TEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF LIFE-LONG EDUCATION

Topics: Education, School, Teacher Pages: 23 (7913 words) Published: November 24, 2013
Northeast Normal University

MASTERS PROGRAM
FACAULTY OF EDUCATION

RESEARCH ON TEACHER EDUCATION
TOPIC: TEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF LIFE-LONG EDUCATION

LECTURER: PROF. RAO CONG-MAN et al
PRESENTER: DIDAM BANENAT
DATE: JUNE, 2013.

CONTENTS
An overview of Nigeria
Introduction
Educational Structure of Nigeria
Management of the Educational System
Genesis of Teacher Education in Nigeria
Colleges of Education in Nigeria
The National Commission for Colleges of Education (NCCE)
The National Teachers’ Institution (NTI) Kaduna
Lifelong Education
Policy and Practice vis-à-vis Lifelong Education
Lifelong Teacher Education Model
The Challenges to Teacher Education
Suggestions for enhancing Teacher Education
Conclusion
References

AN OVERVIEW OF NIGERIA

The Federal Republic of Nigeria, Africa’s most populous country is in the West African sub-region, bordered by Niger in the north, Chad in the northeast, Cameroon in the east, and Benin in the west. Nigeria uses the presidential system of government and her currency is the Naira. Nigeria currently has 36 states with a Federal Capital Territory and a population of over 160 million people. Of this population, approximately 30 million are students. The country is rich in petroleum and many other natural resources. The three dominant tribes are Yoruba in the southwest, Ibo in the eastern region and Hausa in the north. The official language is English, although most people speak their native languages in addition to English.  English is the only language used in schools, for reading, writing and speaking. Introduction

Teacher education refers to professional education of teachers towards attainment of attitudes, skills and knowledge considered desirable so as to make them efficient and effective in their work in accordance with the need of a society at any point in time. It includes training/education occurring before commencement of service (pre-service) and education/training during service (in-service or on-the-job). As a matter of fact, teacher education should constitute a conspicuous element in the totality of organized education, both formal and non-formal sub-systems. The success of an educational enterprise particularly in terms of quality depends to a large extent, on the regular supply of teachers in adequate quantity and quality. In the National Policy on Education, the Federal Republic of Nigeria (1981) also asserts that no nation can achieve economic, social and technological progress and self-sufficiency without a good system of education to sustain its achievement. The training and production of the manpower required for the attainment of national objectives should be framed on the quality and quantity of teachers. Fafunwa (1974) stressed the dependency of manpower training and development on teachers. He argues that teacher education should be basically related to every phase of development in Nigeria, for wherever one turns, be it economic, political or social spheres of activities, one is faced with the over-reoccurring problem of trained manpower needs but no adequate training can take place without competent teachers to handle the programme. Educational Structure of Nigeria

The former educational system was the 6-3-3-4 system which has now been replaced by the 9-3-4 system. The National Policy on Education stipulates a 9-3-4 structure offering nine years of basic education (which comprises six years of primary education and three years of junior secondary), three years of senior Secondary and four years plus of higher education. The hierarchical structure of the educational system has as its base, early childhood education in which Government’s role has been limited to setting standards, providing curriculum guidelines and training teachers with the private sector providing educational service. Primary and junior secondary education constitutes basic education that is free...
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