning aids is advocated for
strongly in this paper.
INTRODUCTION
What is Education?
It appears very simple to talk about education orally but when it comes to its definition it
becomes rather complex. As a result of such complexity, Ajaegbe and Ibezin (2001) define education
as the training of the mind and character for effective performance. Further, Farrant (1980) said that it is
a universal practice engaged by the societies at all ages of development. He also sees it as the total
process of human learning by which learning is imparted, faculties trained and skills development.
Moreover, education according to Shamija (2003) in Uloko (2008)
is sequential planning of what is to be learnt and passed through interaction between
two or more people in order to bring about a change in behaviour, it could also been
seen as that process through which an individual acquires worthy while knowledge,
attitudes, values and skills that enable him to function effectively towards self-fulfillment
and contribute to the survival and continuity of his society. Education has its impact on
equipping an individual with the purpose of affecting others.
With the brief explanation of what education means, what is quality education? Oxford
reference Dictionary (1995:331) defines quality as a degree of excellence which is special in a person.
Therefore, the issue at stake: Quality Education is the excellent control which is the concern of this
conference that education in Nigeria has to be controlled to meet excellent standard so as to compete
favourably with the existing global educational standard.
Moreover, the focus of this paper is standardizing the quality of education and the use of
instructional materials in teaching English language in Nigerian secondary schools.
A teacher is more than anyone who picks up a piece of chalk to write and impart knowledge to
the learners that is why Onoja (1997) in Ochim (2008:4) defines a teacher as a person who
continuously impart knowledge he has acquired to pupils in an organized manner, a person who has
undergone a fairly long period of formal training that would enable him impart knowledge to learners in
43
an institution established for such a purpose. He concluded his definition that a teacher is that man or
woman who is skillful and knowledgeable in the art of teaching and shows great commitment and
willingness to teach. To sum it up a teacher must be intelligent who appreciates the world around
himself, equipped academically, professionally and be prepared to learn all through his life, more so to
stimulate learners under his care.
Simulation teaching: This involves the reproduction of a real-life situation as accurately as
possible such that the prospective teacher pretends to be teaching in a real classroom situation.
His course mates pretend to be actual learners such that they ask questions that secondary
students would normally ask. The advantage of this practice is that it takes care of different situations in
different classroom, which is likely to be in operation as a role-played. For example, stressful simulated
situation such as discipline a recalcitrant child or confronting a complaining parent of his pupil. Such
technique offers a prospective teachers opportunity to grow professionally and in confidence.
Micro-teaching is a training technique in which the trainee teacher teaches for a short time to a
small number of learners (3 – 5) minutes. After these teaching techniques, the trainee teacher receives
a lot of feedback about his performance. The lesson is usually concentrated on a specific teaching skills
acquisition such as questioning, demonstration, the beginning and end of the lessons, recapitulation
and eliciting students’ participation and so on. Criticism for future corrections from the learners and the
supervisor are exercised.
Advantages of Micro-teaching:
 Providing training in actual teaching/learning situation.
 The unthreatening atmosphere because the pupils (co-students) are there to help the trainee to
become a better teacher later.
 The analysis is immediate and is used on every student for better performance in teaching.
The issue of teacher education cut across the teacher day-to-day experiences from after the
training to death therefore, the mode of teachers’ education envisaged by Dewey in the 20 th Century
are yet to be achieved. According to Tanner and Tanner (1980) in Utulu (2007) in Ode (2010) what is
dominating the education scene right from the 1970s of Universal Primary Education (UPE) era in
Nigeria is competence based teacher education and certification.
Ode, (2010:30) said that competence applied to teaching but could be criticized as induced
learning but gives more credence than incompetence. More so, teacher education cuts across such
trainings on leadership, authority, competence, decisiveness, drama, energy, enthusiasm, humility,
imagination and initiative. His other roles include integrity, loyalty, perseverance, self-control, single
mindedness among host of others. All these forms of the teacher education could be got through either
induction, pre-service, in-service and performance based courses. The specific theme of this write-up is
the use of instructional materials in teaching (English Language as a case Study) such main topic
needs the clear meaning to avoid ambiguity thus Alaezi, (1990:112) defines instructional material as the
various kinds of teaching equipment, instrument, teaching aids for proper education of the child at
school.
Furthermore, Onah, (2007:10) explained that instructional materials are the aids to teaching
and learning all subjects in the schools and colleges that several other names are used interchangeably such as apparatus, teaching aids, learning aids, educational technology, educational
media, audio-visual aids (materials) aural (aids) materials. These are objects or things that the learner
is able to feel, touch, handle, move from one place to the other for the observation. A good example is
the television that appeals to several senses of the learner.
In order to control this topic to a manageable size the work will be centered on:
 Audio-visual aids,
 Language laboratory,
 School library and the use of,
 Adequate textbooks and
44
 The use of instructional materials in teaching English Language in Nigerian Secondary schools.
The National Policy on Education (NPC) defined secondary school as the education children
received after primary education and before the tertiary (education) stage:
NPC (2004:12-13) the general goals include preparing the individual for:
 Useful living within the society
 Useful living within the higher education
The specific goals are:
- Provide all primary school leavers with the opportunity for education of a higher level, irrespective
of sex, social status religious or ethnic background.
- Offer diversified curriculum to cater for the differences in talents, opportunities and future roles.
- Provide trained manpower in the applied science, technology and commerce at sub-professional
grades.
- Develop and promote Nigerian language, arts and culture in the context of world’s cultural heritage.
- Inspire students with a desire for self-improvement and achievement of excellence.
- Foster national unity with emphasis on the communities that unite us in our diversity.
- Raise a generation of people who can think for themselves, respect the views and feelings of
others, respect the dignity of labour, appreciate those values specified under our broad national
goals and live as good citizens.
- Provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial
and economic development.
In order to achieve the stated secondary school education, six year duration is given in two
stages namely: junior secondary school stage and a senior secondary school stage, each shall be of
three years duration.
The basis of selecting English Language for this paper develops from mandatory position as
number one core subject in group A for both the junior and senior secondary education.
The emphasis on the usefulness of instructional materials was stressed recently when the
Nigerian Educational Research Development Council (NERDC) had a meeting in Abuja in January,
2010. The exclusive interview was given to their Chairman, Prof. Godswill Obioma who stressed on the
usefulness of instructional materials in teaching and learning process in the classroom.
Among the issues that feature in the National Festival of Instructional Materials (NAFIM)
recently was the national exhibition where states like Ondo, Imo, Oyo outshined others and won prizes
for the 1st, 2nd and 3rd positions. The part of its duty was the encouragement given to Ministries of
Education, Educational Resource Centres, SUBEBs and the likes.
The need to reactivate NAFIM because it will add value to the delivery of education as it will
encourage teachers, students and the likes to look inward as regards the provision of instructional
materials and that it will unleash their creative energy. That conference concluded by a communiqué
calling on states, individuals, local practitioners both public and private to display instructional materials
as best practice and for people to interlock and work together, to learn from one another and to provide
the best practice in education delivery.
From the points raised above on the issues of the usefulness of instructional materials were as
mere theory because of the following practical exercises:
 If the instructional materials or teaching/learning aids help to promote the teaching and learning of
the teacher and the pupils in the classroom what factors are then responsible for many secondary
school teachers who applied the instructional materials properly during their teaching practice days
could not longer using them any longer to promote their teachings to enhance the learning of their
students?
 Why is it that during the teaching practice (TP) periods student teachers use instructional materials
that were ideal such as maps, atlas, globes, charts, graph posters, textbooks, radio set and even
television sets?
45

Why is it that after the TP one can hardly see the very serious teachers teaching using the
instructional materials?
The Abuse of Instructional Materials
The questions raised above constitute the abuse of instructional materials. The answers to
these questions emanate from:
 Education in crisis, Obodomu, (2010.7). For our schools are no longer centres of learning and
excellence because our society has failed to make them so. Many of our schools across the nation
are without infrastructures, without basic tools of learning, children are taught in make-shift
classrooms without books or instructional materials. Teachers are often neglected and their
demands shifted to other less important things like snack, pleasure trips to Canada or London and
beauty contest.
 Ineffectual education, Onyike, (2010.6) our education has problem of shortage of teaching aids and
unmotivated teachers.
 Impact of poverty on education, this hydra affects the teachers performance negatively as he does
the teaching anyhow and his students learn it anyhow as well.
 Effects of poverty on education, Eba and Ode (2010.8). They stressed the high risk of educational
under achievement for children who are from low income housing circumstances. They concluded
that children who live below poverty line will have far less success educationally than children who
live above the poverty line.
Inspectors of schools were blamed for poor Standards of Education, Ochuba, (2009) the
standard of education was continually declining leading to the production of low quality supervision
and inspection. For example, challenges in applying instructional materials in teaching English
Language:
The positive or negative application of instructional materials in either ways must manifest in
the performance of students. Stones, (1981) in his theory of learning theorized that overt manifestation
of learning is otherwise the outward signs commonly referred to as a performance.
The total absence of the application of instructional material, or poor use of it in teaching
English language has a negative impact on learners that is why Majidadi, (1992.45) said that it is not
strange to note that even some undergraduates who are offering English as their major area do not
construct absolute good sentence, nor express themselves fluently because of poor background of
reading from primary level which is a carry-over malady to secondary school.
The impact of the instructional materials on the students in the study of English was a malady
(disease/illness) due to absence of language laboratory equipment which gave rise to lack of firm
linguist foundation.
From the forgoing the command of English was not thorough because of lack of adequate use
of library materials and even its absence in the sample.
Furthermore, inadequate provision of standard texts had negatively affected both teaching and
learning of it. Thus leading to general effects of the instructional materials according to Udor in
Ubahatwe (Ed/1999, P238):
“The West African Examination Candidates academic achievement was judged under
expression and mechanical accuracy. The efficient application of instructional materials
resulted into credit passes by same students. The WAEC examiners subjected
students’ performance into written expressions and medicinal accuracy through the
effective application of instructional materials. The impact was that many students were
graded with F.9.”
Another impact of the instructional materials was the rurality of many secondary schools and
the students’ habitation. This rural nature of the study environment caused the students’ effort.
One other challenge on the topic under review is the lack of use of library. Lance, (1994:6)
demonstrated that students whose schools libraries had inadequate materials lowered the grades of
46
their performances where as schools that have adequate use of them, such improved their performance
to a higher grade.
However, Alaezi, (Ed. 1990.98) said that the absence of instructional materials (language
laboratory, audio – visual aid) led to slothful critical thinking which linger on to lack of development,
hence lower students’ academic performance.
Orkaa, (2010.6) another challenge is the threat to education in Nigeria Education as a live wire
of every nation including Nigeria where students are refusing to subject themselves to studying. He said
“they rather use fraudulent means, engage in examination malpractices, drug abuse, at the process of
schooling, coupled with obsolete facilities including text books in the school libraries.
Prospects
As a responder to this write up when the National president of Reading Association of Nigeria,
Uwatt E. visited the Government House in Makurdi, The Governor, Rt. Hon. Gabriel Suswam brighten
the hope of this association as he promised through the conference to encourage reading by upgrading
of facilities as well as provision of relevant and up to date materials for the teeming number of
educational institutions in the state. Thus the state will be happy to gain from the services of all the
teachers such training would add value to education in the state. This was the outcome of the visit by
the president of Reading Association of Nigeria.
Suggestions for Improvement
 Since the study of English language has to do with the use of text books and other instructional
materials the proprietors of secondary schools in Nigeria should put in place functional library stock
with upto date books.
 Teacher education ought to be encouraged so that the serving teachers will receive up-to-date
continuing and in-service training.
 The parents, teachers, donor agencies and the government should be reminded on routine bases
through PTA meetings, educational conferences, workshops and publications that adequate use
audio-visual aid materials and language laboratory are necessary for learning and teaching of
English language to impact on students for excellent performance.
Conclusion
 Funding of secondary schools by the government and private individuals is a necessary tool to
enhance excellent performance by the teacher and the students.
 The making judicious use of the funds and provision of the recommended or prescribed English
texts, audio-visual equipment such as the television, computer sets by the school heads and
parents could help to improve on the performance of students in English language.
 Establishment of firm education laws to guide quality education in Nigeria is a vital instrument to
enhance the smooth transition of education to meet the millennium goals of vision 20-20-20.
47
REFERENCES
Adenipekun, O.(2010) Instructional materials crucial to teaching and learning. NERDC Boss. FCT,
Abuja Nigeria.
Agbochenu, A. (Aug. 2010). Suswam promise to encourage reading. The voice, news paper Benue
printing and publication vol. 4 No. 615642. Jonah Jang Crescent. Makurdi Benue State – Nigeria.
Ajaegbe & Ibezin (2001). In Shamija and Samija G. The role of education in the substance of
Democracy in Nigeria. Benue State University. Journal of Education Vol. 4 No. 1
Alaezi, O. (1990). Groundwork of teaching strategies in Nigeria. Feb Anieh Limited. Jos-Nigeria.
Eba, T.I & Ode K.O. (2010). Poverty and National development. Issues, trend, challenges and
milestone. A paper presented at the 5th National Conference of school of Arrts and social
sciences, College of Education,Oju.
Farant, J.S (1980). Principles and practice of education Hong Kong. Sheck Wah Tong printing press
Ltd.
Federal Republic of Nigeria (2004). National Policy on Education. Abuja: NERDC press.
Hawkin J. (1995). OXFORD minireference dictionary Great Britain Chad Letts Scotland.
Majidadi, J.H (1972). The role of English in Nigerian Education. University of Jos University press
Abodomu E. O. (2010). Nigerian Education system at the crossroad, fifty years after independence. A
paper presented at the 5th National conference of school of Arts and social sciences, College of
Education, Oju.
Ochim O.J. (2008). Principles and methods of teaching and the art of classroom management.
Shibboleth prints Makurdi
Ode N.A. (2010). Management and classroom organization, Theory and practice. Suncob printing press
21 Ochekwu Street, Otukpo Benue State, Nigeria.
Ochuba, V.O (2009). Improving the quality of education in Nigeria through effective inspection of
schools. Paper presented to the Annual Meeting of the American Education Research
Association, New Orleans L.A. April, 5-6.
Onah, A.J. (2007). Impact of instructional materials on students performance in English language in
secondary schools in Benue State. Department of Education Foundation, Benue State University.
Unpublished M. Ed project.
Orkaa, D. (Aug. 2010). Threat to education in Nigeria: The voice Newspaper. Benue printing and
publication Vol. 4 No. 615638. Jonah Jang Crescent, Makurdi Benue State Nigeria.
Onyike, M.O. (2010). Poverty, Education and sustainable educational development in Nigeria. A paper
presented at the 5th National conference of school of Arts and social sciences, College of
Education, Oju.
Stones, E. (1981). An instruction to educational psychology. The Chaucer press. Britain.
Uloko, G.O.(2008). Women education and child upbring. Problems and prospects. Conference paper
presented first National conference of women in College of Education, Oju Feb. 2008.
48
8
UBE AND NATIONAL DEVELOPMENT:
THE PLACE OF PRIMARY AND INTEGRATED SCIENCE
Ode Paul Otobo
Demostration Science Secondary School,
College of Education, Oju.
ABSTRACT
This paper examines the objectives and scope of the Universal Basic Education (UBE)
programme and their implications for national survival and development. The contributions of
primary and integrated science towards the success of this programme were also examined
and discussed. Finally, the problems hindering primary and integrated science teaching were
brought to limelight and suggestions were made towards alleviating these problems for a
successful attainment of the UBE programme.
INTRODUCTION
Education is today being recognized throughout the globe as a potential means of achieving
progress by any individual as the entire society. And because of that, all nations, both developed and
developing strive to put in place educational systems and programmes which are designed to enable
them achieve their set goals.
Similarly, in Nigeria, a great deal of effort was made in the immediate past – independence era
to fashion out educational progerammes that would be capable of liberating her citizens from the
quagmire of illiteracy, mass poverty, hunger, disease, superstition and other ills of underdevelopment.
In view of this, political leaders, professional groups, educationalists and international agencies were
quick to recognize in the course of various brainstorming sessions, the importance of laying a solid
foundation at the primary and secondary school levels of education. The place of teaching science in
this foundation has always been underscored by the fact that it is almost impossible today to lead a full
and satisfactory life with either little or no knowledge of science (Fafunwa, 1971).
The need to provide a well-rounded education to all Nigeria children of primary school age led
to the conception and launching of the Universal Primary Education (UPE) programme in 1976. With
the onset of democratic programme in May, 1999 and the reawakening of brighter political vision for the
country, the government of President Olusegun Obasanjo conceived the Universal Basic Education
(UBE) programme which was formally launched on the 30 th September, 1999. This was a contribution
towards the on-going policy dialogue aimed at ensuring the success of this lofty programme. And so,
the paper aims at drawing attention to the role of science teaching within the programme and the ways
and means by which such role might be properly played.
OBJECTIVES AND SCOPE OF UBE
The Universal Basic Education (UBE) is a much broader concept and a more ambitious
programme than Universal Primary Education (UPE), and it is intended to have greater impact on the
life of Nigerians. And this, according to Obanya (2000), the position is the programme as staetd in the
implementation guidelines as follows:
i. Developing in the citizenry a strong consciousness for education and a strong commitment to its
vigorous promotion;
ii. The provision of free universal basic education for every Nigerian child of school age;
iii. Reducing drastically the incidence of drop-out from the formal school system (through improved
relevance, quality and efficiency);
49
iv. Catering for the learning needs of young persons who for one reason or another have had to
interrupt their schooling through appropriate forms of complementary approaches to the provision
and promotion of basic education.
v. Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative
and life skills, as well as the ethical, moral and civic values needed for laying a solid foundation for
life-long learning. The concept UBE as planned for Nigeria according to Obanya (2000)
encompasses the following:
i. Programmes/initiatives for early childhood;
ii. Care and socialization, education programme for the organization of functional literacy,
numeracy and life skills by adults (i.e. persons aged 15 years and above);
iii. Special education programmes for normadic populations;
iv. Non-formal programmes for up-dating the knowledge and skills of persons who left school
before acquiring the basic needed for life-long learning;
v. Non-formal skills and apprenticeship training for adolescents and youth who have not had the
benefit of formal education;
vi. The formal school system from the beginning of primary school to the end of the junior
secondary school.
From the breath of the objectives and scope of the UBE as identified above, it is clear that the
programme offers enormous challenges to teaching and curriculum development in science and
technology education in both the formal and non-formal aspects of its educational focus. This paper,
however, dwells on the place of science teaching in the formal sector of the UBE (i.e. primary and junior
secondary levels) with the hope that the informal sector would be treated at another opportunity.
OBJECTIVES OF PRIMARY EDUCATION
As the fundamental and foundation of all formal education, the primary level is the key to the
success or the failure of the entire educational system. Mindful of this fact, the National Policy on
Education (1998) carefully laid down the general objectives of primary education as follows:
i. The inculcation of permanent literacy and numeracy, and the ability to communicate effectively;
ii. The laying of a sound basis for scientific and reflective thinking;
iii. Citizenship education as a basis for effective participation in and contribution to the life of the
society;
iv. Character and moral training and the development of sound attitudes;
v. Giving the child opportunities for developing manipulative skills that will enable him to function
effectively in the society within the limits of his pacity;
vi. Providing basic tools for further educational advancement including preparation for trades and
crafts of the locality.
A close observation of the objectives of UBE and those of primary education would reveal that
the latter have a more detailed exposition of how the former could be achieved through primary
education. Consequently, an effort is made below to identify the role primary science teaching can play
towards the attainment of the objectives of primary education, and hence, those of UBE.
THE ROLE OF PRIMARY SCIENCE TEACHING IN PRIMARY EDUCATION
A careful examination on the objectives of primary education outlined above reveal that many
of them have an obvious basis in the studying of science. For the rest of them, the link to science may
be veiled, but nevertheless discrimible to those who are conversant with, the philosophy of science
teaching. A brief run-down of those linkages is highlighted hereunder:
The inculcation of permanent literacy, numeracy and ability to communicate effectively is an
objective which can be perused through the teaching of science. For instance, in the teaching and
50
learning of primary science, pupils are given opportunities to observe, count and measure objects and
phenomena in nature and record these numerically. The keeping of records of what they do and the
oral/or written descriptions and discussions of what they do, all lead to literacy and communicative
ability.
Laying of sound basis for scientific and reflective thinking is clearly a science based objective.
Here, the teaching of primary science is to provide opportunities for pupils to ask questions of scientific
relevance, suggest likely answers to such questions (hypotheses); manipulative and control variables
(experimenting); collecting information; interpret the collected information; draw inferences as to
whether or not the suggested answers are correct in the light of the results obtained. All these can be
done in a manner commensurate with their level of maturity.
Although this may not be obvious to many, the teaching of science can contribute positively to
citizenship education as a basis of effective participation in, and contribution to life of the society. For
instance, the practical nature of science provides a lot of opportunities for group work through which
pupils can learn the value of cooperation with others in order to accomplish a task, tolerance, team
spirit, etc. also, the social relevance of the subject matter studied and the skills developed through
science provide avenues for participation in, and contribution to the life of the society both in the short
and long run term basis.
Character and moral training and the development of sound attitudes is yet another objective
which science teaching has much to contribute to. The contributions here come from what is variously
referred to as ‘liberal education values of science’ (Kline 1971, P. 15); “education and the spirit of
science” (Educational Policies Commission 1971, P. 6); “humanism and the science curriculum”
(Yoloye 1994, P. 7). These perspectives maintain that in the practice of science as well as the teaching
and learning of science, the development of the following socially desirable attitudes and values is
expected to take place:
- Questioning of all things;
- Search for data and their meaning;
- Demand for verification;
- Respect for logic;
- Consideration of premises;
- Consideration of consequence;
- Honesty;
- Humility;
- Objective/open mindedness;
- Perseverance;
- Tolerance;
- Cooperation.
The teaching of primary science can help the child to develop the ability to adapt to his
changing environment. In fact, change’ as a phenomenon is a major conceptual scheme recognized
and used in the teaching of science. Pupils are taught to recognize the manifestations of ‘change’ in
biological, physical and chemical systems as well as in their surrounding environment. They are also
aided to appropriate the inevitability and consequences of change and also how to cope with and adapt
to changes in their lives and the environment.
Activities in school science are expected to enable pupils to develop manipulative skills that
would help them function effectively within the society. For instance, they should learn to use
appropriate instruments for measuring length, breath, volume, weight, time, etc. They should as well
learn to use simple and common garden tools and other instruments for local arts and crafts relevant to
their immediate environment as well as introductory technology equipment.
The learning of manipulative skills as spelt out above can prepare primary school pupils for
trades and crafts of the locality. In essence, concentrating on these could be of more benefit to pupils
than hanging of to introductory equipment which cannot be operated in most schools surveyed and
51
non-availability of them and for number of reasons, primary science can also prepare pupils for further
studies in sciences at secondary school and tertiary institutions.
From what we had from the above discussion, it may be seen that primary science teaching
has something to contribute towards the attainment of each of the general objectives of primary
education. It must be pointed here that the full impact of such contribution can only be felt if primary
science is taught effectively and objectively.
THE ROLE OF INTEGRATED SCIENCE IN THE UBE PROGRAMMES
Integrated Science is the science approved by the Federal Government of Nigeria to be taught
at the junior secondary school level of education. As the UBE covers only the primary and junior
secondary schools, Integrated Science stands as the highest form of science to be taught in the formal
education for all Nigerian school age children from primary to junior secondary, it means Integrated
Science will be the highest form of science many Nigerians would ever be exposed to. This is so,
because it is assumable that a good number of Nigerians may not go beyond junior secondary
education. Many others who go beyond junior secondary may follow courses other than the sciences.
This situation places a great responsibility on the teaching of primary and Integrated Science to
ensure that by the end of junior secondary schools, some Nigerians should be exposed to enough
science education to enable them to live and function meaningfully in the world dominated by science
and technology, and so, how much is expected of the Integrated Science curriculum, if it is to meet
such science education needs of Nigerians through the UBE programme?
The answer to this question may be hunged by examining the philosophy and objectives of
Integrated Science as outlined in the core curriculum for Integrated Science (Federal Ministry of
Education, 1984). Basically, Integrated Science is a course which:
i. Is designed to teach pupils what science is and how a scientist works;
ii. Is relevant to the child’s needs and experiences;
iii. Stresses the fundamental unity of science;
iv. Lays adequate foundation for subsequent special study;
v. Adds a cultural dimension to science education.
Consequently, Integrated Science teaching is expected to enable the Nigerian child:
i. Gain the concept of the fundamental unity of science;
ii. Gain the commonality of approach to problem of scientific nature;
iii. Gain understanding of the role and function of science in everyday life, and the world in which he
lives;
iv. Acquire the following skills:
i. Observing carefully and thoroughly;
ii. Reporting completely and accurately what is observed;
iii. Organizing information acquired;
iv. Generalization on the basis of acquired information;
v. Predicting as a result of the generalizations;
vi. Designing experiments (including controls where necessary) to check predictions;
vii. Using models to explain phenomenon where appropriate;
viii. Continuing the process of inquiring when new data do not conform to predications.
It may mean nothing that the objectives of Integrated Science are modeled after the objectives
of secondary school education (with special focus on Junior Secondary) as laid down in the National
Policy on Education (1998). The objectives of Integrated Science also belong to the same generic
family as those of primary science. Indeed, primary science is also regarded as integrated science,
though it is more elementary in content and stress. All things being equal, one may say that exposure to
primary and integrated science as designed, is capable of providing the science education needs of
Nigerian children under the UBE, all things being equal.
52
PROBLEM AREAS IN PRIMARY AND INTEGRATED SCIENCE TEACHING
The successful execution of the Primary and Integrated Science curricular under the UBE can
only occur, if all the related factors operate effectively. At the moment, this cannot be said to be really
so. For instance, a recent national assessment of learning achievement of primary four pupils in Nigeria
(Falayajo, 1997) revealed that general inadequacy in pupils; achievement in numeracy; ‘literacy’ and
‘life skills’; obtained national percentage mean scores of 32.2%, 25.2% and 36.9% on the numeracy,
literacy and life skills tests respectively.
There is no national assessment of the above scale at the junior secondary level yet to involve
Integrated Science. But there is no doubt that there are problems at that level too which impact
negatively on pupils achievement. The problems generally associated with the teaching of Primary and
Integrated Science include some of the following:
- Inadequate supervision;
- Inadequate funding;
- Inadequate instructional materials;
- Language of instruction;
- Teacher factors.
It is an open-secret that arrangement for the supervision work is generally inadequate. Many
school headmasters and principals perform below expectation in the area of concerted supervision of
instructional activities in their various schools. Most parents are aware of common complaints by their
children and wards about teachers’ failure to turn up for many classes each day. Some teachers do not
prepare lesson notes while others pay little attention to the quality of instruction recommended for the
curricula they operate. Yet, some school administrators do not even bother much about all these, and if
they do, there is little evidence of their effort to check them properly. And also, the old but effective
practice whereby the Ministry of Education maintains a crop of experienced, subject specialists who
regularly supervised the teaching of their subject area in schools seems to be no more.
Inadequate funding is a major problem at all levels of education today in Nigeria. This problem
is worse in the area of science teaching which involves a lot of practical activities requiring many
consumables. Some science teachers who, being non-science teachers themselves, pay little attention
to release of funds for science practicals even when they are in position to do so.
Another important area is that of inadequacy of instructional materials largely linked to
inadequate funding of our educational system in the country. But it is worthy of note that many teachers
fail to purchase very essential textbooks for their own use even when they can afford to. Many parents
also starve their children of textbooks, workbooks and notebooks, even when they can afford them by a
simple rearrangement of priorities.
Another teaching problem is that language of instruction which has been fingered is a problem
in science teaching for quite sometime now (Cookey, 1969; Fafunwa, 1971; Oyebanji, 1982; Falayajo,
1997). No one can doubt the fact that for best results, a child should be taught in the language he/she
understands. This has led to the inclusion in the National Policy on Education (1998) a clanse to the
effect that Government will see to it that the medium of instruction in the primary school is initially the
mother-tongue or the language of the immediate community, and at a later time, English. Difficulties in
the implementation of the policy are many, namely; which mother-tongue to use in metropolitan
classroom; lack of textbooks on mother-tongue; what dialect to use; funding of teacher re-training,
inadequacy of scientific vocabulary in mother-tongue, etc. Yet, the policy remains valid and meaningful.
There are many teacher-related factors which constitute a problem for the successful teaching
of Primary and Integrated Science. Notable among these are poor conditions of service; inadequate
training; poor attitude to work; social rating of the profession; undue criticism of teachers, etc. All the
above problems need to be properly tackled and solved if the science education component of the UBE
programme is to play its full role in quality education.
RECOMMENDATIONS
53
The following recommendations are made in order to successfully tackle the teaching problems
examined above:
 As the UBE is free, government should provide essential textbooks and instructional materials
including adequate classrooms and laboratories for the use of teachers and pupils. As a part of
commitment to their professional efficiency, teachers should endeavour to purchase relevant books
that are not provided by the government. They should as well be ready to improvise instructional
materials where and when necessary.
 The important material needs of teachers should be provided by government and other employers
of teachers. Their condition of service should be made comparable to those of other key
professionals (doctors, lawyers, engineers, etc) especially in the light of the noble nature of their
job. It is essential, however, for teachers to work out what would be ideal relationship between their
material needs and the pursuit of a good cause (Aba, 1997). The present inadequacies in the
training of many teachers of primary and Integrated Science can be harnessed through in-service
education and pre-service education. Many universities have the capabilities to address pressing
training needs. While the society requires re-orientation in their low rating of teachers, the teachers
too need to bear in mind that improved commitment and competence on their part can be the tide in
their favour.
 A workable strategy for implementing the mother tongue policy in primary schools have to be
developed for implementation, especially in rural area schools with homogenous pupils populations.
 The role of school headmasters and principals in the supervision of instruction should be
empirically defined and implemented.
 The old practice of establishing experienced specialist teachers as visiting subject supervisors
should be resuscitated by the Ministry of Education. And their reports should be published
periodically and deliberated upon by professional teacher associations including the Science
Teachers’ Association of Nigeria (STAN) and the Nigerian Union of Teachers (NUT).
 The NUT should take advantage of the present democratic dispensations to go into a peaceful
negotiation with government of education. The level of involvement or commitment of each tier of
government should be clearly established. The Parents/Teachers’ Association should not be left out
either of such negotiation.
Finally, the Federal Government to enforce the on-going special salary scale for teachers both
at the primary and secondary schools nationwide. For this will spur them to a greater height.
CONCLUSION
The launching of the UBE by the government of President Olusegun Obasanjo, is one of the
great hallmarks of the administration. The programme holds the key to mass education of Nigerians of
education going age with the attendant opportunities for moral and ethical re-orientation; mass
mobilization; social and cultural transformations; appropriation of science and the ways of science;
development of scientific attitudes and freedom from the quagmires of supervision. Therefore, the
Universal Basic Education is capable of laying a solid foundation for survival, stability and meaningful
development of Nigeria. As the teaching of primary and integrated science is a vital tool in this
foundation, it is strongly recommended that all stakeholders in the UBE should act as matter of urgency
on the suggestions in this paper towards tackling the itching problems of Primary and Integrated
Science, so that their full impact on the success of the UBE would be guaranteed.
REFERENCES
Agah, C. O. (1997). The relationship between discipline and motivation. Benue State University Journal
of Education I (I): 25 – 28.
Cookey, S. J. (1969). The need to review the purpose of education in present day Nigeria. In
Adaralegbe, A. (Ed.). A Philosophy for Nigerian Education, Ibadan: Heinemann Educational
Books (Nigeria) Ltd.
54
Educational Policies Commission (1971). Education and the spirit of science. In Victor, E. & Learner, M.
S. (Eds). Readings in Science Education for the Elementary School. New York. Macmillan
Company.
Fafunwa, A. B. (1971). Premature specialization in science education, a disservice to developing
nations. A Keynote on Integrated Science Teaching. Ibadan, September, 20 – October, 4.
Falayajo, W., Makoju G. A. E, Okebukola, D. C., Onugba, & Oluboda, J. O. (1997). Assessment of
learning achievement of primary four pupils in Nigeria – National Report: Federal Ministry of
Education UNICEF/UNESCO.
Kline, M. (1971). The liberation education values of science. In Victor, E. & Learner, M. S. (Eds).
Readings in Science Education for Elementary School; New York: The Macmillan Company.
Federal Ministry of Education (1984). Core curriculum for Integrated Science, Yaba: NERDC Press.
Obanya, P. (2000). National press briefing on the UBE programme. New Nigerian, Wednesday, August
30; P. 16.
Oyebanji, P. K. (1982). Primary Sciecne instructional materials: problems and prospects. A paper
presented at the 23rd Annual Conference of the Science Teachers’ Association of Nigeria, Akure.
August 22 – 28.
Yoloye, E. A. (1994). Humanism and the science curriculum. Science Teachers’ Association of Nigeria,
Ibadan.
55
9
QUALITY ISSUES AND UNIVERSAL BASIC
EDUCATION IN NIGERIA
Oko Agi Ode
LGEA Office, Oju
&
James Ojowu Ochim*
Department of Curriculum Studies,
College of Education, Oju
ABSTRACT
In all generation, financial allocation/application has been one of the factors in the management
of any sector of education economy. This in turn emphasis quality management, adequate
funding, supervision, and monitoring, which indeed enhances financial management of
universal Basic Education programme. Quality is the principal measure of effectiveness of
education. This paper discussed extensively all the appurtenances of quality issues, demands
of UBE, Structure, pitfalls of UBE in Nigeria, as well as key concepts of supervision, with
recommendations offered in the final analysis . Thus, the Nigerian experience, which is the
offshoot of UBE Era declared on 30th day of September 1999 at Sokoto Nigeria.
INTRODUCTION
Nations of the world have been faced with the challenges of providing for all her citizens of
school going age, free Universal Education by 2015. Denga (2000) asserts that, our memoires may be
flashed back to 1950 when the Universal Declaration of human rights asserted that every one has a
right to education. The right to education for all Nigerian citizens triggered the launch of UBE: Basic
Education is the educational foundation of every child. It provides the basic learning and reading skills.
It includes the Lower Basic Education (Primary 1 – 3), middle basic (Primary 4 – 6) upper basic (JSS 1
– 3).
In its totality, basic education is the first 9 years of unaltered education of a child. Nigeria as a
signatory to the 1990 Jomitten, Thailand declaration of Education for All 2000 and also a member of the
group of E-9 nations committed to the eradication of illiteracy. (UBE, 2000), has statistics to show by
1996 that, only 14.1 million children are enrolled in Primary Schools out of 21 million children of school
going age. It had a high school dropout rate. The inadequate attention paid to the basic education subsector over the years had resulted in the near collapse to the educational system, which led to the
limited access to quality education. The illiteracy rate was on the high side, teachers were poorly
trained and poorly motivated and school dropout rate had not abated, while funding of basic education
continued to decline (UBE, 2008). These and other rationale influenced the lunch of the Universal Basic
Education Programme on the 30th day of September 1999 at Sokoto Nigeria. The UBE is here with us.
DEMANDS OF THE UBE
The expected outcomes of the UBE as stated by the Universal Basic Education Commission
(UBEC) which are consistent with the National Policy on Education (2004 revised) and the relevant
provisions of extant laws are to achieve.
- An uninterrupted access to a 9 formal education by providing free compulsory education for every
child of school going age (6 – 15 years)
- Drastic reduction in incidence of school dropout and enthronement of relevance, quality and
efficiency in the sub-system
- Acquisition of literacy, numeracy, life skills and appropriate values for long life education and useful
living.
56
-
-
Removal of distortions and inconsistencies in the delivery of basic education by reinforcing the
implementation of the 9,3,4 (formally 6-3-3-4 )system of education as provided for in the National
Policy on Education and
Enhancement of Community Participation in decision making process in schools with a view to
engendering community interest in and eventual ownership of basic education institutions.
WHAT IS QUALITY?
Literally, quality emphasized a degree of excellence a worth of a thing or material. It is a
distinguishing attribute. However, in educational parlance, quality entails much more to mean effective
management of the educational system. Effective management conveys the sense of quality and of
competence or efficiency in the whole process or in any part of it that has been selected for study. On
quality, management in Nigeria (1997), quality is the principle measure of the effectiveness of
education. It is what makes education worthwhile and is the most vulnerable attribute. That is to say, it
is the first thing to suffer when anything goes wrong with the system. School, at some recent time
became the place where children go so that their parents would have some peace during the day time.
Unless a greater coverage is accompanied by greater resource input, quality will continue to drop for
any level of efficiency, unit resource input can only be reduced, with the same level of quality
maintained, if the management efficiency rises or if, for whatever reasons, price drop. Both are unlikely
in Nigeria, so, greater coverage means greater resource input for the same level of quality.
How do we maintain quality in the Universal Basic Education programme in Nigeria?
Management is the key word in quality control: Nwachukwu (2006:3) management is the
coordination of all the resources of an organization through the process of planning, organizing,
directing and controlling in order to attain institutional or organizational objectives. It is the guidance of
or direction of people towards organizational goals or objectives.
Issues that borders on quality demands competence, prudence, meticulous approach and
quality supervision. Parames (1970:105) described management as directing, planning, programming,
regulating, financing, utilizing personnel and equipment, controlling output and time, control conducting
meeting and operating upward, as well as downward communication.
Universal Basic Education Programme is a gigantic federal government project at heart, while
the planning and implementation stages has come to stay, the way forward at the moment is the
sustainability of the quality attached to the programme as birthed. In making frantic effort to ensure
quality control, these goes on, but without many pitfalls, loopholes, administrative and bureaucratic
bottle necks.
STRUCTURE OF THE NEW 9-3-4. NATIONAL CURRICULUM
Edho (2009), in academic online (2010:5), the UBE which prays to offer an uninterrupted 9 year
of basic education in Nigeria has witnessed modification and changes in the education system. The 63-3-4 system been practiced in the past has been changed. The new 9 year curriculum was recently
developed by the Nigerian Educational Research Council (NERDC) and subsequently approved by the
National Council of Education (NCE). The new curriculum has imbedded in the curriculum the
objectives of NEEDS (National Economic Empowerment and Development Strategy and the
MDGs(Millennium Development Goals). The 9 year school system of continuous schooling is divided
into three components parts. Lower Basic, Middle Basic and Upper Basic (UBEC, 2008).
The new structure is shown below which aims at providing the child with diverse basic
knowledge and skills for entrepreneurship, wealth generation and educational advancement, inculcating
right values for independent thinking and providing opportunities for the child to develop manipulative
skills that will enable the child to function effectively in the society and to realize his or her full potential
(UBEC, 2008).
57
NERDC (2007) Table 1 Show New 9 year basic Curriculum Structure
Basic
Education Core compulsory subject
Curriculum levels
Lower basic education
1. English studies
curriculum (Primary 1-3)
2. One major Nigerian language (Igbo,
Yoruba or Hausa)
3. Mathematics
4. Basic Science and technology
5. Social Studies
6. Civil Education
7. Culture and Creative Arts CCA
8. Religious Studies CRS or IS.
9. Physical and Health Education
10. Computer Studies ICT
MIDDLE BASIC EDUCATION CURRICULUM (Primary 4 – 6)
Compulsory Subjects
1
English Studies
2
One major Nigerian language (Igbo, Yoruba or Hausa)
3
Mathematics
4
Basic Science and technology
5
Social Studies
6
Civil education
7
Cultural and Creative Arts. CCA
8
Religious Studies (CRS or IS)
9
Physical and Health Education
10
Computer Studies (ICT)
11
French language
UPPER BASIC (JSS 1 – 3)
Compulsory Subjects
1
English Studies
2
One major Nigerian language (Igbo, Yoruba or Hausa)
3
Mathematics
4
Basic Science
5
Social Studies
6
Civil education
7
Religious Studies (CRS or IS)
8
9
10
11
12
Electives
1. Agriculture
2. Home Economics
3. Arabic
NOTE:
Must offer 1 elective but not
more than 2
Elective
1. Agriculture
2. Home Economics
3. Arabic
NOTE: Must offer 1 elective but
not more than 2
Elective
1. Agriculture
2. Home Economics
3. Arabic
4. Business Studies
NOTE: Must offer 1 elective but
not more than 3
Cultural and Creative Arts. CCA
Physical and Health Education
French language
Basic Technology
Computer Studies (ICT)
SOURCE:
NERDC (2007) The 9 year basic Education Curriculum at a glance. Lagos, NERDC Press
58
With the structure in place, the only and most important quality issue to raise on the effective
management of UBE is Quality Supervision which hinges on management effectiveness.
An empirical study by Edho (2009) which was on the supervision of UBE schools in Anambra
state observed as follows: supervision emerged as a distinct practice. Supervision of schools in Nigeria
is a formal activity exercised by educational administrators, the school lecturer in the tertiary institution
supervising students work, and teaching practice in the field, the chief inspector of education of in the
inspectorate division supervising teachers work, the educational secretaries supervising the teachers in
the local government amongst others. Supervision has been defined by different researchers in the
field of educational administration. Neter and Kney (1971) in Egwunyenga (2005) defined supervision
as the phase of school administration which focuses primarily upon the achievement of the appropriate
instructional expectations of the educational system. Supervision is a critical examination and
evaluation of a school as a designated place of learning so as to make it possible for necessary advice
to be given for the purpose of school improvement.
Egwunyernga (2005). Perceives supervision as an action taken to improve teaching and
learning situation for children. School supervision is a flexible process of education. It is not a fixed
systems, its context and content varies from place to place. It is situational modified.
The task of supervision in the introduced Universal Basic Education System in (1999) by the
Obasanjo led government which aims at providing unaltered access to 9 years of formal Basic
education, provision of free Universal education for every Nigerian child of school going age, and
reducing drastically the incidence of dropout from the formal school system through improved quality
and efficiency (FGN, 1999) is to monitor and be the watch dog of improved education system in Nigeria.
It is geared toward the improvement, observation, modification, correction of teachers, the school
system and the improvement of teaching and learning.
In a bid to attain quality issues on UBE, Akinkugbe (1994), supervision forms part of the overall
quality monitoring and improvement system which includes devices as examination, test, supervision of
instruction, supervision of attendance and performance of the pupils/students to the overall (six years
duration for primary segment and three years of junior secondary) is prayed as the answer ignorance
and servitude.
THE UBE CONTROLLED STATES
The thirty-six States of Nigeria have key implementers of the nation’s Universal Basic
Education Board. The Universal Basic Education Commission (UBEC) is the commission charged with
the implementation of the UBE scheme in Nigeria headed by an executive secretary. The state
Universal Basic Education Boards (SUBEB), are charged with the responsibilities of implementing,
coordinating, directing, administration and over-seeing of the policies of the UBE in their respective
states. Teaching and learning process headed by an Executive Chairman.
PITFALLS OF UBE IN NIGERIA
Much have been adjudged and debated widely of failed educational policies in Nigeria. It is
widely believed that, poor financing of the education sector of the nation has been discussed as the
bane of failed policies designed and implemented in Nigeria with inclusion of the 1955 comprehensive
education law of Western Nigeria and Universal Primary Education (UPE) of 1976. Akpotu (2006) the
issues or problem of inadequate financing appears to be one of the most chronic of all problems;
Akinkugbe (1994), the overall aspect of our educational enterprise in Nigeria today is inadequate
funding.
Ezekwensili (2007) there is no supervision of schools in decades. Lack of supervision of
schools in the past has been the bane of failed educational policies. A system not supervised and
evaluated is in dire need of collapse. Obinaju (2001) educational supervision is concerned with those
particular activities and aspects which maintains and promotes the effectiveness of teaching and
learning in schools. The supervision of the UBE centres in Nigeria involves the direct and indirect
59
watching and directing of all facets of the school system, which would have impacts in the functionality
of the UBE Scheme. The National Policy on Education (2004) sees supervision as an aspect to ensure
quality and continuous monitoring of instruction and other educational services. Many a time in schools
in the state, there is lack of poor and ineffective supervision of instruction and other educational
services. This is the reason for full achievement of desired performance in our school system.
INSTRUCTIONAL SUPERVISION OF UBE CENTERS AS STRATEGIES TO ATTAIN QUALITY
CONTROL
The term ‘UBE Centres’ connotes all public primary and basic secondary schools fully owned,
controlled, funded and administered by government (local, state or federal government) or its statutory
established educational bodies like the UBEC, SUBEB, and Ministry of Education, where full
educational activities are effectively carried out on a daily basis including but not limited to teaching and
learning.
Instructional supervision focuses primarily on the achievement of the appropriate expectations
of the educational system in any country including Nigeria. Supervision of school is geared towards
improvement of the quality of education (Quality Assurance).
Nakpodia (2006) asserts that instructional supervision in the modern era (UBE Era) is therefore
to inspect teaching rather than the teacher. The school supervisors are tasked amongst others to
improving instruction in schools during supervisory process.
Edho (2009) in academic on line (2010; 8) documented the following methods of supervision in
our school system including UBE in other to ensure quality control.
(a) CLINICAL SUPERVISION: This is also called comprehensive school supervision. It is
comprehensive in nature, which usually last 2 weeks. It is scheduled to undertake an overall
supervision of teaching and learning process in schools. Schools records are checked, teachers
methodology and lesson note inspected thoroughly, pupils school attendance, classroom
management, school plant assessment, school community relations, implementation of curriculum
and the ICTA (Indigenous Communicative Teaching Approach) method of instruction, school head
leadership / administration, teachers punctuality amongst others are checked.
(b) INVESTIGATIVE SUPERVISION: Investigative supervision as the names suggests is a supervisory
practice, carried out to undertake special investigation in the school. Supervisors during such visits
are pre-equipped with the investigative problem. It may include, investigating poor instruction by
teachers, illegal levies, leadership / administration lapses, transfer of teachers, classroom
absenteeism by teachers etc.
(c) ON THE SPOT SUPERVISION: This supervision is usually carried out on the first week of
resumption of school term (first, second and third term) it is an on the spot assessment of level of
resumption of teachers and pupils / students after the holidays. School attendance, punctuality and
conduction of corridor test (resumption test) and general school assessment. It usually last for 1
week. Supervisors spend less time during such visits as 75% of schools are planned for
supervising during schools resumption.
(d) EXAMINATION MONITORING: Examination supervision is conducted by supervisory officers
during examinations. All examination conducted in the school systems are supervised. It is
conducted to check the availability of examination material (booklets, question papers), readiness
of teachers and pupils for such examination, check / prevent examination malpractices and attempt
at providing conducive environment for the examination amongst others.
(e) ROUTINE MONITORING: Routine visits are carried out regularly by the inspectorate or monitoring
department as a normal job function to check the day to day activities in school. Contributing on this
Nakpodia (2000) these comes by way of inspectors (supervisors) paying short visit to schools.
Other supervisory visit as pointed out by Olele (1995) include: special visits follow up supervision,
pre-opening of school supervision, sampling and survey and general assessment supervision.
60
CONCLUSION
In this paper, we traced the history of UBE with the emergency of 1950 Jomitien Thailand
declaration of Education for all by 2015. Demands of UBE as well as what is quality were addressed,
we pictured out the structure of UBE, discussed instructional supervision of UBE centres all in an effort
to bring about Quality Issues in UBE.
RECOMMENDATIONS
We adopt the recommendations of Nakpodia (2000) supervision should be gear towards
improvement of the teaching – learning situation for the benefits of both the teachers and learners.
- Supervision should be tailored towards ensuring that the general guidelines as provided in the
curriculum are rigidly followed.
- There should be followed-up activities that should be directed at the improvement of identified
areas of teachers’ weaknesses.
- Adequate fund should be provided to avoid UBE suffer miscarriage as was the case of UPE in
1976.
- Constant evaluation / monitoring of UBE centers is indispensable.
REFERENCES
Academic Online Journal. Last Update April 20, 2010 3:52:13 pm.
Akinkagbe, O. O.1994 Nigeria and Education: The Challenges Ahead. Proceedings
and Policy Recommendation of the 2nd Obafemi Awolowo Foundation Dialogue, Ibadan, Spectrum
Books Ltd. PP357 – 366.
Akpotu, N. E. 2006. Problems of financing education in Nigeria in Itedjere P. O. (Ed) Current Issues in
Nigeria Educational System, Abraka; Delsu Printing Press, P.190.
Denga, D. I. 2000 Evolving a New Educational Culture: The Universal Basic Education Focus.
International Journal of Research in Basic Life Education, 1 (1 and 2) 1 – 6.
Edho, O. G. 2009. The Challenges Affecting the implementation of the Universal basic Education (UBE)
in Delta State of Nigeria. Journal of Social Science 20 (3), India; Kamla-Raj publishers.
Egwunyenga, E. J. 2005. Essential of School Administration. Benin City, Justice JECO Publishers,
P77.
Ezenkwisili, E. J. 2005. Reinventing Education Vanguard Newspaper, Daily January 4, 2007; P4.
Federal Government of Nigeria 1999. Implementation Blueprint for the Universal Basic Scheme. Abuja:
Federal Ministry of Education.
Federal Republic of Nigeria 2004. The National Policy on Education: Lagos, NERDC Press.
Nakpodia, E. D. 2006. Educational Administration (A new approach) 2nd edition, Warri: Jonokashe
publishers, PP 181 – 215.
Nigerian Educational Research and Development Council 2008. Teachers handbook for the
implementation of the 9-year Basic Education Curriculum. Abuja; NERDC press.
Nwachuku, C. C. 2006. Management Theory and Practice: Revised Edition: Africana first publishers,
Onitsha P.3.
Obasanjo, O. 2007. The State of the Nigerian Educational System and the Agenda for Reform.
Presidential Address at the Education Reform, Abuja, October 28, 2006.
Obinaju, O. M. 2001. Supervision and Evaluation; strategies for the success of UBE Programme:
Journal of Research in Education 2 (1) 119 – 129.
Olele, C. 1995. Inspection and Supervision in introduction to Educational Administration, Planning and
Supervision (Ed) Peretomode VF Lagos: Jaja Educational Research and Publishers Ltd.
Parames, C. 1975. The nature and concept of management in Houghton et al… management in
Education. Wardlock London P.11.
UBEC 2008. Universal Basic Education Commission Training manual on the New 9 year Basic
Curriculum, Abuja: Britek Printing Press.
61
62
10
FACTORS AFFECTING QUALITY
EDUCATION IN NIGERIA AND THE INFLENCE ON
ECONOMIC GROWTH.
James Ojowu Ochim
Department of Curriculum Studies
College of Education, Oju
Tabitha Pever
Department of Educational Psychology
College of Education, Oju
&
Onah Abawulo John
Department of Curriculum Studies,
College of Education, Oju
INTRODUCTION
Long before now, physical capital was considered the singular factor to economic growth.
Today, education has been recognized as important variable in the growth process. But it is important
to recall that education (human capital) revolution which gained reasonable attention started with the
seminar studies of economic scholars in the 50s and 60s (Blang, 1976) and gathered momentum into
the 80s and 90s. Educational contributions to economic growth this day is obviously noticeable (Romer,
1990, Lucas, 1988, in Egenti, 2007).
The earlier acknowledge fact prompted Nigeria and other developing countries to pursue
education. The story of growth of formal education in Nigeria originates with Wesleyan Methodist
Society in Badagry in 1842 which opened a Christian Missionary Station there. Nigeria has the fastest
growing education industry in African continent (Taiwo, 1980). For instance, in 1960 Nigeria, had two
universities (Universities of Ibadan and Nigeria, Nsukka) with student enrolment of about 1,400. Forty
four years after, Nigeria had 77 universities, an increase of 75 universities and percentage increase of
3.750. Primary schools as at 1960 were 15,703 and increased to 50.741 in 2004 and increase of
36.038 or percentage increase of 233.
The number of secondary schools were 88 in 1950 and increase to 10.913 in 2004, an increase
of 10.030 or percentage increase of 1.136. In terms of students intake the 77 universities has a intake
of about 1.6million in 2004 and increase of 1.598.600 or 11419 percentage increase compared with an
intake of 1400 in 1960. Primary school intake in 1960 was about 2.912.618 and rose to 20,037 in 2004
or 558 percentage increase. For secondary schools, the intake in 1960 was 135,364 and rose to
5.253.370 or percentage increase of 3881 (Taiwo, 1980).
But these expansions are observed with some statistical inferences on how effective the
education commodity has been delivered. For instance, table 1 showing country, pupil/teacher ratio,
growth indices (1980 – 85) and contribution of education to growth.
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Table 1: Public/Teacher Ratio and Growth indices (1980 – 1985.)
Location
Primary Secondary Country
Percentage
Industrialized 18
14
Nigeria
-0.35
countries
SSA
26
26
Ghana
1.40
Ghana
29
18
Coted’Ivore 1.50
Nigeria
39
27
Kenya
3.50
SSA
2.10
Source: Adam (2003): Adedeji and Bamidele (2003).
Country Percentage
Nigeria 16.0
Ghana 22.2
Canada 25.0
Table 1 shows that pupil/teacher ratio is low in Nigeria and with negative growth indices of 0.35 for the period 1980-85, and also with lowest contribution of education to economic growth.
Brief incursion to education’s mandate in Nigeria: Nigeria is of the opinion that education can
help its growth and evolved educational philosophy in that direction. The five main national objectives of
education as stated in the second National Development Plan and endorsed as the necessary
foundation for the National Policy on Education (Federal Republic of Nigeria (FRN) 2004 are the
building of:
 A free and democratic society
 A just and egalitarian society
 A united, strong and self-reliant nation
 A great and dynamic economy
 A land of bright and full opportunities for all citizens.
Nigeria’s philosophy of education is therefore based on the integration on the individual into
sound and effective citizen and equal educational opportunities for all citizens of the nation at the
primary, secondary and tertiary levels both inside and outside the formal school system (FRN, 2004).
The quality of instructions as contained in received documents has to be oriented towards
inculcating the following values.
 Respect for the worth and dignity of the individuals.
 Faith in man’s ability to make national decisions.
 Moral and spiritual values in interpersonal and human relations.
 Shared responsibility for the common good of the society.
 Promotion of the emotional, physical and psychological health of all the children.
One of the National aims and objectives to which the philosophy is linked to the acquisition of
appropriate skills, abilities and competences both mental and physical as equipment for the individual
to live in and contributes to the development of the society.
Governments were to take various measures to implement the policy as education was
considered a highly rated instrument in the national development plans as any fundamental change in
the intellectual and social outlook of any society has to be proceeded by an educational revolution.
Government therefore set out step by step plans to implement primary education, secondary
education, higher education including professional education, technical education, adult and nonformal education. University education was to be pursued with emphasis on research to expand
knowledge horizon and lead to improved technology.
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THE PROBLEM
Nigeria has invested in formal education for a period not less than 169 years (1842 – 2011). The
number of primary schools has grown to over 50, 000. Post primary schools over 8.3000 and
universities over 77 in number. Nigeria higher institutions have been turning out not less than 120, 000
graduates yearly.
Education expansion in Nigeria does not seem to equally match with expansion in economic
growth so also improvement in knowledge acquisition leading to occupying a space in today’s world of
knowledge economy. For instance, between 1970 and 1980 growth in primary school was 14%. For
the post primary institution, the percentage increase within the same period was 133 and 157%
between 1980 and 2000. Tertiary institutions percentage increase between 1970s and 1980 was
160% and between 1980 and 2000 was 10% (Usman, 2005).
Even more astronomical is the student’s intake in various levels of schools. Alongside is the fact
that observing growth of the GDP per capita was 15.0-7.7, -5.1 and -4.4 measured in percentage point
for the years 1981, 1990 and 1999 respectively. For knowledge economy index (KEI), Umo (2007)
states the following: South Africa 5.08, Mauritus 4.32, Egypt 3.77 and Nigeria 1.55 on a scale of 10.
The simple observation here is that Nigeria stands at the bottom of knowledge economy.
However, much of emphasis long before now on Nigeria’s education dismal distribution to
economic growth has been placed on poor funding. Though this is a bane, this study intends to take a
look at some other factors alongside funding. This forms the basis of this study.
The rest of this study will place more emphasis on factors that affect the entire education system
in the nation. The quality of education in Nigeria in the 1960s and 1970s was high and can compete
favourably with products of international schools.
Today, opinions converge among the teachers/lecturers themselves, government, employers,
parents and the entire society that the quality of education in Nigerian schools and universities has
sunken. This is true of all levels of education.
FACTORS RESPONSIBLE FOR POOR QUALITY IN NIGERIA EDUCATION
Some of the factors responsible for this jinx include poor quality intake, poor management,
sorting, examination malpractice, enrolment overload, poor funding, cultism, pursuit of certificates than
knowledge, strikes, brain drain, poor remuneration to teachers, students’ refusal to attend classes,
quality of teachers and lack of room for merits, etc.
Poor Quality Intake: There is the problem of poor quality intake leading to Garbage-in-Garbage-Out
(GIGO). Poor quality intake into Nigerian schools, colleges and universities originate from syndicated
examination malpractices of which the parents, teachers and the students are participants. Some
teachers work answers to questions for students during Common Entrance Examination, NECO,
WASSCE and even UM examinations at an agreed fee.
Such students enter school without ever cultivating the habit of reading or learning and rather
turn academic inability both to the schools and the society. This phenomenon could be traced to how
nursery schools are run. It is common observation to see parents do home work for their wards in the
nursery schools to be presented to the class teacher the following day. The child grows up with the
impression that learning cannot be done independently. Finally, the child learns to depend on others in
his/her academic pursuit.
Bad Management: Management is a serious determining factor in the success of a business.
Some school managements hardly have harmonious industrial relationship with various workers or
unions on campuses; neither do they exhibit thorough prudence in appropriating whatever little fund
that are in their disposal.
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Misplacement of priorities has dangerously added to the deterioration of educational facilities
on different campuses/schools. More so, some entitlements to staff are not willingly and readily paid
until strikes are threatened.
Sorting: Sorting is an invented term that permeated schools, colleges and university system in
Nigeria since 1990. Sorting means a situation where a teacher or lecturer collects money or gift from
either a failed or near-failed student and exchange an excellent or a pass grade in favour of the
student. This ugly situation started in 1992 when Babangida was the Nigeria’s Military President.
Lecturers were paid killers salaries and all efforts to cause government to redress the situation failed.
Then, some lecturers collected money from students either to make ends meet or to help draw
government’s attention to the matter of starvation salary. The prevalence of sorting is damaging to
education system generally because the monster has walked to the secondary school system. The
implication is that instead the required and necessary skill for their personal development and that of
the economy; they rather assemble money to buy grades and completely ignore their studies. The end
result is certificates with empty heads.
Examination Malpractice: Examination malpractice has many facets to its existence. Some
students come to examination hall with already prepared materials suspecting them to be possible
answers to questions. Some hire some other students to write the examinations for the bonafide
student.
This is abetted by long period it takes to issue genuine identity cards to students at different
levels and the manipulation that encourages possession of fake identity cards. Sometimes the
examination candidate connive with others outside the examination hall to send the examination
question paper outside for the questions to be properly answered and to return to the student who
arranged the deal for him/her to submit to the examiner or the invigilator. In some development the
student from outside the examination hall may be texting answers to question to the one in the
examination hall through mobile phone services (GSM). When the examination question is objective in
nature, students can resort to using different letters A-E and therefore communicate answers to
questions within themselves in the examination hall to the ignorance of the invigilator.
Sometimes a brilliant student in the examination hall after attempting the required number of
questions exchanges his/her script with a dull student and attempts the questions for him/her. Also, a
student may intentionally expose his worked script to some other students close to him to copy. Or a
student may write some answers on examination question paper and exchange it with some other
student. Some fair-skinned female students copy suspected answers to questions on their laps and
come into examination hall with it on the assumption that it will be indecent for any male invigilator to
search her to that level.
At the secondary/higher school level, examination malpractice is a syndicated business that
involves principal, parents, students, hire assistants and sometimes West African Examination Council
Officials of the Ministry of Education. The principals decided on how much the students would pay and
the parents pay through their wards and the principal appropriates the money, part to himself, to the
hired assistants or the course/subject teacher who may care to participate and part to WAEC officials
and officials of the Ministry of Education who may come for inspection.
Enrolment Overload: Enrolment overload is admitting too many students that both teachers and
teaching facilities could sustain. In many State and Federal government schools and colleges, there
are not enough classrooms for the students let alone seats for them. This has led to poor classroom
management, increasing noise making while classes are on and hatred for learning. With a very large
class-size and lack of public address system language of instruction hardly reach all the students.
Learning becomes more boring than what it is expected to be. Large class-sizes also create problems
terms in of examination in the courses and worst practical.
Cultism: Cultism directs attention of member away from academics to seeking non-existing
glory in vain matters. Cult members do not have peace nor do they allow peace on various school
campuses. Leading problem in cultism is admitting non-academic students into the schools. And
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because they do not belong to academics, they sit back to practice what they belong. This is a spillover effect of examination malpractice through which they found admission into schools, colleges and
universities. In some instances, academic programmes/examinations are disrupted because of cult
operations. They rein mayhem on fellow students or cult members, teachers or lecturers and
sometimes to unknown persons. Again, part of the problem is that from 1980s federal government had
stopped building hostels on university campuses.
The truth is that 80% of the student’s population in schools and colleges as well as in the
universities live outside the campuses. Therefore, these people have unstrained time opportunity to
meet and carryout their nefarious activities. Ever increasing number of cult on campuses points to the
fact that we are increasingly admitting vices either consciously or unconsciously into our social and
academic systems. Cultism work against academic excellence.
PURSUIT OF CERTIFICATE THAN KNOWLEDGE
Pursuit of certificate than knowledge points to the fact that there is increasing schooling in
Nigeria without increase learning. The quality of output from Nigerian schools confirms this assertion.
At the market place especially the public sector, undue emphasis is on paper qualification coupled with
high level of nepotism at the job place. Merit which should to some extent, expose an applicant to
some level of learning he has acquired is not given recognition.
Strike: Another serious problem that faces the education system in Nigeria at all levels is strike. Table
2 shows the year and the duration of strike. Between 1993 and 2003 strike has caused a closure of 36
months or years in the university. The associated setback that follows strike is that schemes of work
were not always completed and examinations are arranged ad-hoc perhaps to cover the lost time.
Students lost focus of academics during the strike period and are exposed to disjointed flow of
instructions from teachers/lecturers.
Table 2: Year and Duration of Strike (1993 – 2009).
Years
1993
1994
1995
1996
1999
2000
2001
2002
2003
2009
Source: Okebukola, 2006.
Months of Closure
3.00
6.00
4.00
7.00
1.50
2.00
3.00
0.25
6.00
3.00
From table 2, it is observed that strikes in the university system are almost a yearly ritual. The
frequent strike cases in primary and secondary education levels are more sympathetic and grievous.
Of course, the causes of the strike include poor remuneration to teachers, lack of or poor facilities and
conflict between management and staff of the institutions.
Brain Drain: Education plays a powerful role in the growing problem of the high level educated
workers – the so called brain drain from poor to rich countries (Todera and Smith, 2002). To
summarize the effects of brain drain, the statements from Todera and Smith (2002) are better
described here. The brain drain has denied development countries opportunities of solving teaching
problems such as appropriate technology, promotion of low cost preventive healthcare, the
construction of low cost housing, hospitals, schools and other service facilities, the design and building
of functional yet inexpensive labour intensive roads, bridges and machinery, the development of
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relevant university teaching materials such as appropriate introductory economics texts and the
promotion of problem-oriented research and vital domestic issues.
Such needs are often as dominated by rich country ideas as to what represents true
professional excellence, those highly educated and highly skilled. Professionals do not physically
migrate to the developed nations nevertheless migrate intellectually in terms of the orientation of their
activities. The internal brain drain is much more serious than the external one.
Poor Remuneration: Poor remuneration to teachers has not made the teaching job competitive.
Under this condition there are only a few people who have natural inclination to teaching enjoys the
job with corresponding appreciative physic income. Others settle with teaching as a last resort which
implies that the profession has chosen them and not them choosing the profession. This in turn affects
the quality of teachers that are in the teaching profession. In most cases some teachers engage in
moon-lighting and battle with condition of divided or shared interest. The effects of these are lack of
quality time to prepare the lessons or lectures and one mindedness during the period of imparting the
knowledge. Finally, the knowledge imparted is sub-standard and sub-optimal.
Absenteeism in Classes: Current observation on university campuses as well as schools and
college points to the fact that there is increasing absenteeism during classes by the students. Apart
from the fact that in some schools or campuses there are not enough desks or chairs on which
students can sit and receive lessons or lectures. If all members of the class attend lectures at the
same time, yet in some cases the few seat available are not fully occupied by students during classes.
Classes to some or majority of the students are punitive and they willfully stay away from
lectures going after heroism and pleasure laden activities. However, a possible explanation to this
could be linked with the sorting syndrome earlier discussed. When students are sure they can buy
their grades, it is easy for them to abandon learning which by nature is labourious and irksome. But
class abandonment correlates negatively with knowledge acquisition.
Hiring a Good Teacher: There is a problem of hiring a good teacher. In Nigeria, teaching
profession is not strictly regulated and people come into it at will and also leave at will. In the face of a
highly saturated labour market, teaching seems to be only leeway that infinitesimally reduces
unemployment. But a rather unfortunate development is that this profession is dominated by less than
first rate minds.
This is understandably so for the fact that teachers are so lowly paid, therefore, the profession
does not attract first rate brain. More importantly, teaching ability is not closely related with training and
experience. However, these variables are necessary but not sufficient for good teaching, the gifted
component is there. As mentioned before, teaching should be reserved for top brain candidates.
Conclusion
This study is intended to identify factors that adversely affect the quality of education in Nigeria,
mostly inadequate funding. Poor quality intake into schools, colleges and universities, bad
management, sorting, examination malpractice, enrolment overload, cultism, poor remuneration to
teachers, strikes, etc.
The study has also made effort to proffer solution to the identified problems. These problems
have contributed to most of the graduates’ inability to find jobs and majority of them are unemployed
and therefore hardly contribute to economic growth.
Recommendations
Recruitment of a Qualified/Dedicated Teacher: Preparatory schools for tertiary education are
primary and secondary schools. It is therefore suggested that highly qualified and dedicated teachers
should be recruited to lay solid educational foundation at these early stages of children’s learning.
Educational qualification asides, only those teachers who are practically tested to be qualified should
be those to recruit to teach. It is only knowledgeable teachers that can produce knowledge
pupils/students. A well trained child can make a good quality in-take into the higher institution of
learning. There is also need to pay teachers, lecturers living wage: It is only in Nigeria that a ward
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councilor earns higher than a University Professor. Reasonable salaries are long over due to attract
and keep the best brain in the education system.
We have offered recommendation to check enrolment overload. If classes are reduced, class
management will become effective and possible for teachers/lecturers to check attendance. The
conclusion should be that and until a student attends 50% or 60% class attendance, he/she should not
be qualified to write semester or terminal examinations. The case is that ever when such policies are on
the ground, it may be difficult for a teacher/lecturer to implement it given extra large classes. Effective
checking of class attendance can cause most students to attend classes.
Assuming that the working conditions of that teacher are improved, effort should be made to
reserve the teaching job for the best brain. The present spade of brain drain is harmful to Nigeria
economy.
Good Management: A bone of contest between various unions on schools and university
campuses and their management is always delaying, withdrawal or denial of benefits to the staff.
Management of schools should be truthful to staff, accord personnel welfare into their priority, pay what
is due to them timely. Denial of privileges and rights and language of disrespect from management to
staff always bring disharmony. Therefore, management that wants to succeed should hold periodic
congress with staff and exchange ideas on conditions/positions affecting both parties and respect
whatever agreement entered.
Where there is misunderstanding between management and staff an arbitration committee
made up of honest and respectable personalities should be appointed to unbiasedly settle the matter,
provided both parties are honest to the matter.
Conference Marking of Examinations in Schools: Because sorting is a secretized transaction
between the student and the teachers or lecturer, therefore its control is somehow difficult. This study
therefore recommends conference marking where students’ examination scripts are assessed in the
open. In addition, a control committee could be appointed to randomly check the grading of each
teacher or lecturer.
Establishment of Special Examinations Centers to Control Examination Malpractice
Examination Malpractice is a syndicated trend which is always uneasy to control. At the
secondary school level, special examination centers should be constructed and then group school by
school according to proximity to write their examinations there. Individual secondary schools should not
be allowed to conduct West African Senior Secondary Examinations and National Examination Council
on their various campuses.
Candidates should write their examinations at these central examination centers for effective
checks and control which can eliminate drastically examination malpractices. At the tertiary level,
emphasis can be placed on open examinations that task both the knowledge and the wisdom of a
student than secret examinations that call for give me what I gave you. Effective class management is
very necessary for good educational result.
Admission of candidates to schools and colleges should be trimmed down with available
facilities and personnel. This is important because enrolment overload makes proper class
management difficult. The present irony is that while educational facilities are rapidly decaying, it is
followed with explosive admission. Without public address systems, language of instruction hardly
reach all the students. Therefore, admission should be trimmed down in line with available facilities and
personnel in schools.
Provision of hostel accommodation for schools in colleges and universities: Government should
make efforts to provide hostels for students in colleges and universities as in 1960s and 1970s. When
majority of the students are housed in hostels, it will minimize the uncontrolled nocturnal and nefarious
activities always being carried outside by students living outside the school premises completely
unchecked. Again, parents/guardians should be made to sign an undertaking at the point of admitting
their wards that should they be involved in cultism, they will automatically be expelled.
69
Aside certificate at completion of given programme students should be subjected to oral
examinations which will be devoid of any form of examination malpractice in his chosen field of study
before he graduates. This will to some extent check cases of long certificates without accompanying
knowledge. Oral examinations carry 50% of students work and written examinations 50%.
Adequate commitment is needed from government to end avoidable strikes in the educational
system: Incessant strikes make nonsense of Nigeria’s educational system. Most strikes in the system is
a handout of federal government’s unseriousness, uncommittedness and insincerity in funding
education system. Some important people in government own private schools and their run interest is
to kill public schools so that their private schools should strive. Adequate commitment is therefore
needed from federal government to end unnecessary strikes in the system. Seed funding is highly
recommended here.
REFERENCES
Arigbede, J.A. (1991). Quality entry qualifications: Pivot for quality education. A lead paper presented at
the National Conference on education for Colleges of Education held at F.C.E. Kano, Sept. 9,
1991.
Combs, P.H. (1985). The world crises in education: The views from ethics. Oxford University press.
Egenti, M.N (2008). Globalization as it enhances quality assurance in the management of technical
teacher education. Paper presented at the Nigerian Association for Education Administration and
Planning (NAEP) International Conference, Sept. 2007.
Egenti, M.N (2008). Knowledge acquisition in the 21 st century. Paper presented at special book launch
organized by Dowen College, Lagos, Friday, 18th May, 2007.
Moshe (2001). Factors affecting educational attainment in depressed urban areas. In Education of
disadvantaged. Edited by passion, A.H.
Mustard, F.F. (2005). Effect of school attendance on performance: In education for all, Global
Monitoring Report (2007). UNESCO Publishers (2nd reversed edition). National Policy on
Education, 4th edition (NPE) 2004, NERDC, Lagos.
Odoh, C. (1991). The role of business education in the teaching of employability skills in Nigeria. In
M.S. Mkpa (edited). Contemporary issues in Nigerian education. Awka Mekslink Publishers
Nigeria.
Osman, A. (2005). Achieving education for all: The case for non-formal education report of a
symposium on implantation of alternative approaches in the context of quality education for all:
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Shamija, T.A. Shamija, G.I. (2005). Grappling with educational crises in secondary education in Nigeria.
In B.O. Ker, N.A. Ada and P.T. Ortese (eds) New Trens in Education: Issues and Challenges.
Makurdi, Piece Global Publications.
Taiwo, C.O. (1980). The Nigerian Education System: Past, Present and future. Lagos: Thomas Nelson
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11
QUALITY ISSUES IN TECHNICAL EDUCATION IN NIGERIA:
AN OVER VIEW
Unongo, John
Department of Technical Education,
College of Education, Oju, Benue State.
ABSTRACT
The level of achievement of the Nigerian seven point agenda and the millennium development
Goals are predicated on the quality of Technical Education given to citizens. This paper
examines the quality of Technical Education before colonialism, during the colonial era and the
present state of Technical Education in a global world. The strategies for heightening the
quality of Technical Education through staff motivation, improved teaching techniques,
upgrading facilities, poverty reduction, change in attitude, training and retaining of technicians
to be able to adopt to technological dynamism have been theorized. This paper recommends
that technical education be used extensively in enhancing self employment, through; improved
funding, replacement of obsolete equipment, use of technology for instruction, overhaul of the
power sector and so on..
INTRODUCTION
Technical education is that form of Education that gives a definite purpose and meaning to
education by relating education to occupational goals, providing technical knowledge and skills
necessary for employment, developing abilities, attitudes, work habits and appreciation which
contributes to a satisfying and productive life (Rhodes, 1969). This implies that technical education
could be termed qualitative if it is profitable to both the individual and his society, provides value to life
and is dynamic towards the needs and aspirations of the general society.
Before colonialism, the quality of technical education served local communities adequately and
remained relevant for countries. The provision of food, security, clothing and farming tools were locally
fabricated and maintained. However, the quality of technical education during the era of colonialism
was reduced to mere reaching and writing and white collar workers (During-Gwon 2010). In the present
dispensation, technical education seems to be given attention as occasioned by the establishment of
Federal Universities of Technology, Federal Science and Technical Colleges, Colleges of education.
Technical and National Board for Technical Education (NBTE). The quality of its products remains low.
Unemployment, poverty, importation of goods and services, economic decline low enrollment in
Technical Schools, ineffective teaching methods and corruption has remained on a steady increase. To
address these anomalies Jack Den (2009) suggested the re-orientation of the citizenry towards
providing quality technical education.
This paper has provided strategies for improving the quality of Technical Education. Concept of
Technical Education, and its metamorphosis have been defined, reforms in Technical Education for the
purpose of self reliance and economic development have also be addressed.
THE CONCEPT OF TECHNICAL EDUCATION
Technical Education may be defined in terms of the training given in order to advance an
individual’s general proficiency especially in relation to his present or future occupations. It is also seen
as systematic learning experiences, which are designed to prepare individual for gainful employment
(Okorie 2001)
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Similarly, Osuala (1999) refereed to Technical Education as training in technical subjects or
areas of vocation to acquire both theoretical and practical knowledge as well as skills in preparation for
gainful employment.
The National Policy on Education (2004) defined, Technical Education as that aspect of
education which leads to the acquisition of practical and applied skill as well as basic knowledge.
Similarly, UNESCO (2007) defined it as a comprehensive term referring to those aspects of the
educational process involving the acquisition of practical skills, attitudes, understanding and knowledge
relating to occupation in various sectors of economic and social life. In the same vein Olaitan (1996)
defined Technical Education as the brand of Education designed to develop practical skills, abilities,
understanding, attitudes, work habits, appreciation encompassing knowledge and information needed
by workers to enter and make progress in a vocation in a useful and productive basis. The aims and
objectives of Technical Education as stated in paragraph 49 of the New National Policy on Education
(2004) are as follows:
1. To provide trained manpower in applied Science Technology and Commerce Particularly at Subprofessional grades
2. To provide Technical Knowledge and Vocational Skills necessary for Agricultural, Industrial,
Commerce and Economic development
3. To provide people who can apply scientific knowledge to the improvement and solution of
environmental problems for the use and convenience of man
4. To give an introduction to professional studies in engineering and other technologies
5. To give training and impart the necessary skills leading to the production of craftsmen, technicians
and other skilled personnel who will be enterprising and self –reliant, and,
6. To enable our young men and women to have an intelligent understanding of the increasing
complexity of technology
Quality depicts the standard of something compared to predetermined parameter. Quality is a
measure of how good, bad, poor health or acceptable a product, system, institution, goods or services
is as compared to something. (Horby A. 2002). The quality of education therefore could be the measure
of how standard, effective, functional and profitable it is to both the individual and his immediate
society. Technical Education could be considered qualitative if it is profitable to both the acquirer and
his society. A quality education enables the learners to be morally, socially mentally, physically and
spiritually well adjusted. From the above mentioned it is clear that if these laudable goals of Technical
Education are to be actualized, the quality of Technical Education must be pursued vigorously in order
to achieve self-reliance, technological break through, industrialization and modernization
QUALITY OF TECHNICAL EDUCATION BEFORE AND AFTER COLONIALISM
Before the advent of western education in Nigeria Technical Education existed in the form of
traditional training apprenticeship system. Skills were imported informally to learners based on the
needs of the communities. There was no formal curriculum and graduation was strictly based on your
ability to produce items such as tools, medicine, crafts, farm implements, traps, clothes, weapon and
other useful items. The quality was considered to be adequate since values, ideas, knowledge, norms
and history were readily transmitted to learners during the training periods. To support this claim
Fafuwa (1974) asserted that unemployment during this period, if it existed at all, was limited, minimal
and as such very few young men roamed the streets.
During and after the colonial era ushering in western civilization, Technical Education declined
from serving the needs of society to serving the needs of colonial masters. Training was restricted to
language interpretation, clerical work training and messenger skills acquisition. Training in Technical
subjects became theory and graduates began to look for only white jobs. After independence there was
a drift towards general education with emphasis on literacy and academic education. There was
general disregard for Technical subject. In 1963 Adam Spaski’s Commission was saddled with the
responsibility of improvising the quality of Technical Education in Nigeria. Financed by USAID several
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foreign ideas were adopted and recommended for implementation, still not much was achieved in terms
of quality. In 1969 at the National Curriculum Conference, Technical Education was given more
attention resulting in the New National policy of Education (NPE) published in 1977, revised in 1981,
1982, 2003 and 2004. The 6334 system of education gave much attention to Technical Education.
Enrollment was put at 70% for Science and technology as against 30% for others (NBTE 2007). The
establishment of NBTE in 2007 to coordinate manage and monitor Technical Education served a great
deal in raising the quality of Technical Education. At present government has established industrial
training fund to sponsor students to acquire practical skills in work places directly.
At the moment there are 52 polytechnics in Nigeria appropriated by Federal, State and private
organizations. There are 51 monotechnics and 146 Technical College in the country. Why then the
growing rate of unemployment?
Assessment of the present quality of Technical Education in Nigeria
Technical Education is education for profit for the individual and the larger society. It must lead
to self-sustainability, self-reliance, job creation and should conform to global standards. However, the
present quality of graduates from our Technical institutions falls short of societal, industrial and
economic expectations. Most of the industries have adopted the use of Computer assisted tools and
machineries for the production of goods and services in conformation to global standards. It is in this
light that Unongu(2008) asserted that with the advent of globalization, employment skills must have
global acceptance, he further stressed that skills imparted to learners must conform to global standards
in terms of operations of machinery, production methods, maintenance of machinery and trouble
shooting. The quality of Technical Education in the present world should no more be seen as satisfying
local community needs and aspirations but hence forth be seen as been able to meet the needs of a
global village. Technical Education in Nigeria today is unable to cope with this challenge.
Our graduates roam the streets in search of jobs instead of creating jobs. Those that are
employed are unable to function effectively and as such huge sums of money is expended for their
retraining.
While there is high demand for technical expertise in our institutions and the economic sectors
enrollment has dwindled in Technical disciplines, this case is worsened by massive failures in public
examinations (Awofund 1997). Ames (1998) attributed the menace of low enrollment and poor
academic performance in our technical College Examinations to lack of interest on the part of learners.
He further blamed it on poor and uninteresting teaching methods by teachers.
In assessing the quality of Technical Education, Habibu (2009) explained that it is
characterized by shortage of qualified and competent personnel, emphasis on theory at the expense of
practical skill acquisition, obsolete facilities, poor funding, negative societal attitude and non functional
curriculum.
Since the society is drifting towards a knowledge based society, the quality of Technical
Education must be raised in congruity with current global trends. Agbental (1985) observed that the
prevailing low productivity in the industrial, commercial and agricultural sectors of the economy is
traceable to low level of skill acquired by workers or Technical School graduates. Similarly Olaitan
(1996) observed that low level of job skills and performance associated with Technical School
graduates is retraceable to institutions and their curriculum inadequacies.
STRATEGIES FOR IMPROVING THE QUALITY OF TECHNICAL EDUCATION IN NIGERIA
It is apparent that Technical Education is a necessary ingredient for actualizing self-reliance,
generating employment, empowering the youth and general economic development. For the laudable
objectives of Technical Education to be achieved, the following strategies should be adopted; some of
these strategies are discussed below:
1. Training should largely be based on competency –based skill-acquisition and sound scientific
knowledge: This will give learners the ability to perform with their hands and equipment for the
73
2.
3.
4.
5.
6.
7.
8.
9.
10.
purpose of production, maintenance and self sufficiency. This is in line with Uwameiye (1988) who
suggested that learners should be adequately exposed to experiences that could provide them with
manipulative cognitive and attitudinal skills that could make them self re-liant and employable. He
further stressed that; those already in employment should update their skills and knowledge in line
with current industrial trends.
Entrepreneurship Education: This is a newly introduced form of training that teaches how to
establish ones own business after graduation. It teaches how to manage the work and make profit.
This aspect should be emphasized towards the end of training period, so that the individual is well
equipped to face the challenge of running a successful business. For this to be effective, teachers
of Technology should be made to acquire knowledge about entrepreneurship to be able to impart
same.
Industrial Training: - The practice where students choose mostly government agencies for their
industrial training should be discouraged. Rather they should be posted based on their areas of
specialization. To this end Enemali (2005) emphasized that schools should endeavor to attach
students to industries appropriate to their areas of specialization
Excursion: paying visit to industries and well equipped institutions is a very important strategy that
could enable the students to relate what they have learnt theoretically to practices. During
excursions, they see, touch, ask questions and even practice. Form excursions students will see
interesting projects which they want to construct or improve upon. It will further may not have their
own school laboratory.
Use of Technology in Teaching: The conventional methods of teaching Technical Education are
becoming boring and uninteresting to students. The use of ICT multimedia, guided- discovery,
computer aid instruction and others have the capacity to generate interest and cooperation
amongst students. Okoro (2006) defined interest as activities and things a person like or dislikes.
The use of new technologies in teaching and learning will make students want to learn or know
something. Since student;s interest in learning a task or skill depends on how much interest they
have, using technology in teaching will make learning attractive and fashionable for them.
Training in line with demands of the individual and societal needs: Training of individual should no
more be on a general basis but specific needs. It should be in line with the Technical demands of
the industries, the needs of the individual and the general society. Since training of technicians is
expensive, it will be wasteful if training at the end is not relevant. The individual, society and
industry should detect the content of the technical education curriculum.
Upgrading Training Facilities: The industry and society is dynamic therefore old technologies and
production methods are being replaced with modern ones constantly. Tool and machines are now
computer assited in their applications and operations. There is therefore need to upgrade obsolete
equipment used for training to new ones so that learners acquire first hand competencies that is
needed in the industries thus make learning environment a replica of the working environment
(Olaitan 1996).
Improved Funding: Though a huge of money is budgeted for Education each year, little or nothing
is released to the training institutions. This unfortunate practice is blamed on corruption in the high
places. By reducing corruption, most of the funds meant for Technical Education will reach the
desired target. With the introduction of e-banking and payment, it is hoped that funds will be
disbursed directly to institutions, thus making funds available for Technical Education.
Regularizing power supply: The operation of Technical tools, equipment and machinery is
dependent on constant power supply. The present erratic and low voltage power supply will make
the use of these items impossible or very expensive. Technical schools should provide alternative
power generating sets for their laboratories to compliment the public power supply.
Re-branding Technical Education: Re-branding as a concept in this text implies giving a new
positive image, giving an attractive name: placing in a better position, introducing an innovation,
reducing discrimination, treating fairly or improvising status (Horby 2000) The era where Technical
74
Education was branded as education for low IQ learners; children from low-income families,
dropouts or non-ambitious children has persisted for too long. The effects of these negative
attitudes are enormous and devastating to the overall productivity of the Nigerian economy. The
youth must be re-oriented to accept the fact that there is dignity in labour not in enrichment.
Many university graduates are unemployment because they do not have saleable skills. Okoh
(2002) pointed out that school graduates are unemployed because they lack the skills for employment.
What Nigerian should do is to retrain their graduates in areas like auto-mechanics, woodworks, wiring,
telecommunication, plastic making, GSM repairs, block making, computer repairs, painting, plumbing,
refrigeration and air condition
Recommendation
It is no doubt that vocational and Technical Education is a veritable panacea towards achieving
self employment of citizens if its quality is enhanced. The following recommendations will therefore
suffice towards enhancing the quality of Technical Education.
- Re-branding Technical Education as education for all classes of people
- Overhauling the energy sector to ensure regular and uninterrupted supply of energy
- Funding of vocational and Technical Education should involve both public and private sectors of the
economy
- Obsolete training facilities should be replaced with modern ones
- Training should be tailored towards the needs of both the individual and society
- The orthodox methods of imparting knowledge should be supported by the use of information
communication Technology
CONCLUSION
Contemporarily issues of quality in Technical Education may be pointing towards a hopeless
future for our youth. However there are milestones that have brought hope for the future. More quality
Technical Education programmes and polices is being embarked upon by Government. There is a
general quest for productivity both at home and abroad
With increased funding, effective through e-payments, the adoption of effective teaching
techniques, emphasis on psychomotor skill acquisition, excursion, industrial training and the rebranding of Technical Education, the issues of low quality will be a thing of the past. Unemployment will
be reduced and the economy will be more vibrant for the benefit of all.
REFERENCES
Agbeta, S.O (1996): Vocational and Technical. Education in Nigeria: Issues and Analysis, Onitsha:
Noble Publishers
Ames, C. (1998) Classroom Goals, structures, and students motivation Journal of Educational
Psychology (84) 3(264-271)
Awotunde P.O. (1997) Preparation of Vocational and Technical Teachers for Technological
Advancement in Nigeria: Issues problems and prospects: Education today (6) 3: 33-36
Dung-Gwon, John Y (2010) Vocational/Technical Education and the achievement of the millennium
Development Goals in Nigeria: An over view: Journal of Vocational and Technical Educators
(JOVTED) (2)
Enemali, J.D. (2005): Repositioning Technical Vocational Education and Training for self-reliance in the
21st century: A lead paper presented at National Conference organized by Federal College of
Education, Parkshin 11th –14th Nov. 2005
Fawunwa, B (1974): History of Education in Nigeria George Allen and Unwin Ltd.
Federal Republic of Nigeria (2004) National Policy on Education, Lagos
Habibu, R. G (2009) Technical Education: A Source for Economic Development in Nigeria: Journal of
Vocational and Technical Educators (JOVTED) (Vol. 2) (1): A publication of Nigerian Association
of Vocational and Technical Educators (NAVTED)
75
Horby; A.S. (2002): Unemployment Reduction using VTE. The Apprenticeship Way, Book of Readings,
issues in VOC & Tech Education in Nigeria: Otukpo, September, resources Ltd.
Jackden, H.N. (2009) Reforms in Technical Education for self-reliance.
Journal of Vocational and Technical Educators (JOVTED) (2)
Okoh, J.B. (2002): Unemployment Reduction using VTE. The apprenticeship way, Book of Readings,
issues in VOC & Tech Education in Nigeria: Otukpo September, resources. Ltd.
Okorie, J.U (2001) Vocational Industrial Education. League of Researchers in Nigeria (LRN)
Olaitan, S.O. (1996):Vocational and Technical Education in Nigeria Issues and Analysis, Onitsha: Noble
Publishers.
Okoro, O. M (2006): Measurement and evaluation in Education 2nd Ed. Uruomulu Obosi: Pacific
Publishers.
Osuala E.C. (1999) Foundations of Vocational Education (3rd Ed.) Nsukka: Fulladu Publishing
Company
Rhodes, J.A (1969): Alternative to a Decent Society: New York, Howard W. Sams
UNESCO (2007): Revised Recommendations Concerning Technical and Vocational Education
Retrieved from www.unesco.org/education
Unongo, John (2008) Technical Education in Nigeria and the challenges of Globalization: Oju
Journal of Vocational and Technical Education (1)1
Uwameye, T. (1998): Technical and Vocational Education and National Growth: Paper presented at
1998 graduation of students of school VOTE Kwara State College of Education, Ilorin
76
12
REDUCING LEANING BY ROTE IN TEACHING AREA
OF A CIRCLE TO IMPROVE QUALITY OF
LEARNING IN PRIMARY SCHOOLS
Abah Odike Felix
Department of Mathematics,
College of Education, Oju
ABSTRACT
Mathematics has been described as not only the language of science but the essential nutrient
for thought, logical reasoning and progress. Learning by rote in teaching mathematics concepts
has therefore become a serious concern to mathematics educators as it stunts pupils’
mathematical reasoning. This paper identified the formula to calculate area of a circle as one of
the mathematics concepts pupils learn by rote and explained how pupils can learn the formula
practically using hands on concrete materials. The paper also highlighted some strategies to
minimize learning mathematics by rote and concluded that learning by rote is a mental disease
so mathematics teachers should avoid its use in the classroom.
INTRODUCTION
Pupils learn the National Anthem and the National Pledge by rote and recite them during
morning assembly at school but they hardly understand what they recite. Similarly, pupils learn
mathematics concepts, procedures, formulas and theories by rote which may result to poor
performance in mathematics. Learning by rote or cramming is devoid of understanding and reasoning.
In the words of Atovigba, O’kwu and Kurumch (2010), “learning by rote is abhorred in mathematics
education”. Hence the steps to arrive at the solution of a problem, formula, procedures and theories in
mathematics should be explained to pupils using modern teaching approaches such as constructivism,
target task, concept map etc.
Learning by rote has become a common practice in schools. According to Stein (2000),
mathematics teachers were more concerned with students’ rote use of procedures rather than with their
understanding of concepts and development of higher order thinking skills. This mode of learning
makes students to feel that mathematics is boring, static, and repetitive. Learning by rote quenches
students’ natural imaginative thinking and discourages them from developing and using new problem
solving techniques. While knowing facts and procedures without true understanding of the underlying
concepts result to serious problem with leaning other concepts. Focusing on understanding
mathematical ideas makes students far more likely to study mathematics voluntarily and acquire further
skills as they are needed.
If students never go through the process of deriving a concept for themselves, they will have a
narrow understanding of that specific concept and they will not have any opportunity to develop good
problem solving skills.
This paper therefore explains how pupils can go through the process of deriving the formula of
a circle using hands on concrete materials and highlighted strategies for discouraging learning by rote
in primary schools.
77
PROCEDURE FOR DERIVING FORMULA OF THE AREA OF A CIRCLE USING HANDS ON
CONCRETE MATERIALS.
The following procedure enables pupils to practically find the area of a circle.
1. Revise the previous knowledge on area of a rectangle (A = L x W)
2. Let pupils use different sizes of milk tins to measure their circumference using cord or ruler (fig 1)
3. Let pupils divide the circumference by the diameter to get a numerical value (3. 142 approximately).
This numerical value is called Pie π= 3.142.
4. Pupils should be asked to draw a circle of radius 4cm with a pair of compasses (fig 2).
5. Let pupils divide the circle into at least 8 sectors and shed out four of the sector (fig. 3)
6. Arrange the sectors to from a rectangle of length equal to half the circumference and width = radius
r (fig. 4)
Fig. 1
Milk tins
A
r
B
Fig 2
Fig. 3
AB = Diameter
=D
r
Source: Mathematics laboratory Lecture Notes, C.O.E. Oju
Fig. 4
L = 1/2 C
78
Area of circle is approximately equal to area of rectangular shape in fig 4
Area = L x W
=½C x W
= ½ x 2 πr x r
(C = 2πr)
Where AB =D
A = πr2
Pupils have formed the formula of the area of a circle and they know the value of π and it is no
longer meaningless as it would be if the formula was learned by rote. They will be able to apply the
formula to similar situations as their learning is actually related to previous material which is the area of
a rectangle to make the learning continuous, logical, less abstract and practical. This situation will
create atmosphere for pupils to believe what they learned.
Ojo (1986), Vygotsky and Yager (1991) supported student active involvement in the learning
process as they asserted that student learn well and perform better only when they are made to
explore on their own. This view is in line with the guided discovery approach in teaching mathematics
concepts where students are led to discover a rule or fact on their own.
STRATEGIES TO DISCOURAGE LEARNING BY ROTE IN TEACHING MATHEMATICS.
The strategies to curb learning by rote in teaching mathematics to primary school pupils
highlighted in this paper include constructivist approach to teaching science and science related
subjects, the discovery methods of teaching, the target task approach in teaching, the project method of
teaching and the play way method of teaching.
Constructivist approach – In this approach, learners construct knowledge out of prior
experiences. It promotes active learning or learning by doing. According to Andrey (2002) constructivist
approach emphasizes on experimentation. Individuals perform an experiment and then come together
as a class to discuss the results. Andrey reported that field trips are also emphasized in this approach.
Students are encouraged to go on field trip and then put the concepts and ideas discussed in class in a
real world context. The teacher’s role is to encourage discussion among students and guiding them by
asking questions that will lead learners to develop their own conclusion on a given problem.
Jonassen (1999) stressed that learning is constructed in a constructivist classroom. Students
are not blank slates upon which new knowledge is built on. Hence the student is the person who
creates new understanding by being actively involved in the learning process.
According to Jonassen, the teacher coaches, moderates, suggest, but give the students room
to experiment, ask questions by trying things that may work or may not work as in the inquiry methods
and then come together in a group to work through discussion of their findings.
Discovery method – It may be guided or unguided discovery approach. Learners are given
cues, questions leading to the discovery.
Target task approach – In this approach, the teacher has to consider the learning activities,
instructions, cues, questions that should get the learners ready to assimilate the new knowledge. For
instance, the teacher must make sure his learners are familiar with fraction before teaching addition of
fraction. Pupils must learn to perform the operation of addition before the operation of subtraction of
numbers. Examples are endless. In this approach, any learning activity that enables the learner to
understand the concept is presented early enough.
The project method – Individual and group may be used to investigate a problem. The student
or the learner collects data on the problem and then analyze these data to record his findings. In this
method, learners have no opportunity to learn by rote. Pupils may be given balls of different colours to
find the mode instead of giving a hypothetical problem and looking for the mode on the chalk board.
79
Play way method – Students world over love playing a lone or together with peers. Let pupils
learn through their play. For instance, pupils may toss the die a number of times and then record the
number on the face. They become familiar with the die and begin to use the game to answer simple
questions on statistics. Pupils will be encouraged to learn the sample space and successful out comes
practically rather than learning by rote.
CONCLUSION
Learning by rote discourages logical reasoning and to see the connection between variables so
alternative modern approach in teaching should be employed by mathematics teachers.
e-REFERENCES
Andrey G. (2002). Constructivist teaching and learning.
http// www.ssta.sk.ca/research/instruction/197-207.htm
Atovigba, M.V., O’ Kwu, E.I.,and Kurumeh, M.S. (2010). Reducing Learning by rote in teaching
completing of the squares approach to quadratic equation solving: implications for secondary
education towards attaining
the 7 – point agenda. Proceedings of Mathematical
Association of Nigeria (MAN). Ilorin: Unilorin press
Jonassen, D.H., (1999). Constructing learning environment on the web: Engaging students in
meaningful learning. Educational Technology conference www gender design. Net/… /model%20
analysis - %20 Jonassen & CLE – 27. ppt.
Stein; M.K., (2001). Teaching and learning Mathematics: How
nstruction can fuster the knowing and
understanding of umber. Combridge: Havad University press
Vygotsky, L.S. (1978). Mind in society: The development of
igher psychological processes.
Cambridge: Harvard University Press.
Yager, M.A., (1991). The constructivist learning model: Toward real reform in science education. The
Science Teacher, 58(6),52-57.
80
13
QUALITY CHALLENGES IN TEACHER
EDUCATION IN NIGERIA
Agada, John Ogwuche
Department of Curricullum Studies,
College of Education, Oju
ABSTRACT
For a teacher to perform his professional duties of facilitating the learning process he needs to
be well groomed for this task. The first thought that comes to mind is the nature of activities
that a student teacher is put through during his training for the actual teaching in the school.
This is where the idea of teacher education was hatched as a programme of activities that help
in updating the teacher’s knowledge in their job of teaching and learning. The essence of
teacher education for the 21st century in Nigeria is aimed at relating the standard of teachers to
the quality issues in education in Nigeria so that they can effectively handle the situation for the
betterment of the country. This paper therefore is an attempt at bringing out the true meaning
of quality teacher education that is not academic proficiency alone but rather quality-teacher
education as a multi-faceted development of the individual teacher. To achieve this, the paper
suggests that teaching be professionalized with a systematic and progressive programme of
preparation which ensures good quality of life and service as well as elimination of quackery
from this job.
MEANING OF EDUCATION AND THE IDEA OF QUALITY TEACHER EDUCATION
It is a generally held opinion in Nigeria that education is experiencing a rapid decline in its
standard over the years. The major stakeholders in the education sector have brainstormed with what
quality education is all about. With the year in and out of our national budget for education, the
realization of this robust objective has been a dream. It is mot probable, that those saddled with the
responsibility of education have not grasped the meaning of quality education and so one does not give
what he does not have. In other to understand the concept of quality of education, lets examine the
meaning of education.
The field of education is without boarders so there are as many definitions as the many authors
in the field. According to Fafunwa (1974) ‘’Education is the aggregate of all the processes in which a
child or young adult develops the abilities, attitude and other forms of behaviour which are of positive
values to the society in which he lives’’ That is education is a process of learning and acquiring
worthwhile skills and techniques for purposeful living. Peter as in Wood and Barrow (1981) believes
that education implies that education implies that something worthwhile is being or has been purposely
transmitted in a morally acceptable manner. These worthwhile things are numerous. Few among them
are:
(i)
the development of self-realization through intellectual ability, critical judgment, good health
habits aesthetic interest.
(ii)
good human relations or courtesy and appreciative attitude.
(iii)
civil responsibility (law abiding and political maturity).
Therefore, it can be seen that education seeks to develop the mental, physical, social and
spiritual attributes of the individual’s life. The implication is that for education to be qualitative in nature
it must satisfy the three domains of learning namely, cognitive, affective and psychomotor advanced by
Bloom. Unfortunately, the notion of quality education by Nigerians as handed down by colonial masters
is the possession of factual knowledge and its recall. Fafunwa described it as 3R Reading, Writing and
Arithmetic. This education is aimed principally at imparting knowledge for detriment of other
81
educational domains such as the effective and psychomotor. The end result is the production of literate
people only. The other values, such as aesthetic values and technical skills are ignored.
THE CONCEPT OF QUALITY TEACHER EDUCATION IN NIGERIA
In Nigeria, it is a popular belief that teaching is an all comers job. This means that just about
anybody who has any idea to impart to someone else can simply jump into a classroom, pick up the
chalk and proceed to impart such ideas. It also means that the roadside motor mechanic who instructs
a group of apprentices on the procedure for fixing nuts and bolts can call himself a teacher. This is an
unforgiveable erroneous impression to those with such notion.
The world over, no nation can rise beyond the quality of its teachers has been an established
fact. Therefore we now ask who is a teacher. According to MacWeber (1978), ‘’the teacher is that
professional who is capable of making rational, humane and creative decisions regarding the act of
teaching’’ the action that affect the welfare of people. Based on this, it is seen that the teacher renders
a service because he has specialized knowledge and skills which those he serves do not have,
secondly that he does this through the process of proper teaching which goes to show that teachers’
activities in teaching/learning process is polymorphous-involving many complex activities.
Webster Dictionary (1975) defines a teacher ‘’as one who instruct and one who directs others’’.
The teacher therefore guides learning and does this by arousing the interest of the learner to want to
learn. He can also do this by a stimulating the learner and giving him the opportunity to ask questions.
For a teacher to do the above effectively, he also needs adequate motivation in terms of training and
re-training, pay package, infrastructure, job security and so on. However, in Nigeria the opposite
seems to be the case and the implication is the low quality of teachers. When we say that the quality of
teacher education is low in Nigeria it is pertinent to note one vital implication, that there was a time in
the past when the quality was high or at least higher than it is now, Nigerians only generally agree that
the quality was better in the past than now, and even when compared with the other countries.
According to Obanya (2002), Nigeria performance in education is the poorest, even by African
standard. He noted that Nigeria occupies 136th position in global Human Development Index (HDI) out
of 162 countries covered by UNDP survey. Nigeria fell below less endowed countries like Equatorial
guinea, Swaziland, Madagascar and Cape Verde. On the African scene, Nigeria was 18th out of 42
countries surveyed.
Onah (1998) observed that the period of high quality teacher education in Nigeria spans the
colonial period through independence to 1969 when teachers were trained under strict discipline for
four to five years. Fafufnwa (1974), gives a systematic and progressive teacher preparation programme
during the colonial and early post independence periods. The grade II teachers after some years
transformed into the NCE after a course of three years at the Advanced Teachers’ College (ATC), now
College of Education (COE). After some years of teaching, the NCE graduate could proceed to the
University for a three year course leading to the attainment of the BA Ed or B.Sc.Ed or B.Ed certificate.
This step by step training instilled into the teacher the ethics of the teaching profession such that the
teacher becomes part and parcel of it. At the primary school level, each teacher has his own class and
taught all the subjects of the curriculum because he had the knowledge of all of them. These
motivational trend made the teachers and students to work harder thus preventing the incidence of
examination malpractices and other form of indiscipline which hinder quality education generally.
Meanwhile, that glamorous picture is now a thing of the past hence the outcry against low quality of
education. This argument is however, traceable to the lack of commitment of effective and adequate
teacher education.
Today, recruitment into teacher training programmes leaves much to be desired. For instance,
candidates of NCE and the BA Ed or B.Sc Ed programmes are recruited directly from the secondary
schools. Many of the secondary school leavers that opt for teacher training do that as last resort. The
same thing is also applicable to those with single honours degree who are made to undergo the Post
Graduate Diploma in Education (PGDE) to qualify as teachers, and so at worst they crave to teach at
82
the tertiary institutions where they prefer to be called lecturers. Such ‘teachers’ find it difficult to imbibe
the professional ethics of teaching.
The critical examination of Nigerian secondary schools showed that those who cannot make it to
university for non-teaching courses are those admitted into the NCE program and in the universities,
the faculties of education are always regarded as dumping ground for those who cannot make it into
other faculties. The erroneous belief is that the failure of other faculties can excel in education
faculties.
RECOMMENDATION
The following recommendations can help the nation to accord priority to teacher education
which is a veritable instrument to quality education. First and foremost, sincere steps should be taken to
articulate an effective policy and programmes of teacher education. Teacher education should be
systematic and progressive so as to inculcate in the teachers the ethical values of the profession.
Besides, teaching should as a matter of urgency be given full-fledged professionalization and
this requires government fiat to achieve the legal professional status for its recognition by the public and
confidence in the members of the profession. Consequent upon this, the Teacher Registration Council
(TRC) came into existence to register qualified teachers, but then the government has to give its
backing for it to be fully established. When this is done, it will bring about more seriousness and
credence to teacher training programmes.
Not only these are part of adequate and proper teachers training programmes, teachers should
start training early enough in their educational endeavours in other to avoid the multiple entry points
which have encouraged opportunities to gain access into the profession. No full-fledged profession
allows entrants into it from the middle or top. For instance, nobody becomes a diploma or degree
holder of any discipline and is accepted into either the community of lawyers or doctors after a few
months’ crash program.
To achieve this, GII teachers training programmes should be re-established. Upon graduation
after two or three years of training career in primary school, the teacher can proceed to the College of
Education for advanced teacher programmes for a four-year period to become NCE graduate. These
four years duration is three years extensive course work and one year compulsory teaching practice.
The holders of NCE can teach alongside the GII teachers in the primary schools and UBE section. The
NCE holders can do rotational teaching in UBE section because of their field of specialization.
Furthermore, the NCE holders can proceed to the university after two or three years of teaching
experience for another three years cource leading to BA Ed or Bsc Ed or B.Ed. The systematic
progression is that GII should proceed for NCE and entrants into the degree for education programme
should be the exclusive reserve for NCE holders only. The Post Graduate Diploma in Education
(PGDE) programme should be completely abolished to avoid ‘cheaters’ but not teachers.
Another important area to note is the issue of the calibre of candidates admitted into teacher
training programmes at all levels. It is important to note here again that according to (ANCOPDD 1998)
“no nation can grow better than its educational system and no educational system can be better than
the quality of its teachers”. Therefore, the recruitment of academic ‘no alternatives’ to train as teachers
should be avoided and rejected outrightly. If this ugly trend continues the nation shall be swimming in
the ocean of developmental poverty.
Beside these, is the issue of umbrella union. As a matter of urgent imperative, Nigeria
Teachers at whatever level should come together and form one strong umbrella association. For
example, there is Nigerian Union of Teachers (N.U.T) for primary school; Association of Academic
Tutors for secondary school; Academic Staff Union of Polytechnics (ASUP), Colleges of Education
Academic Staff Union (COEASU) and Academic Staff Union of Universities (ASUU). All these factions
should merge and form one body preferably called Nigeria Union of Teachers (NUT). This umbrella
body when formed should have the mandate to function beyond agitation for wage increase and better
83
conditions of service. It should, like the other professional associations be involved in the admission,
training and certification of new members. For avoidance of duplication and conflict in function, it is
hereby suggested that the Teachers Registration Council (TRC) be merged with the Nigeria Union of
Teachers (NUT) with the scope of its functions enlarged to cover more professional responsibilities.
Finally here, the teachers’ incentives are vital in the profession. Teachers in Nigeria are
expected to receive rigorous and lengthy periods of training as highlighted above as a result of their
strategic importance in nation building, their incentives should not be treated with a wave of the hand.
As stated earlier no educational system can be better than the quality of its teachers. In the same vain
no professions remuneration should be better than the teachers because of their uniqueness and
strategic position in national development.
CONCLUSION
The major hindrance to quality education is the absence of an ideal teacher education
programme. Unfortunately, teacher preparation in recent times is not precise, purposeful, systematic
and progressive.
As a result of this missing links, fire-brigade approach has often been adopted thus producing
opportunists rather than teachers. Consequent upon this, these so called teachers lack professional
ethics, intellectual capacity and robust methodological competence needed to bring about quality
education.
Today, Nigeria is declaring state of emergency at virtually all fronts. The declaration of state of
emergency depends to a large extent on its educational system as no nation can grow better than its
educational system. In addition no educational system can rise above the quality of its teachers.
According to Igwe S.O. (1981): the teacher is very central to the learning process and hence to
education in all its ramifications. We can improvise for equipment but we have not so far found ways of
doing anything without (quality) teachers. The trained quality teacher is that who has mastery of the
knowledge to be imparted and the ability to do so; who also has the interest, commitments, will and the
ethical consideration of the profession.
REFERENCES
Adesina S. (1992) The Development of Modern Education in Nigeria. Heinemann, Ibadan.
Baikie, A (2002) Recurrent issues in Nigerian Education, Zaria Tamaza Publishing Co. Ltd.
Fafunwa, B (1974) Teachers’ Education (ed) A philosophy for Nigerian Education, Heinemann, Ibadan.
Igwe, S. O. (1981) The Concept of Profession and Teaching in Nigeria. Fourth Dimension, Enugu.
Obanya, P.A.I. (2002) The problems of Education in Nigeria, Vanguard newspaper, March, 2002.
Onah A.N. (1998) The teaching condition of the learners pre supposes the learning condition and
success of students, journal of ANCOPSS, vol. 5 No. 1.
Woods R.G. and barrow R.S.C. (1981). An introduction to the philosophy of Education, Methuen and
Co. New York.
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14
QUALITY ISSUES IN TEACHER EDUCATION
IN NIGERIA
Arubi, Abari Thompson
Department of Primary Education Studies,
College of Education, Oju
ABSTRACT
One of the most striking points about education in Nigeria was the high status of teacher in the
society. Whether he was in a one-class room school or in a relatively large school, in a primary
school or secondary school, he was respected, admired, cherished, reverend and feared. But
the take-over of schools from the voluntary agencies by government made the training of
teachers and the teaching profession simply government work. And like any other government
work in Nigeria, is nobody’s work and which does not require commitment and dedication, so it
has come to pass that the moral integrity expected of teachers is no longer here nor there for
most teachers as the government prefers quantity to quality teacher education. This paper
focuses on improving the quality of teacher education with the view to restoring the lost glory
of the Nigerian teacher and the teaching profession. The paper clarifies and further discusses
the concepts of quality, teacher education its objectives and approaches, strategies for
improving the quality of teacher education in Nigeria. The paper concludes by calling on all
and sundry to close rank for improvement in the standard of quality of teacher education in
Nigeria.
INTRODUCTION
It is generally accepted that teachers constitute the pivote of any school system. This is
because the success of any system of education depends to a large extent on the quality, the number
of teachers, their devotion to duty and effectiveness on the job. It is as a result of this central position of
the teacher that it is often said that no education system could rise above the quality of its teachers.
This is actually, why Razik (1972) says “the validity of any educational system nationally is dependent
upon the quality of the teaching and the availability of competent teachers”. It is ultimately the teacher
who decides on what goes on in the classroom and transfers educational theories and principles into
practice.
We cannot therefore, hope for a top quality education system if we staff our schools with
second rate teacher. We need professional teachers who are inspiring, innovative, creative and
knowledgeable. Quality of teachers is largely dependent on the quality of training which may be preservice or in-service. The current reality where poor students are encouraged to apply to colleges of
education because of the low entry requirements, does not augur well for the overall quality of outputs
from educational institutions.
The proposal here is for us to reform teacher education. And in an effort to improve the quality
and competence of teachers and consequently their positive and perception of self-image, a lot of
conferences, seminars and workshops have to be organized on regular basis by the ministries of
Education, universities and colleges of Education. The teachers in Nigeria need to be further trained to
have a thorough understanding of the philosophy of Nigerian education. This will in turn equip them to
educate the pupils to work towards improving the Nigerian environment through practical contributions
to the advancement of knowledge and the society.
CLARIFICATION OF CONCEPTS
85
(A) Quality: The new oxford Advanced Learners Dictionary (2000 edition) defines quality as the
standard of something what compared with other things like it, how good or bad something is. For
instance, goods of highest quality, high quality goods, the quality of life in the rural area, the paper
is of a very poor quality, there are many different qualities of gold and silver.
Usually, good characteristics are personal qualities such as honesty and generosity, he possess/lacks
leadership qualities, he has all the qualities of a good teacher, a special or distinguishing feature
etc. quality control is a practice of checking the quality of a product by testing samples quality
control is an important port of the manufacturing process. This quality control practice should be
applies to teacher education process in Nigeria.
(B) Teacher: Mkpa (1987) sees the trained teacher as someone who through and completed, in a
formal teacher training institution, a planned programme of training, among other areas in the
principles and practice of education, and was exposed to an observed period of internship either
after or as port of the period of training.
People who fall within this category are the professional teachers without formal training in
teaching, the auxiliary teacher may not be sure of the principles underlying his classroom and out of
classroom practices. As a result of training and proper pre-service exposures to the theories and
practice of education, the professional is confident and sure of his classroom practices.
(c) Teacher Education: Teacher education refers to the education and training in specialized areas of
knowledge known as Education particularly in philosophy of Education, sociology of Education,
psychology of Education, and some administrative techniques as well as in subject contents and in
actual practice of the work of the teacher.
One is however a teacher mean one successfully completes a specially designed and
organized set of learning experience for a given certificate. Such organized learning experiences can
be undertaken either within or outside the institution, yet under the auspices of some institutions.
OBJECTIVES OF TEACHER EDUCATION
The objectives of teacher education in Nigeria are short term, directed and are immediately
achievable; depending on the need and type of the teacher intended to produce. Generally, the main
objective of teacher education is to among other things, produce trained personnel in the art of
teaching. It is to train the teacher in both the subject matter and the various tasks and methods of
importing related knowledge according to the need of the learners. (Kanu, 1994).
It is necessary to point out that both as a concept and in the actual process or putting it into
practice, Teacher Education is a product of the age of western type of literary education. It is also
necessary to make the point clear that before this age of literary education, there was in Nigeria, as
else where, an age of traditional or preliterate education which valued items of knowledge, values and
attitudes were transmitted from one generation to another by persons who can be described as
teachers even from the specialist point of view. Such teachers of preliterate societies taught indigenous
know knowledge (Fafunwa, 1974)
APPROACHES TO TEACHER EDUCATION IN NIGERIA
The approaches to teacher education refers to the pattern or mode by which the assignment of
educating teacher is undertaken. One can take “pattern” or mode” of teacher education to refer to one
the other of pre-service or in service teacher education. Whereas pre-service teacher education refers
to the education for teaching undertaken prior to first appointment into teaching, in service teacher
education is teacher education received while already in the teaching service. Another understanding of
the term “pattern” or “mode” of teacher education refers to the various forms under which the education
of teachers is undertaken.
Kanu (1994) lists some of these forms as the following:
(a) Apprentice Teacher Education
(b) Institutionalized Teacher Education
86
(c)
(d)
(e)
Pupils Teacher system of Teacher Education.
correspondence Teacher Education
Distance Learning system of Teacher Education
Each of these listed forms of Teacher education his its advantages and disadvantages in
relation to the general objectives of teacher education in Nigeria.
QUALITIES OF A GOOD TEACHER
The roles, duties, activities and functions of a good teacher are numerous and essential as far
as teaching and learning are concerned. These are expected of teachers and which make up the
reason for their being called good teachers the central work of the teacher is to teach so that the
students learn what has been planned for them to learn. In carrying out the above responsibility, the
good teacher has to possess the following qualities among others:
Sound Subject Matter Mastery
A good teacher is one that has sound mastery of the subject matter he teachers. The quality of
the teacher depends very much on this because it contributes towards raising the worth of the teacher
in many ways. A good teacher obtains this quality from the special training he has from the teacher
training institution. This enables him to teach facts, to answer questions intelligently and confidently and
to assign tests, assignments and examinations correctly, so that at the end of the lesson, specific
educational objectives would have been attained (Alan, 1983).
Curriculum Development
A good teacher is one who effectively participates in curriculum development and translates
same into schemes of work and notes of lessons. The decisions that go into the preparation of these
documents are purely the more important part of curriculum development. The good teacher who
effectively participate as outlined, in curriculum development is contributing effectively in the realization
of education objectives. In short term, that good teacher is also improving his capacity to manage
instructions effectively (Kanu, 1994).
Instructional Management
The management of instructions is another very important quality of a good teacher. Effective
instructional management enables the good teacher to teach in ways that results understanding by
students of what is taught, assess students abilities and capabilities correctly. These qualities help the
teacher to maintain and sustain the interest and attention of students and to achieve and maintain
orderliness in the teaching learning environment. (Onwuka 1986).
Evaluation of Learning Materials and Experiences
Part of the qualities of a good teacher towards the achievements of educational objectives lies
in the evaluation of learning materials and experience. To be able to do this, the good teacher needs to
measure the quantity and quality of the knowledge and skills the students have acquired previously
Evaluation promotes both the teacher’s teaching and the students learning Results of the various
Evaluation give idea of the Efficacy or otherwise of the education system (Aian, 1983).
Interpersonal Collaboration
An important condition for the achievement of educational objectives is good interpersonal
relationship. It is one of the roles of the teacher to ensure harmony within the school. A good teacher
should possess the quality of interpersonal collaboration to make his institution conducive for teaching
and learning to take place effectively. The teacher who is approachable to parents of his students is in
a position to help resolve conflicts that may hamper students learning (Oyetunde 1996).
Student Counseling
Another quality of a good teacher in his ability to communicate not only his subject matter but
also skills, attitudes and behaviours in teaching any subject. This make him a behaviour modifier as
well as instructor in content knowledge and skills. The teacher, at any level of the education system, is
a representative of adults society and its value to students. The counseling role of the teacher is also
personal. Good interpersonal relationship with the students enables the teacher to win students’
confidence, to act as their guardian while they are under him, to match and direct their moral
development towards the right direction.
87
Professional Self Development and Career Advancement
Teaching is all about learning and it is one of the duties of a good teacher to continually seek
and acquire relevant knowledge. The process of doing this is known as professional development and
career advancement. It is the duty of the good teacher to have a long term view of what he wants to
become within the education system, to make sacrifices to make his career a reality rather than simply
leaving it to chance. The necessary factor in achieving career progression rest with the individual
teacher’s readiness to continually study, using his own private resources. ( Onwuka, 1986)
To count the above qualities of a good teacher (Agwu, 2005) remarks that a good teacher is
reliable and co-operative, sincere and honest, patient and firm, kind and courteous, health and full of
life, has pleasant appearance, grace and poise, communicates effectively and goes on learning”.
Quality Issues in Teacher Education
There is no gainsaying the fact that teachers, next to students, are the largest and most crucial
input of any educational system. For Nigeria to reverse her fortunes as for as education is concerned,
there should be serious reforms in teacher education to boost the quality of products at basic,
secondary and tertiary education levels. This is in view of that fact that Nigeria cannot expect top quality
education when her schools are staffed with how quality teacher. What we actually need is professional
teachers with inspiring, creative, innovative and knowledgeable status. The quality of the Nigerian
teacher is largely dependent on the quality of pre-service and in-service training.
The current reality whereby poor students are encouraged to apply to colleges of educations
because of the low entry requirements, does not augur well for the overall quality of outputs from
educational institutions in Nigeria. It is against this backdrop that Okebulakola (2010) proposed total
reformation of teacher education in Nigeria: “The proposal here is for us to reform teacher education.
What I find pathetic is that the dreg of the class –those who are among the bottom 10-are the ones who
apply to Colleges of Education. They may have three credits, get in through Pre-NCE, and after a lot of
‘patch-patch’, bribing and cheating manage to make up to two merits with which they can combine with
their O’ level to apply for a B. Ed course in the University”.
Okebukola, who is the immediate past Executive secretary of National University Commission
(NUC) therefore calls for an upgrade in the entry requirements into the colleges, a revision of the
curriculum at the university level, and the postponement of specialization in various areas of education
till the post graduate level.
SOME STRATEGIES FOR IMPROVING TEACHER EDUCATION IN NIGERIA
In an effort to improve the quality of teacher education in Nigeria, the competence of teachers
and consequently the positive perceptive of self image, the following quality issues should be
considered as strategies for improving teacher education:
(a) To ensure that good brains study education, the minimum entry requirements into universities
should also serve for colleges of education. The minimum requirements should be categorical in
excluding candidates who do not have five credit level oases in SSCE. In some universities
consideration is given to candidates who have three SSCE credits and two N.C.E merits this
consideration should be scrapped.
(b) Trainee teachers should spend more time on teaching practice to deepen their experience before
graduation. A minimum of 12 weeks of full contact teaching practice should be implemented for
effective preparation of graduate teachers. In fact, one year teaching practice is ideal also.
(c) It has been observed that over 60% of the poor quality teachers in the secondary school system
are trained through sandwich/part-time programme. To improve teacher’s quality, the number of
such candidates admitted into facilities education should be reduced drastically.
(d) The Federal Teacher Scheme (FTS) which is aimed at boosting teachers supply to basic
educational institution (primary and junior secondary schools) be strengthened to ensure quality
of products. And inceptives be put in place to encourage quality people to apply for education
courses.
88
(e)
(f)
(g)
Education courses for those wishing to be subject teachers should be a minimum of 15 per cent
of the total course load. To ensure proper grounding of teachers in their subject areas, about 80
percent of the course load should be assigned to courses in the teaching subject(s). Courses that
find difficult to learn topics that students made compulsory, for the teacher trainees.
The funding of higher institutions where teachers receive training appears more fundamental than
the defect in the curriculum. More facilities should be put in place in the higher institutions first to
enhance quality teacher education in the country Dearth of facilities has forced many lecturers to
do surface teaching they expose their students to instructions instead of guiding them through
various learning processes.
Inclusion of major stakeholders in the drawing of the teaching training curriculum is yet another
strategy for quality teacher education. The teacher as one of the major stakeholders in
educational processes of the student should be past of the curriculum planning. The current
curriculum should be reviewed to address some defects affecting quality teacher education in
Nigeria, with a view to reforming teacher education.
RECOMMENDATIONS AND CONCLUSION
The following, among others are some of our recommendations for which when implemented
will enhance quality teacher education in Nigeria:
(i)
The federal, state and local governments should organise a lot of conferences, seminars and
workshops on regular basis to sensitize all education stakeholders on the need for quality teacher
education in Nigeria.
(ii) Teachers should be encouraged to go for further training which should expose them to the
theories and practice of education.
(iii) That an update in the entry requirements into colleges of education and universities be
undertaken to bring about quality products.
(iv) That more time be given to students on teaching practice (TP) to deepen their experiences and to
acquire quality skills on training.
(v) That a revision of teacher education curriculum which should involve both the teacher and the
students be carried out at the colleges of education and the university levels.
(vi) That course specialization at various areas of education be postponed until the post graduate
level.
(vii) That the number of teachers going on sandwich/part-time courses be reduced drastically.
(vii) That the funding of higher institutions where teachers are trained be increased to enable them
put teaching learning facilities in place and the enhancement of quality teacher education.
(ix) That the federal teachers scheme (FTS). Be strengthened t ensure quality of products
henceforth.
(x) And that only teachers who possess the qualities of a good teacher be recruited. These qualities
include sound subject mastery, ability in curriculum development, instrumental management,
evaluation of leaning materials and experiences, interpersonal collaboration, student counseling,
profession self development and career advancement.
We therefore conclude that these quality issues in teacher education in Nigeria are very crucial
not only for the solid foundation of teacher education in particular, but to sustain quality growth of
education in general. This paper clarifies the concept of quality, teacher education, its objective and
approaches as well as the qualities of a good teacher. The paper X-rays quality issues in teacher
education and some useful strategies for improving teacher education in Nigeria. It gives some
recommendations that hold promise for the successful attainment of quality teacher education. The
paper concludes by sustaining the argument that quality teacher education will be achieved in Nigeria
when its entry requirement is updated, more time is given for teaching practice, more funds and
89
facilities are obtained and major stake-holders including teachers themselves the involved in the
drawing of the teachers curriculum for the sustenance of quality in teacher education.
REFERENCES
Agwu, S. N. (2005) Strategies for teaching the Arts and social sciences, Enugu, pan –Africa publishers.
Alan, P. (1983) The effective teacher in primary and secondary schools London, Ward Lock
Educational.
Ezewu, E.E. (1990) “Teacher education in the year two thousand” in B.G. Nworgu (Ed) :perspectives on
Teacher Education in Nigeria Apqen monograph series 3.
Fafunwa, B.A (1974) History of education in Nigeria, London, George Allens and Unmin.
Kanu, D. R (1994) Teacher Education in Nigeria: a historical perspective, Umuahia, Art publishers.
Kanu, C.R (1994) “Some significant dimension of distance education”, In Assu Journal for distance
education Vol. 2 No 1 April.
Mkpa M.A (1987) curriculum development and implementation; Owerri, total publishers Ltd.
Okebukola, P (2001) “ Reforms in Teacher Education” The Nation Newspaper, Thursday, July 22, Vol.
5 No 1463, Lagos, vantage press Ltd.
Okorie, J.U (1979) Fundamentals of Teaching practices, Enugu, fourth Dimension.
Onwuka, U. (1986) The status of Teachers in Nigeria, Nsukka, CUD IMAC series, No 10.
Oyetunde, T.O (1996) “qualities of a Good Teacher”: In W.V famwang et al
(eds) effective lesson planning and delivery, Jos: LECAPS publishers.
Rasik, T.A (1972) System approach to teacher training and curriculum development: The case of
developing countries. Paris: UNESCO
Wokocha, M.A (1990) “Towards an effective professionalism of teaching: A case for 21 st century
Nigerian teacher”. In B.G. on teacher Education in Nigeria, APQEN monograph series 3.
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15
QUALITY ISSUES IN TEACHER EDUCATION:
IMPERATIVES FOR ACHIEVING EDUCATION
DEVELOPMENT IN NIGERIA
Austin Oko Aloga
Department of Educational Foundations,
College of Education, Oju
&
Jonah Emmanuel O.
Department of Educational Psychology,
College of Education, Oju
ABSTRACT
There is no gain saying the fact that there is no alternative to good quality teacher education
anywhere in the world especially Nigeria. In the mission statement enunciated in the national
policy on education, it is clearly spelt out that “no education system can rise above the quality
of its teachers”. It became imperative therefore for the present caliber of teachers at all levels of
educational system to require sound academic knowledge, competence and professional
pedagogical touch to sustain the system for quality educational impact that will place Nigeria
amongst the great developed economics of the world. In this light, this paper looks at the
concept of quality education, who is a teacher vis-à-vis issues affecting teacher education such
as lack of motivation, high pupil-teacher ratio which makes effective teaching and learning a far
cry, deficient quality of teacher, poor curriculum delivery, poor monitoring and evaluation, lack
of facilities and so on. In order to overcome these challenges, few recommendations were
made in the area of training, curriculum development, provision of facilities etc. as a way
forward to achieve sustainable quality in teacher’s education in Nigeria.
INTRODUCTION
All over the world, it is observed that education has been recognized as a veritable tool for
sustainable economic growth and national development. Great world economies such as Russian,
China, Japan, United States of America etc, have used education as a spring board to social mobility as
well as socio-economic growth and development. The realization of this fact has made many national
leaders to exploit quality education as one of the means to achieve greatness in their economies.
Quality education and training can help individuals to escape poverty by providing them with
skills and knowledge of entrepreneurship to raise their output and generate income that will help in fast
racking the socio-political development of the Nigeria nation. It will be observed that Nigerian’s effort at
development since independence in October 1960 has witnessed a number of well designed and
articulated goals, and development plans. Such development targets have been expressed in
internationally acclaimed terms such as the Millennium development goals (MDGS), the vision 2010,
vision 2015, the national economic empowerment and development strategy (NEEDS) and recently
vision 2020 just to mention a few. Inspite of these laudable development programs, Abba (2008) argued
that efforts at accurate national development through previous development plans and strategies have
been unable to yield the expected results. This occasioned why majority of Nigerian’s live below the
poverty line with essential infrastructural facilities in comatose.
Consequent upon the above, the vision of the former President of the Federal Republic of
Nigeria, Late Alhaji Umar Yar’Adua on the 7-points agenda, is to make Nigeria become one of the 20
biggest economics of the world by the year 2020 in addition to economic empowerment and poverty
eradication in the country (Gimi 2008). To achieve this noble vision, the 7-point agenda, Monday (2007)
91
argued that, the education sector of the country particularly teacher education must become one of the
targets for empowerment. In the light of this belief, any investment in education and training is therefore
investment in the future. This is apparent because, knowledge and skills are the engine of economic
growth and social development (Bestmart-Digbori and Akpomedaye, 2008). In support of the above,
Okebukola (2009) sees education as the antidote to poverty and ignorance and the key for unlocking
natural resources. At this juncture, Kabiru (2005) in Jongur and Abba (2009:25) stated that, “teachers
are the backbone of education and that nothing of value can be achieved in education if there is no
qualified teacher”.
THE CONCEPT OF QUALITY EDUCATION
Talking about quality, the BBC English Dictionary defined quality as that, which is of high
standard. Ojermide (1997) asserted that quality refers to the standard of something when compared to
other things like it. Quality education from the perspective of this papers is the ability of education to
provide the relevant standard or excellence that is required for the growth and development of the
individual and the nation as a whole.
WHO IS A TEACHER?
At a less formal level, a teacher is the competent person, a good citizen, a community leader,
an innovator and an enlightened parent. His influence transcend beyond the confines of the classroom,
for example, in rural areas, he is looked upon as one of the mainstay of the community or village, a
reservoir of all knowledge and skills, that is, you could be correct to call him a doctor, adviser, councilor,
welfare officer, clergyman etc. the BBC English Dictionary (1992) defines teacher as someone who
teaches especially at school. Egbuchulen (1997) sees a teacher as someone who is professionally
trained or recognized and employed to help learning in a classroom situation in order to achieve set
education goals.
Teachers should include “all teachers, educational trainers including tertiary and secondary
level teachers, technical and vocational teachers, early child care educator and community educator
working in non-formal education setting” (George 2007). From the above perspective, a teacher should
be seen as someone who teaches or transmits knowledge or skills to another less informed person.
The heart of a successful education system therefore is dependent on the quality of its teacher. This is
clearly stated in the NPE (2004) saying that “No education system may rise above the quality of its
teacher”.
THE MEANING OF TEACHER EDUCATION
Teacher education therefore involves the totality of activities carried out to prepare a person to actively
and effectively perform the teaching job. Denga (2001) sees teacher education as the process of
preparing or developing individuals with necessary knowledge and skills that will enable them to
effectively direct learning situation. Predicated on the importance of teacher education and the need to
develop the required manpower for effective teaching and learning in the schools, many teachers
education centres were established in Nigeria, to train qualified teachers who will deliver the goals of
education.
Isyaku (2010) says the first formal teacher education centre in Nigeria was the St. Andrew’s
College, Oyo. It was started by the Church Missionary Society (CMS) in 1896. This action followed the
Ashby Commission Report of 1960 which recommended the formal establishment of four Grade 1
teachers’ Colleges for production of “well qualified non-graduate teachers.” This step also resulted in
the establishment of the Advanced Teachers’ Colleges between 1962-1964 with the assistance of
UNESCO and USA.
Consequent upon the above, Isyaku (2010) reported that there are now 88 of such colleges
with over annual output of over 60,000 graduates in Nigeria Certificate in Education (NCE). This
certificate is the minimum qualification to enter into teaching profession in Nigeria.
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ISSUES AFFECTING TEACHER EDUCATION
The relevance of teachers in the production of people and the important role they perform in
the society towards the growth and development of the nation cannot be overemphasized. Against his
back drop, Passi (1984) opines that the bedrock of any educational system lies on the core of devoted,
knowledgeable, competent and well trained teachers.
In order to realize the ideals enunciated above, the purpose of teacher education was clearly defined in
the national Policy on Education (FRN 2004:39) as follows: to
 Produce highly motivated, conscientious and efficient classroom teachers for all levels of our
educational system.
 Encourage further the spirit of enquiry and creativity in teacher.
 Help teachers to fit into the social life of the community and the society at large and enhance their
commitment to national goals.
 Provide teacher’s with the intellectual and professional background adequate for their assignment
and make them adaptable to changing situations.
 Enhance teachers’ commitment to the teaching profession.
 It was further stipulated in the NPE (FRN 2004:39-40) that all teachers in educational institutions
shall be professionally trained. Teacher education programmes shall be structured to equip
teachers for effective performance of their duties.
Inspite of these plausible objectives, teacher education is still challenged by some problems
which hindered its effectiveness in realizing the expected goals of National Development.
Some of these challenges are highlighted and briefly discussed as follows:
 Inadequate Trained Teachers: Many people are teaching as a stepping stone to better and more
lucrative professions. There has been growing drift of trained teachers to more lucrative and
socially more priced professions or jobs either within or outside the country in countries like, Sudan,
Ghana and Nigeria (Sanyal et al, 1987 in Agabi (1999:228). Sharing similar view Okebukola
(2009:45) posited that many experienced and highly qualified teachers in Nigeria in 1985 migrated
to Europe, Asia and North America leaving behind a large number of inexperienced lecturers in the
university and colleges of education all in search of greener pasture.
 Lack of Motivation: Closely related to teacher inadequacy and the quality of those in the teaching
profession is the issue of teacher’s motivation. Nigerian motivation teachers in both primary and
secondary school suffer from lack of motivation not so much from impoverished working
environment but more from the insensitivity and neglect they suffer in the hand of government. As
of January 1994, teachers in at least two hundred (200) local government councils were being
owed nine billon naira (N9bill) with some teachers not been paid for nine months (Ojewale, 1994).
According to Okebukola and Jegede (1989) the disinterestedness and non-commitment to work,
“lack of steam” among Nigeria teachers today are not unconnected with low paying jobs and
teachers poor condition of service.
 High Pupil-Teacher Ration: The shortfall in the number of teachers in the schools, has translated
into high-pupil-teacher ratio and severed stress on the few available teachers. Record has shown
that high pupil-teacher ratio with figures in the neigbourhood of 120 per class are common in places
like Nigeria, Ouagadougou, and most part of Latin America (Cailods and Postlethwaite 1998 in
Agabi 1999:226). This makes preparation of weekly lesions, making of students assignments and
individualize attention in the class most difficult to achieve. No wonder, Okebukola (2009:45)
observed that this situation accounted for the declining quality of education in Nigeria.
 Deficient Quality of Teacher: The existing model and practice of teacher education produce
teachers that are deficient in content and methodology. For example, the proliferation of schools
with haphazard arrangement of private colleges of education, outreach and sandwich centres for
teacher education with its motley nature and weak pedagogical base and frameworks affect the
quality of teacher education. The inputs of these part time programmes, invariably, are of doubtful
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






quality because the process is grossly deficient in terms of quality and quantity of teacher’s trainers
and the quality of content knowledge and pedagogical content knowledge (Okebukola 2008).
Poor Curriculum Delivery: Quality of education has been lowered by poor curriculum delivery by
teachers. According to Okebukola (2009:45), classroom transactions are usually in the form of four
dimensions of interactions, teacher-pupil; pupil-pupil; teachers-materials; and pupil-materials. Of
the four modes, the most preferred in a constructivist classroom setting, which is teacher-pupil –
material interaction is not strictly adhered to. What prevails in most classrooms from primary
through secondary to postgraduate is the lecture, unidirectional mode. This has been attributed to
poor quality preparation and resource inadequacy which negates meaningful learning.
Inadequate Funding: Education is the biggest instrument responsible for mobilization, political
survival and effective national development. In view of its enormity, funding of education has not
been very easy, as Nigeria has witnessed so may changes in the management of her schools.
However, Adebisi (2008) in Jongur and Abba (2009) stated that the allocation to education in the
2008 budget is much higher than what it had ever seen in the past. This is a demonstration of the
intensions of Late President Yar’Adua administration to focus on education as one of its 7-point
agenda. Based on the current trends, the allocation to education in still inadequate as it failed to
meet the noble objectives for education since it could not respond to the 26% budgetary allocation
to education recommended by the World Bank through UNESCO (Jongur & Abba 2009).
Poor Monitoring and Evaluation: Education Supervisory Management is the process concerned
with the use of experts with technical knowledge and experience to oversee, and cooperatively
improve the factors which affect teaching and learning in school (Oguche 2002:11). However, the
current weak Management Information System (MIS) has resulted in the scarcity of reliable data for
policy making, implementation and monitoring performance of the education system and teachers
education to be specific. This situation is further worsened by the difficult terrain and accessibility to
area requiring basic education. Nwannan (2009) shares same view when he asserted that “there
were schools that have not received any inspectors for more than three school years.” These
inadequacies coupled with lack of independent supervisory body in education has been a reason
for underperformance in education particularly teacher education.
Low Rating of Teaching Profession: The low rating of the teaching profession has been
responsible for the breakdown of interest of people in teacher education and teaching as a
profession. According to Okebukola (2009:45) in 2008, of over 1,000,000 applicants for university
admission, less than five percent applied for courses in education. This lack of interest of the
candidates for a career in the teaching profession is not unconnected with the global regard of
teaching profession as the vilest of all and a career full of academic dregs.
Persistent Teacher Strike: The continued strike by the academic staff of universities, tertiary
institutions, secondary and primary schools have grievous effect on the entire education system.
Teachers in these institutions stay at home for months only to rush on the programme when the
strike is suspended. The incessant strike actions have a serious and lasting effect on the quality of
teachers produced from the institutions.
Lack of Adequate Facilities: The need to meet with the present global trend in development in
technology requires that teachers are trained in information and communication technology (ICT)
for the effective implementation of e-learning project and one-laptop-per child policy in most teacher
education institutions (TEls) modern instructional technologies, such as computers, access to
internet, audio visual equipment, video conferencing, projectors etc. have not been fully integrated
to enhance the knowledge base of teachers.
The way forward for achieving quality in teacher education in Nigeria
In view of the challenges discussed in this paper, the following strategies should be employed to
improved teacher education so as to realize the needed teacher quality for nation building.
Efforts should be made to enroll only those candidates that are interested in teaching as a
profession. In order to attract good candidates, Isyaku (2009) suggested that the governments –
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







Federal, states and local should sponsor those who want to teach and BOND them for equal years.
This incentive will create a zeal for hard work and total commitment to duty which a professional
teacher stands for.
It should be ensured that everyone practicing teaching at all level of the education system should
be mandated to posses teaching qualification to remain in the field of teaching.
The haphazard arrangement of teacher education institution (TEIs), outreach and sandwich
centres, with its motley nature and weak pedagogical foundations and frameworks should be
improved upon to pave way for orderliness and directional learning.
The time frame for long vocation and weekend programmes for teacher’s education courses should
be extended. Teacher Education Institutions (TEIs) organizing such programmes should be advised
to utilize all other holidays including long vocations for the training of in-service teachers to ensure
quality for professional duties. Similarly, in order to update the knowledge and skills of teachers in
the face of the changes in curriculum, training and retraining of teachers through workshops,
seminars, in-service, conferences should be considered a matter of priority.
Curriculum delivery in school should observe the four dimensions of interaction, viz, teacher-pupil;
pupil-pupil; teacher-material and pupil-material recommended by Okebukola (2009:45). This will
help ensure the quality of education that is gradually disappearing.
The training of teachers should involve integrating the use of modern instructional technologies,
(MIT) such as computers, access to internet, audio-visual equipment, video conferencing,
projectors, slides etc. The use of these facilities will enhance the knowledge base of teachers which
will equip them for effective teaching and learning in this era of Information Communication
Technology (ICT).
Curriculum review should be continuous to bring about a tremendous improvement in teacher
education. Borishade (2002) stated that “the----- curriculum review activities would make NCE
gradates of the 21st Century able to pilot and catalyze the use of modern technology to preserve
the cherished values of the nation as an emerging democratic giant”. Curriculum reform is intended
to among other things, bring about tremendous improvement in teacher education through setting
and maintenance of standards, meeting the societal changes and enhancing national development.
Every Teacher Training Institution (TTIs) must establish a well functional micro-teaching workshop
to expose the teacher trainees to practical teaching before they go out for their various teaching
practice.
Allocation of education fund for project implementation should be closely monitored to avoid sharp
practices by the management. As a matter of priority education fund must of necessity be left in the
administrative management of transparently honest and God fearing officers who will not
misappropriate it for personal gains but rather utilized it for the purpose for which it is been
appropriated. This will help in providing a succor for ailing infrastructural facilities in the institutions
of learning.
CONCLUSION
In conclusion, quality in teacher education cannot be compromised anywhere in the
world. For any nation especially Nigeria to really forge ahead, adequate preparation and
development of its teachers should form the cardinal philosophy, paramount focus and
attention. The role teacher’s play in promoting quality learning cannot be overemphasized.
Since school quality is an important determinant of learner’s achievement, the most important
predictor is the teacher’s competency.
REFERENCE
Abba, A. (2008) Retooling teacher education, education for special needs education and natural
development. (Unpublished) paper presented at the 16 th National Council for Exceptional
Children NCCE conference at Fed. Coll. Of Edu. (FCE) Yola 7th – 10th August.
95
Agabi, O.G. (1999) Introducing Educational Planning, Owerri, P. 226, Spring Field Pubs.
Ashby, E. (1960) “Invest in Education.” The report of the commission on post-school certificate and
Higher Education in Nigeria. Lagos, Federal Republic of Nigeria.
Besmart – Digbori, E.D and Akpomedaye, J.F.O. (2008) “Towards functional and qualitative Vocational
Education in the 21st century”. Journal of Teacher Perspective 2(1):31 – 38.
Borishade, A.b. (2002) Minimum standard for NCE Teacher (Vocational/Technical Education) 3 rd
Edition Kaduna NCCE.
DENGA (2001) Introduction to Teacher Education Kano, Jafe Association Ltd.
Egbuchulan, S.I. (1997) Ethics of the Teaching Profession. In Nweke, R.N.; Ughamadu, K.A. and
Ezoem, I.N. (eds) (1997) Teacher Education: Concepts and Principles Agbor/Onitsha Kmensuo
Educational Pubs.
Federal Republic of Nigeria (2004) National Education, Lagos NERDC.
Gimi, S. (2008, March 8th) Vision 2020: What are the fig (i) New Nigeria. Kaduna, Monday New Nigeria
News Papers Ltd. P. 28.
George, H. (2007) Teacher Education Policy Forum for Sub-Saharan Africa, Paris, UNESCO.
Isyaku, K. (2009) (ed) Teacher Production, Utilization and Turnover in Nigeria. Kaduna NCCE.
Isyaku, K. (2010) Quality of Teachers in Nigeria Education: key note Address at 7 th Annual National
Conference of Primary and Tertiary Teacher Education Association of Nigeria (PATTEAN) 27
July 2010. Federal College of Education Kano.
Jougur, I.U. and Abba, Z. (2009) The Challenges of Science Teacher Education Towards achieving the
Universal Basic Education (UBE) Millennium Development Goals (MOGS) in Nigeria. Vol. 1 (i)
137-146.
Monday, D.A. (2007 June 223rd) Between active and effective leaving. New Nigeria news Papers Ltd.
Kaduna P. 18.
Nwannan, P.J. (2009) Problems and Issues in implementing Primary Education Policies in Nigeria.
Journal of Childhood and Primary Education. 12(3) 121-126.
Oguche, D. (2002) Sustaining the (UBE) Programme, Jos Africana – Feb Pubs. Ltd.
Ojerinde, D. (1997) “Striving for quality in Educational Assessment Under G-Fred Education
Programme in Nigeria”. National Board for Educational Measurement (NBEM) Experience in
Quality Assurance in Educational Assessment 15th Annual Conference Proceedings of
Association for Educational Assessment in Africa (AEAA).
Ojewal, B. (1994) Primary School which way? Pains and Lost Glory. National Concord Feb. 15 P. 5.
Okebukola, P. (2009) “Educational Reform Imperative for achieving vision 20-2020” The Guardian April
29. PP. 35 and 45.
Okebukola, P. (2008) Education Reform Imperatives for achieving vision 20-2020 paper presented at
the National Summit of Education on Repositioning Nigeria’s Education System for achieving
Nigeria Vision 20-2020 Dec. 10-11, Sheraton Hotel, Abuja.
Okebukola P.A. and Jegede, H.O. (1989) Determinants of Occupational Stress among Teachers in
Nigeria. Educational Studies 15(1) 23-31.
Passi, F.O. (1984) “Education of the Nigeria Teachers for the 1990s” Sokoto Journal of Education 1(2)
15-22.
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14
QUALITY ISSUES IN TEACHER EDUCATION IN
NIGERIA THE TEACHING PRACTICE COMPONENT OF
TEACHER TRAINING.
Ejembi, Onyilo Daniel
Department of Nigerian Languages and Culture,
College of Education, Oju
ABSTRACT
Teaching is one of the oldest professions in human history. it has progressively transformed
into a more complex process in conformity with the increasing complexity of the everincreasing developing society. To be properly accepted into the fold of teachers, one has to be
given the specialized training for the profession. In all the institutions offering the teachertraining programme, the teaching practice is an integral part of the courses. While the teaching
subjects offered provide the intellectual back-ground, the teaching practice provides the
professional moulding for the real job. Teaching practice is therefore the first opportunity for the
student teachers to participate in activities involving teaching in actual life situation. This paper
focuses on the different levels and durations of the teaching practice with the view to seeing
whether or not the teaching practice being done by the institutions conform to the “best
practice”. It has been seen that most institutions do not. Some suggestions are offered for the
improvement of “what is” vis-à-vis “what it should be”. At the practicing schools, the would- be
teachers are assigned classes to teach, along with other duties like Class Master, Duty Master,
Games Master, Club Master etc. they are subsequently supervised in all these duties. The
permanent staff of the schools are instructed to always assist and guide these “green”
teachers. A minimum of twelve weeks at a stretch is prescribed for the exercise by the NCCE
and NUC. The supervision, if properly done, will stimulate growth in the student teachers
through the regular word of advice from the supervisors during the post-supervision chats. A
well programmed teaching practice is beneficial to all the student teachers, the schools
supervisors, and the society as a whole.
INTRODUCTION
Teaching is one of the oldest enterprises of humanity. It is as old as society itself and has over
the years, developed and transformed into a more complex process in conformity with the society. The
task of teaching was family- based as the priest; parent and elders of the society taught the young(Alvery, 1988:344) in mostly informal forms. In the ancient civilizations of Egypt and Mesopotamia for
instance, education was imparted in the home or temple under the guidance of the priests and scribes.
While in ancient Greece and Rome, the pedagogue, who was usually a trusted slave, did the job Thus,
according to Mohammed (1993), “teaching had indeed had a humble beginning.” in those days the
teacher learned the art of teaching informally through apprenticeship and learning on the job without
any specialized training embracing teaching practice. With the gradual increase in civilization and the
exigencies of the industrial revolution, education and teaching increasingly became more formal and
professionalization became more apparent hence the formal, specialized teacher training with its
attendant teaching practice component now in vogue. This new device started towards the end of the
5th century B.C with the emergence of great Greece sophists like Pythagoras, Socrates, Aristole, Plato,
etc. and their Arab counterpart like Averroes and Avicenna who were great professionals in the fields of
pedagogy. In the medieval ages, teachers had to hold university degrees and teaching still continued to
be a social service as no fees were charged and the teachers got no formal salaries. They rather
97
depended on donations and alms dropped into the hood of their academics gowns that dangled on their
backs such that the teachers needed not even to notice the donors.
The only motivation for teachers was the improved performance of their pupils. By the 19th and
20th centuries the United States of America (especially in the rural areas) prescribed harsh conditions
of restricted life for teachers as a way of showing high levels of morality and examplary conduct to their
pupils viz: forbidding them from alcohol and tabcoo; non-participation in polities, etc. they were also to
demonstrate exceptional patriotism. In Britain, it was believed that, “the teacher had to have sound
moral character and a good knowledge of his subject” Goodthings et al (1982).
With this chequered history of the humble origins of this profession, showing the low (or even
no) pay and the consquent low status over the years, there is therefore the need to subject and expose
the aspiring members (teacher trainees) to the stark realities and rugged nature of the job through the
teaching practice exercise so as to sieve the committed and devoted ones from the “birds of passage”.
Some experts like Gordon, D. (1980) argue that, “teachers are born and not made so there is
no sense in establishing teacher-trainig institutions to “make teachers”. Others like langeveld (1964)
demolished such a notion contending that “it is only an illusion as what we term a born treacher may not
neccessarrily do well in all teaching situation.” It is however gratifying that, “the need for training
treachers is now universally accepted,” (Nwoke (Ibid). Acolos (1980:6) in Nwoke (2004) supports the
pre-service training following his findings that, “the training of treachers on the whole, produce better
students’ achivements”. Consequently, Oyekan (2000) stated in Nwoke (2004) that, “Teaching practice
is a kind of apprenticeship stage during which the students are sent out of schools to gain practical and
professional experience by translating all the educational theories acquired during their training into
practice.”
THE NEED (OBJECTIVES) FOR THE TEACHING EXERCISE
The teaching practice exercise is aimed at exposing the would-be teachers to classroom
teaching and management under regular supervisoin of experienced teachers. It is like the industrial
attachment in some other disciplines like accountancy, law, nursing, etc, outside the calssroom
designed to enchance the professional competence of the student trainees. The information hand book
(2004-2006) of the college of Education, Oju in Benue State (p, 39) emphasizes that; it has to be
satisfactorily completed in order for the student trainee to be awarded the certificate in view.”
The National Policy on Education (2004 editon), Section 6 on “Teacher Education”, states
among others (p.57) that, “Government shall provide teachers with the intellectual and professional
background adequate for their assignment and make them adaptable to changing situations.” In
paragraph 58 of the same editon the policy provides that “All teachers in educational institutions shall
be professionally trained.” While the teaching subjects offered by the teacher trainees provide the
intellectual background, the teaching practice provides the professional moulding for the real job on
graduation. Conceptually, Teaching Practice is the first opportunity for most student-teachers to
participate in activities involving teaching in actual situations.
In view of the importance attached to teaching practice, it takes a minimum period of twelve
weeks and is allocated six (6) credit hours for both the NCE and FIRST Degree Programmes. The
teacher training courses is therefore incomplete without the teaching practice. The teaching practice,
among other things incuates in the student-teachers the basic teaching skills and ethics which facilitate
the teaching-learning process. It also provides them with the opportunity to imbibe the practical
classroom life experiences. Furthermore, while it provides the avenue for the student-teachers and their
supervisors to translate theory into practice, it exposes the weaknesses in the teacher-training
programmes to the educators for prompt correction and improvement.
THE VARIOUS LEVELS FOR THE TEACHING PRACTICE
To be properly accepted into the fold of teachers, one has to be given the specialized training
for a professional. The Federal Ministry of Education (Nigeria) through her National Policy on Education
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(2004) acknowledges this fact by stating in section 6 on “Teacher Education” at para. 58 that, “All
teachers in our educational institutions right from the Nusery/Primary school to the university level will
undergo the professional training programmes.” It goes further to list the institutions that will give traning
to make such a training acceptable to both the government and the general public i.e Accredited
institution to run the professional training programmes stating that; “the following institution shall give
the required professional training provided they meet the required minimum standards:
a) Colleges of Education
b) Faculties of Education.
c) Institutes of Education.
d) National Teachers’ Institutes, Kaduna.
e) School of Education in the Polytechnics” (N.P.E, 2004 edition).
The Colleges of Education nation-wide run the N.C.E programme, while some of the polytechnics
and the faculties of Education in the univeristies run degree courses at both the graduate and
postgraduate levels as well as Diploma courses in Education.
The institutes of Education, in addition to the N.C.E. courses, run both Certificate and Diploma courses
in Education. The National Teachers’ Institute based in Kaduna, Nigeria also runs Diploma and
Certificate courses in Education (PGDE & PGCE) now that the grade II teachers’ course has been
phased out. The schools of education in the polytechnics also run Diploma programmes in addition to
the N.C.E courses in technical and vocational areas.
In all these institutions, teaching Practice is an integral part of the course. According to the
university of Nigeria, Nsukka (2006-2008), the students at the graduate level offer the teaching practice
as acompulsory elective (Ed.425) in the first semester of the fourth year for six weeks. Some
Universities/Colleges do it for twelve weeks at a stretch in the first semester of the fourth year. For the
postgraduate Diploma in Education (P.G.D.E) Students’ Teaching Practice (code Ed.0505) comes up in
the second semester and carries 2 credit loads. At both the N.C.E and graduate levels, it attracts 6
credit loads, which clearly shows its importance in the whole professional training programme for
teachers. It is therefore evident that, “the teacher training course, no matter the level, is never complete
without the teaching practice,”- (Arigbede [1991]). To be a professional, one has to know the job both in
theory and in practice. Alvery (ibid) however warns of either “under-professionalism” which is when the
trainees are not given enough practical training to enable them know the relevant buttons of the job or
“over-professionalism” which on the other hand, is when the teacher trainees are given a lot of practice
in learning the job (Practical Teaching) with the educators laying more emphases on their getting credit
in Education and practical teaching over the teaching subject. Hanson (1975) recommends, “ A balance
of the two sides during training.”
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WHAT ARE THE STUDENT- TEACHERS EXPECTED TO DO?
The main features of teaching practice programme as stated in the student information
handbook of College of Education, Oju Benue State (2004-2006) are:
(a) An Orientation Programme.
(b) The Posting Exercise
(c) The teaching Exercise and
(d) The Supervision
The orientation is a three/four day programme of leactures given to all the students due for the
exercise collectively to fortify them for the task ahead. Attendance at this orientation programme is
mandatory for all trainees as the teaching practice will be the first opportunity for most of the students to
be involved in teaching in actual situations. This programme is done a few days before the students
leave for their various schools of posting. The programme introduces the prospectives student-teachers
to classroom problems, teachers’ lesson notes, student-teacher discipline and all other aspects of
teacher-school life.
The posting is done usually by the teaching practice committee. Here students are allocated to
various schools-primary and post primary- within the catchment area of the training institution which
could cover one or more states in the federations. The posting is usually released immediately after the
orientation exercise.
Once the students get to their schools of posting, they report to the head teacher who hands them
over to the Vice principal Academics or Dean of Studies who assigns duties to each, which is based on
their teaching subjects. It is on these duties they are supervised and assessed. The permanent
subject/class teachers are instructed to always assist and guide these “fresh” teachers in the courses of
their work. The student-teachers are also expected to perform all the duties of a teacher in the school,
ranging from being Games Master, Duty Master, Clubs Master, Labour Master, etc.
DURATION OF THE TEACHING PRACTICE
One of the recommendations of the National Curriculum Conference of 1968 on the practical
training of teachers as given by Oyetunde, in Nwoke (2004) is that, “within the course of teacher
preparation, a minimum of twelve weeks practical teaching period is required.” These twelve weeks is
the minimum but in some northern states of Nigeria, student-teachers are sent out on teaching practice
for one year in order to take care of the shortage of teachers in the schools. Okojagu (1988:24) in
Nwoke (2004) catalogued many durational approaches for teaching practice by different institutions in
Nigeria. Some of them are:
(a) One full session teaching practice approach.
(b) The twelve-week part-time approach: here, the student-teachers are sent to schools in the first term
of every year of their three-year course for three months. It is not always conveninet to the studentteachers and it may lead to over professionalization.
(c) The twelve-week block approach: here the trainees are sent to schools for twelve weeks at a
stretch. They remain in the teaching practice for a whole semester or term (usually in the first
semester of their final year). This gives room for the trainees to acclimatize well in their schools, for
the lecturers to adequately supervise them well and for the co-operating schools to know and
assess them adequately as the student-teachers will have adequate time to show who they really
are. This is the approach adopted by most training institutions in Nigeria. It is also the approach
prescribed by the NCCE. (2009).
(d) Two phases of twelve-week duration approach: Here, the student-teachers are sent out twice during
the course of their teacher training programme for six weeks each (during their second and third
years). The University of Nigeria, Nuskka has adopted this two-phase approach. But experts say
100
that it does not give enough time to the student-teacheers to settle down to acclimatize their
pedagogical potentials before being asked to pack-up. Also in this approach, the student-teachers
are “inspected” rather than “supervised”. The actual practical experiences they need to imbide may
not be realized within this short period.
The most appropriate of these four approaches is therefore the twelve-week block approach,
which suites not only the student-teachers, but also the co-operating schools and the training
programme including the supervising lecturers and school heads The National teachers’ Institute has
perscribed in her “students’ Handbook” that the student-teachers for her N.C.E. programme “shall go for
the teaching practice at specified times during the second and fourth cycles and this shall be
complemented by mini-teaching, micro-teaching or any other form of student-teaching activities
arranged by the institute.” The NTI also bases her assessment of the teaching practice on the same
criteria a stated above. Different institutions therefore choose different durational approaches
convenient to her but have to also suit the academic calendar of the co-operating schools. Fortuately,
most students on the NTI programme are practising teachers who want to get the professional touch in
Education.
SUPERVISION OF STUDENT DURING TEACHING PRACTICE
Teaching practice supervision requires the services of “professionally qualified and
experienced teachers who can identify and specify the skills required for effective teaching”-(Oyetunde,
2004; 5). Okojagu (2004) postulates that “the supervision is aimed at assessing and evaulating the
student teachers and not a period of finding fault.” Supervision, if properly done, should stimulate
growth in the student-teachers as it helps to check their patterns of teaching through regular pieces of
advice from the supervisors and colleagues in the school. This is why the post-supervision conference
of the supervisors and the student-teachers is very necessary. It should not be rushed but a father-toson talk.
The caliber of teachers to do this supervision is selected from the training institutions as well as
the co-operating schools irrespective of their teaching subject provided they are professionally qualified
and experienced.
MODE OF SUPERVISION.
As earlier stated, student-teachers are assessed on forms provided in formats. These formats
specify the competencies to be demonstrated by the student-teachers making explict the cirteria to be
applied in assessing the student’s ability for meeting these criteria. It is recommendad that “in evaluting
the student-teacher, his pupils should also be assessed to ascertain if the objectives of the lesson has
been achieved”-(Oyetunde,ibid). He also recommends that “student-teachers should be evaluated on a
continuous basis by the supervisors and the co-operating schools teachers, to arrive at a justifiable
grade.” “Practice”, it is said, “makes perfect”. The supervisors assign scores for each point on the form.
All the scores from all the mandatory four supervisors per student are summed up and the average
found for the students individually.
The average, forms the score of each of the student-teachers sent there. The comments and
observations got from the field through the supervisors and school officers form the basis for
corrections and improvements in subsequent years’ training programmes during micro-teaching
sessions, peer-teaching and simulation sessions in the training schools. It will also help in scheduling
teaching practice time tables for subsequent years including which type of student-teachers to be sent
to which schools in future. A well programmed teaching practice exercise is benefial to the entire
society. This should therefore be the target.
RECOMMENDATIONS
Pre-service training is very necessary as it is what equips the trainees for the practice of the
profession. Teaching practice is an important aspect of their professional training for teachers, which
101
compares with the housemanship for medical doctors and the industrial training for engineers and
vocational students whose training is not complete without these practicals. Teachers are the life-lines
of the sound educational system of any nation. If the quality of education is shaken, it is usually not
uncommon to point accusing fingers at teachers. This therefore behoves on the nation to uphold and
possibly improve on the current approach to teaching practice. The teachers who are the pillars of the
educational system need to be properly prepared professionally for that onerous task, for there is no
gain saying the fact that teaching practice is a sine qua non for an effective teacher-education
programme. As early as possible in the programme, trainees should be provided with the practical
learning experiences in the school. Since almost all the colleges of education and universities’ faculties
of education have their own “demonstration” schools, these should serve in providing the trainees with
early “clinical” experiences. In this way, the study of the education theories loses its code and abstract
quality which many trainees have often complained about.
There is an axiom that quality education is the bedrock of any maningful developemnt. Quality
education on the other hand, is a product of a sound teachers-training programme. Therefore, the
following suggestions, will, hopefully, help to uplift the quality of the whole teacher-training programme.
The most appropriate duration for the teaching practice is the twelve week block approach.
This suits the student-teachers who will have time to acclimatize and do a good job, the co-operating
schools whose academic programme for the term is completed, the school heads who are availed of
the services of “teachers” for a whole term and also the supervisors who are given ample time to do the
supervision. It is therefore recommended.
The post-supervision conference or chat between the supervisors and the student-teachers is
highly recommended. It should not be rushed but a father-to-child talk which helps to put the “green”
teachers on the correct path. It is not a fault-finding session. It is also recommended that the process of
evaluating the student-teachers should include the pupils being taught. This helps to ascertain if the
objectives of the lesson has been achieved. Supervision should therefore not be rushed.
Comments and observations from the field should be compiled, printed and circulated to the
Faculties and Departments as well as would-be student teachers. This will help for corrections and
improvements in subsequent exercises.
Only professionally qualified teachers should be posted for the supervision. “It is he who wears
the shoes that knowns where it pinches.” So it is only a trained teacher who knows what to expect and
evalutae of a student-teacher during teaching practice.
As much as possible, the choice of schools for the exercise by the students should be
encouraged. This ensures some physical, fiscal and psychological convenience for the students which
guarantees greater performance.
The scores obtained from the field by schools should be compiled and submitted to the coordinator immediately after the exercise. This is to aviod any case of “test compromise.”
The pre-practice orientation exercise should be well planned and excuted. It should not be
rushed as a lot of success in the field depends on this. Most if not all, the students are going to the
classroom for the first time as teachers. They badly need this “pep-talk”.
CONCLUSION
Compromising the quality of teacher-education will be a national disaster which must be
avioded by insisting on only the best. Humanitarian or political kindness to any institution or programme
may eventually prove costly to the nation. This leads to efforts to ensure productive and efficient
teachers for our education system. It becomes impreative to strenghten the standard of training to
reflect the knowledge and skills that per-service teachers would require for effective teaching. Preservice training equips the trainee, like the housemanship for medical doctors, for the practice of the
profession. A well programmed teaching practice exercise is beneficial to all- the teacher trainees, the
102
co-operating schools, the training institutions, and the Nation in general, and should therefore be
encouraged and promoted in the teacher education programme for the desired quality teachereducation for National development.
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Juyin. March 26, 2007 www.web, Thisday (Lagos).
Langeveld, A. (1992). “The Pschology of Teachers and the Teaching profession”. In the Education and
Training of Teachers: Year Book of Education. Evans Brothers Ltd.
Mohammed, U.S. (1992) “A Survey of a Career Interest of Secondary School Students in Katsina”.
Unpublished research paper.
Mohammed, U.S. (1993). “Professional Teaching in Nigeria”. In the Nigeria principal. A Journal of
ANCORPSS.Vol 4(1).
National Teachers’ Institute (2005). N.C.E. (DLS) students’Handbook N.T.I. Press Kaduna.
Nwoke, A. (2004). “Teacher preparations and teaching Practice”. In Oyetunde, O. et al (eds.). The
Practice of Teaching Prospects and Strategies. Institute of Education, LECAPS publishers, Jos.
Oyekan, S.O. (2000). Foundations of Teacher Education: Journal of Ondo State College of Education,
Ondo.
Oyetunde, O. Mallum, A.Y.and Anozayi, A.C. (eds.) (2004: 4). The Practice of Teaching: Perspectives
and Strategies. Institute of Education, LECAPS publishers, Jos.
University of Nigeria (2009): Calendar (2006-2008). Rainbow Paper Mill Enugu.
17
QUALITY ISSUES IN EDUCATION:
CRITIQUE OF THE NIGERIAN TEACHER CONDITIONS
(MANAGEMENT IMPERATIVES)
Ojobo, Igbego Helen
Department of Social Studies,
College of Education, Oju
INTRODUCTION
103
A crucial task in achieving efficient administration is the sustenance and improvement of the
will of the staff to enable them perform their duties efficiently. In the school system, the teacher is the
human factor that forms the operational variable which affects other resource inputs in achieving
educational objectives. He is the principal agent responsible for processing educational ideals into
reality. Achieving this, will involve the inter play of his commitment, hard work, welfare and emotional
stability. School conditions can generate the drive to achieve and as well hinder an existing drive from
achieving. It can also mar the tendency to create a drive where it did not exist.
In a fundamental sense, the satisfaction of the teachers' needs is essential to the attainment of
institutional objectives the will of the members of the school organization to co-operate in. or to resist
the attainment of objective is strongly influenced by the extent to which each is able to experience work
satisfaction, member is satisfied on the job. Pertinent questions to ask in addressing quality
concern in education are:
 Are teachers satisfying the goal of education in Nigeria?
 Are management issues tailored toward ensuring the teacher is satisfied with his/her teaching job
to bring about high performance?
 When quality issues are addressed in education, the aim is toward creating effective strategies for
sustaining an existing trend that tend to achieve and satisfy the envisioned ideals and devising the
means of arresting those factors that tend to disrupt the progress of the ideals.
CONCEPTUAL ANALYSIS
Job satisfaction according to Locke in Peretomode (2001) is the pleasurable or positive
emotional state resulting from the appraisal of one's job or job experiences as achieving or facilitating
one's value. Popoola (1984) specifically emphasized that job satisfaction is the totality of an individual's
psychological wellbeing as it relates to his job and job performances.
Job satisfaction therefore is the interplay of multiple conditions experienced in the work place, which
have direct and remote effects on an individual and organization. The well-being as well as the
satisfaction with ones job is a function of the degree of need satisfaction derived from or experienced in
the job by means of motivational impetus fashioned out in the work place.
The workplace is a major defining environment for the teacher's well-being besides the home. The
teacher's task in actualizing educational goals require his commitment and to ensure that, he must be
motivated through a variety of work conditions. The teacher brings a frame of reference to his work
which defines his focus, pursuit and commitment.
Work behavioral theorists such as Herzberg et al (1959) and Maslow (1943) in Peretomode
(20001) propounded theories that highlight various need that must be taken care of to ensure teachers
job performance and retention as well as satisfaction. Research studies have evidently confirmed the
positive impacts of these factors to the Nigerian educational institutions, where and when the managers
of education in Nigeria provide and practice them.
Physiological, survival and existence needs is one such needs. These include basic biological needs of
human body, the need for food, water, air, clothing and others. Teacher as human main is naturally
endowed with survival instincts which inform his primary drive for satisfaction from his place of work. He
expects that his/her job should adequately remunerates him enough to cater for these needs.
The need for safety is another category of the teacher's need, it include security, protection
against danger, accidents, threat, economic disaster and emergences. Peretomode (2001) stated that it
includes the desire for stability and absence from pain and illness, and security of one's job. The
teacher hopes to get security on his job from indiscriminate termination, incase of accident and threat to
his life, there should be insurance cover and sufficient pension and gravidity retirement.
Teachers are human beings and human beings are social animals. The need for interaction
and inter-relations is obvious in all human groups such as the school. Social need according to
Peretomode (2003) involve “need to feel needed, association, love, friendship, interaction and
acceptance in relationship with other people who are considered as significant to the teachers and his
104
job. Relatedness need ensure mutual sharing of thoughts and feelings. This need also form the outlets
and agencies for teachers in addressing their needs. A net work (teacher, teacher and Head teacher,
teacher and supervisors) of supportive relations which the school management and teachers
themselves benefit from.
Self esteem form another level of need of the teacher. They include self respect, self
evaluation, self confidence, status, success and fame. At this level, Hellriegel and Slocum jnr. in
Peretomode (2001) pointed out that the individual (teacher) wants to be perceived about the
achievement, prestige, status and promotional opportunities accrue as recognition of his/her
competence and capabilities. The fulfillment of the esteem needs brings feeling of worth, adequacy,
and self confidence. School management' practices such as ascribing job titles and responsibilities,
praise, merit, pay increase, peer/supervisory recognition satisfy the ego or esteem need of the
teachers.
Last but not the least of the teachers reference need in the school organization is the self
actualization need. Maslow in Peretomode (2001) define self actualization need as the "desire to
become and more what idiosyncratically is to become everything one is capable of becoming" It
concerns the need to maximize the use of one:s skills, abilities and realize one's potentialities for
continued self development, for being creative in the broadest sense of the term.
CRITIQUE OF THE TEACHERS' WORK CONDITIONS
The Nigerian teacher no doubt has these enumerated needs but the question is, are these
needs really in school management practices seeing that satisfaction of these needs enhance the
teachers status. emotion and productivity on the job. Momoh-Olle (2000) citing Ukeje stated that the
quality of education provided in any society and the nature of the changes affected by that education
are both dependent on the quality of teachers and the effectiveness of their teaching in schools.
A number of crises have characterize our education institutions in the primary and secondary
levels. Teacher's redundancy, disloyalty. According to Momoh-Olle (2000) others include poor
conditions of service, poor public image, and remunerations and the resultant high teacher turnover
rate. The general public and concerned educationalist have attributed reason for staff turnovers to
negligence, stress, and unsatisfactory conditions of service in the workplace. Although monetary
incentives, in service training programmes and promotion are in practice, the extent to which these
incentives have ensured the teacher job satisfaction is debatable and currently speculative. Obanya
(2001) asserts that only teachers who are well-motivated through appropriate welfare packages,
professional support and opportunities for self-improvement will be fully devoted to promoting quality
education. While education cannot take place without the teacher, the well-being of any country's
education hinged upon the preparation of teachers and their social and economic status in society. The
teacher's status, security, emotional and physical stability go along way to rob off on his service.
To this view, Ali (2000) asserts that the education received by teachers as well as the welfare
packages available to them are very important implementation - level imperatives, if education is to
achieve its personal and national aspirations.
However Ali (2000) observed that Nigeria is the only modern nation of importance whose
teachers have worst welfare system and or conditions of service. He further observed that the salaries
of teachers, the allowances, staff development, the working environment, prospects of promotion and
annual financial inducement are too poor, deplorable and despondent
Narrating the ordeals of the Nigerian Teacher Achimugu (2000) observed that delay and non
payment of teachers' salaries especially those of the primary and secondary schools are always in the
news. He further observed that, in fact teachers remain the only group of public servants who do not get
their monthly salaries as and when due necessitating a chronic borrowing lifestyle and woes of
deprivations in life basic necessities of the teacher and his/her dependents.
105
Expressing the inadequacy of monetary incentives in achieving job satisfaction Nigerian
teachers, Okonkwo (1997) citing Ndu, stated that many workers may receive fat pay packet that have
very low purchasing power.
Teachers are also neglected in terms of general conditions of service. Teachers are placed on
poor salary scale with little or no fringe benefits when compared with their counterparts in other
professions. According to Achimugu (2000) teachers are denied free medical services for themselves,
wives and children, staff housing loans, vehicles and vehicle refurbishing loans, regular promotion,
leave grants, disturbance allowance, ad-hoc committee sitting allowances etc.
Even when teachers in some cases make attempt at self development to improve on their
services their promotions are either denied or stagnated, their salaries are also subjected to
indiscriminate deduction, their pensions and gratuities suffer the same fate. In case of eventualities and
threat to the life of the teachers, there are no provisions of insurance covers. In fact the lists are in
exhaustible.
The working environment of the Nigerian teacher is very deplorable and dehumanizing too. The
place of infrastructural facilities like classroom furniture, instructional materials, teaching aids
laboratories, library, working, seats etc in ensuring quality educational exercises cannot be
overemphasized. Not only are they important and necessary but they encourage and help the teacher
to execute the task of teaching in the way that result in high productivity.
It is a common feature in Nigeria schools to find dilapidated classrooms that are insufficient to
accommodate the over populated number of students hence some teachers find the solace and
conduct educational activities under tree shades in the sun and in the rain Absence instructional
materials; non or scantly equipped laboratories workshops and libraries whose contents are obsolete.
For quality output, quality input is necessary.
Nigerian teachers are also burden with the threat to their lives as a result of cult activities,
kidnapping, student unrest and other brutal assaults from students and their emissaries. Akosu (2006)
noted that students who indulge in these vices become fearless, aggressive, and antagonistic and no
longer show any respect for the teacher. The consequence of this is that the teacher himself begins to
live in fear and therefore no longer perform effectively.
Poor public image constituted another agony of the Nigerian teacher. Low rating of teachers is
found in the class of pupils/ students that they teach. These students' will never choose teaching as
their future career, in social engagements teacher products such as engineers, accountant, doctors,
lawyers, politicians and those in the forces are accorded prestigious places while the teachers are
neglected and relegated (their presence are hardly acknowledge if they are. then they come last on list)
no thanks to their austere life as a result of their inability to cater adequately for themselves and their
families, lacking in the affluence life. Non appreciation and recognition is also reflected in the award of
chieftaincy titles, honorary awards and the yearly awards of national honour to distinguished Nigerian
men and women. If ever teachers form the list the percentage number is insignificant compare to
others.
The low rating of the teacher invariably affects his attitude which in turn affects performance.
Audu (1994) in Cyril et al (2007) observed that even with good syllabi and abundant material resources,
a qualified teacher with a negative attitude can hardly inspire his or her student to learn. Essentially,
students admire and learn more easily from teachers who have not only the knowledge of their subject
matter and appropriate methods but also display positive attitude toward their subjects and students.,
The teachers' continued self-improvement is one basic fact essential for quality education.
Teachers need a sustained intellectual curiosity and robust hunger for research, constant exposure to
new devices and strategies. Ikyumen (2007) observed that in our present world, invaded by technology
and supply driven, any meaningful education has to plan for an intelligent use of new training
technologies. Addressing the issue of quality education Ukeje (1992) in Ogbeche et al (2010) observed
that what the teacher knows and does can make a difference and what he does not know and cannot
do or will not do can be irreparable loss to the child.
106
A survey of most Nigerian primary and secondary schools show the absence of Information
and Communication Technology (ICT) and Electronic (E) learning in education. Most teachers are not
exposed to the use of computer, neither are there computer and other modern electronic accessories
for the learners. Zendesa (2008) quoting Kofi Annan (1999) stressed that the internet holds the greatest
promise humanity has known for long distance learning and universal access to quality education, it
offers the best chances yet for developing countries, their rightful place in the global economy... and so
our mission must be to ensure access as widely as possible. No agency can best carryout this task
than the teaching profession. However, workshops, seminars, conferences and refresher courses are
practiced, favoritism and other means form the yardstick for those who are qualified to participate
Supervision as the only means of qualify check on teaching and [earning instruction is an exercise
conducted with many cosmetic arrangements.
Though considered one of the oldest professions, in Nigeria teaching is not accorded the status
of a profession. This has resulted to a situation that individuals who have no basic training experiences
in teaching find themselves as teachers the profession absorbs all category of individuals. It is a field
open for all to come unrestricted and to go out unhindered. Many people find teaching as a stepping
stone or a waiting avenue until a more lucrative job is gained. Therefore educational exercises
expected to produce quality are made to pass through individuals who know nothing and have not the
wherewithal to expend on such endeavours.
SUGGESTIONS TO IMPROVE TEACHERS' WORK EXPERIENCES AND WELFARE.
The Nigerian Government and authority responsible for managing education need to address
the injustices inherent in the teaching profession. Only then can anything worthwhile be guaranteed
toward quality education.
Teachers salaries and other incentives should be paid as and when due. There should be an
improved welfare packages which should include housing loans, car loans, regular promotions and
other fringe benefits built into the teachers' salary. Teachers Salary Structure (TSS) should be
implemented and other interventions should be evolved to ameliorate the effect of the low purchasing
power of their pay packets.
In a period when knowledge is multiplying, society changing at an almost inconceivable rate,
new tools such as ICT and E- learning for teaching and learning being developed and the schools
attempting to serve an ever increasing range of pupil needs, teachers need encouragement, support
and assistance in developing new competences required by the added dimensions of their role.
Education tax fund and budgetary allocation should be properly channeled to address the dearth of
educational equipment. Adequate provision of classrooms, libraries, laboratories, workshops and others
are necessary input that ensure quality education.
Enhance public image of the teachers should be pursued by recognizing and appreciating
those who have rendered meticulous services and excel in their various fields of specialization.
Teachers of all categories should make the list of the Nigerian yearly award of national honours.
Professionalization of teaching should be implemented with emphasis on the recruitment of
those who are trained to teach. The teachers registration council should be charged with the task of
ensuring strict recruitment and development of teachers. Teachers preparation institutions should
review upward the admission policy to ensure only intelligent student are admitted to read courses in
education.
Teachers should be sufficiently represented in the formulation of policies and matters that
affect them both professionally and personally State and Federal ministries of education and their
parastatals should be more humane and considerate on the plight of teachers by treating issues
affecting teachers with fairness, promptness and justice for the overall benefit of the nation.
CONCLUSION
107
The strength and qualify of any nation is determined by the quality of teachers who are key
agents of ensuring change and transformation of societal ideals and aspirations. The teachers
effectiveness and efficiency to ensure quality education are the products of variety of job satisfying
impetus; constantly reviewed, upgraded and sustained.
REFERENCES
Achimugu, L. (2000). The agonies-of Nigerian Teachers Port Harcourt Baron Press Limited
Ali A. A. (2000) Teacher production, utilization and Turnover pattern in Nigeria. A paper presented at
the National Conference on Teacher production, utilization and turnover pattern Nigeria. Kaduna
Arewa House.
Akosu M. D. (2006) Improving Teacher Education. Makurdi. selfer Books.
Cyril M. U. and Moses D. (2007). The attitude of students towards computer education in federal unity
colleges in journal of Research in curriculum and teaching. Vol. 2 No 1. Makurdi Selfers
educational Books and publishers.
Ikyumen, M. I. and Gbodi, E. B. (2007) Impact of E-learning on Achievement of Technical College
students in Gyuse. E. Y. (Ed) journal of Research in Curriculum and teaching. Vol. 2 No1 Makurdi
selfers Educational books and publishers.
Momoh-Olle, J. Y. (2000) Teacher Production. Unitization and Turnover patter at the secondary school
level of Nigerian Education system, A paper present at the National conference on Teacher
Production, utilization and turnover patterns in Nigeria. Kaduna, Arewa House.
Okonkwo S. N. (1997) Dynamics of Educational Administration and Management (the Nigerian
perspective); Awka, Meks Publishers limited.
Peretomode F. (2001) Educational Administration (Applied Concepts and Theoretical perspectives) Joja
Lagos. Educational Research and publishers limited.
Zendesa, A. & Kwaghsende K. F (2008) information and
18
QUALITY ISSUES IN THE FUNDING OF SPECIAL
EDUCATION IN NIGERIA
Ekwo Muhammed
Department of Educational Psychology,
College of Education, Oju
ABSTRACT
Finance is a factor which contributes to the sources of educational policy. Education most be
paid for and as educational provision develop so does the cost increase. In some developing
countries the strength of the desire or motivation for education has been so strong that the
subsequent capital and recurrent costs have unbalanced development in other sectors of the
economy. For so strained, resources that educational retrenchment has become inevitable. In
Nigeria, the funding of special education programmes is often poor and inadequate and the
limited resources made available for special education were not used for the sector. These are
the quality issue identified in this work.
INTRODUCTION
Education is an avenue that could be used to change people’s mode of thinking, attitudes,
orientation, beliefs, perception and he jobs they do. This has made successive government in Nigeria to
design educational programmes that would enable all her citizens to be educated. Such programmes
for long now have been given various names such as regular education. Adult and Non-formal
Education, Nomadic Education, Woman Education, Distance Education, Universal Basic Education,
108
etc. The most recent of these programmes is the education for the exceptional children. Popularly
known and called special education.
Special education according to the National Policy on Education (1998:39) is the education of
children and adults who have learning difficulties because of different sorts of handicaps like blindness,
partial sightedness, deafness, hardness-of-learning, mental retardation. Social maladjustment
physically and health impaired, etc. due to circumstance of birth, inheritance , social position, mental
and physical health patterns or accidents in later life. As a result such children and adult are unable to
cope with the regular school class organization and methods. It is also education for the gifted and
talented children who are intellectually precocious and find themselves insufficiently challenged by the
programmes of the regular school and who may refuse to conform by being either stubborn or
apathetic.
Special education is a simplified form therefore an area within the framework of general
education that provides appropriate facilities, specialized materials and trained teacher to meet the
unique educational needs of handicapped children and adults.
On the other hand special education has been defined as “that profession concerned with the
management of education variables, leading to the prevention, reduction or elimination of those
conditions that produce significant defects in the academic, communicating loco motor or adjective
functioning of children.”
Handicaps of exceptional individual such as deafness, blindness, etc may be due to
circumstance of birth, inheritance, social position mental or physical health patterns or accidents in later
life because of these handicaps a few children and adults are unable to cope with normal school or
class organization and routine.
The purpose and objectives of Special Education as stated in the National Policy in Education
(1998:39) are:
 To give concrete meaning to the idea of equalizing educational opportunities for all children
respective of their physical, mental and emotional disabilities notwithstanding.
 To provide adequate education for all handicapped children and adult in order that they may
fully play their roles in the development of the nation.
 To provide opportunities for exceptionally gifted and talented children to develop at their own
space in the interest of the nation’s economic and technological development.
The above objectives of special education imply the provision of all necessary facilities that
would ensure – easy access to education by the Federal, State and Local Government who would fully
fund special education programmes and services. The government has drawn plans on how to
implement the National Policy, these are:
 The Federal Ministry of Education is to set up a committee to coordinate special education
activities.
 A census of all handicapped children will be taken.
 Provision for the training of special teachers will be made.
 Introduction of elements of special education into all teachers’ training colleges.
 Encouraging the integration of all handicapped children into regular schools.
 Establish special programmes for the gifted and talented.
 Education of exception children to be free at all levels.
 Establish vocational training schools and employment for all handicapped individuals.
 Encourage early identification and intervention programmes.
 Establish a National Council on special education.
The issue here is that the government has made some efforts to implement special education
objectives in the National Policy on Education, these are:
109
-
The government has setup special education unit at the Federal Ministry of Education and all the
State Ministries of Education to coordinate special education services.
Department of special education has been established at Universities of Jos, Ibadan and Calabar in
addition Federal Colleges of Education (Special) Oyo and Uyo have been established to help with
the training of specialist teachers.
Elements of Special Education are being gradually introduced into all teacher training colleges.
This is to ensure that teachers are familiarized with easily identification procedures, concepts and
technologies of remedial education. This is why every teacher is encouraged to read special education.
Handicapped children are also being integrated into secondary schools where provisions have
already been made for them. Special Education programmes have been developed for gifted and
talented in Suleja-Abuja.
- Education of the handicapped and gifted is free at all levels.
- Vocational training centers have been established in many states of the federation.
- Children centers, clinic and assessment centers have been established in some universities for
easy identification of handicapped.
- Funding of Special Education programmes.
Inspite of all these efforts by the Government, the issue of concern is that funding of Special
education still a problem hence the need for proper funding of Special Education programmes in
Nigeria. Kirk (1962) identified the following exceptional children that require Special Education services,
they include:
 The visually impaired
 The hearing impaired
 The learning disabled
 The behaviour disordered
 The speech and language disordered.
 The physically and health impaired
 The mentally retarded.
 The gifted and talented.
The money needed to take care of these individual is enormous. This means that more money
is needed to train Special Educators and other personnel, purchase of equipment and materials, pay
salaries of staff and give them the needed training and employment, etc.
This calls for the contribution of all stakeholders in Special Education to put all their resources
together for the proper funding of Special Education programmes and services.
THE QUALITY ISSUE IN THE FUNDING OF SPECIAL EDUCATION IN NIGERIA
Special Education world over has faced a lot of difficulties in the implementation of its
programmes and services. Funding is known to be one of such difficulties in Nigeria, the funding of
Special Education programmes is often poor and inadequate. Baike (2001:8) notes that the limited
resources made available for Special Education were not used for that sector. He further states that
there have been a number of setbacks in the implementation of the National Policy on Education and
issues include:
 Poor financial support.
 Insufficient data in the population of exceptional children
 Lack of basic equipment
 Lack of trained personnel
 The issues of concern here is that inability of the Federal Government to adequately fund Special
Education programmes can be understood from the definition and goals of Special Education which
110
do not spell out clearly the functions or roles of the three tiers of government. Other problems that
make it difficult for adequate funding of Special Education programmes and services include the
following:
- The number of exceptional individuals is not known.
- Non-specification of the roles for special education teachers and other personnel.
- Lack of adequate human and material resources.
- Lack of maintenance culture.
- Inability of trained special educators to remain on the job.
- Lack of training facilities.
- Unfavourable societal attitude towards exceptional children.
- Lack of proper coordination of special education programmes and services.
- Diversion of funds to priority areas, etc.
These problems have made it impossible for the Government of Nigeria to adequately fund
special education programmes and services. This implies that there is therefore the need to properly
fund special education if this nation is to move forward in line with the National Policy on Education for
effective implementation of special education programmes as a result of poor funding. Nigeria calls for
adequate funding of Special Education if the nation is to develop.
Funding is the most critical issue in the provision of Special Education services and
programmes for Nigerians. The quality issues of questions being raised here is where do we get the
money and how do we use it? Organizations (NGOs) to rise to the challenge of saving special
education programme from a total collapse. It does not matter whether the parents of the beneficiaries
are poor or not.
This situation calls for a meticulous, remedial and alternative actions to solve the problems.
Therefore the following are suggested for the funding of special education programmes and services in
the country. Leire (2001:150), states that; apart from the efforts of some past governments, the
following are the additional sources of revenue generation for special education programme.
- Budget allocation directly from Federal Government.
- Cash pulled in from other ministries.
- Non-Governmental Organizations (NGOs)
- Funding from State Government
- Social clubs such as rotary clubs, organizations dealing with exceptional children.
- Private companies and industries.
- Sales of materials produced by exceptional individuals.
- Turnover from banks and other financial institutions.
- Parents of exceptional children.
- Value Added Tax (VAT).
RECOMMENDATIONS
In addition to the above, the following recommendations are advanced for proper and adequate
funding of Special Education. They include:
 The amount of money to be used and the beneficiaries of the programme should be identified.
 Well-to-do individuals, non-governmental organizations and communities should assist the
government by way of donations.
 Federal government should provide money for capital projects especially the construction of
classrooms, libraries, offices and residential accommodations and the money provided for the
programme should not be diverted to any other area.
 Manpower training should be enhanced and the provision of functional and workable equipment
infrastructural facilities for special education services should be considered.
 A census of exceptional people must be taken to know how many are to be served, the amount of
money and the beneficiaries should be identified.
111
CONCLUSION
The need for provision of quality education for exceptional children has been x-rayed in this
work. It is hoped that if all these identified strategies and recommendations made are meticulously
implemented, the quality issue in the funding of special education programmes and services will
definitely be addressed.
REFERENCES
Adesina, S. (1977). Planning and educational development in Nigeria. Lagos Academic Press.
Enoh, O.A. et al (1992). A handbook of educational foundations. Jos, Challenge Press.
Fafunwa, A.B. (1974). History of Education in Nigeria: London George Allen and Unwin.
Federal Ministry of Education (1988). National Policy on Education. Lagos: NERDC.
Nigeria Educational Research Council (1982). A handbook on Element of Special Education: Lagos
Bake Press.
112
19
PROVIDING LOCAL SUPPORT FOR QUALITY
FACILITIES IN SECONDARY SCHOOLS
Iyipa, Alaje Moses
Department of Educational Foundations,
College of Education, Oju
INTRODUCTION
In Nigeria it is an open secret that the entire educational system has been bedeviled by
myriads of problems, the situation worsening by the day. This man-made problems include poor
funding, shortage of quality staff, inadequate classrooms and staff quarters, inadequate laboratories
and shortage of books, indiscipline and corruption, poor record keeping and exam malpractices among
others. In the words of Okecha (2008 October, 6, p, 22)” “Nigeria has up till now refused to comply with
the UNESCO recommendation that at least 26 percent of every country’s annual budget be spent on
education. She spends less than 7 percent of her budget on education. Botswana spends 19.0 percent,
Swaziland, 24.6, Lesotho, 17.0, South Africa 25.8, Cotter Dnire, 30.0, Burkina Faso 16.18, and,
Morocco 17-7 percent”
Thus, in this era of economic recession, of inward looking and rebranding, educators and stake
holders in various fields are seeking ways to generate and utilize limited resources at their disposal
judiciously to solve problems for the benefits of their children and society. In the face of dwindling
resources, the option left is to improve on strategies for funding and improving facilities in our
secondary schools for quality education.
DEFINITION OF TERMS
In this paper; local support will mean community participation, PTA contributions, old students
Association’s role, proprietorship current involvement, proper administration of schools by principals,
the church and other voluntary agencies.
The idea of facilities is defined in the words of Denga (1998) quoted in Shamija and Shamila
(2005) “The point need to be echoed that inadequate physical facilities in our secondary schools is
taking a heavy toll on the quality of education generally. Instructional materials are very essential in the
teaching and learning process, they make education more effective”. On quality, the National policy on
education (2004) perceives quality when it stated the goals of educational services to be to develop,
assess and improve educational programmes, enhance teaching and improve the competence of
teachers, develop and promote effective use of innovative materials in schools.
COMMUNITY PARTICIPATION
In the views of Ismai’l (2004) communities are defined by characteristic that unite them. These
include culture, language, trait in-law, geography, class and race. Arguably, some communities are
homogenous while others are heterogeneous. Whatever is the degree or level of community integration
or structure they were expected to have collective goals and aspirations, occupation and identification
to worth the name community.
The concept of participation is clarified by Shaeffer (1994) cited in Isma’il (2004) to mean
i. Involvement through mere services of enrolling children in school
ii. Involvement through contributions (extraction of money as levies to school, materials and labour)
iii. Involvement through mere attendance to school meetings
iv. Involvement through consultation on important issues
v. Participation as implementers in real decision making viz. identification of problems, feasibility
study, planning, and execution of projects
113
vi. Assessing available resources, dividing responsibilities among participants and monitoring progress
of programmes. Community participation in education is considered as imperative because
education does not take place only in classrooms but also within families, communities and society.
Thus, there must be communication between the school and communities, between parents and
their communities they were all expected to support the children with instruction.
Specifically, community participation in education will
a. Boost morale of staff
b. Ensure students regular attendance and completion of school programme.
c. Construct, repair and improve school facilities
d. Recruit supporting staff
e. Monitor and follow up teachers attendance and performance in school
f. Form village education committees to assist in the management of school
g. provide information on local culture and skill instruction
h. Advocate and promote girl child education and prevent early marriage
i. Provide housing and security for staff and school facilities
j. Assist in identifying factors for low enrolment, truancy, indiscipline and drop outs.
In order to achieve the above stated laudable functions (Rev&Harrison (1998) quoted in Isma’il
(2004) informs on likely obstacles. That there are complexities and questions of power tussle and
conflict within communities. They also exist differences in age, gender, wealth, custom and other
incompatible interest because of varying visions and missions. Relatedly, some principals tend to
isolate parents and communities because of perceived lost of authority within school. Teachers also
feel threatened by community involvement believing that such involvement diminishes their ego and
public regard for their professional status rather than see education as a collaborative effort.
PTA PARTNERSHIP
The concept of parent Teachers Association says Oluwole (2007) dates back to about 1897
with its initial name as National Congress of Mothers. It was later to be known as National Congress of
parents and teachers in 1980. That it was only in 1924 that the national congress of parents and
teachers include male membership. While PTA started in some parts of Nigeria as early as 1944, it was
the take over of schools by government in the 80s that encouraged and unite parents and teachers in
this part of the country for stronger contributions to both physical, moral and spiritual facilities of their
wards and schools. PTA as a body is in place mainly to ensure quality education globally through the
provisions of facilities.
Oluwole (2007) listed the main objectives of PTA to include:
i. Solving problems associated with schools
ii. Supporting schools through the provision of finance (imposed levies on members)
iii. Provision of physical facilities such as classrooms, boreholes, intro-technology workshops and
equipment, sports and music equipment, books, school bus as well as walling or fencing the
school.
iv. Renovation of existing facilities
v. Employment of staff
vi. Serving as a link between the school and the community
vii. Encouraging excellence by initiating merit award.
The above roles of PTA inform the need for school heads to partner with PTA in school policies
and development. The schools heads are expected to reciprocate by attending PTA functions e.g. fund
raising, attend PTA members ceremonies such as wedding of their sons/daughters, burial/funeral of
their loved ones and play some role (chairman of the occasion or mobilization of others to support such
occasions). He engages the PTA exco in a regular briefing about events in his school as he also
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encourages parents to visit the school regularly and ensure that PTA funds are not misused.
Transparency can be shown by records of fees collected and banked. The existence of PTA in schools
should be seen as indispensable. The body (PTA chairmen) should be encouraged not only to secure
postings and employment of staff to their schools but to be on vanguard to prevent frequent transfer of
the existing teachers from their schools.
ERA OF PRIVATE PROPRIETORSHIP
In line with the constitution of the federal Republic of Nigeria which places education on a
concurrent list and the National Policy on Education (2004) that allow individual proprietorship, the
mass participation by groups and individuals to own and run schools has become the vogue. Such
schools preclude those owned by governments.
Assessing the importance of school proprietors Igwue (2007) citing vanguard Newspaper
(August 2, 2005 p.11) affirms that “investing in education is quite expensive and time consuming but the
rewards that follow are enormous because as a proprietor of a school the future of the students lies in
the hands of the management of the school which is very tasking”. The main objective of venturing into
the project should be to raise the standard and quality of education in the society and not money
making.
To attain the lofty objectives of providing facilities in school, the author directs that the school
proprietor should
a. Provide suitable and adequate facilities such as standard classrooms, laboratories, libraries, staff
offices, introductory technology workshops, health services, sport pitches among others before
opening schools and not to operate on temporary site.
b. Ensure qualitative staffing of school in all subjects and supporting staff for proper teaching and
learning
c. Ensure payment of staff salaries as and when due
d. de-emphasise monetary gain
e. Formulate policies that would guarantee security, honesty, discipline, hard work, professional
competence and fraud free academic excellence.
THE ROLE OF PRINCIPALS
Bulus (1988) cited in Tambawal (2002) says “The principal/vice principal constitute the
administration of the school, that his/her work involves the direction, coordinating and management of
resources both human, material and financial in the attainment of the goals for which the school is set”.
The principals are the liaison officers of their schools. They are the pivot of any programme in the
school setting. He is involved in planning, supervising and implementation of policy decisions about the
school.
Apart from the routine duties familiar to most principals, current trends in education demands
the provision of a humanized school climate. Kolo (1999) asserted that the concept of humanized
school climate is conceived as a school that had capacity of accepting and accommodating every
member of the school plan as a person with strengths, skills, experiences and problems. It means a
positive disposition towards all, irrespective of gender, tribe, culture, religion, socio-economic status or
political inclination. The effectiveness of the principal is measured in terms of human relationship,
infrastructural development, control, discipline and academic performance. It is also assessed by
students (school) features in debates and competitions. Similarly, the school heads should be
“accessible and open to public scrutiny” (Agwu 2007), in order to get public trust for donations from
philanthropists. In contrast, schools marked by students withdrawals, declining enrolment, indiscipline in
related truancy, cultism, immorality, insensitivity, riots and examination malpractices are expected to
scare the public and other education stakeholders from the school.
OLD STUDENTS ASSOCIATION
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The problem of most of Nigeria’s educational institutions is that of leadership. Often, the
“Nigerian factor” is used in the appointment and elections of union officers. Elections or appointment of
persons seldom consider character, experience or performances but ethnicity, religion and political
affiliations of the moment and ability to “play ball”. While statistics of old students performances in their
alma meta is not readily available because of time, it is relevant to use the secondary schools in Igede
as point of contact. It is worrisome to note that while Methodist High School, Ainu established in 1969
(Ode, 2003) for example, has produced academic professors, doctors (academic and medical),
Barristers of repute, esteemed ministers of God, Accountants, teachers, Nurses and professionals in
various other fields of endeavour, no single project has been carried out in the school by its old
students.
Indeed, it is on records that old students of Igede extraction who obtained their secondary
education at Otukpo, Mkar, Makurdi, Lafia, Keffi, Katsina Ala among others, lavishly fund projects in
their former schools, the indigenous students who were fed with academic milk to maturity and current
height have continued to shun their alma meta. The dearth of infrastructures observed in most
secondary schools are the yawning gap created by the in activities of the old students association. It is
therefore the conclusion of this paper that irrespective of some scattered projects embarked upon by
old students in their alma meta, this association has not lived up to the expectations of the other stake
holders in education.
CHURCHES MORAL AND SPIRITUAL FACILITIES
The role of the church in providing moral and spiritual facilities should be seen as the most
basic in the existence of the soul, other things are mere addition. Idoko (2007) affirm that the church is
commissioned to preach the word of God to all men. This word has power and quality to train up the
child in the way he should grow. (Prov. 22v6), to guide the leaders and policy makers as well as teach
peace that give life. In this regard, the church give chaplaincy services and teach on child spacing. He
noted that the children of parents who are not planned seldom go beyond secondary education or NCE
due to lack of resources. At the moment, however, only schools established by various denominations
accept chaplaincy services of each of their own doctrine while community, government and other
individual proprietorship schools tend to shun spiritual services of churches. Yet, counseling service
which are supposed to be on school time table are not practiced for lack of staff and other related
problems. The spiritual facilities advocated here stands as vanguard against corruption, immorality,
cultism, truancy, exam malpractice and curbing of other social vices associated with unguided youths.
The role of the church complements and could be the arrow head of all the required quality facilities in
our secondary education system in this 21st century.
CONCLUSION
The intention of this paper had been to emphasis and even plead with the various education
stakeholders to be aware of their responsibilities. These have been outlined to include both physical,
moral, spiritual and academic facilities. The school administrators are advised to allow community, PTA,
proprietors and churches to intervene variously, for the growth, development and stability of secondary
schools. They are the supporting pillars for education system in this country. Meanwhile, all
unproductive officers in any association of education industry should be relieved of such posts. There
should be no rooms for passive watchers in the education sector. Nigeria at 50, requires two things to
fix education and employment before peace, development and security will be added unto her.
REFERENCES
Agwu, P.O (2007). The role of school principals in promoting quality education in Igede. In J.O Eriba
(Eds.) promoting quality education in Igede land. The role of stakeholders, Makurdi; Destiny
ventures.
116
Federal republic of Nigeria (2004). National Policy on education. Lagos; NERDC press.
Idoko, S. O (2007). The role of the church in promoting quality education in Igede land. In J.O. Eriba
(Eds.) promoting quality education in Igedeland. The rule of stakeholders. Makurdi: Destiny
Ventures.
Igwu, D.A (2007). The role of school proprietors in promoting quality education in Igedeland. In J.O.
Eriba (Eds.) promoting quality education in Igedeland. The rule of stakeholders. Makurdi: Destiny
Ventures
Isma’il T. (2004). Promoting community participation in education. In T.O Oyetunde, Y.A Mallum, & C.A
Andzayi (Eds.). the practice of teaching. (perspectives and strategies). Jos: Lecaps publishers
Ode, G.E. (2003). History of secondary education in Igedeland (1960 2002 AID). In J.O. Eriba, G.E.
Ode & S. I Adima (Eds.) issues in the promotion of quality education in Igedeland. Onitsha: West
and Solomon publishing Coy.Ltd.
Okecha, S.A (2008, October 6). Education in how to fix Nigeria. Newswatch magazine P.22
Oluwole, M.U (2007). The role of parents in promoting quality education in Igedeland. In J.O Eriba
(Eds.) promoting quality education in Igede land. The role of stakholders. Makurdi: Destiny
Ventures.
Shamija, T.A Shamija G.I (2005). Grappling with educational crises in secondary education in Nigeria.
In B.O. Ker, N.A. Ada & P.T. Ortese (Eds.) New trends in education (issues and challenges).
Makurdi: peach global publications.
Tambawal, M.U (2002). The Nigeria principal, journal of ancopss vol. 7 no 1.
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20
QUALITY ISSUES IN SECONDARY EDUCATION
IN NIGERIA
Aboi John O.
Department of Educational Foundations,
College of Education, Oju
ABSTRACT
Before colonization, Nigeria through her Traditional or Indigenous System developed
Functional Education grouped as follows: Agricultural Education, Trades, Crafts as well as the
Training of Professionals like Judges, Administrators, and so on. Following the colonization by
Britain, a system known as Formal or Western Education was introduced. Whether or not the
Nigerian Traditional or Indigenous type of education could bring about the needed development
in contemporary Nigeria is not the contention of this paper. Moreover, with the introduction of
the British or Western System, the Traditional type has long been over shadowed. All that is
pertinent at this point is that Nigerian Economy today requires skilled Manpower to work in the
oil and Allied Industries, Mechanized Agriculture, Steel industry as well as building
construction, automobile, electrical and electronic industries and the level or extent of achieving
these lies greatly on how productive or functional the country’s system with regard to
secondary education is in present day Nigeria. The focus of this paper is to investigate these
probable problems that seem to militate against the 3-3 system which is the present system of
secondary education in Nigeria. These problem areas include: plan operations of secondary
education, proliferation of secondary schools; infrastructural facilities; the attitudes of teachers
and students to work; management and Administration of secondary education in Nigeria.
INTRODUCTION
Education provided by the Colonial masters in most African countries was characterized by
narrow curricula. The nationalists were aware and for this reason, the immediate post independence
years witnessed attempts to redefine, formulate and experiment educational aims and objectives that
would correct the narrow curricular, promote self awareness and national development.
In Nigeria, it was a radical departure from the British Colonial System of Education, when in
1973, a conference of experts was convened which later gave birth to the National Policy on education
as “an instrument of change”. The nation’s policy on education envisages the widening access to
education to include all groups as well as the pursuit of relevance and equality as essential features of
the learning provided.
Furthermore, the new policy is associated with a numerical formula 6-3-3-4 fashioned after that
of the United States of America (USA). The formula represents the number of years that a child is
expected to spend at the various levels of education.
THE CONCEPT OF 3-3 SYSTEM OF EDUCATION IN NIGERIA
Section 5(20) of the new policy document refers to secondary education in Nigeria as the
education children receive after primary education and before the tertiary stage.
Secondary education will continue to prepare most children for life while a few talented ones
must be given ample opportunity to proceed to tertiary institutions for the development of the future
intermediate and Higher level manpower needs of the country. The broad aims of which are:
i. Preparation for useful living within the society, and
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a. Preparation for higher education. In specific terms, it means that secondary education shall
provide all primary school leavers with the opportunity for education of a higher level,
irrespective of sex, social status, religious or ethnic background.
b. Offer diversified curriculum to cater for the differences in talents, opportunities and future roles.
c. Provide trained manpower in the science, technology and commerce at professional grades.
d. Develop and promote Nigerian languages, arts and culture in the context of world’s cultural
heritage.
e. Inspire students with a desire for self improvement and achievement of excellence.
f. Foster national unity with an emphasis on the common ties that unite us in our diversity.
g. Raise generation of people who can think by themselves, respect the views and feeling of
others, respect the dignity specified under our broad national goals.
h. Provide technical knowledge and vocational skills necessary for agricultural, industrial,
commercial and economic development.
PLAN OPERATION OF SECONDARY EDUCATION IN NIGERIA
The aims and objectives highlighted are innovative and laudable and can meet the needs of the
individual and the kind of society desired if only the policy objectives can be achieved.
But Wheeler (1968) opines that in Nigeria very little is done concerning plan preparation.
Policies are made without proper commitments, and the interest of the masses are scarcely taken into
consideration before approvals are given for the execution of various projects. According to
Uyanga(1989), whether Wheeler is right in saying this or not, the fundamental issue is that educational
planning in Nigeria is haphazardly done, hence it produces haphazard results, leading to abandoned
projects, disillusioned programme implementers/executors and dissatisfied beneficiaries of education.
This has been the fate of the new Education Order, the 3-3 System of Education since its
inception, it was all like putting the “cat before he horse” as will be discussed below.
QUALITY AND QUANTITY OF TEACHERS
From the initial stage, there was the notion that any Federal Government effort in the area of
teacher supply could supplement that of the States in implementing the 3-3 system of Education in
Nigeria. This condition would have been much better if the Federal Government Crash programme for
Technical Training could continue. Another scheme similar to the one described above but at a higher
level was the Technical Teacher Training Programme (TTTP) abroad for preparing technical teacher
trainers principally for the benefit of State Ministries of Education. In this scheme, which started in 1981,
experienced State technical teachers were sent to the United States of America and Canada to train as
graduate teachers who would later return as Teacher Educators to help States train the prevocational
and technical/commercial teachers required in the new secondary education system. This scheme by
which 200 and 250 teacher educators were sent abroad annually by the Federal Government should be
seen as token contribution to state effort. This is because the number of teachers required was large
and could not under any circumstances be produced only by the Federal Ministry of Education.
Another point deals with career option. Some already trained teachers whose services would
have been utilized for implementation of the system tended to be lured by higher salaries and other
conditions of service in other sectors.
There has also been the problem of harnessing human resources or the utilization of illiterate
and semi-illiterate, Artisans as instructional staff on part-time basis in secondary schools. Even though
a modality for involving them might be worked in form of training, the problem of deployment appears to
be insurmountable.
Today, the trend is even worse in terms of quality and quantity of teachers in most of our
secondary schools.
Ijiga (1999) noted that “teaching as a profession is in a serious state of dilemma and confusion
in Nigeria”. In our secondary schools there are very many untrained personnel parading themselves as
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teachers. Many of them are products of polytechnics and other institutions without professional teaching
background. In some cases, products of secondary schools are employed by hungry proprietors to
teach. It is not surprising therefore that Onwuka (1989) noted that every market woman who waits to
become a teacher can do so as long as she can bribe her way through. Many stopped at primary four.
Some do not possess any certificate. If they want to become teachers, they meet those who are incharge and get what they want. Many show other people’s certificates. All teachers are expected to
have apart from good personal characters, a deep understanding of the body of knowledge theory
relating to human learning and behaviour, psychology of child development, measurement and
evaluation of learning and all materials necessary for effective teaching and learning. To produce more
teachers for our children in the secondary schools who should be of high quality, prepared from teacher
training institutions of higher learning is a serious challenge. The acute shortage of qualified staff in the
secondary schools calls for an urgent step to be taken to face the challenges. This suggests that the
place of the good caliber of teaching staff in the process of quantitative education is quite prominent.
Many teachers have refused to follow the policy provision that educational assessment and evaluation
be liberalized by basing them in whole or in part on continuous assessment (CA), constituting. There
are disparities in nature and content and in most cases are based on the whims and caprices of the
teachers.
PROLIFERATION OF SECONDARY SCHOOLS
Despite the decline of output from our secondary education due to shortage of quality teachers,
the increasing number of secondary schools over the years has been alarming and it is apparent that
this increase will be more phenomenal in future without proper plan operations.
In this vein, Ujah (2004) stated that “secondary education in Nigeria is faced with series of
challenges. One important area of challenge is the high level of inconsistency in admissions policy
coupled with the porous nature and lack of merit in admissions in our secondary schools.
There are many mushroom secondary schools today with their doors widely open to admit
anybody to increase school population and to generate more money. This huge appetite for money has
blindfolded many school managers and administrators that they have no respect for merit/quality or the
goals of education for self and national development. In most cases admission into JSS one is given
without aptitude tests. Where the tests are conducted, sometimes it lacks reliability and validity. Today,
it is a common feature in our schools for indiscriminate admission into all classes both at the junior and
senior secondary school levels without regard to lay down policies, rules, regulations or standard.
Students transfer any how and at any time of the school year even without results to school of their
choices. The primary concern of the proprietors of this ugly act is to generate more money for their
selfish use. To truly prepare for useful living and to prepare for higher education, we must all rise with
one voice to this challenge in the 21st century Nigeria.
SHORTAGE OF INFRASTRUCTURAL FACILITIES IN SECONDARY SCHOOLS
From the inception of 3-3 system of education, one would expect that each State should open a
Technology Centre for manufacturing Intro-Tech Equipment and other laboratory facilities to ensure
sustenance of the new system of education. In addition, one would expect that in the process of
manufacturing such facilities efforts should be made for the construction of workshops where the
facilities would be installed. On the contrary, at the time of inception, the Tincan Island in Lagos was
littered with imported workshop equipment. As each State got her own share, the distribution was made
in large consignments to some secondary schools in each of the states. Due to lack of workshops and
lack of accommodation generally in some schools, the facilities were simply dumped in school
premises, leading to sudden disappearance of many of those facilities.
Today nothing is redolent of such huge supplies of facilities and instructional materials to many
of our secondary schools.
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Ojobo (1995) lamented that “laboratories and libraries are ill-equipped textbooks are neither
available nor affordable” classrooms are in shortage. Even the teacher’s table and chair have
disappeared in some schools.
Many secondary schools lack workshops and science materials. During inspections,
proprietors, principals, teachers and students runs here and there to borrow materials from
neighbouring schools to meet with the demand of the inspectors. As soon as the inspectors move out of
the school compound, the materials are removed and sent to their original owners. The worst of it is
that some inspectors make fruitful recommendations even where the facilitate are not there. This results
from elaborate entertainment purposely given to such inspectors to facilitate approval
ATTITUDE OF TEACHERS TO WORK
A teacher stands in-between the subject being learnt and the learner. This means, no teacher
no school. Rousseau is frank and down to earth. He says that his first requirement for a good teacher is
that he should not take up his task for reward, because it is one of the callings so great that it cannot be
undertaken for money.
But it is a common knowledge that the area of simple taste is far gone and in most cases the
idea of an ideal teacher too. For instance, in November 1973, Professor Bab Fafunwa observed that all
of the educational problems that beset the African countries today none is as persistent and as
compelling as the one relating to the training of the competent ‘teacher’. He also recognized that African
was changing fast in social order and ‘African teacher’ no more than any other human being stands at
the apex of this great change.
At this juncture, w have no option but to ask, are there enough trained and competent teachers
to go round all our secondary school in the country? Do secondary school teachers stand at the apex of
the great social change?
Adebayo (1989) correctly observed that the bane of Nigeria Public Service is the recruitment of
mediocre or totally unsuitable candidates of high merit. To Adebayo, it is important that the process of
recruitment or appointment should be an instrument for the promotion of efficiency in the Public Service
in particular. He further contended that man’s capability can best be demonstrated in fields most
familiar to him by showing interest, and the amount of training and experiences. And that when you put
a man on a job for which he has no interest, previous or background training then it is asking too much
to expect him to master that job immediately.
The emergency of “accidental teacher” caught the attention of Denga (1991) as he said that,
entry into the teaching profession has for a long century remained a relatively easy affair since the
“border” purported to protect the teaching profession has remained porous. School leavers waiting for
opportunities to either further their education or find good jobs would decide to teach as a stepping
stone.
This class of teachers popularly known as Pseudo teachers has for long invaded our secondary
schools. As earlier mentioned, many are products of polytechnics and even secondary schools and
their adverse effect on our secondary education cannot be disputed.
Even those trained as competent teachers cannot put in maximal effort due to condition of
service.
Denga (1991) is of the opinion that if teachers’ spiritual reward is in heaven, but “Heaven” does
not talk of material, let them enjoy a bit of material reward on earth like everybody else. Even if this will
add up to as a double dose.
It is disappointing to realize that the Nigerian teacher is not only denied of social welfare
service but also his basic salary. Teachers go for months without salaries. The non-payment of salaries
often leads to strike action with bad consequences on our secondary educational system.
ATTITUDE OF STUDENTS TO WORK
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Attitude borders closely on interest. Students could be made to develop the required attitude
towards school when their interest in the school has been developed, making them feel respected,
loved and needed is an exceptional way of developing the said interest. A school administrator who is
not in the best position to do this will surely give way to students developing the negative attitude
towards school. Pidgeon and Yates (1974) feel that when students develop an interest in the principal’s
leadership style, they may likely develop favourable attitudes towards the school and academic
pursuits.
According to Blair (1975) children at their formative stages in life have either positive or
negative feelings about situations, but when they are exposed to tangible experiences, they then form
their own opinion of them, thus developing their desired attitudes towards them. With these attitudes of
theirs, they could then see, think and react the way they feel emotionally.
Attitude therefore makes a student see the school curriculum as pleasant and worthy of getting
involved in or unpleasant and unimportant to participate in.
But today, very many things have portrayed the awkward behaviour of our secondary school
students in Nigeria.
Abenga (1984:1) has it that some student go as far as smoking Indian hemp and taking other
dangerous drugs, others still take to rudeness, cheating, greed, disrespect, lateness and sexual
immorality, yet other students deliberately violate school rules and regulations.
Nwankwo (1981) has it that “the symptoms of indiscipline are many and vary from school to
school and from place to place, however, some of them include general unrest, stealing, persistent
lateness to school, absenteeism, drug abuse and drunkenness and deliberate breach of school rules.
Analyzing causes of these acts in our secondary school, Bode (1980) apportioned blames to
parents for indisciplinary acts shown by students who carryover these defects from a family where
fighting, quarrelling, cheating, stealing, lying and other immoral acts are not frowned at, and hardly can
such students be convinced that such behaviours are bad.
In addition, many secondary school students indulge in these vices today because of poor plan
operations which lead to mushroom schools, shortage of skilled teachers, shortage of infrastructural
facilities, and poor management and administration of secondary education. The resultant effect is lack
of required skills expected from students.
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MANAGEMENT AND ADMINISTRATION OF SECONDARY EDUCATION IN NIGERIA
According to the American Institute of Management, management is defined as “getting things
done through others”. It can be scientifically defined as the co-ordination of all resources of an
organization through the process of planning, organizing, directing and controlling in order to attain
organizational objectives. It can also be seen as the supervising, controlling and co-ordinating of activity
to attain optimum results with organizational resources.
Administration is a component of management and is more concerned with the implementation
of policies.
Elsewhere, we mentioned poor plan operations having adverse effects on secondary education
in Nigeria as poor plan operations lead to haphazard implementation in terms of human and material
resources. At this point our attention has to shift to other constraints such as financial constraints,
change of leadership, political pressures and pressure groups.
FINANCIAL CONSTRAINTS
Uyanga(1998) states that without money, it is not possible to plan, train, retain or purchase
materials for learning. The cost of education has risen tremendously. Factors contributing to this are the
high cost of teachers; salaries, cost of programmes, inflation and its effect on learning materials,
facilities and equipment. Obviously, the amount of money required by Ministry of Education to
accomplish a project in one year may not be sufficient to accomplish the same project in the next fiscal
year. This is the outcome of inflation. Hence whatever investment the government is making tends to be
sub-merged, insignificant and inadequate. Unfortunately the public support financially is precarious.
CHANGE OF LEADERSHIP
As is often the case, an out-going leader leaves with his ideas about a programme and an incoming one comes with new ones. This is why it is necessary for plans to be well documented in line
with an appropriate planning procedure to enhance its continuity even when the principal actor is no
longer in the scene of events. In Nigeria the frequent changes in leadership have their effects on
planning. This is also an observable episode in the Ministry of Education with the regular reshuffling of
the Governor’s Cabinet and transfer of administrators and planners
Political Pressure and Pressure Groups
The effects of political pressures and pressure groups on successful educational planning in
Nigeria cannot be underestimated. These important factors have profound effects on planning as they
give rise to the rampant scramble for educational facilities and services in area not just of need and
suitability, but also in those areas from where political pressures are greatest.
Political influence is felt even in the appointment of competent staff to posts of responsibilities.
The quota system, reflection of the Federal, or State character has on many occasions led to several
competent administrators and planners relinquishing their posts if peace must reign. Indiscipline on part
of students coupled with incompetence on part of some secondary school managers or administrators
further compound the problems militating against secondary education in Nigeria.
POSSIBLE SOLUTIONS TO PROBLEMS MILITATING AGAINST EFFECTIVE IMPLEMENTATION
OF POLICY OBJECTIVES OF SECONDARY EDUCATION IN NIGERIA.
The idea that education is good (although functional education is better) is a fact that can not
be disputed. As Nigeria has opted for functional education, it is imperative not only to know the
problems but also the attendant prospects. Identifying these two elements is a sure way of paving the
way of the laudable and revolutionary programme in our system of education known as 3-3 system.
Government should embark on mass recruitment of graduates from our numerous Universities
of Science and Technology as teachers in secondary schools to teach science and vocational subjects.
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A technology centre should be established to manufacture, repair and do the servicing of
workshops equipment and other facilities meant for secondary education.
Government should open enough technical and vocational schools to be able to absorb all JSS
products who have the ability to do technical and vocational courses.
The Ministry of Education should set up an effective enlightenment committee on 3-3 system
to be able to tap resources from the community.
The provision in section 5(26) in which only the Government should regulate the establishment
of secondary schools in the country should be adhered to strictly.
CONCLUSION
The problems affecting secondary education in Nigeria are frightening. These include among
other things, financial constraints, inadequate planning, shortage of skilled teachers, inadequate
facilities and lack of political will. They are so frightening that many would have suggested that the
whole scheme be abandoned and a fresh start be made when Nigeria is better prepared for it.
However, it is obvious that Nigeria can never be a hundred percent ready for a system known
as 3-3 system of education, covering this large country. The right course of action therefore would be
for the country to forge ahead with the system and make adjustment here and there with time and as
circumstances dictate. This is because the system is so important to the nation’s hope of a
technological take off, and to prospect of a nation wide equalization of access to education that we
cannot afford to toy with by abandoning it today and picking it up tomorrow.
REFERENCES
Abenga, F.M. (1995): Principles and Practice of School Administration in Nigeria. Onaivi Printing and
Publishing Co. Limited.
Denga, D.I. (1981): Student Counseling: A major solution to Campus unrest. Lagos. Oril Egwa Limited.
Fafunwa, A.B. (1985) “The Educational Policy and strategy for implementation”. Seminar/Workshop on
problems and implementations of the 6-3-3-4 policy on Nigerian Education at A.B.U., Zaria.
Gould, W.T.S (1978): Guideline for School Location. Washington.
Gould W.F. (1980) Management. N.Y. the Dryden Press Lagos Sate Government: Seminar on school
Administration for principals and vice
Principals of secondary schools and Teacher Training Colleges, Ministry of Information Printing Division
1976.
Ijiga P.A. (1999). Towards a professionalized teaching profession in Nigeria in the next millennium. A
paper presented at the school of sciences week, (College of Education, Oju).
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Ojobo, P.F. (1995) Education, Science and Society. A paper presented at the school of sciences week,
College of Education, Oju.
Onwuka, U. (1989) The status of Teachers in Nigeria, Nsukka, Easy Quality Printing Press.
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for publication in the Book of readings by the School of Education, College of Education, Oju.
21
QUALITY ISSUES IN FRENCH LANGUAGE
IN NIGERIA
Amah A. Solomon
Department of French,
Federal College of Education, Pankshin
ABSTRACT
124
The low quality of French language products of our schools is a thing of great concern as this
has not affected the French language Education, but also the entire education system of
Nigeria. There are barriers that are responsible for the situation which has negative
consequences for French Language Education in the country. These barriers, among others
include, ineffective teaching of French in secondary schools, inadequate teachers, inadequate
instructional materials and infrastructural facilities, ineffective methods etc . The paper
examines French Language Education at the secondary level of Nigeria’s educational system,
the objectives, barriers and attendant consequences. It also proffers constructive suggestions
on how to make French Language Education at the secondary school level more qualitative
and result oriented.
INTRODUCTION
Much has been written and said in recent times about French Language, its status and
importance in Nigeria. The language has been playing some significant roles in the development of
Nigeria, socially, politically, economically and technologically. With regard to its status, there has been a
very significant positive transformation for French Language. It has moved from non-recognition to
recognition, from a mere foreign language to a second official language in Nigeria, from an elective
status to being compulsory at both primary and JSS levels (NPE, 2004). In addition, the language has
been seen in different perspectives; no longer a mere academic subject, but also an important
discipline of study and a means of providing or creating career and job opportunities for Nigerians. No
wonder then that French language is being taught at all levels of education system of the country:
Primary and Secondary schools, Colleges of Education, Polytechnics and Universities.
The teaching of French in Nigeria started long ago in secondary schools. However, the
teaching and learning of the language at this level still remains ineffective. In other words, one cannot
be proud of the quality of French language products of secondary schools in Nigeria because their
performances are low. Several barriers are responsible for this ineffectiveness. This paper intends
therefore, to identify the barriers to quality French Language Education in the nation’s secondary
schools and the attendant consequences. Equally, the paper proffers some constructive and realizable
suggestions at making the French Language Education in Nigerian Schools more qualitative, and thus,
contributing towards quality education in Nigeria. Before we go ahead to examine the barriers to quality
teaching and learning of French, it is not out of place to start first, by looking at some concepts such as
education, quality education, French language education and the objectives.
EDUCATION
Education is said to be the total process by which knowledge, ideas, facts, skills, attitudes and
societal values are acquired or learned and developed. Education remains the most essential and
potent instrument for individual and national development. Without education, it is impossible to achieve
any meaningful development. This assertion is confirmed by the National Policy on Education (2004)
which described education as “an instrument par excellence for effecting national development.” It
states further that education fosters the worth and development of the individual, for each individual’s
sake and for the general development of the society.
QUALITY EDUCATION.
The New International Webster Dictionary of English Language defines the word quality as
“that which makes a being or thing such as it is a distinguishing element or characteristic.” “Degree of
excellence; relative goodness or high quality of something.” For the Oxford Advanced Learners’
Dictionary, the term quality implies “the standard of something when it is compared to other things like
it.” From the foregoing, quality means a high standard of something. Quality education therefore means
a high standard and excellent education. This implies relevant and functional education that is capable
of making an individual and society self-reliant and self-sufficient. It is the type of education that meets
125
or satisfies manpower demand of the society. The National Policy on Education (2004) stresses the
need for a functional education that would eradicate illiteracy and improve individual standard, enhance
family status and the society at large.
FRENCH LANGUAGE EDUCATION
Generally, Language Education can be stressed as the education in language(s) (Awobuluyi,
1992, Amah, 2009 and Odewumi, 2009). In other words, it is the type of education which lays more
emphasis on the study of language (s), be it national or foreign languages. Language Education is
aimed at not only enhancing interpersonal communication and general communication but also, it is for
the purpose of training and producing professionally qualified and competent manpower in languages.
French Language Education is therefore, education in French Language. It is the of education
that is targeted at training and producing qualified and competent manpower in the language, needed in
education industry, administration, local and foreign industries, markets, companies, banking,
maritime/shipping etc. The other purpose of the French Language Education in Nigeria is for the
training and production of Nigerians in the language to enhance international communication and
diplomacy, to foster regional and international peace, unity and progress.
French language Education does not mean training in grammar or in the four language skills
(i.e speaking, listening, reading and writing) only. It involves exposing learners to French and
Francophone African literatures, cultures and civilizations. The Nigerian cultures and civilization are
also taught in French, comparing them with other people and appreciating them. Thus, learners are
exposed to and made to be aware of their own immediate environment and that of the others. Thus, the
skills, attitudes, values as we’ll as the knowledge acquired help for the development and survival of the
individual (learner) and the society at large. These are in consonance with the Nigeria’s educational
aims and objectives as are contained in NPE (2004). These objectives among others include:
1.
The
inculcation
of
national
consciousness and national unity.
2.
The inculcation of the right type of
values, skills and attitudes for the survival of the individual and the Nigerian society.
3.
The training of the mind in the
understanding of the world around.
4.
The acquisition of appropriate skills,
abilities and competences both mental and physical as equipment for the individual to live in and
contribute to the development of his society.
THE OBJECTIVES OF FRENCH LANGUAGE
The general and overriding objective of teaching and learning French at the secondary level is
to facilitate interaction with our neighbours i.e. the French-speaking countries (NPE, 2004). However,
the précised objectives of French at the Junior Secondary School are, as outlined in the National
Curriculum for Junior Secondary School (2001). That at the end of their three year, learners should be
able to:
i.
Comprehend French expressions
necessary for seeking and obtaining solutions to his/her immediate personal problems and or
satisfying his or her immediate needs such as, attracting peoples’ attention, asking for information
etc.
ii.
Comprehend
simple
verbal
presentations of events, plans and projects yet to take place.
iii.
Comprehend verbal narration of
stories and events within their range of experience that have already taken place.
126
Use intelligently and appropriately,
oral expression and structures related to the situation in 1-3 above.
v.
Read
correctly
and
with
understanding including oral and written French, appropriate to the situations outlined in 1-3 above,
vi.
Produce in conventional letter writing,
French language activities in the situation outlined in 1-3 above.
iv.
The general objectives of French at the senior secondary school level as stated in National
Curriculum for senior Secondary Schools French (2001) are as follows:
i.
To teach the learners to communicate
in French language through the systematic use of the lively communicative method.
ii.
To widen the scope of the learners’
knowledge about the French and French speaking world.
iii.
To assist the teacher in his
presentation of the subject in the simplest possible manner, in order to sustain the interest of the
learners.
iv.
To encourage teachers to lead the
learners to use French language as a tool for enhancing technological excellence in whatever
discipline they may choose in future.
v.
To encourage the innovative capacity
of the teacher who should be able to improve on materials in order to enhance effective delivery.
vi.
To be the synthesis of past Nigerian
syllabuses as well as those of other countries and benefit from the experience of the past in order
to fit into the present modern Nigerian context.
vii.
To help textbook developers to
produce teaching materials that will adequately reflect the communicative method approach in
modern language learning.
BARRIERS
Several barriers have been identified as hindering qualifies French teaching and learning in the
country’s secondary schools. However, only major barriers will be discussed in this section of the
paper. The major barriers include inadequate teachers, ineffective implementation of French particularly
at the Junior Secondary level, inadequate infrastructural facilities, instructional materials, ineffective
methods, learner’s attitude and inadequate periods.
INADEQUATE TEACHERS
Shortage of teachers of the language has contributed to the ineffective teaching and learning of
French in secondary schools. Despite the fact that government has made French language a
compulsory subject at the Junior Secondary School level, many secondary schools do not teach French
at all because teachers are not available. In some schools where the language is being taught, only
one or two teachers are found handling the whole arms of JSS and the senior secondary section in the
case of those offering the subject at that level. In some cases, the teachers teaching French are not
trained, probably, they are university graduates who do not possess professional qualities and or skills
to effectively teach the language. Some who are trained teachers like the NCE and B.A. (ed) or B.Ed
holders in French do not have the competence to impart. Some cannot even speak French well, how
then can they impart knowledge effectively. Also, it is observed that some of the teachers cannot
motivate their students to learn French because they themselves are not motivated due to poor pay and
conditions of service. Studies and experience have shown that some French teachers in secondary
schools are not conversant with their field. In addition, some are drunks who do not take their job
seriously. The above mentioned situations are contrary to that section of the NPE (2004:33) which
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states that “no education system can rise above the quality of its teachers.” It is in the same notion that
Ukeje (1976: 19) warned:
It is a national suicide for any
Nation either by design or by accident to have its
Best brains design its bridges and construct its
Highways, cure its sick and formulate and
Interpreter its laws, whilst its poorest brains
Educate its youths. The teacher is the builder of
Tomorrow; poor teachers will build poor tomorrow.
INEFFECTIVE IMPLEMENTATION OF FRENCH
The ineffective implementation of French teaching and learning particularly at the Junior
Secondary level due to inadequate teachers and lack of political will on the part of the government have
hindered effective teaching of the language.
Many schools have not been teaching French at the JSS level as stated in the NPE (2004) yet
the Government has done nothing to remedy the situation either by recruiting more teachers or
sanctioning those schools that have refused to implement the policy’s provision. Though some private
schools have fully implemented the policy, but they are very few in number. Even then, the teaching is
ineffective because the few teachers that are available to teach French are over worked. Consequently,
they cannot deliver quality teaching since they cannot properly evaluate all the students due to their
large number.
INADEQUATE INFRASTRUCTURAL FACILITIES
Shortage of infrastructural facilities such as desks, tables, chairs, good quality chalkboards and
classrooms has hampered the delivery of quality teaching and learning of French. In a number of
schools, students sit on bare floors, rooms have no doors and windows. There is also the problem of
how can effective teaching and learning take place under such unconducive environment? But these
situations are real in our schools except for a very few that are located in the Urban areas that have
seen a semblance of renovation. These situations have resulted in very low quality teaching and
learning, characterized by poor or low performances of the students. The attendant effect is that, at the
end of the three years of JSS, no-student, or a negligible number of students continues with French at
the SS level. This is what is responsible for the low enrolment of French students at the tertiary level.
INADEQUATE INSTRUCTIONAL MATERIALS
An inadequate instructional material in many secondary schools in Nigeria is another major
barrier to the delivery of quality teaching and learning of French. It is noticed with dismay that
instructional materials are either inadequate or completely lacking even the commonest ones like
textbooks, illustrated materials, pictures, and objects that can easily be provided by the teachers. In
some schools, even the recommended textbooks are not available, and where there are, are grossly
inadequate in number to provide effective teaching and learning. Again, it is noticed with great concern
that in some of the schools were teaching aids such as tape-recorders with recorded cassettes, maps,
illustrations, flannel graphs and others are available; the French teachers are reluctant to use them. It is
this unwillingness to use the available teaching aids by teachers that Farrant (1975) commented. “The
most common excuses made by teachers are that, teaching materials are difficult to obtain and
expensive to buy”. Teaching materials are very useful in making teaching and learning more effective,
lively, and learners tend to understand lessons fully and quickly too. The absence of or non-use of
instructional materials make teaching dull and ineffective. In this kind of situation, no appreciable
teaching and learning can take place.
FAULTY METHODS (S)
128
The term “method” implies approach or way any teacher gets about the business of imparting
learning experiences. In most schools visited teachers are still using the traditional methods (ie manual
+ translation + chalkboard) in teaching French in this 21st century! This method is not only archaic but
also ineffective in the sense that it is teacher –centred method and not learner centred method. It does
not give room for students to learn effectively since they are not allowed active participation in the
classroom. In other words, students are passive listeners in the classroom. It is a known fact that
learners understand faster and retain what they have learned if allowed to do it themselves. Thus,
traditional method(s) are to be avoided as they cannot help the learners to achieve any degree of
automatisation.
LEARNERS ATTITUDE
The negative attitude of secondary school students towards French language is also a major
problem militating against qualitative teaching and learning of French. The negative attitude is seen
through their nonchalant attitude or show of no interest in the subject (language). The reason for this
negative attitude is informed by their ignorance of the importance of French to them. It is because of he
ignorance of the importance of French to the individual and the nation that Ahukanna (1987) has this to
say:
Les etudiants qui abanddonnet
L’etude du francais le font parce
qu’ils ne variant pas l,utilite ‘de
Cette langue au Nigeria.
Those that offer it, do so for the purpose of passing examination since the system has
imposed the subject on them. Since there is no willingness, there is surely no enthusiasm to study the
language beyond JSS or SSS levels.
INADEQUATE PERIODS
There is also another problem of inadequate periods allocated to French in the schools
timetable. In most of the schools visited except federal colleges, French is allocated only one period per
week. Only a few schools allocated two periods to French. It is again, observed that most of the periods
given to French are in the afternoon (i.e after short break) when both the students and teachers are all
tired. As a matter of fact, no effective teaching and learning can take place in this kind of situations.
129
CONCLUSION
The paper has identified and discussed those barriers that are militating against quality French
language education at the secondary school level of Nigeria’s education system. The situation of
French teaching and learning at the secondary level is deplorable and unless some drastic measures
are taken to arrest the situation, it may worsen. If this situation degenerates, we may not be able to
actualize our dream of qualitative French language education in the country.
RECOMMENDATION
It is the belief of this paper that if the following recommendations are properly adopted and
implemented there will be a drastic positive change in French teaching and learning and learning in our
secondary schools. Thus, our desire for quality and result-oriented education in French language will
surely be achieved.
1. French language should be taught only by well trained and professional/qualified teachers who
Have sound knowledge in the language, and are competent to impart it to the learners. Teachers
that are incompetent and incapable should be flushed out. In addition, teachers should be retrained
always to enable them handle the subject with effectiveness and efficiency. This can be done
through conferences, seminars etc.
2. Government should as a matter of urgency, recruit French teachers in large number and deploy
them to various secondary schools across the country. This can be done through the national
teachers’ scheme.
3. Government needs to produce and provide schools with adequate infrastructural facilities such as
desks, tables, chair etc. more classrooms should be constructed. The existing ones which are in
bad condition should be renovated. Equally, good quality chalkboards be provided to enhance
functional teaching and learning.
4. Government should as well provide schools with adequate relevant instructional materials such as
visual and audio-visual materials: books, pictures, illustrations, flannel graphs, radio, television,
overhead projectors, audio-visual cassettes, DVD player’s etc. This is important because we cannot
toy with the fundamental and indispensable level of education, for doing so, will hamper our move
to national development.
5. French teachers should employ only effective methods to teaching French. In this case, I strongly
recommend the communicative method. Traditional methods should be completely discarded.
6. Government should direct principals of secondary schools to allocate more periods to French.
Three to four lessons per week will do.
7. Teachers should take their task of teaching with all seriousness and enthusiasm, and to ensure that
their learners are well motivated and taught. The teachers should aim always at not only producing
intellectualism in their learners, but also, as Anikweze (1995:15) said:
REFERENCES
A well adjusted, self-reliant, productive, sociable
Personality. Such a qualitatively educated person is
Mentally alert, physical and vocationally balanced
Morally sound and spiritually committed to the service
Of God and mankind
130
Ahukanna, J.G.W. (1975). Le Comportement de persistence d’ abandon dans l’ acquisition du fransais
Langue e’trangere au Nigeria: Le role de motivation et d’ attitude. In Amah, S.A. (1995). Being A
PGDE Project (Unpub.), Submitted to the Institute of Education, University of Jos, Jos.
Amah, S.A. (2009) Family and the Relevance of Language Education in Nigeria: the case of French.
Jos: Akins Press and Services Nig.
Anikweze, C.M. (1995). Improving the Quality of Primary School Teachers in Nigeria. The Nigerian
Teacher Today, 4 (1), 150-161.
Awobuluyi, O. (1996) Language Education in Nigeria. Theory, Policy and Practice. Fafunwa Foundation
Internet Journal of Education.
Farrant, J.S. (1975) Passing on the Heritage of the Past. In Amah, S.A. (1995). The Teaching and
Learning of French Language in Secondary Schools in Pankshin L.G.A of Plateau State:
Problems and Prospects (Unpublished PGDE Project, submitted to the Institute of Education,
University of Jos, Jos.
Federal Ministry of Education (2001) National Curriculum for Junior Secondary Schools French.
Abuja:NERDC Press
Federal Republic of Nigeria (2004). National Policy on Education. Abuja: NERDC Press.
Hornby, A.S. (2000) Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford
University Press.
Odewumi, O. (2009) Rebranding Nigeria: The Role of Language Education. Being a Conference Paper
Presented at Federal College of Education, Pankshin, July 14-16.
The New International Webster’s Comprehensive Dictionary of English Language: Encyclopedic Edition
(2004). New York: Trident press International
Ukeje, B.O., (1976). Evaluating the Teacher. The Nigerian Journal of Education, 1 (1), 14-27.
131
22
QUALITY ISSUES IN LITERATURE
EDUCATION IN NIGERIA: CHALLENGES FOR
THE LITERATURE TEACHER
Aisha Dauda Daura
Department of English,
Federal College of Education, Katsina.
ABSTRACT
This paper attempts an assessment of some quality issues in literature education in Nigeria
and the contributions and use of literature as a major tool in the enlightenment, propaganda
and awareness of the society as well as a major tool in the inculcation of basic moral values
geared towards developmental socio-economic changes. The paper highlights the contributions
of literature in galvanizing the society, and the challenges of the literature teacher as a
redeemer, who is endowed with the ability to steer the wheels of the future generation thereby
saving the society from becoming morally, spiritually and psychologically debauched.
INTRODUCTION
The overall development of a nation socially, economically, educationally, scientifically,
emotionally as well as psychologically depends to a large extent, on the standard and quality of her
education and as such her populace. More so, quality education and qualitative personnel cannot be
achieved and produced if the society or nation that is culturally, morally and traditionally dissolute. A
society or nation that is culturally impotent, no matter its level of technological and scientific
advancement and achievements is generally profligate. Education can thus only thrive and produce
meaningful developments in an atmosphere devoid of immorality, hypocrisy, nepotism and other such
social vices.
Literature Education, the means through which a society learns of itself-its culture-and thus of
others creates a knowledge and awareness of culture, tradition and identity thereby providing the basis
upon which to adopt and accept other cultures. Literature education is the inculcation of basic societal
ethnics, cultural values, religious ethnic as well as essential moral values, this is manifested in the
plethora of literary texts, and this calculation of moral values is especially seen in oral literature which is
the oldest form of literature. From childhood, our behavior is molded through folktales, tales by
moonlight, myths and legendaries narrated by the society, this process of moral education becomes the
skeleton upon which the society builds its moral values as examples, through those folktales the child is
trained to respect his elders, abide by the society’s rules and regulations, and abstain from immoral and
illicit behaviors, cheating and theft. In those tales, the consequences of such illicit behaviours are
shown to be severe, and as such in most cases, through animal tales the child is trained not to tell lies,
steal, cheat or disrespect his elders. This essential moral value shapes the child’s behaviour from early
age to adulthood. It is also in those tales that literature is used to approximate the social and
philosophical basis of the populace thereby bringing out the deep humane elements in the people’s
characters, values, quantities, courage, valor, ideas and potentialities. Therefore, for Nigeria to achieve
on agreeable level of qualitative education, its youth must be inculcated with the right kinds of moral
values. The high level of immorality, theft, scandalous mismanagement of public funds, greed,
hypocrisy, nepotism and other social vices that crippled Nigeria today cannot be unrelated to lack of
proper and essential moral background, lack of cultural/traditional as well as religious awareness. It is
only when a society is highly aware of its basic and cultural/moral values that its citizens can become
responsible members of the society and as such, able to use whatever resources available to them for
132
meaningful national development. It is therefore correct to link the attainment of a qualitative education
of a nation to the level of its morals, as such literature, as a basic tool for the inculcation of moral
societal values, becomes an indispensable tool in the attainment of a nations educational objectives.
QUALITY ISSUES IN LITERATURE EDUCATION IN NIGERIA
The major and most important quality issue in literature education in Nigeria is the inculcation
of basic moral/cultural values. Moral education in literature is not found in writing but in the aesthetic
use of words with intent to produce effect on the reader or audiences. The contemporary view about
this generation is that, the society is passionate, petulant and apt to be carried away by its impulses
and the need to accumulate wealth and adopt foreign values without self restraint. Crime is always on
the side of excess, the deficiencies of parents, teachers, religious institutions and the social order has
led to societal misdeeds, which calls for a new awakening and repositioning of our youths in the school
system, and has thus posed an enormous challenge to teachers, especially Literature teacher, who in
this respect, becomes responsible for selecting and using those literature texts, that address these
issues. One would agree with Adeyanju (1999) that:
a nation literature is its image and its
ideology and through it a nation becomes
aware of itself and its foundations (1999:187)
For an individual to be regarded as educated, he must be initiated into something which is
worthwhile. Peter (1978) stresses that, the first and most important criterion in educating a person is
that, something of value must be passed on in an activity which is properly to be called education.
Literature has been used as a means of propagating ideologies and the struggle for the control
of the conscience of man. Literature describes, teaches and inculcates moral cultural values. Another
important issue in literature education is that of preserving and propagating a culture. The cultural value
of a people, as earlier stated, encoded in their literature. Anyone who reads the writing of Chinua
Achebe, Wole Soyinka, Zainab Alkali, Amos Tutuola, Flora Nwapa and host of other Nigerian literary
artists for instance, gets to be enriched in the multi-cultural values of the Nigerian society. The writers
purposely idealize their heroes and heroines or Kings/Queens as models worthy of emulation. In most
of these stories, the reader always relate the lives of the leaders in the story with the leaders in the real
world and as such, looks up at the fictional leaders as a salvation and way of restoring his faith and a
means of providing hope for social salvation in the real world. Literature in this respect helps to train the
critical faculties of the young generation, who are the future leaders of our society, on the needs and
aspirations of their people. A good number of Nigerian literatures have celebrated and exposed the
inherent and hidden political swindle, poor governance, injustice and selfishness of our leaders. A case
in point is two major Nigerian literacy artists: Wole Soyinka and Chinua Achebe. In Trials of Brother
Jero and Things Fall Apart, both writers satirically portrayed Brother Jero and Chef Nanga respectively
as false prophet and political leaders whom the society looks upon as worthy of emulation, they are
both later portrayed to be deceitful, false, corrupt, selfish, both politically and religiously corrupt, an
attitude typically and common with our political and religious leaders. Moreover, through social realism,
literatures have raised quality issues that go beyond private conduct to problems of morality in public
affairs.
These literatures have been used to propagate the rich and multiple Nigerian cultures globally.
Literature educates in a very subtle way, through stories of myths and legendaries, it inculcates
the spirit of selfish service to the society. The reading of a good literature can bring a man more closely
into contact with the real world than he could ever have experienced. Consequently, through literature
the reader can equip himself to lead his life among his fellows with an adequacy, satisfaction and
understanding he would not otherwise have known. This is made possible by the fact that what is read
is the product of the writer’s interpretation of his society. This lead to national peace, unity integration, in
that it is only when an Igbo man is conversant with the culture, tradition and region of a Hausa or
133
Yoruba man that both can live peacefully, which is another quality issue in literature education, that is,
inter-cultural/tradition/religious awareness, without literature, our experiences and knowledge of
mankind will be infinitesimally narrow, as Moody (1991) reaffirmed
Literature then offers a vast reservoir of human experience,
and of judgment, of experience, a development of imagination
and entry into human situation which otherwise might fall outside
our ken (1991:16)
National consciousness and awareness is another quality issue in literature education. Over
the decades, literature education has served as a tool in promoting socio-political awareness among
the populace. This is evident in the pre-colonial and colonial literatures in which various literacy artists
have advocated for independence thereby exposing the inherent colonial mal-administration which has
helped in the attainment of independence.
Furthermore, from plethora of War poems written by Nigerian soldier poets as well as other
poets, the rate of war has been reduced to the minimal, violent cultural conflicts have also been
reduced. Through the poems of for example, M.J Vatsa, and other poems by Chinua Achebe, Wole
Soyinka and others, the Nigerian populace was enlightened on the dangers and negative
consequences of the Nigerian civil war which has helped tremendously in preventing the occurrence of
subsequent civil wars.
Literature therefore, under this present political chaos, instability and political hypocrisy appeals
to the emotions and minds of the leader and the led. The reactions expectedly revoked in the mind of
the reader is general towards creating a positive mind in the leadership/political ambition of our youth,
Plato’s belief as cited by Chiegeonu (1999), that literature has the capacity of “inducing an appropriate
feeling in the rulers”, reminds us of the major quality issue in literature education in Nigeria as the basic
tool of shaping the future of our youth as well as the future of the country.
CHALLENGES FOR THE LITERATURE TEACHER
As teachers, the blame for the fall of morality in our youths today is partly ours and partly the
whole societies. The responsibility of inculcating basic moral values lies in the hands of teachers. As
has been enumerated, literature inculcates and creates awareness to the populace. Literature induces
the whole ways of life of a people at a given time. Literature teachers should make sure that texts
selected for study reflects the socio-political situation of the country. Students should be introduced to a
variety of national and international literatures so as to foster inter-cultural awareness amongst our
youths. The teacher of literature needs to look into the plethora of literary texts available, not
necessarily within the Nigerian socio-cultural situations, but also across the globe. Texts selected do
not have to be written by Nigerians about Nigeria. what is important is that the selection should be
capable of helping the learner to recognize the truth of the fictional representations when he compares
them with the realities of his society. I will like to disagree with some literary critics that foreign literature
alienates an African pupil from his environment and makes his knowledge superficial and his faculties
weak. On the country, foreign literature when carefully selected and taught with the pupils societal
background and needs at the back of the teachers mind, helps broaden the learner’s horizon as well as
foster his understanding and appreciation of other cultures.
A good number of African literatures have tried to correct the societal ills, exposed the rank
disparity between national goal and oath of office, and actual performances of the privileges people in
and outside the government. Thus, on the one hand, the writers portray the privileged class, political
leaders, bureaucrats and business men, as not meeting the expectations and the needs of the society,
and that their administrative and social demeanor is at variance with their oath of office, and on the
other hand, the writers as well strive to awaken the society, to find an end to the abuse of power by
select individual in the society. In view of the present political chaos, high level of immorality, it is the
role of the literature teacher to select texts that reflects these societal vices from various social set-ups
134
so that the pupils will be aware of what is happening in other societies and /or how other people have
faced and tackled similar problems. The teacher of literature therefore, has the responsibility of
inculcating in his students, the desire to fight these societal vices in the most patriotic manner. The
literature teacher must, while selecting the texts to be studied, develop an effective methodology for
teaching them. There is no doubt that, a purposeful and careful selection of literary materials and an
effective teaching methodology will create in the students, the right spirit necessary for solving these
national problems for national development.
CONCLUSION
So far, the foregoing discussions have been an attempt to enumerate some quality issues in
literature education in Nigeria, which are no doubt, relevant not only to quality issues paramount in the
inculcation of basic societal values and morality, with a view to producing just and egalitarian society, a
society free from indolence, nepotism, bribery and corruption, mutual mistrust, vindictiveness, injustice
and unimaginable crave for wealth.
Nigerian literary artist and teachers, thus, have a duty of drawing their readers/ pupils to the
varying societal short comings, with a view to inculcating the spirit of patriotism, unity, peace, stability,
mutual cultural/ religious understanding so that, the society is saved.
REFERENCES
A.O Adeyanju (1999) Teaching Literature for Social Change and National Development, in
Advanced Studies in Language and Literature. Vol I
C.L Inner (1990) Chinua Achebe. Cambridge: Cambridge University Press
Chiegeonu. (1999) The Study of Literature and Criticism. Ibadan: Emolab-Jay Communication
Jones, E.d (1973) The Writings of Wole Soyinka. London: Janes Curracy
M.J Vatsa (ed). (1978) Voices from Trench Enugu: Fourth Dimension Publishers.
Moody H. (1991) The Growth of African Literature. London: Heinemann
135
23
QUALITY ISSUES IN LANGUAGE EDUCATION:
THE ROLE OF A HAUSA LANGUAGE TEACHER
Mannir Shahu
Department of Hausa,
School of Languages,
Federal College of Education, Katsina .
ABSTRACT
The quality of education generally depends largely on the quality of the teacher. If the teacher
lacks necessary where-withal to impart knowledge the quality of the education will be affected
negatively. This paper focuses on the role of a Hausa language teacher in ensuring quality in
language education. It asserts the position that a teacher is indispensable in language
teaching. The paper brings out the problems of teaching Hausa language such as in
inadequate facilities, lack of motivation etc, and recommends the strategies to promote the
quality of a good teacher which include mastery of subject matter.
INTRODUCTION
The role of language in the educational system and national development cannot be over
emphasized. The National Policy on Education (NPE 1977) as revised severally up to 2004) has
recognized the importance of language in education. It is through language that ideas are exchanged;
beliefs shared, social interaction promoted, national cohesion fostered and cultures preserved. As
teachers we need a rich and stimulation environment to be able to teach language effectively.
Language according to the encyclopedia Britannica is defined as “a system of conventional
spoken or written symbols by means of which human beings are members of a social group and
participants in its culture communicate”. Bloom and Laley (1978) equally see language as “a code
whereby ideas about the world are represented through a conventional
system of arbitrary signals for communication”.
From the above concepts of language, it is of importance to note that language is an instrument
or a tool through which we communicate our ideas, athletic feelings philosophies and morals, social,
religious, cultural and other values to others. At the same time through language others can
communicate their feelings and views to us. More so language can be seen as a channel through which
people in the same community or society interact with each other in terms of their day to day activities.
Language has a great force in human society and indicates how the society is structured.
THE ROLE OF A HAUSA LANGUAGE TEACHER:
Some linguists have discussed the roles of the teacher in a communicative approach to mean
facilitating communication and acting as an independent participant. In fact these roles, as observed by
Breen (1980) as cited by Danmmmaigoro (1996) imply a set secondary roles for the teachers; first as
an organizer of resources and as a resource himself, second as a guide within the classroom
procedures and activities, actual and observed experience of the nature of learning and organizational
capabilities.
A Hausa teacher according to Garba (1994) is supposed to be a person equipped with
adequate knowledge and practical teaching skills capable of disseminating same to the students
through a well selected set of techniques which is fudged to be relevant to the students’ interest, ages,
experience and status. Unfortunately, the teaching of Hausa language has been found wanting from the
Hausa teachers themselves for lack of competence.
RELEVANCE OF HAUSA LANGUAGE
136
Hausa belongs to chadic language, a sub-group of Afro-aeiac language family with over fifty
million speakers since 1996 (Furniss 1996). It is the most important language, south of Sahara. And like
Bargery (1954) has predicted in his introduction to Hausa-English Dictionary, it has attained lingua
franca status in many West African Communities.
Hausa language enjoys wide researches in all levels and stages of language studies in Nigeria
and many overseas Universities. It is studied in all primary schools in Hausa land in fulfillment of
UNESCO condition of instructing children in their mother tongue for the first three years of U.B.E.
The National Policy on Education has also made it a mandatory subject for Senior Secondary
School Certificate Examination (NECO), WAEC and NABTEB along with two other Nigeria languages
(Igbo and Yoruba). So it is a core subject and therefore compulsory. The objectives of teaching in
Secondary schools include among others:
(a) To enable candidates to speak, read and write completely in Hausa and communicate effectively
with their neighbours
(b) To familiarize them with the sound system and grammatical structures of Hausa.
(c) To expose candidate to their culture, customs and institutions.
(d) To acquaint them with the necessary tools needed for creative writing and appreciation of Hausa
language and literature.
The literature aspect consists of Hausa oral literature customs and institutions as well as indepth study
QUALITY IN LANGUAGE EDUCATION
For any person to think something being qualitative, there must be an explicit demonstration of
excellence i.e. outcomes or results have to be yielding or promising. Generally speaking, the yardstick
used to measure or assess the quality of an enterprise is the end result of that enterprise whether a
success or a failure.
Measuring the quality of Hausa language teaching in Nigeria is possible when we cast our
attention to the general performance of students in final examinations over the years; the situation has
been very appalling because there used to be a general outcry after every examination one hears
comment or remarks like: “Students are not performing”. The result is very poor” the result is a disaster”
etc.
Examination bodies like WAEC, NECO and others are making significant contributions towards
seeing a change of scenario but to no avail. Therefore, for one to assume that the quality of language
teaching is poor in the country. Students who cannot listen to or read cannot respond appropriately.
It is obvious professionally and functionally that the country Nigeria cannot develop without
quality language education that ensures efficient and self-reliant effort. Quality language education
depends to a great extent on the resourcefulness of the teacher, his disposition, his knowledge of the
subject matter etc. A Hausa teacher is required to be proficient in the language he is supposedly
employed to teach, one who is capable of using the language in various situations. The teaching of
linguistics aspect should be directed towards producing good result and the overall objective must be in
line with the Federal Ministry of Education (FME, 1985) Policy Statement on Education as contained in
the language curriculum.
To ensure quality, Hausa language teachers should aim at teaching students essential
language skills or reading, writing, speaking and listening through carefully designed programme of
activities so that students can acquire the basic skills of communication.
Qualitative Hausa Language education requires a special and skillful approach and this
demands the services of people who are qualified and who possess a good mastery of the language. A
Hausa language teacher is supposed to have a very high degree of communicative and linguistic
competences. He should have the ability to use the language proficiently in communication both in the
classroom and outside the classroom. He should guide the students to appreciate the role of the
language in effective communication in real life situations.
137
It is important to introduce variety of teaching activities in our Hausa language classroom if we
want to produce good students. Language curriculum should contain a very good range of grammatical
aspects, oral composition and comprehension, orthography of the Hausa works and listening activities.
GRAMMAR
Here through practice, demonstration, the use of devices, the teacher can teach aspects like
typology and functions of parts of speech e.g. nouns, pronouns, adjectives, verbs, adverbs, particles,
determiners, qualifiers, sentences, phrases, clauses, gender and number agreement etc.
ORAL COMPOSITION
To develop this skills fully, the Hausa language teacher must train the students on the utilization of
Hausa language for day to day purpose in and outside the school system.
Here students should be introduced to exercise to write composition and comprehension of
topical issues relevant to the society/locality such as politics, religion, education etc.
The Hausa language teacher should try and teach the students on how to express themselves
through writing Ajami, to know the styles of Ajami writing, standardization and orthography as well as
the orthography of the Hausa language and punctuation marks.
The Hausa language teacher must use all resources within his disposal to present all language
items to enable students understand the course fully. The teacher uses different teaching methodology
and various approaches to present items in a manner that students will understand. By virtue of his role
as the engine room of knowledge, the Hausa language teacher should not sick to only method or
approach. He should vary his teaching methodology.
PROBLEMS AND PROSPECTS
As pointed out the falling standards of education has always been a disturbing issue at stake.
Among the very serious problems identifies by many linguists e.g. Azikiwe U. (1988) are:
(a)
(b)
(c)
(d)
(e)
(f)
Problem of over population of Hausa language classrooms.
Problems of non-standard writers
Problem of inadequate teaching facilities
Problem of inadequate and unqualified staff
Poor or lack of motivation
Poor teaching methods
OVER POPULATION OF HAUSA LANGUAGE CLASSROOMS
It is a common knowledge that the demand of education in the country is very high. The
population of students offering Hausa in our secondary schools has been a serious problem with our
educational system. A Hausa language classroom should contain about 35-40 students or so.
Where the number is manageable the teacher can give his attention to every student
effectively. Unfortunately, nowadays we find a situation where classrooms contain students ranging
from 100-140 or more. There is no way a Hausa language teacher can control a classroom of this size.
The teacher cannot give every student his attention. There is also the question of class management.
The condition of learning is also not conducive. This kind of atmosphere is seriously militating against
quality education and is an important factor militating against the failure of students. Quality cannot e
compromised with quantity.
PROBLEM OF NON STANDARD WRITERS
138
In order to teach students the art of orthography, a lot human and material resources are
necessary. Teachers are the human resources that are saddled with the responsibility of training the
students all those aspects of orthography and standard Hausa.
A Hausa teacher is therefore required to be competent and proficient in the language he is
required to teach. He should know better in the orthographical aspects.
However, very many of our Hausa language teachers today are not properly trained. Many of
them do not have a good mastery of the subject they are supposed to teach. A lot of the Hausa
teachers in our schools today cannot write correctly. The question then is, how can these types of
teachers produce good results? The answer to this question is that our schools will continue to produce
students who are half baked and who cannot write correctly.
INADEQUATE TEACHING FACILITIES
Teaching facilities are the materials and devices used in learning situation to supplement the
written or spoken words in the transmission of knowledge, attitudes, ideas and facts to learners. These
include classrooms; seats chalkboard, chalks, text books etc.
The provision of these materials will make a Hausa language class lively because students will
not be passive but will always be active. Inadequacy of these materials makes teaching to be
successful. Students cannot make association and learning only takes place in abstraction. This factor
also plays a role in the failure of our students in examination.
INADEQUATE/ UNQUALIFIED STAFF
There has been shortage of Hausa teachers. This shortage is mainly due to the fact that only
very few people pursue the study. This attitude is traceable to our colonial experiences where we were
socialized into believing that Nigerian languages and culture are inferior and unworthy of any serious
attention. So very few students go to study Hausa language at the tertiary level. Out of the few studying
this subject, many do not teach, as they are often given employment in better places.
PROBLEM OF MOTIVATION
Motivation is an aspect of psychology of learning that must guide the teacher if he wants the
leaner’s to achieve the desired change in behaviour. It is the arousal of tendency to act or behave
towards a goal which is selected in preference to all other possible goals.
It is the role of the teacher to motivate his students to be interested in what goes on during a
Hausa language lesson. The students must see the need to be properly and wholly integrated into the
target language and not to see the language as a means towards achieving an aim of ambition in life,
as seen in the differences between instrumental and integrative motivation of students. Poor motivation
is one of the serious obstacles militating against Hausa language learning in our schools. Lack of good
motivation gives birth to the formation of a negative attitude towards the Hausa language.
POOR TEACHING METHODOLOGY
Teaching methodology, as posed by psychologist, is another principle of psychology of learning
which the Hausa language teacher who wants to arrest the interest of his class should put in mind. The
Hausa language teacher will help significantly in dealing with the individual differences among learners.
Teaching method should be varied in a way that students could be involved in manipulation of
objects, reading, writing listening and dramatizing etc.
However, some of Hausa teachers today have poor teaching methods.
SUGGESTIONS FOR IMPROVING QUALITY LANGUAGE EDUCATION
The foregoing had shown the endemic problems that plagued the teaching of Hausa language
in our school system. However, there is the saying that, “which every problem there is likely a solution”.
So, to reinstate the teaching of Hausa language and bring its lost glory a number of measures have to
be taken by the Government, the community and the language teacher.
139
This paper suggests the following measures among others as possible solutions to Hausa
language teaching in our schools.
1. Recruitment of good quality teachers by the government s should be a matter of priority. The
number to be employed should be adequate, so that no Hausa language teacher is overburdened
with too large classes. Ratio of teacher to student should be 1-40 or there about in order to ensure
effective teaching of the subject.
2. There is also the need of parents and concerned members of the community to assist the
government through the financing of libraries, language laboratories and the purchase of standard
textbooks and learning materials, so as to reduce the burden on her.
3. Hausa language teachers should bear in mind that language needs an interest of the students.
They should strive to employ the communicative approach of Hausa language teaching. The
teaching of Hausa language skills should be done through the use of varying activities like
dramatization, dialogues, debates, storytelling, and discussions etc. involvement of students during
Hausa language lesson must also be emphasized. This is because of the function of the Hausa
language always performing communicative functions.
4. Motivation of students should be encouraged in order to create a conducive teaching and learning
atmosphere in classroom. Teachers should make students see the need for learning their mother
tongue. When students are made to understand why they must learn Hausa language they will
definitely develop interest in it.
5. There is also the need for the government and the policy makers to standardize our learning
materials particularly textbooks.
6. An in-service training should be encouraged by the government for those already in language
teaching.
7. The government, non-governmental organization and parents should provide incentives for the best
Hausa language teacher and the best Hausa language students in each school so as to encourage
hard working and competition.
8. Efforts should be made by the government to professional ize teaching as it is with other
established professions like accounting, law, engineering, medicine etc. The National Teacher’s
Institute (N.T.I) should be given greater responsibility on the issue. These changes would no doubt
create a new self image for the teacher and make him move productive in the service of the nation.
CONCLUSION
This paper has succinctly taken a look at the quality issues in language education, Hausa
language teacher must create free learning atmosphere for leaner’s to see the need for the acquisition
of a good mastery of the language. The paper has critically addressed the problems and prospects of
teaching and learning of Hausa language. Therefore, it must be held in high esteem with utmost
consideration in our schools in order to achieve qualitative education in Nigeria.
REFERENCES
Azikiwe U. (1998) Language Teaching and Learning Onitsha African – Feb. Publishers Limited.
Ayodele. I.R. (1996) “Language Education in Nigeria”. Paper Presented at School of Languages
Seminar, Federal College of Education, Katsina.
140
Awobuluyi, O. (1991c) “Language Education in Nigeria: Theory, Policy and Practice” in FaFunwa
Internet Journal of Education (Pp1.7).
Bloom L. and Laley, M. (1978) Language Development and Language Disorder. Chicago: John Wiley
and Sons.
Deckert G.D. (1980) “The Communication Approach: Helping Students Adjust “ English Teaching
Forum.
Federal Government Nigeria (2004) National Policy on Education, Lagos Nigeria
FaFunwa B. (1996) Language Education in Nigeria. Theory, Policy and Practice. In FaFunwa Internet
Journal of Education.
Garba A. (1994) “An Examination of the Trends of Teaching in the Teaching of Hausa. In search of a
new
Direction” In Gobarau Journal Vol. 1, No. 1, Federal College of Education, Katsina.
Ogunsifi, A. (2001). Utilization Dimension of language in Nigeria. Ibadan University Press.
Obanya, P.A. (1997) “Comprehension Language of Education and Development” An Inaugural Lecture;
Zaria, ABU Press
Sani S.M (1993) “A Philosophical Analysis of Hausa language as a Subject and its Ultimate Relevance
to The Development of Nigeria” In TAMBARI: Kano Journal of Education Vol.1. No.1.
141
24
QUALITY ISSUES IN THE TEACHING OF
FRENCH AS A SECONDOFFICIAL LANGUAGE
IN NIGERIAN SCHOOLS
Kwaghager, Alexander Iorfa
Department of French,
College of Education, Oju
ABSTRACT
The development challenges posed by tremendous advancement in the communication sector
have brought to the fore need to reevaluate the place of language and its quality issues in the
contemporary global communities. With respect to Nigeria, the situation has necessitated
renewed interest in foreign language with vital international business and commercial, scientific
and technological potentials. The location of Nigeria on the ECOWAS sub-regional map has
added impetus to her French-English bilingual inclination. The possible agent through which
proficiency and competence in French can be achieved is the education sub-sector. It is
against this backdrop that this paper examines the need for effective pedagogical approach to
ensuring efficiency in French, problems associated with it as well as its prospects in a highly
competitive multi-lingual society like Nigeria.
INTRODUCTION
Language, a vital medium of human communication and a mark of cultural identify, plays an
important and diversified role in the educational development of a country. It is a vehicle of
communication among the people of a community. This means that language is the medium of
transmitting indigenous culture and development from one generation to another. The school setting is
apparently a veritable agent through which quality teaching and learning of any language could be
attained in developed countries, a great deal of resources, both human and financial, is committed
annually through budgetary allocation, to the education sector for the purpose of attaining quality
teaching and learning of specific languages to meet developmental challenges posed by new wave of
technological development in communication and globalization.
French language and culture began to gain uncontrolled popularity and recognition across the
globe since the end of the Second World War. Indeed, French is incontrovertibly the second largest
language of international activities after English.
According to Okeke (2001), about 47 countries of the world adopt French as their official
language. In countries where French is not spoken as an official language, a good percentage of young
people in such countries study it in schools, colleges of education and universities. In this way, France
has implanted her language in almost all the countries without exception by means of well articulated
linguistic policies to maintain her international language quality and status.
French language is one of the indispensable heirlooms of colonialism in Africa. Before Nigeria’s
independence, French language was not incorporated in the Nigerian educational. Programme.
According to David (1975), the Organization of African Unity (OAU), now Christened African Union (AU)
had in 1963 at Addis Ababa, unanimously agreed that African English speaking countries- Anglophone
should adopt French as their second official language. In the same vein, African francophone countries
were to adopt English as their second official language. No sooner had this declaration been made than
Nigeria, being one of the most active members of the organization, had implemented the decision to the
latter. One of the most effective ways of rapid learning of a language outside its environment is the
142
teaching and learning of that particular language in schools. This point is stressed in the 4th edition of
the National Policy on Education (2004) thus:
For the smooth interaction with our neighbours, it is desirable for every Nigerian to
speak French. Accordingly, French shall be the second official language in Nigeria
and it shall be compulsory in primary and junior secondary schools (p.5)
The above quotation portrays federal government position on the actualization of the decision
to making French a second official language in the country. The Nigerian government has
demonstrated some level of commitment to making the language gain its rightful place in the country
due to its multiplicity of importance to Nigerians both at the national and international arena. The
National Curriculum for Junior Secondary Schools postulates that
For purely utilitarian reason, Nigerians need to take their rightful place in international
organization (eg. EWOWAS, INTERPOL, UN, African Union…) and diplomacy where
French is a prerequisite for employment. It is therefore important that French be given
a new impetus in both content and delivery method (p.i)
NEED FOR THE EFFECTIVE TEACHING OF FRENCH LANGUAGE IN NIGERIA
The learning of French language in Nigeria has to aim at a better pedagogical approach if
tangible quality level is to be attained. This assertion underscores the primordial role teachers of French
have to play in their respective classes to ensure that their students acquire proficiency in oral and
written French.
One of the reasons within the bounds of possibility why Nigeria had to adopt French as a
second official language after English language is because of her geographical location in the subregion. Out of sixteen West African countries where Nigeria is considered a giant, only five countries
including Nigeria, adopt English as their official language. French colonies number nine, while the
remaining two nations: Cape Verde and Guinea Bissau are Lusophone (Portuguese Speaking)
countries which for numbered of factors, both economic and geographical, have become virtually
assimilated into francophone grouping. Nigeria’s geographical position in West African sub-region sees
her enmeshed herself in Francophone dominated Zone. In order to maintain her close linguistic, cultural
and economic ties with ECOWAS member state, Nigeria needs to have a profound proficiency in
French language which will go a long way in eliminating suspicions and threats posed by her numerical
superiority and enormous natural resources endowment. Apart from that, for her to be fully integrated
and to effectively carry out her leadership role in the sub-region, it is important for her to minutely and
religiously implement the 1963 Addis Ababa declaration on French- English bilingualism in Africa, and
not passive implementation as has been the case over the years just but to fulfill all righteousness.
Okeke (1999) echoes this as he remarks:
Nigeria’s leadership role within the ECOWAS sub-region would be more meaningful,
(with French), for a leader who cannot operate in the same language with his
subordinates cannot effectively assert his leadership. Nigeria has had several
Generals commanding the regional ECOMOG forces in various emergency situations.
Ideally, those Generals needed to have full grips of French language for more effective
control and command. And with French, Nigerian troop would be more relevant in their
mission of mediation in ECOMOG operations (p. 34)
It is worthwhile to note that socio-political capital of the regional grouping- the Economic
Community of West African States (ECOWAS) is situated in Abuja, the administrative capital of Nigeria.
This in itself is explanatory why Nigeria has to speak French to properly assume her role in the
economic community.
It is Important to observe that successive governments in Nigeria have been aware of the
importance of French language in the country. Successive regimes formulate linguistic policies that
143
favour the teaching and learning of French language in the country. One of such policies is making
French language a core subject in primary schools and upper basic classes. Ashiko (2003) states that
while some well-chosen secondary schools started teaching French as early as the early 60’s, “virtually
all Federal and some State Universities have degree programme in French now. Many of our Colleges
of Education and a few primary schools are also offering French lessons across the country” (54). He
affirms that French has replaced Latin language which ceased to be offered in our secondary schools.
In spite of all these laudable language policies put together by various regimes, government officials
have not demonstrated. Practical political will to strengthen its implementation to get maximum results.
USE OF SPECIFIC PEDAGOGICAL METHODS AND TECHNIQUES
Since the adoption of French as the second official language in Nigeria, educational institutions
are being considered as the most important social organization through which the aims and objectives
of the policy would be realized. In this regard, educational planners have over the years, changed from
one methodological step to another in an attempt to ensure quality teaching and learning of the
language. For Ajiboye, (1993) one of the chief quality issues in the teaching of French as a foreign
language today is the distinction constantly stressed between oral and written expression. He maintains
that oral expression is conceived as a different code from the written one and that each of these codes
has to be subjected to different teaching methodology. Rigauld (1971) affirms that oral expression has
its grammar which is not to be confused with the written express. The responsibility teachers of this
language have is quite enormous and cumbersome which needs much care and spirit of dedication on
their part. For example, it is his sole responsibility to make his learners, understand the parallel
existence of these two codes, and to show them, with concrete examples, that French is not a tonal
language. In other words, it is not how a word is pronounced that it is being spelt or written down.
Phonetics has a great part to play in this regard. Learners are to be made to know that particular letters
are combined to produce a particular sound segment. Below are some examples of two vowel letters
combined to produce a particular sound:
VOWEL LETTER
SOUND
EXAMPLES
Ou
/u/
Pour, d’où, mou, tout, bout, gourd
Oi
/wa/
Oiseau, trois, droit, choix, Croit, Poid
Un
/oe/
un, brun, Untel
In
/ε /
Vin, Main, interne, pain, bain, insoumi
an
/ã/
tant, mentir, danser, existence, enfant
en
au
/O/
Paul, instaurer, faut, haut, aux rauque, salaud
eau
/O/
I’eau, beau, tabeaux, bureaux, seau, peau
u
/y/
Usine, tu bureau jupe
Similarly, while some consonant letters combine to give particular sounds, some singularly have
different phonetic representation from the alphabet. For example.
ALPHABET
SOUND
EXAMPLE
Ch
/S/
Chien, Cher, Chiffon, fiche, mouchoir
Ch
/K/
Choeur, Chlorure, Chlorer, Chiropractic
W
/V/
Warrant, wagnerien, wagon W-C, weber Weimar
W
/w/
watt, waterzoϊ, waters, waterloo, Washington
Single “S” in-between vowel letter transforms itself into /Z/ as in case, base, ses enfant.
Learners have to be drilled in practical exercises containing the sounds above to make them
know how French words are pronounced. They are to know also that in most cases, French letters like
“t” and “S” when found at the end of words remain silent. Letter “h” is generally silent. It is also the
responsibility of a teacher of French language to look for a way of making his students to know the
syntactic structures of each code (Oral and written).
144
It is worthy of note that French grammar should be taught in a new way. This means that the
traditional method of teaching grammar which places more emphasis on strict adherence to
grammatical rules and translation be discarded as students taught under this method spend most of
their time memorizing grammatical rules to the detriment of oral expression. In this way they acquire
expertise in written French while the spoken one suffers a great deal of set back. Grammar has to be
taught in natural way to serve as a support to expressions but not oral expression it self. Ajiboye (1993)
believes that grammar, under this method, is built in a text, and the supporting text is presented as if it
does not have grammatical inclination.
Acquisition of eloquence and proficiency in oral communication is an area which teachers have
to develop their students in. Apart from exposing them to good sentence structures in French, students
should be drilled in oral exercises, participation in debates and drama, discussions on day-to-day
topical issues, recitation of poems, songs among other things.
Another way of ensuring high quality teaching and learning of French language in the country is
the need to overhaul curricular provision. The present French language curricular provision at the
various levels of our educational institutions leaves a lot to be desired and it calls for its total
overhauling so that it can stand the test of time. At present, only three lessons, in some schools, two
lessons comprising forty minutes each per week are reflected on the lesson time table in the secondary
school. For the sake of maximum results and quality, French language should be made a compulsory
subject in primary and secondary schools with five lesson being allotted to each class per week. The
syllabus should be drawn to incorporate Nigeria culture and literature since the two are inseparable
components of language.
It is to be noted that French language is hardly taught in Nigerian public primary schools. In few
private nursery and primary schools where the language is being taught as a subject, it is not for the
noble objective of promoting the learning of the language at the grassroots, but for a mere reason of
canvassing for pupils population. Government needs holistic approach to curricular reforms in this area
if meaningful and sustainable quality is to be achieved.
Similarly, the number of students sitting for the Senior School Certificate examination in French
language is just but nugatory. Consequently, French department in colleges of education, universities
are grossly starved of qualified candidates. To keep the department sentient, these institutions of higher
learning organize a one-year preliminary programme for students without prior French language
background to prepare them for NCE or degree programme as the case may be. At the college of
education, instead of emphasizing the exclusive teaching and learning of the language, other unrelated
courses are combined with it. Indeed, French should be taught as a double major course. In order to
achieve hundred percent aims of the programme, teaching of other courses in the preparatory class
should be stopped and the existing number of credit hours for the various pre-French course units be
multiplied by two for the attainment of maximum results as it is being done in the universities.
FACTORS AFFECTING QUALITY TEACHING AND LEARNING OF FRENCH LANGUAGE
A teacher of a foreign language is expected to be proficient and have a versatile knowledge of
the language to place him in a better position to live up to his professional responsibilities. It is rather
unfortunate that some of the teachers of French can hardly speak it fluently nor engage in a discussion
in French for a relatively short period of time. This development is capable of compounding the
problems of the second language learner. Since teachers are supposed to be role model for their
students, teachers of French language should be given special scholarship by the various governments
and individuals to attend refresher courses in France to cope with the demanding challenges posed by
a multi-lingual society like ours.
Teachers’ qualification is another contributory factor towards substandard input and output of
French language in Nigeria. It is generally acknowledged fact that the number of French teachers
produced every year is not commensurate with the number of primary and secondary schools in the
country. Most of the university graduates in French do not have basic teaching qualification. It is an
145
established fact that no matter how intelligent one may be, he stands to be professionally handicapped
and ineffective in the classroom because he has not been trained in the four language skills-Listening,
Speaking, Reading and Writing, not to talk of being able to develop his learners in the cognitive,
psychomotor and affective domains.
When enumerating factors that militate against quality teaching and learning in Nigeria schools,
we should not lose sight of admission prerequisite. This determines a student’s eligibility and suitability
for a particular course of study in the tertiary institution. Without basic entry requirement to read such
courses students stand the risk of performing below standard. Lack of French teachers at both primary
and secondary school levels make the study of the course very difficult for the students who choose to
read it in the higher institution because of their lack of exposure to the rudiment of the language.
Effective teaching and learning suffer a considerable set back due to acute shortage in
pedagogical facilities. In countries where government lives up to its linguistic obligations, facilities like
well equipped libraries, language laboratories, Television and radio sets, cassettes, films, access to
internet services are all to the disposal of language students. Lack of such materials constitute an
impediment to quality teaching and learning in schools. In a multi-lingual country like Nigeria, the task
of preparing textbooks, syllabus and other teaching materials is enormous. English, French, Arabic and
indigenous languages like Hausa, Yoruba, Ibo, Tiv, Idoma, Igede and others are languages designed to
be taught in both primary and secondary schools in Nigeria. Ashiko (2003) finds this language policy
rather cumbersome as he remarks:
Right now at the secondary school level, Nigerian children are being made to study at
least two of the so-called three main Nigerian languages. In addition to this, they may
take a foreign language, either French or Arabic. This language policy, if one calls it so,
aims at bringing about the much needed national unity. But this seems to me a very
cumbersome way of going about it. It should simply deregulate the acquisition of
indigenous languages so that with time, “market” forces will adequately promote
deserving languages (p.55).
One can deduce from the quotation above that if French language is to attain its status as the
second foreign language in Nigeria, language policies have to be formulated to favour its teaching and
learning in the country. Such policies should include making it a compulsory subject from the primary
level to the senior secondary school level.
CONCLUSION
Language is powerful lever in social, cultural and national development and its proper
acquisition is sine qua non for national development and security. Nigeria, after having had a critical
look at her geographical location in the sub-region and Africa in general, her role and influence in
African economy, politics and security, opted for French- English bilingualism in the midst of about 450
Nigeria indigenous languages. The recommendation of the Organization of African Unity, (OAU)
leaders now christened African Union (AU) in 1963 for French-English bilingualism for all African States
was another impelling force to her urge to adopt French as her second official language.
Since acquisition of competence in French language in Nigeria is bedeviled by challenges
which threaten the economic, quality issues in education and security consciousness of the country,
there is the need to end this research by stressing the potential benefits derivable from having a viable
and sustainable French language policy that will promote proficiency, competence and quality teaching
and learning of French language in Nigeria. This will enhance a conducive atmosphere for the teaching
and learning to flourish.
For French language to make any headway, holistic pedagogical restructuring must take place.
This includes sponsoring teachers of French language for refresher courses to French speaking
countries so as to keep them abreast with current teaching techniques of the modern languages,
146
having a special pay package for French teachers to serve as incentive, organizing national workshops,
seminars and symposia for French teachers to update their knowledge about the language.
REFERENCES
Ajiboye, T. “Les Tendances contemporaines dans la pedagogie du FLE” in L’Enseignement du français
dans les écoles secondaire, au Nigeria: Methods, specificités et perspectives. 26 juillet- ler Ocout
1993.
Ashiko, J. B. (2003) MAJAC. Makurdi Journal of Arts and Culture Vol.5 Makurdi Black Hermit Age
Publication.
David, J. (1975): French in Africa, A guide to the teaching of French as foreign language. Ibadan.
Evans brothers.
Okeke, V. O. (1999): “Nigeria’s Quadrilingualism: What for?” in Journal of Humanities Vo..1, Imo State
University. Owerri.
Rigauld, A. (1991) Grammarie du français Parlé. Hachette The National Curriculum for Junior
Secondary Schools.
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25
QUALITY EDUCATION IN NIGERIA:
A CASE FOR THE EFFECTIVE USE OF INSTRUCTIONAL
MATERIALS IN TEACHING ENGLISH LANGUAGE
Onah Abawulo John
Department of Curriculum Studies,
College of Education, Oju,
PREAMBLE
BRIEF HISTORICAL BACKGROUND OF PRIMARY EDUCATION IN NIGERIA
The management of primary education in Nigeria has passed through different stages. Several
authorities exercised control over it from time to time. The church called Abinitio missionary society
introduced western formal education to Nigeria in 1842, but its management was poor. The handling
received much criticism from different quarters about the crude and lack of proper coordination of the
system.
These huddles were intervened by the British Government through the establishment of various
Education ordinances and codes. More so that the colonial government in Lagos made intermittent
attempts to assist some of these missions between 1870 – 1876.
The above attempts not withstanding, in 1887, there was the enactment of the first purely
Nigerian education ordinance as a result of the separation of Gold-coast from Lagos which became the
Colony and Protectorate of Lagos.
But as the British government had no clearly defined policy on education for its African
colonies, it was the Phelps-Strokes report of 1927 that forced the British Colonial Government to
demonstrate it’s interest in African education. Beginning from 1946 Nigerians were deeply involved in
the administration of their educational system as a result of Arthur Richard constitution that created
Regional Governments.
Some years prior to Nigerian independence the Primary Education started developing at
special rate in different parts of Nigeria, the 1955 Universal Primary Education (UPE) in Western
Region, Eastern Region in 1956. Between 1957 – 1959 the Northern Region stressed special interest in
primary Islamic education. Therefore with the inception of second Republic in 1979 the Federal
government later withdrew its direct subsidy for primary education, hence transferred the responsibility
to local government.
The eras of Major General Buhari of December, 1983 – 1985 and General Ibrahim Babangida,
1985 – 1993, these regimes abolished school fees nation wide and made direct grants to local
Government for primary education.
With the establishment of National Primary Education Commission (NPEC) Decree 31 of FRN
in 1988 the responsibilities of the state and local government was stream lined.
The relaunching of UBE in 1999 was aimed at providing free Universal basic education to all so
as to enable citizen acquire appropriate levels of literacy, numeracy, communicative, manipulative and
live skills.
QUALITY EDUCATION IN NIGERIA
Challenges Facing Primary Education System in the 21st Century.
148
INTRODUCTION
The term “education” is complex to define. In this paper it means a process through which the
desirable values or attitudes, skills, tradition and culture of the people are passed on from the adult
teacher to the leaner so as to bring about changes to suit the society from one generation to another.
Fafunwa, (1994:3) defines education as “the aggregate of all the processes by which a child or
a young adult develops the abilities, attitudes and other forms of behavior which have positive values of
the society in which he lives”. More so that it is a process of transmitting the growth of culture
continually and ensuring social control of disseminating knowledge through the use of information. They
explained education to be all the experiences through which an individual acquires knowledge, ideas
intellect and strength of wills.
Having briefly explained what education means, what about its quality? Oxford reference
Dictionary (1995:331), defines quality as degree of excellence that is special in a person, the subject
matter under re-view: Quality education is the quality control of education and is the concern of this
conference that education in Nigeria has to be controlled to meet excellent standard so as to compete
favourably with the existing global educational per excellence.
The focus of this presentation is improving the quality of education in the nation’s primary
education system. That is why Ochuba (2000), said that it is a known fact that education is the
instrument for economic empowerment and development of sustainable economy, acquisition of
appropriate skills and the development of mental, physical and social abilities and competence as
equipment for the individual to live and contribute to the development of the society.
More so improving the quality of education in Nigeria will go a long way in solving the problem
of illiteracy. In his view, Aghenta, (2006), opined that trained or educated human resources constitute
manpower and personnel that brings about national development. This therefore implies that the quality
of education received by the citizens determines the level of development of any nation.
Primary Education: Primary Education system in Nigeria in the 21st century:
The National Policy on Education (NPE, 2004:9) state that primary education is the education
given in institutions for children aged 6 to 11 plus. Since the rest of the education system is built upon it,
the primary level is the key to the success or failure of the whole system. The duration of primary
education is 6 years.
Standard Control of Primary Education System in Nigeria in the 21 st Century Michael and Patrick.
(1995:137) defined “Quality control” as a method of making sure goods or resources being produced
are of the planned standard. In case of the Nigerian primary education system, the pupils, being
produced must be of given yard stick as given the goals of NPE, (2004:9) to:
 inculcate permanent literacy and numeracy and ability to communicate effectively,
 lay a sound basis for scientific and reflective thinking
 give citizenship education as a basis for effective participation in and contribute to the life of the
society.
 mould the character and develop sound attitude and morals in the child,
 develop in the child the ability to adapt to the child’s changing environment.
 give the child opportunities for developing manipulative skills that will enable the child function
effectively in the society within the limits of the child’s capacity.
 Provide the child with basic tools for future educational advancement, including preparation for
trades and crafts of the locality.
149
With the listing of the objectives and goals this paper high lights some key challenges hindering
the smooth existence of the primary education system in Nigeria in this era.
Some of These Challenges Include:
 Inadequate staff welfare
 Politicizing of the teachers rights and privileges
 Non provision or poor provision of learning/teaching spaces – classroom.
 Lack of pupils/teachers’ furniture
 Abuse of pupils school uniform by the parents and wards
 Inadequate supply of teaching/learning instructional materials e.g. Text books. Television for the
teaching and learning.
 Poor delivery of the standard curriculum by the teacher
 Frequent strikes by the Nigerian union of teachers
 Lack of public trust on public primary education system
 Lack of confidence on UBE system of education
 Ignorance on part of the parents
 Sugar daddy or sugar mummy episode
 Cultism
 Early sexual practice
 Child abuse/Anti-child’s rights
 Unwanted pregnancy
 Human trafficking
 Teenage marriages
 Rural/urban migration
 Broken home/one parent hood crisis
 Anti religious activities
 Bad company
 Side attraction/lack of focus
 Laziness
 Disobedience to parents, teachers, elders.
 Abuse of cultural practices.
 Lack of curriculum implementation by teachers due to frustration.
NUT Challenges/Problems in Nigeria:
 Non implementation of 27.5% enhanced salary to teachers
 Non payment of Leave allowance to teachers for the past 3 years
 Non refund of unwarranted two years deducted National Housing fund.
 Non promotion of deserving teachers in some states.
 Uncompromising attitudes to handing over of primary schools to voluntary Agencies (Missions
such as Methodist, Catholic) and so on.
 Unnecessary delays in the payment of primary school salaries in Benue State.
 Dilapidated nature of infrastructure in the primary schools in many states.
 Non release and implementation of government white paper on the elongation of salary grade
laves 13 – 14 of NCE holders
 Non release of report on teachers’ screenings conducted by the Benue State Government.
 Non payment of deceased benefits to the next of Kin of the deceased families.
150
Suggestions for Improvement:
 Teachers of sciences at all levels especially at the primary school levels need to be aware of
these negative factors affecting girls in science education and have the urgent need to arrange for
school counseling services to reduce or eliminate these enemies of education.
 Adequate funding of primary school education and proper management of the funds will go down
well to stabilize the shaky foundation of this education sub-sector.
 Teachers should be encouraged and be motivated through the rewards of their vital services to
the nation first on earth and later be rewarded in heaven
 The parents should take proper care of their children and wards by providing the necessary tools
for the proper education of their children knowing the importance of this level of education.
 The children and wards should be obedient at home, school and elsewhere to attract praises and
commendation of the older citizens as such attracts human and God’s blessings.
Documented Contemporary Issues: Education is been regarded as the savior of this nation and
yet, it is the worse treated if compared with other sectors of the national economy.
Fagbamiye, (2004: 123), believed that Nigerians are justifiably apprehensive that
inspite of the fact that so much money is being expended on providing social welfare
services, particulary education we are comparatively worse-off in 2003 than we were in
1976 when Universal Primary Education Programme was introduced Nation wide.
However, Fafunwa (2003) provided a contrary? That the opinion standard of education
is not an issue but “what is actually failing is our ability to meet the set standard”. The
challenges is that, good standards have been set for education sector but we have not
often succeeded in ensuring that such standards can be attained and maintained”.
Nevertheless, Njoku (2000) and STAN (1992) revealed that many socio-cultural factors jointly
and separately depress female interest, participation and achievement in science at all levels of
education since the use of science is necessary for everybody. It is therefore critically important that the
factors that depress female negative should be understood and eliminated from the earliest levels of
formal education.
Recommendations/Ways Out
Primary education is central to the achievement of the overall national educational goals, hence
the following recommendations:
 For quality assurance various tiers of government should formulate clear policies on enrolment of
pupils, funding and provision of facilities.
 There is urgent need to set a national minimum standard for primary education which must be
followed by all providers of primary education in Nigeria whether private or public.
 To be able to take sound decision on the management of primary education in Nigeria there is the
need to ensure availability of accurate data on the system.
 The instructional managers e.g. inspectors and teachers should be constantly trained and retrained in the modern Millennium Development Goals and the vision 20-20-20.
 Concerted effort should be made by all and sundry by way of quality control, supervision,
monitoring aiming at the improvement of quality of public schools and the drift from them to private
schools would be checked.
 Effort should be made by the education stakeholders to promote gender-balance in primary
schools.
CONCLUSION
151
It is evident from this paper presentation that primary education is a greater instrument for
nation building. Nigeria with its fame and population is yet to come of age to solve her educational
problems by applying her knowledge in all sectors of education.
Every educated person in Nigeria today were the products of primary school at a certain period
of their lives therefore this level of education without which other levels must be weak should jealously
be guided and be provided for ideally in manpower development, funding and enrolment by all and
sundry.
The fact the education is very vital to the pace of social, political, economic and scientific
development of any nation is the reason why many nations of the world strive to devote a sizeable
proportion of their Gross National Income to develop the education sector. Nigeria should take a cue
from America and Britain to ensure quality assurance of primary education. This has to do with proper
funding and quality control.
Looking back at the primary education history it was recorded that the management of primary
education in Nigeria has been assigned to various tiers of government and commissions as a result
went through many experiments that warranted 8 months strike mainly because of poor management of
teaching staff. This attitude was to the advantage of private primary school proprietors whose schools
were highly populated against the public schools that were poorly enrolled.
Therefore the intervention of Federal Government is needed to rescue public primary schools
which are the hope of the poor in giving education to their children.
In order to successfully implement the Universal Basic Education Scheme there is need to
develop sound implementation plans.
In addition, the problem of gender discrimination among the education stakeholders could be
settled through gender sensitization with the education sub-sector.
All these approaches to primary education and many more aim at the quality concerns for
education in Nigeria.
REFERENCES
Abdul Kareem A. Y. & Umar I. O. (1997). Follow up study on primary education, Cost, Financing and
management in Kogi Kwara and Niger State and the Federal Capital Territory, National Primary
Education Commission Project.
Bablola, J. B. (1996). Proliferation of private primary school in Nisgeria. In A. O. Ajayi & J.A. building,
Dept. Edu MGT. University of Ibadan.
Fafunwa, Babs (2003). History of Education in Nigeria. London. George Alien & Unwin Ltd.
Fafunwa, A.B. (1994). Falling standard of education in Nigeria Ibadan: National Association for
Educational Administration and Planning.
Fagbamiye, E. (2004). Providing cost-effective education for Nigeria in the 21st century. Ibadan:
National Association of Educational Administration and Planning.
Federal Republic of Nigeria (1991). Local Government Education Authority, Decree No. 3 PP. A7.8.
11Fredrick, R. (2009). Teacher candidates’ transformative thinking on issues of social justice. Teaching
and Teacher Education, doi: 10. 1016/jtate 2009.05.044.
Federal Republic of Nigeria (1999). The Nigerian Constitution, Lagos, Government Printer: IBRD/World
Bank (1990). Primary Education Washington D.C. World Bank.
Federal Republic of Nigeria (1997 – 2002). Annual Budgets.
Federal Government of Nigeria (2004). National Policy on Education, 4 th edition.
Njoku, Z.C. (2000). Images of females in science. A Gender Analysis of Science and Technology
Activities in Nigeria Primary Science Textbooks Journal of Primary Education 1 (1) 3 – 12.
Nwana, O.C. (1998). Aberration in the Education System. The state of education in Nigeria UNESCO.
Lagos Office – Nigeria.
Ochim, J. O. & Ode A.N.A. (2007). Introduction to adult education. Makurdi: Shibbolet Prints.
Okwori, P. (2010) Oju L.G.A. Chapter NUT. Benue State Oral Interview
152
Olubadewo, S.O. & Olubadewo, E.J. (2006). Job creation through universal basic education: Panacea
to youth empowerment in Nigeria FCE, Bichi Journal of Education.
Omalava, M. (2001). The challenges of education in Nigeria Ibadan: University of Ibadan Press.
Science Teachers Association of Nigeria (STAN) (1992). Women in science, Technology and
Mathematics. The Nigeria Experience Position Paper No. 2 Ibadan. STAN Secretariat.
World Bank (2003). School Education in Nigeria: Preparing for Universal Basic Education. (Human
Development II, Afrocam Region), September 1, A. Decade of Basic Education Data in Nigeria
(1988 – 1998).
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26
QUALITY ISSUES IN FUNCTIONAL EDUCATION
AND MANPOWER DEVELOPMENT
IN NIGERIA
Edo, Eje Sunday
Department of English,
College of Education, Oju
ABSTRACT
Education is the key that unlocks the door to cultural, social, economic political,
technological and manpower development of any nation. To this end, this paper looks
at quality issues in functional education and manpower development in Nigeria. In
doing so, the paper examines the concept of education that is expected to develop
manpower in Nigeria. It also examines types of education, functional education and its
components, implication of functional education on manpower development and some
problems militating against manpower development in Nigeria. The paper is of the view
that for education to be useful for proper manpower development, such education
should be functional. The paper suggests that the right type of students be admitted in
schools, science and technical education be given due and practical attention which
they deserve, appointment of institutional heads be based on merit, experience and
performance, and national policy on education be fully implemented. The paper
concludes that education be properly funded, supervised and teacher education
programme totally revamped in order to effectively and efficiently develop manpower in
Nigeria.
INTRODUCTION
Education is the key that unlocks the door to cultural, social, economic, political, technological
and manpower development of any nation. It is a concept that is difficult to define in any precise term.
This is because it has the growing qualities of a living organism as Igwe (1990) puts it. “Even the
permanent attributes of education is constantly changing in emphasis and adapting itself to new
demands and new circumstances”. The concept of education changes with time, place and individuals.
Some define education as that which fits a man or woman to perform justly, skillfully and
magnanimously in all the offices, both private and public, peace and war. This definition implies that
education is the training a man needs to be an effective and functional member of his community in
accordance with its approved norms and values in both peace and war. Nwagwu (1976:2) defined
education as the “process by which every society attempts to preserve and upgrade the accumulated
knowledge, skills and attributes in its cultural setting and heritage in order to foster continuously the
well-being of mankind and guarantee its survival against the unpredictable, at times, hostile and
destructive elements and forces of man and nature”.
Igwe (1990) asserted that the core of education lies in “the culture which each generation purposely
gives to those who are to be its successors, in order to qualify them for at least keeping up and if
possible for raising the level of improvement which has been attained”
In politics, education is seen as an instrument for political enlightenment and emancipation.
The sociologists see education as the most potent process of socialization of the people. In the view of
Swift (1969), education is the way the individual acquires the many physical, moral and social
capabilities demanded of him by the group into which he is born and within which he must function. This
definition implies that education is all that goes on in society, which involves teaching and learning.
Fafunwa (1974) defined education as the aggregate of all the processes by which the child or young
154
adult develops his abilities, attitudes and other forms of behaviour, which are of positive value to the
society in which he lives. For him education implies a process of transmitting culture. Nduka (1964)
defined education as the united concern of a people for the right upbringing of its children and the
improvement of its national life. The right upbringing of children in this context implies teaching them or
initiating them into the values, norms, customs and culture of the society to which they belong.
From all the definitions, views and meanings of education above, one can summarize
education as a process of developing a person mentally, physically, socially and spiritually so that the
person can be useful to himself and others in the community where he lives. It is a means for
developing the entire person to enable him live effectively and efficiently in the society. Education
involves acquisition of knowledge, skills, attitudes, competencies, ideals and culture.
A well educated person is one who has acquired the above attributes of education. He is a
happy person. He is self-confident and informed. He is free from unnecessary fears, shyness and
superstition. He is full of initiatives, he is resourceful and responsible.
TYPES OF EDUCATION
This paper is limited to three types of education, which includes the following:
1. The traditional or informal education
2. The formal education and
3. The non-formal or Adult education
The traditional or indigenous education is the one acquired from home, on the street, in the farm, in the
market, etc. The main objective of the traditional education was to produce an individual who is
honest, respectable, skilled, cooperative, and conforms to the social order of the day. According to
Fafunwa (1995:6) the seven objectives of traditional education include:
1. To develop the child’s talent physical skills
2. To develop character
3. To inculcate respect for elders and those in position of authority
4. To develop intellectual skills
5. To acquire specific vocational training and to develop a healthy attitude towards honest labour
6. To develop sense of belonging and to participate actively in family and community affairs
7. To understand, appreciate and promote the cultural heritage of the community at large.
The traditional education produced the manpower that served the society. This type of
education is still producing people that are honest, respectable, skilled, cooperative, and conform to the
social order of the day. The problem of traditional education in manpower development is that it has
limited goals since it is geared to meeting the basic needs of the child with his restricted environment.
Again, the products of traditional education are stack illiterate. This is a very serious limitation. People
die with their knowledge. It is conservative and unprogressive.
MODERN EDUCATION AND MANPOWER DEVELOPMENT
Modern education can be traced back to the coming of the missionaries. They brought the
Western education to Nigeria. According to Fafunwa (1995) the Roman Catholics through the influence
of the Portuguese traders were the first missionaries to set foot on Nigerian soil. They established
seminaries as early as 1571 to train Africans for church work. Their influence was almost wiped out by
the slave trade which ravaged West Africa for about three hundred years.
It was in September 1842 when the first English-speaking Christian Mission came to Badagry
that Western education fully started in Nigeria. This type of education is formal. The formal and non
formal started almost at the same time. This type of education is superior to indigenous education
because it is carried out by reading and writing. It produces people who can read and write. It is much
more meaningful. It is institutionalized and has professional teachers.
The following are the levels of western education.
a. The pre-primary education for the children aged 3 – 5 plus
155
b. The primary education for children aged 6 – 11 plus
c. The secondary education for the children aged 11 – 17 plus
d. Tertiary education for the products of the secondary education.
Manpower is developed at all these levels. In realization of the importance of education in
manpower development, government has taken-over all schools in Nigeria since after the civil war in
1970. According to the National Policy on Education (NPE) (1998), Education in Nigeria is an
instrument “par excellence” for effecting national development. Education has been so diversified to
take care of everybody in Nigeria. We now have:
i. Special education for the children and adults who have learning difficulties because of different
kinds of handicaps – blindness, partial-sightedness, deafness, hardness-of-hearing, mental
retardation, social maladjustment, limb deformity or malformation etc.
ii. Nomadic education for the mobile cattle rearers, fishermen and migrant farmers.
iii. Emergency and Crisis Education.
This has not started in Nigeria but it has started in countries like Iran, the United Republic of
Tanzania, Pakistan, Guinea, Uganda, Cote d’Ivoire and Kenya. These areas have or have had serious
and prolonged wars and crisis with the result that over 80% of the civilians are refugees.
The subject of education in emergencies has gained importance due to the numerous complex
emergencies of recent years, but restoration of access to education is also important in local
emergencies such as earthquakes, floods and droughts. UNICEF notes that “Persistent Poverty, the
increasing number of children living on streets and the HIV/AIDS pandemic are silent, chronic
emergencies”. UNICEF noted in its policy paper that “Any emergency education programme must be a
development programme and not merely a stop-gap measure that will halt when a particular situation is
no longer experiencing intense media coverage.
At the Jomtien Conference of 1990 the participants recalled that “education is a fundamental
right for all people, women and men of all ages throughout our world” and noted that ‘education can
help ensure a safer, healthier, more prosperous and environmentally sound world”. For the first time the
policy-makers and representatives of the world of education and civil society agreed on a world strategy
to promote universal basic education for children, and to reduce massive illiteracy rates among young
people and adults especially women.
All these individual, national and international efforts to educate all, is in realization that proper
education is the answer to majority of human problems. I hasten to add proper and right type of
education because wrong education will produce wrong manpower which will rather increase the
problems. In the past, women education, science education, special education and teacher education
among others were not given adequate attention. But today emphases are on those earlier neglected
sectors of education.
Odoh (1991) said that the high rate of unemployment among school leavers and college
graduates has been severally attributed to lack of skills and competencies required in world of work.
Uzoagulu (1985) in his own contribution said that many unemployed school leavers do not possess that
necessary skills and competencies which the modern economy demands. All these according to Odoh
go to show the great need for manpower development towards meeting the needs for employable skills
among the masses of the Nigerian citizens. Both Odoh and Uzoagulu were making a case for Business
Education. They said that business education is the solution to the unemployment problem.
COMPONENTS OF A FUNCTIONAL EDUCATION
To be called an educated person, one’s knowledge should positively affect the way of looking
at issues and situations. A person who merely passed through a school system may be referred to as a
knowledgeable person and he cannot be functional in his society. It will therefore be a logical tragedy if
a person is said to be educated but such a person has in no way changed for the better. Both the
learners and their parents have freedom to choose the course they intend to read at school, though the
teacher’s role is to guide them. It is the course the learners choose that determines the level of
empowerment and manpower development of both the individual and the society.
156
If the learners are not properly guided by their teachers, or if they are more influenced by the
desires of their parents, and peers, then, the children may not do very well in the discipline they have
been forced to study.
A functional education will therefore take cognizance of the needs of the individual and society,
and should be able to meet the needs of all levels of development.
Provisions of the National Policy on Education as a Component
The National Policy on Education (FME, 1981) posits that education in Nigeria is no more a
private enterprise, but a huge government venture that has witnessed a progressive evolution of
government’s complete and dynamic intervention and active participation. It is expected to be used as
an instrument par excellence for effecting national development. This means that, the government
should be interested in what the child learns and how he learns and subsequently what such a learner
will come out to be. The beneficiaries are expected to address the manpower development needs of the
country. The course to be run should therefore be relevant in terms of the needs of individuals as well
as in terms of the kind of society that is desired.
The national objective of Nigeria is related to the Nigeria philosophy of education. The
philosophy is therefore based on the integration of the individual into a sound and effective citizen. For
this to be in harmony with Nigeria’s national objectives, it should be geared toward self-actualization
and better human relationship etc. All these are oriented towards inculcating certain values as well as
acquisition of some appropriate skills, which are necessary for manpower development initiatives of any
country.
SCIENCE AND TECHNOLOGICAL EDUCATION AS A COMPONENT
The National Policy on Education stressed that science and technology education should be
studied in terms of technical education. Accordingly, FME (1981) explained that Technical Education is
that aspect of education, which leads to the acquisition of practical and applied skills as well as basic
scientific knowledge, this shows that the knowledge of science and technology has made the world to
be global market. Any functional education should therefore incorporate basic but necessary scientific
and technological literacy into all school programmes. This is why a good knowledge of computer is
very relevant to every person in Nigeria of today, to enable the beneficiaries apply scientific knowledge
for the improvement and solution to our environmental problems for the use and convenience of man
and his society.
THE POLITICAL AND SOCIO-ECONOMIC DIMENSION AS A COMPONENT
When a child is properly educated, such a child should benefit from both the political, social as
well as economic knowledge from school, to be a balanced individual. The beneficiary should be able to
read political game of his locality or even of his country. He should be able to read and also analyze
properly the political mapping in terms of people’s political choice and political direction. He should be
able to predict the trend in the youth’s socio-economic ambition and its likely effects on national
development. A functional education for manpower development, should therefore take cognizance of
political, social as well as economic education of the nation, especially, of her teeming youths. It is hard
to get along with idle people. Aside from depressing one, they can also be a bit dangerous and
retrogressive. If the political and socio-economic atmosphere of a nation is therefore, chaotic, then one
will find it difficult to survive in it, as there may be confusion and general lack of direction.
Every child needs political education to survive and function well in a democratic setting like
Nigeria. This education will enable one to contribute its quota towards the over-all development of the
country.
VOCATIONAL AND TECHNICAL EDUCATION AS A COMPONENT
The National Policy on Education (FME, 1981) stressed Vocational and Technical Education,
especially in providing trained manpower in applied science, technology, commerce and other
157
vocational disciplines. It is also to provide the technical knowledge and vocational skills necessary for
agricultural, industrial, commercial, home management as well as economic development. Vocational
and technical education is the basis of the technology development. If this is taken properly, there shall
be increase in food production, increase in middle level technicians as well as increase in home
management and nutrition. The 6-3-3-4 education system stresses acquisition of the right vocational
skills to fill the middle level manpower needs of the country. It is therefore a component of functional
education.
Implications of Functional Education on Manpower Development
For education to be useful for proper manpower development, such education should be
functional. It should be able to meet the needs of all levels of development.
A highly skilled manpower calls for training at high levels, though high level manpower cannot
work well without the low level manpower. Otherwise, the high level manpower will be forced to perform
low-level manpower functions. If this happens, valuable human assets must have been wasted. A
functional education should therefore strive to develop all appropriate levels of manpower that the
country may need to function well. This then calls for proper teacher preparation. Nwosu (1999 p 43)
opined that a teacher is that person who manages the teaching/learning process. Such a person helps
the learners to imbibe ideas and knowledge to develop appropriate skills. In addition, Nwosu (1999)
stressed that, the teacher should have a high intellectual capacity to understand the learners’ growth
and development. The learners’ experiences are guided and he is inspired to actively participate in the
teaching-learning interactions. The teachers are very important to the point that the National Policy on
Education (NPE) asserts that no education can rise above the quality of its teachers (FME, 1981). If
Nigeria is to develop her manpower, then the place of the teachers in education cannot be overlooked.
On the basis of this, Nwosu (1999 p 154) rightly advised that:
…Nigeria would be best advised to urgently grant teachers a very attractive and
inspiring employment package and working environment that would motivate them to
become true, effective and efficient agents of rapid, all round and sustainable national
development.
This means that, manpower development of any country has a lot to do with her teachers.
SOME PROBLEMS MILITATING AGAINST MANPOWER DEVELOPMENT
There are various problems that are working against the development of manpower in Nigeria.
These are, first, the problem of adjustment. Maladjustment brings about the inability of the individuals to
cope with the problems of their environment. It makes it possible for individuals not to be able to resolve
their personal conflicts and so bring about a balance between themselves. Secondly, there are the
emotional problems. These are basically imbalance in the forces of great powers and influence
designed by nature to enable the people to cope with circumstances for survival or success. Most of the
emotional problems are anxieties, inferiority complexes, greed, envy, hatred, guilt, etc. All these are
barriers to proper adjustment, security and true happiness. It is because they generate too much
emotional turmoil and disruption that they stand out as the most serious problems encountered by
Nigerians.
Another problem is choice of career. It is perhaps most tragic when a learner after the course of
his studies, does no know the right job to do. The worst still is that nobody is available to guide the
learner on what to learn, how to learn it and what career to choose at the end of his study. In some
cases when a learner is directed accordingly he feels like joining the band wagon of mediocres and
rejecting the right career. Therefore, he becomes a misfit. This brings great confusion. The victim is
faced with a dilemma. He either learns the right thing wrongly, with tears or learns the wrong things in
the most unfortunate way. He may choose the wrong career in which he has no aptitude, interest or
capability.
Moreover, there is the problem of indiscipline and unrest in schools. Indiscipline and unrest have been
officially recognized by the Nigerian government as a national illness. Traits of indiscipline are felt
158
everywhere in homes, in schools and in churches. It also exists in the government and the political
setup. It yields lack of proper order in one’s life. It aids inability to bring one’s impulses, needs habits
and behaviour in line with the demands of one’s own life. It is the acts of lawlessness, chaos, anarchy
and disorder which may be seen individually or collectively.
Furthermore, there is the problem of improper training and unemployment. Education in Nigeria
aimed at paper qualification which may be obtained through foul or true means. Many students obtain
their certificate through malpractice or even by buying the papers. Even, most of the literate ones
become unemployed. All these yield maladjustment, resentment, anger, boredom and frustration. In
some cases, it affects one’s psychological disposition and may gradually degenerate to mental illnesses
or depressions.
There is again, a problem of improper guidance and counseling. It is universal in Nigeria that
counseling units, well furnished and equipped, are not established in schools and educational
ministries. Guidance and counseling are very essential for living. They are infact one of the most
essential requirements for human success and survival, yet they are least available.
Finally, there is the problem of juvenile delinquency which is frequently reported in our daily
papers and other media. All around us, the youths mess themselves up in homes, in schools and in the
society. They project all sorts of disapproved behaviour ranging from cultism, alcoholism, armed
robbery, truancy, disobedience to constituted authorities, sexual immorality, violent revenge, brutal
bullying etc.
CONCLUSION
There is yet no known means of developing manpower other than through education.
Therefore, for education to perform this task effectively and efficiently, education in Nigeria should be
properly funded, supervised and teacher education programme revamped. Emphasis should be on
functional education that will be relevant to the Nigeria environment. A situation where lip services are
paid to education, teachers are neglected and schools allowed to decay, the manpower produced will
continue to be misfits. Security of the staff of educational institutions should be guaranteed. The right
type of students should be admitted in schools. Technical education and science education should be
given due and practical attention which they deserve. Appointment of institutional heads should be
based on merit, experience and performance.
Finally, the National Policy on Education should be fully implemented.
REFERENCES
Combs, P. H. (1985). The World Crisis in Education: The Views from Ethics. Oxford: Oxford University
Press.
Fafunwa, A. B. (1975). History of Education in Nigeria. London: George Allen & Unwin Ltd.
Fafunwa, A. B. (1980). New Perspective in African Education. London: Macmillan Education Ltd.
Igwe, S. O. (1990). Professional Handbook for Teachers. Owerri: The Nigeria Union of Teachers, Imo
State. Wing and New African Publishing Company Ltd.
Nduka, O. (1964). Western Education and the Nigerian Cultural Background. Ibadan: Oxford University
Press.
Nwagwu, N. A. (1976). UPE Issues, Prospects and Problems. Benin City: Ethiope Publishing
Corporation.
Nwosu, C. (2999). Introduction to Teacher Education. Lagos: Dedun Educational Books.
Odoh, C. (1991). The Role of Business Education in the Teaching of Employability Skills in Nigeria in
M.S Mkpa Edition. Contemporary Issues in Nigerian Education. Awka Mekslink Publishers
Nigeria.
Okafo, F. C. (1984). Philosophy of Education and Third World Perspective. Enugu: Star Publishing
Company.
159
Swift, D. E. (1973). The Sociology of Education. London: Boutledge and Legan Paul.
Uzoagulu, A. E. (1985). Vocational Education: A Means of Mass Employment in Vocational Educators
5th Edition UNN.
160
27
QUALITY CONCERNS IN VOCATIONAL
TECHNICAL EDUCATION FOR MANPOWER DEVELOPMENT
IN NIGERIA
Ahobee Simeon
Department of Technical Education,
College of Education, Oju
ABSTRACT
Manpower development through Vocational Technical Education is believed to hinge on the
provision of skilled individuals who would be able to solve societal problems that depend on
skills acquired through Vocational Technical Education. How well these individuals discharge
their roles is also dependent on the effectiveness of the programmes they undergo towards
making them skilled enough. This paper therefore considers the objectives of Vocational
Technical Education; need for quality manpower development, the imperatives for quality
manpower development and the constraints to quality manpower development through
vocational technical education. Conclusions and recommendations are drawn.
INTRODUCTION
Vocational technical education is about the development of skills that are immediately useful in
a given area. (Olaitan, 1996). This explains why the philosophy of vocational technical education
focuses on manpower development for the nation.
Skills acquired in vocational technical education help the individual who acquires them to
secure a job, progress in it and maintain it, (Okorie 2001). Experts believe that vocational technical
education should be competent to teach the required skills that would make an individual perform well
in a chosen area of occupation existing in industry. An industry also demands that an individual
possess the skills acquired in such an amount that would make that individual competent to occupy a
position in the industry and do well in the position, (Okoro, 1993).
OBJECTIVES OF VOCATION TECHNICAL EDUCATION IN NIGERIA AND ELSEWHERE
Vocational technical education is that form of education which emphasizes the development of
occupational skills needed as preparation for work. (Olaitan, 1996). This form of education is known to
promote the dignity of labour as it emphasizes work as its main goal of education.
The National Policy on education document outlines the following as the main objectives of
vocational technical education.
- Providing trained manpower in the applied sciences, technology and commerce.
- Providing the technical knowledge and vocational skills necessary for agricultural, commercial and
economic development.
- Giving training and imparting the necessary skills to individuals who would be self reliant
economically. (FME, 1998).
According to Okoro (1993) the major objective of vocational technical education should be work
related. He believes this form of education should increase the employability of the individual.
Increasing employability here would mean making the individual able to secure and maintain that
individual’s employment. It would also mean increasing the chances of that individual securing a job or
an employment and maintaining it.
Olaitan et al, (1999) lists the objectives of vocational technical education to include:
161
-
Preparing learners to meet the manpower needs of relevant occupations in their environment
through acquisition of useful skills, knowledge and attitudes.
- Helping learners to acquire the right attitudes to work and develop the respect for the dignity of
labour.
- Helping the learners to enter into life-long occupations through motivation.
- Assisting learners in useful job placement on graduation.
These objectives are job oriented and are all about manpower development. It is believed that
the products of our vocational technical education will increase the number and improve on the quality
of manpower produced through vocational technical education. This will further lead to achievement of
the requirement for manpower by the society.
Ahobee (2004:165) believes that vocational and technical education can be a mechanism for
meeting the manpower needs of our society in Agriculture, technical industry, business, homeeconomics and other clusters of occupations if well funded and managed.
IMPERATIVES FOR QUALITY MANPOWER DEVELOPMENT THROUGH VOCATIONAL
TECHNICAL EDUCATION
From independence, the quality and quantity of manpower production in Nigeria have not fared
well. Nigeria has continued to make trials which have not actually yielded much benefit. (Okoro, 2001).
It is believed that those imperatives necessary that must be in place for manpower production to be
meaningful have been absent in our attempts. These imperatives include, among others;
- Availability of properly trained and skillful teachers – Teachers of vocational technical education
must be well trained and must possess the skills which they are to impart to those they are to
teach. Onuoha, 1997).
- Availability of infrastructure. Infrastructure development is required for an efficient manpower
production programme. Those who are being trained to increase manpower for the various areas of
development must actually be seen performing in environments that look like the actual places
where they will eventually be involved when they find themselves as workers.
- Ability of training institutions to meet demands of industries in skill areas which renders the
products of vocational technical institutions efficient in the industries when eventually engaged.
- Availability of electricity and other utilities needed to ensure efficient training of the products.
Imandojemu, (2001) states:
“Development in vocational and technical education suggests training purposely
planned for employees or people undergoing vocational technical education geared
towards efficiency and effectiveness for maximization of profit or full benefit of the
enterprise, whether private or government”.
Government has to ensure that the vocational technical institutions are properly equipped with
efficient functioning tools, machineries and other needs of the workshops (Okocha, 2008).
Vocational and technical education, Edo (2004) believes plays useful roles as the recipients of
this education competently become self-employed or even work in factories.
The major problem with our drive towards quality manpower development is the uncoordinated
effort at which this is seen to be done. In Nigeria today, vocational technical education is looked down
upon by a good number of school entrants at the lower levels of vocational technical education. Such
students proceed in their chosen prestigious courses just to discover at the end of the ladder that the
road followed does not lead them to any meaningful destination. They eventually switch over at the top
of the ladder to embrace vocational technical education out of frustration. This situation results into
improperly prepared graduates of vocational technical education as they lack basic foundation which
would have prepared them more adequately for employment in industries.
CONSTRAINTS TO QUALITY MANPOWER
TECHNICAL EDUCATION IN NIGERIA
162
DEVELOPMENT
THROUGH
VOCATIONAL
*
Lack of commitment by government to outlined programmes and other approaches:
Lack of commitment is evident in the poor funding received for programmes and other areas of
vocational technical education. Supervision is also lacking as a result of this.
*
Lack of properly trained and skilled teachers:
This makes it very difficult for the products of our vocational technical institutions to be properly
prepared for need of industries.
*
Very low status attached to vocational technical education:
This makes some of the students that could have developed interest in this area, and would have
increased the required manpower in various areas, to drop their plans and change lines.
*
Lack of infrastructure in our vocational technical institutions for proper training of the products: This
hinders efficiency of the products, and as the principles of vocational technical education state, no
meaningful work would be undertaken in vocational technical education if these things are lacking.
(Okoro, 1993).
*
Inability or training institutions to meet demands of industry in skill areas:
This renders the products of our vocational technical institutions inefficient and therefore of very low
value to the industries which prefer to train their workers in the industry.
It has been clearly spelt out by the principles of vocational technical education that the
production of manpower for our industries should follow such guidelines that would make the products
efficient in work place.
THE WAY FORWARD
The need to correct those steps we have taken towards our drive to improve on the quality of
manpower developed through vocational technical education is advocated. A change is also called for
in our dependence on imported technologies which do not fit accurately our situation.
Olaitan, (1996) believes training effort in Nigeria’s vocational technical institutions should not be
isolated from actual industrial demands of manpower.
Equally, jobs availability should be the basis for production of manpower. Thus, this would
reduce the chances of producing manpower that would not be relevant in our technological needs.
Nigeria must improve on her industrial base which at the moment is seen to be very low. This
situation is seen to be responsible for the inability of the students industrial works experience scheme to
secure credible attachment venues for vocational technical students undergoing industrial training.
Funding for the programmes of vocational technical education has to be improved upon to
ensure an efficient programme of vocational technical education for skills development.
However, for manpower production through vocational education to be said to be moving in the
right direction in our modern society it is important to expect that with the changes now taking place due
to change in employment opportunities, establishment of new occupations, new expectations from the
modern day workers become occurring expectations in industries that employ. (Finch and Gaugh,
1982). This situation as narrated calls for a serious rethink in our approach to the development of plans
for our education, especially the vocational and technical education, which is mostly concerned with
development of skills, attitudes and knowledge required for the manpower requirement of Nigeria.
CONCLUSION
The quality of vocational and technical education received by an individual or individuals is a
factor in the type and quality of manpower developed through it. This statement of fact therefore
demands total commitment by the government, private organizations and individuals as well as
163
construction or production companies which are the main consumers of the products of the vocational
and technical education establishments.
The need to make input into the course content of these institutions should be felt as these
establishments or companies know better the type of manpower they demand from vocational training
institutions. Anything short of this will lead to a production of manpower or skilled persons with no
particular value in production.
REFERENCE
Ahobee, S. (2004) Vocational and Technical Education and Sustenance of Democracy (Book of
Readings).
Imandojemu, A. A. (2001) Perspective in Vocational and Technical
Education.
Concepts,
Philosophy and Assessment.
Okocha, S. A. (2008) How to fix Nigeria: Education Newswatch, Sat 04 Oct. 2008.
Okorie, J. U. (2001) Vocational Industrial Education. Bauchi League of Researcher in Nigeria.
Okoro, O. M. (1993) Principles and Methods in Vocational and Technical Education. University Trust
Publishers: Nsukka
Enugu.
Olaitan, S. O. (1996) Vocational and Technical Education in Nigeria.
Issues and Analysis. Onitsha
Noble Graphics Press.
Olaitan, S. O., Nwachukwu, C. E. et al (1999) Curriculum Development in Vocational and Technical
Education. Cape Publishers International Ltd. Onitsha.
Onuoha, S. A. (1997) Students’ Performance in Science, Technology
and Maths. The Nigerian
Teacher Today. 5(1 & 2).
164
28
REVITALIZING THE MINORITY LANGUAGE
MEDIUM FOR QUALITY MOTHER
TONGUE IN NIGERIA
Oko Cletus Sulleman
Department of Nigerian Languages and Culture,
College of Education, Oju
ABSTRACT
Nigeria as a nation recognizes the importance of mother tongue medium in the education
process, hence the various policy statements in the constitution of the Federal Republic of
Nigeria and the National Policy on Education of 1977 (revised 1981).In a similar vein, the
United Nations Scientific and Cultural Organization, proclaimed February 21 of every year as
International Mother Language Day. These are signals that mother tongue medium is
recognized all over the world as sine qua non for full and all round development. After
examining the implementation of the national policy on education as it affects mother tongue
education in Nigeria since its inception, one cannot do otherwise but come to the conclusion
that it was a complete fiasco. In the present circumstance, the group that is most adversely
affected is the minority languages. This paper therefore is an attempt to examine the mode of
implementation of the policy and accordingly determine the current level of success or
otherwise so far recorded. The paper will also suggest or recommend ways and means of
achieving qualitative mother tongue education in Nigeria in general with particular bias to the
minority languages of the country.
INTRODUCTION
Thirty-three years after the launching of the National Policy on Education (NPE) in this country,
and eleven years after the declaration of February 21st as International Mother Language Day by the
United Nations Scientific and Cultural Organization (UNESCO), nothing much appears to have
happened in the area of mother tongue education(MT). This raises some questions: What has gone
wrong? Has government suddenly found out that the policy on mother tongue education is now
impracticable? Or, could it be that she no longer has the financial muscle to prosecute the programme?
Or, still, would it be wrong to suggest that government has lost faith and interest in the programme as
spelt out in the NPE? These are questions that agitate the minds of many and earnestly beg for
answers.
To some people, writing on the topic is tantamount to sheer academic exercise. This view is
understandable given that much has been written on the subject with little or no corresponding result.
As stakeholders, however, we will not get tired for it is our responsibility to prick the consciousness of
the people in matters relating to the topic under discussion, knowing that it is a means of achieving all
round development for our teaming pre-primary and primary school pupils. To this end, we are going to
narrow down our area of discourse for effective handling hence the selection of the title “Revitalizing the
Minority Languages (MT) for Quality Mother Tongue Education.
DEFINITION OF KEY CONCEPTS AND WORD:
Mother tongue: Awoniyi in Shoja (2005:13) defines mother tongue as “the first language acquired by a
person in his early years of life, and which normally becomes his natural instrument of thought and
communication.” It is a term that is used interchangeably with first or home language.
Mother tongue education: This refers to an educational process that is transmitted through the mother
165
tongue as the basic medium (Shoja, 2005).
Minority language: In the context which it is used in this write up, minority language (MI) refers to any
indigenous Nigerian language other than Hausa, Igbo and Yoruba.
Revitalizing (from revitalize): Oxford Advanced Learners’ Dictionary defines the word as making
“something stronger, more active or more healthy” (Hornby, 2000).
POLICY STATEMENTS ON MOTHER TONGUE EDUCATION
According to Bamgbose quoted by Igboanusi (2002:103)The National Policy on Education rests
on two planks:
(a) The issue of the Mother Tongue as a medium of Instruction in early formal education; and
(b) The requirement that every Nigerian child should learn one of the three major Nigerian languages in
addition to his own language and English.
Section 3 paragraph 15 (4) of NPE stipulates that government will see to it that the medium of
instruction in primary school is initially the mother tongue or the language of the immediate community
and at a later stage English. At the pre-primary level, section 2 paragraph 11 of the NPE also states
that government will “ensure that the medium of the instruction will be principally the mother tongue or
the language of the immediate community”.
As a strategy for achieving this objective, the NPE adds that government “will develop the
orthographies of many more Nigerian languages” and that government will provide textbooks in
Nigerian languages (NPE, 1981).
At the secondary level, the policy makes it mandatory for two Nigerian languages to be studied.
These include the language of their areas and one of the three languages “subject to availability of
teachers” (NPE 1981:17).
CURRENT LEVEL OF IMPLEMENTATION OF THE NPE
As can be seen, the foregoing are the main policy thrusts of the government concerning mother
tongue education. The policy has the merit of recognizing the need to use mother tongue in education,
but that it is where everything stops. There are just no dependable mechanisms put in place to ensure
the success of the program. Similarly, no mechanisms are in place to enforce the provisions of the
NPE by way of legislation or something. This probably explains why no school is known to have been
sanctioned for flouting the provisions of the NPE as it concerns mother tongue education. This
suggests, or rather seems to suggest that government is deliberately turning a blind eye because it is
not committed to the MT project after all.
It is common knowledge that rather than use the MT as the NPE has prescribed, many schools
and teachers as well, prefer to use the “straight for English” approach. (Straight for English is a situation
where the pre-primary school pupil is given his first and subsequent lessons in English.)The approach
according to Shoja (2005:18) presents some problems of mastery of the English language because of
“its strange or unfamiliar phonetic, syntactic and lexical structure”. Shoja argues further that those
children who are taught using the straight for English approach “equally fail to do well in other school
subjects that are normally taught in English language.”
In a research carried out by Muslimi (2010) in selected primary schools in Saki-West Local
Government Area of Oyo State (where Yoruba is lingua franca) to determine the level of MT
implementation in the lower primary school, the researcher found that none of the 72 teachers from the
private schools used the mother tongue medium. According to the finding, private proprietors did not
permit use of the mother tongue medium.
On the other hand, of the 223 teachers involved in the
study, only seven (representing 3.1% indicated that they used the MT medium alone. If this can
happen to Yoruba with its abundant MT-literate teachers and an array of textbooks, then the situation in
the linguistic minority areas can hardly be imagined.
Hostility to MT medium in schools exists even more strongly within the minority languages groups
166
themselves. Just as they do not want the majority languages to be taught to their children, so also do
they not want their own languages to be taught to them. Even from the perspective of the students
themselves, Ogbu (2009) observes that:
Many don’t want to study the local languages because they ask what they would do
with it. Most of the time, after four years of studying local languages, students would
proceed to study French because they don’t have faith they can make it with studying a
local language.
“So, now”, she adds, “students of the University of Lagos are given a degree of linguistics and
a Nigerian language to help dignify their qualification”.
As if these are not enough attitudinal problems, minority language teachers, themselves, even
go to other departments, caps in hand, to solicit for extra courses in order to “redeem” their image.
Others are involved in frantic efforts to transfer to other departments where there is population. All
these put together present poor image of the MT in the eyes of students, parents and the general
public.
On the part of the minority linguistic groups themselves, the MT policy statement that each
Nigerian child should learn one of the three major languages was not taken seriously. This, in the
opinion of Igboanusi (2002), is because the minority languages were not considered before the MT
policy was made. “These minority groups in turn, seem to be sabotaging the implementation of the
policy … speakers of minority languages have always been suspicious of the intentions of the policy”.
That government has singled out only three languages out of over 500 to be taught in
perpetuity to the detriment of the linguistic minority children is enough reason to evoke suspicion,
especially in a country where they (the minorities) have lived in fear of tribal domination over the years.
As it were, the only visible role assigned to the minority languages is that of using them as mediums of
instruction in the lower primary school. The linguistic minorities therefore do not see this as enough
compensation to warrant sacrificing their languages on the altar of national unity.
One area in which the minority languages suffer gross disadvantage is in the area of efficient
orthography. Even though the Federal Government had promised to reduce many more Nigerian
languages to writing, not much is known about the implementation of that promise. So far, only 44
Nigerian languages have got standard orthography since the policy was released (Emenanjo, 1990).
Even those that already have “standard” orthographies still grapple with disputations of one sort or the
other. Without a standard orthography, any talk of writing or publishing books in any given language is
sheer mockery and wishful thinking.
Another area of disadvantage to the minority languages is in the area of text books. Not many of
these languages can boast of basic textbooks like grammar books and literature texts, not to talk of
dictionaries and encyclopedias. Without the foregoing, any talk of standardization is a mirage. In
recognition of this problem Olaofe (1990:58) suggests that “more than merely concentrating all efforts
on the development of the three Nigerian languages as is the case at the moment, linguistics should be
used to develop as many minority languages as possible.” This is a clarion call on the state
governments whose languages have orthographic deficiencies to pool their linguists in order to remedy
existing flaws as well as devise orthographies for linguistic groups that have none. A situation where
some language boards are dominated by language enthusiasts, to the detriment of writers and linguists,
should not be encouraged.
Shortage of fund is also a major factor that has held down the implementation of the mother
tongue policy. Because their languages are small with tiny voices, the cries of the ml speakers are
never heard, not to talk of being heeded. And because theirs are not as popular as those of the big
languages, vanity or self-publishing becomes a risky business because would-be buyers are not readily
available. Government which has the financial muscle to do this is not particularly keen or committed to
the cause of the minority languages. Corroborating this view, Ogbu (2009) has this to say, “…the
167
government would not release the funds to implement these policies and ironically they can’t cope with
the languages of their immediate environment, yet they want to introduce French as second national
language”. So far, only Rivers State Government is known to have published over fifty (50) books
consisting of school readers, pamphlets, charts and sporting materials for all her 21 local languages
(Kay Williamson, 1990).
Shortage of teachers is yet another obstacle that has militated against quality mother tongue
education. This is because only very few people are mother tongue-literate in a majority of the linguistic
minority communities. Most of those who are literate were not trained as professional MT language
teachers. That being the case, quality instruction in areas where the languages are taught is not
guaranteed.
In a bid to have qualified teachers, some states of the federation have established Nigerian
languages and cultures departments in their higher institutions. In Benue State for instance, the two
colleges of Education Katsina-Ala and Oju are now offering Hausa, Tiv, Idoma and Igede at NCE level.
Ironically, however, there doesn’t seem to be much enthusiasm or pride of place for the teachers so
trained as there is no known policy concerning their utilization. The situation has made other would-be
students to develop cold feet towards seeking admission into the Department of Nigerian Languages
and Cultures.
For effective policy delivery, the Federal government had promised to train teachers for the MT
program. This was why the National Institute for Nigerian Languages (NINLAN) Aba came into
existence, albeit belatedly (Igboanusi, 2002). Up till now, how many teachers NINLAN has been able to
train is a research topic in itself. Suffice it to say that this writer is not aware of any from this part of the
country. As everybody knows, there cannot be qualitative education of any sort where qualified trained
teachers lack. There is therefore an urgent need for government to do something positive so as to
rescue the near-collapse of the mother tongue programme.
THE WAY FORWARD
Proprietors and teachers in the primary school system should be compelled by means of
legislation to implement the use of mother tongue medium in the first 3 years of primary school as
provided by the NPE. Studies have shown that using the MT medium before the second language (L2)
does not have any adverse effect on students’ overall performance in the latter. As a matter of fact,
research evidence to date suggests that “the more highly developed the first language skills, the better
the results in the second language” (Benson, 2004).
The Nigerian government should be persuaded to prosecute the NPE to its logical conclusion.
The Nigerian people, through the instrumentality of the National Assembly, the State Houses of
Assembly and the Local Government Councils should pressurize government (if possible by
legislation) to show commitment and interest in the mother tongue medium project because it is sine
qua non to academic attainment in other subjects. As Mowarin & Tonukari, (2010) grimly put it,
underdeveloped state of Nigerian languages “constitute linguistic impediment to her youths’ ability to
acquire innovation and creativity skills that would launch the nation into the knowledge era”. Citing
Egbokhare (2004), Mowarin & Tonukari (2010) suggest that conscious efforts must be made to
modernize Nigerian languages if they are to find any use. This calls for language engineering – the type
that was done for some nine Nigerian languages. As a result, what is known as A Glossary of Technical
Terminology for primary Schools was produced. Decimalization of numeration is also an aspect that
must be taken care of because counting is a must in Mathematics and the Sciences (Emenanjo, 1990).
Properly repositioned, the minority languages and indeed, Nigerian languages will be in a better stead
to serve their users better.
Indigenous language teachers need special training programmes in order to be able to deliver
the goods. In this respect, Nigeria needs to borrow a leaf from countries like Bolivia and Mexico. In
Bolivia, bilingual specialists were made to undergo postgraduate diploma or M.A. programmes to
prepare them for the speakers of the Adean Region Languages. Also in Mexico City, an M.A.
168
programme in applied linguistics and anthropology in Indoamerican languages to train professionals
and make them meet the technical needs of bilingual programmes is in place (Benson, 2004). In the
light of the above therefore, Igboanusi, (2002), advises that in implementing policies like the NPE,
attempts should be made to provide the right quality of teachers in sufficient number.
Government should wake up to its avowed responsibility of providing qualitative education for
its citizens by committing more funds to the mother tongue project. Part of the excess crude oil money
should be shared among the states with specific charge to use it for the publication of textbooks and
procurement of other necessary instructional materials. Philanthropists and other public spirited
individuals can also help by making money available to departments of Nigerian languages for the
same purpose.
Indigenous language writers must come together under one umbrella and begin writing books
in their respective languages. Thereafter, they can approach the local, state or federal governments as
well as NGOs and philanthropists to assist in getting their works published. It is no use calling on
government to help publish books in indigenous languages when indeed there are no manuscripts to
publish. Writers will begin to spring up all over the place if they know their works will get published
eventually.
Already trained MT teachers, who are now roaming the streets, should as a matter of policy, be
employed to teach in the primary and secondary schools. This will spur both students and teachers to
work harder. It will also encourage prospective candidates to register for the various MT courses in
either the universities or colleges of education.
CONCLUSION
So far, we have examined the NPE as it concerns the indigenous languages and the minority
languages in particular. We have also examined the mode of implementation of the policy and have
come to the conclusion that it was not faithfully implemented. Thereafter, we proceeded to chart the
way forward – a way that we hope will guarantee qualitative mother tongue medium usage in the
schools. In this regard, we have come to another conclusion, still, that all hands must be on deck for
qualitative mother tongue education to be achieved. What this means is that government, teachers,
writers, linguists, none-governmental organizations, philanthropists and public-spirited individuals must
decisively pick up the challenge of helping the indigenous languages, particularly the minority ones to
develop especially as it is a truism that mother tongue medium is sine qua non to academic attainment
in other subject areas.
REFERENCES
Benson, C. (2004). The importance of mother tongue- based schooling to educational quality. Paper
commissioned for EFA Global Monitoring Report 2005, the quality imperative.
Emananjo, E.N. (1990). In the tradition of the majors: Lessons in language engineering for the minority
languages. In E.N.
Emananjo (Ed.), Multilingualism, Minority Languages and Language Policy in Nigeria. Agbor: Central
Books Limited.
Hornby, A.S.(2000). Oxford advanced learners’ dictionary (6th Edition) Oxford: University Press.
Igboanusi, H. (2002). Igbo English in the Nigerian novel. Ibadan: Enicrownfit Publishers.
Mowarin, M. & Tonukari, E.U. (2010). Language deficit and lack of creative education as impediments
to Nigeria’s breakthrough into knowledge era. Educational Research and Reviews Vol. 5(6) pp.
303-38. Retrieved from http://www.academicjournals.org/ERR2
Musilimi, Y. Y. (2010). Implementing the mother tongue-medium policy in the lower primary lasses: A
case study of selected primary schools in Saki- West Local Government Area of Oyo State,
Nigeria. Retrieved August 23, 2010, from http://www.unilorin.edu.ng/…/education…/implementing
Ogbu, R. (2009, February 24). Dying mother languages. Newswatch Magazine Retrieved from
http://www.newswatchngr.com/index2.php?option=com_content& task=view&id=647&po…
Olaofe,I.A. (1990).The relevance of linguistic teaching and learning to the implementation of the
169
national language policy. In E.N. Emenanjo (Ed.), Multilingualism, Minority Languages and
Language Policy in Nigeria. Agbor: Central Books Limited.
Shoja, A. (2005). A new approach to mother tongue education in Nigeria. Ogoja: Soga Printers &
Publishers.
Williamson, K. (1990).Development of minority languages: Publishing Problems and Prospects. In E.N.
Emenanjo (Ed.), Multilingualism, Minority Languages and Language Policy in Nigeria. Agbor:
Central Books Limited.
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29
QUALITY ISSUES IN VOCATIONAL TECHNICAL
EDUCATION IN NIGERIA
Ahobee Simeon
Department of Technical Education,
College Of Education, Oju
ABSTRACT
This paper takes quality in vocational technical education to be the effectiveness of the totality
of activities that lead to the production of persons or individuals that need technical vocational
skills as a means of livelihood. The paper discusses the objectives of vocational technical
education and looks at the present state of quality in the content, instructional materials,
methods employed and that of the instructors. Funding for vocational programmes is also
considered. Conclusions and recommendations based on the way forward are drawn.
INTRODUCTION
The quality of any programme, activity or event can be said to be contained in the judgement
passed on that programme by those who are concerned with the outcome of the programme. So it is
with the vocational education programme. Much emphasis has been placed on this programme by the
Federal Government of Nigeria as pronounced by the National Policy on Education (FRN 1998)
because of its importance in the development of technology and industry as well as the individuals and
society. The Policy therefore takes vocational technical education to be those aspects of the
educational process involving, in addition to general education, the study of technologies and related
sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to
occupations in various sectors of economic and social life (FRN, 2004 pp. 23-24). Experts in the field of
vocational technical education, however, take vocational technical education to be an education
concerned with the production of individuals that will eventually take to a job with the sole aim of making
a living.
For quality to be said to be achieved in vocational technical education, therefore, it must be
said to be effective, that is, all activities and programmes as well as the content must be seen achieving
set goals and objectives for vocational technical education. In expressing quality in vocational technical
education certain related concepts of reality exist that are attached to it. In vocational technical
education, for instance, students learn for work, it therefore means that these students have to feel
satisfied with the quality and relevance of the education they receive, which in turn, makes them ready
to maintain their employment when they eventually secure one. (Olaitan 1999). The implication of all
this is therefore that the reason for the students’ choice of programme, discipline or course, the content
of their curriculum and the methods of teaching they undergo deserve some merit or goodness that will
spring them to the heights of their educational aspirations.
For success in the achievement of the objectives of vocational technical education, therefore,
the issue of quality must be accorded top priority. This is important if vocational technical education is to
make its full contribution to the overall goals of acquiring enough knowledge and skills that will help
them become useful participants in the world of work and in the upliftment of the economic
development of the society.
OBJECTIVES OF VOCATIONAL TECHNICAL EDUCATION
The National Policy on Education lists the following as the objectives to be pursued by or
through vocational technical education:
171
-
Providing trained manpower in applied science, technology and commerce, particularly at the subprofessional grades.
Providing the technical knowledge and skills necessary for agricultural, industrial, commercial and
industrial development.
Providing people who can apply scientific knowledge to the improvement and solution of
environmental problems for the use and convenience of man.
Giving an introduction of professional studies in engineering and other technologies.
Imparting the necessary skills leading to the production of craftsmen and technicians as well as
other skilled persons who will be enterprising and self reliant.
Enabling our young men and women to have an intelligent understanding of the increasing
complexity of technology as we now have it everyday.
These laudable objectives have carefully been summarized into four main objectives by Olaitan (1999)
as:
- Preparing learners to meet the manpower needs of relevant occupations in their environment
through acquisition of useful knowledge, skills and attitudes.
- Helping learners to have the right attitude to work and develop the respect for the dignity of labour.
- Helping to motivate learners to enter into life-long occupation and
- Assisting learners in useful job placement on graduation.
Olaitan believes these objectives would be more effectively achieved if these programmes put
in place for the attainment of these objectives are implemented under the vocational technical
education control culture - when the administrator is someone in the area of vocational technical
education. It should also be added here that the institution under which this training is given should not
struggle for funds with other areas of education as is usually the case where vocational technical
education is a school within the institution. In order to achieve these objectives as listed and ensure the
quality and relevance or effectiveness required the present methods or approaches presently employed
must be reviewed. Motivation of the learners must also take centre stage in all activities as interest in
the programmmes can only be achieved through motivational approaches by the teachers.
The provision of skills which would be meaningful in industrial and commercial ventures would
also depend on other incentives that must be provided in the training environment for students to
benefit from. Needed materials and venues must be made convenient for the required training.
This raises a very important issue that must be commented on – the issue of the commitment
and sincerity of our planners of education towards the implementation of the policies put in place. In the
assessment of quality of vocational technical education as is being offered, consideration must be given
to the assessment of programmes as they are being implemented. Unless this is done, the issue of
quality in vocational technical education will remain on paper.
The question may be asked: how is government or our educational institutions of technology
preparing learners to meet the manpower needs of relevant occupations in their environment through
acquisition of useful knowledge, skills and attitudes? For now, the products of our vocational technical
institutions lack both the knowledge, skills and attitudes demanded by the various occupations. They
are not knowledgeable enough, they lack the skills and have very poor attitude to everything.
PRESENT STATE OF QUALITY IN THE CONTENT OF VOCATIONAL TECHNICAL EDUCATION IN
NIGERIA
The task of vocational and technical education is the transmission of ideas, skills, values of
work and environment and what the individual can do with his or her life. (Olaitan, 1999). This means
that students should learn that which must help them become useful in work needed in their society.
The level of content most suited for our level of development now or presently is that which prepares
the learner to be useful to his society or environment at our present level of development.
Nigeria has been caught up in a new wave of technological development for which we are not
part of. The western world is moving very fast to reach high heavens. They realized early enough that
vocational and technical education holds the key to their technological development and they embraced
172
it strongly, making it a very important part of their education. Where the western world sits now
technologically has been attained through years of hard labour and great commitment. We would be
very unwise to think we are to move at the level they ate moving now.
However, it is to be understood that the National Policy on vocational and technical education
in Nigeria is traceable to the Memorandum on Education contained in Phelp-stroke document of 1925
whose relevant highlights states:
“Education should be adapted to local conditions and must
be
that
which
involves all round elements of local tradition and social functions. (Imandojemu, 2001)”.
For the localities to feel the impact of vocational and technical education, the basic problems of
the society at that level must have answers. These problems include shelter, water, food and clothing.
All of these problems can be handled through vocational and technical education through the basic
training given to carpenters, plumbers, farmers, home economic etc.
We should not bother the learners with those progressive vocational and technical skills which
do not match our level. It is the belief of Olaitan (1999) that a truly educated person vocationally may
not be one that knows the details of all subjects but one who possesses useful learning or has little
detailed knowledge of facts and theories and is not always in doubt about his basic conviction in what
he knows and can do.
A quality educational programme, particularly the vocational technical educational programme,
is certainly that programme that encourages participation in useful work. The programme must
therefore be backed by functional content that can help create awareness and also correlate well with
investment in the educational programme, (Olaitan et al, 1999). It may sound very strange to hear that
some programmes in vocational technical education today are not job oriented. That is, the
programmes do not derive their content from functions performed on relevant jobs in the community,
rather, some are based on theoretical foundations of available textbooks and teachers’ background.
THE PRESENT STATE OF QUALITY OF INSTRUCTIONAL MATERIALS
The purpose of vocational and technical education according to Olaitan (1996) is to equip the
individual who receives it with skills which are relevant in a particular chosen area. It should therefore
be geared towards developing specific skills required for proper functioning in a chosen occupation.
This form of education is best acquired when the learners are exposed to practice as skills are acquired
through repetitive operation or imitation as the learners have to watch and do whatever the teacher
does. It is therefore a doing type of education. For this form of education to be effectively delivered
must therefore require that the materials, tools and equipment be available. This is in addition to the
workshops where the training is to be given. (NBTE, 1992).
For now, the quality of materials required for the delivery of lessons which are usually
supposed to be practical in nature is very poor. The materials needed are, in most cases, not available.
Tools are also not found anywhere in schools where these skills are to be offered.
This paints a picture of skills not given at all. This situation leaves the learners with nothing to show for
the years they spend in our vocational and technical institutions, a situation decried by the industries
that eventually absorb them.
Most machines in our workshops today are better described as scraps because they occupy
positions in our workshops but perform no function. When one turns to our drawing studios today they
present an eye-sore as they look more like places where goats spend their nights.
An efficient vocational and technical education, according to Okoro (1993) is one that is given
where needed facilities exist in good quality. Because of the very poor quality of the needed facilities or
even absence of such facilities in our vocational and technical institutions, teachers resort to theorizing
all areas of teaching, including even those that should be given practically. This form of education will
be highly inefficient because it does not make provision for the basic needs of the programme. (Okoro,
2001).
173
THE QUALITY OF THE TEACHERS INVOLVED IN VOCATIONAL AND TECHNICAL EDUCATION
It is generally accepted that no education can rise above the quality of the teachers that give it.
Equally accepted is the fact that the instructor must have relevant experience in the application of
knowledge and skills in the area and operation he is to teach if his teaching is to be meaningful (OKoro,
1993). Most teachers in our vocational and technical institutions today lack the skills and knowledge
they pretend to be passing onto the learners. The situation of teachers in our institutions is pathetic as a
good number of highly skilled teachers are being snatched away by industries which pay highly for
services rendered, (Uwaifor and Uwaifo 2009). Institutions of learning are, therefore, left to manage with
the technicians who hardly posses the skills to teach and also lack the effective ways to teach these
skills. This situation places much load on the few qualified ones in the vocational and technical
institutions thereby reducing their effectiveness in the handling of their work. (Onuoha, 1997).
THE STATE OF FUNDING OF VOCATIONAL AND TECHNICAL EDUCATION IN NIGERIA
The principles of vocational and technical education clearly state in one of its main theorems
thus:
While every reasonable effort should be made toreduce the per-capita cost, there is a
minimum below which effective vocational and technical education can not be given. If
the course does not permit of this minimum of per-capita cost, vocational education
should not be attempted. (Posser and Quigby, 1949) in (Okoro, 1993).
The issue of funding can be said to be one of the most discussed topics in education generally
and particularly in vocational and technical education. No paper discussing problems of vocational and
technical education leaves out funding. This is because it is very necessary for any programme that is
to be successfully carried out.
That vocational and technical education is highly cost intensive is now known by everybody.
Also, that it should be properly funded for the achievement of its objectives is a well known fact too. The
dilapidation in almost everything in our vocational and technical institutions – workshops, machineries,
tools and books clearly explains that vocational and technical education is poorly funded. The quality of
funding of vocational and technical education as is presently being done, is not enough to ensure a
qualitative vocational and technical education for Nigeria. (Olaitan, 1998).
CONCLUSION
The picture painted of the quality level in all areas of vocational and technical education –
methods, materials, content and the standard of the teachers in our vocational and technical institutions
at present does not give much hope that there is quality in the production of the persons that come out
of the vocational and technical education system. The inadequacy or very low level of funding equally
does not speak well of the programme. The need to question the sincerity of our governments in the
implementation, supervision and funding of the programme is therefore clearly felt.
RECOMMENDATIONS
Based on the conclusion drawn, it has become necessary to put forward the following
recommendations which, it is believed, would help improve on the quality of our vocational and
technical education and therefore on the quality of the products –
* The content of vocational technical education should be society based and should be derived from
functions performed on relevant jobs in the society. This will make products of our vocational
technical education to be more relevant to the society.
* Teachers of vocational technical education/subjects should involve their students in the
identification, planning and finding solutions to problems as an effective teaching method. Merely
giving out the facts as contained in books does not help the learners develop the required
inquisitiveness required of the learners for a complete development of skills.
174
*
*
*
Infrastructural development should be stepped up along with the provision of facilities and
equipment for vocational technical institutions. This is highly necessary to create an enabling
environment for effective development of skills in the learners to make them self reliant.
Adequate funding of vocational technical institutions should be pursued as a way of making
programmes in these institutions more efficient as it is believed that the efficiency of a vocational
technical programme is directly proportional to the level of funding for the programme.
Training and retraining of the vocational technical education teachers should be given top priority
by government as a way of making them current with new technologies. This is so because, as it is
believed, the teacher can not give to the learners what he, the teacher, does not possess.
REFERENCES
Federal Republic of Nigeria (2004). National policy on education. Lagos: FGN
National Board for Technical Education (1992). Standard and criteria for Accreditation of technical
colleges and similar institutions in Nig. Kaduna.
Okorie, J. U. (2001). Vocational industrial education: Bauchi League of researchers in Nigeria.
Okoro, O. M. (1993). Principles and methods in vocational and technical education, Enugu: University
Trust Pubishers.
Olaitan, S. O. (1996). Vocational and technical education in Nigeria
issues and analysis. Onitsha
Noble Graphic Press.
Olaitan, S. O. (1999). Curriculum dev. In vocational and technical education. Cape Publishers Int
ernational Ltd, Onitsha.
Onuoha, S. A (1997). Students performance in science, technology
and mathematics. The
Nigeria Teacher Today, 5 (1 & 2).
Uwaifo, V. O. and Uwaifo, I. U. (2009). Training technology and vocational education teachers for the
new 9-3-4 education system in Nig.: Problems & Prospects. International N.G.O.
Journal, 4(4) 160-166.
175
30
THE NEED FOR QUALITY PHYSICAL HEALTH
EDUCATION PROGRAMME IN THE UNIVERSAL
BASIC EDUCATION IN NIGERIA
Emmanuel E. Ekele
Department of Physical and Health Education,
Federal College of Education, Pankshin
ABSTRACT
The paper focused on the Need for Quality Physical Education (PE) Programme in the
Universal Basic Education (UBE) programme in Nigeria. It began with an observation on the
inadequacy of precious educational systems which gave birth to UBE. Therefore, the paper
attempted to answer the question – why there should be quality PE in the school. Furthermore,
the paper examined roles of quality PE in the three Education Domains of Motor domain,
cognitive domain and affective domain. The challenge of Quality Physical Education in the UBE
programme was equally reviewed. The paper concluded that it is only the full implementation of
its recommendation that would provide a lasting solution to the challenges of ensuring quality
physical education programme in the UBE in Nigeria.
INTRODUCTION
The previous systems of education that were operated in Nigeria were inadequate to meet the
needs for self reliance and rapid economic growth. It was this inadequacy that gave birth to a new one.
The Universal Basic Education, Basic education is foundation for sustainable lifelong learning. it
provides reading, writing and numeracy skills. The programme provides a wide variety of formal/nonformal educational, activities designed to enable the learner to acquire functional literacy. Basic
education in Nigeria context, according to Awosika (2005), includes primary, junior secondary, nomadic
and adult literacy education, which focuses on enabling the recipients to live meaningful and fulfilling
lives, contribute to the development of the society, and derive maximum social, economic and cultural
benefits from the society and discharge their civic obligations competently.
WHY QUALITY PHYSICAL EDUCATION?
The need for quality Physical Educational Programme offered in the Universal Basic Education
(UBE) cannot be over-emphasized. Physical education programme which aims at developing a sound
body in readiness for a sound moin has been described by many authors (Adedeji 1998, Ajisafe 1980,
Anyanwu 1981, Awosika 1986 and Oyewusi 1992) as education through movement with the body as a
vehicle. For several years, one of the goals of all concerned with the physical activity of children has
been quality physical education offered daily in our nation’s schools. It is the right of the Nigerian child
to be offered quality physical education. According to UNESCO 1978 in Awosika (2005), the
International Charter of Physical Education and Sports declares that physical education and sports are
fundamental rights for all, and specifically, that:
i.
Every human has a fundamental right to access physical education and sports which are essential
for the full development of personality. The freedom to develop physical, intellectual and moral
powers through physical education and sport must be guaranteed both within the education system
and in other aspects of social life.
ii. Everyone must have full opportunities, in which national traditions of sports, for practicing physical
education and sports developing physical fitness and attaining a level of achievement in sport
which corresponds to inherent gifts.
176
iii. Special opportunities must be made available for young people, including children of pre-school
age, for the aged and for the handicapped to develop their personalities to the full through physical
education and sports programmes suited tot their requirements.
For these reasons, the physical education curriculum must facilitate achieving National content
standards for physical education. To accomplish this, Gallahue and Donnelly (2003) opined that the
curriculum should include the following elements:
1. Fitness education and assessment to help children understand, improve, and/or maintain their
physical well-being;
2. Instruction in a variety of motor skills that are designed to enhance the physical, mental, social and
emotional development of every child;
3. Development of cognitive concepts about motor skills and health enhancing levels of fitness;
4. Opportunities to develop social and cooperative skills and gain a multicultural perspective.
5. Involvement of all children activities that provide maximum amounts of appropriate physical activity.
QUALITY PHYSICAL EDUCATION AND THE EDUCATIONAL DOMAINS
Any educational programme that does not contribute meaningfully to the educational
domains is considered deficient and needs to be restructured. Physical education is sensitive
to the motor, cognitive and affective domains and should be viewed as a subject, like any other
that makes meaningful and measurable contributions to all three domains. Each of the domains
will be looked at briefly in the following paragraphs:
MOTOR DOMAIN
The motor domain is the basis for the motor skill themes of the physical education programme.
Motor development, according to Ayodele (2005), is a progressive change in one’s movement
bahaviour brought about by interaction of the movement task with the biology of the individual and the
conditions of the learning environment. In other words, one’s unique hereditary make up, along with
specific environmental conditions combined with the requirements of the task itself to determine the rate
and extents of the movement skill acquisition and fitness enhancement. Quality physical education
programme, therefore, will help all children make adaptive change toward increased motor control and
movement competence. This is achieved by involving the children in movement activities that are both
appropriate to their age and development.
COGNITIVE DOMAIN
Physical education does not only make unique contribution to the acquisition of movement
skills and physical fitness enhancement; it also makes meaningful contributions to the cognitive aspect
of children’s development. Cognitive learning is a progressive change in the ability to act Bredenkamp,
1992 in Ayodele, 2005). Cognitive concept of learning can be effectively taught through movement, that
is, active participation in activities. Usually, participation in most, if not all physical activities, begins in
mind. The participants must first have a concept of the action, think and reason it out before the action.
Considering the swiftness with which most physical education activities are performed, one can only
imagine the beneficial tasking effect on the cognitive development.
It is interesting to note too, that, movement often meets the needs and interest of children more
than classroom activities that are less active. When a child is actively participating in a game that is
teaching academic concepts, her attention is not easily diverted by extraneous stimuli (Ayodele, 2005).
Also, many of today’s children under value academic achievement but have high regard for physical
performance.
AFFECTIVE DOMAINS
177
An important outcome of any quality physical education programme is enhancement in the
affective domain. Affective growth is learning that increased the ability of children to act, interact and
react effectively with other people as well as with themselves. Affective growth is often referred to as
“social – emotional development”. Physical education programme provide ample opportunity for
interaction and the development of feelings (emotion) for others.
CHALLENGES OF QUALITY PHYSICAL EDUCATION IN THE UBE PROGRAMME
Quality physical education uses the gymnasium, playing fields as learning laboratory and
numerous consumable equipment and supplies that calls for adequate funding. These are lacking in
most of the schools. Quality physical education calls for teachers who are dedicated to children’s
learning. it is not a “throw out the ball” programme or some form of glorified recess period. Gallaheu
and Donnelly (2003) opined that if children are to realize the full potential of physical education, then,
the physical education must continue to strive for quality physical education programmes offered daily.
It has been also observed that Nigerian children are frequently unable to take advantage of the many
benefits of vigorous physical activities because of poor or non existence of physical education
programmes, sedentary life style and erroneous assumption that children by the very nature of being
children get plenty of physical activity. As a result, low levels of physical fitness and movement skill
attainment are all common.
Pate (1995) opined that schools should offer physical education programmes, which provide
and promote physical activity at every opportunity. Physical education and the school curriculum is
another area of challenge. Though physical education has been formally entrenched into the UBE
curriculum, effective teaching still leaves much to be desired. Findings have shown that many schools
do not teach physical education as it should be taught, while some do not even teach it at all. Ajisafe
(1991) attested to this claim that the periods of physical education are often used by children to work
outside the class room either to clean the school premises or school farm.
Lack of qualified physical education teachers is another challenge. Qualified Physical
Education teachers have a lot of role to play in the school PE programme. They teach physical
education, organize and administer intramural and extramural sports and they form the cream of the
administrators of school sports. If physical education teachers are not adequate, non specialists in
physical education cannot properly carry out these functions.
Lack of motivation of physical education teachers and athletes; irregular intra-mural and extramural sports at school levels and many other challenges need to be urgently addressed to ensure
quality PE programme in the school.
RECOMMENDATION
The following recommendations are put forward towards ensuring quality physical education
programme in the Universal Basic Education in Nigeria. More so, school sports (intra-mural and extramurals) is a forum to practicalize what has been learnt during physical education lessons, it is then
imperative that the UBE programme should ensure that PE is properly taught in every school by:
(i) Adequate funding of PE and sports programmes;
(ii) Employment of adequate and qualified Physical Education teachers for the schools;
(iii) Provision of sports and PE facilities, equipment and other supplies;
(iv) Resuscitation of the annual intra-mural sports and the extra-mural sports;
(v) The PE specialists should be abreast of the latest research, issues and trends in the field through
ongoing professional development;
(vi) Physical education classes should contain about 25 students per class in order to enhance
effective teaching.
CONCLUSION
Every human being has a fundamental right to participate in sport and physical activity of their
choice (UNESCO, 1978). For the children and youth, physical education should be taught in the
schools by qualified teachers (Eoulon, 1994). It is only the full implementation of these and lasting
178
solution to the challenges that would ensure quality physical education programmed in the Universal
Basic Education in Nigeria.
REFERENCES
Adedeji, J.A. (1998). Physical Education in Educational Institutions in Nigeria. International Journal of
Physical Education. (15) 4
Ajisafe, M.O. (1980). Teaching Physical and Health Education, Macmillan Nigeria Publishers Ltd. Yaba,
Lagos.
Ajisafe, M.O. (1991). Physical Education in the Service of Mankind (unpublished manuscript).
Anyanwu, S.U. (1981). Secondary School Physical Education: Implications for the Development of
Sports In Nigeria. The JONA PHER, (2), 2.
Awosika, Yomi (1986). It pays to play: With Recreation During Economic Recession. In Afisafe (Ed)
Recreation and National Awareness. 73-77
Awosika, Yomi (2005). Collaborative Roles of Physical Health Education and Sports in the Effective
Implementation of Universal Basic Education Programmmme. In Omolawan, K.O (Ed) Journal Of
Sports Management and Education Research (1), 2:1-20.
Ayodele, I.R. (2005). Need for Quality Developmental Physical Education Offered Daily in the
Programme. In Omolawam, K.O. (Ed); Journal of Sports Management and Educational Research
(1), 2 121-127.
Coulon, S.C. (1994). Elementary Physical Education: A Rural School Districts Perspective Rural
Educator, (3) 15: 13-17.
Gallahue, D.L. & Donnelly, F.C. (2003). Developmental Physical Education for all Children (3 rd), China:
Human Kinetics
Oyewusi, J.A. (1992). Using Physical Education as a Therapeutic Weapon. Sports Science and
Medicine, (2), 1; 307-328.
Pate, R.R. (1995). Recent Statements and Initiatives on Physical Activity and Health Question 47:304310.
UNESCO (1993). International Charter of Physical Education and Sports. UNESCO, Paris, France: Eric
Document: 370-901.
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31
QUALITY ISSUES IN HOME ECONOMICS
IN NIGERIA
Amah Mary A.
Department of Home Economics
Federal College of Education, Pankshin.
ABSTRACT
The Quality of Home Economics product of our schools is a thing of great concern to both the
education system of Nigeria and the Home Economics practitioners. Studies in the recent times
have shown low performances in the subject at this level of our education system. Several
factors have been identified as being responsible for this situation which has negative
consequences for education. These factors among others include: inadequate teachers, in
adequate instructional materials and infrastructural facilities, ineffective methods, learners
negative attitude etc. this paper therefore, examines some major factors, the consequences
and proffers recommendations on how to minimize the problems. This is with the view to
making the teaching and learning of Home Economics in our schools more effective and should
be result-oriented.
INTRODUCTION
Home Economics has been playing some very vital roles in the socio-economic development of
individuals, families, as well as the society at large. That is why it is being taught as a subject and a
discipline both at the primary and the secondary school levels and the tertiary level of our educational
system. However, studies have shown that the teaching and learning of Home Economics particularly in
Nigerian schools has not been effective. This situation has resulted in poor performances in the subject
and low enrolment at the tertiary level. Several factors have been identified as being responsible for this
ineffectiveness in the teaching and learning of Home Economics and the attendant consequences. This
paper therefore intends to identify those factors that are responsible for the low quality education in
Home Economics in the secondary schools. Similarly, it makes some recommendations aimed at
making the teaching and learning of the subject more qualitative and functional.
QUALITY
The oxford Advanced Learners Dictionary defines quality as the standard of something when
compared to things. Quality education therefore means a high standard or excellent education. This
implies relevant and functional education.
WHAT IS HOME ECONOMICS
Home Economics is a field of knowledge and services primarily concerned with strengthening
the family life through educating the individual for family, living, improving the services and goods used
by families, conducting researches to discover changing needs of the individuals and families and the
means of satisfying these needs. Fleck, 1974, Olaitan and Agusiobo (1981) noted that Home
Economics embraces the study and application of liberal arts and the natural and social sciences and
their application to everyday life. Home Economics deals with the social, economic and scientific
changes that affect the needs of man. It is dedicated to the task of helping individuals learn better those
behavioral patterns and skills that will enable them to fulfill effectively their roles as family members and
society members. As a matter of fact Home Economics education combines the liberal arts and the
technical, the scientific and the artistic in solving problems of individuals and society. Tate
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(1973)identified twelve separate and interrelated fields in Home Economics. These include the
following:
i. Clothing construction, design and theory,
ii. Child development and family relations
iii. Communication
iv. Food, its preparation, management and technology
v. Family and community health and welfare
vi. Housing
vii. Household equipment
viii. Interior design and decoration
ix. Textile design and decoration
x. Human nutrition and dietetics
xi. Family economics and home management
xii. Education
HOME ECONOMICS EDUCATION
The aim of Home Economics Education is to ensure optimal quality of life for effective
participation in the family as well as furthering community, national and world conditions favourably to
family living, Anyakoha, (1996). Home Economics education is also the form of education which
emphasizes training for skilled jobs. It is aimed at giving individuals such knowledge, skills and attitudes
to enable them take up a vocation upon completion of their studies.
It also prepares youths and adults for employment in a specific occupation or a family of
occupations by providing experiences which will enable them to develop competencies needed for such
employment. Home Economics education is quite important as the means through which man
establishes and sustains materials production and services for his/her socio-economic well being.
THE OBJECTIVES OF HOME ECONOMICS EDUCATION
The objectives of Home Economics Education are in consonance with its philosophy as noted
by the International Federation for Home Economics (I.F.H.E) in its 2003 home page of
http.//www.IF.H.E.org. Thus, the objectives are as follows:
1. Educating the youths for family living.
2. Educating the youths on their roles as future homemakers, intelligent consumers and producers
of good.
3. Preparing people to live a well-rounded life in the home, community and nation.
4. Improving the services and goods used by the families.
5. Advancing the condition in the community, nation and the world.
6. Prepare the students for home making and family life
7. Prepare them for employment in occupation involving Home Economics knowledge and skills, And
8. Give pre-professional education in the subject.
HOME ECONOMICS EDUCATION AND ITS IMPORTANCE
Home Economics has contributed to family survival by preparing individual for professions like
teaching. Home Economics Extension Work, subject matter specialist and pattern production,
Advertising agents, Consultants and others (Ossai 2000). Recognizing the importance of Home
Economics education, many states now organize various forms of local competitions in form of local
production of fabrics like tie and dye etc. Again Ukpore (1998) Observed that Home Economics has
developed many programmes (formal and informal) that have focused on building and maintaining
strong marital relationship and enhancing parenting. According to Ode, (1998), Home Economics
Education also teaches the family how to use available resources to meet the needs of the home as
how to maintain the home and its environment.
181
At the international level Home Economics Education has contributed greatly in promoting
family survival. This was achieved through efforts made by different bodies e.g. the International
Federation of Home Economics (I.F.H.E) which is a non-governmental organization whose main
objective is to achieve and maintain a desirable quality of life through advocacy and political action.
Leonhausar (2000) also reported that Home Economics and nutritionists have played advocacy role at
personal and communication health and nutritional status and behavior.
The IFHE also deals with matters concerning households and families by educating, working
with business, communities and government agencies promoting programmes which support and
strengthen households and families as well as carrying out researches on issues relevant to their daily
lives. I.F.H.E represents the forum to communicate continuously; it issues to the United Nations
Organisation (UNO) organs such as United Nations Educational, Scientific and Cultural Organisation
(UNESCO). Food and Agricultural Organization (F.A.O). Other political associations, national and
international year of the family was established and action was taken on gender equity in Home
Economics programmes as well as the importance of maintaining cultural identity within families
(Leonhauses 2000). In Home Economics has also helped and is still helping to raise the standard of
living of rural communities by providing them with gainful employment and the same time making them
employers of labour.
PROBLEM OF HOME ECONOMICS
A number of problems have been identified as constituting impediments to teaching and
learning of Home Economics in secondary schools in Nigeria. These problems among others include:
Lack of adequate infrastructural facilities
Inadequate funding
Shortage of teachers
Lack of commitment
Methods of teaching Home Economics
Negative attitude of students
LACK OF ADEQUATE INFRASTRUCTURAL FACILITIES
This constitutes a serious to the successful implantation of Home Economics programme in
secondary schools. Onwunedo (1998), Uzoezie (1992) and Anyakoha (1992) have all reported acute
shortage of facilities in schools. This problem has also contributed in no small measure to ineffective
teaching and learning of home economics.
INADEQUATE FUNDING
In order to achieve the objectives of Home Economics programme, there is need fpor enough
funds because adequate funding are required for the purchase of things for practical work etc.
SHORTAGE OF TEACHERS
Acute shortage of qualified teachers also constitutes a problem to the teaching and learning of
the subject in schools. Home Economics being a practical course need not only adequate, teachers but
teachers with the right skills and knowledge who can handle the course effectively.
LACK OF COMMITMENT
There I also the problem o commitment on the part of teachers,. This agrees with the view of
Ukpore (1993) that there is general apathy among educational administrators; teachers and students
towards Home Economics Education.
SHORTAGE OF INSTRUCTIONAL MATERIALS
This is another problem that teachers and students experience in the teaching and learning of
Home Economics. There are few textbooks in home economics and the most of them are written by
foreign authors, who have little or no knowledge of our cultural background and peculiarity.
182
METHODS OF TEACHING
Effective methods of teaching Home Economics will make for efficiency. Studies have shown
that ineffective methods have been used in teaching the subject. Choosing appropriate methods can
help students to find meaning in their own lives own lives and gain insight into the lives and feelings.
NEGATIVE ATTITUDE OF STUDENTS
It is discovered that a number of students do not show interest in Home Economics and one of the
reasons being the ignorance of the importance of Home Economics. Since students do not know the
importance of the subject, they are not motivated to learn it.
WAYS OF ENHANCING QUALITY EDUCATION IN HOME ECONOMICS
In order to enhance effective teaching and learning Economics in our schools, the following
recommendations are made.
Government should organize seminars, workshops, and conferences for teachers of Home
Economics to make them conversant with the new trends in the discipline in terms of effective method,
use of instructional materials and modern equipment. In order word, teachers of Home Economics in
secondary schools in the country be sponsored to attend refresher course at seminars, workshops and
conferences for the same purpose. In addition, teachers of Home Economics should be sponsored to
attend in-service programmes either in the Universities or Colleges of Education or in the related
recognized institutions. This also will enable them to not only update their knowledge, but also refresh
their minds.
Since in Home Economics there is a lot to do, Home Economics teachers should not be
saddled with a lot of subjects to teach. The subject is practical orientated; the teacher should be
allowed to teach Home Economics only as this will enable them to be more effective.
Home Economics teachers should be hard working and serious with their work by preparing
lessons ahead of time and should be present in the class when appropriate.
Teachers of Home Economics should be professionally qualified and experienced. Those who
do not posses professional qualifications should be given the opportunity to do it on full time or in
service basis.
Government should provide enough infrastructural facilities to help meet the aims and
objectives of Home Economics Programme again, Home Economics laboratories should be established
in those schools where they not exist they should be adequately equipped this is to facilitate the
acquisition of both the theoretical and practical knowledge by the students or learners. Where the
facilities exist and but are in a bad condition they should be adequately renovated.
Home Economics supervisor or inspectors in the state Ministry of Education should take it as a
point of duty to go round and supervise all the secondary schools to check the effectiveness or
ineffectiveness of Home Economics teaching and learning. This will enable them give constructive and
meaningful advice, guide, suggestions and solutions to these visible problems and others.
Non-governmental Organizations (NGOs) should support the teaching of Home Economics by
assisting the government through donation of funds materials and equipment.
Enough funds should be provided by the government to enable the departments Home
Economics procure the needed instructional materials and equipment so as to effect quality teaching
and learning.
CONCLUSION
In conclusion the deplorable condition of teaching Home Economics could be remedied if steps
would be taken to improve the situation. For a way forward, some recommendation have been made.
REFERENCES
183
Anyakoha, E.U. and Eluwa, M. (1994). Home Management for Schools and Colleges: Onitsha: Africana
Feb. Pub. Company.
Anyakoha, E.U. (1992). Development and Utilization of Facilities for Home Economics Education
Programmes in Nigerian Schools and Colleges for Manpower Development. In Anozie,
G.O. (2000). Home Economics Education: Route to Technological Advancement in the 21st Century.
Journal of WICE, Vol. 4, 83-86.
Anyakoha, E.U. (1996). Instructional Challenges of the Home Education Teachers, Implications for
Coping Strategies. In Unomah, E.N. (2005). The Place of Home Economics Education in the
Survival of The Nigerian Family. Journal of Home Economics Research, 6 (2), 101-104.
Fleck, H. (1974). Towards Better Teaching of Home Economics. London: Macmillan Publishers.
Leonhauser, I. (2000). The Expanding Role of Home Economics in Advocacy for Families and
Household: And Global Village. In Unomah, E.N. (2005). The Place of Home Economics in the
Survival of the Nigerian Family. Journal of Home Economics Research, 6 (2), 101-105.
Loppeat, I.A. and Brown, M. (1985). Philosophical Studies of Home Economics in the United States of
Michigan State University. In Mbah, P.E. (2000). Instructional Methods and Students
Performance in Home Economics Teaching Skills. Journal of Home Economics Research, 6 (2),
80-85.
Ode, M.O. (1998). The place of Vocational Home Economics Education as a Base for National
Progress. Journal of Curriculum and Instructional, NACT, 7 (1), 50-54.
Olaitan, S.O. and Agusiobo., N.O. (1981). Introduction to Teaching of Home Economics. New York:
John Wiley and Sons Inc.
Onwunedo, G.O. (1998). Improving Infrastructural Facilities for the Preparation better performance for
Home Economics Teachers in the 21st Century: In Anozie, G.O. (2000). Home Economics
Education: Route to Technological Advancement in the 21 st Century. Journal of WICE, Vol.4.
Ossia, R.U. (2000). Strategies for Improving Public Image of Home Economics in Nigeria. Journal of
Home Economics Research, N.H.R.A, Vol. 3, 51-56.
Tate, T.M. (1973). Home Economics as a profession. In Anozie, G.O (2000). Home Economics
Education: Route to Technological Advancement in the 21 st Century, Journal of WICE, 6 (2), 8387.
Ukpore, B.A. (1983). Food and Nutrition Guide for Secondary Schools in Nigeria. In h Unomah, E.N.
(2005). The Place of Home Economics Education in the Survival of the Nigerian Family. Journal
of Home Economics Research, 6 (2), 103-205.
Unoezie, C.E. (1992). Major Constraints against the Implementation of Home Economics Education
Programme at the Junior Secondary School of Manpower Development in Anambra State.
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32
QUALITY ISSUES IN NUTRITION FOR
FAMILY HEALTH
Oteikwu, Vivian .A.
Department of Home Economics,
College of Education, Oju.
ABSTRACT
Food is a basic need of man because it contains the nutrients essential to life. In Nigeria, we
are blessed with different types of foods for every individuals nutritional needs for healthy living.
However, ignorance, and food habits have dominated the lifestyle of most people especially the
educated elites thereby leading to negative effect on the health of family members. This paper
discusses quality issues in nutrition for family health and recommends diets for good health of
members of the family. It also recommends a transition from animal protein diet to a vegetarian
diet full of fruits and vegetables.
INTRODUCTION
Human beings need food throughout their lives, while all foods provide essential nutrients and
energy, some cause disorder and diseases while others bring health and healing. Food does make
different if adequate amounts of nutritious foods are eaten. A good diet has a tremendous bearing on a
person’s vitality, health, emotional stability and enthusiasm for life. One who is well nourished will reflect
that fact in his personal appearance, generally his posture is good, his muscles are firm, his
complexion is clear and his eyes sparkle, such a person is prepared to meet life with equilibrium. The
importance of an adequate diet (balanced diet can be dramatized when one realizes that his eyes,
blood, muscles, bones and teeth and every part of his body were once food. Fleck, (1976).
NUTRITION
This is the science of food and other substances in relation to health and diseases and the
process by which the organism ingests, digests, absorbs, transports, utilizes and excretes food
materials.
According to Ladoke, (1991) “nutrition is the science and art of food components as it relates to
optimal health performance”. Nutrition is the science of nourishing the body. To function, the body
needs certain chemical substances known as nutrients which are classified into six namely:
carbohydrates lipids, proteins, minerals, vitamins and water that build, maintain cells and tissues and
regulate body processes. Fisher, (1979).
FAMILY NUTRITION
Family health depends largely on how effectively nutritional needs of each family member is
met. Their nutritional needs differ in various ways such as in age, health, sex, and occupation. To meet
the nutritional needs of the family therefore calls for an understanding of the different characteristics for
the different groups of people in the family which calls for effective planning and preparation of their
meals. These groups include, infants, the toddler, the adolescent, the adult, sedentary workers, the
manual workers, the pregnant women, the lactating mothers, the aged, the invalids and convalescents,
185
the vegetarians, the overweight and underweight. When meals are well planned, they meet the
nutritional needs of these group of persons and in turn promote good health.
Every disease condition or health disorder among family members calls for nutritional care to facilitate
recovery and enhance healthy living through careful planning of the appropriate meals with the
necessary nutrients. Wilson, (1979).
Food utilized can result to:
a.
Improved health, by preventing or even curing diseases.
b.
Impaired health through disorders or diseases.
It is vital therefore to understand foods well enough in order to select those that maintain our
health, which is so threatened today by the so called modern nutrition style. The best diet is one that
includes all the classes of food nutrients in moderation to avoid any harmful effects. Such food taken in
moderation will go a long way to enhance the health of the entire family members. Virtually all the
nutrients that man requires to live a healthy life are found in ordinary “everyday foods” which are readily
available in all parts of Nigeria, all year round. Bamali, (2009).
QUALITY FOOD FOR FAMILY HEALTH
Roger (2006) in Bamali (2009) stated that, there has been a rapidly increasing number of
scientific discoveries in recent years related to food of vegetable origin. It is proved that fruits, grains,
legumes and vegetables contain, in addition to nutrients found in all foods, two types of compound that
are not found in foods of animal origin. They are antioxidants and phytochemicals. They have curative
properties and healing powers. In addition fruits and vegetables supply the energy necessary to
function and the substances to slow down the wear and tear of the years and help prevent breakdown.
The proper use of these quality foods involves choosing those plant based foods that are
capable of preventing the diseases to which one is most exposed due to hereditary or environmental
factors. Bamali, (2009) categorized the proper use of foods as:
a.
Chosen wisely, according to the healthful foods
b.
Combined correctly and properly balanced
c.
Well distributed through out the day.
d.
Prepared and cooked appropriately and
e.
Enjoy with pleasure within the framework of a healthful family lifestyle.
HOW TO CHOOSE THESE FOODS
Foods must meet the following conditions to provide health to family members:
 They must meet nutritional needs: foods chosen must meet individual needs, bearing in mind, the
age, sex, weight and health conditions of the family members.
 They must be healthful: people eat variety of foods some of these foods eaten are not suitable for
consumption. We must abstain from all these foods that pose health risk and include plenty fruits
and vegetables in our meals.
 They must prevent diseases: food products have both positive and negative efforts depending on
how they are chosen. Foods can prevent disease and can also cause it. All plant based foods have
preventive and healing powers, such foods are:
a. Antioxidant (primarily vitamin A, vitamin C and vitamin E).
b. Those that contain phytochemicals, fresh fruits and vegetables meet both conditions and are
the foods with the greatest potential for preventing even caring diseases Bamali, (2008).
According to Ludington and Diehl (2005). Modern nutrition have brought about the eating of
too much of everything, too much of sugar, too much fat, too much cholesterol, too much salt
too much calories and of course eating too often. All these have helped to lay foundation for
coronary artery disease, stroke, high blood pressure, diabetes, obesity and several kinds of
186
cancer. These diseases are related to our modern lifestyle, this calls for a rethink for good
family living. In order to fight all the above mentioned diseases at bay, it is vital for every
member of the family to be nutrition conscious Bamali, (2008).
DIET FOR FAMILY HEALTH
Health is a priceless quality product of value which is said to be wealth. It takes conscious
efforts to stay healthy. According to Ubom (2007), the type of food and their method of consumption,
mood, stability, spiritual wellness and many other factors constitute the sources of our healthy living.
Human beings can eat anything as food, from mammary secretion (milk) to mineral crystals (common
salt) including fruits, flowers, seeds, stalks, leaves, roots, seaweed, eggs of fish and birds or flesh of
various animals. Not just any diet can produce good health, no matter how well we adopt to certain food
items such as those of animal origin, vegetables and fruits will continue to be most needed for healthful
living. Pamplona, (2006).
FOODS FOR HEALTHY LIVING
To achieve this, there is the need to eliminate red meat, then poultry, fish and finally diary
products. The protein needed by the body is gotten from plant sources making the transition to a
vegetarian diet rather a gradual process. On the other hand, begin with one or more meatless meals in
a week then while experimenting into vegetarian dishes, gradually increase the number of meatless
meals (red meat). Ludington and Diehl (2005) in Bamali (2009). Stated that, the vegetarian diet has
prevent to be the ultimate for maximizing health, preventing disease, longetivity of live and preserving
the planet. The protein content of grains exceeds 10 percent of total calories and dried beans and peas
close to 25 percent of total calories as protein. Even vegetable contain about 20 percent of their
calories as protein, so there is plenty of protein in plant food, which are also low in fat, high in fibre and
cholesterol free which is good for the aged. Alafe, (2006).
In fact Udeh, (2007) confirmed that most vegetarians live longer, healthier and have slow aging
process. A plant food based diet adds years to life. In other words such meals of plant based improves
the quality of life of the elderly, reducing risk of disabling diseases such as cancer, heart attack,
diabetes and stroke, thereby leading to happy and healthy family living.
RECOMMENDATIONS
The importance of nutrition and family health cannot be over emphasized, therefore a more natural
dietary lifestyle brings improved health and increased energy to family members, to achieve this, the
paper therefore recommends that:
 To attain a balance in food nutrients, and health, the family should raise family vegetable
garden to provide the needed vegetables at all time.
 Maintenance of smaller family unit in order to meet every individual’s needs including nutrition
through family planning.
 Families should make effort to serve the right kinds of nutrients, quality and the right quantity to
meet the nutritional needs of every individual in the family.
 Adult members of the family over the age of forty (40) years should gradually switch over to a
less meat centered diet to a vegetarian lifestyle (diet full of fruits and vegetables).
 Home economics and nutritionist should organize seminars, workshops on topics to educate
the public on nutrition, health and diseases.
 Families should adopt the habit of feeding the family members with a least three (3) servings of
fruits and vegetables in a day, thus living a healthier and longer life.
 Meals planned should consider the age, sex, occupation, health condition of each family
member.
 The government at all levels, federal, state and local levels should subsidize all farm inputs so
that there will be abundance of farm produce (frits vegetables) throughout the year.
187
 For national development, nutritional care approach should be given priority attention by
government policies and other social services.
CONCLUSION
For the attainment of family health through nutrition; we need a simple, but more natural way to
eat and live instead of the modern western/executive lifestyle. There are diet that not only prevent most
of these killer diseases but also help reverse them. Such diets consists of a wide variety of foods eaten
as grown naturally, simply prepared with sparingly use of fats, oils, sugars and salt.
In planning nutritionally balanced diet therefore, efforts should be made to ensure that all the
classes of nutrients are adequately represented at all meals. A diet that provides a variety of food items
in appropriate quantities will most certainly provide a balanced diet for healthy family.
REFERENCES
Alafe, A. (2006). Nutrition problems of Executives. Healthy eating issue No. 11 Pg. 32-33.
Bamali, H.S. (2008). Implication of Nutrition on the family’s health. A journal of Home Economics
Teachers Association of Nigeria (HETAN) Vol. 3 Pg. 221-223.
Flecks, H.F. (1976). Introduction to Nutrition. Third Edition: New York University. Macmillan Publishing
Co. New York.
Fisher, K.H., (1979). Principles of Nutrition 4th Edition. John Willey & Sons. New York Chichester.
United States of America. Pg. 50-15
Ladoke, E. (1991). Nutrition for you De-Rio Press Calabar Pg. 55-57.
Ludington, A. and Diehl, H. (2005). Health Power-Health by choice or chance Hagerstown, U.S.A.
Review and Herald Publishing Association Pg. 14-18, 182-185.
Pamplona, R.G. (2006). Encyclopedia of Foods and their healing power. Spain. Tellers Gralies Perilara.
Vol. I. Pg. 22-30 Vol. 2 Pg. 378-388.
Ubom, D.E. (2007). Developing healthy lifestyle. Healthy eating issue No. 17 Pg. 37.
Udeh, S. (2007). Essentials of healthy family diet, healthy eating issue No. 14 Pg. 125.
188
33
TRENDS AND CHALLENGES OF SCIENCE
AND TECHNOLOGY EDUCATION IN NIGERIA:
THE IMPLICATIONS FOR TEACHER EDUCATION
Omenka John Onah
Department of Fine and Applied Arts,
College of Education, Oju
ABSTRACT
Certainly, nothing could easily stimulate the development of science and technology education
in our developing society than the reforms in the training and discipline of teachers who are to
transmit the knowledge and practical skills. The curriculum has to be re-examined on the basis
of the following scientific approaches: demonstration, experimentation and implementation of
the practical segments of the policy. This paper highlights the state of teacher education in
science and technology in Nigeria today and proposes reforms in programmes generally in
Nigeria context. The paper also identifies the role of demands of the scientific and technological
world-over. For example, the government to re-examine the curriculum based on the following
scientific approaches: demonstration, experimentation and implementation of the practical
segements of the policy. For example the government to re-examine experimentation and
implementation of the practical segements of the policy.
INTRODUCTION
Education connotes the learner, the teacher and the curriculum structure of the whole system.
That is, contents, the objectives and the delivery patterns (Methodist) and the teaching facilities that
determine the successful implementation of the programme. All these aspects have suffered a lot
damages and devastation, particularly the teacher, in the last decade.
According to Murray (1962:32) “the teacher in Nigeria, as a key factor in the education has
more than at any time in history, been marginalized almost to a point of ridicule and irrelevance. The
value of the teacher in the society is suffering from devaluation so much that he has lost confidence
both in himself and in the teaching profession. The teacher has begun to feel that he no longer counts
in the scheme of things important in national development. He finds himself working for years on an
unsatisfying salary scale. But he must maintain himself and his family in the midst of spiraling inflation
caused by contemporary life situations. Confused and disenchanted, the Nigeria teacher has been led
to many unprofessional actions such as industrial strikes, confrontation malpractices and other forms of
academic corruption. Quite often, the teacher in carrying out these unethical activities, reduces himself
to a position of total lose of self esteem, and public disregard. It is a fact that no education system, in
any society can rise above the quality and personality level of the teachers. Moreover, there is evidence
of unqualified people teaching in our institutions of learning (sources needed). The shortage of trained
teachers at almost all levels of our education system is a major impediment. The gigantic expansion of
education, particularly at the primary level and the subsequent improvement in secondary education are
obstructed by the totally inadequate supply of qualified teachers. Consequently many untrained
teachers, mostly with very low qualifications, were employed in the school system. This state of affairs
is particularly found in the Northern states of the federation. There is the widespread fear that the
presence of so many unqualified teachers in our institutions will continue to dilute or lower the quality of
our education in the country, hence delay our journey to the era of modernization.
To tackle the present malaise therefore, we must re-examine the tenets and delivery patterns
of contemporary Nigerian teachers education programme, to eradicate loopholes and prepare the
system to match the challenges of modern times; and be rendered capable of containing and
189
harnessing its major attributes to meet the excesses of the socio-political, economic, scientific and
technological world order of contemporary era. The argument also stresses that the government,
educationalist and the community ought to do for the success in this trend of development.
Concept of Education
Education is a wide concept which is not easily defined. The reason is that the concept is wide
and encompassing. It is related to many variables like the teacher, the learner the society and the
delivery patterns. It is therefore very misleading to confine the concept of education only to classroom
or school activities, because education in itself is an essential part of the social setting of any society.
Scholars at various stages have made attempts to define education from different perspective.
According to Admas (1971:20); education is defined as:
The process by which the young of the human race are prepared for happy and
meaningful or useful membership of the world into which they are born. It is intended to
fit one for the type of life which is both satisfying to himself and acceptable to the
members of the community he belongs grows and works.
Fafunwa (1977:30) sees education as “A programme of study conducted with the aim of
making the recipient useful and acceptable member of a given society”. Education is the most important
ingredient in preparing a nation to attain an overall development which affects the whole nation’s
commitment towards self sustained advancement. Education does not start and end within the four
corners of the classroom. Any situation where there is human interaction is an educational environment.
As such its process takes place in every human activity.
Generally speaking, the objectives of education are in one way or the other the same, provided
it serves the community and satisfies the required form of man power needs. This is the view of
Adetunji (1972:42), at the Cambridge Conference on “African Education”. He summarized the
objectives of education as follows:
- education is for the development of sound stands of the individual conduct and behaviour.
- it is for the understanding of the community and of what is valuable for its development, as well as
of the contribution which an individual should render to the community concerned;
- that education is for the development of a lively curiosity leading to a desired for knowledge about
the immediate environment and the world outside;
- permanent literacy and the acquisition of some skills as well as the recognition of the value of
manual work.
However, looking at the Nigerian context, Charles (1961:19), tried to be specific on these
educational objectives, emphasizing that:
- education is for the inculcation of the right type of value and attributes for the survival of the
individual and the Nigerian society;
- inculcation of national consciousness and unity;
- training of the mind in the understanding of the world around;
- acquisition of appropriate skills, abilities and encourage competencies, both mental and physical,
as required for the individual to live and contribute to the development of the Nigeria society.
Looking at these specified objectives, two things are easily observable. Firstly, that a particular
set of knowledge and skills are individual, i.e. the youths. Secondly, that specially trained personnel are
needed for the transmission of knowledge and skills, i.e. the teachers. As such a specially designed
programme is therefore very essential in the adequate preparation of who are to teach. Nothing could
enhance the improvement of technological awareness of any country than the changes to effect in
training, preparation and discipline of teachers.
THE CONCEPTS, AIMS AND OBJECTIVES OF TEACHER EDUCATION
Concept: Teacher Education is that aspect of education which deals with the acquisition of
practical and applied skills in the teaching profession. All teachers in educational institutions at all levels
190
are to be professionally trained. According to Okello (1987:19), “one important development in
international co-operation with particular reference to the African Teacher Education Programme was
the project financed by the Carnagic Corporation of New York, P. 19”. The Afro-Anglo-American
Teacher-Education Programme came into existence as a result of a meeting held by the directors on
institutes of the then existing universities and university colleges in English –Speaking Africa in 1960.
Representatives of the Teacher Colleges, Columbia and the university of London institute of education
participated.
Aims/Objectives: The purpose of the programme was four folds viz.
1. to strengthen teacher-education programme in African through regular annual conferences of
directors of institutes and other interested ones in African teacher-education programmes, for
example, Nigeria ministries of education, teachers’ colleges in Africa, United Kingdom and America.
2. to exchange staff between teachers’ colleges, Columbia, the London University institute of
education and institutes of education in English speaking Africa.
3. to assist in developing staff for the institutes of education in African through fellowship programmes
a tenable in the United States for the younger members of institutes and teacher-training colleges
principals and senior tutors and
4. to conduct research and promote the exchange of information among the participating members
from the three continents.
Specifically, teacher -education progarmme in Nigeria is strcutred to encourage teachers’
competence for the effective performance of their duties. According to section 9 of the National Policy
on Education, the following are the objectives of teacher education.
a. To produce highly motivated, consciences and efficient classroom teachers for all levels of our
education systems;
b. To encourage further, the spirit of enquiry and creativity of teachers in Nigeria;
c. To assist teacher to fit into the social life of the community and society at large and to enhance their
commitment to national development;
d. To provide teachers with the intellectual and professional background adequate for their
assignments and to make them adaptable to any changing situation not only in the life of our
Nation, but also in the global sense; and
e. To enhance teachers’ commitment to the profession.
On completion of the professional training, student teachers are expected to be effective and
useful members of their communities. Knowledgeable, progressing and effective teachers who inspire
in pupils the desire to learn as well as to assist the children to adapt to their changing environment.
A number of institutions are specifically intended to give the required professional training:
i) Colleges of Education
ii) Institutes of Education
iii) National Teachers’ Institutes (NTI)
iv) The Teachers Centers and
v) Faculties of Education in Universities.
TEACHING EDUCATION CURRICULUM
For the meantime, the curriculum of teacher education is structured on the following
components.
a) General Studies (including basic academic subjects)
b) Foundation Studies (principles and practices of Education)
c) Studies related to the students teachers’ areas of specialization (e.g.) English/History,
Maths/physics, Fine Art, Doubel Major Biology/Chemistry etc)
d) Teaching Practice
e) Research Project
In most specific terms for the primary level, the general studies component in the primary
school, teachers’ training programme is made up of the following subjects.
191
i)
ii)
iii)
iv)
v)
vi)
vii)
Social Studies
Mathematics
Language Studies
Primary Elementary Science
Cultural and Creative Arts
Physical and health Education and
Religious and Moral Instructions
For the levels beyond primary. Teacher education programme is expanded to take cognizance
of few development in the areas of vocational (crafts) introductory Technology and commercial
education. According to James (1973:53).
At NCE and degree levels, Teacher education programme are broadened to carter for
the requirements of vocational and technical sciences, integrated and Agricultural
sciences, technical drawing as a basis for Architecture and Engineering, Business
Studies as well as practical Teaching, and important aspect of the programme, for
practical evaluation of the student-teachers in the course of their professional training
However, the following questions are frequently raised; Are we so sure that the practical
knowledge which our students teachers are supposed to acquire, during training, are really being
offered with integrity in its fullest manifestation? What should constitute both the during and content of
teacher education; How can the Nigerian Teachers contribute towards science and technological
demands of the modern times; how can the status of the Nigeria teachers be improved; should there be
a uniform academic preparation and requirement for teacher certification throughout our country?
What was lacking as pointed out was a proper machinery for effective implementation. Many
teacher-training institutions lack the workshops and the equipments which are essential for the student
teachers’ practical mastery of the science and technology they are to be fully exposed to. The few that
have the workshops and the tools, lack the personnel qualified to impart the skills. Consequently, we
are producing teachers who merely have the knowledge of the rules of science and technology but lack
the physical contact with technology in its real form.
Again computer education support systems for field-based in our teacher education
programmes have lagged far behind the need, especially where support for quality programmes is
concerned. Most states in Nigeria continue to recognize the importance of these experiences, either by
status or through programme approval standards or pre-requisites for initial certification. Another key
problem is to specify the exact dimensions of needed improvements and the next is to motivate the
necessary efforts for change. Colleges of education are seen as being more surrounded by political and
social pressures then by pedagogical urgencies. Forces governing teacher educations are seen as
hostile, domineering, ignorant, and malevolent.
For the teacher education programme to succeed in Nigeria the way it has succeeded in many
advanced countries ground, Nigeria government and policy makers in education must reverse their
ludicrous attitude towards education generally.
As pointed out by Musaazi (1986:23) “technology is no something to achieve by wishful
thinking. It is not something to commit to memory like folk tales, words of mouth, from generation to
generation. Infact, it is beyond that. It involves huge capital investment in the provision of equipment for
practical work. It also involves patient years of training and teacher preparation to qualify for imparting
the knowledge and the skills.
Computer Technology and Teacher Education Programme
The relevance of computer literacy in Nigeria teacher education progrmme is not far fetched.
The vision, 2010 in its section on education, recommended among others, the introduction of computer
science and technology in the curricular of our primary and post primary institutions. We reasoned that
it is quite necessary to ensure that school teachers must be well-grounded in this aspect of technology
before they are charged with this responsibility.
192
Our understanding is that the study of computer science 9and technology) in teacher-training
locations will impart some standard on the teacher trainees that are required for national development.
This is a reality, for the computer is capable of triggering the imagination of not just children but of all
creative users. This is even moreso if we look at the changes that are taking place in the society today
in which computer is playing a very crucial role in socio-economic endeavour of our people. Therefore,
this category of knowledge should contribute an important aspect in teacher training programme.
Because the world is becoming computerized, no aspect of human endeavour is potentiality outside the
possibility of the application of information technology.
At home, places we sectors, shopping centres and perhaps, even, in worshipping places we
interact with systems that are dependent on computer for their functioning. Another observation is that,
to be able to capture all the potentials of this existing technology and deploy it into the development
efforts of our country, we must not only be aware of these potentials and how they affect us, but equally
have the minimum skills require of all by our computer emerging society. All the levels of education, we
must provide the social skills to design and build computers. This implies that school teacher must be
trained to know what the computer is, what is capable of doing and be aware of its socio-economic
implications. This is what we call computer appreciation. Secondly, we must prepare, we must prepare
our teacher-trainees to know how to use and live with the computers in teaching learning processes.
This is what computer literacy is all about. To acquire the national capacity to design and manufacture
our systems for the training of computer specialist (and instructors) in both systems; hardware and
software engineering, we need to obtain a well grounded and comprehensive policy on computer
literacy in teacher training programmes. Without this, we can not hope to develop the higher level of
expertise at the quantity required. This therefore indicates that achieving universal computer literacy
must be seen as an urgent development in teacher education curriculum.
Teacher education students need to develop a philosophy of education while in school so that
they do not end up applauding or defending what they are doing simply because it is convenient, but
because they have evaluated its merits and beehive in it. Multicultural experiences must be ongoing
and integrated throughout the total programme. This integration requires acceptance and commitment
by the total staff. Science becomes relevant to development only when people realize its importance to
their lives and develop positive attitude towards science as a developmental tool. National development
entails producing more and better food to eat, healthier and happier individuals better living
accommodation, improved transportation and communication system, sound and enlightenment
among the populace. Teibo (1988:13) stressed that;
For national survival, Nigeria should be able to revolutionaries industry and agriculture,
since these are the structures on which the economic main stay of the nation must
stand
SCIENCE AND TECHNOLOGY TEACHERS: QUALITY AND EFFICIENCY
As stated earlier, there are changes which take place in the training and discipline of teacher.
The new emphasis on exposition, discipline and organization of teacher education programme in this
country must be supported by mastery of modern scientific methods i.e demonstration and
experimentation. Certain points are to be added as a basis for what might be an ideal professional
teacher. The period of training will vary depending upon certification. A minimum of three years is
required after secondary school for the NCE teachers, and four years for graduate teachers. All
teachers must be well grounded in their academic subjects just as they are prepared to adequately
understand the child and help him to learn through a well-integrated general education, professional
training and academic orientation. Within the course, a minimum of one semester practical, teaching
period will be required, instead of the twelve weeks, for introducing the prospective teacher to schools
and children. The B. Sc (Education, Structure is seen as the most effective way for preparing science
graduate teachers in Nigeria). Candidates are encouraged to take diploma courses in education
(PGDE) to enable them qualify as graduate teachers with teaching qualifications.
193
According to Lowe (1971:38) “courses must as far as possible put the teacher-trainee into a
well challenging situation”. That is, he must learn the skill of informal teaching by being placed in an
informal learning situation himself. Thus, the emphasis on science subjects, like Physics, Chemistry,
Biology, Introductory technology, Vocational and Integrated Science should give value to self discovery.
A prospective teacher must experience what it entails in conducting an experiment or environmental
survey and other creative undertakings. More over, in the course of training, emphasis should be laid
on versatility of skills. It would be desirable that every science teacher should be able to paint, to type,
to weave (knitting and sewing), to play musical instruments, to operate and use computers in
teaching/learning process, to take and develop photographs, to take part in archaeological operations
and many others. Murray (1961:20), observed that;
There is the need for co-operation with willing industrial sectors who should offer part
of the training through industrial attachment for students and give opportunities for
further research and retraining for technical and science teachers in their relevant
areas of inquiry. In the designing of course, industry and government should continue
to be consulted with a view to giving such courses greater practical relevance.
In this way, course will be made to satisfy the need of industry and institutions of learning.
Besides, there should be incentives especially for the science and technical teachers at all levels.
Teachers with practical and technical skills should be encouraged and their status in society be raised
through a better wage structure and a change in attitude.
In-service- training and retraining of teachers at all levels should continuously be catered for.
But more emphasis should be on sciences with a mind to improve teacher/classroom efficiency and to
encourage him through further incentives for additional experience. Prospects of further training should
be built into the teacher-education programme and should be adequately compensated for or
remunerated as an additional incentive. There is the need for continuous assessment of the teachertrainee, and serving teachers on the effectiveness of their work to challenge pupils to learn more and
better. This calls for more and better supervisory systems to ensure the professional competence and
growth of the teacher.
RECOMMENDATIONS
The concern of any well meaningful Nigeria is how best would our ‘Teacher-Education’
programme be improved to enhance the development of our great nation towards meeting the demands
of scientific and technological world-order?
I. Our education system generally should be reviewed. And this should be geared towards
modernizing our occupational value and cultural heritage. The national policy on TeacherEducation should be re-assessed. Teacher training institutions, throughout the Federation should
be enriched with laboratories and equipments to a satisfying level for experiments and research.
Generally, there is the need for the provision of better instructional materials, technological and
science teaching facilities in our institutions of teacher-training of all categories, audio-visual
materials and texts.
II Bandi (1969:18) Suggested that,
Development of reading culture and scientific inquiry should be encouraged in our
teacher training locations. This calls for the inculcation of research, creative activities
and technological practice to be compared side by side with our aspiration
These are imperative in the intellectual, social, and economic growth of a developing nation,
like Nigeria. Moreover, the objective of planning, administration and financial services should be all the
time to ensure adequate implementation of science and technical education progarmme in our teachertraining institutions. Provide efficient management culture and utilization of resources for the smooth
194
running of the system, and ensure quality control through adequate supervision of the policy to our
national needs and economic self-reliance.
III There should be new emphasis on exposition, organization and discipline which must be backed up
by mastery of scientific techniques.
IV. Technologists of all kinds must pay very well in both public and private establishments. They should
be encouraged and sponsored for their professional growth. Specifically, prospects of further
training, abroad, should be rebuilt into the teacher-training, programme for additional specialization
and experience obtained.
V. Science and technical teacher-trainees should be encouraged to meet periodically outside their
locations, as a group of specialists, to test out and determine the value and practical relevance of
some innovations in modern technology.
VI. The government should embark on huge capital investment in the provision of facilities in the
departments of technical and vocational sciences in the Nigerian teacher-training institutions. This
will ensure practical application of knowledge and skills; industrial attachment period should be
extended and properly sponsored by the industrial sectors.
CONCLUSION
Now, Nigeria government, educators and the community at large, have the golden
responsibility to instill the re-orientation and proper sense of direction in teacher –education
programme. It is the time we paid more attention and put more effort on better scientific and
technological exposure for Nigerian teachers. The recent effort where the National mathematics centre
Abuja is offering scholarship to deserving students enrolled in the studies of mathematical sciences or
those with adequate background in mathematics, is a laudable step in the right direction.
We must make them well grounded for a proper discharge of their responsibility of producing
more beneficiaries of this kind of award.
Finally, teacher-education progrmme in Nigeria must therefore, be prepared to produce
practical scientists of varying categories, with professional teaching qualifications who are capable of
associating scientific knowledge with practical skills to solve the human and environmental problems of
our age.
REFERENCES
Adams, D. (1971). Education in National Development. London, Rotlodege and Kagan.
Adetunji, A. (1972). A Philosophy of Nigerian-Education. Ibadan, Nigeria. Heimaun Education Books.
Bandi, H. (1969). National Science Marucal. New York Pergamond press Oxford
Charles, I. F (1961). The world of Teaching Machnies. Teaching Research and Technology Division.
Electronic Teaching Laboratories. Washington D.C.
Fafunwa, A. B. (1977). History of Education in Nigeria. Great Britain, Lower and Brydone Printers Ltd.
Federal Republic of Nigeria. National Policy on Education. Revised (1981) National Education
Research Center Press, Yaba Lagos, Nigeria James, W. E. and Robert, B. E (1973) . Elements
of Computer Science New York. Pergamond Press Oxford
Lowe, N. G and Williams, T. D (1971). Education and Nation Building in the Third World. Scotsh
Academic Press, London.
Murray, J. (1962). Science Teaching Techniques IX Published for the Association of teachers in
Colleges and Department of Education, Great Britain. Lox Wayman Ltd. London.
Musaazi, J. C. (1986). Planning and Development in Education. African Perspectives, London; Allan
and Unwin Ltd.
Okello, O. (1987). The Nigerian Alternative Gaskiya Corporation Ltd; Zaria
Teibo, B. O. (1988) Sustaining Students Interest in Science and Technology Achievement. A lead
Paper Presented at the 29th, Annual Conference of the Science Teachers’ Association of Nigeria,
Ibadan, Oyo State
195
34
AN APPRAISAL OF STUDENTS PERFORMANCE
IN MATHEMATICAL ECONOMICS
Agada, Bridget Aladi
College of Education, Oju
&
Adaji, Matthew. Otafugebe
Benue State Polytechnic, Ugbokolo.
ABSTRACT
Students performances in mathematical economics in College of Education Oju Benue state
was investigated to verify the effect of time frame, course content and attitude of students on
the learning of the course unit. Examination scores on their performances between 1997 and
2008 were used. Simple percentages and graphs were used to interpret/analyse the findings
using Excel Package. The results show that over 50% of the students passed each year. Thus
there was no need to reduce the course content or to extend the teaching/learning period of the
course. The lecturers handling the course should ensure that the course contents are
adequately covered to ensure quality in the level of students produced by the department.
INTRODUCTION
Economics is a subject studied at the senior secondary school in Nigeria. It is one of the core
subjects studied in secondary schools because of the numerous benefits derivable by the individual
and the society at large. The knowledge of economics not only frees the mind of the recipients from the
shackles of destiny and chance events but also equips him/her with solutions to problems of the
society. Furthermore, it develops in the individual critical thinking required for making logical
contributions towards economic growth and development of the society. Economics interacts with
almost all other academic disciplines. It is intimately intertwined with current events, and it has a
significant effect on political events, both domestically and internationally. (Amacher & Ulbrich,1986).
The study of economics therefore enables the individual to better understand the profound effect that
economic issues have on the world.
The aims of teaching economics in secondary schools include:
 To prepare recipients for good citizenship
 To provide intellectual training which could create critical thinking
 Prepare recipients for vocation and
 For acquisition of economic competence.
To achieve these aims, the NCE programme is expected to:
 train teachers who have acquired in depth knowledge of economics to be able to appreciate
economic problems;
 produce teachers who have acquired adequate professional skills to be able to organize and teach
economics at the secondary school level in Nigeria;
 prepare teachers who would be able to undertake further education in economics or related areas
of study;
 Produce teachers who have acquired economics skills and abilities and are able to apply them to
their daily activities.
196
Economics students in colleges of education nationwide are expected to study the following
aspects of the course:
NCE 1 (first semester) - Principles of Economics 1; Introduction to Mathematics for
Economics; Introductory Statistics1.
Second semester – Principles of Economics 11; Public Finance or Business Finance; Introductory
Statistics 11; Introduction to Accounting.
NCE11 (first semester) - Micro Economics; Money and Banking; Economics Methodology; Research
Methods.
Second semester – Macro Economics; Introduction to Business Economics or Structure of the Nigerian
Economy; Economics of Production; Development Economics.
NCE 111(first semester) Teaching Practice.
Second semester – Applied Economics; International Economics; History of Economic Thought or
Labour Economics; Human Resource Development.
Mathematical economics which is the concern of this study is a first semester course. The areas to be
covered include:
 Relevance of mathematics to economics
 Arithmetical and geometrical progression
 Simultaneous linear equations
 Matrix Algebra
 Techniques of differentiating and integrating in calculus
 Simple Algebra
 Logarithmic & Exponential functions and their applications
 Set theory
MATHEMATICAL ECONOMICS
Mathematics according to Abah (2002) is a service subject and a human activity (logical
thinking). It is the study of numbers which include arithmetic, algebra, trigonometry and geometry.
Mathematics is also the science of space and quantity (Odili, 1990). Odili further maintained that it is
not only the science of numbers and computation, the language of symbols and relations, the study of
change, shape, size and space but also a systematized, organized and exact branch of science, which
is a c creation of the human mind, concerned primarily with ideas, processes and reasoning.
Economics on the other hand is concerned with how to distribute scarce resources in the most efficient
and equitable way. The study and practice of economics have become increasingly dependent on
mathematical methods because of the scientific nature of the subject. The application of mathematics
includes model construction, model analysis and model improvement For instance, it is no longer
possible nowadays to study economics at first degree or for professional examination without
mathematics.
Mathematical economics is not a distinct branch of economics in the sense that public finance
or international economics is, rather it is an approach to economic analysis in which the economist
makes use of mathematical symbols in the statement of his problem and also draws upon mathematical
theorems to aid in his reasoning. (Orjir; Agwadu & Ker, 2007). In the same vein, Fonta, Ichoku &
Anumudu(2003) posit that a good knowledge of mathematical economics has now become a necessary
requirement for advancement in theoretical and empirical economics. They are tools needed by
economists to articulate economic ideas with greater precision and to make distinctions with better
clarity. A good knowledge of the course has become a necessary requirement for advancement in
197
empirical economics because most of the concepts and phenomenon examined by economists such as
prices, production, income, investment etc. are quantifiable and can be represented in concise formal
models. (Agada, 2008). Mathematical economics provides easy means for handling economic theories;
it reduces the chances of ambiguity emanating from cumbersome verbal arguments and presentations;
and is also a tool for translating verbal arguments to precise and concise form. This, therefore, explains
why students in the department of economics in colleges of education and universities are made to
study mathematical economics to prepare them for teaching mathematics aspects of the subject in
secondary schools and for acquisition of higher degrees. However, we note that many students do not
like mathematics. They usually lose interest in the study of the subject and so perform poorly.
The common slogan today is “mathematics is difficult”. This phobia has contributed to the
failure of many students in examinations because the man who fears suffering is already suffering from
what he fears (Adaji, 2003)
STATEMENT OF THE PROBLEM
The NCCE Green Book stipulates that mathematical economics be studied at the first semester
of the first year in colleges of education. The course unit is loaded with topics which most times cannot
be adequately covered in the semester because of the time frame of the semester coupled with the
negative attitude of the students towards mathematics. This study therefore seeks to appraise the
performance of NCE 1 Economics students of College of Education Oju in mathematical economics
over the years with a view to proffering measures for maximum results.
PURPOSE OF THE STUDY
The purpose of this study is to determine the proportion of students who passed or failed mathematical
economics in the college from 1997-2008.
RESEARCH QUESTIONS
 What percentage of students passed each year in the period 1997-2008?
 What is the percentage of candidates in each of the five categories of performances A, B, C, D, E,
and F over the years?
SIGNIFICANCE OF THE STUDY
The findings provide justification for the reduction of the course content or an extension of the
duration of study. If there is consistent massive failure, then, it shall be necessary to either reduce the
course work or increase the period for teaching/ learning.
DELIMINATION
Students first semester results in mathematical economics in the department of economics,
college of education, Oju were used to verify the performance of students. The results used were only
those between 1997 and 2008.
METHODOLOGY
The results were categorized into A, B, C, D, E and F. The proportion of candidates in the
categories were worked out in percentages and used to answer the research questions
198
RESULT OF THE FINDINGS.
The data obtained for the years under study 1997-2008 are shown in the table below:
Table 1: Showing Students’ Performances in Mathematical Economics, 1997 to 2008
Year
No
of No of Candidates and (%) Grades Obtained
Total Pass
Candidates A
A-E
B-C
D-E
F
No
64
26
32
11
21
61
34
22
45
29
50
50
%
50
23.9
22.54
6.63
28.8
19.1
11.7
4.3
9.8
3.24
6.74
11.42
No.
64
83
110
155
219
259
257
496
414
866
692
388
%
50
76.15
77.5
93.4
91.3
80.9
88.32
95.8
90.2
96.8
93.7
88.6
1997
128
1(0.8)
6(4.7)
57(44.5)
1998
109
12(11.01)
37(34.9)
34(33.9)
1999
142
15(10.6)
50(35.21)
45(31.7)
2000
166
14(8.43)
104(62.7)
37(22.3)
2001
240
35(14.6)
102(42.5)
82(84.2)
2002
320
60(18.6)
107(33.44) 92(28.44)
2003
291
80(27.5)
148(50.9)
29(9.97)
2004
518
48(9.3)
328(63.3)
120(23.2)
2005
459
41(8.9)
294(64.1)
79(17.21)
2006
895
339(37.9)
448(50.1)
79(8.83)
2007
742
122(16.4)
408(55)
162(21.83)
2008
438
43(9.82)
171(39.04) 174(39.73)
Source: Exam Office, Economics Department COE Oju, Benue State.
KEY
A = 70 and Above
B = C – 69 – 50
D = E – 49 – 40
F = Below 40
Figure 1: Graph showing trends of proportions of those who passed and those who failed over the
years
Source: Exam Office, Economics Department COE Oju, Benue State.
199
200
Percentage Scores
Figure 2: Graph showing proportion of candidates in the three categories over the years
Years
Source: Exam Office, Economics Department COE Oju, Benue State.
201
As shown in the table and graphs, the categories of students for each year were grouped into
four (4) categories of performances. Those in category A were those who obtained 10 points and
performed excellently well; those in category B and C were those who obtained 8 and 6 points; those in
category D and E had 4 and 2 points while those in F were those who failed. Generally, the proportion
of candidates who passed (those who obtained grades between A and E) has been increasing over the
years while the proportion of those who failed has been decreasing. In 1997, 64 representing 50% of
students who wrote the examination failed with majority of those who passed in the D and E categories.
Since then there has been a decrease in the number of failures. Majority of those who passed were in
the A, B and C categories since 1998 – 2008
DISCUSSION OF FINDINGS
Generally, the performance of students in the course had shown tremendous improvement
since 1997 with percentage passed ranging from 76.15 percent to 96.8 percent within the period of
study. The low performance in 1997 (50 percent) may be attributed to the newness of the course in the
college; scarcity of relevant textbooks; negative attitudes of students towards mathematics and lack of
competent teachers to teach the course.
CONCLUSION
Since the proportion of candidates who passed in the years under study is far more than the
proportion of those who failed, it implies that the course content and the period allocated is adequate.
This, however, depends on whether the content of the syllabus was effectively/adequately covered and
the conditions under which the examinations were written and marked. This is a pointer to those
teaching the course. They should therefore, ensure that the course content is adequately covered to
ensure quality in the teachers produced. Teachers who understand mathematical economics and can
conveniently teach mathematics aspect of economics with needed competence and confidence will go
a long way in helping students to appreciate the importance of mathematics in economics and so
prepare them for higher degrees in the course. However the findings of this study clearly show that
there is no need for adjustment in the content or the periods for teaching and learning mathematical
economics in college of education Oju.
REFERENCES
Abah, F. O (2002): Teacher Factor in Mathematics Education in Nigeria in Eriba, J.O ed. Readings in
science and technology and mathematics Education in Nigeria. Onitsha: West and Solomon
publishing Coy Ltd
Adaji, M. O. (2003): Business Mathematics Made Less Frightening, 2nd Edition Otukpo Nigeria: Amilvo
Publishers
Agada, B. A (2008): Mathematical Economics for Beginners, Otukpo Nigeria: Amilvo Publishers
Amacher, R. C. & Ulbrich, H.H (1986): Principles of Macroeconomics USA: South-Western Publishing
Co.
Fonta, W. A:Ichoku, H. E.& Anumudu, C. N (2003): Mathematical Economics (theory and application)
Enugu: Kenny & Brothers Ent.
Odili, G. A.(1990): Teaching Mathematics in Secondary School Aba: Anachuna Educational Books
Orjir,T; Agwadu, E.A & Ker, G.(2007): Mathematical Economics Yobe, Nigeria: Dominion Show
Publishers.
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POVERTY AND THE FUTURE OF SCIENCE AND
TECHNOLOGY EDUCATION IN NIGERIA:
THE WAY FORWARD
Onyike Margaret Odu
Department of Educational Foundations,
College of Education, Oju.
ABSTRACT
Poverty is an epidemic problem that cuts across the globe; this evil has affected the level of
economic growth in many developing countries. Science and technology education which is the
bedrock for any meaningful development seems to be the only solution to these problems. This
paper x-rays the contributions of science and technology towards poverty alleviation in Nigeria.
It proffers measures on how to overcome the impeding factors.
INTRODUCTION
Poverty is usually defined as a state of lack in which a person is unable to meet the basic
minimum requirements for food, heath, shelter, education and clothing[Eke,2002].it is a state where one
is incapable of providing for himself/herself the basic needs of life. It could also be seen as a state
where one who has reached a level of providing himself with basic needs of life is still depending on
other people for such provision [Agwagah, 2002].
Poverty has had a
long history in Nigeria and it seems to be on the increase with time as a result of the failure of economic
development policies and ethnicism. There are many causes of poverty in Nigeria. Though, every
country have poor people, one is poor when you cannot meet your particular needs in the society in
which you live.
The level of poverty coupled with bad polices have gone deep in to the system of our
education, thereby affecting science and technology education which could have been the only way to
alleviate our poverty level for proper development. Nigeria education is a failed system because of our
selfish political leaders who do not want to let go their lucrative positions at the expense of our young
generations. They pursue selfish agenda so that all decisions are judged not from the society point of
view but from their personal perspectives. The above view agree with Ocho (2002), who rightly
observed that our business leaders are inclined to reap where they do not sow, get paid for contracts
not completed, sell fake drugs, trade in human beings, defraud others including government. How then
can one expert good education that will bring relieve to the people with this kind of attitude.
The result of all this is a failed education system because children and youths learn from both
the school. In a failed society, poverty is infectious and contagious (Ocho, 2002).
In the light of the above, where is the future of science and technology education in Nigeria for
advancement and development.
Poverty is a global phenomenon threatening the survival of human existence. United Nations
development programme, UNDP (1994), over one billion out of the world’s more than five billion people
are in a state of abject poverty.
In the international poverty index, United Nations System in Nigeria (UNSN) reported in 1995 that
Nigeria was 19th from the bottom of the index, in spite of being a major oil producer and explorer.
Poverty in Nigeria is therefore a long-standing issue affecting a Greater proportion of the entire
citizenry. The most affected areas are health and education, science and technology education is the
only way to alleviate poverty in Nigeria if properly executed.
SCIENCE AND TECHNOLOGY EDUCATION
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It is a fact that man is constantly striving to improve his standard of living, especially at this
period that poverty and ethnicism are the order of the day. However, this can be achieved through the
knowledge of science and technology education. Bowyer (1990) stressed that “the driving force for
change in the world is science and technology. They are integral part of our every day life. Science and
technology are part of the heritage and hope of mankind”. The emphasis on science and technology
literacy for all Nigerians was stated by Professor Fafunwa in the early 70s when he opined that, “we are
living in a world where science and technology have become an integral part of the world’s culture”. He
thus reminded the nation of the need to keep pace with world development in science and technology
in order to move forward. For a nation to meet the need for her citizens to be scientifically equipped for
reliance. This is why Jegede (1996) pointed out that without our children having excellent
understanding of scientific and technological concepts, reaching our personal and societal goals in the
21st century and even in several generations to come will be a mirage. Infact, science and technology
education is the bedrock for any meaningful development in any nation when it comes to poverty
alleviation?
The healthy growth of science and technology in any country depends on the availability of
technically and scientifically trained manpower and it is the responsibility of the indigenous educational
system to provide such manpower. This is to better the education of her citizens for self employment.
But in the case of Nigeria today, where poverty and ethnicism had engulfed every facet of the nation,
making any possible way for the development of science and technology is difficult. The successful
exploitation and assimilation of scientific and technical developments can only proceed with the support
of an interested and informed citizen of a nation; this will go a long way to making them know their
potentials in life. The responsibility for fostering this interest, and for ensuring that public is properly
informed rests clearly with the educational system of the country concerned any policy that fails to
recognize the importance of these two factors can, at best produce only short term improvement at
worst that nation could experience serious failure in technological development. Thereby bringing more
suffering to her citizens.
While science and technology are the vehicles for development, education is development
itself. It is the human resources of a country with the relevant competencies and creativity which builds
its socio-economic and cultural structures to add value to the life of the people by relieving them from
their abject poverty.
Nwokolo (2002) stresses that technology is the application of principle of science for the benefit
of mankind. That is, science knowledge and skills are transformed into practical use of the products and
materials necessary for the society. Science provides the knowledge while technology applied or
transformed scientific knowledge and skills in solving a problem that impedes the realization of human
needs. Therefore, for science and technology to make a strong impact in Nigeria, poverty and ethnicism
must be properly addressed at the grass root in order to alleviate our educational system for self
reliance.
OVERVIEW OF CONTRIBUTIONS OF SCIENCE AND TECHNOLOGY
The 21st century in the world today has been characterised by explosive growth of information,
knowledge and understanding gained through scientific research, but where is the position of Nigeria in
terms of poverty alleviation and food education for her people? The world as we know it today has been
affected in many important ways, by science and technology. For example, science has radically
altered and expanded our understanding of our environment, the workings of the human body and the
ways in which living things interact, technology has revolutionised the way we communicate and made
vast changes in our lives through the discovery of new drugs and materials.
It is important, therefore, that students see science and technology in this wider context as endeavours
with important consequences for people and that they learn to relate their knowledge of science and
technology to the world beyond the school for self reliant for this will go a long way to alleviate poverty
in the country and at the same time improve the level of technical education.
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Nwokolo (2000), stresses that science and technology are the bedrock for national
development. An individual that acquires scientific and technological knowledge becomes productive
and self reliant, he can equally employ others which will now reduce the level of poverty in the society.
However, Nigeria today is not left behind in the areas of science and technology education despite her
poverty level and ethnicity. It can be re-positioned to be a producer rather than a consumer of already
made goods from other countries. Looking at the efforts of indigenous technology, it reveals, that vast
opportunities in the areas of agriculture, food processing and production, storage and preservation,
textiles, metal works housing, transportation and so on. Recently in Nigeria, science and technology
education is witnessing a tremendous growth through scientific inventions. The “poly exhibitions/fairs
organised in Enugu state in 1987 and 1991 and other “Expos” being carried out annually at trade fair
complex in Lagos and other states witnessed a display of indigenous science and technology in various
practical fields. These efforts indicate that Nigerian scientists can contribute to the growth of our local
industries if obstacles to productive works are erased in order to alleviate poverty and improved the
level of education. No doubt, the efforts of Igbo boys at Nnewi and Aba in Anambra and Abia states
respectively in copying technology will be a take-off plat form in the 21st century to relieve our people
from abject poverty. The two states are known as “Taiwan of Nigeria” (Okafor, 1990 p. 3). The
completion of the Ajaokuta Steel Rolling Mill in Kogi State will be a step forward for Nigerian scientists
and engineers to advance in their technical knowledge for a meaningful development and poverty
alleviation in this country in order to better our educational system.
There is a common adage which says “a healthy nation is a wealthy nation”. The economic
wealth of any society depends on the well being of its citizens. The people must be physically and
mentally fit to carry out their daily duties. In this respect, the roles of science and technology are
emphasised by the advances made in medicine and public health engineering. “The age of science” is
transformed to “jet age” and hence to the age of computers. This in turn leads to the current concept
that “the world is a global village”, that is internet services that can be sent and received in any part of
the world. All these are efforts made towards poverty alleviation and to improve the standard of science
and technology education.
For a country like Nigeria to break through in terms of development there is the need to press
harder in scientific and technological education in this period of poverty and ethnicity.
THE PROBLEMS OF SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA
There are a lot of problems facing science and technology education in Nigeria today, as a
result of poverty and ethnicism. It may not be possible in this paper to go into the details of these
problems but we shall try to look into some of the main ones such as:
a. Poor funding: the issue of financing technical education to a standard level for poverty alleviation
in this country is still a mirage as far as science and technology education is concerned. This is
because there is generally poor funding in the educational sector, unlike other nations like Europe,
North America, Japan and so on, where the private sector provides substantial financial support for
science and technology researches. There is also little encouragement or incentives to motivate
science teachers and scientists in terms of subscribing to foreign journals and text books for further
research due to poor remuneration. Inadequate science and technology infrastructural facilities
stand as obstacles to any nation that is to be productive.
b. Poor planning: the obstacle encountered by the science teachers equally affects science and
technology development in Nigeria. Studies have shown that a well planned and structured science
education curriculum will not stand the test of time if those to implement it at the grass root level are
not adequately prepared. Science teacher education programmes have not been re-assessed for
sometime now (Jegede, 1996). A special re-assessment is needed in these areas.
c. The Difficulties Faced by the Learners: There is a persistent poor performance in primary and
secondary school science. The National Board on education revealed that the instruction students
receive in science does not prepare them to cope with the problems they face when they leave
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school. Students generally lack interest, no motivation and have Luke-warm attitude towards
science (Okeke, 1990).
Students from poor socio economic back ground and with inadequate orientation to science
and technology are less forth coming and therefore not willing to study science. Some of these
obstacles hinder the nation advancement in science and technology. Therefore no stone should be left
unturned to accord education in general, and science and technology in particular, in this 21 century,
the desired attention in order to alleviate our poverty level.
THE WAY FORWARD
As a way forward, We need patriotic leaders who will fight the issue of poverty and ethnicism in
this country to alleviate poverty in order to enable us to use the resources of this great nation to
develop the educational sectors especially science and technology. Nigeria is in the position to provide
enough food, education, heath, jobs, etc for its citizens.
There is need to create policy that would attract Nigerian scientists and science education
presently in foreign countries, Working in technology driven institutions and laboratories, Science and
technology education as courses should be offered at all levels of our educational system, most
especially at the primary and secondary school levels. The curricular of science and technology
education should be reviewed at all levels of our educational system to reflect contemporary social
issues in them. Textbooks on science and technology education should be written by Nigerians to
include our local industries for poverty alleviation. Centers for training science and technology
personnel should be established and facilities should be up-graded. Science teachers should be
encouraged to participate in conferences, seminars and workshops organised by Science Teachers
Association of Nigeria [STAN] and other bodies. Abandoned industries should be reactivated to provide
livelihood for thousands of people to alleviate and eradicate poverty and ethnicism in this great nation.
REFERENCES
Agwagah, U. N. V. (2002). Mathematics and poverty alleviation in Nigeria. Jowice (6) 21.
Bowyer, J. (1990) Scientific and technological literacy: Education for change. Paris: Unesco Publication.
Eke, E. (2002). Poverty alleviation strategies: Implications for education in Nigeria in the 21st century.
Jowice (6), 3.
Jegede, O.J. (1996). Fostering students understanding of science concepts. A special key-note paper
presented for the 37the Annual Conference of STAN, Uyo, Akwa Ibom State.
Nwokolo, O. C. (2002). Science and Technology education: A key to poverty alleviation. Jowice (6),
158.
Ocho, L.O (2002). Poverty alleviation strategies: implication for education in Nigeria in the 21 st century.
(6), 13.
Okafor, P.N. (1990). Development of science and technology in Newi Local Government Area (LGA) of
Anambra State: A paper presented at the curriculum studies of the department in partial
fulfillment of (US 805 Foundation of science Education). University of Lagos.
Okeke, E.C. (199O). Educational technology and primary science teaching: implications for Nigeia’s
Technological Emancipation. Journal of Technical Education Review (1), 2.
UNDP (1994). Human Development Report. New York:: Oxford.
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36
RELEVANCE OF QUALITY CRITERIA TO
TEACHER MAXIMUM PRODUCTIVITY IN
THE NIGERIAN EDUCATION SYSTEM
Adikpe John Ode
Department of General Studies Education,
College of Ed
ABSTRACT
For the nation to succeed in inculcating her values in the young. The availability of high quality
teachers is a sine quo non. This paper treats the criteria that might be used for the assessment
of teacher’s quality in the Nigeria education system. The criteria considered for the assessment
of teacher’s mastery of a body of knowledge, possession of relevant methods for imparting
knowledge to the learners; students’ performance; teacher’s quest for further knowledge; self
sufficiency; patriotism and human relations; discipline, justice and leadership; and physical
appearance. An application of the criterion teachers currently at work in the country reveals that
there is lesser number of high-quality teachers than the country actually needs.
Recommendations on how the number of high quality teachers can be increased have been
given.
INTRODUCTION
In the book of Matthew 10 vs 24 Jesus Christ said that, “A student is not above his teacher”.
The traditional and modern role of the teacher is to inculcate knowledge, skills and any defined
desirable values in his/her students. It is logical to claim that as the teacher is the source of the values
that are inculcated in the student, the student cannot possess these values in greater amount than his
teacher.
THE CONCEPT OF QUALITY
The quality of teachers dictates the pace of the country’s education system. Before we go
further with discussion on the issue of quality of teachers or teachers’ quality, we need a definition for
the concept. The Oxford Advanced Learners Dictionary (2005:1187) defined quality as “the standard
like it”. Since the determination of quality involves comparison, then it is impossible for us to talk of
something as having superior or inferior quality to another of its kind. We may define teachers’ quality
for our use in this write up to mean those professional characteristics or properties they possess which
necessitate their success on the teaching. Since the teachers possess the needed quality in varying
degrees, it is reasonable to talk of some as better teachers than others. Having arrived at an
operational definition of “teachers’ quality” we can now proceed to the issue of criteria for the
assessment of teachers’ quality.
WHAT ARE CRITERIA?
The concept “Criteria” refers to the yardsticks, standard, principles, guidelines, etc. that we may
use in determining the quality of the teacher. Generally speaking, criteria are standards or principles for
determining the qualities of things or people.
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THE CRITERIA FOR ASSESSMENT OF TEACHERS’ QUALITY MASTERY OF A BODY OF
KNOWLEDGE
It is a general and logical assumption that once a person is a teacher he/she has gained
mastery of a body of knowledge in the discipline (field) he/she teaches to students. The challenge
facing us is the task of determining the extent to which the teacher has validly mastered of the body of
the knowledge evidence. Proof or justification from the teacher that he or she possesses valid
knowledge of the discipline he teaches students. A claim by the teacher to possess a body of
knowledge can only be a valid claim, according to Hamlyn (1970) as cited in Buenyen (2000), if it
satisfies the criteria concerning grounds, truth, meaning and so on. What we are discussing has led us
to the essential point that the teacher needs to account for him to give adequate account of what
he/she knows, he must have an insight into the body knowledge he possesses.
POSSESSION OF RELEVANT METHODS FOR IMPARTING KNOWLEDGE TO THE LEARNER
Without the relevant method the teacher may not effectively impart knowledge to the student.
Ilori (1992) states that there can be no teaching without some kind of method. There are many methods
of teaching at the disposal of teacher. Inquiry method, discovery method, lecture method, discussion
method, story-telling method, and so on. It is the responsibility of the teacher to determine and select
relevant methods for his teaching. His wise choice of methods of teaching, certainly will serve as a
criterion to assess his quality. The choice of which method to employ in teaching is dependent upon the
teacher’s knowledge of what to teach and who to teach. If the teacher does not know what to teach, it
will be absurd to talk of method of teaching. Similarly, if the teacher has no adequate knowledge of his
students and their capabilities, he cannot select a method select a method of teaching that will suit
them. In the light of this discussion, it is clear that it is not all teachers that select relevant teaching
method must be considered as a criterion for the assessment of teachers.
STUDENTS’ PERFORMANCE
We can consider two schools of thought; one that teachers’ quality must be assessed in to
performance of their students and the other is that the teacher’s quality need not be assessed through
the performance of their student. Holders of the first school of thought would use students’ performance
in examinations as a condition for promotion of teachers; impressive and unimpressive performances
by students in examinations attract promotion for their teachers respectively. In the colonial period, the
1882 Education Ordinance established an Education Board, which had criteria, for government
approval of grants for the payment of teachers’ salaries. The criteria according to Yoloye (1993),
covered among areas, percentage of passes in examinations and the general level of academic
standards in the school. There was capitation grant passes in each subject. The dedicated teachers will
certainly produce students of high quality or standard. This is a reasonable look at the other school be
applied with caution a look at the other school of thought may reveal.
We can have a scenario where there is a highly learning under him are unteachable and/or
unwilling to learn morons. We can still consider a normal scenario where is a highly competent and
committed teacher with children of high intellectual ability who have genuinely learnt worthwhile
knowledge from the teacher. In the process of assessing the students’ performance there are certain
extraneous factors (forces such as examination phobia, harsh weather conditions, harsh invigilators,
cheating over which the teacher may not have control) that can militate against good performance of
the students. These are therefore some times that we may not be fair and just if we adjudge the quality
of teachers through the performance of their students. Quest for further knowledge one philosopher
once declared that it is better to be a Socrates dissatisfied than to be a pig satisfied. Socrates, the
Greek philosopher was great for his inquisitive and searching nature. He was seeking to know beyond
what he had already known.
As knowledge is dynamic, not static, the teacher must not claim at any point in time that he or she has
known all that is necessary (a pig satisfied). His submission to further training attendance of seminars,
symposia, workshops and conferences expose him to current challenges in the field of knowledge.
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SELF SUFFICIENCY
There is no gainsaying the fact that nobody is an island. Human beings are to some extent
dependent upon one another in order to succeed in life. However, a teacher of high quality must have
less degree of dependency on others. He should cut his coat according to his size in terms of material
requirements for his physical upkeep so that he does not get himself engulfed in the wave of debts or
beggarly behaviours.
In matters that require him to take decision he can consult relevant people for advice but he
should not that the ultimate choice of which piece of advice to take lies with him. He should not be
heard apportioning blame to someone for leading him into taking a wrong decision on a crucial matter.
The point we want to establish here is that the teacher must be both materially and intellectually
independent to a great extent and so as to bear responsibility in both material and intellectual
decisions.
PATRIOTISM AND HUMAN RELATIONS
Patriotism simply refers to the love a person has for his country to an extent that he or she is
ready to defend it against attack by enemies within or outside the country. We consider ignorance as
the greatest enemy of any nation and so a teacher who is vehement in his duty to eradicate ignorance
and promote knowledge and wisdom in our nation’s citizens is no doubt a patriot. In order to purge
learners of ignorance, the teacher must have sound relations with them. What having good human
relations entails is that the teacher should be friendly, considerate, emphatic, and sympathetic towards
his students; he should understand who they are and accept them as they are. It is through relating well
with his students that the teacher will be able to know, at least vaguely, what they have already known,
what they are yet to know and what they are capable of knowing. He can use what his students have
already known as a starting point for leading them to obtain higher knowledge and wisdom.
DISCIPLINE, JUSTICE AND LEADERSHIP
The concept discipline refers to conduct or behaviour that is acceptable or reasonable. Based
on this definition, we can think of features that make up discipline to include obedience to rules,
regulations and authorities, punctuality to work, commitment to work, honesty and general moral
soundness. Discipline can be externally motivated. Discipline comes as a result of fear of punishment.
The individual ties to maintain disciplined life because doing so will protect him from punishment that is
associated with indiscipline behaviour. If punishment is removed, this person will lead an indiscipline life
and may not see anything wrong with it. In the case of discipline that is internally motivated, the
individual sees within himself the need to live a disciplined life. He is able to reason out justification for
living a disciplined life. This individual will live a disciplined life whether there is punishment for
discipline behaviour or not. We strongly expect a good teacher to possess an internally motivated form
of discipline. He should be capable of seeing the rationale for a disciplined life and be disciplined
himself.
The concept of justice has to do with our moral power, which enables us to adjudge what is
right or wrong in a given situation and to take the right or appropriate action. A good teacher must have
a high sense of justice in order to be effective in the education and discipline of the students learning
under him. The presence of teachers who have high sense of justice in the school system gives us high
degree of certainty that ugly phenomena such as cultism, rape, theft, robbery and examination
malpractices will be drastically reduced.
We may consider leadership as the act of directing, guiding and motivating students to learn,
imbibe and practice worthwhile behaviours. A good behaviour must present students with worthwhile
behaviour (honesty, love, exercise of intelligence, courage, endurance and perseverance etc), which
they can emulate. The teacher as a leader is a pacesetter for his students in rationally acceptable
behaviours.
PHYSICAL APPEARANCE
Teacher’s appearance refers to his physique, neatness, mode of dressing, etc. There are
certain things about the teacher’s appearance, which will attract students’ attention to him and lead
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them to learn what he teaches. There are things students may learn from the teacher’s appearance
such as type and mode of dressing, neatness, cheerfulness, etc. We therefore consider appearance as
a criterion for the assessment of teacher’s quality.
THE CRITERIA AND TEACHER PREPARATION IN NIGERIA
If we are to succeed in the business of educating the young the availability of teachers of high
quality in the system is a sine qua non. It is not easy to get teachers of high quality but we must have
them if we are to attain the laudable aims and objectives stated in our new National Policy on
Education. The government of this country should shoulder any cost that is required to produce high
quality teachers to teach in our schools.
If we were to apply the criteria discussed in this paper, teachers currently teaching in our
primary and secondary schools, colleges, polytechnics and universities to determine how many in the
system might meet the desirable quality, we might get only about 20 out of every 100 teachers taken.
The reason why we cannot have many teachers that measure up to the criteria for high
teacher-quality is that our present practice of teacher preparation is seriously faulty. To begin with, we
have secondary school leavers who only accept admission to be trained as teachers in colleges of
education when they have failed to gain admission to read other professional courses in the university.
The ambition to be teachers was not in them while they were in the secondary schools. The choice of
wanting to teach is usually the last resort.
While in the colleges of education, and even faculties of education in universities, the
prospective teachers hardly meet the challenges that will graduate them as high quality teachers. The
lecturers teach specific content areas of subject that the students choose to specialize in. When it
comes to evaluation of how much knowledge the students have achieved, responses from them to a
great extent are reproductions of the teachers’ lecture notes, handouts or some portions lifted from
textbooks. Of course, the students are responding in accordance with the kind of questions that
demand for facts contained in the students’ notebooks and not for knowledge or principles and their
application in real life situations. Students are not challenged to give justification for what they claim to
know. There are certain unethical practices that go on in the teacher training institutions, which militate
against the production of high quality teachers. Cases abound of some teachers/lecturers leaking
examination questions and rendering assistance to their favourite students during examinations. In
practice, some students are promoted from one course level to the other not based entirely on merit but
also through malpractices until they graduate. The period provided for student teachers to undergo
professional experience (teaching practice) which lasts for a period of six to 12 weeks is not adequately
utilized by some lecturers to give them proper supervision. In some cases, the student teachers are
supervised only once; infact there are times some are not supervised throughout the teaching practice
period; at the end they are asked to submit their lesson plans for assessment.
RECOMMENDATIONS
In order to produce high quality teachers we yearn for, there has to be a deliberate policy of
teacher preparation. The request for teaching to be professionalized should be granted by government.
There should be adequate funding of education at all levels. The Federal Government should not
hesitate to allocate not less than 26% of the country’s annual budget to funding of education as
recommended by UNICEF and UNESCO. There should be a deliberate policy of detecting and guiding
highly gifted students who are interested in the teaching profession by the end of their junior secondary
school. This obviously implies that teachers’ colleges should be established to train junior secondary
graduates who have chosen teaching as their profession. Having attended the Teachers College, which
must last for a minimum period of three years, the students are examined and certificated before they
can proceed to a college of education or university for further training. The professionally trained
teachers in service should be well remunerated so that they may not abandon teaching for other betterpaid jobs.
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CONCLUSION
There is no gainsaying the fact that quality criteria are essential for teachers’ maximum
productivity in the Nigerian Education System. It has been observed in this paper that the teacher
needs to account for the knowledge he or she claims to possess. Adequate choice of teaching methods
is dependent upon the teachers’ sound knowledge of the content of what to teach and the students to
be taught. Students’ performance, though an essential criterion for assessment of teachers’ quality
should be applied with caution as there are times that extraneous factors beyond the control of the
teacher can negatively affect the performance of students. Other quality criteria considered to be
relevant in maximizing teachers’ productivity include the teachers’ quest for further knowledge; self
sufficiency; patriotism and human relations; discipline, justice and leadership; and physical appearance.
REFERENCES
Buenyen, L. (2000). Knowledge in the Nigerian Educational Process: A Critical Appraisal. An
Introduction to Epistemology and Education. Jos, Ehindero (Nig) Ltd.
Federal Republic of Nigeria (2004).National Policy on Education (4th ed.) Lagos: NERDC Press.
Hornbly. S. (2005), Oxford Advanced Learner’s Dictionary: Special Price (7 th ed.) England: Oxford
University Press.
Ilori, J. A. (1992). Principle and Methods of Teaching Christian Religious Education in Post Primary
Institutions. Kaduna: Ayodapo Printing Works.
The Holy Bible, New International Version. Oloye,E.A. (Ed). (1993). Education and the Law in Nigeria.
Ibadan: Claverinum Press.
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37
QUALITY ISSUES IN EDUCATION IN NIGERIA:
THE ROLE OF THE COMMUNITY IN FUNCTIONAL PRIMARY
4EDUCATION
Akor James Alexander
Department of English,
College of Education, Oju
ABSTRACT
This paper discusses the role of the community in enhancing and sustaining functional primary
school education. It highlights the importance of the child’s immediate community in
enhancing effective and functional primary school education by emphasizing the socializing
and educating roles of the community
INTRODUCTION
The level of development of any society depends largely on the type of education the people
are exposed to. According to the National Policy on Education N.P.E. (2004) education is the most
important instrument that can bring about the development of the nation’s economic, political, social
and human resources. As the foundation of all formal education, the primary level is the key to the
success or failure of the entire educational system. Consequently, the National Policy on Education
laid down the general objectives of primary education as follows:
a. the inculcation of permanent literacy and numeracy and the ability to communicate effectively;
b. the laying of sound basis for scientific and reflective thinking;
c. giving citizenship education as a basis for effective participation in and contribution to the life of the
society;
d. moulding the character and developing sound attitude and morals in the child;
e. developing in the child the ability to adapt to the child’s changing environment;
f. giving the child opportunities for developing manipulative skills that will enable the child function
effectively in the society within the units of the child’s capacity;
g. providing the child with basic tools for further educational advancement, including preparation for
traders and crafts of the locality (N.P.E. 2004:9).
In realizing these general goals as stated above, the community is expected to play a very
prominent role. The community, expectedly should come together in a symbiotic relationship with the
school to achieve these objectives.
PRIMARY EDUCATION
It is pertinent at this point to examine the concept or term – primary education. According to
Nwagwu (1978) as quoted by Adekunle Akinyemi (1983), the term ‘primary education’ refers to the first
stage of education. He also observes that the use of the term is not universal. In America for instance,
it is elementary while in some other countries such words as ‘infants’, ‘basic and fundamental’
education are used to refer to primary education. He however, notes further that whatever be the case,
“it is universally accepted that the primary school is the embryo of a nation’s educational system in
Nigeria”.
This paper therefore sees primary education as the first stage of formal education which the
child undergoes. It is the foundation of other levels of education on which the whole educational
system of the nation is built.
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WHAT IS FUNCTIONAL EDUCATION?
The concept ‘functional education’ has been severally defined to mean different thing to
different people. However, for the purpose of this paper, two definitions shall be considered. One of
these is the definition by Ezeomah (1990) which states that functional education is the provision of
relevant programme for the development of skills, the acquisition of knowledge and change of attitude
necessary for meaningful existence of the individual in his or her environment and to enable such an
individual to continue to contribute towards the development of the society.
The second definition by Adewole (1990) states that functional education is “education (that is)
concerned with (both) knowledge and the practical application of knowledge based on the experience of
the learner”. This paper consequently, sees functional education based on the definitions above as life
long education that is not only suitable and useful to the learner, but the type of education that makes
the learner useful and to ‘function’ effectively in the society.
THE ROLE OF THE COMMUNITY IN FUNCTIONAL PRIMARY EDUCATION
The role of the teacher in making primary education functional cannot be over-emphasized.
The teacher has the main duty of implementing the curriculum in keeping with the objectives of primary
education, and also helping the head teacher in such areas as maintenance of discipline, keeping of
pupils’ personal records and reports, provision of guidance and counseling activities and keeping of
continuous assessment records among others. However, this paper shall focus mainly on the role of
the community in making primary education functional.
Fafunwa (1974) argues that the child’s education is not the sole responsibility of his parents
alone but of everyone in his immediate community. He is made to appreciate his role as a member of
the immediate and extended family as well as that of the community at large. Children’s future depends
largely on how they are trained both at home and in school. As such, whatever we do as teachers and
parents would either make or mar their future. The application of the skills learned by the pupils in the
school can be made or marred by the family. Maduewesi (1989:1) observes that: homes in which
books, visual materials, mechanical toys, games, puzzles and equipment are available provide strong
support to school learning and help to internalize skills among pupils.
The community has the onerous task of helping the school in socializing and educating the
child since the school as a public organization, is only helping to expand the socializing and educating
processes already started in the home. In Nigeria, especially in the southern states, some communities
have been playing major roles in the running of education at the primary school level. They have been
involved in the provision of infrastructures, tables and chairs, books as well as other essential needs.
Some of the roles that the community is expected to play in making primary education
functional include supply of teaching materials and other equipment, promoting, encouraging and
sustaining communal interest and participation in the running of primary schools and carrying out
necessary repairs and renovation of school buildings.
The position of this paper is that the school in every community should be seen as the,
responsibility of that community to nurture and sustain for the growth and improvement of the
community. Functional Parents’ Teachers Association (P.T.A) should be constituted in the various
schools with persons who have genuine interest in the cause of education, appointed or elected as
Executive (Exco) members.
Their main function would be to liaise with the school and the community for effective and efficient
running of the school. The school and the community expectedly, should come together in a symbiotic
relationship while the government would be saddled with the main duty of recruiting teachers training
and re-training them as well as providing other essential needs of primary education in the community.
CONCLUSION
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In concluding this paper, it is pertinent to re-state the fact that role of the community in
functional primary education is indispensable like those of the teacher, the home and the government.
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