Abstract
The article discussed the problems facing the teacher education in Nigeria. Secondary data was used to support the points raised in the article. The secondary data were sourced from print material and online publication by recognized institutions and individual author. There are many problems facing teachers’ education in Nigeria. Some of the problems include; inadequate funding, inadequate lecturers, inadequate infrastructural facilities, poor supervision, brain-drain, strike actions, poor capacity development lecturers. To solve this challenges, this article recommends: that the government should increase the funding of teacher educational, employment of more lecturers, provision of adequate infrastructural facilities, implementation of agreement with unions, effective staff development programme, effective motivation policy and effective supervision.
Highlights
The National Policy on Education (FGN, 2004), defines Higher Education as the Post -Secondary Section of the National education system, which is given of Universities, Polytechnics and Colleges of Technology including courses as are given by the Colleges of Education, Advanced Teachers Training colleges, Correspondence Colleges and such Institutions as may be allied to them
Bernett (1997) defines higher educational institutions as unique institutions which is differentiated from others in terms of research and its managers are designated as Provost, Rector, and Vice chancellor
The Nigeria higher education system comprised of universities, polytechnics, and colleges offering programmes in teacher education and agriculture
Summary
The National Policy on Education (FGN, 2004), defines Higher Education as the Post -Secondary Section of the National education system, which is given of Universities, Polytechnics and Colleges of Technology including courses as are given by the Colleges of Education, Advanced Teachers Training colleges, Correspondence Colleges and such Institutions as may be allied to them. Peretomode (2007) sees higher education as the facilitator, the bed rock, the power house and the driving force for the strong socio-economic, political, cultural, healthier and industrial development of a nation as higher education institutions are key mechanisms increasingly recognized as wealth and human capital producing industries. Bernett (1997) defines higher educational institutions as unique institutions which is differentiated from others in terms of research and its managers are designated as Provost, Rector, and Vice chancellor. The nation looks up to higher education to through its traditional functions of teaching, research and community service to develop manpower and disseminate necessary knowledge that are needed in industry and other sectors. The Nigeria higher education system comprised of universities, polytechnics, and colleges offering programmes in teacher education and agriculture. The colleges, under the supervision of the National Commission for Colleges of Education, offer three-year programmes Those who finish the programme earn the Nigeria Certificate in Education (NCE), which is the minimum teaching qualification in the country. As at 2019, there were 159 private, states and federal colleges of education in the country (www.ncconline.edu.ng) In addition, the National Teachers Institute and some polytechnics in the country offer teacher education programmes for an NCE qualification. This paper is aimed to discuss the problems facing the teacher education institutions in Nigeria
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