Challenges of Meeting Global Standards in Education, Educational Implications for Nigerian Universities
Chapter One
OBJECTIVE OF THE STUDY
The main objective of the study is to ascertain the challenges of meeting global standards in education and its implications for Nigerian universities. To aid the completion of the study, the researcher intends to achieve the following specific objectives;
- To examine the role of educational policies in standardizing Nigeria’s educational system in line with the global world
- To examine the relationship between Nigeria’s educational policy and the standard of education in the country
- To examine the effect of poor educational standards on national development
- To examine the role of government in standardizing Nigeria’s educational policy
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
In education as in other fi elds of human endeavour, every offi cial action of an organisation must have a backing or a basis. It is this purpose that a policy serves. A policy defi nes the area in which decisions are to be made, but it does not make the decision. It usually provides a general guide that facilitates decision-making. Educational policies provide the direction for educational activities. The formulation of an educational policy sets the stage for implementation which, according to Ukeje (1986), is perhaps the most important aspect of planning. Planning is usually an action which succeeds policy formulation but precedes implementation. Unfortunately, educational policies and goal attainment have been irreconcilable due to implementation constraints. Perhaps this accounts for the observation made by Governor Oyakhilome of Rivers State in an address sent to the Convention of the Nigerian Association for Educational Administration and Planning in 1986. He expressed concern about the problem of policy implementation thus: We know it is diffi cult to realize planned objectives one hundred percent. But our experience in planning education in this country shows a disturbing gap between planned objectives and attained results … As professionals in the fi eld of education, it may be pertinent to identify whether those critical gaps are results of faulty planning or faulty implementation (Oyakhilome 1986:2). Policy implementation in education is a conspicuous national problem that has taken centre stage in Nigeria. This paper examines the problem in some detail and explores its implications for the development of Nigeria. When the issue of Nigeria educational system today is raised, the first sets of thoughts that comes to mind are: decline in standard, deterioration of facilities, examination malpractices, mass promotion syndrome and the like before any other thing else. This calls for an in-depth study and analysis aimed at tutoring each and every stakeholders in the education system on how their actions and inactions have individually and collectively contributed to the collapsing state of education in Nigeria. In any case, knowledge and skill acquisition which education is all about cannot be over emphasized. According to the World Bank (1999: 25), “successful development entails more than investing in physical capital, or closing the gap in capital. It also entails acquiring and using knowledge as well as closing the gaps in knowledge”. Thus, to successfully confront the challenges of development, a developing country must undertake three major tasks: * Acquired and adapt global knowledge and create knowledge locally. * Invest in human capital to increase the ability to absorb and use knowledge; and * Invest in technologies to facilitate both acquisition and the absorption of knowledge. Similarly, Fafunwa (1979:26) defines education as “the aggregate of all the processes by which a child or adult develops the abilities, attitudes and other forms of behaviour which are of positive value to the society in which he lives, that is to say, it is a process of disseminating knowledge either to ensure social control or to guarantee rational direction of the society or both.” Going by these explanation as to what education is, in relation to the state of education and its process in the country today as well as the attitude of its providers-Government at all levels and private investors; one with interest will be compelled to ask such questions as what has actually gone wrong considering the enormity of its effect on the output from the system in the area of productivity and the degree of acceptance in the labour market and educational institutions, especially outside the country. Response however, will be its militating factors stemming from the incidence of examination malpractice – poor facilities – indiscriminate mass promotion syndrome in schools. The causes of these could be traced to.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely
-Primary source and
-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 data: 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 for the study challenges of meeting global standard in educational implications for Nigerian universities 200 staff of Nigerian Open University was selected randomly 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 RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to investigate the challenges of meeting global standard in education and its implication for Nigerian universities.
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 meeting global standard in education with emphasis on higher institutions.
Summary
In some states for the past ten years, not even a single structure have be added to the existing one or a significant maintenance, repairs or replacement of learning facilities and equipment rather the responsibility of school ownership and funding is being shifted while playing down on expansions of facilities to meet with the demand of increasing population. The monopoly enjoyed by national university commission coupled with its consistent broadening of examination syllabus, its overstretched facilities due to the rapidly increasing number of applicants could be said to be the basis for examination malpractices in the country. Some public institutions are only known to be functional during examination period while most of the private schools, lack visible structure and any equipment required for science practical’s and studies, but enroll students with outrageous charges.
Conclusion
The study has provided insight into the different notions of what our institutions are for. This is because the issues of functions and purpose are crucial and need to be stripped of any ambiguity. Our institutions are expected to transform into socioeconomic development agents through the development and deployment of their teaching, research and innovation capacities to moving the country from resource based economy to a knowledge-based economy. This calls for a paradigm shift in respect of formulation of strategic vision and plan for its implementation that addresses the key issues of environment for teaching, learning and research, funding and funding sources, and a governance system that manages efficiently resource inflow and outflow. To achieve this, government and the institutions must focus attention on three key elements for transforming to world-class: one, staffing to ensure adequacy in quantity and quality; adequate resource inflow to support the fundamental functions –teaching, research and community service; and three, the evolution of favorable governance structure
Recommendations
Haven completed the study; the researcher recommends that Government and the private sector should pull in more effort and resources towards the development of education. Educating and re-orientation of teachers, parents and students on the need to discourage examination malpractice in schools. More vocational and technical education centers be establish and the few existing ones properly equipped and staffed.
An independent inspectorate committee should be put in place to regularly monitor activities in schools as the existing inspectorate unit has seize to function effectively.
Reference
- Ntim B. A. (1991), UNESCO’s Role in Promoting Interaction between Engineering Schools and Industry’ in Engineering Education and Industry Interaction, A report of the Inter-Regional Seminar held at University of science and Technology, Kumasi, Ghana, 29th -31st July, 1991.
- Machando, A (2000), “Developing Technological capabilities for MSMEs for Global Competitiveness: Some Perspectives”. Paper presented as the UNIDO Representative at the 3rd NASME International Conference and Exhibition on Globalization and the Challenges of SMEs Development in Africa, Abuja, Nigeria 14th -16th, November, 2000.
- Bamiro, O. A. (2000), Imperatives of Infrastructure for Micro Small and Medium enterprises in a competitive World, Paper presented at the 3rd NASME International Conference and Exhibition on Globalization and the Challenges of SMEs Development in Africa, Abuja, Nigeria 14th -16th, November, 2000.
- Bamiro, O. A. (2004) University-Industry Partnership in the Innovation Process: Cases from Nigeria and Ghana, Published in the Proceedings of the Regional Conference on Innovation Systems and Innovative Clusters in Africa, Dar-es-Salaam/Bagamowo, Tanzania, Feb 18-20,2004 (pages 341- 366)
