Sustainable Policy Options for Funding Capacity Building of Teachers for the Achievement of Education 2030 in Nigeria

Azuka Benard Festus ,Utalor Kate Ifeoma ,Okwuoza Sylvester Orobosa ,Onuma Obiageli Nancy

doi:10.7176/jesd/10-4-07

Abstract

The focus of this paper is on the need for capacity building of teachers in Nigerian educational system and the possible policy options for funding capacity building of teachers for the achievement of Education 2030. Teachers form the hub of any educational system and no educational system can rise above the level of the teachers. The capacity of teachers needs to be upgraded from time to time in order for them to be able to adapt to the changing waves of knowledge in the education sector and the society at large. Capacity building is one of the veritable tools for updating the skills and competencies of teachers in any educational system. But this is usually affected by low fund provided for this all important activity in Nigeria. Hence, there is need for sustainable policy options to address this problem. Some sustainable policy options for funding capacity building of teachers include establishment of School Teachers’ Trust Fund, annual budgeting for capacity building of teachers, Teacher Capacity Development Tax, Use of Social Development Goals Fund, and utilization of part of the Petroleum Technology Development Fund for capacity building of teachers. These would ensure steady provision of funds for the capacity building of teacher for the achievement of education 2030. DOI : 10.7176/JESD/10-4-07

Highlights

Every individual needs education on order to live effectively and efficiently in any society
In realization of the fact that education is a veritable tool for achieving the objectives as a nation, the Federal Republic of Nigeria stipulated in her National Policy on Education (2008) that education is to bring about the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for individual to live and contribute the development of the society
There was no significant difference in the mean mathematics knowledge scores of low ability, medium ability, and high ability teachers exposed to capacity building workshop

Summary

Introduction

Every individual needs education on order to live effectively and efficiently in any society. Many teachers lack the methodology and knowledge of subject matter to effectively teach in the school system. A needs assessment conducted by Federal Ministry of Education (2012) revealed that Mathematics teachers in Nigeria at the Secondary School level have difficulties in teaching the following topics: Word problems leading to Quadratic equations, Circle Geometry, Inequalities, Latitude and Longitude, Bearing and Distance, Permutation and Combination, Inequality graphs, Logic, Calculus, Plane and solid shapes, set Theory and probability .

Results

Conclusion