AFRICAN JOURNAL OF EDUCATIONAL ASSESSORS
ISSN-2536-7501, ISSN-2536-751X
APRIL/JUNE 2017 VOLUME 3, ISSUE 3,
Benchmark Journals
A Publication Of
FORUM OF EDUCATIONAL BENCHMARKERS IN NIGERIA
African Journal of Educational Assessors
ISSN-2536-7501 (online), ISSN-2536-751x (Print)
Editor in Chief
Professor SakyiBaidoo
University of Education, Winneba, Ghana
National Cordinator Executive Director
Dr.Aniedi Daniel Usoro Prof. Godwin A. Akpan
University of Uyo, Nigeria University of Uyo, Nigeria
Managing Editor
Dr. Michael Ogundele
University of Jos
Editorial Advisory Board
Prof. Dr. Sri Milfayett Dr. Bonface Ngari Ireri
State University of Medan North School of Science and Technology
Sumatera Indonesia Africa Nazarene University, Kenya
Dr. Sonny Dan Abia Prof. Ignatius Uduk
Miramar, Florida, USA University of Uyo, Nigeria
Josephine Vida Dare Prof. E. B. Usoro
University of Education, Winneba, Ghana University of Uyo, Nigeria
Prof. A. O. Ekong Dr. T. C. Ogbuanya
University of Uyo, Nigeria University of Nigeria, Nsukka
Prof AyodejiBadejo
Lagos State University
Guest Editors
Dr Eno G. Ukpong
Dr Fehintola Joseph
Dr (Barr.) Arop Festus
Dr Abdulmalik Sabitu
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Copyright © 2017 Forum of Educational Benchmarkers
© Benchmark Journals
Special Issue
Vol. 3, No. 3 April/June, 2017
©2017 articles in the journal are protected by copyright, which covers the exclusive right to reproduce
and distribute the article as well as all translation right. The views and opinions expressed in this
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iii
The African Journal of Educational Assessors
(AJEA)
(PRINT: 2536-666, ONLINE: 2536-6653)
About this Journal
The African Journal of Educational Assessors (AJEA) is a multidisciplinary international, pear
reviewed journal published three (3) times a year by the Forum of Educational Benchmarkers in
Nigeria. This journal promotes the exchange of ideas by bringing together academics/researchers
across the globe. As research has become increasingly interdisciplinary, the essence of a
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For further enquiries, please write to
The Managing Editor
The African Journal of Educational Assessors
Department of Educational Foundations
Faculty of Education
University of Jos, P.M.B 2084, Jos, Plateau State, Nigeria.
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Papers are to be submitted to: [email protected]
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Educational Benchmarks and Sustainable National Development: Theory
and Practice in Nigeria.
Professor Etuk Nssien Etuk
Department of Curriculum Studies,
Educational Management and Planning
Faculty of education
University of Uyo, Uyo
A Lead Paper Delivered at the First Annual Conference Organized by the Forum of
Educational Benchmarkers in Nigeria, in Conjunction with the Department of
Vocational Education, University of Uyo, April 5 – 7, 2017.
Introduction:
Nations of the world appear to have come to the conclusion that quality education
holds the key to sustainable national development which manifest in healthy families, poverty
reduction, sustainable consumption, resilient cities and peaceful societies. Education is
recognized as an essential condition for human fulfillment, peace, economic growth, decent
work, gender equity, sustainable development and responsible global citizenship.
Nigeria’s philosophy of education is based on the beliefs that education is an
instrument for national development and social change; vital for the promotion of a
progressive and United Nigeria and that education maximizes the creative potentials and
skills of the individual for self – fulfillment and general development of the society. For these
reasons it is believed that education should be compulsory and a right to every Nigerian
irrespective of gender, social status, religion, ethnic background and any peculiar challenges;
and education is to be qualitative, comprehensive, functional and relevant to the needs of the
society (FRN, 2013;NPE). Education is seen as a key instrument for achieving Nigeria’s
national development goals of sustainable and equitable socio – economic development and
eradication of poverty.
Sustainable Development:
Development means change and growth and implies improvement, that is, a
progression form one level or form to a better or more advanced form over a period of time.
As a global or national focus, development is the process of improving the economy by
increasing the amount of business activities which would in turn create wealth for building of
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infrastructure, improvement of services and enhancement of the quality of life of the
citizenry.
To be sustainable means to be capable of continuing for a long time at the same level.
It follows that sustainable national development is the development of a country that does not
use more national resources than can be replaced and so does not harm the environment. It is
therefore apparent that sustainable socio – economic development of a nation is predicated on
human capacity development in terms of knowledge, skills, abilities and positive attitudes.
These attributes are inculcated through quality formal education.
The Type of Education we Need
What type of education do Nigerians need for sustainable national development?
The 21st Century challenges in Nigeria are manifold. These include illiteracy,
especially in remote rural areas; extreme poverty, unemployment and under – employment,
insurgency, terrorism, religious intolerance and crisis, malnutrition, deadly diseases, political
violence, tribal and ethnic conflicts, superstition and corruption in public offices and in
private businesses. The type of education Nigeria needs is that kind of education that would
effectively address these national challenges. The education we need for sustainable national
development in Nigeria is such that:-
Would be all - inclusive where no child would be denied the opportunity of having
basic nine – year education even in the remotest human settlements.
The products of our school system would acquire sufficient level of literacy and
numeracy to be able to communicate and function effectively in the society.
Classroom instruction would be handled only by professionally trained and
appropriately qualified teachers at all levels of the education system, both in the
public schools and the private schools; and teachers would be trained and re – trained
to adopt more interactive and learner – centred instructional strategies rather than the
traditional didactic methods.
Classroom instruction would be given in adequately furnished facilities – classrooms,
laboratories, workshops and studios – and with prescribed manageable teacher – pupil
ratios (PTRs) for effective instructional delivery.
Teachers and learners would acquire sufficient Information and Communication
Technology (ICT) skills to enable them seek knowledge in and out of school and
effectively make use of such knowledge and so see learning as a life – long process of
development.
Would ensure regular facilities inspection and instructional supervision as key factors
for continuous quality assurance.
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The products of the school system acquire competitive marketable economic skills
and the spirit of enterprise, creativity and innovativeness to enable individuals earn a
living, create wealth and so reduce poverty and also contribute to the overall national
economic growth and development.
The products of our school system would imbibe the core values of unwavering
patriotism, respect for human and people’s rights, respect for constituted authorities,
peaceful co – existence, safety and security consciousness, aversion to corruption,
environmental protection and preservation, probity, empathy and transparency in the
conduct of public affairs.
Would ensure that graduates from our school system would be better fitted to adapt to
the changing dynamics of the society.
Would enhance technical and vocational education by increasing the provision;
creating awareness of the importance, making technical provisions really practical and
creating better image in the labour market for technical education graduates.
The products of our school system develop national and global perspective and would
see themselves as both nationalists and global citizens.
Benchmarks: The educational system which would turn out the kind of products needed and
desired as defined in the earlier paragraphs would need to be anchored on appropriate
benchmarks of educational variables. A benchmark is a standard, an amount or level that one
can use in measuring or judging how good or bad other things are. To benchmark is to
provide a standard that something can be judged.
There are critical components of the educational system that require globally
acceptable benchmarks. These include but are not limited to: curriculum contents,
instructional delivery system, infrastructure and facilities, the teacher factor, medium of
instruction, class size, supervision, free and compulsory basic education, entrepreneurship
and vocational education, early childhood care, development and education and funding.
These components interrelate and exert great influence on one another and so their
benchmarking would necessarily overlap.
In the education sector, just as in other public sectors, Nigeria cannot be said to be
lacking in benchmark policies. The National Policy on Education, NPE, (FRN 2013) first
published in 1977 and revised several times has provided benchmarks for almost all
components and aspects of the education system in Nigeria. The problem has always been
that of implementation. It goes without saying that benchmark policies not put into practice
remain mere theories and practically ineffective.
Some Challenges to Educational Benchmarks in Nigeria.
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Early Childhood Care, Development and Education (ECCDE)
The National Policy on Education (FRN, 2013) Sections 14, 15 16, 17, 18 and 20
provide the benchmarks for this level of education. In the NPE this level of education is
situated in daycare or crèches, fully in the hands of the private sector and social development
services. I do not expect that governments alone would be able to establish and run
institutions to provide the ECCDE. In fact, apart from providing benchmark policies,
governments pay very little attention to this level of education. For this reason, individual
proprietors have taken over the provision of facilities for the ECCDE, albeit with the primary
focus on financial profit.
The questions arise – are the ECCDE centres regulated? Who ensures the benchmarks
in these ECCDE centres are complied with? Who looks into the standards in terms of
curricular provisions, classrooms, ground space, facilities and the quality of care – givers? In
my village in a remote part of my state, there are three ECCDE centres, which also pretend to
give primary education. I have no good grounds to believe this does not happen in other
communities.
The quality and perhaps the quantity of ECCDE and the primary education these
centres provide can only be guessed. There is an urgent need for governments to regulate the
establishment of ECCDE centres and even a greater need to supervise them so that they
would not cause great harm to our children’s psyche and growth.
I recall that before and after the Nigerian Independence in 1960 the public primary school
system (structure) had three pre – primary education classes defined as ABC, then Class One
and Class Two; before the primary education sector which had Standard One, Two, Three,
Four, Five and Six. I had the opportunity to go through these pre – primary education classes
between 1956 and 1957 before starting Standard One in 1959. I do not know how many
people today had such opportunity. The position is that the Pre – Primary Education (PPE)
had been a component of the primary school system before it was discontinued about 1964.
My suggestion is that it could be re – introduced in practice even with the change in
nomenclature to Early Childhood, Care, Development and Education (ECCDE).
Curricular Contents:
Sections 20, 23, 37 and 38 of the National Policy on Education (FRN, 2013) spell out in
broad terms the curricular contents of the basic and post basic education.
In a recent keynote address by Professor Chris Nnadi of the Department of Education
Foundations, Enugu State University of Technology (ESUT) delivered at the 18th Annual
National Conference organized by the National Association for the Advancement of
Knowledge (NAFAK) at the College of Education, Afaha Nsit, AKS, March 8, 2016, the
erudite scholar observed that: If it is dangerous not to educate a man, it is rather more
dangerous to educate a man who cannot fit into the world of work.
It is on the awareness of this fact that the agencies responsible for the planning of the
school curricula at the different levels of education in Nigeria periodically bring some
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innovations into the school curricula at different levels for national and global relevance.
Recent innovations in the curricular contents of basic education, senior secondary school and
tertiary institutions are the introduction of Civic Education and Trade with Entrepreneurial
Studies. Civic Education has been introduced as a core/compulsory subject to inculcate such
values as patriotic consciousness, aversion to corruption, probity, respect for human and
people’s rights; and empathy in the conduct of public affairs.
The Trade Subjects and Entrepreneurial Studies are introduced into the curricula to
cultivate the spirit of enterprise and also give the individuals skills in at least one trade for
economic survival. The ultimate target of this aspect of education is to reduce unemployment
and extreme poverty and also create wealth among the people.
It appears that the provisions of the contents are tailored to provide the functional
education we need for sustainable national development but my worry is about how the
entrepreneurial studies and trade subjects are taught. What are the arrangements in terms of
facilities and skilled personnel to teach the trade subjects in our secondary schools and in the
universities?
I would suggest that in the universities, the entrepreneurial studies with trade subjects
be allocated one full semester in which students would offer no other courses. The students
would then identify trades of interest, get attached to the expert trade masters, learn the trade
on a daily basis and acquire some proficiency in the trade to the extent that they could
practice the trade after graduation. While learning the trades, the students must be supervised
by their university teachers. The entrepreneurial studies could be domiciled in the
Department of Vocational and Technical Education. A situation where undergraduate
students register for entrepreneurial studies under the General Studies (GST) programme,
hang around town and present letters of attestation from phantom trade masters at the end of
the semester, without being at their trade centres even for once and without acquiring any
skill in the trade cannot be expected to produce the desired outcome.
Medium of Instruction (MOI)
Another serious challenge in curriculum implementation in Nigerian public schools is
the Medium of Instruction (MOI) – the teaching and learning of English Language. In the
National Policy on Education NPE, (2013) Sections 16 and 20, the benchmark policies are
that the medium of instruction at the pre – primary education segment would principally be
the mother tongue or the language of the immediate community. The policies provide further
that the medium of instruction in the primary schools shall be the language of the immediate
environment for the first three years and during this period, English shall be taught as a
subject. From the fourth year, English shall progressively be used as the medium of
instruction and the language of the immediate environment and others shall be taught as
subjects.
My experience based on a survey is that the benchmark policy on the language of the
immediate environment as the medium of instruction at the lower level of the basic education
is observed largely in the breach. Parents prefer and teachers adopt English as the Medium of
Instruction from the first day the child arrives in school. In spite of the fact that English
language is on the school timetable on a daily basis from the primary school level to the
senior secondary school, most of our graduates from the public secondary schools hardly
make correct sentences or write a paragraph of intelligible essay in English. Tenses are
mixed, concord in grammar is not respected and the syntax is completely lacking. This
problem is invariably carried on into the tertiary education level. Very many of our university
students hardly speak or write correct English.
As this appears to be a pervasive problem one cannot but conclude that English
Language is not effectively taught in our schools. Teachers of English language must as a
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matter of urgency, review the curricular content of English as a subject and their instructional
methods and strategies. If pupils and students do not master English as the medium of
instruction in the schools, it is unlikely that they would perform well in other subjects taught
in English.
Infrastructure and Facilities
The National Policy on Education spells out the benchmark policies on infrastructure
and class size (Sections 29, 33, 127, 128, 129, 130 and 131 for infrastructure and facilities
and sections 16, 20, 23 and 41 for class sizes). How far have these policies been implemented
over the years? In 2004 I undertook a study which involved teachers and students in all the
public secondary schools in my state of origin. In that year there were 242 public secondary
schools. About 12 years later, in 2016 there were about 232 public secondary schools in spite
of tremendous increase in students’ population. No new schools have been built over the
years and many existing ones are dilapidated. The situation has resulted in over – stretched
facilities, and very large class sizes.
In many secondary schools, especially in the urban centres, the number of students in a class
ranges from 90 – 120. Yet there are benchmark policies that stipulate the number of students
in a class.
In very large classes as cited, one would only imagine what kind of teaching goes on
there and what level of learning the student would acquire. Effective teaching and meaningful
learning can only take place in a conducive environment. A class size of 90 and more cannot,
by any imagination, be seen as conducive. A few years ago, my state government
experimented with the policy of running public secondary schools in shifts – one set of
students for the morning shift and another set of students for the afternoon shift. Parents and
the public rose against this policy and practice and of course the policy was discontinued. The
policy to run secondary schools in shifts was an attempt to reduce class sizes and make
facilities somewhat adequate. The question again arises – Why is the government not
building new schools to accommodate the increasing number of students who still opt for
public school education?
Government should build new schools, rehabilitate and expand the facilities in the
existing ones to make classrooms, laboratories and workshop space adequate to reduce class
sizes for effective management of the instructional process. In this connection let me
commend the private school proprietors for providing educational facilities for our youths
thereby complementing the efforts of governments. However, the private schools would need
to think less and less about the financial profit margins and more and more about education as
a social service provided in the interest of the larger society. If the fees in our private schools
are not regulated many of the private schools would soon price themselves out of the market
– especially with the dwindling economic fortunes.
The Teacher Factor
It is common knowledge that the quality of education hinges on the quality of
teachers. The Global Education Target No.6 enjoins all governments to ensure that all
learners are taught by qualified, professionally – trained, motivated and well – supported
teachers. Sections 94 and 100 of the National Policy on Education (FRN, 2013) clearly
provide the benchmark policy that: All teachers in educational institutions shall be
professionally trained and only professionally qualified and registered teachers shall be
allowed to practice at all levels. And Section 83 states that all teachers in tertiary institutions
shall be required to undergo training in the methods and techniques of teaching. But what is
the situation in our school system?
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Recruitment of Teachers – The recruitment of teachers in most states of the federation has
become a source of political patronage. Members of the Legislative Houses; members of the
Executive Councils in the states and at the Federal level, Senior Public Servants and other
political office holders demand and insist upon their “ quota” in employment. For these
reasons all manner of people are recruited into the school system as teachers.
- Many unqualified and untrained persons are recruited to teach in our secondary
schools. Electrical/Electronics Engineers and Architects are recruited to teach physics
and mathematics; graduates of Communication Arts, Sociology and Philosophy are
recruited to teach English and graduates of Geography teach social studies. This
situation is totally unacceptable.
The Nigeria Union of Teachers (NUT) must do more than just pressing for Teachers Salary
Scale (TSS) and prompt payment of leave allowances. These are necessary though, but the
NUT must focus more on full professionalization of teaching. The Teachers Registration
Council of Nigeria (TRCN) must insist on and ensure that only professionally trained
teachers are allowed to teach in both public and private schools in Nigeria. At the tertiary
level University lecturers are afraid of and so resist being trained in the methods and
techniques of teaching. It is therefore not difficult to explain why undergraduate students do
not perform well.
Simply stated, in many programmes, contents are not effectively taught because the lecturers
who are presumably versed in their various areas of specialization lack the skills of effective
teaching. University Managements must rise to this challenge and ensure that all University
teachers undergo training in teaching method and strategies.
- Inequitable Deployment of Teachers. Schools in urban areas are saturated with
teachers and those in the rural and remote areas do not have sufficient number of
teachers and have no teachers at all in some subject disciplines.
- Teachers Conditions of Service. These are repulsive and demotivating. Salaries and
other entitlements are not paid as at when due; teachers elevation and appointment
to positions of responsibilities are based on political consideration and not on
performance.
Teachers are not provided with the requisite facilities and tools to work with. Science
teachers make do with make – shift laboratories, materials and standard equipment are
lacking in school laboratories; technical teachers do not have workshops, tools and
equipment and language teachers lack language laboratories and studios. We must
note that in providing quality education there is a limit to what teachers can
improvise.
- Low Level of ICT Skills Among Teachers and Learners. Teachers lack the
knowledge and skills in Information and Communication Technology (ICT).
Computers are still unknown to a great majority of teachers at the primary school
level and to a very large number of the secondary school teachers especially in the
rural areas. Even at the tertiary level, very many teachers particularly those a bit
advanced in age, are not ICT compliant.
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ICT and Curriculum Delivery
The National Policy on Education (FRN, 2013), Section 20 provides the benchmark
policy on curriculum delivery that teaching shall be participatory, exploratory, experimental
and learner – centred. Sections 29, 65 (c), 94, 127 of the NPE stress that Government shall
provide adequate infrastructure and develop capacity for effective utilization of Information
Technology to support the educational system. The effects of lack of ICT skills among
teachers and students in the schools are that students and teachers have no access to
information and experience through global networks and pools of knowledge. Students rely
on content taught them by teachers who themselves rely more or less on information recycled
in poorly written textbooks. Teachers do not have access to global data base in their various
areas of specialization since they are not exposed to and cannot make use of the internet.
Nigerian teachers, even in this age of information revolution made possible by ICT, still rely
on and predominantly adopt the orthodox talk and chalk method of instructional delivery.
Learners in Nigerian Schools continue to rely almost entirely on their teachers and
available texts and so instructional strategies continue to be teacher - centred while students
remain passive learners. Opportunities for students and teachers to exchange information
across schools, cities, nations and the continents and so share experiences and accumulate
knowledge remain limited. The curriculum implementation strategies at the present cannot be
said to be leading to capacity building and empowerment to meet the Sustainable
Development Goals (SDGs) and the globally endorsed targets of education.
The quality of education needed by Nigerians is that which would adopt ICT through
which individual learners can seek explanations, compare experiences, investigate problems,
reflect, reason and learn many concepts in the school curriculum. In other words, learners
would learn how to learn and think about what they learn and so develop the spirit of self –
reliance and confidence. Learners would also acquire the skills that enable them to seek
knowledge in and out of school and effectively make use of such knowledge.
The implication of this is that Nigeria must re – focus on her education system and
integrate ICT into the curriculum to enhance its contents and pedagogical strategies at all
levels of the school system. There is a further implication for teacher training and re –
training in ICT knowledge and Skills. There must be a comprehensive policy on Continuing
Professional Development (CPD) of teachers. Government at all levels should make
provisions for and encourage teachers to attend seminars, conferences and workshops to
update their instructional knowledge and pedagogical skills.
Funding of Education – The National Policy on Education (NPE) (FRN, 2013) notes in
Section 150 that education is a capital – intensive social service which requires adequate
financial provisions from all tiers of government for successful implementation of
educational programmes. Sections 151 – 154 provide the benchmark policy on how education
in Nigeria would be funded. Given the huge financial demand in the provision of Education
for All, it is an incontrovertible fact that governments alone cannot fund education. And to
my mind the provision of education for the citizens of any nation should not be an exclusive
responsibility of government. The fact that what goes on in the schools and the products of
the school system affect all sectors and segments of the society, the funding of education in
any nation should be a collective responsibility.
At the present the Education Tax Fund policy in Nigeria targets only the multinationals and
corporate bodies. There should be a policy on the funding of education which involves the
rich in the society, the Non – Governmental Organizations (NGOs), the Community Based
Organizations (CBOs), the Business Men and Women, the Contractors, the Civil Servants
xiii
and Public Servants; all men and women in documented employments and the landlords and
property owners. After all the provision of Education for All should be the business of all.
There is a need for a benchmark policy on periodic needs assessment for all the educational
institutions to ensure that the utilization of education tax fund would be equitable – in
accordance with the critical needs of each school, and based on transparency and
accountability.
Policy on Free and Compulsory Education.
The term free and compulsory education has recently become a political mantra
employed for electioneering campaigns and in attempts to endear governments to the people.
One would easily agree that every citizen of a state or nation has a right to education, at least
at the Basic Education level. But the questions arise - Can education be absolutely free or
should it be free at all? Should it be free only to the extent of paying fees? What about the
provision of textbooks and other materials and the school uniforms?
Further questions arise - Can Basic Education be made compulsory? Do we have the
statistics of children born each month and yearly? How do governments plan for free and
compulsory education when the number of children for the different levels of education
cannot be closely approximated due to lack of statistics on births and deaths?
How do we account for the multitude of out of school children (OOSC) many years after the
introduction of free and compulsory education in many states of the federation?
According to the recent UNESCO Institute of Statistics (UIS) estimation, for 2010,
Nigeria has the highest number of out- of – school primary age children in the world; at
around 8.7 million – making up over 15% of the global total.
The 2010 Nigeria Education Data Survey (NEDS) estimated that 11.8 million children aged 5
– 16 in Nigeria had never attended school. (Education Data, Research and Evaluation
Nigeria, EDOREN (2015).
Nigeria needs well- articulated benchmark policies on the registration of births and
deaths; on the extent to which education could be free; on means of ensuring that all children
of school age are in schools.
Policy on Supervision
Sections 145 – 149 of the NPE (2013) outlines the policy benchmarks for quality
assurance at all levels of education below the tertiary level, through supervision and
inspection. For the tertiary level of education there are specified agencies to carry out these
functions through accreditation and visitation exercises. The idea of supervision is to have a
comprehensive view of the activities, equipment, facilities and problems of the institutions
and to assess the extent the institutions are fulfilling their basic obligations. The ultimate aim
is to improve the overall efficiency and raise the academic standards of the institutions
through the promotion or development of favourable settings for teaching and learning.
School supervision is a quality assurance mechanism. The purpose of school supervision is to
ensure that established goals are realized and to help identify genuine difficulties of the
teacher in teaching and organizing various activities and suggesting means and ways of
overcoming them among others. How often are our public schools visited and supervised by
the Inspectorate Division of the Ministries of Education?
Studies show that parents and guardians perceive private schools to offer better
quality education than the public schools; and so prefer to send their children and wards to
the private schools, the exorbitant fees notwithstanding. Some of the factors that draw parents
and guardians to the private schools include: teachers’ perceived dedication to work, high
level of discipline among teachers and pupils/students, good physical facilities, generally
lower Pupils – Teacher Ratio (PTRs) and greater teacher accountability to parents. These
xiv
conditions are created and sustained in the private schools through regular internal
supervision which appears completely absent in the public schools. There is therefore the
need for Ministries of Education to ensure that each and every school is inspected and
supervised at least twice in a school session to identify the critical challenges of the
institutions with a view to addressing them.
Conclusion
In this paper, the expectations of the Nigerian nation regarding what quality education
should do and achieve for the country have been highlighted. The concepts of sustainable
national development, benchmarks and the type of education desired have been explained.
Also the quality of the products of the education system that can ensure sustainable national
development have been examined. Some challenges to educational benchmark policies as
enunciated in the National Policy on Education have been analyzed. The analysis is not
exhaustive as me may still need some benchmark policies on the component of guidance and
counseling in schools. After these analyses, I have come to the conclusion that Nigeria is not
lacking in the benchmark policies for quality education but what is most needed is a robust
commitment, on the part of governments, to the implementation of benchmark policies for
sustainable national development.
References
1. Education Data, Research and Evaluation, Nigeria EDOREN (2015). Issues of educational
access, quality, equity and impact in Nigeria: The EDOREN review of the
literature on basic education. Abuja: Evans Publishers Ltd.
2. Federal Republic of Nigeria (FRN) (2013). National Policy on Education. Abuja:
Nigeria Educational Research and Development Council NERDC.
3. Etuk, E. N. (2016) Education in Nigeria in 2016 and beyond: Emerging trend,
challenges and sustainable development. A paper presented at the Education
Affairs Policy Dialogue, held at Onyema Ugochukwu Hall, University of Uyo,
Uyo, March 17, 2016.
xv
The African Journal of Educational Assessors
(AJEA)
(PRINT: 2536-666, ONLINE: 2536-6653)
Contents
s/no List of Contributors
01-09 Measures for Enhancing Business Education Students Competence in Utilization of ICT Resources in
10-18 Tertiary Institutions in Rivers State-Prof. G. A. Akpan & Bara, Imaobong Ignatius
19- 30 Curriculum Benchmarks as Correlates to Sustainable Development in Nigeria-Dr. Abdullahi Aliyu
DADA & Dr. Oluwaseyi Emmanuel ALASOLUYI
31-40 Innovative Instructional Strategies and Self-Reliance among Tertiary Institutions’ Business Education
Graduates for Sustainable Development in Akwa Ibom State, Nigeria- Ewuru, Agnes Awoli. & Udo,
Effiong Thompson
Issues and Challenges from Science Education Benchmark in Nigeria: Comparative Analysis of
Education in China and Nigeria for Repositioning Basic Science and Technology in Nigeria-
Babayemi, J.O., Ph.D, Akpan, I. F., Ph. D; & Babalola, G. T.
41 -46 Assessment of Teacher Education Programme in Functional Universal Basic Education in Zaria Local
Government Area, Kaduna State-Shehu Uthman EL-YAKUB, Ph.D & Aminu Sambo, Ph.D
47- 51 Educational Benchmark in Business Education: A panacea for Sustainable National Development in
52-61 Nigeria- Muhammad Murtala Bala, Ph.D
Teachers’ Perception of Innovative Instructional Facilities and the Teaching of Business Studies in
62-69 Junior Secondary Schools in Akwa Ibom State-Dr. (Mrs.) Charity Friday Ido & Abasienie Sampson
70- 82 Bassey
83-90
91-96 Attitude of the Teachers of the Secondary Schools as a Constraint on the Teaching and Learning of
97- 106 Physical and Health Education in Kogi State Nigeria, Bamidele, Benson Babatunde, Ph.D &Toluse
Caroline Modupe, Ph.D
107-116 In Service Training and Job Performance of Agricultural Science Teacher’s for effective teaching in
117-125 Secondary Schools in Port Harcourt Local Government Area, Rivers State, Nigeria-Salome Emeya,
126-132 Ph.D
133-141 Qualitative and Functional High-Technology in Vocational-Technical Education: A Tool for
142-147 Sustainable National Development-George W. Kennedy, Inwang A. Udo, Samuel A. Ikpe, &, George
Susana Kennedy
Linkages as a Parameter for Benchmarking Vocational and Technical Education for Sustainable
National Development-Ndifon, Joseph Ndem, & Dr. Udoh J. Akpan
Impact of Skill Acquisition on Entrepreneurship for Wealth Creation and Sustainable National
Development in Technical Colleges in Rivers State-Engr. Amaechi O. J., Obed, O. O., Orlu, I., &
Thomas, C. T.
Benchmarks in Entrepreneurial Tiling Competencies Required by Building Trades Students for
Employability and Sustainable National Development in
Imo State- Gregory Madu Okparaeke, Ph.D, & Christoper N. Okorieocha Ph.D
Benchmarks in Technical Vocation Education and Training (TVET) for Sustainable National
Development in Nigeria- Zakari Buba MAGAJI
Quality Management: A Panacea for Customer Satisfaction in Food Industries in Nigeria- Akaninyene
Peter Ekanem, Saviour Afangide Udofia Ifiok Inieke Ufford
Effect of Concept Cartoons on the Academic Performance of Pupils’ in Basic Primary Science in
Ogbia Local Government Area of Bayelsa State, Nigeria -Prof. Onwioduokit, Fidelis A.,
Ogu, Malachy N. & Osu, Azuanamibebi D.
Educational Benchmarks and Economic Recession in Nigeria:
A Critical Analysis-Hauwa’u Mohammad Mainoma (Ph.D), Tolutope Idowu Oke (Ph.D),
Aminu, Abubakar Danladi
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Measures for Enhancing Business Education Students Competence in
Utilization of ICT Resources in Tertiary Institutions in Rivers State
Prof. G. A. Akpan
&
Bara, Imaobong Ignatius
Department of Vocational Education
Faculty of Education, University of uyo,
Uyo, Akwa Ibom State
e- mail: [email protected]
08032621818
Abstract
This study assessed the measures for enhancing business education students competence in
the use of Information Communication and Technology (ICT) in tertiary institutions in Rivers
State. Three research questions and two null hypotheses were developed to guide the study.
The descriptive survey research design was adopted in the study. The sample size of 494 was
randomly drawn from the population of 1, 647 students of year three and four respectively of
2016/2017 academic year in business education department to respond to the data collecting
instrument titled, ‘Questionnaire on Measures for Enhancing Business Education Students
Competence in ICT’ (QMEBESCICT). The instrument was face validated by three experts,
while a reliability index of .83 was obtained using the Cronbach Alpha method. Data
collected were analyzed using frequencies, percentages and mean for the research questions,
while the t-test statistic was used to test the null hypotheses at .05 level of significance.
Findings revealed that available ICT facilities in business education department were CD –
ROM, institutional cybercafé, digital library, internet–connected Desktop computers, and
institutional functional e-mail address. The study further indicated that inhibiting factors to
the use of these facilities were the presence of limited ICT facilities, irregular power supply
and high cost of acquiring personal interest facilities. With regard to measures for enhanced
utilization, provision of more ICT facilities, and students’ enrolment in ICT training
programme at subsidized rate were identified. The null hypotheses were accepted. The
researcher recommended based on the findings that government should adequately supply
more ICT facilities in schools and provide regular supply of power among others.
Key words: Measures, Enhancing, Business Education, Students, Competence.
Introduction
Business Education involves teaching students the fundamentals, theories, and
processes of business. According to Wokocha, Wolugbom, Appah & Olorunfummi (2016),
business education is a field of study in tertiary institutions intended to provide learning
situations for skill acquisition among students who could apply such skills in their
occupational choice, managing personal or group businesses for personal living, and for the
ultimate growth and development of the economy of the nation. This implies there could be
no useful progress in educational sector without adjusting to scientific innovations and
discoveries. Thus, the introduction of information and communication technology (ICT) in
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the educational system is a welcome development towards the success of the system.
Education for new emerging societies requires the integration of ICT to facilitate more
meaningful learning. The use of ICT can also add value in teaching and learning of business
education vis a vis enhancing students’ competencies in learning.
Admittedly, Yusuf (2007) observed that when information and communication
technologies (ICTs) are employed in education, they can accelerate, enrich and deepen basic
skills in reading, writing, arithmetic and the sciences besides motivating and encouraging
students to learn as they become more independent and responsible for their learning. ICT
therefore involves a process of creating, processing, storage, retrieval and dissemination of
information and data using computers and telecommunications (Apan, 2008). In education,
it involves the application of digital equipment to all aspects of teaching and learning. Apart
from the application of digital equipment, Johnson (2007) affirmed that ICT encompasses a
combination of technologies for collecting, storing, processing, communicating and
delivering of information related to teaching and learning processes. Within the context of
this study, ICT denotes the application of technologies in teaching and learning of business
education for the enhancement of students competence.
Students’ competence in ICT utilization as used in this study refers to the ability of
business education students to make use of various ICT tools such as e-mail, facsimile,
internet, world wide web, intranets, extranets, online databases and other networking
technologies in learning. Okolocha & Ile (2007) observed that for business education
programmes to meet the challenges in the world of work, it must provide the recipients with
the requisite skills for life in the form of competencies in technical know-how, creativity,
leadership abilities, awareness of values that constitute the society and community. The way
businesses are planned, managed and carried out, the type of equipment and facilities needed
in the processing of information and business transaction, the type of employable skills that
are needed for one to fit into office work and/or manage business for others or be self
dependent requires sufficient knowledge and the application of ICT skills.
These skills according to Usoro (2016) are abilities for adaptive and positive
behaviour that enable one to deal effectively with the demands and challenges of everyday
life. The author classified these skills into three main types, namely; (1) transferable skills
which include: collaboration skills, communication skills, creative skills, critical thinking
skills, information technology skills, numeracy skills, problem-solving skills, self-
management skills, study kills, coaching skills, multi-tasking skill, problem analyses skill,
strategic thinking skill, and logical thinking skill, (2) work-related skills, and (3) personal
Skills. This study is however restricted to transferable skills, since ICT skills were found to
emanate from it. According to Usoro (2016), transferable skills are also known as generic
skills or the drivers of knowledge-based or work-related skills (the specific knowledge or
expertise required to perform work). These skills she continued are more generalized and
can be transferred from one environment to another. Transferable skills are therefore those
skills that lead to a specific job. This is the reason why interviewers ask, “What could you
offer the company?” Transferable skills are important because organizations strive to look
for quality employees that would improve the development of the workforce. There is no
doubt that the Nigerian tertiary institutions have made great progress in teaching of skills for
wealth creation, entrepreneurship and innovation.
Although there are also business skills with the abilities needed to undertake any
vocation for sustainability, employment and self-reliance, the information technology skills
help students to seek, absorb, analyze, manage, and present information critically and
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intelligently in an information age. It was observed that business education has been too
slow in responding to technological revolution in educational world. This is evident on the
consistently poor level of academic performance of some business education students and the
inability of business education graduates to secure gainful employment because of lack of
saleable skills. The poor performance of these students and graduates inability to secure
gainful employment may not be unconnected with government inability to provide enough
ICT in the school environment. This view corroborates with Ubulom(2006) assertion that it
appears the educational programme might not be meeting the needs, aspirations of the
society, students and employers of labour and the required minimum academic standards of
the National Policy on Education.
This by implication revealed that there is no evidence to show that the training of
business education students at tertiary institutions is adequately or effectively being
implemented. The procedures of instructional delivery system seem to be poor and
uninspiring to many students. Human, as well as material resources (qualified teachers,
facilities and equipment) needed for effective implementation of business education
programme that would enhance students competence are not adequately provided. Based on
the above problems, the beneficiaries (business education students) are not acquiring the
necessary knowledge, attitudes, skills, and competencies needed for gainful employment. It
is to this end that attempt is made to examine the measures for enhancing business education
students’ competence in the use of ICT resources in tertiary institutions in Rivers State.
Purpose of the Study
The aim of this study is to identify strategies for enhancing business education
students competence in the use of information communication and technology (ICT) in
tertiary institutions in Rivers State. Specifically, the study sought to examine:
1. The ICT resources that are available in business education department in tertiary
institutions in Rivers State.
2. The factors inhibiting the use of ICT resources by business education students in
tertiary institutions in Rivers State.
3. The measures that can enhance Business Education students competence in the use of
ICT resources in Rivers State.
Research Questions
The following research questions guided the study.
1. What are the ICT resources that are available for business education department in
tertiary institutions in Rivers State?
2. What are the factors inhibiting the use of ICT resources by business education
students in tertiary institutions in Rivers State.?
3. What are the measures that can enhance the use of ICT resources by business
education students in tertiary institutions in Rivers State?
Null Hypotheses
The following null hypotheses are formulated in the study and tested at .05 level of
significance.
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Ho1: There is no significant difference in the mean ratings of year three students and year
four students on factors inhibiting the use of ICT facilities by business education
students in tertiary institutions in Rivers State.
Ho2: There is no significant difference in the mean ratings of year three and year four
students on the measures that can enhance the use of ICT facilities by business
education students in tertiary institutions in Rivers State.
Methodology
The study adopted a descriptive survey research design. The population of the study was
1,647 made up of 835 students in year three, and 810 in year four from the Rivers State
University of Science and Technology and Ignatius Ajuru University of Education in Rivers
State having Business Education Department. The Researcher’s personal interaction with
students of the two state universities revealed that those in Rivers State University of Science
and Technology seem to perform better than those at the Ignatius Ajuru University of
Education, hence, the comparison of their available teaching facilities of the two universities.
The Researcher at various levels has involved in interview for staff employment and
observed the poor performance of business education graduates from Ignatius Ajuru
University of Education. The sample size of 494 (30% of the population) was drawn using
the simple random sampling technique by balloting to select 251 students of year three and
243 students of year four respectively. Data collecting instruments were observation checklist
made up of 17 items and structured questionnaire titled, ‘Questionnaire on Measures for
Enhancing Business Education Students Competence in ICT’ (QMEBESCICT). The
questionnaire contained 10 items designed on a four point scale of strongly agree (4 - points),
agree (3 - points), disagree (2 - points) and strongly disagree (1 - point). The questionnaire
was face validated by three experts, two in Vocational Education department and one from
measurement and evaluation, all from the University of Uyo. The reliability index of 0.83
was obtained using the Cronbach Alpha Method. The data collected were analyzed using
frequencies and percentages for research question one, and mean for the remaining research
questions. The criterion mean of 2.50 was used it accept an item, as below 2.50 was rejected.
The t-test statistic was used to test the null hypotheses formulated at .05 level of significance.
Significant difference was not found if p > .05, but significant difference was found if p <
.05.
Results Research Question 1: What are the ICT facilities that are available for business
education departments in tertiary institutions in Rivers State?
Table 1: Observation checklist showing the availability of ICT resources in business
education department in Tertiary institutions in Rivers State
S/N ITEMS RSUST IAUOE
1 CD – ROM AV NA AV NA
2 Institutional Cybercafé X
3 Institutional Virtual √ X√ X
√ X√ X
√ X√
Library (Digital Library) √ X√ X
4 Institutional Website √ X√ X
5 Internet-connected
Desktop Computers X √X √
6 Internet-Connected
Laptops √ X√
7 Institutional Functional
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X
8 Department Computer √ X√ X
X √√ √d
laboratory X √X √d
X √X X
9 Department Functional √ X√ √
X √X X
E-mail address X √√ √
X √X √
10 Computer Networking X √X √
X √X
(Wide Area Network) 8/17 9/17 10/17 7/17
11 Computer Networking
(Local Area Network)
12 Examination Scoring
Machine (OMR)
13 Electronics Class Roll
(ECR)
14 Multimedia Classroom
(Audio Visual Center)
15 Computer Screen
Reading Software
16 Institutionally Produced
Educational Software
17 Departmental Website
Total
Legend: AV: Available, NA = Not available
RSUST = Rivers State University of Science and Technology
IAUOE = Ignatius Ajuru University of Education
53.0% - Facilities available
47. 0% - Facilities available
Table 1 shows the observation checklist of the availability of ICT facilities in business
education department. The table further reveals that 53.0% of facilities were reported as
available in the department, as against 47.0% that were not available. These available
facilities include CD-ROM, institutional cybercafé, digital library, internet connected
desktop, computers and institutional functional E-mail address among others.
Research Question 2: What are the factors inhibiting the use of ICT facilities by business
education students in tertiary institutions in Rivers State?
Table 2: Mean ratings of respondents on factors inhibiting the use of ICT facilities in
tertiary institutions
S/N Items Year 3 Remark Year 4 Remark
Students Students
1 Students poor knowledge of computer 2.44 Disagree 2.39 Disagree
2 Inadequate internet service providers in 2.92 Agree 2.94 Agree
the institution
3 Inadequate power supply 2.88 Agree 2.85 Agree
4 High cost of acquiring personal internet 2.95 Agree 2.91 Agree
facilities
5 Poor attitude of students to the use of 2.46 Disagree 2.48 Disagree
computer
Overall Mean 2.73 Agree 2.71 Agree
Data on table two show that items 1 and 5 have mean scores of disagree (2.44, 2.39)
and (2.46, 2.48) for both year three and four students. Items 2(2.92, 2.94), 3(2.88, 2.85), and
4(2.95, 2.92) have mean scores of agree for both levels. The overall mean of 2.73 and 2.71
for year three and year four reveals that inadequate internet service providers, irregular power
supply and high cost of acquiring personal internet facilities were factors inhibiting the use of
ICT facilities by business education students in tertiary institutions in Rivers State.
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Research Question 3: What are the measures that can enhance the use of ICT facilities by
business education students in tertiary institutions in Rivers State?
Table 3: Mean ratings of respondents on measures that can enhance the use ICT
facilities in tertiary institutions
S/N Items Year 3 Remark Year 4 Remark
Students Students
6 Provision of constant power supply 2.65 Agree 2.64 Agree
7 Subsidizing the cost of acquiring personal 2.81 Agree 2.81 Agree
internet facilities by government.
8 Exposing students to the use of computer 3.01 Agree 2.91 Agree
through seminar
9 Provision of more internet facilities in the 2.95 Agree 2.88 Agree
institution
10 Encouraging students to enroll into ICT 2.96 Agree 2.98 Agree
programme with subsidies fee.
Overall mean 2.88 Agree 2.84 Agree
Table 3 indicates that items 6, 7, 8, 9 and 10 have mean scores (2.65, 2.64), (2.81,
2.81), (3.01, 2.91), (2.95, 2.88) and (2.96, 2.98) above the criterion mean of 2.50 for both year
three and four students respectively. With the overall mean score of agree (2.88) for year
three and (2.84) for year four, the table therefore shows that the provision of constant power
supply, subsidizing the cost of acquiring personal internet, seminar on the use of computers
to students and provision of more internet facilities were some of the measures that can
enhance the use of ICT facilities by business education students in tertiary institution in
Rivers State.
Null Hypothesis 1: This is no significant difference in the mean ratings of students between
year three and four on factors inhibiting the use of ICT facilities by business education
students in tertiary institutions in Rivers State.
Table 4: t-test analysis of significant difference in the mean ratings of year three and
four students regarding the factors inhibiting the use of ICT facilities in
tertiary institutions
Year No of X SD df tcal pvalue Level Decision
.35 428 .51 .13 of Sig.
Students .37
.05 Accepted
Year 3 219 2.73
Year 4 211 2.71
Table 4 shows that the calculated t- value is .51. However, since the pvalue (.13) is greater than
the significant value of .05 at df (428), null hypothesis is hereby accepted. This implies that
significant difference was not found in the mean ratings of students between year three and
four on factors inhibiting the use of ICT facilities by business education students in tertiary
institutions in Rivers State.
Null Hypothesis 2: There is no significant difference in the mean ratings of students in year
three and those of year four regarding the measures that can enhance the use of ICT facilities
by business education students in tertiary institutions in Rivers State.
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Table 5: t-test analysis of significant difference in the mean ratings of year three and
four students regarding the measures that can enhance the use of ICT facilities
in tertiary institutions
Year No of X SD df tcal pvalue Level Decision
.31 428 .99 .83 of Sig.
Students .31
.05 Accepted
Year 3 219 2.87
Year 4 211 2.84
Table 5 shows that the calculated t- value is .99. Since the Pvalue (.83) is greater than the .05
level of significance at df (428), the null hypothesis is hereby accepted. This means that
significant difference was not found in the mean ratings of year three and four students on
measures can enhance the use of ICT facilities by business education students in tertiary
institutions in Rivers State.
Discussion of Findings
In research question one, on Table 1, revealed that various ICT facilities were
available for business education department in tertiary institutions in Rivers State. Notable
among these facilities were CD–ROM, institutional virtual library (digital library),
institutional functional e-mail address and department computer laboratory. The presence of
these facilities is an indication that business education department is provided with ICT
facilities for its smooth administration. This is further supported by Yusuf (2007) who
observed that ICTs are employed in education to accelerate, enrich and deepen basic skills in
reading, writing and arithmetic. Thus, enhances the promotion of academic activities in the
department.
Findings in research question two on Table 2 revealed that several factors were
responsible for restraining the use of ICT facilities by business education students in tertiary
institutions in Rivers State. Respondents indicated that internet service providers were
inadequate in the institution amidst poor supply of power. The show of poor attitude to the
use of ICT facilities may be associated with the inadequacies of the facilities as student’s
demonstrated good knowledge of computer and not necessarily the cost of acquiring personal
internet facilities. The above is supported by the views of Okolocha & Ile (2007) that for
business education programmes to meet the challenges in the world of work, it must provide
the recipients with the requisite skills for life in the form of competencies in technical know-
how, creativity, leadership, abilities, awareness of values that constitute the society and
community.
The findings from research question three, on Table 3, revealed that several measures
were identified for enhancing the use of ICT facilities by students of business education
department in tertiary institutions of Rivers State. The study affirmed that with the provision
of more internet facilities, exposing students to the use of computers and enrolment into ICT
programme at subsidized rate, students use of ICT is enhanced. The accessibility of these
internet facilities and affordability of personal internet facilities obviously enhances the use
of ICT by business education students in tertiary institutions. Apan (2007) rightly observed
that ICT involves a process of creating, processing, storage, retrieval and dissemination of
information and data using computers and telecommunications. The presence of both
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computers and telecommunications suggests the various components of ICT in information
delivery.
The null hypotheses were accepted, an indication that both year three and year four students
of business education department share similar views on militating factors and measures for
enhancing the use of ICT facilities in tertiary institutions of Rivers State.
Conclusion
The study concluded by affirming the several ICT facilities that were available for
business education department in tertiary institutions in Rivers State. Some of these facilities
were CD – ROM, institutional virtual library, institutional website, functional e-mail address
and departmental computer laboratory. These facilities were however not adequate, hence
militated against its effective use by students of business education department. Measures for
enhancing the use of the facilities were identified as provision of more ICT facilities in the
institutions, constant power supply, students enrolment in ICT programme at a lower price
and subsidizing the cost of owning systems by students.
Recommendations
In view of the findings of the study the following recommendations were made.
1. More ICT facilities should be provided in business education department by the
government through Education Authority
2. Government, through Educational Authority should ensure adequate supply of
electricity to enhance utmost utilization of ICT facilities in the school.
3. Students through sensitization should be encouraged by university management to
enroll into ICT training programme in the institution at a subsidized rate.
4. Personal internet facilities should be provided by university management to students
through building the amount in their fees spread across the duration of their studies.
References
Akpan, G. P. (2008). Lecturers’ perception of the role of ICT in the management of
university education for sustainable development in Nigeria. Nigerian Journal of
Educational Administration and Planning. 8(1), 113 – 127.
Johnson, O. A. (2007). Enhancing quality in higher education through information
and communication technology in Nigeria. In J. B. Babalola, G. O. Akpa, A. O.
Ayeni & S. O. Adedeji (eds.). Access, Equity and Quality in higher education.
NAEAP Publication.
Okolocha, C.C. & Ile, M.C. (2007). Meeting the personnel needs of the industrial sectors through
business education: The views of private industrialists. Orient Journal of Education.3(1), 3 9-
48.
Ubulom, W. J. (2006). Evaluation of undergraduate business education degree programmes in
selected Nigerian Universities. Published Ph.D Dissertation University of Nigeria, Nsukka.
Usoro, E. B. (2016).Business education: Skills acquisition and development for posterity. 49th
Inaugural lecture delivered at the University of Uyo.
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Wokocha, K. D., Wolugbom, K.R., Appah, C.N. & Olorunfummi, E.(2016). Information and
communication technology (ICT) challenges encountered in teaching
business education in Rivers State tertiary institution. Academic
Research International,7(1): 175 -182.
Yusuf, M. O. (2007). Trends and barriers on the integration and
communication technology in the Nigerian schools system. Retrieved from
http://www.unillorin.edu.ng/index.phplen. on 19th July 2016
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Curriculum Benchmarks as Correlates to Sustainable Development in
Nigeria
Dr. Abdullahi Aliyu DADA &
Dr. Oluwaseyi Emmanuel ALASOLUYI
Department of Educational Foundations and Curriculum,
Faculty of Education, Ahmadu Bello University,
Zaria, Nigeria
[email protected]
[email protected]
08036155035/08038121367
Abstract
The study examined Curriculum benchmarks as correlates to sustainable development in
Nigeria. The study was conducted with the objectives to: find out the relationship between
curriculum benchmarks and sustainable development in Nigeria, and ascertain the relevance
of curriculum benchmarks for skills building towards sustainable national development. The
study adopted survey research design. The target population comprised of all the Faculty
members (HODs, Sectional Heads and Lecturers) in the Faculty of Education, Ahmadu Bello
University, Zaria, totalling 186. The sample size for the study consisted of 4 heads of
department, 24 heads of sections and 76 lecturers which were randomly selected from the
total population. A structured questionnaire was used for data collection. The questionnaire
was validated by two experts in the Faculty of Education, Ahmadu Bello University, Zaria,
before it was subjected to a pilot study which provides a reliability coefficient of 0.82. Data
collected was analysed using frequency counts, mean and standard deviation, while chi-
square (2) was used to test the formulated null hypotheses at 0.05 level of significance.
Findings among others revealed that stipulated curriculum benchmark is capable of
achieving sustainable development in Nigeria. The study recommended among others that
curriculum should be re-examined at all levels to address knowledge, skills, values, and
other issues that has been reoriented to address sustainability.
Keywords: Curriculum, Curriculum Benchmarks, Skill building, Sustainable Development
Introduction
Education is one of the several ways that man employs to bring change in to his all
round development. In essence, it is an organized and sustained instruction designed to
communicate a combination of knowledge, skills and understanding value for all activities of
life (Abubakar, 2013). People around the world recognized that current economic
development trends are not sustainable and that public awareness, education and training are
key to moving society toward sustainability. This therefore calls for a sound and effective
curriculum. Curriculum is a policy statement about a piece of education to indicate the ways
in which that policy is to be realised through a programme of action (Coles in Yusuf, 2012).
In view of this definition, the curriculum can be said to be concerned with results because, it
is a structured set of learning outcomes (objectives) resulting from instruction. Walton in
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Ben–Yunusa (2008), also defines curriculum as that content and those processes designed to
bring about learning of educational values.
Therefore, the relationship between curriculum and sustainable development is
complex. Generally, research (Afe, 2014) shows that stipulated curriculum benchmark is key
to a nation's ability to develop and achieve sustainability targets. Moreover, the most
interesting aspect of sustainable development is the fact that it puts into consideration the
present conditions of people as well as not compromising those that come later. The
Bruntland Commission cited in Abubakar (2013), describes sustainable development as “the
development that meets the needs of the present without compromising the ability of the
future generations to meet their own needs.” Sustainable national development is a process of
improving the range of opportunities that will enable individual humans and communities to
achieve their aspirations and full potential over a sustained period of time while maintaining
the resilience of economic, social and environmental systems (Munasinghe, 2004).
However, conversations about curriculum benchmarks across the nation today are
most often about curriculum content standards. In other words, these content standards are
broad statements that identify the knowledge and skills that students should acquire and they
remain constant. What changes is the difficulty of the content and the complexity of student
work. Hence, the achievement of sustainable development requires a system of supports,
which include curriculum and benchmarks because curriculum is the means while
benchmarks are the end. These benchmarks according to Federal Government of Nigeria
(FGN, 2012), are the ability of students to understand concepts and relationships in
Earth/space sciences and changes in/and around Earth; draw conclusions, make inferences,
and deduce meaning; infer traits, feelings, and motives of characters or individuals; make
predictions based on stated information; interpret nonliteral language used in a text;
determine the main idea, topic, or theme and make generalizations; recognize literary
techniques; understand and apply concepts of geometry and measurement; understand and
apply the processes and skills of scientific inquiry; analyze and interpret scientific
information; and understand concepts and relationships in physical science. In general,
curriculum benchmark provides learning target and identify the knowledge and skills that
students should acquire in the classroom.
Review of Relevant Literature
Curriculum according to Goodland and Su (2005) in Yusuf (2012), is a plan that
consists of learning opportunities for a specific time frame and place, a tool that aims to bring
about behaviour changes in students as a result of planned activities, and involves all learning
experiences received by students within the guidance of the school, while on the other hand,
sustainable development is seen as the target goal since it is meant for the society and its
members. Afe (2014) sees sustainable development as “a change of educational culture, one
which develops and embodies the theory and practice of sustainability in a way which is
critically aware. It is therefore a transformative paradigm which values, sustains and realises
human potential in relation to the need to attain and sustain social, economic and ecological
well being, recognising that they must be part of the same dynamic”.
The history of the sustainable development goals (SDGs) can be traced to 1972 when
governments met in Stockholm, Sweden, for the United Nations Conference on the Human
Environment, to consider the rights of the human family to a healthy and productive
environment (Dodds, Donoghue & Roesch, 2016). It was not until 1983 that the United
Nations decided to create the World Commission on Environment and Development which
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defined sustainable development as "meeting the needs of the present without compromising
the ability of future generations to meet their own needs". In 1992 the first United Nations
Conference on Environment and Development was held in Rio. The first agenda for
Environment and Development, also known as Agenda 21, was developed and adopted in
Rio.
The 2030 Agenda for Sustainable Development is a set of 17 "Global Goals" with
169 targets covering a broad range of sustainable development issues; spearheaded by the
United Nations through a deliberative process involving its 193 Member States, as well as
global civil society. These goals according to FGN (2012) are to end poverty in all its forms
everywhere; end hunger, achieve food security and improved nutrition and promote
sustainable agriculture; ensure healthy lives and promote well-being for all at all ages; ensure
inclusive and equitable quality education and promote life learning opportunities for all;
achieve gender equality and empower all women and girls; ensure availability and
sustainable management of water and sanitation for all; ensure access to affordable, reliable,
sustainable and modern energy for all; promote sustained, inclusive and sustainable
economic growth, full and productive employment and decent work for all; build resilient
infrastructure, promote inclusive and sustainable industrialization and foster innovation;
reduce income inequality within and among countries; make cities and human settlements
inclusive, safe, resilient and sustainable; ensure sustainable consumption and production
patterns; take urgent action to combat climate change and its impacts by regulating emissions
and promoting developments in renewable energy; conserve and sustainably use the oceans,
seas and marine resources for sustainable development; protect, restore and promote
sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification,
and halt and reverse land degradation and halt biodiversity loss; promote peaceful and
inclusive societies for sustainable development, provide access to justice for all and build
effective, accountable and inclusive institutions at all levels; strengthen the means of
implementation and revitalize the global partnership for sustainable development.
Therefore, in view of the stated sustainable development goals particularly goal four,
that is, ensure inclusive and equitable quality education and promote life learning
opportunities for all. This study examined the relationship that exists between curriculum
benchmarks and the achievement of sustainable development. Because, obtaining a quality
education is the foundation to improving people’s lives and sustainable development. In
essence, curriculum and sustainable national development can be said to be interwoven,
intertwined, and interconnected (Engjellushe, 2013).
The fact that curriculum and sustainable development shows glaring connectivity
probably explained why scholars emphasized the need for curriculum benchmark for the
purpose of achieving the desired sustainable development. Research has shown that sound
curriculum can improve agricultural productivity, enhance the status of women, reduce
population growth rates, enhance environmental protection, and generally raise the standard
of living (Engjellushe, 2013; & Esdtoolkit, 2017). But the relationship is not linear. For
instance, four to six years of education is the minimum threshold for increasing agricultural
productivity. Literacy and numeracy allow farmers to adapt to new agricultural methods,
cope with risk, and respond to market signals. Literacy also helps farmers mix and apply
chemicals (such as, fertilizers and pesticides) according to manufacturers' directions, thereby
reducing the risks to the environment and human health. In the light of this background, this
study assessed curriculum benchmarks as correlates to sustainable development in Nigeria
with the view to find out the relationship between the stipulated curriculum benchmarks and
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the achievement of sustainable development and ascertain the relevance of curriculum
benchmarks for skills building towards sustainable national development.
Theoretical Framework
This work is rooted in the labour theory of value. The labour theory of value was
developed over many centuries. It had no single originator, but rather many different thinkers
arrived at the same conclusion independently. Some writers trace its origin to Thomas
Aquinas in his Smma Theologiae (1265–1274), he expresses the view that "... value can, does
and should increase in relation to the amount of labour which has been expended in the
improvement of commodities" (Ormazabal, 2006). The labour theory of value (LTV) is a
theory that argues that the economic value of a good or service is determined by the total
amount of socially necessary labour required to produce it, rather than by the use or pleasure
its owner gets from it. When speaking in terms of a labour theory of value, value without any
qualifying adjective should theoretically refer to the amount of labour necessary to produce a
marketable commodity, including the labour necessary to develop any real capital used in the
production. Scholars such as Schumpeter and Khaldun in Ormazabal (2006), described
labour as the source of value, necessary for all earnings and capital accumulation. He argued
that even if earning results from something other than a craft, the value of the resulting profit
and acquired (capital) must (also) include the value of the labour by which it was obtained.
Without labour, it would not have been acquired (Ormazabal, 2006).
The labour theory of value is very relevant to this study because, labour as used in the
theory can be regarded as curriculum benchmark while value in the context of this study can
be regarded as sustainable national development. Therefore, in view of the fact that
curriculum indicates the way in which policy can be realized through a programme of action,
thus the quality of education given to the citizen through curriculum can guarantee the
achievement of sustainable development in Nigeria. For instance, to train a teacher or
medical doctor requires effective and sound curriculum. This therefore implies that
curriculum benchmark is the source of value, necessary for the achievement of sustainable
development.
Objectives of the Study
The study was conducted with the objectives to:
1. find out the association between curriculum benchmarks and sustainable development
in Nigeria; and
2. ascertain the relevance of curriculum benchmarks for skills building towards
sustainable national development.
Research Questions
The following research questions guided the conduct of the study:
1. What is the association between curriculum benchmarks and sustainable development
in Nigeria?
2. How relevance is the curriculum benchmarks for skills building towards sustainable
national development?
Null Hypotheses
The following null hypotheses were formulated for the study:
1. There is no significant association between curriculum benchmarks and sustainable
development in Nigeria.
2. There is no significant association between the relevance of curriculum benchmarks
for skills building and sustainable national development.
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Methodology
The study adopted descriptive research design of survey type. The target population
comprised all the Faculty members (HODs, Sectional Heads and Lecturers) in the Faculty of
Education, Ahmadu Bello University, Zaria. According to MIS, ABU (2017) the members
are totalling 186. The sample size for the study consisted of 104 respondents that is, 4 heads
of department, 24 heads of sections and 76 lecturers which were randomly selected from the
total population. A structured questionnaire developed by the researchers was used for data
collection. The questionnaire was validated by two experts in the Faculty of Education,
Ahmadu Bello University, Zaria. To establish the reliability of the instrument, a pilot study
was conducted and a reliability coefficient of 0.82 was obtained. Data collected was analysed
using frequency counts, mean and standard deviation, while Chi-square (2) was used to test
the formulated null hypotheses at 0.05 level of significance.
Data Analysis
This section presents the analysis of the data collected through the administration of
questionnaire. The research questions raised for this study were answered using frequency
counts and mean while standard deviation was used to determine how close or otherwise are
the respondents’ opinions from each other.
Research Question 1: What is the association between curriculum benchmarks and
sustainable development in Nigeria?
In order to establish the respondents’ opinion on this research question, ten items
were developed on various issues related to curriculum benchmarks for the achievement of
sustainable development in Nigeria. The summary of the analysis is presented in Table 1.
Table 1: Association between curriculum benchmarks and sustainable development in
Nigeria
S/N Item Statement SA A D SD Mean SD
1. Ability of students to understand concepts in 20 4 38 42 2.01 1.10
Earth/space sciences is one of the curriculum
benchmarks.
2. One of the stipulated curriculum benchmarks is the 79 15 7 3 3.63 .738
ability of students to understand changes in/and
around Earth.
3. The stipulated curriculum benchmarks include ability 46 11 5 42 2.58 1.39
to infer traits, feelings, and motives of individuals.
4. Ability to make predictions based on stated 70 13 17 4 3.43 .900
information is part of the stipulated curriculum
benchmarks.
5. Another stipulated curriculum benchmark is the 36 20 10 38 2.51 1.29
ability to understand and apply concepts of geometry
and measurement.
6. Curriculum benchmark for the achievement of 60 25 14 5 3.34 .889
sustainable development entails capability to analyze
and interpret scientific information.
7. The stipulated curriculum benchmarks involve ability 41 40 13 10 2.52 1.35
to understand concepts relating to the universe.
8. Ability to understand and apply the processes and 76 18 9 1 3.62 .685
skills of scientific inquiry is part of the stipulated
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curriculum benchmarks.
9. Part of the stipulated curriculum benchmark for the 59 17 14 14 3.16 1.10
achievement of sustainable development is the ability
to interpret nonliteral language used in a text.
10. Understanding of concepts and relationships in 46 18 10 30 2.76 1.28
physical science is one of the stipulated curriculum
benchmarks for the achievement of sustainable
development.
Average mean = 2.95, Standard Deviation = 1.07
Table 1 on the association between curriculum benchmarks and sustainable
development in Nigeria revealed the average response mean of 2.95 and standard deviation
of 1.07. This result means that the average response mean is more than 2/5 of the standard
deviation. This implies that the response of the respondents in respect to the ten items on the
table varies widely but pointed towards a positive direction. The implication of this result is
that the stipulated curriculum benchmark is capable of achieving sustainable development in
Nigeria.
Research Question 2: How relevance is the curriculum benchmarks for skills building
towards sustainable national development?
Table 2: Relevance of curriculum benchmarks for skills building towards sustainable
national development
S/N Item Statement SA A D SD Mea SD
n
1. Curriculum benchmark provide a learning target and 29 46 2 27 2.13 1.25
identify the knowledge and skills that students should
acquire in the classroom.
2. The stipulated benchmarks are relevant and targeted 41 27 9 27 2.21 1.22
towards meeting the challenges of 21st century.
3. The stipulated benchmarks built in students the self- 51 25 24 4 3.18 .921
confidence needed to set up business of their own,
which is a manifestation of sustainable development.
4. Understanding of concepts in physical science 45 14 15 30 2.71 1.28
enhance environmental protection and generally raise
the standard of living.
5. The stipulated curriculum benchmark is to develop in 45 17 28 14 2.92 1.15
students the capacities that are essential for the
achievement of sustainable development.
6. The literacy obtained from the curriculum 17 13 59 15 2.30 .914
benchmarks allow farmers to adapt to new
agricultural methods.
7. Curriculum benchmarks as the end product benefits a 12 43 11 38 2.97 .970
woman to gain an enhanced sense of efficacy.
8. Ability to analyze and interpret scientific information 19 38 35 12 2.14 1.08
helps farmers mix and apply chemicals (such as,
fertilizers and pesticides) according to manufacturers'
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directions.
9. Understanding of the changes in/and around Earth is 20 51 13 20 2.31 .997
relevant in reducing the risks to the environment and
human health.
10. Literacy and numeracy acquired from curriculum 61 12 5 26 3.19 1.20
benchmarks enable farmers to respond to market
signals.
Average mean = 2.60, Standard Deviation = 1.09
Table 2 on the relevance of curriculum benchmarks for skills building towards
sustainable national development revealed the average response mean of 2.60 and standard
deviation of 1.09. This result means that the average response mean is more than 1/5 of the
standard deviation. This implies that the response of the respondents in respect to the ten
items on the table pointed towards a positive direction. The implication of this result is that,
the stipulated curriculum benchmarks is relevant for skills building towards sustainable
national development.
Null Hypothesis 1: There is no significant association between curriculum benchmarks and
sustainable development in Nigeria.
Data gathered through the use of questionnaire was analysed using chi-square (2) statistics.
The summary of the analysis is presented in Table 3.
Table 3: Summary of Chi-square (2) statistics on the association between
curriculum benchmarks and sustainable development in Nigeria
N 2 cal. df 2 crit. P-value Decision
104 22.27 0.05 27 7.11 .002 Rejected
Table 3 revealed that there is association between curriculum benchmarks and
sustainable development in Nigeria. The result showed that the 2 calculated value of 22.27
is greater than the critical value of 7.11 at α = 0.05, df = 27, 2cal > 2tab. Hence, the null
hypothesis which states there is no significant association between curriculum benchmarks
and sustainable development in Nigeria was rejected.
Null Hypothesis 2: There is no significant association between the relevance of curriculum
benchmarks for skills building and sustainable national development.
Data gathered through the use of questionnaire was analysed using chi-square (2)
statistics. The summary of the analysis is presented in Table 4.
Table 4: Summary of Chi-square (2) statistics on the relevance of curriculum
benchmarks for skills building towards sustainable national development
N 2 cal. df 2 crit. P-value Decision
104 53.70 0.05 27 25.38 .004 Rejected
Table 4 revealed that the stipulated curriculum benchmark is relevant for skills
building towards sustainable national development. The result showed that the 2 calculated
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value of 53.70 is greater than the critical value of 25.38 at α = 0.05, df = 27, 2cal > 2tab.
Hence, the null hypothesis which states that there is no significant association between the
relevance of curriculum benchmarks for skills building and sustainable national development
was rejected.
Discussion of Findings
Findings on hypothesis one revealed that the stipulated curriculum benchmark is
capable of achieving sustainable development in Nigeria. The result showed that the
calculated value was greater than the critical value. Hence, the null hypothesis which states
that there is no significant association between curriculum benchmarks and sustainable
development in Nigeria was rejected. This finding was a confirmation of the research
conducted by Afe (2014) that, stipulated curriculum benchmark is key to a nation's ability to
develop and achieve sustainability targets.
Also, findings on hypothesis two revealed that the stipulated curriculum benchmark is
relevant for skills building towards sustainable national development. The result showed that
the calculated value was greater than the critical value. Hence, the null hypothesis which
states that there is no significant association between the relevance of curriculum benchmarks
for skills building and sustainable national development was rejected. Previous research such
as Esdtoolkit (2017) correlate this finding as it revealed that, curriculum benchmark provide
a learning target and identify the knowledge and skills that students should acquire in the
classroom. It also revealed that curriculum benchmarks as the end product benefits a woman
in life-altering ways.
Conclusion
This study concluded that the stipulated curriculum benchmark is to develop in
students the capacities that are essential for the achievement of sustainable national
development. Moreover, sustainable development is a transformative paradigm which values,
sustains and realises human potential in relation to the need to attain and sustain social,
economic and ecological well being. Therefore, the achievement of sustainable development
requires a system of support, which include curriculum benchmarks. In addition, the
stipulated curriculum benchmark is relevant for skills building and sustainable national
development.
Recommendations
The following recommendations were made that:
1. The curriculum should be re-examined at all levels to address knowledge, skills,
values, and other issues that has been reoriented to address sustainability.
2. The stipulated curriculum standards should focus more on skills acquisition required
for the achievement of sustainable development in Nigeria.
References
Abubakar, A. B. (2013). Education and Sustainable National Development in Nigeria:
Challenges and way forward. Mediterranean Journal of Social Sciences, 4 (8), 147-
152.
Afe, B. (2014). Pathways to sustainable education in Nigeria. Being the text of a keynote
address delivered by Aare Afe Babalola SAN, CON at the 29th conference of the
committee of vice-chancellors held at Afe Babalola University (ABUAD) on tuesday the
3rd of june, 2014. Retrieved on 26/03/2017 from http://abuad.edu.ng/pathways-to-
sustainable-education-in-nigeria/
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Ben-Yunusa, M. (2008). Issues on Curriculum. Zaria: Yag Enterprises.
Dodds, F., Donoghue, D., & Roesch, L. J. (2016). Negotiating the Sustainable Development
Goals: A transformational Agenda for an insurance world. London: Routledge.
Engjellushe, Z. (2013). Education for sustainable development. European Journal of
Sustainable Development, 2 (4), 227-232.
Esdtoolkit, (2017). Education for Sustainable Development. Retrieved 26/03/2017 from
http://www.esdtoolkit.org/default.htm
Federal Government of Nigeria (FGN) (2012). Nigeria’s path to Sustainable Development
through Green Economy. Country Report to the Rio + 20 Summit: United Nations
Conference on Sustainable Development, June, 2012.
Munasinghe, S. (2004). Effective Instructions through dynamic discipline. Ohio: Charles E.
Merill.
Ormazabal, K. M. (2006). Adam Smith on Labour and Value: Challenging the Standards
Interpretation. Kogakusha: McGraw-Hill Ltd.
Yusuf, H. O. (2012). Fundamentals of curriculum and Instruction. Kaduna: Joyce graphic
printers & Publishers.
Innovative Instructional Strategies and Self-Reliance among Tertiary
Institutions’ Business Education Graduates for Sustainable Development
in Akwa Ibom State, Nigeria.
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Ewuru, Agnes Awoli.
Department of Vocational Education,
University of Calabar, Cross River State
e-mail: [email protected]
Tel: 07030532140
Udo, Effiong Thompson
Department of Vocational Education,
University of Uyo, Uyo Akwa Ibom State
e-mail: [email protected]
Tel: 08069371482
Abstract
This study was carried out to determine the relationship between innovative instructional
strategies and Self-Reliance among tertiary institutions’ Business Education graduates for
sustainable development in Akwa Ibom State- Nigeria. To achieve objective, two research
questions and two null hypotheses were formulated to guide the study. Correlational
research design was used for the study and the population of the study comprised all
business education graduates in college of education, Akwa Ibom State Polytechnic and
university of Uyo respectively. The population was infinite; hence infinite population formula
by Clark-Carter (2010) was adopted to determine a sample size of 384 respondents. A 25
item structured questionnaire titled; Innovative Instructional Strategies and Self-reliance for
Sustainable Development Questionnaire (IISSSDO) was used as instrument for data
collection. It was validated by three experts; one in the department of Vocational education
and two in the department of Educational foundation, University of Uyo, and the internal
consistency was established using Cronbach Alpha reliability technique which yielded a
coefficient of .71 indicating a high reliability. Copies of the instrument were administered
using Snowball technique. Hundred percent (100%) was retrieved. Data collected were
analyzed using mean and standard deviation to answer research questions. The null
hypotheses were tested at 0.05 level of significance using Pearson Product Moment
Correlation statistical tool. The findings revealed that utilization of innovative instructional
strategies in teaching business education (computer aided instruction and cooperative
education) significantly relates with self - reliance among business education graduates for
sustainable development. It was recommended that government and stakeholders in
education should make adequate budgetary allocation and carry out training and retraining
of teachers on the utilization of innovative instructional strategies regularly.
Keywords: Innovative Instructional strategies, Business Education, Self-reliance and
Sustainable Development
Introduction
Teaching and learning strategies in vocational business education programme is to
impart basic business knowledge, attitudes and practical skills necessary for self-reliance and
sustainable development. The practical know-how, scientific skills and knowledge are to
make the recipient (individual) to be creative and productive in order to function as a
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performing member of the society. In essence the main goals of teaching vocational business
education in Nigerian tertiary institutions are to prepare students for the world of work
through the acquisition of theoretical and practical skills (FRN, 2013). This implies that; the
tertiary institutions are expected to train as well as produce graduates who are equipped with
the practical skills which is an evidence of the teaching received. Teaching is referred to as
an occupation, enterprise and an act of explaining, reading and writing ((Yinusa, 2014)).
Though, this basic definition of teaching also applies to the regular classroom setting in
vocational business education programme and innovative teaching of business skills. Most
appropriate instructional strategies in teaching vocational business skills should be that which
can motivate the students and sustain their interest in the course of instruction (Yinusa,
2014). Furthermore, in terms of business skills acquisition, it is very appropriate to adopt a
teaching method that can bring out the manufacturing process and exploration of materials
into the classroom situation (Yinusa, 2014).
An effective instructional strategy is believed to be a source of critical thinking or
inspirational disposition on the part of the students (Johanesse, 2012). Teaching strategies
utilized by Lecturers in vocational business education programme must also improve in line
with the changing needs of the contemporary society (Okoye, 2010). Therefore, a good
teaching strategy for vocational business education skills acquisition in Nigeria must possess
certain qualities, capable of bringing out the innovations and making the lesson activity to be
student-centered.
The following characteristics of instructional strategies are outlined by (Onuegbu,
2009) are as follows; it should progress from simple activities to the more complex tasks; it
should possess qualities capable of arousing the interest and enthusiasm for active
participation of the students; it should be flexible to accommodate individual differences of
the learners; it should be structured in such a way that will satisfy the basic needs of the
students; it should be motivating for achievement without boredom; it should link classroom
activities with real life activities and it should be able to put into action all five senses
(hearing, seeing, feeling, testing and touching) for effective retention of knowledge and
transfer of skills acquired.
Instructional strategies comprise the principles adopted by lecturers in achieving the
desired learning objectives. Therefore teaching methods in the context of this study are
strategies adopted by a business educator in imparting the desired knowledge and skills to the
students in a classroom. A business educator should adopt a right teaching method in order to
help the students develop their entrepreneurial skills and competencies. Osuala (2004)
reported that demonstration method is a learning technique which promotes the acquisition of
specific manipulative skill within a short time. Okoye and Ndinechi (2012) advocated that
demonstration method ensures the acquisition of manipulative skills within a short time and
provides concrete and real picture of what is being presented to supplement words and
images and usually results in a more lasting impression. Demonstration method is best used
in teaching practical skills such as data and word processing.
According to Olaloke (2005), demonstration method is of two types, method
demonstration and result demonstration. Method demonstration can be used in teaching
business education courses especially in data and word processing. Ogwo and Oranu (2006)
opined that people use their sense for learning in the following proportion: 10% of what they
read, 20% of what they hear,30% of what they see, 50% of what they hear and see, 70% of
what they say and 90% of what they say as they do a thing. The greatest advantage of using
demonstration method as a strategy is that it provides opportunity for students’ participation.
Business education is education for and about business whose primary purpose is to
prepare individuals for gainful employment in business occupations (Nwosu, 2003). The
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value of Business Education programme could be determined by its ability to adequately
prepare and equip appropriate individuals in such a manner that they could fit into specific
jobs or establish themselves upon graduation from school. It is a programme of instruction
that consists of two parts as follows; Office Education: For office careers through initial
refreshers and upgrading education leading to employability and advancement in occupations
and General Business Education: A programme that provides students with information and
competencies which are needed by all in managing personal business world (Osuala, 1987).
Business Education is a field of training in business practices and in specific skills such as
accounting, management, information processing, keyboarding, typewriting, record keeping,
shorthand. Business education is conducted on two distinct levels: education for
administrative support personnel in business and industry, and collegiate education for
business administration and for business teacher preparation ((Ojo, 2004)
Business education means the combination of business administration, Economics
with business education methods and professional education courses offered in the Colleges
of education or faculty of education in the University to produce business educators.
Generally speaking business education could be defined as any business orientation formally
given at educational institutions to equip an individual with business skills, knowledge and
attitude to qualify him/her for business and office jobs. Business education therefore, should
provide the individuals a foundation to work and live as productive citizens in a changing
global economy. Business education covers those learning experiences in business
administration and management which provides intermediate advance specific business
occupational training and development for a life-longer career. These are courses offered at
schools of business and management in the Polytechnic and faculties of business
administration in the Universities. The three phase programme for Vocational business
education is shown below;
Organogram of Business Education Programme
Business Education
Secondary Schools
Vocational Business Studies/ Vocational Business Subjects (Vocational Experience)
orientation, exploration and background to occupational choice.
Polytechnic/University College of education/University
-Business Education and - Business Education Teacher Education
-Management orientation s -Business Pedagogical orientation
-Vocational Training/Development -Professional Business Teacher
Training/Education
-Career in Commerce and Industry - Career in School system as Business Teacher
/Educator
For office and business occupations
Source: Ikpe, U. N. (2002)
Based on the above view of business education, it therefore means that efficiency and
effective instructional strategy is wholly, reasonably, necessarily and exclusively needed to
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benchmark vocational business education for self-reliance among business education
graduates.
Computer as a teaching/learning medium enhances self-paced learning, self-directed
learning, the exercising of various senses and the ability to represent content in a variety of
media. With self-paced learning, learners can move as slowly or as quickly as they like
through a program. If they want to repeat some task or review some material again, they can
do so as many times as they choose. The program will not tire or complain about repetitions.
Learners can skip over a topic if information is already known, making the learning process
more efficient. With self-directed learning, learners can decide what they want to learn and in
what order. Learners have different learning styles and use different learning strategies.
Various studies (Entwistle, 2009; Schmeck 2008; Ford and Chen, 2001) have shown that
when learners can learn in a way that suits them, improvements in the effectiveness of the
learning process normally ensue.
Humans are multi-sensory animals. The more senses through which we receive
information, the easier it is to remember. According to Fletcher (1990), people remember
20% of what they hear, 40% of what they see and hear and 75% of what they see, hear and
do. The fact that the computer can exercise various senses and present information in a
variety of media can enhance the learning process. Meskill and Mossop (1997) report that
computers encourage learning as they provide a stimulating environment and promote
enthusiasm. Computers may help the reticent student who is afraid to make mistakes in a
classroom situation (Meskill and Swan, 1996). They are good for online reference which
useful in a language learning situation and can cater for students of different abilities.
Utoware, Amakaino, & Chamberlain,(2013). Investigated the Quality assurance in
business education for instruction and practice with the emergence of new technologies is a
multi-faceted problem involving all the aspects of business education programme. Two ways
through which the new technologies have changed instruction and practice in business
education that provide quality assurance in business education were outlined and discussed.
The conclusion drawn was that, in order to achieve quality assurance with these new
technologies, business educators need to re-strategize in their methods of instruction and
practice. Based on these, the paper proffered some recommendations that will help to
improve quality in instruction and practice in business education with the emergence of new
technologies.
Chukwurah (2010) stated that business education curriculum planning and
development like every other education programme planning and development, is a
continuous process and should be in the following phases:. the selection of aims, goals and
objectives; the selection of learning experiences calculated to help in the attainment of these
aims, goals and objectives; the selection of content (subject-matter) through which certain
types of experiences may be offered; the organization and integration of learning experiences
and content with respect to the teaching/ learning process within the school and classroom;
and evaluation of the effectiveness of all aspects of Phases. These phases are related,
interdependent and combined to form a cyclical process.
The following needs to be considered necessary for benchmarking Vocational
business education programme for self-reliance in Nigeria: According to Federal
Government of Nigeria, (2004), the Nigerian certificate of education (NCE) remains the
minimum qualification for entry into teaching profession in the Nigeria educational system;
the importance of training facilities to the overall success of any educational enterprise has
never been in doubt. Chika (2000) maintained that training equipment and facilities needed
for effective instruction of business education should be a replica of what is obtained and
used in business offices and which the business teacher trainees must appreciate; there is
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need for a workable staff development policy that would influence the retraining of business
educators whose skills will turn out to be unmarketable. Such staff development will center
on the area of new technology application; and business teacher education curriculum should
be viewed from the point of occupational and pedagogical competence, relevance to the
needs of the students, society and employers, comprehension in scope, depth in knowledge
and competence in skills, (Ojo, 2004)
According to Akintola (2006), the following are the objectives of business education:
To prepare the students for employment after graduation, to meet the manpower needs of the
society, to increase the options available to each student and serving as motivation in order to
enhance all types of learning, to present a laboratory in which students practice skills,
knowledge and attitude to make the classes instruction more meaningful and relevant, to
provide an opportunity through the use of local business for the students to acquire additional
skill and knowledge, to give the students background of training that would contribute to
rapid advancement on the job, to make students develop good working habits and attitude
needed in the development of personality traits such as punctuality, responsibility, accuracy,
fact, adaptability and service of responsibility that makes for efficient work, to help develop
the high attitude towards work and the habit of mind conducive to the proper use of
technology.
Cooperative education like other aspects of education in Nigeria has been
programmed as dated in the National Policy on Education to impart skills and knowledge
necessary to achieve the following five national objectives which is the key to sustainable
development. They are; to build a free and democratic society, egalitarian society, a united,
strong and self-reliant nation, A great and dynamic economy, and land of bright full of
opportunities for all citizens (FGN, 2004). Education for sustainable development means
enabling students to develop the knowledge and understanding, skills and attributes needed
to work and live in a way that safeguards environmental, social and economic wellbeing,
both in the present and for future generations.
According to UNESCO Education for sustainable Development - is based on the
principles and values that underlie sustainable development; deals with the well-being of all
four dimensions of sustainability – environment, society, culture and economy; - uses a
variety of pedagogical techniques that promote participatory learning and higher order
thinking skills, - promotes lifelong learning; - is locally relevant and culturally appropriated
which is based on local needs, perceptions and conditions, but acknowledges that fulfilling
local needs often has international effects and consequences; -engages formal, non-formal
and informal education; - accommodates the evolving nature of the concept of sustainability;
- addresses content, taking into account context, global issues and local priorities; - builds
civil capacity for community-based decision-making, social tolerance, environmental
stewardship, an adaptable workforce, and a good quality of life; - is interdisciplinary”. “No
single discipline can claim ESD for itself; all disciplines can contribute to ESD. These
essential characteristics of ESD can be implemented in myriad ways, so that programmes
reflect the unique environmental, social, cultural and economic conditions of each locality”.
(UNESCO). Education for sustainable development means enabling students to develop the
knowledge and understanding, skills and attributes needed to work and live in a way that
safeguards environmental, social and economic wellbeing, both in the present and for future
generations.
Statement of the Problem
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Innovative approach to instructional strategies in our Nigerian tertiary institutions is
imperative. This is because systematic teaching and learning enhances self-discovering and
participative learning among students. In this case the teacher is acting as a facilitator while
learning is going on. This approach to instruction establishes self-confidence and stimulate
all sensory organs in the body system for effective learning, this is supported by Ogwo and
Oranu,(2006) that students use their senses for learning in the following proportion: 10% of
what they read, 20% of what they hear,30% of what they see, 50% of what they hear and see,
70% of what they say and 90% of what they say as they do a thing. However, despite the
numerous merits of innovative instructional approach, most lecturers in tertiary institutions
still adopts chalk and talk method which is not compatible with the demand of the
contemporary society and produces only certificate graduates who become more dependent
than before graduation. This situation prompts the researchers to carry out this study on
Innovative instructional strategies and self-reliance among tertiary institutions’ Business
Education graduates for sustainable development in Akwa Ibom State
Objectives of the study
The specific objectives were to;
1. Examine the relationship between computer aided instruction and self-reliance among
tertiary institutions’ Business Education graduates for sustainable development in
Akwa Ibom State.
2. Examine the relationship between cooperative education strategy and self-reliance
among tertiary institutions’ Business Education graduates for sustainable
development in Akwa Ibom State.
Research Questions
1. What is the relationship between computer aided instruction and self-reliance
among business education graduates from tertiary institutions in Akwa Ibom
State?
2. What is the relationship between cooperative education strategy and self-reliance
among tertiary institutions’ Business Education graduates for sustainable
development in Akwa Ibom State?
Null Hypotheses
1. There is no significant relationship between computer aided instruction and
self-reliance among tertiary institutions’ Business Education graduates for
sustainable development in Akwa Ibom State.
2. There is no significant relationship between cooperative education strategy
and self-reliance among tertiary institutions’ Business Education graduates for
sustainable development in Akwa Ibom State.
Significance of the Study
The findings of this study would be useful to the Government, Teachers, students,
entrepreneurs, employers of labour, and researchers. The government will see reason to
benchmark vocational business education. Teachers will be committed to their job.
Entrepreneurs will see reason why they should work in partnership with tertiary institutions
while vocational business education students will see the need to use their marketable skills
for self-reliance. Researchers will use it as reference materials for future researches.
Methodology
Descriptive survey design was adopted for the study. Descriptive survey design is one
that allows a researcher to collect information through interviewing or administering a
questionnaire to a representative sample drawn from the target population (Orodho, 2009).
The design was chosen because through it, the researcher was able to collect and analyze data
as it exists in the field without manipulating any variables. The target population consisted
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of all business education graduates from three tertiary institutions (College of Education
Afaha Nsit, Akwa State Polytechnic and University of Uyo) between 2010–2015.
In a situation where the actual population size is infinite, Bill (2004) stated that
infinite population sampling formula can be used to determine the sample size. The
researcher used this formula to determine the sample size from the infinite population for the
study. The formula is as shown below:
SS = Z2 (p) (1 – p)
Where: C2
Z = 1.96 Z value (1.96 for 95% confidence level)
P = 0.5 percentage picking a choice, expressed as decimal (0.5) used for sample size needed.
C = 5% confidence interval, expressed as decimal (0.05).
Therefore SS = 1.962(0.5) (1 – 0.5)
0.052
= 3.8416 X 0.25 0.9604 SS =384.16
0.0025 0.0025
The conservative sample size for study was = 384 respondents
Akwa Ibom State is divided into three senatorial districts namely; Ikot Ekpene, Eket
and Uyo. The snowball sample selection technique was adopted to identify respondents. One
hundred and twenty-eight (128) respondents was selected using purposive sampling
technique from each senatorial district. This produced a total sample size of 384 participants.
The selected samples were administered with copies of questionnaire/interview. It is often
used to obtain a sample when there is absence of a sampling frame (Clark-carter, 2010).The
tool for data collection was a structured questionnaire titled: Innovative Instructional
Strategies and Self-reliance Questionnaire (IISSQ) consisting of two parts; Part one for
demographic information of the respondents while part two for the main variables. It was
validated by three experts; one in the department of Vocational Education and two in the
department of Educational Foundation University of Uyo. In order to enhance the reliability
of the instruments, a test- retest was carried out where the instrument was administered on 25
respondents who were not expected to form part of the main study. Cronbach alpha was used
to establish the coefficient of 0.71 which shows a high reliability of the instrument. The
questionnaire was administered using Snowball technique which involves using initial
contact to identify other potential participants. The exercise lasted for three week. Regression
statistics was used to analysis the data using Statistical Package for the Social Science
(SPSS).
Results
Research Question 1
1. What is the relationship between computer aided instruction and self-reliance among
tertiary institutions’ Business Education graduates for sustainable development in
Akwa Ibom State?
Table 1: Relationship between Computer aided Instruction and Self-Reliance among
Business Education Graduates from tertiary institutions.
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Variable Mean SSD R-Value Remark
.582** Positive relationship
Computer-aided-instruction (X) 64.67 14.53
Self-reliance (Y) 70.50 12.86
Table 1 shows the result of computer-aided Instruction and Self-reliance. The two means
are shown as 64.67 and 70.50 respectively with a corresponding R- value (.582**). There is a
Positive relationship between the two variables X and Y. The implication is that, the use of
computer-aided instructional strategy positively affects self-reliance among Tertiary
institution’s business education graduates. In the other hand the used of innovative
instructional strategy enhances acquisition of relevant skills for self-reliance.
Research Question 2
1. What is the relationship between cooperative education strategy and self-reliance
among tertiary institutions’ Business Education graduates for sustainable
development in Akwa Ibom State?
Table 2: Relationship between Cooperative Education Instruction and Self-Reliance among
Tertiary institutions’ Business Education Graduates.
Variable Mean SD R- Value Remark
Cooperative education (X) 25.02 4.13
.833** Positive Relationship
Self-reliance (Y) 29.51 5.49
Table 2 above shows the result of Cooperative Education Instruction and Self-
reliance. The two means are shown as 25.02 and 29.51 respectively with a corresponding R-
value (.833**). There is a Positive relationship between the two variables X and Y. The
implication is that, the use of Cooperative Education instructional strategy positively affects
self-reliance among Tertiary institution’s business education graduates. In the other hand the
used of innovative instructional strategy enhances acquisition of relevant skills for self-
reliance.
Null Hypothesis 1:There is no significant relationship between computer aided instruction
and self-reliance among tertiary institutions’ Business Education graduates for sustainable
development in Akwa Ibom State.
Table 3: Result of Pearson Product Moment Correlation Analysis on computer aided
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Instruction and self-reliance among Tertiary institution’s business education
graduates.
Variable Computer-aided-instruction Self-reliance
Pearson 1 .582**
Correlation
Computer-aided-instruction Sig. (2-tailed)
.000
N 384 384
Pearson .582** 1
Correlation .000
Self-reliance
Sig. (2-tailed)
N 384 384
**. Correlation is significant at the 0.01 level (2-tailed).
Table 3 shows the result of adopting computer aided instructional strategy and self-reliance
among business education graduates. The p- value (.000) is less than .05, (P< .05); hence the
result is considered statistically significant. The conclusion can be made that, there is a
statistical significant relationship between computer - aided instruction and self-reliance of
business education graduates for sustainable development in Akwa Ibom State.
Null Hypothesis 2:There is no significant relationship between cooperative education
strategy and self-reliance among tertiary institution’s business education graduates for
sustainable development
Table 4: Result of Pearson Product Moment Correlation Analysis cooperative education
strategy and self-reliance among Tertiary institution’s business education graduates
Variable Cooperative education Self-reliance
Pearson 1 .833**
Correlation .000
Cooperative education
Sig. (2-tailed)
N 384 384
Pearson .833** 1
Correlation
Self-reliance .000
Sig. (2-tailed)
N 384 384
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4 shows the result of adopting computer aided instructional strategy and self-
reliance among business education graduates. The p- value (.000) is less than .05, (P< .05),
hence the result is considered statistically significant. The conclusion can be made that, there
is a statistical significant relationship between cooperative education instruction and self-
reliance of business education graduates for sustainable development in Akwa Ibom State.
Discussion of Findings.
The result of the null hypothesis one shows a statistical significant relationship
between computer-aided instruction and self-reliance among business education graduates
from tertiary institutions. However, it is significant because the simulation on the three
domains of education is captured when using innovative instructional strategy. It makes
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students established self- confidence and learning is not done under pressure. This is
supported by the finding of (Entwistle, 2009; Schmeck 2008; Ford and Chen, 2001) that
when learners learn in a way that suits them, improvements in the effectiveness of the
learning process normally ensue. The hypothesis on the relationship between cooperative
education instructional strategy also shows a statistical significant relationship. Learning
through cooperative education is a unique strategy that combines academic and practical
work experiences. It mounds the students and inculcates in them the consciousness of self-
reliance for sustainable development. This is in line with the finding of Fletcher (1990), who
reported that people remember 20% of what they hear, 40% of what they see and hear and
75% of what they see, hear and do. It therefore holds that appropriate skills for self-reliance
can only be acquired through innovative instructional strategies especially cooperative
education instruction.
Conclusion
It can be concluded that significant relationship exist between computer aided
instruction and self-reliance among business education graduates and exist also between
cooperative education strategy and self-reliance among business education graduates from
tertiary institutions.
Recommendations
Based on the findings,
1. it is recommended that vocational business educators should be trained
appropriately by the federal and state government.
2. conducive environment should be created by vocational business education policy
makers to enhance the used of innovative instructional strategies to benchmark
vocational business education for self- reliance and sustainability.
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Issues and Challenges from Science Education Benchmark in Nigeria:
Comparative Analysis of Education in China and Nigeria for Repositioning
Basic Science and Technology in Nigeria.
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1Babayemi, J.O., (Ph.D), 2Akpan, I. F., (Ph.D) &
3Babalola, G.T.
1&2Department of Science Education, Faculty of Education,
Akwa Ibom State University,
Akwa Ibom State.Email:
[email protected]
[email protected]
3Department of Teacher Education,
Faculty of Education,
University of Ibadan, Ibadan
email:[email protected]
Abstract
Repositioning the statuesque of basic science and technology education in Nigeria for
dynamic, vibrant, exponential and sustainable national development should be the focus of
educational researchers and concern of stakeholders. Seriously, teaching/learning of science
education in schools calls for the attention of researchers, teachers, parents, government,
policy makers, curriculum planners and the society. Educational system in Nigeria seems
losing its standard very fast and the resultant effect is producing half-baked school leavers
including University graduates. Science delivery is no longer done in a motivational
environment that will influence the learners and develop their potentials for sustainable
national development. In Nigeria, certain standards are recommended at all levels of
education for the realization of national goals. But, national development remains almost not
visible. Education that could be the solution to dwindling national development seems no
longer effective to effect expected change. Basic science and technology delivery in schools,
from primary to junior secondary schools are overcrowded classrooms sBasic-science/
integrated science education in most tertiary institutions lack adequate human and non-
human resources. The quality of instructional delivery is a mess. Generally, the fall in
standard of education and science education in particular could be as a result of
indifferences exhibited by the stakeholders. In an attempt to possibly find solution to all these
issues and challenges, this paper discusses challenges of training science teachers, quality
assurance as a major challenge, the challenge of teacher/pupil ratio, science education
reforms in Nigeria and China, Also, conclusion and recommendations are made
Keywords: Class Size, Basic Science and Technology, Benchmark, Science Education
Introduction
Education is the foundation for growth and development in any developing country.
Science Education is the basis for scientific and technological principles needed for the
realization of national objectives. Science Education is the field which is concerned with
sharing of science content and process with individuals that are not traditionally considered
as part of the scientific community. It is making the society scientifically literate. The
learners may be children, students, or adults within the general public. The standards for
science education provide expectations for the development of understanding for students
through the entire course of their education and beyond. The traditional subjects included in
the standards are physical, life, earth, space, and human science.
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Benchmark Minimum Standard highlights what should be the science education
standard in Nigeria. The standard may not be achieved without making provision for the
quality of its teachers. Therefore, producing high quality teachers is one of the expectations
and focus of the science education benchmark. However, the rate at which quality is
disappearing in nation’s education system today is alarming. This problem could be traced to
the workings of primary schools especially in Nigeria.
The crop of teachers employed to teach at primary schools about a decade ago in
reality, were political choices and recommendations. These were teachers of very low
qualities. The teachers were products from part-time teacher training programme (TC II) and
College of Education part-time study centres (NCE) where students from various
backgrounds {artisans, students with Ordinary Level certificate problems (that is, O/L
certificates), students who could not go for full-time studies because of adolescent pregnancy
and some other reasons}, enrolled as teachers under training. These would-be teachers were
very ‘smart’ enough to go with their certificates at the end of their training programme
through crude means such as examination malpractice and ‘sorting’. The term sorting is a
generic term specifically connected to the pre and post follow up activities students carry out
before and after examinations with their examiners/lecturers to ensure high performance in
the written examinations/tests. The various activities could involve direct consultation by
negotiations or indirect consultation through colleagues or friends and relatives.
Examination malpractice is a very serious threat to having quality in nation’s
education system.To curb the menace of examination malpractice in Nigeria, the federal
government issued a decree called Act 33 of 1999 which clearly highlighted categories of
examination malpractices and their corresponding punishments. Despite this decree probably
because it is not effectively enforced, students at any educational level make efforts to use
the means to acquire different certificates. Acquisition of certificate is a sure hope of getting
employment especially with the support of political functionaries or highly placed ‘god
fathers’. The overall effect of the process is to water down education standard and weakens
the foundation for national growth and developments.
FME (2004) stipulates that no educational system could rise beyond the quality of its
teachers. Quality teaching and learning environments have the potential to produce quality
expected from trained would-be teachers. The challenges facing the training institutions and
educational system in Nigeria today are enormous. Lack of fund, lack of instructional
facilities, inadequate personnel, quality assurance, and infrastructure, inadequate/delayed
research support grants, challenge of teacher-student ratio, unstable education policies,
among others are prominent challenges. In line with the challenges facing educational system
in Nigeria, Economic Section, United States Embassy in Nigeria (2012) reported other
challenges facing the system as:
1) There are academic staff shortages in all areas, particularly in the critical areas of
science and technology.
2) Over 60% of academic staff in the Nigerian university system is in the category of
lecturer 1 and below; due to inter and intra-sector brain drain.
3) An estimated ten million out of the 30 million school-aged children are not enrolled
in school in Nigeria
4) The educational system suffers from deteriorating quality and insufficient investment
to keep pace with the country’s burgeoning school-age population.
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Challenges of Training Science Education Teachers for Sustainable National
Developments
In recognition of the fact that science teachers are indispensable factors/elements in national
developments particularly with reference to scientific and technological developments of any
nation, Benchmark Minimum Academic Standard (2007) as set forth by the federal ministry
of education, Nigeria, expects that a Faculty of Education should be able to achieve the
following during the process of implementing their training programme:
1. To produce prospective teachers with proper leadership qualities.
2. To produce teachers with the knowledge, skills and attitudes which enable them to
contribute to the growth and development of their communities in particular and their
nation in general.
3. To produce teachers who have sound mastery of their subject areas and the ability to
impart such knowledge to their students.
4. To equip teachers with a mastery of problem solving skills.
5. To produce highly motivated, conscientious and efficient classroom teachers for all
levels of our educational system.
6. To help teachers to fit into the social life of the community and society at large and
enhance their commitment to national objectives.
7. To provide teachers with the intellectual and professional background, adequate for
their alignment and to make them adaptable to any changing situation, not only in the
life of their country but in the wide world.
8. To encourage the spirit of enquiry, creativity and entrepreneurship in teachers.
9. To enhance teachers commitment to the teaching profession.
10. To enhance the skills of teacher’s in the use of new technologies.
As good and standard as these objectives are, many things fight against realizing them.
FME (2013, p.61) stated that “the initial teacher education component is characterized by
poor training at various educational levels” (FME, 2013). Many frustrated students from
Unified Tertiary Matriculation Examination attempts/process that do not choose Education
Programme as their primary interest find their ways into various educational programmes.
Many other students from various other Faculties that have very low cumulative grade point
average (CGPA) trying to escape withdrawal from the university try to pitch their tent with
the Faculty of Education to continue their low performance. Unfortunately, the Faculty
welcomes the weak brains to be trained as future teachers that will help realize the national
objectives. The implication is simply, weak teachers are likely to produce more of weak
brains. Weak brains produce developing countries with very little achievement and dwindling
hope for national development.
The status of teachersand teacher training institutions in Nigeriaremains low. Teacher
training institutions face lots of challenges in terms of lack of human, non-human and
financial resources. Teachersacross levels of education are less paid, they experience delay in
promotion. Sometimes, primary and secondary school teachers experience insults from
students’ parents. On the part of students, they have inferiority complex to become teachers
or seek admission to read educationas a course of study. To take Science Education as chosen
field, little or no response is received from students who are asked to fill a form on career
choice. Every child likes to be an engineer, medical doctor, nurse, pharmacist, technologists,
among other things.
Another challenge in Science Education is the strong political influence in appointing
science teachers that have completed their training. Science teachers cannot be more than
enough in schools due to the nature of science. It is lamentable that in the modern time, very
few ‘science teachers’ are appointed. The so called science teachers are not the trained
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teachers from reputable educational institutions but engineers who have political god fathers.
Engineers in science classrooms! It is highly disheartening that science classrooms are
manned by unprofessional personnel who are not equipped with content and context of
delivering the discipline. Hence, students’ learning outcomes are at stake.
Quality Assurance as a Major Challenge of Nigeria’s Educational System
The Minister of Education(FME, 2013, P.51) identifies quality assurance as a major
challenge of Nigeria’s educational system revealed in terms of the state of our educational
institutions. The indicators identified of its poor state are:
1. Low standard and quality of schools and their products
2. Infrastructural decay
3. Obsolete facilities
4. Poor teacher quality
5. Mass failure in public examinations
6. Cultism
7. Examination malpractice
8. Maladministration
9. Weak and inadequate quality assurance mechanism (resulting in ineffective school
supervision and inspection by the Federal, State and Local government agents)
10. Instability of academic calendar
11. Outdated existing tertiary education curricular
12. Non professionalization of Education Quality Assurance practice
13. Absence of a comprehensive standard and quality
14. Assurance Standards Policy document
15. Lack of synergy among relevant stakeholders in Quality Assurance, resulting in
institutional constraints and role conflict
16. Weak support structure for students Industrial Work Experience Scheme (SIWES)
17. Low learning outcomes in literacy, numeracy and life skills
18. Inadequate deployment of ICT for teaching and learning purposes
19. Inadequate capacity of educational institutions to undertake internal/comparative
quality assessment
20. Inadequate mechanisms for identifying learners with special needs and the gifted
children
Therefore, appropriate measures should be put in place to address these anomalies
The Challenge of Teacher/Pupil Ratio
In order to make science teaching and learning result oriented, teacher-pupil ratio worth
important deliberation. Generally, the recommended standard in National Policy on
Education (2013), Federal republic of Nigeria, for teacher-pupil ratio is tabulated and
presented in Table 1.
Table 1: Class Size Benchmark in Schools PUPIL TEACHER- AGE
CLASS TEACHER 10 PUPIL (YRS)
RATIO
Creche/Day Care 1 1:10 0-4
Vol. 3(3) 2017 www.benchmarkjournals.com Page 34
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African Journal of Educational Assessors (AJEA) is a multidisciplinary international, pear reviewed journal published three (3) times a year by the Forum of Educational Benchmarkers in Nigeria. This journal promotes the exchange of ideas by bringing together academics/researchers across the globe. As research has become increasingly interdisciplinary, the essence of a multidisciplinary journal is to show the inter-relatedness of academic disciplines through research. AJEA maintains an open access policy. The decisive criterion for accepting a manuscript for publication is scientific quality
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