Continuing Education in Non-University Tertiary Institutions in Nigeria: Emerging Roles and Challenges

Ayo Garuba

doi:10.21225/d5hg6v

Abstract

Institutional continuing education practices have received widespread attention in literature on adult and continuing education. However, the research community seems to restrict continuing education to universities. This paper reviews the contribution of non-university tertiary institutions to continuing education in Nigeria, using the Federal College of Education in Yola as a case study. In this instance, the impact of non-university tertiary institutions has been pronounced, especially in extending access to further education and training to teachers and mid-level workers in general. The paper advocates for more time and resources to study continuing education programs of non-university institutions. Non-university institutions are encouraged to diversify their programs and place more emphasis on research and development.

Highlights

Continuing education and extension programs in non-university institutions in Nigeria and other developing countries have not received due attention from the research community and, as a result, they appear to be suffering from an emerging culture of neglect from that community
It is within this context that this article reviews the continuing education and extension programs in non-university tertiary institutions (NUTIs) in Nigeria and traces their evolution and development, with particular reference to the Federal College of Education at Yola
In its National Policy on Education, the Federal Government of Nigeria (FRN, 2004) declared that tertiary education was “education given after secondary education in universities, colleges of education, polytechnics, and monotechnics, including institutions offering correspondence courses” (p. 22)

Summary

INTRODUCTION

Continuing education and extension programs in non-university institutions in Nigeria and other developing countries have not received due attention from the research community and, as a result, they appear to be suffering from an emerging culture of neglect from that community. Colleges of education—the only avenue through which NCE teachers can be trained—designed sandwich, part-time, and correspondence courses to serve the needs of teachers holding Grade II certificates This marked the beginning of continuing education and extension programs in Nigeria’s education colleges. The federal government’s decision to enforce, by 1991, the provision of its education policy that made the NCE the minimum qualification for teaching created a rush (on the part of teachers) to obtain the required qualification In response to this situation and to FCEY’s unique status in the region, the administrators of FCEY constituted an Ad-hoc Implementation Committee to work out the modalities for the establishment of an NCE correspondence program in the college. The program was designed to achieve three aims: 1. Upgrading the skills and qualification of serving Grade II teachers to NCE level while retaining their teaching jobs

Offering special courses in primary education to teachers in this sector

A Policy Issue

SUMMARY AND CONCLUSION