EAST AFRICAr" JOURNAL OF EDUCA"rIONAL RESEARCH AND POLICY (EAJERP) ..' ISSN 1997-7255 Vol. 6, Dec. 2011 UNIVERSITY OF IBADAN LIBRARY Easl African Journal of Educalional Research and Policy - Vol. 6, Oec. 2011 RESEARCH FOR HIGHER EDUCATION DEVELOPMENT Sikiru A. Amoo The African Church College of Education, ttoko, Lagos +234(0)8033136338, amooadesina@vahoo.co.uk Adams O. U. Onuka International Centre for Educational Evaluation Institute of Education, University of Ibadan +234(0)8033564(164, adamonuka@vahoo.com Abstract The Higher Education sector is composed of all universities; colleges of education and technology and other institutes of post secondary education. It also incfudes all research institutes, experimental campuses and schools operating under the direct control of, or administered by, or associated with, the higher education establishments. This paper examines the quality of research in developing human resources to facilitate the development of the nation. It discusses the challenges and the role of research and higher education in support of teacher education programmes. It discusses the recent developments of national teacher education programs and related policy processes in international context. It analyses the state-of-art in the interface between teacher education, higher education and teacher policy development. It addresses the issues related to research and education as well as their contribution to teacher education policy development processes. It identifies the key issues and developmental challenges as well as the means and mechanisms to overcome them. It explains how higher education can contribute through research and capacity building to teacher education policy development process in Nigeria. It recommends the future collaboration between the key international institutions and academics. Keywords: Higher Institution, Research, Human Resources Policy Development and Implementation UNIVERSITY OF IBADAN LIBRARY 68 Sikiru A. Amoo & Adams 0. U. Onuka Introduction Education is the most important factor of any developed society and instrument of change especially in this fast changing world. The evidence of developed society could be found in thoughts of the founding philosophy and how developed are the teacher education aspects in providing quality teachers for other aspects of education sector to meet the yearning and aspiration of that society. In education sector, teacher education is an aspect of tertiary institutions that is empowered to provide quality education to effect much needed change in our society. In providing such change, research into this aspect of tertiary education should be geared towards national development, since education has become a weapon through which one can rise to prominence, and as well as development any country's citizens. It means then, that the educational practice in any country including Nigeria should depend on sound philosophy and guiding curriculum. The awareness and the demand for philosophy of education upon which Nigeria government fashions the curriculum have made the society to plan for accelerated educational development as well as the expansion of educational opportunities in recent times. The awareness and demand of the philosophy and curriculum by the stakeholders in education (including researchers in higher' education for national development) will go a long way to help develop our citizens. Research in higher education for development is the major basis of this paper. However, the authors limit the discussions on Higher Education and the quality of research in developing human resources to facilitate the development of the nation. The challenges and the roles of research and higher education as well as the recent developments of national teacher education programmes and related policy processes in international context are also considered. Inclusive are the state-of-art in the interface between teacher education, higher education and teacher policy development. The issues related to research and education as well as their contributions to teacher education policy development processes is also treated. The key issues and developmental challenges in teacher education as well as the means and mechanisms to overcome them; how higher education can contribute through research and capacity building to teacher education policy development process in Nigeria and the future UNIVERSITY OF IBADAN LIBRARY Research for Higher Education. .. 69 collaboration between the key international institutions and academics also form its basis. Higher Education Higher Education is any of the various types of education given in postsecondary institutions of learning and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies (FME, 2009). Higher educational institutions include not only universities and colleges, but also various professional schools that provide preparation in such fields as law, theology, medicine, business, music, and art. Higher education also includes teacher-training schools, junior colleges, and institutes of tcchnoloqy (FRN, 2004). The basic entrance requirement for most higher-educational institutions is the completion of secondary education, and the usual entrance age is about 18 years in advanced countries (College University, 2010). Higher education in Nigeria according to Federal Republic Nigeria (FRN) is synonymous with tertiary education. It is the education given to Nigerian citizen after secondary education in universities, colleges of education, polytechnics, monotechnics including those institutions offering correspondence courses (FRN, 2004). In the National Policy on Education (NPE), it is stated that 'the teaching and research functions of higher educational institutions have an important role to play in national development particularly in the development of high level manpower' (FRN, 2004). Furthermore, universities are one of the best means for developing national consciousness. In Nigeria, higher education aims at: • the acquisition, development and inculcation of the proper value orientation for the survival of the individual and society; • the development of the intellectual capabilities of individuals to understand and appreciate their environments; • the acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community; and • the acquisition of an objective view of the local and external environments (FRN, 2004) UNIVERSITY OF IBADAN LIBRARY 70 Slkin: A. Amoo & Adams 0. U. Onuka Any of the formal programmes that have been established for the preparation of teachers at the elementary and secondary school levels is called teacher education. Teacher education is today classified into two stages, viz; pre-service and in-service (FME, 2009). Preservice teacher education includes all the stages of education and training that precede the teacher's entry to paid employment in a school. In-service training is the education and training that the teacher receives after the beginning of his career. The NPE represents the document on which the operations of sound educational practice in Nigeria rest. Teacher Education plays the critical roles of infusing in the individual knowledge; skills, competences and these have spillover effects on the development of the society (Onyenwe (2009). For education to effectively do this, quality teachers must be utilized as they are crucial in the social-economic transformation of the nation. The rationale for the investment in education stems from the fact that the development of human capital which only teacher education can provide is the key determinant of the socioeconomic growth of the nation, one then wonders which other parameter Nigeria needs to achieve this other than unfettered access to quality education and at the same time funding the researches in higher education. Confirming this Onyenwe (2009) adds that the quality and strength of staff are indices of successes and failure of any organization and in education in particular, the quality of teachers is crucial to effectiveness and efficiency. As a matter of fact the quality of educatlor can be determined from the quality of teacher education programme as it is the products of this system (teachers) that interpret and implement policies. It is based on these obvious facts that the philosophy of teacher education in Nigeria is anchored on five value objectives. FRN (2004:39) specifies the objectives of teacher education as follows: • produce highly motivated, conscientious, and efficient classroom teachers for all levels of our educational system; • encourage further the spirit of enquiry and creativity in teachers; • help teacher to fit into social life of the community and the society at large and enhance their commitment to national goals; UNIVERSITY OF IBADAN LIBRARY Research for Higher Education ... 71 • provide teachers with the intellectual and professional background adequate for their assignment and make them adaptable to changing situations; • enhance teachers' commitment to the teaching profession. These objectives underlie the calibre of teachers Nigeria wants to drive its education system given to crucial role of teachers in education-led development. The questions are how many researchers have been funded to check the levels of achievement the stated objectives? And to ensure that the desired quality is produced the FRN (2004:40) states that • Teacher education shall continue to take cognizance of changes in methodology and the curriculum. • Teachers shall be regularly exposed to innovations in their profession • In-service training shall be developed as an integral part of teacher education and shall take care of all inadequacies. The above clearly shows that apart from ensuring that pre-service teacher education programmes produce quality, conscientious and committed teachers, effort will be put in place to ensure that they are kept abreast with innovations in teaching and developments in their subject area. Even at that, the Federal Government does not rest in its oars as it is not oblivious of the charlatans that parade as teachers in the country's education system as it goes ahead in FRN (2004:39) clearly states that: • Since no education system may rise above the quality of its teachers, teachers education shall continue to be given major emphasis in all educational planning and development. • The minimum qualification for entry into the teaching profession shall be the Nigeria Certificate in Education (NCE) The above decisions stems from the fact that national development is predicated on the quality and strength of teachers that operate the education system. Consequently, the curriculum of teacher education was designed to reflect these needs and expectaiion of effective and efficient teachers for the Nigerian UNIVERSITY OF IBADAN LIBRARY 72 Sikiru A. Amoo & Adams 0. U. Onuka education system and hence the four major components which are: • General Studies (GS); the Use of English, Humanities, science, introduction to computer citizenship, population education etc. • Foundation studies namely; philosophy, psychology, curriculum, sociology, history of education, administration, educational technology. • Studies related to the students' intended field in teaching. • Teaching Practice (Ogbondah, 2007) An analysis of the above shows that the GS courses are aimed at integrating emergent societal issues in to the curriculum in order to broaden the teacher-trainees knowledge in other relevant areas outside their discipline in order to make them more knowledgeable to teach more effectively, imbue them with confidence so that they will be un-intimidated as they interact with different calibers of people in the society. The foundation courses are core education courses and are made up of the theories and practices of education including microteaching and teaching practice. The objectives are to adequately equip the teacher- trainees with the rudiments of teaching skills, class control and management as well as interpersonal skills. Finally, each teacher- trainee is expected to have an area of specialization and this constitutes his/her teaching subject. However, the depth and breadth of coverage of the programme depends on the type of teacher education programme. Presently, the country has the following types of teacher education or professional training provided they continuously meet the required minimum standards this according to (FRN,2004) includes: • Colleges of Education; • Faculties of Education in the Universities; • Institutes of Education; • National Teachers Institute; • Schools of Education in the Polytechnics; • National Institute for Nigerian Languages; • National Mathematical Centre In order to ensure quality in teacher education preparation, there is increased need to prepare teachers (pre-service and in-service) to be proficient in order to function effective lv in this modern UNIVERSITY OF IBADAN LIBRARY Research for Higher Education. .. 73 society (NCCE, 2002). In order to transform government policy to workable ones, the appropriate commission created for such is the National Commission for Colleges of Education (NCCE). Sub- degree teacher preparation in Nigeria is overseen by the body (NCCE, 2002). NCCE as the general umbrella for teacher preparation sets the minimum standards for the award of NCE teachers for teaching at Primary and Junior Secondary Schools in Nigeria. National Board for Technical Education (NABTEB) and NCCE oversee the teacher preparation for NCE programme being run in the polytechnics. The National University Commission regulates all that go on in the university education system. The researches into this area of higher education to verify the challenges of infrastructures, adequate personnel and academics ratio vis-a-vis students are minimal. The other challenges are in the areas of accreditation of courses and the whole system of teacher preparation. The list of some areas where the authors feel the challenges can be overcome as suggested in this paper are: There should be researches into the rate of teachers produced to cater for teacher education at lower and higher education. There should be studies validating the truth about infrastructures and personnel in schools at all level of educational sector. If there are reports on the inadequacy of infrastructures and personnel, the ways to mend the inadequacies should be devised. Why are higher institutions understaffed? This area too needs collaborative research and all listed areas can be achieved if higher Institutions are funded to do the research. In order to develop and meet international standards there is need to research in Higher Institution for development. The next section describes the quality of research in developing human resources to facilitate development of the nation. Quality of research in developing human resources to facilitate the development of the nation Most research and development projects are examples of a project, or one-shot, production system i.e. on family health, HIV, economic growth, appreciating human life and governance (Babalola, 2011). Here, as opposed to the ongoing activity found in batch or continuous systems, resources are brought together for a period of time, focused on a particular task, such as the development of a new product, and then disbanded and ______ : ...J TL-.. _ ~_n+ _.f ""'''I'''h nt"nio,....tc rortlliroc !:I cnori::.1 UNIVERSITY OF IBADAN LIBRARY 74 Sikiru A. Amoo & Adams 0. U. Onuk« type of organization to administer project resources in an effective manner and maintain clear accountability for the progress of the project. Babalola (2011) notes that research and development received the lowest attention with an allocation of 1.2 % of the total loan received in 1990 from World Bank support for Nigerian higher education. In attempt to have or conduct quality research to develop human resources to facilitate the development of the nation, the higher education requires serious funding. Unfortunately, social benefits of university research have been entirely ignored by the proponents of the rate of return. The present time ~s a world of knowledge economy, a society where a strong system for research and generation of knowledge is of increasing importance. The well-developed teacher education system is necessary to generate new knowledge and also to engage in scholarly scientific and commerce with other nations. Knowledge can be generated and stored through private means as in commercial investments. The basic research and fundamental knowledge construction require an environment where new findings are widely shared and are available for testing and refinement within an open forum as provided by a university environment. Nevertheless, open research can be located in national laboratories, government agencies, and private sector research institutes, but universities are the best location for such open research. This is suggested because of interpersonal research practice and the way of topic selection, partnering (national and international) through interdisciplinary engagements, peer review system, presentation (in seminars and classroom teaching) as well as publication of scholarly findings. In order to achieve quality research in developing human resources, there is need to design teacher education programme to produce highly motivated, conscientious and efficient personnel to handle the higher education aspect of teacher education to achieve such development. There is need to encourage quality research by training teachers to achieve further spirits of enquiry and creativity. To provide personnel at teacher education level with intellectual and professional background adequate for their assignment and make them adaptable to ever changing situations. It is when these are put in place, the facilitation of development of human and knowledge economy can be ensured. UNIVERSITY OF IBADAN LIBRARY Research for Higher Education .. 75 Challenges and the role of research and higher education The concept and goals of higher education, as perceived by the Government of Federal Republic of Nigeria and the people are provided in the National Policy on Education. Higher Education is defined to embrace all forms of education given to the individual after secondary education or its equivalent from the 6year primary school to the end of the three-year junior secondary school at the formal level. In the non-formal, it includes basic functional literacy and post-literacy programmes planned for children, youths and adults out of school (FRN, 2004). After identifying its ultimate goal to be the eradication of illiteracy within shortest possible time the approaches to its implementation are described (FME, 2009). Achieving quality of basic education according to Federal Government is the responsibility of all and sundry from the Federal Government to the Non-Governmental Organizations and the media down to individuals. According to the National Policy on Education, access to early childhood and pre-primary education institutions is fairly open though their quality varies unduly. With enthusiasm, certain indicators, of more of promising note, to increase literacy growth are reported. While spelling out overall strategies, some major constraints according to (FME, 2003) are, however, recognized such as: • poor teacher preparation; • irregular in-service training and retraining of teaching and non-teaching personnel; • inadequacy of relevant material guides; • lack of reliable education date for planning; • poor funding; and • inadequate community mobilization and advocacy for basic education • non-implementation of research reports There is recognition of the fact that environmental, cultural, occupation and physical peculiarities of certain communities impede their full participation in formal primary education. Equally observed is the inaccessibility of many communities to Adult and Non-Formal Education facilities in spite of the National Non- Literacy campaign of 1982-1992 the recent developments of national teacher education programmes and related policy orocesses in international context. ----------------------~~ UNIVERSITY OF IBADAN LIBRARY 76 Sikiru A. Amoo & Adams 0. U. Onuk« Meek, Teicheler, Kearney (2009) notes that over the past decade, new dynamics have emerged in each of the key domains of higher education, research and innovation (HERI), which are the integrated base for the Forum's activities. These include: (i) demand; (ii) diversifcation of provision; (iii) changing lifelong learning needs; and (iv) growing Communication and Information Technology (CIT) usage and enhanced networking and social engagement, both with the economic sector and with the community at large. In scientific research, the tension between basic and applied research is the core issue, thus linking to the "think global, act local" challenge. This necessitates more flexibly organized research systems, and pragmatic approaches which promote "Big Science" while also nurturing science which serves society in the widest sense. In the innovation field, the dynamic comprises both "research for innovation" and "research on innovation". Partnerships amongst governments, the economic sector and research universities are growing exponentially, so that new knowledge becomes linked to development goals. But innovation often occurs outside academic environments, as a result of inventive thinking and creative experimentation. Indeed, research system experts must understand the critical factors involved in order to advance this process. The initial impulse for the Forum was the need to understand HERI systems, and potential for system development, in low-income countries; this is not to say though that middle- and high-income countries cannot benefit from the type of research that the Forum generates. While levels of income and affluence may differ, many of the challenges facing HERI are similar in nature (Meek, et al 2009). As mentioned earlier, the need of low-income countries for higher education and research should no longer be questioned. The question is how to realise our ambitions in these fields. Several issues need to be addressed, such as: • How to balance investments across various levels of the education system. • How to balance investments in increased access versus those in improved quality. • How to differentiate higher education institutions: ._ .• _L ' UNIVERSITY OF IBADAN LIBRARY ;) , I i Research for f-ligher Education. .. 77 • The role of research in universities as opposed to research institutes. • The optimisation of scarce resources. • How to invest in basic conditions for research, as opposed to high-profile projects. • How to balance commissioned research with more open, academic research. • How to ensure the utilization of research findings and to stimulate innovation. The balancing of "access" and quality in higher education is a near-universal challenge. In Sweden, one of the countries able to provide solid funding for HERI, the debate on diversification and how to balance quality and coverage has been fierce for decades (Meek, Teicheler, Kearney, 2009). Some wish for a further concentration of research resources to only five universities, while others maintain that research funds should be extended, from the current sixteen, to all thirty-eight institutions for higher learning in the country (Meek, Teicheler, Kearney (2009). The rationales are not only driven by concern for high quality, research-based education, and research recruitment, but also by concern for quality in professional learning, where close relations with social services and industry are highly valued. While Swedish higher education remains a public service, and is seen as a public good for society-at-Iarge, other countries debate higher education funding as a means of adjusting to market needs and interests. Competition and market-driven supply of education then become engines, seen by many as drivers of quality; others see marketing as a waste of resources, and prefer that all resources be invested in quality enhancement. Private funding is sometimes argued as a necessary complement to limited public funds; Nordic countries, including Sweden, maintain that private funding would undermine the public revenue system and that costs for common goods such as education, research and health care, are to be shared via taxes. The actual outcome and impact of such different strategies is less well understood, and an important area for research. Other oft-debated issues, also callinq for policies and UNIVERSITY OF IBADAN LIBRARY 78 Sikiru A. Amoo & Adams 0 U. Onuse debated issue in which experiential analysis is needed is the relation of higher education to nation-building and citizenship. The multitude of cross-border educational offerings ignores such ambitions and emphasizes the creation of individual, marketable skills. The notion of the "World-Class University", originally intended to describe a level of quality, tends to disassociate education from its cultural and political context. UNESCO (2005) notes in the Bologna Process, which aims to create a European Higher Education Area by 2010, and similar efforts at comparability seek to facilitate academic mobility and cross-border education; in other settings this mobility is decried as "brain drain", with its attendant negative connotations. Taken together, these debates and views illustrate the need for research to underpin evidence-based information-sharing and analyses - for which the Forum is well-suited. Some challenges facing teacher education presently in Nigeria include (but not limited to) Inadequate personnel to handle some newly introduced courses in the primary and secondary education levels, inadequate professors to handle newly introduced courses at Master and PhO levels" inadequate funding of research works for development, inadequate funding to cater for practical works that will provide adequate training for teacher education, inadequate orientation at teacher preparation on the need for adequate preparation of the pre-service and in-service teachers to value the essence of teacher education. State-of-art in the interface between teacher education, higher education and teacher policy development Teacher education is subsumed in higher education as could be found in NPE (FRN, 2004). Numerous studies have found in recent years that significant areas must be addressed if teacher education is to meet the goals identified in the NPE (FME, 2009). These areas include pre-service Teacher (PSTE) recruitment, admissions and graduation requirements which are found to be inadequate. Few incentives exist to attract top talents into teacher education. FME notes that PSTE course in NCE and university undergraduate programmes tend to be insufficient for the demands of a knowledge economy. The following areas were identified to be inadequate for achievement of teacher education objectives. UNIVERSITY OF IBADAN LIBRARY Research for Higher Education." 79 • Content knowledge in teaching subject in STM is poor • Teaching/learning materials inadequate • No skill development in the application of ICT and modern media teaching • Short period for practical teaching • No classroom observation prior to Teaching Practice • Teacher training institutions are with inadequate infrastructure • Lecture rooms overcrowded • Insufficient students supports in the areas of scholarship, medical, housing and counselling services • Lecturers recruitments in the COEs are not rigorous enough • Lecturers are often inadequately prepared to teach in the areas to which they are assigned • There is lack of opportunities for continuous professional development for lecturers • In-Service Teacher Education (ISTE) curriculum and programmes are not addressing the needs of teachers. • ISTE for basic education teachers consists primarily of programmes to provide for upgrading or certification through distance and sandwich courses • Funding, monitoring and evaluation in teacher education remain inadequate. Few programmes exist for the professional development of post basic teachers (FME, 2009). In order to help solve the problems of teacher education in Nigeria, researching in higher education will go a long way to device solution thereby development of right personnel for teacher education job. Having highlighted the conditions for teacher education in higher education, the need to mention conditions for the success is important. The efforts are underway to improve teacher education policy practice in Nigeria (Okpala, 2011). This new initiative according to (FME, 2009), National Teachers Education Policy (NTEP) takes a forward looking view of emphasising Teacher Education and Teacher Development, instead of the narrower concept of teacher training. Teacher development sees teacher education as a continuum that closely integrates career-long UNIVERSITY OF IBADAN LIBRARY 80 Sikiru A. Amoo & Adams 0. U. Onuka personal and professional development of the teacher with pre- career education and professional preparation. However, the NTEP aims to complement efforts in this direction by ensuring that key aspects of quality teacher education are implemented. These include: • Recruitment of capable candidates • The training of teachers both in subjects mastery and subject-based methodologies • The training of teachers in strategies for collaboration, reflection and enforcement of leT practice and action research • Literacy in teacher preparation programmes. • Authentic assessment of teacher learning • Linking pre-service and in-service teacher education curricular and programmes. • The provision of increased opportunities for teacher training and support of teachers in an ongoing basis, especially at the local or school level. • Recognition of prior learning or experience in professional development programmes and advancement decisions. • The creation of opportunities for continuous teacher promotion and recognition. • The continuous interactive session across board (national and international). • Encouragement of continuous teacher participation in relevant professional bodies/associations • Introduction of reward system for hardworking • improved conditions of service (FME, 2009:4) It should be noted that teacher education policy will be useful and beneficial if the financing mechanisms exist to ensure the right implementation. This paper calls and suggests more funding for research in higher education for national development. Research and teacher education policy development processes NPE is the umbrella policy formulation in Nigeria. FRN (2004) recognising the pivotal role of quality teacher in the provision of quality education at all levels, it means that efforts must be aeared towards rlr.hip\/inn nll::llit" ovnor-ton hI' ;rn~f~~~~.:~- ,L.._ UNIVERSITY OF IBADAN LIBRARY Research for Higher Education .. , 81 policy statement about teacher education. The policy further explains that 'teacher education shall continue to be emphasised in all educational planning and development'. Since no education may rise above the quality of its teachers, policy development and implementation to achieve such statements are important. The collaborative effort of FME and ENHANSE/USAID resulted in the NTEP. It is the product of a series of systematic and participatory policy development processes involving: • Stakeholders' deliberations on challenges facing teacher education in Nigeria • Field and desk study of these challenges • Draft policy ideas shared with the FME, tile three COMPASS/USAID States of Nassarawa, Kano and Lagos, international development partners • The development (based on the above policy ideas) of a Framework for National Strategy on Teacher Quality and Development by the FME • An early draft examined a teacher education task team at a stakeholders' meeting on 25 July 2007 • A draft policy examined by the reference committee on teacher education of the Joint Consultative Committee on Education (JCCE) on 1st and 2nd August 2007 • Consideration of a revised draft by the National council on Education, which recommend further consultations with stakeholders • Stakeholders consultations on 26-27 March 2008 • A revised draft represented to JCCE Reference Committee in April 2008 • A revised draft represented to JCCE Plenary Meeting in November, 2008 (FME, 2009:1). One important highlight of NTEP is the systematic and participatory process of its development. It is believed that this process would enhance government/stakeholder ownership. T he next section describes developmental challenges and mechanisms to overcome the challenges in teacher education programme UNIVERSITY OF IBADAN LIBRARY 82 Sikiru A. Ainoo & Ad.uu» 0. U. Ol/ul'