AN ANALYSIS OF THE FUNCTIONS OF ICT AS A CHANGE AGENT FOR QUALITY EDUCATION IN TERTIARY INSTITUTION IN NIGERIA
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Background of the study
The term "quality assurance" refers to a notion that encompasses a wide range of activities with the overarching goal of enhancing the educational system's input, process, and final product in terms of their respective levels of excellence. (Ajayi, 2022) The process of monitoring, assessing, and evaluating all aspects of the education activities and communicating the outcome to all parties involved in an effort to improve the products of the education system is what is meant by quality assurance in the educational system. This process is included in the education system. The field of quality assurance in education tackles a number of problems that, when solved, improve the standard of education received. According to Collis (2022), quality assurance in education refers to all of the proactive steps made by a nation to guarantee that the system standard remains high enough to deliver the outcomes that have been established for it. As a result, the performance of the education system should be guided by the quality standard in education which serves as the benchmark. The practise of continuously bettering the quality of educational endeavours like teaching and studying is what we mean when we talk about quality assurance in education.
According to the Federal Ministry of Education (FME, 2019), quality standards in the education system are objectives or targets that students, instructors, staff, and the management of schools strive to achieve. Therefore, quality assurance in the educational system is a multi-dimensional notion that involves the many different roles and activities that make up the educational system. A few examples of these duties and activities include teaching, research, personnel, students, buildings, facilities, and equipment, as well as service to the community and the academic environment. It is making certain that at the very least, the provisions of the minimal academic level are reached and maintained.
Nevertheless, in the present day in Nigeria, there is a general lack of enchantment and a general lack of trust in the quality of the education system as well as in the quality of the education output. In a similar vein, (Elele, 1983) cited in (Berlin, 2021) noted that quantitatively, the Nigerian Education scene is quite impressive but qualitatively deficient. As a result, the purpose of this study is to evaluate the functions of information and communication technology (ICT) as a change agent for quality education in Nigerian tertiary institutions. Almost everything that is linked with education in tertiary institutions is in limited supply, which is one of the issues facing our educational system in higher institutions. The challenges revolve on the quality achievement of education delivery. It is difficult to find qualified instructors, and there is an insufficient supply of quality facilities, quality equipment, quality labs, and excellent experimental farms, among other resources that, if given effectively, may contribute to the provision of quality education. There is a widespread feeling of disillusionment and mistrust in today's society about the quality of the education system as well as the quality of the products of the education system. The level of education provided is the most important component in determining the value and importance of the system, not only for the individuals who benefit from it but also for society as a whole. According to More (2021), the promises of information and communication technologies (ICTs) have spurred e-learning in the process of revolutionising education delivery and have therefore advanced the knowledge economy. The knowledge economy, for example, creates a new environment for education, along with new challenges and opportunities for it. Education is a pre-requisite for the knowledge-based economy, and the production of new knowledge and the use of that knowledge both require a population and workforce that is more educated (More, 2021). The dissemination of knowledge and information, both of which are essential components of the instructional process, may be greatly aided by the use of ICTs, which are a very effective instrument in this regard. In this capacity, information and communication technologies perform pedagogic functions that, in theory, might complement the more conventional approaches that are used in the education sector (Oliver , 2022) E-learning, which is driven by the use of information and communication technology at higher institutions, has the potential to, without a doubt, help increase and broaden access to postsecondary education and learning, enhance the quality of education, and lower the cost of education. This indicates that efficient use of information and communications technology in tertiary institutions in Nigeria might assist to drive favourable outcomes in enhancing both the overall learning (and teaching) experiences as well as the quality of the system. As a result, the purpose of this study is to evaluate the functions of information and communications technology (ICT) as a change agent for quality education in Nigerian tertiary institutions.
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