KIU JOURNAL 
OF EDUCATION
ISSN 1821-8202 VOLUME 6, APRIL, 2012
[EXPLORING THE HEIGHTS
IBADAN UNIVERSITY LIBRARY
IV KIU Journal of Education - Volume 6, April 2012
TTahbel eC hoaf African Ll
Cleonntentanggueasg Fea Pcirnogg rImampmlemese antt aAtfiroinca onf Universities
SIntecrpehaesnin g.J . FOemluaolce hP..a..r.t..i.c..i.p...a..t.i.o...n.. .i..n.. .E...d..u..c..a..t..i.o..n...a..l. .......................... 1 -  10fLoera Ddeervsehloipp mofe Hnitgher Education in Nigeria: Implications 
KCoomnmpemtitai oEn.  Ofogrw Rueacozgonri.t..i.o..n... .a..n..d... .S..c..a..r..c..e.. .R...e..s..o..u..r..c..e.................... 11 -  26
IUonfn tUieonrn-iUsv eninrios Nintyi gC aeonrnidfal niGc toUsvneirvnemrsietniets b: yI mTrpilpicaarttiioten sT rfoard e
s  
FIn. hI.a Ebtiatadnotsn’ ..P..e..r..c..e..p..t..i.o..n... .o..f.. .F..a..c..t.o..................................................... 2 7 -4 1Sustainability of Environmental rSsa fnoirta Itmiopnr oinv eIbmaednatn a Cnidty
OIm.Ap.a Actd oigfu Onu t&d oEo.Ar .A Octkivwitiileasg wane................................................... 43 -  62Students’ Environmental Attitudde S tcoh oBoiol lLoogcyatfon on
UOtlialigzuantijoun A o. fM Uonriveenriskitey & R eOsleoayrecdh eF, iOndminoglso lfao r0 N...a..t.i.o..n...a..l. ........63 -  80Development
IEbxopdloer, iOngs aS eFelix...............................SSctrhaotoelg iCehsi lodnrr eiCanol  miPnip cErtnueghrelei snahsn idLo anDn Aigrbueiaclt
...............................................81 -  88
git eWieso rodf  PRreiamdainryg  
TVoictoria I. Iroegbu......CSturwrartaiecrgudilseu sAm a  Rniednd  Itemhseipg 2lni1ceasdtt  
..T..e..a..c..h...e..r.. .E...d..u..c..a..t..i.o........................ ........... 89 -  99iCoennstury: Challengens ,
isah Emmanuel. A .................................................................... 101 -  116
IBADAN UNIVERSITY LIBRARY
KIU Journal of Education ■ Volume 6, April 2012 V
Eofd Nucigaetiroian:  oIsfs tuhees M, Cuhsalilmle nGgiersl-sC ahnildd  tihne t hWe aNyo Orutht-East
CPharirtiomPMeertfroocripmp
a
oat
 Torayh iPrl,a Jnindidnegr aen Md .S Ktuadibeno t&s’  AFcaaddmematiuc  Wakili....117 -  130alinsc oef  iOn yPou Sbtlaict eS, eNciognedriaary Schools in Ibadan 
BPraebfaelola, J.B., Fabunmi Martins & Awolola, 0,1..............131 -  148ASebcilointryde Aanrstyi aC Elo cTrorrenelaoatmtmeisce snO tif,n  AC Oclahgsuisen vS eSizmtea etAen,nt  NdIn iNg Seuerminaie.orric al 
SSuerpiefravti sFo, rAyk Toercehdnei q&u eSsik ainrdat E 0ff. eScatilvaemnei.s.s.. ..o..f. ...................... 149 -  161WOrograknpizlaacteio Tnrsa iinn iLnagg oPsr oSgtraatem, mNiegse rinia Selected 
AA.M. Momamttiotnugd eS ttuo
owha, denr
&ds G P. rAe.- NMwaroitgau................................................... 163 -  173ts of Osun Statle G Peonleyttiecc Shcnrieces,n Ninigg eria 
Odelola J.O., Akintaro OA. &Adisa, 0 .......... ................. 175 -188
IBADAN UNIVERSITY LIBRARY
TOWARDS A REDESIGNED TEACHER EDUCATION CURRICULUM 
IN THE 21st CENTURY: CHALLENGES, STRATEGIES AND 
IMPLICATIONS
Isah Emmanuel. A
Department of Educational Management,
Faculty of Education, University of Ibadan,
Ibadan. Nigeria.
Abstract
The paper looked at the challenges facing teaching profession in 
Nigeria currently and identified lapses. Lapses include poor teaching 
curriculum that is often not easily revised. Despite global changes in 
the last decade o f the last millennium, revolutions in the Information 
Communication Technology (ICT), one profession has remained the 
same and that is the teaching profession and specifically provoking is 
the area o f teacher preparation. Though much has been ascribed to 
the profession, less is done. The profession has become unattractive 
and cannot attract the best as it used to be. The paper recommended a 
complete rebranding of the profession and repackaging teacher 
development programmes.
bTInyht erc owhdaounrcgldtei soi snvariously bei encn o pndrteoinsccuersoisbueessld,y   eeansxv piterhroeine mnbceeidnnrgt o tacrknad n osnff oetrermdasna.s tifEon occasioned 
rddeievcveeerilvsoeeps mtreenntd (sB aba
odrmucin a
attiioonn  ahnads  
iannddi ctehse a  ntsediam rcehilseaoru rtcr
mleoaoltadm, e2er0nn1t  1lit;f oeA  fe-Bes in the fieldce oonfnd
abalola, 2010). The growing and 
teachers play in  e
teidnauvucoeau tritoo n r eriqenmucilraueidn e t hirnaeftlre avesadtnruutc.c attKuioerney   
tteohd eu tchameti oorpner soa dsa utnchdt
r it.o hnMe iro osdtfe  vnteeaaltoicophnmesr esnh taa vanend d o hbthasvee erv gceuidvr erntihc uae l puilmmac peoo orft fa ptnertai ocrrhoietleyr   
trroalen somf ittHteeuarmc hoaefn rth
e eysv pass from generation to generation. In addition, 
into reusable v saC luianep
eai ltmuaeosr eso af ntdh b  
ev
s fuoli rldT eihnxegao mraipnsldts
 alsuoecsi emty u
 sta reeq udalylyn abme idcy n
e,  tAr(aHdnCeskTfao) nrhmbaii,v ne(g 2 s0hi0nu8cm)e,a  Snrce hccouag
h
pan
e
imti
n
asi
ceced.  the ltz, l( 1s9t7oth1cke)  
IBADAN UNIVERSITY LIBRARY
102 Towards a Redesigned Teacher...
ihamnedapv oirBlytea cnkitne  trh ead(t196(2002); Psach the
4y)  roepcoinmedm etnhdaetd  ththea tr ogloev eornf meednutc asthioonu ldw iansv essot  
hipniogvshetsuetrlma teeenddtu  cthainati
auorcnaa otipmoonuu. loSuism, ila(1rl9y7, 3)P sarecchoamramopeonldoeuds  iannvde stPmaetrnitn oisn,  
sgeocondar
 
od but ya lesod untc oar
heigtuhrenrcs h  etodu uniclniakvteeio snttm heea n te laurxly HCT that considered 
no tion far outweighed i
ury. The initial HCT’s 
Hetn cree,q uitrhee  thcel apstresiidoc artilht ya tHt htChaTot' usp grhidm hidaig ryh nearon 
nievnde usptcrmaitmeionantr  ywi nae sducation d secon any phys
aicnadl  
cinhvaensgtimnge,n tit  ihn t encou
draagrye  s cgghooovooedlrs, n inmt eedeniddt.   
sOurcgha nisaaOs tmiotonhl ee(
a
w 
 shIM 
ig
aWF
no
 )o
hte r,( r2Bld
c h eadnugceadt ioanm, otnhgo ugglohb aitl  faipnpaneacirasl  tohreg annoistaiotino niss  
AOknpuokch
ab
a aanfod  Eanmdu nFeemlliuo0 , (02(8
aBl)o,a lnaA k( d2e0ay1ne1dm) .i thaen d InUtekron-aAtional Monetary 
pr 2000096) )i, dBenabtiafileodla  th(2e 0f0o3ll)o, wLion
vn
(2 g
iog ames  o(ch2a 0ta0(l3y2)s0 t0sa 4nt)do,   
tInhnoa
0ofot0
v i8ds)ie ormasi
n 
tpdioietnne
a
  t
nd enh
aiafnileld d r etse
ancement of quality in education. Omolewa 
Av ioamlte
e
orhn atiivdee nftoiufCineoddm
a
 a
c
 tm
rhoc
e
t u
hrtn 
s
hh
a
ei
 cnaadst one of those resources and insisted 
infrastructure as a major  e prdro
i olwen h Tate chhanso lboegeyn  (IdCoTn)e  thine rteh eh afsie lbde eonf  
tlehveel
ea
 fsa cint  fNroigmer itah. eAirk poobcshearfvoa taionondb  l
retomhf   thtoeo  f teedatucehacacehtri.eo rAns d aetya enmd i atneda cUhkinog-  
ienxfr
Fe
teanstt r tha
llti om technological 
pupils touofc  tivnuafrrreiao sutwrsuh hciltaeuz raaOrldn sdu.ak maF raoagmnesd  a ilnlE  mtshcu
(nu2ec0mh0 6un)  ewe(2de0er0de 9 at)ob  lsebh eto  deoxnpress 
could be deduced that the teacher staneh doisot elsom uest x mp
owed
doiesstniintnigco tns etauds d taehbneot sv
 e  atnohnde 
irr e, it
   
psyrseetppealmarac. etiaobnl e onr etshoeu rpcaer t ino f tthhee  tesachchoeorl  qsuyisctkelmy . mAanniyfe sitms pinr
mo ptohesert   
tps(e
ec
2oa0ic
tno1ht
r  osuTinth cotehd tayht  et (r12e80mt1h 1ec)ne dnwotuuhrsile studying changes in the education 
aspec1et) r o, idft eesanoctchiifeiinetydg.,   tTtheheae c chfhuiantnugg 
y m cihne atAhnuogsedtssr  ahalinaadd  a ttnhadke  eTsnacsmania was quick to rein gis  riomlep oorft athnet  theeancch
 hpeolrao cla ess  yainsnt  eeimmducation: e today dete.p rTomhritonadenyst  
IBADAN UNIVERSITY LIBRARY
Isah Emmanuel. A 103
to1o9fm t7e0oa)rc.r hoTewhr  and consequently plaThese   afmonrdoe dtgeeoarincnhg te ehraa ecsdh hueercl apteiodn
n ning (Nwankwo, 1982; and Blaug, 
wedituhc ainticorne awsihnicgh c hfuarntgheesr  imn agkloefbasca etlh s
t oi ns  eensvatetariboalnli s nbheu twihld eci nhrgo.le and centrality 
tin
trends. 
e atchhee rc oemdubcaatt ioofn  twheasse  inctheanlldeendg efose.r   Iptnho est ihltoei
To hne  ocf
a
firsth  taihnnesg tte
l
cal audienace
lsea nrceghqeesur i rsseptr egacltoieabglaliy 
the natio nce, traditiona
cll   
tnahnaetd i oulnisbaee l roa
nfu )d1 CibalizaeTn
u act tionen
today
  dwo fti thehed  
,t ihnteht eeer mnrole ucationee.t r, Pgiernon
ocf et hoef  g e (dcreasedteacher has c
erosisg
vision lo obfb ieaodldiusivcaaetitroisonint ia eissss  iinsnot
seneded dw  tfihother   
tfohrcoecm uer xrceslnouccseiiev tehy a, ps rreceospeurve of a class of c
 classes 
stakeholders has incoprsleeiatdiso endwe tdirt ehtmh eet nhtedeao cuh
iteirz ewnsi  as it used to b el.o nTgheisr  
ttehaecshe ecrh palrleepnagreast.ion and training has n
fsaolcty t b beuteth
t hda tei snpcaircteeca otsuhenedst aepb rciehlisatsynu greetsos,   
sPohciiloliepcso Aannnoodmt hEicev rap nfrasec s(ts1ou9rr 6ce8as)l l iocnong  tfeoarc the
n repositioned to meet 
bmya joPrh iilmlippse d(im19e6n8t)  to the te
her
as statuanscs hidiinsesgru eped
 sr t ehapeno dste ittaihcoehn eitnresga'  coshofi ctneigaa lc phsrteoartfseu ssiss  aitoshn ea.   
pmstraiolnlfeednsinnsigiou namn  ddau sseo  cgtioee ntiadtlse  prd eerbnciaeigsp.rt aioMtinnogst m
sr oaflheea sssf ion. What was id status inodeveloped in th
een tinfieewd  
aa  rmeacejonrt  isstsuudey t, hOabta rneyqau i(r2e0s1 a0 )r eodb. esTsehirgevn e cdoh fat htllhaeetn
 lktgeser sm aavsro isiodifn  gstha flera ormtye,  atschohicsini aigsl   
aaosnb asaely rcsvoiesud r fstreho amotf   oiNnnislgyter ru8ic%ation 
 teaching profession. In 
education as a first choni c oeuf  n
rdaenrkgerda  the choice of education 
as third, while 23% took itsN uaibsg jeetrhcitea, n
df uauran tbdee ehrsgitnrudadd eountathstee, rs Osbuabnjeycat s.  32% to (2
I0n1 a0n)  
tnhoatt  ecdoumcpaetitoen  fhaavso nuora abtltyr acwtiiothn  fourth c
ohko aicse s. eTcho ena digm rcephelodiic cateto,i  o3tna7 k%ies   
ttnhhaeet  iosdanemsv eeol foc tpahnienn gwo tco obruledn  staarpiideps eo apfr et throce e hdia
fvooetrh  toehvre e rypcorouonfegs, siinodnisc. atTinhge  thaadtv iat nmceady  
timhep olirgthatn bt eraorlee ri nin  ncaotm
ev
iomn ubnuiitlideisnv gae.s  
e tmlhoepo istnet gau c
mcnho
eeu this syndromIn a studdye
n
 rur tp
toroidewasey. r Mtehdoa stndertakentd 
 wpeea te o
hpoleu gihn  
 bsyp siEt ero wnhcaiest  
IBADAN UNIVERSITY LIBRARY
104 Towards a Redesigned Teacher...
sautnnrdda teerIsah (Teachgetoiresos k u ts
2he0v1e0r), itn al na
 twioansa l dainscdo vgelorbedal  tehnavti rotenamcheenrtsa l ipnr eCsearlivfoatrinoina  
ltehcetmur edsuT eh ateso   tt
dahete rislret ohdoi gdtho  theenivri rroonlems enantadl  tlhitee rsaoccyi eotyn  ccoloimpeartea tecdh awngiteh.  
celfufebcst sw of clima
eadacith dontve
he
aot ic
rasc y social ranking in those societies.
Green House Gasco hnEasmn
r egfteeo. r to  T
rcehodem inp lCemaliefnort nia, undertook free weekend 
volu ass
societal awareness of the 
bulbns tneoert eidn  tuos es ptoen sdt etmiims steiho ento s
i yst ( aClinslio m tchaoteen  smtciihttuted school children into 
f t igdoe  roofu gnrde ehno mh
aigneasgt eito)o.n   pouSftc  hothoueot  le elfcefects of 
v ouse gas emissio
hcntislr ditcrhietanyt   
to
oanrr meaciath
etdheieor 
 nths  T.rho
einl em  paeairnncd ei npgetifroe 21st centf
eend ibenettw inurcyti vise noe
es eOsn z oodnfe ev welaloypere dd eapnlde tdioenv. eTlohpisi nsgh onwatsi othnes  
nroeleed, sc etnot rbael itsye caunrde dim. pSourctha nscneece u oorfif tt yhg recea
etl l motivated and equipped 
tmeaucsht einr veoduca
 tea
lve ctuirorni cusylusmte md esaingdn . from athne 
cgohlnoelbryal dynamism. With the 
Trends in this century point to th ep uesr
,s  tpchoeemc tfeiuv teiun r oeaf   otrfhe mivsi atanplakizpineeddr   
tlbieebccrhoanmroieelso ,gt htyhe e w mtirteahad nitsthi oeon f afacl ocltmi btmrhauartn icgartaidouna lly th
e and increasing use of 
hparos grtreasnsesdfo rimnteod  sfrom bl
and t
mart boaacrkdbyso  hararedsq  buteoirc ionwmgh ei 
eevasirceth uitanelgc, .h thnIneo  ltochhgeaie lksca bsoheaa vrodef   
ta(eBuaatcobhmaelarostlea d,h  a2vw0e10). Traditional office manu
ttaheleb  ojouabrsdes   aohnfa dvt ee hchabnse ocolnomogwey   
ttehhxeapiter tn hdcouss rers icwcaurhl
ith the use of computers (Madu, 2004), and most 
to do so as thc
u oee
mn or. et Asbeen trained to incorporate   acraes ot
 usrae c
de sp otoin tp uinrc hthasise  csausceh  iesq wuthihpeemsreee n ctgh oabvnuegtre nsfmo rinegnteott   
eabffsoerntsc eaT nhode f p lfcauonnmsd.paomse
oon uft asNle i gtiehnrefir aae sqatunriudpc mwtuehrneetr  elaa stc hkee t lhecceat prraieccqiittuyyi  siinst eea gvcaaatpeilsaa cbilatelyl,   
aflernoadmr ns iudncigfh f eeirqneucnripte amssoecnia
ition of classrooms with pup
es tp lw eedhcaiocgnhoo gmmicioacsl  tbp atreceakscgshrueorruessn  dhosan v eteex pancoohst e
ibl set heaenn  sdet xupsdtoeusndents ers. Teacherestd sa  rttooe  
IBADAN UNIVERSITY LIBRARY
Isah Emmanuel. A 105
ooLfrat reaonbs seco,a luuGgtreheltny oi n between lack of capacity to discharge their functions adgisepnotss itoiof ns omci
lnaol,w   capacity due to changes in the educational sector. ust Mcbheoa ranidnge eqa, nuhdaet neHclyae s tntahik ee(in2r  0ce0ad9rue) c oaoftp ifoirnnoemadl   ttaihmnadet   totoec acticumhpeear.tsio anrael  
ISpsersedev
u
upe
eraasr catlia
i ntii onos
21
 ansnu. 
s
de
t s I
C
mn 
e om
nttudhaeinrs
r iynf e
 lTisgeacheredth utci,a nt tihotinh
 Ee du2c1astt iocnentury teacher and his 
231...   TSGohlobalization and w
s  bepfaopreer l owokill consider traditional 
4. Tecaeic athle eadrcy hpniranemgp iapcrrsao atfien
ing into;
5. Changing teacher/ots
dso itrld trends
6. Increasing n i
ohnne t  htaenea dfca hocetehr oerf  optrhoefre scshiaolnlesnges
environmentnaturael achcihnagn mgeest hotdoo lotghiees ecosystem and 
Table 1P: raDcitfifceersence between Traditional and Modern Education
S/N TInrfaodrmitiaol neadlu cation Tseeattcinhger MF odern Teacher Education21 . Ed. AULensse
u
ys 
c
 o
at
 cofe l
ion
umolcdpa hbl aers eaiss ot euoarncc hetesera tchheenr R
oersmouarlc eeds uncoawtio gnloalb saelitzteindg
3.
4. cLeorwti fication
IHnicgrhe aseemd pphroasfeiss sioonna lizteaaticohner 
65.. sHtiagkhe holadcecrossuonctiaob-eilcitoyn omtioc 
acHecqrtuifiisciatitoionn and skill 
perception  Vste
i
pea
g
worr
kh cyee holdrldp ctioloo
accounta
un
ewrsn t rsipeesscoiaci
bility 
lloy- ecino ntom
tioc  
gCeonmdprised 
hird 
78.. er pfgPueennrccdteeiiorvn eadd v
aarnittya gewibtha lanmcaelde  dInucer easing female dominance 
Highly attraacst ivgeo vaesr ncamreenert CDoencrc
tuor preonoreasingt 
 lseocial perception.
9.  ignitselaretisvte  lbisyt the
IBADAN UNIVERSITY LIBRARY
106 Towards a Redesigned Teacher...
in the 19th century young
Source: Researcher
Fig 1:- Anticipated Changes to Teacher Education Curriculum Model
Changed
Technologyygy
21st Century 
Teacher Gender
Education Balance
Curriculum
tRMoevolutionizeRdeo
oplsuc u
tfb odatlri
ec  vneoalfto ipion aso
ininnaggl   Tneeacaoticnohonemsr i acEc dcpuerpcotas tptiheoern it rfyoo. lreF  Goolrfo  tbal Prosperity
DevelopmentN  G'iigoneasrltsira u,( mM2eD0nG0t4)  )pa alisrno   eiotxbsc seeilnlretvrneocdde u.t hcTteo
eeahrxeya
c mh ga
e
lpos
rlp eebea, 
dtuhcea t(ioFned aesr aal  
pivotal. The International Bank for  Rpleaccoen ostf
cl  etsdM uidclleaestniconrniibes ruction au namds  
IBADAN UNIVERSITY LIBRARY
Isah Emmanuel. A 107
tfDrhevelopmeReoavmto  lcuatntioh netr 
nat, 2007 and 2008 alinstsirfnaognr msefdo uramcnayat tioisononc  ise
futyor tfh aenrdt h obserimply meee acnosnE
ve
 oatmrs
dt y than sd
a
fAor
t aew
and specially educational human resources (the tesraimca
duincga ticoonp iios uosnley  
bcue rrdicounleu mth? rough curriculum modification. What th
nine gr] .ce odTuhereforuh
ncisat rtciieoasnn.   
tdeerpme ndcuiYnragrti ecosun (2000) e
e is a 
it means diffel rutehmnet   atvhnaigrnliege
x dpo rf ebtshesetewirde  petehne  ofnacet  tohragta the pecurriculum as academis to
nisatio
c st upfafr ethnatstr, c iepspu tpdioiolnsn, e be udttou  accamhtooilrn
nrg c esatpnatdkioe nha onolodft ehtrheser,   
winhstilreu cottiohner, sb uste eh oiwt aesv etre, aDcholelr ( 1a9n6d6 )p uppeirlc eaicvteivdi
s etc. Some see 
 tcieusr ridincr uetlnhu em inc a ossu:crhsoeo olsf  
...formal and Informal content and process by which 
learners gain knowledge and understanding, develop skills, 
alter attitudes, appreciations and values under the auspices 
Dye ( o f a secourse2s0 0th3a) t p
c
me
hrouc
oeli.v..
t st b
eed  
phmlae pnhnpailnasginz neidnd got hmadatoi nmth aei an
ucc u
ncar
udrreircriutcaluuklmeunm  d inteo sa be conrddi ntgh e 
 pr
tod ireiDgcynt e 
otmhgrue educational outline of 
institutiona  ap(p
aslmti comafte ion onefc  eedsdosucation. He 
capture in 2003) mus
mitt ya iiinnn.c clluTuddheee   
iidnnedsvtierculaoctpetiedod n th
ld irveidsouuarl cens. I e
 wedhsi lea nthde  dpirreescstu raepsp. licTahtieo n sdtuodmya infu rmthuesrt  
rLeadroessieg neetd  aan
ant a good curriculum must spell out the mode of 
certificate lot 
d t( hie dfa 2ch0
se0 vr9ee)lg,o apriteearc heedrth
d
un e
sg ,  aCn aawtnic ia
dodnei sag. naF po Ehrd aues cxbaaetmieonpn le observed between 
Information Communicatioacntoi omTnpe eccthuennrorclieoc.ug lyu Am(n1 CoTath)n edwr 
,A iiunnt chotohrrepi otysrt aut(dCyE Ao)f  
i(nto teacher training in that country. According
  atsoc  eiLnrtacirofoircspaeot er
e ad a 
C et
t eiadnl   
wsIC
2aT0n 0ap9dr)ao,  gutrhnaelme certificate of teacher competence is not recognised in 
meearrvdeiec  esc uoabmnjedpc 
smpsr ees.-u sTcehhr eva i cateue tathceoharecir is also certificated in the Pre-service utlesdo rtyo  foorn -itnh-ec-ojombh
ty
i et
 rrmsa.ade a distinction wng t ienTaihcnheg e trwesah ciinlhe e Crtashn eaa dlcraeera
ittdihfyi c aailnrtei osanedr yvw iican. The purposees
-   
IBADAN UNIVERSITY LIBRARY
108 Towards a Redesigned Teacher...
ocahcf caslluilmecnhag tedizsies  toiinnldc teitroh ntee  awcnahesew rts o  wcpeirntehtpu tarhyree   ewtmhheei rliegn i-ncegof fmroeriantlsgi t itewesae ocrhef e orumsr  atfiodmre  etsht.oe  
2Se1vst Century TetCuoruntriesevenen rtauthla elcl hy atedllarecinvhgeie nsigt 
afcahcee rt eaEcdhuecra etion Challenges in Developing 
policies by nationa l  iplnertaoodf eeesrxssti.i onTnch teioi n
dtuoc aat iojnu
to the following: nch adlelesnpigtee
 n ignw thiss ilnee clllo uw
 fd 
coearnlld tuecdroy m ethat may e but nodte urliscm atiaitonendd   
PrIneo soap rse tcPutsadybychthe teachiln ebg y
oc -aOsrobecial Perception of Teachave abando np
anya (2010), it wa
erdo efterhs esc ihoponrioc iefse  sisnsk ieoNwnig ededru i
sian .repoe  t ofTa hivte
hr tisenadgm  taehs a Profession
a related study by Babalola (2011), itos  uwpro aoosfr  
 wastto umeddeyun co aabtssiosocial pere
nrv iesd n tohta at  
pparorefenstssi oanr ee snpoet ciinal lfya vaotu trh eo f ptrhiemira rcyh ialdnrde ns etc aokonibdnsage rrytvo e dth 
 ctmehpaottsi to mnm.o eIsnnt   
wTgoehvaoec hrnehmrasve ean rte too fs feiwceinea elsap st  osa egncedotnd class workers in their o
e teaching 
earlier study conducted on  w cthhryea  t otachtc euytph aaert eio mlneaeglri tcpiymr eaosttfei glype  o
swlcithnico icoaoln uslne tvraeinelsds.   
Ardeifsrcciocogavnneistr ieodnin t haNto trhthee trena chRihnod
entitled
g epsrioaf,e ssMioitnc hlealclk eadn dp reEstpisgateme ioannn gd( 
 1uto9r.b5 An socai9an)l 
  
ppopeeorincpeilon th
 
wish aepn tiyow noi
al tla  mifa obsnugc hs epvrearcatli ceosth o  
ecor nptirnoufees, svioenrys.  sTohoins  smtuodsty  iinsf oorfm tehde  
works sIpne cft ihtah
f etieraacnhdinogn  byt he teaching profession. Psychological 
teacher and tielsla yc sT
 children j
htuihndogyd ,by e e(tv2wi0d
oteeinnac cthehsee r tsce aiapsc thpuiorneogdr  p arfsro ofmmeso ssistoe ntve. achers de1e0n)  tehme p1h9aths iaznedd  2o1ns t tcheen tcuhreairneasgl.e  Tdeh mreop
oir incoatl  
soapnbodsen rstved that in Canada and Tasmania, head teachers were
  sloetfsut edonyf   
codoef uvthneeltor
ooired birp
 eiret psn,r go t
ueyra ngc ohhverncounet ome
m eton t pt
fessionrrisse.  sT,a hroeet hreec re
our ttsi ftiutchdaotyes ebd e spatrn apdcr taipctices ini sp nroof elesvseio
ces into
l nosf  sahreo rartacocgfoeerssds oieo
  ontuahslieezr.e  dcIo nud the pri b
nuthtroiesesf personnveill ettg heainst 
   
IBADAN UNIVERSITY LIBRARY
Isah Emmanuel. A 109
weqiitlhl era lalos wp rothfees sWionorallds  oMr teod idcoa lt hCeo sulnigchilt easltl ojowb s uinn cheorstipfiietadl s.d Iof cstuocrhs  
tnlea
ua
roaw dl 
ceks istvtieoaln
a droe detnal f  fpocero r
ected, they are prosecuted immediately. Also, there is 
gonvhearnncmede nbtu tth u
asrodtnvso,n el shortage that will allow uncertified people in 
profession area atns ao ntf a
ctarh ceya s  icnta epcaoaccuhiritntysg .  oIinsf   ttchhoeen  cdecirsonpueerdtnsation of justice in 
though called a proyfrebesogsdiuoylna ct aeinnd   bdaeet v aea tllelo. apcIitnh gei src  aoosub ensntert
 ,r yoi tfa finicsde  rbesxe iltiae rivnee todw  tehbleyl   
tSehadehu acraqatuinoa nlAi tfireaicsra e. thalalto wperofessions enjoy as unc
reiverestd,i f idetodhe ast p netoeotap clehen injoigny, d to teach especially in countries of sub   
IEnmaebility of Traditional Teacher EducatiowEmheerrregg iinsnoggl u gCtlihoobanlaslengthis p l  wchila
ell sleevnegnetsu aplolyin et mtoe rtghee,  Ascsh
no Colu rsryisculum to Meet 
enviro  pointed
t eomu t aes aral ipelra cine  
rLdoieklveee  lpoi
annp mesreo, nthepmenctiteatl
 scourge of the global climate change requires mass 
which oninetwed  i noc
 yoliterau. ut lAbdgy a
cgiy educatnovati oLe
n
nat
,
s 
 riott ass
h een s
 
do
i
ecl
ouhnta iltolhenan tgf recoasmn  a brtehi semi netget  affcrrohomimn g the teacher's 
Previous teacher curriculum i nti  damel ao(ss2 t0 cc0ao9nu) n, bttrehi eei sn pjderiocdtf eensdos ito
 nspu risost faeoisnnsaeibo lnien.   
saousnpc theh cectu  eornfr ivtchiureol unsmumbent and its preservation but rather on t
i hncetoo nc cosegonnctiirteaitvtyee.   
tccrhuaarnrllsiecfnougrlumemsa  ttihooafn t  twe
 mjaecechttse t rhtsoe  nwhich a teacher specializes. The scope that 
the potential teaicrhrileel rsc.preecatt
me h uaas stc  bobneecd ouemcnievla enr gaaertrdmo owtos p fohinre crtooerd fpaooyrr' sar tawep orld. The ive of the area of specialization chidoms owednoe rrblndy   
Pr
T
sTd
e
uiefca
ocfehsesrisonal Difficulties in Practice Due to Infrastructural faiccuhlitn. g Deficiencies
ombasthec rhav.s e Ide
 Sxfuapccloeh s uidvniefs faiscvcuohlrotyioe lss  cphionopcoulull adsteiit oupnaosti oowrn istihn tofhatn  tha art eicnefrnats tsrtuucdtyu rbeys  iOnn suckhao oalns din  E
rmuatusOyo 
 tmake their jobs vnaredumecqtuuu ra(at2le 0 d0fae9cf)ii,cl iitietine wc
ei
 state in Nigeria wse 
ertoys   ares 
IBADAN UNIVERSITY LIBRARY
110 Towards a Redesigned Teacher...
TseoTnh
 
hse
bu ad,e psritunu
 gthbdl y
a
ica 
t
 df
 
sue
b
crq
u
htu
i
oh
ladoetlr
ien   r
giesnv fterhaaaslett drcu otclhtlauaprt esm edion s fots crt heaoa olcohlnse grt sht iamhta ewd w eerexert ern an esgtrleescste din.  
tCpeleaarcsfsho Size [
ever met. 
ermrsAa. nnTochtehe i
A
e n
CS),
re  exsxitstut
s eynsPctueepm iol -fiT st ehcahec ahfreoarrc etgeRoraiizntiegod   rwe(sPituThlRt so)  vienar nbpdloo owrinn a sAtduevdqeerunaatgtsee'   
pcisor onnfdeoustcs tiboedene  wn basya  clcarg
eder yni nael  maelxmbaaomrskiten edav tueiorpnyos nc.  oduins
Organisation (UNotEhrSdeC eOd, U 2int0sit 0e6dr)i g hoNtbfasuetli rovpnelsda c e
ct. royvF eoorrfe  tdhe that the teaching 
teacher training colleges for primary schotohSlcasit e inntht iPefriac
ex  awmaopnrllded ;  aanC du,sl ttsuuord aiytl   
saPtsru imdwyao rfmuyer stnch.h eoAro lssla oti edai ntch hatihtn egP  assktarimsetnean has 56.4% of its tea
ekc ihsaitrnaegn   opavoleoprnu el1a. ,t3Ti0ohn0e   
p70o0rt iCoonl loefg tehse  o4f. 5E2dmu ctaetaicohne. rIst g
 itstudy, India was reputed to have a  insh  I snotdaf itnaeo dht  alievnse s tn htoeh  atsrnta u4idn.5yin2 gtmh ia nwt  Eiatdh us aicztae tlaieobanlse.t  
ATis h meth aIejno frli nuccehunarlclseeion ongfe  P otoofl  ieptdioculs on Eduexplaining the theory of pictoaicwtsieo rni n pitnlo
c
a  
at
yd ee
ion
edvxueplcloaapitniionengd.   cthoFuaatnb uptrnoiemwsei  lri ke Nigeria dePdiovuluictliagcteido nf roams  ead upcoatliitoincaall  pclaamnnpianigg.n T hwise iasp eoxemplif
(2004
n/tool ietdo  inw ctihnaen  nuvoos
)te  in te bose.f   
speclrehoctGovoveoi
i
rs
oilni
an
 noaemn
es r oinouetnh
g
tfo  irp
f tecnam ppariogmns
niot iotehrs e qsweu aicllloi tuy
i.s  eeS duucechlae tcpiotronor madtes free education during 
schools but it results in nnao ttrr ieebdseu  lcipkermi
iutsteee sdt o e tvoiem ncpthuraoarpllgeyer   rfseucsnhudoltio nlig n  faetenhsde.   
tsrheuepr peparoits liicntliagcs iatswenssi s cte lvaisoi mltvhiena tgp  ion1l 0imc0i%easn  yst yhpsal
taieoc neNs  iigwne hrteihare,e   oqsfuuteacnhli  tppy rraoocmf ttiiceseeas c thooib nftgua.nt  inA
d,   
tsinhtuhedneyr. e Anoltsf o in,N  Aitghkeear niaUg nbpiotouyi  nP(t1ae9rdt y oouft  
te
85) faNutihlgteee 
mdeo dneu'ftfc iacaitleiloonnwcya .lp  Dolaoapru sdpeaes  r(f1toh9ra8mt3 ers to 
education in Nigeria. The results of srdui act hh( eUb PoiNnguc) usf rrpseireoo nme diosufe cspa otrieloistnuic lsp
)w oilenicr yea   
tnhuem bcoelrl atphsaen  aonf yt eoathchere rw omrokrinagle  graosu pte wacehreer sle fwt uhnop awider
 
 feo r muoptrweed
i
a 
n trii
o
dnn
   
IBADAN UNIVERSITY LIBRARY
Isah Emmanuel. A 111
uoednf ufsocirxat tuimonnoaanteths above. The school system was destroyed and most wpNrieoglefl ertsirasaniion nes d
l l,py  for the system, political power did not reside with 
levels. cahn
lcdao nmcnrepereastt.e eTndht  eaa  nandbe ogqvauet aisvliietfuileyad t siopkneew rcsomools specially at the primaryeo dna n
m
ngede
el nnfdrcoeemd secr 
  tihmtheondabe
 e
r a
x
ytle a
oandsccc
uhhe
si of o noingl   
TRevampCurricurfaehcqetu  pitrhreeass
ieng the Teactl utnmhte  s Ritteeufaaoctrhimoinn g Str urgent diagpn ai
hnitnedg Profession through Policy andi ategi 
(2009) strongly recommopsreionsfd eeasds
ebisoyn t hees fporegoing sections points to the 
banudil doinnge of their contribution
ns d p  in schools.  teacher wr
reaecsfo owithn
redmcitisai.o llnyBs j oifnor krS mrueabn  Saahnadr aOnl oAffsrsiocna  
wpriethseonutt  ag lroubdal educaAti_on scenario c
toahnue t  opanrdelyec qobunead tieltii 
vocamping schools 
every other o ke
nanspe adfoc irtt oyc  aaipn a scthihitpey   
sdtersattreogyie sa  arnea
etbirjo. die
 
sn
Tc thcu so
ei ssnve e
h
dtrh
ip 
  bete h
dsoes nloee wa.y. eAa 
orstsi n pgoiflse e n tdoeata ncgwheeerrl  lt hoea iqst suteihplefp  aecldoa.np ea cbOitutyth  ettoor   
STthraist epgaipeesr  fios ro fR teh-desigiMs etheet  wlairtghe sEtm preorfgeisnes gioo Gpnilan
nioinn gt hTaet athceh eter acEhdiuncga ptiroonfe sCsurriculum to ol baasls oCchiaatliloenn gine sthe world for eixoanm spinleg;ularly 
TCed
u
dehe
rrrei
teavucechlaio
c piusil nungm Cotion eed fong,  cc oucnorsruiidn
n
cr
t
ut r
euinrgt erlauetmsio.
e Re nnPteh 
vciuerwriculu
technological developmn eoe
ilfdl itspe s annts aatnocd h iicn
dmc lEu rvdeaevn;i sen we(1e fd9os6r teacher education in 
Phillips nugr rmicuetluhmod se vi
 8no) f e itddhueecn altetifiaoiernndae ltr e,l eatvchaluation. The worekea
e
 lm
r
os,f  
 
 
Srceopfgeencriieftinicv
 aelece,Tol
 ty , aa t f
l f
doa ttyhe'e
e(c c
1
hst
9
ntiuv
6ed8) iss woolo
 
rygl dmy
an.e
 dn mopssty crheolemvoatnotr  toddoamy aains s it inre vieedwuecda titohne.  
tireraecshpeercst iwveh oo fa rteh ec odmispc iupto
tioned the needs of the learners and made 
leifnr  eiw llaiotnredkr a etderesu qciuas tiiraoetn st  hiess  kbnielolsts t  leuifnnt  doetuseticr. haTnbolo elf oifngodyr  
IBADAN UNIVERSITY LIBRARY
112 Towards a Redesigned Teacher...
tlIihCtiTesr.  amFcuyilr lteihnnnium. Teacher eTeachers ce aran l lt ows iptthhhisestr,a etnshd i smt hupesa
dpucati
appropriate pedagogy and m ta c
e
shb
r 
sae l 
i
ll
s
iep
o ano f ctuhrer ivcuietenrgraetc  yoo fft  oit nhsce
l wutm et ahcmahtui nsulca e
tn vinircoonrmpoernattael  
changeC fuarcrt tem t
thineg  dsgrk ifictl lusirn r tihcclruiomluuamgthe.   
bndeeefesoidgrsne  ,a tthsh eis sod
oicrusl.um review must
 mepsaeipg eno. Dye (2003) aft
 eorf  idneencteisfysiitnyg  pinlcalnundien gi tasn dp llaenanrninegr  
id1n.e  vceolonpWsiidnhegar tci nogua nrate 
rf  nctheowen s midoesrte de stsheen tfioalll ocwoinnsgi dfearcatotirosn tso  inb ec iumrrpicourtluanmt  
teedaucchaetri,o tn/
r ties:he eleathacerhn 
design for teacher education especially in 
2. W inegr
c, u atrhnrede  nsltoe cairegntlioynb ogar lb  aellit nrogef n tchdeesn?mt e?rOedn  onw; hiso mit  thies  
3. Armtoer
eqhnuat we ttieiroend
ielach?
ld b ea bthoev ecurers goin ga tn
r
od
ic uwlum content for each of the segments 
do ndee?liver in the new  cruerq
huairt ep eendagogical techniques will be 
4. What levels of prepararticiounlu mh 
h
aa
anndc eidf  yceapacities to bes been s,a hccoowm wpliilsl htehda
 at bblee  
5. pIdsrcha 
e
atet
p
nh 
a
goe
r
efr
a teth ioea nnd eecwqou mcautmerr eincpusruleurpmaatr?ea tiwonit h intende
; is 
for a for fund
din gc otmhme eenxcpeemcteendt  
wopraodrrtelidrc i rp
s
we
na. enFoqhu
w
etis
  rw pere ehr
xooag mre suxcphow
rapmle,m ien  tshceh epdruolcee ssto o fc iommpmroevnicneg,  ccauprarceintys t
  
tthhea tw hhaovlee  bideeena  idse ns iop
iulrlra eec tvtieocn ebsteu saatrl lepy  rabalecret itachdeeys   piinnioneers of the new 
provisions for fundginvnegel,d , r tehinsetenoa  rwtchhheai nnt gea wrae n pdthr oergu t
  rother paraeimxailssmt eaenn? cd
re tc. soW nothfr thAre theeorrlee
e
nning these trials
  
s   
6. over anpaFcienhdaiaelglvyoe, d
d ?wover again ungicahl aotn layr, et ratnhse
t ilo tbhjee cdteivseirse do ifm tphaec t noef wth e cduersriigcunleurm is formational or ...? , 
IBADAN UNIVERSITY LIBRARY
lsah Emmanuel. A 113
RttIn
e 
teeraa
b
aac
r
c hhs
aenitnrug 
ddciyan ,n 
g
p B
 
ro
Taonb
ea
nsformationf.le y
al chsosbilFoe
ae  rc(sa2 pa0tn1io1dn) t ehedex  paTslae iancehinon has p d th
g aPt rtohfee scsaiosen of the Afri
r example; ita siss 'ernedos  cluotenh grtheoeru  gppheo rsissihubing' because best brains to the profession. Those who attemptendlet  ottolod   daot tnrseaogc ath t
ctiahvnee   
palevrfot fiens swiohna t hias sc alled br
athvee  
w to maanhadai lta ribesl bear vamaniadlyaib nnlgeo .t  tTbhoea  tt
kt hh
eae in thb dee srbat iebnsu.t t B utashbeea  lobofel asw t( hh2aa0ts1  i1tso)  is end, teaching needs com a
sbvueag imglaested that the 
teaching pr plete
ba doleev.  eorWuhtah ufarltoi nmigs   
tqMhuoaests tt iinopcneluso dpaelre
o feassskio nif  etespwaceihcllii anltglry a insins f aoA rfpmrri coafbe oth the teacher and the 
with a good;e   Staphneadcti  aavl  iprkrinloeof ewtsrlsaeioddneg  em uanucisqotun piroesds
saesnsisdo  Nigeria in parti ovencr.e  rat aRpieenra iscoohdna sroa fcf otterrar 
cisusutliaccrhs. 
Con ining
   
he ndeuecdts) .a D ceosmpiptlee tteh eosvee, riht aisu ol paninde dre tfho,ar mta w atbiitoohnd t.yh eo rfo leet hoifc tsh e( Cteoadceh eor,f  
IItm ips litchaet ioopnisn iofonr  oTf htheiosr y andARferfiocar mationmakersa nadn dN aigdemriian.i sTtora dtoo rtpsha:ips,e tr 
 tPhraactice -Strategies for Teacher 
 A complete new name chanhgee f o
tl loedwuincagt ifor teachc
o
eo
n
ru
 ne
sl d( Ib
eed s nsturus
ae ncftul
e
or 
w
,t o
  lpifoel iciny  
1. Abadadsvmtaainnrcdiesiztdre adct.oo rP) etcperformed a eople 
 dboenc’ta uliskee  htheea rinnga mthee  nteaamcehse ra nhda siSn c hmboeooeslnst   
nfidaovemaolue mrnacoblatliytvu awrte
ur. neS tursicethisl l n tahtmeaatec  hhcihanavgne,  gebeen done. Though, the roles 
in Nigeria. iiothn aolt hpeerrsk.s  Tthhae t uwniilvl
t hese 
ensrrsah
ebo luehas beeitiesl  dtah pbep epe raaocrc
nfe a change of 
2. Revised Teacher curriculum  t
oosm sbipoean ne cimeodem rwpgeiinttheg   
Tgelnhocebo aucl onententrivneirudoo niunms  tehunest e e isdo uff acaarn tri oeonsbp ssooenlcestitoberl .e c Tufeorarrc ichsueelvrusem raa rli enm  loaa laadcihseeda n bwgeing wbfeeowirn kgh,  ar
en 
mnealdedsv.e a Untotn  qotrue aairlcirhfei elseduv batnjeetac cbthse ecfraosur  sawer ehg oicivnhe  rtsnhcmehyoe onaltrs e,e  nangnad
ith 
otg  eqtdeu aaoclnhifleiyer dsa  
IBADAN UNIVERSITY LIBRARY
114 Towards a Redesigned Teacher...
3. Tcehvheaisnn  gpien exaoverseaadsp,  etitrr  m
misui nsoatf t bitoehn ers e foclpelasses. Also, instructional materials have 
tforari nteinagc,h ecraosi nntfhienarget  naicsn edbs ,te hne
cinrteeio dsn hi not hutealdat  cbtheeea rrc ehcgueurrrsi csuhlouumld.  be sent for 
rbeev aopluptrioovneadlizing the pros
efef for teachers. e
imscsiiainola nrt osb  tahned  scwhoo
loar in-service training y re-trainirnlk gss hyoosldpte shm a.cn aIdnps-a ssbehlreov uiclodef   
tTCehonclin ais p
uaspieorn looked at the current challenges facing the practice of 
tbaedeah
ching pro
mthe wocihninedir ssot rttha
rld
ot eoar
f
r .
e 
ttsn
sTs
r aart
ih
ci
ooen n in Africa and cometb br
psa.an pIdte  hrt ahwse  aresetter intelp
 crooambfelmelectuas
 
lsse
tpnoa dreeedsdt a tshbalaimion and mts h
e with w
 into the prpo
 
otoi
t
felv
hi asacsyt
t
ie 
 p Aonla
fhrnaicnt aeo rbsitains t.he cur
s r aefnnadrt   
RAekfAdea
er
knagN
ebniogceuesEEnddbuui, 
r,G caia.
S .D (1985). Tti.o (V2ni0 k0ian8s ) APublis
hhein Eg cHoonuosme icPsV To fL TEDdu, Acantsiaornia Rl oPalda,n Innidniga . in 
AdeyeDmeil, icvJae.tKriyo  naanilnd A  d
. mfNriiecnoai:s- LtVribaitearUko-Avio l
a lL eIdsseology 
Nigerian tmioPanho,  lUy(tne2
oi0vn0es4r sf)ochnici. st
ray n Nod the Future of Higher 
Manpower Development Policy: Edu. Ecfaf
fieg Cceatrilivaaeb.  aDrTe. epNcaihrgntemorilaeo.ng tic of 
Arc Ntieoend  Pfor Afe-BAba olicy 
AAcandaelymsaiiscl   
AkpocLNheiagc
hives Journ
fet
lo
our
liraae . (2, W.Co f 
0t10anhde
a)
  
.l  
FF
oS
ee
fpd Eeedreaculhc  aUtDinoeinvli.v 1e2re:4d,  Aarti zothnea , U17SAth . Convocation 
Cofu rCroicnutliunmui nIgm pElnelgmliione,e neWtrai.tLnio g(n 2E 0
e0r6si)t. yA no fO Avgerrivciulture, Abeokuta. 
BJorkmVoaln 1, 6C: 6a: n4d9 3O-5
i
lo0f1sson, A. (20d
nu cNaitgioenri aa. nIdn teLerifnweal otoinof nB09). Qualitative Descgr 
aaLlr erJaioerunrrsinn tagol.   
SPCtoruemdcoimensod nitwiinoe nasElt dhfuo crCa otCapacity Building inManagement Vol. 37uio, nnNcaoill.   2fAo. rUd mKE idPnupis c2tar5tai-ot4in0o
 anSl.  cAhAod omlJsion. uiIsrntntrae
iplr ntiaootnfi os tnhaoelfation and  
 
 
IBADAN UNIVERSITY LIBRARY