Contribution of Government to Teacher Education in Lagos State (Using Adeniran Ogunsanya College of Education as a Case Study)
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain the government’s role to teaching education in Lagos state
- To ascertain the impact of teacher education in educational system
- To investigate the difficulties of teacher education in enhancing quality education in Nigeria
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Education is the critical area whose performance specifically influences and even determines the quantity and magnitude of Africa’s development (UNESCO: 2008). Quality Education is the key to sustainable national development. It serves as a potent tool to stimulate the development of the economic, politic, sociological and human resources of a nation. According to the Nigerian national policy on education (FGN 2004), education is an instrument “par excellence” for effecting national development. In line with the above assertion, a summit was convened in July 2009, to tackle the problem of teacher education in South Africa. The offshoot of the summit is the need to develop an action plan for teacher development in the country. The plan was integrated into the strategic planning framework for Teachers Education and Development (2011-2025) (Robinson, 2016). To improve teaching and learning in South African for a functional society (Robinson, 2016). UNESCO (2008) posited that investing in quality teacher education is a vital tool for achieving functional society, which allows every human being to acquire the knowledge, skills, attitude, and qualities important to shape a sustainable future. It has been identified that the teacher is the key factor in the educational delivery process, as no educational framework outperforms the quality of its teachers. The availability of quality teachers at the lower levels will help to improve the quality of inputs at the higher level and consequently impact positively on the output at higher levels. In this regard, the aim of the Teachers Registration Council of Nigeria (TRCN) Mandatory Continuing Professional Development (MCPD) programme include training and empowerment of teachers as well as improving their commitment to the teaching profession (TRCN, 2008). To boost the teaching force in the basic education sub-sector, the Federal Teachers’ Scheme (FTS) was established by the Federal Government of Nigeria in 2006, to tackle the problem of inadequate teachers, who are qualified to teach in the basic level of education. Nigeria Certificate in Education (NCE) holders are enlisted for two-year teaching service in public primary and junior secondary schools. The Federal Government pays a monthly allowance of Eighteen Thousand Naira only (N18, 000.00) to each participant. A total of three sets of participants have been identified from the scheme to date. The project was funded by the Millennium Development Goals (MDGs) fund. This scheme has gone a long way in improving the teaching staff position in the basic education sub-sector, particularly in the rural and semi-urban schools. Also, boost their morale for effective teaching for a functional society. However, considering the present economic condition in developing nations like Nigeria teachers’ wages are no longer attracted and cannot be used to manage teacher effort and their effectiveness. The provision of educational opportunities should enable beneficiaries to participate in bringing about socio-economic changes. This may be achieved if children access ‘quality’ education that is a result of good-quality teaching and learning. It is therefore critical that, with FPE, children access a ‘good’ education. This may occur if teachers are equipped with the skill and knowledge to manage and promote effective teaching and learning in large classes. Effective use and strengthening of professional development structures that could promote collaboration and collegiality of teachers at school levels – in the form of peer coaching, mentoring and team teaching – may be the answer to this. This may ensure the provision of relevant, systematic, continuous, sustainable professional support that can have a long-term positive impact on teachers’ practices and consequently on children’s learning. Current studies demonstrates that, amid a devastating socioeconomic framework, Nigerian teacher continue to suffer the indignity of being among the country’s very lowest-paid university graduates (Adelabu 2005:Eldis, 2008, Ogbodo, 2013), in contrast with graduates of other different disciplines such as law, medicine, engineering, management, information technology, business, and accounting. A current contrast of average yearly income uncovered the pitiful pay procuring position of the Nigerian teacher (BBC, 2008).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to contribution of government to teacher education in Lagos state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information to contribution of government to teacher education in Lagos state. 200 staff of ADENIRAN OGUNSANYA COLLEGE OF EDUCATION was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain contribution of government to teacher education in Lagos state
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of contribution of government to teacher education
Summary
This study was on contribution of government to teacher education in Lagos state. Three objectives were raised which included: To ascertain government role to teacher education in Lagos state, to ascertain the impact of teacher education in educational system and to investigate the difficulties of teacher education in enhancing quality education in Nigeria. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of ADENIRAN OGUNSANYA COLLEGE OF EDUCATION. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up HODs, senior lecturers, junior lecturers and graduate assistant were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The role of Teachers education in improving quality education for a functional society like Nigeria cannot be overemphasized, as no individual or nation can achieve an objective it is currently unaware of. Thus Teacher education and educationist are the channel for achieving not only educational goals (quality education) but also national development leading to industrialization which is a much needed ingredient in the development of the Nigerian economic system
Recommendation
Based on the above, the researcher recommends that a feedback mechanism should be put in place by the government, policymakers and educational stakeholders to actualize implementation of educational policies on teacher education. Teachers’ development should be followed by an adequate motivational package
References
- Abdulsalam, AU & Issa AO. (2011). Teachers’ Roles in Qualitative Education. retrieved from www.unilorin.edu.ng retrieved date: 5th November 2015
- Adelabu, M.A. (2005) Teacher Motivation and Incentives in Nigeria. Available online at www.eldis.org/vfile/upload/1/document/0709/ Teacher motivation Nigeria. BBC (British Broadcasting Corporation) 2008. Nigeria: Facts and Figures. Available online at http://news.bbc.co.uk/2/hi/africa/6508055.strn (accessed 9 January 2008).
- Eldis. 2008. Teachers’ Voice: A Policy Research Report on Teachers’ Motivation and Perceptions of their Profession in Nigeria. Available online at www.vso.org.uk/lmages/vt_nigeria_teachers_voice_tcm8-14649.pdf (accessed 6 June 2008).
- Ekpiken WE. & Edet AO. (2014). The Role of Teacher Education and Nigerian Teachers in National Development: The Way Forward. Higher Education of Social Science, 7(1), 139-143.
- Federal Republic of Nigeria (2004). National Policy of Education. Lagos: National Educ. Res. Dev. Council I
- keotuonye, AI. 2013. Preparing teachers for the Challenges of Nigeria Vision 20:2020. https:// www.slideshare.net/talk.2sp
- Nakpodia E.D. & Urien. 2011. Teacher Education in Nigeria: Challenges to Educational Administrators in the 21st Century. The Social Sciences, 6(5), 350-356.
- Ogbodo, PO. 2013. Investment in Quality Teacher Education for Sustainable development. Nigeria Association for Educational Administration and Planning. Delta State University, Abraka, University Printing Press
- Okafor, EN Obienyem, C. 1996 Quality in Teacher Education in Nigeria. The threat of Examination malpractice in Teacher Education. In P. N. Lassa, C. M. Anikweze and A. A. Maiyanga (eds). Imperative for National Development. Nigeria: Kaduna, NCCE.
