THE CHALLENGE OF TEACHER EDUCATION IN NIGERIA: THE UNIVERSITY OF LAGOS EXPERIENCE For sub-theme: Teacher Education PROFESSOR OYE IBIDAPO-OBE, FAS, OFR., FA Eng. VICE-CHANCELLOR UNIVERSITY OF LAGOS LAGOS, NIGERIA Paper presented at the Second Regional Research Seminar for Africa organized by the UNESCO Forum on Higher Education, Research and Knowledge in Accra, Ghana from 22-24 March 2007.
THE CHALLENGE OF TEACHER EDUCATION IN NIGERIA: THE UNIVERSITY OF LAGOS EXPERIENCE 1.0 INTRODUCTION Education is a major tool for national socio-economic development and for individual socioeconomic empowerment and poverty reduction. The educational system is vital, because it produces the personnel that is required to function in various facets of national life and development process. As the National Economic Empowerment and Development Strategy (NEEDS) document (2004:35) noted, the goals of wealth creation, employment generation, poverty reduction, and value reorientation can be effectively pursued, attained, and sustained only through an efficient, relevant and functional education system. However, a major challenge for the educational system in contemporary Nigeria is the production of qualified teachers to teach at various levels of the educational system in sufficient numbers. This situation has arisen as a result of a combination of factors including relatively low remuneration and recognition for teachers, and the cumulative effect of several years of neglect of the educational system prior to 1999, as indicated in reduced funding. This had adverse effects on the facilities and equipment for teaching at all levels, which also had effects on the quality of the products of the educational institutions, including the teachers. In full recognition of its core responsibilities for the production of quality graduates to teach at various levels of the educational system, the Faculty of Education, University of Lagos has, over the years taken various steps to enhance the quality of its products through continuous curricula review, expansion of programmes in line with the demands of various levels of education, and the introduction of flexible personal development and educational upgrading opportunities, especially for in-service teachers. This paper entails a review of the efforts of the University of Lagos in meeting the demand for quality teachers for the educational institutions. The analysis of the University of Lagos effort is done at two levels, namely: the supply side and the demand side, because the University, as an academic institution is both a producer of teachers, and at the same time a user of teacher services. The analysis is supported with the use of appropriate statistics and illustrations. CONTEXT AND ISSUE 2.0 KEY FEATURES OF THE EDUCATIONAL SYSTEM IN NIGERIA 2.1 Tier System The Nigerian educational system is made up of three main tiers, viz: primary, secondary (postprimary) and tertiary (post-secondary/higher education). However, another very important level which is often not accorded due recognition is the pre-primary school level (crèche and nursery schools). Thus, for instance, this level is not recognized in the popular 6-3-3-4 appellation of the Nigerian educational system. The pre-primary education has become more popular as a result of modernization and the increasing participation of women in formal employment. 2.1.1 Primary Level The primary schools operate at the primary level of education, providing what may be called basic education. 1
2.1.2 Secondary Level There are two categories at the secondary level, namely: the Junior Secondary School (JSS) which is essentially pre-vocational and academic, and the Senior Secondary School (SSS). It is at the Senior Secondary School level that technical, commercial and other vocational courses are introduced in order to make the secondary school leavers employable after their Senior Secondary Certificate Examination (SSCE) (FOS, 2001:226). 2.1.3 Tertiary Level The tertiary level is made up of three major categories of institutions, namely: the Colleges of Education; Polytechnics/Colleges of Technology; and the Universities. 2.1.3.1 Colleges of Education The Colleges of Education are for the training of middle level manpower in teacher education. Candidates are trained for three years after Senior Secondary School education for the award of the Nigeria Certificate in Education (NCE). Graduates of the Colleges of Education can teach at the primary, junior or senior secondary school level. 2.1.3.2 Polytechnics and Colleges of Technology The Polytechnics and Colleges of Technology are essentially for the production of middle level technical manpower. Two types of certificates are awarded at this level, namely: the National Diploma (ND) and the Higher National Diploma (HND). 2.1.3.3 University System The Universities represent the third and highest level of education. 2.2 6-3-3-4 Structure Nigeria currently operates what is popularly referred to as the 6-3-3-4 educational system, comprising of six years of primary education, three years of junior secondary education, another three years of senior secondary education, and four years of university (undergraduate/first degree) education. 2.3 Universal Basic Education (UBE) The Universal Basic Education (UBE) programme was introduced by the Federal Government in 1999 to provide for free and compulsory educational access up to junior secondary school level. 2.4 Science-Arts Ratio In recognition of the importance of scientific and technological development to overall national development, the National Policy on Education recommends a 60-40 ratio in favour of science courses for admission, especially at the tertiary level.. 2.5 Goals of the Education System The primary goal of the Nigerian educational system is to provide functional education for the nation, so that the products of the educational system can be employable or be self-employed. In terms of teacher quality as stated in the National Economic Empowerment and Development Strategy (NEEDS) document (2004:35) the goals of the system include: 2
Ensuring that 80 percent of primary school teachers acquire the minimum teaching qualification (the National Certificate in Education); Ensuring that 90 per cent of secondary school teachers obtain professional qualifications (B.Ed., B.A. Educ., B.Sc. Educ., PGDE); Ensuring that 80 percent of teachers in tertiary institutions acquire pedagogical skills Ensuring that 80 per cent of teachers at all levels are professionals. 3.0 THE CHALLENGE OF TEACHER EDUCATION IN NIGERIA The educational system can be viewed as a system comprising various sub-systems (the primary level, the secondary level and the tertiary level). There is a functional relationship between the sub-systems, such that a fault or defect in one sub-system affects other sub-systems. Recent observations on the Nigerian educational system clearly attest to this. There has been so much concern in recent times about the standard of education in Nigeria. Concerns have also been expressed about the quality of the graduates produced by the universities. While there is no doubt that there are some problems at the tertiary (university) level, a belief that we also strongly subscribe to is that input determines output. It has been noted that there has been a decline in the quality of candidates admitted into the universities as a result of the combination of poor quality output from the secondary level (also believed to be inherited from the primary level) and problems of examination malpractice which make it possible for undeserving candidates to score high marks to secure admission into the universities. Many of the undeserving candidates are not adequately prepared for university education and are not quite amenable to learning. The inference from this is that effective operation of the educational system requires that quality teachers be available in sufficient quantity at all levels of the educational system in order to meet the needs of the nation. This has been a major challenge. The availability of quality teachers at lower levels will help to enhance the quality of inputs into the higher levels, and consequently impact positively on the outputs of the higher levels. Available statistics indicate the gross inadequacy of teachers in the Nigerian educational system. For instance, contrary to the recommended Teacher:Student Ratio (TSR) of about 1:28 at the primary school level, the national figures indicate much higher rates as shown in Table 1. Table 1: Number of Primary School Teachers and Students Number of Number of Teacher Student Teachers Students Ratio 1994 435,210 16,190,947 1:37 1995 437,619 15,741,078 1:36 1996 419,997 14,796,074 1:35 1997 428,961 17,397,553 1:40 1998 418,715 16,945,567 1:40 Source: Federal Office of Statistics, 2001:228). 3
However, the Teacher:Students Ratio (TSR) is much better at the secondary school level as indicated in Table 2. Table 2: Number of Primary School Teachers and Students Number of Number of Teacher Student Teachers Students Ratio 1992 147,530 3,600,620 1:24 1993 151,722 4,032,083 1:27 1994 152,596 4,451,329 1:29 1995 158,122 4,448,991 1:28 1996 155,879 4,201,331 1:27 Source: Federal Office of Statistics, 2001:235). There is also severe shortfalls in the Teacher:Students Ratio (TSR) at the tertiary level. Figures on the TSR in Nigerian universities are as indicated in Table 3. Column 2 in Table 3 indicates the approved National Universities Commission (NUC) Guideline for Teacher:Students Ratio, while columns 3 7 indicate the actual TSR in Nigerian universities for various disciplines/programmes. Except for Arts and Education disciplines, all other programmes fall short of the NUC approved TSR. Table 3: Universities Student-Teacher Ratios in Nigeria (Number) Disciplines NUC 1994/95 1995/96 1996/97 1997/98 1998/99 Guideline Administration 1:20 40:1 44:1 44:1 32:1 43:1 Arts 1:20 14:1 16:1 17:1 18:1 16:1 Education 1:24 27:1 24:1 25:1 27:1 22:1 Engineering and Technology 1:9 22:1 19:1 18:1 21:1 19:1 Environmental Design 1:10 17:1 19:1 16:1 15:1 16:1 Law 1:20 32:1 34:1 22:1 29:1 29:1 Medicine/Health Sciences 1:6 11:1 11:1 9:1 12:1 11:1 Pharmacy 1:10 25:1 19:1 13:1 12:1 18:1 Sciences 1:10 15:1 13:1 20:1 18:1 16:1 Social Sciences 1:20 22:1 22:1 28:1 29:1 30:1 Source: FOS, 2001:303 The situation at the University of Lagos is the same, with shortfalls in all the disciplines/programmes, except Arts and Education. 4
Table 4: Teacher:Student Ratios University of Lagos Disciplines NUC Actual Guideline Arts 1:20 1:18 Business Administration 1:20 1:58 Education 1:24 1:23 Engineering and Technology 1:9 1:41 Environmental Design 1:10 1:27 Law 1:20 1:28 Medicine/Health Sciences 1:6 1:11 Pharmacy 1:10 1:21 Sciences 1:10 1:29 Social Sciences 1:20 1:24 Source: Academic Planning Unit, University of Lagos. However, not only is the number of teachers inadequate to meet the needs of the educational system, the number of teachers also seems to be decreasing. For instance, the total number of teachers at the primary school level decreased from 435,210 in 1994 to 418,715 in 1998, with a teacher-pupil ratio of 1:38 in 1998 (FOS, 2001:228). This points at the problem of attracting suitable people into the teaching profession and retaining quality teachers. There is also serious deficiency in teacher quality in terms of the ideal minimum qualification for teaching at various levels. For instance, the National Economic Empowerment and Development Strategy (NEEDS) document noted that about half (49%) of the teaching force in Nigeria is unqualified (NEEDS, 2004:34). 4.0 FACTORS CONTRIBUTING TO THE PROBLEM These problems can be attributed to several factors, including: inadequate recognition for teachers; brain drain; relatively poor motivation and remuneration; inadequate funding of educational institutions leading to poor/inadequate infrastructure. Low teacher motivation is often reflected in teacher apathy, lack of commitment, absenteeism and relatively high labour turnover. The teachers can hardly give their best in this situation. This makes it difficult for the educational sector to attract and retain the top-quality personnel that are required to function in the system, especially at the primary and secondary levels. POLICIES AND PROGRAMMES 5.0 THE UNIVERSITY OF LAGOS RESPONSE TO THE CHALLENGE OF TEACHER EDUCATION Various steps have been taken at the University of Lagos to meet the challenge of quality teacher education. The efforts of the University of Lagos in this regard will be analyzed at two levels, namely from the supply side and from the demand side, because the University is both a producer and a user of teacher services. Steps that have been taken from the supply side to enhance the quantity and quality of teachers produced in the University include: 5
5.1 Regular and continuous review of curriculum Since the establishment of the Faculty of Education in 1962, followed by the establishment of various programmes in Education at different times (Table 5), there has been regular and continuous review of the academic programmes. in order to enhance the quality and relevance of the Faculty s academic programmes to the needs/expectations of the various stakeholders. In this regard, the former Department of Physical and Health Education was re-named Department of Human Kinetics and Health Education. Furthermore, the Department of Curriculum Studies in the Faculty of Education was recently split into two Departments, namely: Department of Arts and Social Science Education; and Department of Science and Technology Education. New programmes were also introduced in the new Departments including programmes in Business Education and Economics Education, Integrated Science Education, and Technology Education, in addition to existing programmes. These new programmes have proved to be very popular among prospective students and have justified the University s vision in introducing the new programmes in terms of the relatively high number of candidates expressing interest in the programmes. Table 5: Year of Establishment of Various Programmes in Education S/No. Programmes/Departments Year of Establishment 1 Adult Education 1977 2 Curriculum Studies 1964 3 Educational Administration 1975 4 Educational Foundation 1975 5 Physical and Health Education 1967 The Faculty which started as a College of Education was converted to Faculty in order to be fully integrated with the University and to enjoy the attendant benefits. Special programme areas which have been introduced over the years include: Adult Education; Population Studies; Guidance and Counselling; Measurement and Evaluation; Physical Education; Health Education. Post-Graduate Diploma in Education (PGDE) Certificate and Sandwich programmes (established in 1993) were also introduced. While the PGDE programmes are designed to assist graduates from academic backgrounds other than education to convert and integrate into the teaching profession, the Sandwich Programmes were introduced to meet the needs of teachers who desire further education without leaving their teaching positions for further studies. Thus, the Sandwich programmes are conducted during the vacation periods and in the evenings/week ends. Academic post graduate programmes (M.Ed.; M.Phil.; and Ph.D.) in education are also offered in all the departments. 5.2 Commitment to Teacher Quality 6
In order to ensure the quality of teachers, the University now insists on doctorate degrees for all teaching staff, with appropriate supportive training programmes to enable academic staff to obtain their doctorate degrees. 5.3 Continuous Teaching and Learning Improvement The University also continuously takes steps to improve the teaching process, by organizing workshops and seminars on teaching and assessment methodologies. Recent programmes in this regard include Workshops on the teaching of large classes and strategies for the use of Multiple- Choice Questions. Furthermore, as a way of improving the quality of teaching, the University has put in place modalities for Staff Assessment by students across the university. This is in addition to standard assessment systems in teacher education such as the Teaching Practice, which are strongly emphasized in the University. The University has also instituted the Best Teacher Award at the Departmental, Faculty and University levels in order to encourage the University teachers to put in their best in imparting knowledge. 5.4 Academic Mentoring Process In order to encourage younger staff to benefit from the experienced senior staff, the University of Lagos has put in place a mentoring system which requires full professors to have an on-going research project at all times and to provide leadership by always heading research teams and having younger colleagues working with them. 5.5 Library Development The University places high priority on the library as the base for academic excellence and thus invests substantial internally generated funds in library development. The University also has a well-equipped and stocked dedicated library (Education Library) to cater to the needs of staff and students in the Faculty of Education. In order to further increase access to the library, the University provides 24-hour access to the Library for staff and students, seven days a week during examination period! 5.6 Linkages Moreover, useful linkages have been established by the Faculty of Education with some topranking foreign Universities, especially for staff exchange in order to ensure the conformity with international standards and development. 5.7 Quality Admission The University strongly believes that input has an effect on output, and is taking steps to ensure the admission of high quality candidates into the University, including the education programmes. The University, following approval by the Federal Ministry of Education and the universities regulatory agency (the National Universities Commission) introduced Post-UME Screening Tests for candidates seeking admission into the University. The results have shown that this has, indeed, been helpful in enhancing the quality of candidates admitted into the University. 7
5.8 Internal Generation of Funds to Subsidize Government Funding Although substantial funding for the University still comes from the government, the University has realized that it cannot depend solely on the government for all its needs, and thus takes steps to intensify its internally generated funds. The University has been able to use this to support its various programmes (including education), especially to supplement subventions from the government for the provision/improvement of necessary infrastructure and facilities such as classrooms, library stock, teaching aids, attendance and support for conferences, workshops, etc. 5.9 Information, Communication Technology (ICT) The University places high emphasis on Information and Communication Technology (ICT) as a major tool for advancing teaching, learning and research, and has invested substantial amounts in ICT development. The University is fast moving towards e-learning. A considerable number of lecturers have now embraced the e-teaching system in several postgraduate courses. The Library, as the gron norm has also increased access to e-books and e-journals far in excess of the printed volumes. The University has installed the SunMicro Systems and appropriate fibre optics infrastructure which ensured the take-off of our e-learning, and have connected same through a line-of-sight technology to the College of Medicine campus, Idi-Araba (about 6 kilometres from the Main Campus). This is gradually transforming our learning and teaching processes by leveraging large class sizes, small classroom spaces and small number of qualified, experienced teachers. The MTN University Connect e-library which was commissioned in 2005 has become useful to students and researchers in terms of the volume and quality of its database. 5.10 Support from Alumni, Private Sector/Corporate Organizations and External Bodies: The University and the Faculty of Education have been receiving encouraging support from the University alumni, various public and private organizations, philanthropic individuals, and international bodies. In more specific terms, for instance, the Faculty of Education received support in the form of material support for equipping the Home Economics Education laboratories and workshops. This is in addition to contributions to the University s US$500m Endowment Fund which was instituted recently by the University Governing Council 5.11 Staff Motivation and Development On the demand side, the University of Lagos as a user of teacher services has put in place various provisions to attract and retain top quality staff. In addition to the measures noted above, the University provides support of N1 million each to two staff in every Faculty as an assistance towards the completion of their Ph.D. degree programmes overseas. 5.12 Increased Funding by Government It is necessary to note that the remarkable increase in the funding of the Federal universities by the Federal Government since 1999 has contributed significantly to the achievements that have been made in the education sector recently. For instance, the quantum of funds allocated to the Federal universities increased from about N8 billion in 1999 to over N53 billion in 2006! Staff emoluments have also quadrupled during the same period (NUC, March 27, 2006:pp. 3, 4 & 11). This has made more funds available for the universities to develop and upgrade their facilities and infrastructure. However, there is still need for greater funding. 8
6.0 OUTCOME OF UNIVERSITY EFFORTS 6.1 Programmes Accreditation The efforts of the University in improving the quality of teacher education through support for the Faculty s programmes have paid off positively. For instance, all the academic programmes of the Faculty of Education have Full Accreditation by the National Universities Commission. This is a testimony to the quality of the programmes. It is also noteworthy that the University of Lagos is accredited in all the courses that we offer a feat that is achieved only this University amongst all other universities in its category in Nigeria. It was on this basis that the National Universities Commission declared the University of Lagos the overall Best University in Nigeria. 6.2 Increased Students Enrolment The introduction of new programmes in Education have also resulted in a significant increase in the students enrolment for the Faculty. The Faculty has now moved from a situation of undersubscription to over-subscription as a result of new programmes which are relevant to the natural needs and career aspirations of candidates (Table 6). Table 6: Student Enrolment in the Faculty of Education Regular Part-Time Total 1990/91 2,150 1,946 4,096 1991/92 2,626 2,348 4,974 1992/93 2,841 882 3,723 1994/95 2,223 -- 2,223 1995/96 1,856 -- 1,856 1996/97 2,239 -- 2,239 1997/98 2,316 727 3,043 1998/99 2,099 1,035 3,134 1999/2000 1,987 1,335 3,322 2001/2002 2,609 1,568 4,177 2003/2004 3,453 2,191 5,742 2005/2006 3,248 2,797 6,045 Source: Academic Planning Unit, University of Lagos Students of the Faculty of Education (6,045 in 2003/2004) now represent 15.1% of the student population in the University (39,914 in 2005/2006). 7.0. SUGGESTIONS FOR ENHANCING TEACHER EDUCATION In view of the above analysis, the following suggestions are made for enhancing teacher education in Nigeria: Adequate Funding: for the provision/upgrading of necessary teaching aids, laboratory materials and other tools. 9
Teaching Methods Improvement: Steps should be taken for continuous teaching methods review/improvement to make the teaching methods current and relevant to contemporary needs. Accreditation of Academic Programmes/ Regular Monitoring and Evaluation: The periodic accreditation of programmes by the National Universities Commission should be supported and strengthened for quality control and assurance, including the invitation to overseas accreditors and assessors. Compliance with Carrying Capacity Standards Institutions involved in teacher education should limit admission of students to what their facilities can support. Scholarships, Awards, Bursaries and Loans: It is desirable to have special scholarships and awards for teacher education in order to provide additional incentives for people who want to go into the teaching profession. It is necessary to note that at the University of Lagos the incentive of 100% free university education for students with a Cumulative Grade Point Average (CGPA) of 4.5 and above applies to students in the Faculty of Education as well. Human Resources First - Staff Motivation and Development: There is need for general improvement in the remuneration and conditions of service for teachers, especially at the primary and secondary school levels. This will provide enough incentives in order to get the best from them. There is also need to continuously train and re-train teachers for effective and efficient performance. Library and Periodicals: The University Library stock should be expanded and updated on a regular and continuous basis in order to avail the students and teachers current materials and information. Collaboration with/support from the Private Sector/Corporate Organizations and External Bodies: There is need for stronger partnerships with and support from the private sector, corporate organizations and external agencies. 8.0 CONCLUSIONS This paper has critically examined the challenge of producing qualified teachers in sufficient numbers. The problem was attributed to a variety of factors, including poor remuneration and recognition for teachers, as well as obsolete and inadequate facilities and equipment to teaching. The presentation used illustrations from the University of Lagos experience in enhancing teacher education, and the positive results the University of Lagos efforts have yielded. In addition to the best practice model of the University of Lagos, various recommendations were made for enhancing teacher education. 10
Vice-Chancellor, University of Lagos Nigeria vc@unilag.edu REFERENCES Academic Planning Unit, University of Lagos; Statistical Digest, 1990 2000; Federal Office of Statistics (2001): Annual Abstract of Statistics; Abuja: Federal Office of Statistics. National Planning Commission, (2004): National Economic Empowerment and Development Strategy (NEEDS), Abuja: National Planning Commission. National Universities Commission (March 27, 2006): Monday Memo; Vol. 5, No. 13. University of Lagos (August, 2003): University Statistics, 2001/2002. University of Lagos (September, 2005): University Statistics, 2003/2004. University of Lagos (February 9, 2007): 2006/2007 Matriculation Ceremony Order of Proceedings. Vice-Chancellor, University of Lagos (2006): 2006 Convocation Speeches. Wole Soboyejo (January 2007): Science and Technology Education in African Development: Its Key Role in Development Outreach; World Bank Institute; pp. 14 16. 11