Teacher Education History In Nigeria
The history of teacher education in Nigeria is characterized by a series of developments and reforms aimed at improving the quality and effectiveness of teaching in the country. Key milestones in the evolution of teacher education in Nigeria include:
- Colonial Era (Pre-1960s): During the colonial period, education in Nigeria was largely informal, with traditional methods of teaching passed down through generations. Formal teacher training institutions were established by Christian missionaries and the colonial government to provide basic education, but these institutions were often limited in scope.
- Post-Independence Era (1960s-1970s): After gaining independence in 1960, Nigeria focused on expanding its education system. The government increased investment in teacher training colleges to meet the growing demand for educators. This period saw the establishment of new teacher education institutions across the country.
- 1970s-1980s: Universal Primary Education (UPE) Initiative: In an effort to achieve universal primary education, Nigeria implemented the Universal Primary Education program in the 1970s. This initiative led to a surge in the demand for qualified teachers, prompting the expansion and improvement of teacher training colleges.
- 1980s-1990s: National Policy on Education Reforms: The Nigerian government introduced significant reforms in the National Policy on Education during this period. These reforms aimed to enhance the quality of teacher education, including the introduction of new curricula and the establishment of colleges of education.
- 1990s-Present: Higher Education Institutions and Technological Advances: In response to the changing educational landscape and the need for more qualified teachers, there was a shift toward integrating teacher education into higher education institutions. Universities and polytechnics began offering education programs. Additionally, advancements in technology have played a role in teacher training, with the incorporation of modern teaching methods and educational technologies.
- Quality Assurance and Professional Development: Efforts have been made to ensure the quality of teacher education in Nigeria. Professional development programs, workshops, and seminars are regularly organized to keep educators updated on best practices and innovative teaching methods.
What Is Education
The primary purpose of education is to help individuals develop the knowledge and skills needed to succeed in life. This includes both academic skills, such as reading, writing, and mathematics, as well as life skills, such as critical thinking, problem-solving, and communication.
Education also plays an important role in shaping individuals’ values and attitudes. It helps individuals develop a sense of social responsibility and an understanding of the world around them. Education can promote tolerance, empathy, and respect for diversity, which are essential for building a peaceful and just society.
The History of Teacher Education in Nigeria
After Nigeria gained independence from the British in 1960, teacher education received a major boost. This came through the recommendations of the Ashby Commission, which introduced a one-year program for holders of the West African School Certificate (WASC) and a two-year course for graduates.
These were in line with the national policy, which stipulated that no educational system can rise above the quality of its teachers.
Origin
Teacher education is the process of preparing individuals to work in the field of education. This includes educating future teachers, improving the quality of existing teachers, and identifying ways to improve educational systems. It is a complex process that involves many stakeholders, including teachers, administrators, and policymakers.
The origin of formal teacher education in the area that became Nigeria can be traced back to the beginnings of Western education in Africa, which were initiated by various Christian missions. These missionaries were among the pioneers of the development of Western education in the country, and they introduced educational practices that influenced the formation of the modern Nigerian education system.
Nigeria gained its independence in 1960, and the country faced several challenges that had an adverse impact on its socio-economic development and, therefore, the educational system. The civil war, which lasted from 1967 to 1970, was one of the major obstacles that impeded the growth and development of the educational sector in the country. The war destroyed many schools and also affected the teaching profession negatively.
After the end of the war, the government formulated policies to address some of the challenges in the education sector. These policies included the establishment of teachers’ colleges to train new teachers and the upgrading of teachers in service to teach at higher levels. They also established the Teachers Registration Council of Nigeria (TRCN) to control and regulate teaching in the country.
Teachers in the country have the opportunity to participate in professional development activities and to become involved in academic research and administration. They also have the freedom to join trade unions and bargain for better working conditions. The Academic Staff Union of Universities (ASUU) represents university faculty members, and the Academic Staff Unions of Polytechnics (ASUP) represent those in polytechnics.
Despite these improvements in the teacher education system, there are several problems that continue to affect its effectiveness in Nigeria. Some of these issues include poor teacher training, a lack of funding and resources, inadequate support for the teachers’ registration council, the low status of the teaching profession, poor remunerations and conditions of service for teachers, and the brain drain phenomenon.
Development
The development of teacher education is crucial for the growth and advancement of any nation. In fact, as the saying goes, “Train a child, train a nation.” Teachers have a great deal of influence on the future of their students, and their teaching abilities play a critical role in the educational system and the overall development of society. As such, it is important for teachers to continually seek out ways to improve their skills and knowledge. They must be willing to take on new challenges and adapt to changing circumstances in order to provide the best possible quality of education for their students.
In Nigeria, the first teachers’ training college was established in Abeokuta by the Church Missionary Society (CMS) in 1859. The school was later relocated to Lagos following a series of disagreements between the missionaries and local communities. This was due to the non-receptive nature of some communities to Christianity and the form of education being introduced.
After the independence of Nigeria, the military administration adopted centralized governance with a strong focus on universal primary education (UPE). This was a significant development that brought increased enrollment to Nigerian schools and increased the demand for teachers. This demand prompted the establishment of new teachers’ colleges and an upgrade in the qualifications for teachers to Grade II.
However, it is important to note that the quality of teachers in Nigeria has not always been high. The conditions of service for teachers are lagging behind the minimum international standards, and this weakens the attractiveness of the profession. Moreover, many of the teachers who remain in the teaching profession do not enjoy good social status and may be psychologically depressed. As a result, some of them leave the profession for other sectors with better service incentives or migrate to other countries where the standard is higher.
Nevertheless, in the last decade, there have been some positive developments in teacher education in Nigeria. For example, the National Teaching Institute (NTI) has been upgrading teachers’ qualifications to Teachers Grade II through an in-service training program. Moreover, the curriculum has been broadened to address contemporary issues that destabilize societies like drug abuse, cultism, sexual harassment, and corruption.
Challenges
Education is a critical component of national development. However, its success depends on the efficiency of teachers. Hence the importance of teacher education in Nigeria. Unfortunately, the Nigerian teacher education system has not been able to live up to its potential due to a variety of factors. These include the reluctance of candidates to pursue teaching as a profession, poor teacher quality, and a lack of funding. In light of these, this article focuses on the need for teacher education in Nigeria and how it can contribute to national development.
The need for good and effective teacher education is emphasized in the National Policy on Education (NPE). According to the NPE, teacher education is a continuous process of educating teachers to acquire skills, attitudes, and values that are desirable to perform their duties, which are in accordance with the national objectives.
In Nigeria, teacher education is provided by the colleges of education, universities, polytechnics, and the National Teachers Institute (NTI). The statutory responsibility for teacher education in Nigeria is vested in the Commission for Colleges of Education, which coordinates the colleges of education, the National Teachers Institute, and the universities’ faculties of education. It awards the National Certificate in Education (NCE).
Another challenge to teacher education in Nigeria is the low motivation among the candidates. This is mainly because teaching has traditionally been seen as a female-dominated profession. This is particularly true at the primary and secondary levels.
Lastly, a lack of resources has made it difficult for teacher education to keep pace with the demands of the modern world. This is largely because many of the educational institutions in Nigeria do not have the equipment and technology required to train teachers to handle contemporary issues in education.
Although the various Nigerian governments have attempted to improve teacher education, they have not been able to implement their plans effectively. This is mainly because of poor policy implementation. For example, some of the policies have not been translated into practical realities by the implementation agencies, which include universities and government ministries. As a result, the Nigerian education sector has not been well developed, and there is still a need for reform.
Conclusions
In Nigeria, the need for well-trained teachers is a critical factor in ensuring that the nation achieves its desired status in global development. The success of the various economic reforms in Nigeria in recent times will only be realized if there is also a parallel growth in quality education. This will only be possible if the teacher education system is adequately funded and equipped with the right structure.
However, the country has faced many challenges with its teacher education system. The major challenge is the poor quality of candidates who seek admission into teacher training colleges. This is because most candidates opt for teaching as their last option after failing to gain admission into courses of their choice in tertiary institutions. This situation has led to the production of teachers who are not as competent as those produced in other countries.
Another challenge is the failure of the Nigerian teaching system to adapt to the technological trends in the world. This has been the case because most teacher education institutions are not sufficiently resourced to provide teachers with the requisite skills and knowledge to meet the changing demands of globalization.
It is also important to ensure that there are enough qualified lecturers to train teachers. This has not been the case because of the low salaries in the education sector. The low salaries have led to a shortage of teachers, which in turn affects the delivery of education services.
The government should consider increasing the budget for the teacher education sector so that there is enough funding to improve the quality of teachers in Nigeria. There is also a need to introduce a lifelong learning model for teachers in Nigeria. This would ensure that teachers continue to expand their knowledge and keep up with the latest trends in science and technology. It will also help them stay relevant in the era of globalization. This can be achieved by providing training and support to teachers to enable them to use modern information and communication technologies in teaching. This will also make it easier for them to access and use online resources, which can help them keep abreast of new trends in education.
