Revamping Teacher Education Programme for Improved Students’ Academic Achievement for Sustainable National Development at Tertiary Level of Education in Nigeria
DOI:
https://doi.org/10.64348/zije.2026390Abstract
Education is very important for the development of any nation, especially teacher education. This paper examines the challenges facing teacher education in Nigerian tertiary institutions and the need for reform. It explains the steps needed to improve teacher education through a complete and well-planned reform so that students can perform better academically and the nation can develop sustainably. These steps include redesigning teacher education courses, setting proper standards, restructuring programmes, improving the Teacher Registration Council of Nigeria, selecting qualified candidates, using information and communication technology (ICT), improving the evaluation system, and updating teachers’ knowledge and skills. The study recommends that teacher training institutions should follow standard guidelines, produce competent teachers through proper training, and receive adequate funding from the government. Without proper funding, it will be difficult to improve teacher education to meet modern needs.
References
Aaronson, D, Barrow, L., & Sander, W, (2017). Teachers and student achievement in the Chicago Public Schools. Journal of labourEconomics 25, 95-135 DOI: https://doi.org/10.1086/508733
Adekola, B., & Akinbobola, A. (2020). Teacher quality and students’ academic performance in Nigerian secondary schools. Journal of Education and Practice, 11(12), 45-52.
Adewale, O., & Olaniyan, D. (2021). Challenges facing teachers in Nigeria: Implications for educational development. Nigerian Journal of Educational Research and Evaluation, 24(3), 112-125.
Adewuyi, J. O. & Ogunwuyi, A. O. (2002). Basic Text on Teacher Education. Oyo: odumatt Press and Publishers.
Adeyemi, T., & Akinbobola, A. (2019). Continuous professional development and teachers’ effectiveness in Nigeria. Journal of Teacher Education, 15(2), 33-44.
Aina, J. k, and Akintunde, Z.T. (2013). Repositioning science education in Nigerian Colleges of Education through public-private partnership (PPP). Science journal of Education, 1(5): 64-67, doi: 10.11648/j.sjedu.20130105.13 DOI: https://doi.org/10.11648/j.sjedu.20130105.13
Aina, J. K,,Gana, N.N. and Ibitomi, O.O (2017). The lack of good governance in Nigeria and its impact on Functional science education. International Journal of Development and Sustainability, 6(9), 1036-1047
Akinbote, O. (2007) problems of teacher education for primary schools in Nigeria: beyond curriculum design and implementation. Essays in Education, 22, 4-11.
Akinbote, S., & Akinbote, A. (2021). Reforming teacher education in Nigeria: Strategies for sustainable development. International Journal of Educational Management, 35(4), 789-805.
Amanchukwu, R.N, (2011). The challenge of quality education and good governance in developing economy. African journal of Educational Technology, 1(3), 103-110
Brenneman, K. (2014). The progress of education reform: Science in the Early Years. Education Commission of the states. 15(2), 1-6.
Burmeister, M., and Eilks, I. (2013). An understanding of sustainability and education for sustainable development among German student teachers and trainee teachers of chemistry. Science Education international, 24(2), 167-194 DOI: https://doi.org/10.1039/C2RP20137B
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 DOI: https://doi.org/10.1080/10888691.2018.1537791
Federal Republic of Nigeria (FRN). (2023). National Policy on Education (Revised Edition). Lagos: NERDC Press.
FGN (2004). National policy on education. (4th ed) Lagos: NERDC Press.
Gu, X., Hassan, N. C., & Sulaiman, T. (2024). The relationship between family, school environment, and students’ academic achievement. Behavioral Sciences, 14(3), 221. https://doi.org/10.3390/bs14030221 DOI: https://doi.org/10.3390/bs14030221
Idakwoji, S. N. (2022). Teacher quality and students’ academic achievement in Nigerian schools. International Journal of Educational Research, 10(2), 45–58.
Kola, A. J. (2021). Improving teaching effectiveness through instructional materials in Nigerian schools. Journal of Education and Practice, 12(5), 34–41.
Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 94(5), 810-824. doi:10.1002/sce.20395. DOI: https://doi.org/10.1002/sce.20395
Lewin, K. M. (2009). Mapping Science education in developing countries. Washington: The World Bank Human Development Network.
Libman, Z. (2022). Teacher education and professional standards: Global perspectives. International Review of Education, 68(2), 151–171. https://doi.org/10.1007/s11159-022-09975-7
Nasser, R et al. (2014). Alignment of teacher-developed curricula and national standards in Qatar’s national education reform. International Education Studies, 7(10), 14-24 DOI: https://doi.org/10.5539/ies.v7n10p14
NCCE (2022). Minimum Standards for Nigeria Certificate in Education (NCE). Abuja: National Commission for Colleges of Education.
Obanya, P. (2021). Teaching and learning in a changing world. Ibadan: HEBN Publishers.
Odia, L., O., and Omofonmwan, S.I (2007). Educational system in Nigeria problems and prospects. Journal of social science, 14(1), 81-86. DOI: https://doi.org/10.1080/09718923.2007.11978347
Ogunrinola, O., & Olaniyan, D. (2020). Evaluating the impact of policy reforms on Nigerian teacher education. Nigerian Journal of Policy Analysis, 8(2), 67-83.
Ogunyinka, E. K., Okeke, T. L & Adedoyin, R. C. (2015). Teacher education and development in Nigeria: An analysis of reforms, challenges and prospects. Education Journal, 4(3), pp. 111-122. Retrieved from Doi: 10-1148/J.edu.20150403.14 DOI: https://doi.org/10.11648/j.edu.20150403.14
Okemakinde, T, Alabi, C.O, and Adewuyi, J.O (2013). The place of teacher in national development in Nigeria. European journal of Humanities and Social Sciences, 19(1), 963-980.
Okonkwo, V.O., and Udeze, H.E. (2012). Quality assurance in teacher’s education in Nigeria: Challenges and the way forward. Journal of Research and Development, 4(1), 127-134.
Okpaga, A. (2016). Distnace Learning, sandwich and open education system in Nigeria: challenges and prospects for educational development. International journal of Academia, 1(1), 343-352.
Olatunji, S., & Oludipe, D. (2022). Strategies for improving teacher quality in Nigeria: A review. Journal of Educational Innovation, 19(1), 15-29.
Olorunyomi, C. R. (2014). Problem of financing primary education in Nigeria. Journal of Teacher Perspective, 8(2) 46-414. Retrieved from Omehia, A. E. (2019). Library and information services: A panacea for promoting teacher education programme in Nigeria to meet global demands. International Journal of Library and Information Science Studies, 5(5), 13-34.
Oluremi, O. F. (2023). Teacher professional development and educational effectiveness in Nigeria. European Scientific Journal, 19(12), 55–70.
Oluremi, O.F. (2013). Enhancing educational effectiveness in Nigeria through teacher’s professional development. European Scientific Jornal, 9(28), 422-431.
Onuma, N.(2017). Under-funding tertiary education in Nigeria: implication for sustainable national development. IRA international Journal of Education and Multidisciplinary Studies 7(3), 174-183. doi: http://dx.doi.org/10.21013/jems.v7.n3.pl DOI: https://doi.org/10.21013/jems.v7.n3.p1
Onwuka, E. C. (2012). Prospective of education and development: Appraisal of Nigerian experience. Multidisciplinary Journal of Research Development, 4(2),1-11
Sabitu, A.O. and Nurudeen, B.B (2010). Teachers’ attitudes as correlates of students’ academic performance in geography in secondary schools in ondo state, Nigeria, Pakistan journal of social sciences, 7(5), 388-392. DOI: https://doi.org/10.3923/pjssci.2010.388.392
Sanni, A. (2014). Nigerian curriculum and national integration: issues and challenges. British journal of Education, society &Behavioural Science, 4(3), 309-317. DOI: https://doi.org/10.9734/BJESBS/2014/6339
UNESCO (2023). Reimagining our futures together: A new social contract for education. Paris: UNESCO. https://unesdoc.unesco.org
United Nations Educational, Scientific and Cultural Organization [UNESCO] (2012). Education for development in action. Paris: Author.
World Bank (2024). Improving teacher quality in Sub-Saharan Africa. Washington, DC: World 36+Bank. https://www.worldbank.org
