CHALLENGES OF MEETING GLOBAL STANDARD IN EDUCATION, EDUCATIONAL IMPLICATIONS FOR NIGERIAN UNIVERSITIES
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CHALLENGES
OF MEETING GLOBAL STANDARD IN EDUCATION, EDUCATIONAL IMPLICATIONS FOR NIGERIAN
UNIVERSITIES
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Education
has been at the top of the priority lists of some previous Nigerian governments
yet the education system is still far from being ready for the challenges of
the new century. Nigeria is not the only country whose education system is
unprepared. A closer examination of many systems, especially in a developing
context, indicate that most of the educational systems in developing countries
are not yet ready to prepare students for the contemporary global world. The education
needs of an emergent Nigeria are well articulated by Pai Obanya when he suggests that Nigerian education
should be marked by a continuous search for excellence supported by the
political will for good governance and transparency. Nigeria’s “National Policy
on Education,” published in 1977 was revised in 1981 and 1990. The policy
document has been revised to ensure that the policies address the perceived
needs of the government in power and to try to ensure that the education sector
is supportive of government development goals. Following recent political
changes, which saw the reintroduction of democracy in the country, the
government acknowledged the need to revise and update the National Policy on
Education once more to ensure that the education system meets the needs of a
new democracy. The entire education system would benefit from coherent national
policy development rather than piecemeal reforms. The revision of educational
policies is being considered as a long-term goal, due to other pressing needs.
The discussion of new policies would benefit from careful attention to the
recommendations made and adopted at international meetings hosted by UNESCO and
other donors for the various sectors of education. New policies have to address
the needs of a new democracy, its role in the new global order, while
reflecting the realities of Nigeria’s economy. The new democratic government
has already demonstrated its political will in working to rebuild the Nigerian
economy. Education is once more a priority in its broad national development
strategy. The work done thus far would benefit greatly from internal and
external support by foundations, business, NGOs and international development
agencies to ensure that the goals set are realistic, meet the needs of a new
democracy and are economically sound. It is quite clear that the challenges the
country will face if it is to reform the education system will include
financial constraints, the need for new expertise, and a broad range of
technical assistance. In addition it must be recognized that funding needs for
education compete with a range of other critical needs in health, public
safety, and social welfare. This presents enormous challenges for the new
government and to the donor community. The Nigerian HEIs comprise at present
122 universities (36 Federal, 36 State, 50 Private), 71 polytechnics, 47
monotechnics and 79 colleges of education with geographical distribution as
shown in Fig. 1. The uneven spread of these institutions over the country is
obvious with the southern part of the country having the highest concentration
of these institutions. The uneven distribution of the federal universities
probably informed the establishment in one fell swoop of 9 universities by the
Federal government in 2011 towards ensuring a federal university in each of the
36 states in the federation. The higher education (HE) sector in Nigeria can be
described, to a large extent, as a sector locked in an iron triangle defined
broadly by the vectors of Access, Quality and Cost as depicted below. But why
has it been referred to as an ‘iron triangle’? This is be due to the following
factors: one, most, if not all, of the identified initiatives by government in
the sector can be grouped under the three vectors; and two, the observed
outcome of the interplay of the various vector-driven initiatives as
illustrated below. Suppose, in response to the increasing demand for higher
education, the access is increased by admitting more students through
establishing new institutions and/or expanding the existing ones as being done
in Nigeria at present; with the growing number, the recruitment, training and
payment of lecturers have not been able to keep pace in Nigeria as will be
shown later based on available data. The cost, in terms of funding and
financing of the system, goes up; class sizes increase and, as to be expected,
quality of learning goes down. If quality is to be improved through provision
of more books and learning materials in support of lectures, coupled with
excellent teaching and learning environment, as being done in some of the
private universities in the country, the cost of teaching goes up leading to
higher fees as demonstrated by private universities charging the highest
tuition fees in the country and admitting only a few that can afford such fees
(less access). Thus, any attempt to improve one side of the triangle leads to
undesirable changes in the other two sides; hence the description as an ‘iron
triangle’. Thus, the situation calls for a holistic approach to handling these
key vectors in planning interventions in the sector. However, of interest in
this study are not only the issues of access, quality, cost, but also,
standardization and governance of the tertiary education system at both
national and international levels. In education as in other fi elds of human
endeavour, every offi cial action of an organisation must have a backing or a
basis. It is this purpose that a policy serves. A policy defi nes the area in
which decisions are to be made, but it does not make the decision. It usually
provides a general guide that facilitates decision-making. Educational policies
provide the direction for educational activities. The formulation of an
educational policy sets the stage for implementation which, according to Ukeje
(1986), is perhaps the most important aspect of planning. Planning is usually
an action which succeeds policy formulation but precedes implementation.
Unfortunately, educational policies and goal attainment have been
irreconcilable due to implementation constraints. Perhaps this accounts for the
observation made by Governor Oyakhilome of Rivers State in an address sent to
the Convention of the Nigerian Association for Educational Administration and
Planning in 1986. He expressed concern about the problem of policy
implementation thus: We know it is difficult to realize planned objectives one
hundred percent. But our experience in planning education in this country shows
a disturbing gap between planned objectives and attained results. As
professionals in the field of education, it may be pertinent to identify
whether those critical gaps are results of faulty planning or faulty
implementation (Oyakhilome 1986:2). Policy implementation in education is a
conspicuous national problem that has taken center stage in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The poor
performance of the education sector in Nigeria has become very worrisome. What
is the problem? Is the educational policy faulty or is it the implementation
that is faulty? What are the implications for national development? These are
the issues explored in this paper, based on a literature review approach. The
fi ndings blame the distortions in the educational system on the ineffective
implementation engendered primarily by lack of political will, lack of
continuity of programs, and corruption. The situation has hindered national
development and, until urgent action is taken to review Nigeria’s educational
system, its national aspirations will continue to be compromised. Over the
years, the gap between educational policies and goal attainment due to
inadequate implementation of these policies has become of great concern to many
observers. The study is interested in identifying the challenges of meeting
global standard in education, following a clarification of the causes and
effects of the problem of poor policy implementation, and it implications for
Nigerian universities
1.3 OBJECTIVE OF THE STUDY
The main
objective of the study is to ascertain the challenges of meeting global
standard in education and its implications for Nigerian universities. To aid
the completion of the study, the researcher intends to achieve the following
specific objectives;
i) To examine the role of educational
policies in standardizing Nigeria educational system in line with the global
world
ii) To examine the relationship between Nigeria
educational policy and standard of education in the country
iii) To examine the effect of poor
educational standard on national development
iv) To examine the role of government in
standardizing Nigeria educational policy
1.4 RESEARCH HYPOTHESES
To
successfully complete the study, the following research hypotheses were
formulated by the researcher;
H0: there is
no significant relationship between education policies and educational standard
in Nigerian universities
H1: there is
a significant relationship between education policies and educational standard
in Nigerian universities
H02: poor
educational standard does not have any significant effect on national
development
H2: poor
educational standard does have a significant effect on national development.
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study, the findings will be of great
importance to the ministry of education, as the study will remind them of the
need to scrutinize the educational policy to meet global standard. The study will also be useful to the
management of Nigeria higher institutions, as the study seek to enumerate the
role of the management in implementing the national policy on education in
Nigeria. The study will also be useful to researchers who intend to embark on a
study in a similar topic as the study will serve as a reference point for
further research, finally, the study will be useful to researcher, academia’s,
students, lecturers and the general public as the study will contribute to the
pool of existing literature on the subject matter.
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
the study covers challenges of meeting global standard in education and its
implications for Nigerian universities. In the cause of the study, there were
some factors which militate against the scope of the studies;
a) AVAILABILITY OF RESEARCH MATERIAL: The
research material available to the
researcher is insufficient, thereby limiting the study.
b) TIME: The time frame allocated to the
study does not enhance wider coverage as the researcher has to combine
other academic activities and
examinations with the study.
c) FINANCE: The finance available for the
research work does not allow for
wider coverage as resources are very limited as the researcher has other academic bills to
cover.
1.7
OPERATIONAL DEFINITION OF TERMS
Education
Education is
the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits. Educational methods include storytelling, discussion,
teaching, training, and directed research
Educational
standard
Learning
standards describe educational objectives i.e., what students should have
learned by the end of a course, grade level, or grade span but they do not
describe any particular teaching practice, curriculum, or assessment method
University
A
university an institution of higher (or
tertiary) education and research which awards academic degrees in various
academic disciplines. Universities typically provide undergraduate education
and postgraduate education.
Education
policy
Education
policy consists of the principles and government policies in the educational
sphere as well as the collection of laws and rules that govern the operation of
education systems.
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview,
of the study), statement of problem, objectives of the study, research
question, significance or the study, research methodology, definition of terms
and historical background of the study. Chapter two highlight the theoretical
framework on which the study is based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation
of finding. Chapter five gives summary,
conclusion, and recommendations made of the study
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