| Titre : | NIGERIA - Quality Delivery in University Education and Sustainable Development in Nigeria | | Type de document : | texte imprimé | | Auteurs : | Etudor, Eno, Auteur; Akpanumoh, Uduak Dan, Auteur; Nwaoku, Nkosika Angelina; Usen, Francisca Sunday; Akkpan, Eno Gabriel | | Editeur : | Bamako, Mali : ERNWACA | | Année de publication : | 2007 | | Langues : | Anglais (eng) | | | | Résumé : | The Nigerian society has not only basic, but dynamic economic, human, cultural and social needs, which could be fulfilled by running universities with good values, standards and quality. This expectation from the society is based on the pronouncements in the national policy on education that tertiary education shall contribute to national development through high level relevant manpower training; develop and inculcate proper values for the survival of the individual and society; develop the intellectual capability of individual to understand and appreciate their local and external environments; acquire both physical and intellectual skills which will enable individuals be self-reliant and useful members of the society; promote and encourage scholarship and community service; forge and cement national unity; and promote national and international understanding and interaction (Federal Republic of Nigeria, 2004). The activities in Nigerian universities should bring about sustainable development.
By way of definition, sustainable development is the type of development, which has a long term in view, can perpetuate itself because its structures and resources are indigenous (Etuk, 2004, p. 2). In other words sustainable development is such development that meets the need of both present and future human generations as optimally as possible. Then, to attain this level of development in Nigeria, the tertiary education has vital role to play by giving a quality delivery in all aspects which, according to UNESCO cited in Uvah (2005), are evident in teaching, academic environment, and services to the community. Therefore, the level of achievement of these values of higher education determines the achievement of the chief aim of education, which is the development of the individual person, so that he or she can meaningfully contribute positively towards the progress of that society (Egubgbohun, 2005).
Cultural, social and economic developments of a nation cannot be disassociated with the quality of products from the tertiary educational institutions. This is noticeable in every sector of the society ranging from education, business, polity, religious, among others, that seek to employ, skilful, able and knowledgeable human resources to meet the organizational specified goals. Quality is closely linked to productivity (Weihrich & Koontz, 1993). The Japanese companies, in order to compete favourably in the world market, had to improve the quality of their products. The campaign to improve the quality delivery in the tertiary institutions is not a one man’s job. It calls for active participation by the students, staff, (academic and non-academic), administrators, parents and the government, so as to improve the quality of graduates.
Certain criteria for measuring the quality of output from the school system were given by Adeyemi (2005). These include the pattern of admission, the rate of progress of students through the system, the performance of students in terminal examination, quality of facilities in the schools, quality of teachers, the range of subjects offered in the curriculum and the quality of supervision. In the same vein, Adepoju (2003) listed the determinants as being quality of students’ inputs, availability of modern teaching techniques, instructional facilities such as classrooms, libraries, laboratories, and quality of monitoring, supervision and evaluation.
Looking at these indices, one would quickly ask if these are tenable in the Nigerian university education system and if there is sustainability in human development, judging from the populations admitted through university graduation. If they are not, it means there is a problem at hand that must be addressed. Therefore, this study aimed at investigating the extent of quality delivery, admission, lecturing and evaluation in the university education and its relevance in sustainable human development.
| | Note de contenu : | NIGERIA - Quality Delivery in University Education and Sustainable Development in Nigeria
Researchers
Etudor, Eno, (F), Ernest, Lecturer, University of Uyo
Akpanumoh, Uduak Dan, (M), Ph.D Applicant
Nwaoku, Nkosika Angelina, (F), Lecturer
Usen, Francisca Sunday, (F), Doctoral Student
Akkpan, Eno Gabriel, (M), Masters Student
Project Mentor: Dr Etuk Grace, Associate Professor, University of Uyo
Institutions interested by the research results
- University of Uyo
| | Catégories : | Subventions ROCARE - ERNWACA Grants:2007
| | | | En ligne : | http://www.rocare.org/grants/2007/Nigeria_Quality Delivery in Univ.pdf | | Format de la ressource électronique : | pdf |
NIGERIA - Quality Delivery in University Education and Sustainable Development in Nigeria [texte imprimé] / Etudor, Eno, Auteur; Akpanumoh, Uduak Dan, Auteur; Nwaoku, Nkosika Angelina; Usen, Francisca Sunday; Akkpan, Eno Gabriel . - Mali : Bamako, Mali : ERNWACA, 2007. Langues : Anglais ( eng) | | | Résumé : | The Nigerian society has not only basic, but dynamic economic, human, cultural and social needs, which could be fulfilled by running universities with good values, standards and quality. This expectation from the society is based on the pronouncements in the national policy on education that tertiary education shall contribute to national development through high level relevant manpower training; develop and inculcate proper values for the survival of the individual and society; develop the intellectual capability of individual to understand and appreciate their local and external environments; acquire both physical and intellectual skills which will enable individuals be self-reliant and useful members of the society; promote and encourage scholarship and community service; forge and cement national unity; and promote national and international understanding and interaction (Federal Republic of Nigeria, 2004). The activities in Nigerian universities should bring about sustainable development.
By way of definition, sustainable development is the type of development, which has a long term in view, can perpetuate itself because its structures and resources are indigenous (Etuk, 2004, p. 2). In other words sustainable development is such development that meets the need of both present and future human generations as optimally as possible. Then, to attain this level of development in Nigeria, the tertiary education has vital role to play by giving a quality delivery in all aspects which, according to UNESCO cited in Uvah (2005), are evident in teaching, academic environment, and services to the community. Therefore, the level of achievement of these values of higher education determines the achievement of the chief aim of education, which is the development of the individual person, so that he or she can meaningfully contribute positively towards the progress of that society (Egubgbohun, 2005).
Cultural, social and economic developments of a nation cannot be disassociated with the quality of products from the tertiary educational institutions. This is noticeable in every sector of the society ranging from education, business, polity, religious, among others, that seek to employ, skilful, able and knowledgeable human resources to meet the organizational specified goals. Quality is closely linked to productivity (Weihrich & Koontz, 1993). The Japanese companies, in order to compete favourably in the world market, had to improve the quality of their products. The campaign to improve the quality delivery in the tertiary institutions is not a one man’s job. It calls for active participation by the students, staff, (academic and non-academic), administrators, parents and the government, so as to improve the quality of graduates.
Certain criteria for measuring the quality of output from the school system were given by Adeyemi (2005). These include the pattern of admission, the rate of progress of students through the system, the performance of students in terminal examination, quality of facilities in the schools, quality of teachers, the range of subjects offered in the curriculum and the quality of supervision. In the same vein, Adepoju (2003) listed the determinants as being quality of students’ inputs, availability of modern teaching techniques, instructional facilities such as classrooms, libraries, laboratories, and quality of monitoring, supervision and evaluation.
Looking at these indices, one would quickly ask if these are tenable in the Nigerian university education system and if there is sustainability in human development, judging from the populations admitted through university graduation. If they are not, it means there is a problem at hand that must be addressed. Therefore, this study aimed at investigating the extent of quality delivery, admission, lecturing and evaluation in the university education and its relevance in sustainable human development.
| | Note de contenu : | NIGERIA - Quality Delivery in University Education and Sustainable Development in Nigeria
Researchers
Etudor, Eno, (F), Ernest, Lecturer, University of Uyo
Akpanumoh, Uduak Dan, (M), Ph.D Applicant
Nwaoku, Nkosika Angelina, (F), Lecturer
Usen, Francisca Sunday, (F), Doctoral Student
Akkpan, Eno Gabriel, (M), Masters Student
Project Mentor: Dr Etuk Grace, Associate Professor, University of Uyo
Institutions interested by the research results
- University of Uyo
| | Catégories : | Subventions ROCARE - ERNWACA Grants:2007
| | | | En ligne : | http://www.rocare.org/grants/2007/Nigeria_Quality Delivery in Univ.pdf | | Format de la ressource électronique : | pdf |
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NIGERIA - Quality Delivery in University Education and Sustainable Development in Nigeria / Etudor, Eno
