ASSESSMENT OF IMPLEMENTATION OF NATIONAL COMMISSION FOR COLLEGES OF EDUCATION NIGERIA CERTIFICATE IN EDUCATION SOCIAL STUDIES MINIMUM STANDARDS
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- NGN 3000
Background to the Study
Education is a human right as proclaimed in article 26 of Universal Declaration Of Human Rights, as a key to building up individual capacities as well as increasing their skills that are necessary for techno-economic development and as a means for hopefully addressing some of the pressing societal issues.It has been accepted by developed nations as the most potent tool to achieve their goals. This is one cogent reason why nations all over the world expand much of their resources on education (Kazeem and Ige, 2010). Education in its broadest sense provides the backdrop against which development achieves its meaning. Nigerian governmentis not oblivious of this critical need for balanced and sustainable human and national development. Hence, her position which is clearly articulated in the Federal Republic of Nigeria, National Policy on Education (2014); that any existing contradictions, ambiguities, and lack of uniformity in educational practice in the different parts of the federation should be removed to facilitate an orderly development of the country. The Nigeria of one‟s dream is one that is “free and democratic, just and egalitarian, united, strong and self-reliant; with a great and dynamic economy, and above all, a land full of bright opportunities for all the citizens”. These national goals also underlie the philosophical ideals of Nigerian education of which teacher educationis one concrete manifestation (FRN, 2014). The teacher is the kingpin of quality in education. Since education has become the primary tool for the overall development, of society, teacher education has to occupy a position of pre-eminence in the planning and organization of modern society. This in turn 2 demands that the Nigerian people and government make both teaching and teacher education a very attractive professional pursuit. According to Federal Republic of Nigeria (FGN) (2012), curriculum implementation framework for Nigeria certificate in education,the mission of teacher education in Nigeria should, among others, include: production of well-motivated teachers with high personal and professional discipline, integrity and competence for all levels of the educational system; preparation of teachers with appreciable expertise in curriculum planning, development and delivery, as well as competence in production of professionals who can combine the use of conventional teaching strategies and worlds‟ unfolding ICT in the generation and imparting of knowledge, attitudes and skills; continuous preparation and upgrading of teachers who can stand out for their professional competence, sense of social responsibility and commitment, to function effectively as constructive socio-economic, moral and spiritual change agents needed to promote goodwill, peace and progress not only in the country but also in the world of the 21st century (FGN, NCCE, 2012, pg. 9). The NCE programme being a major sector of teacher education, generally aims at producing teachers with high personal and professional discipline and integrity, teachers who are dedicated with appropriate knowledge, skills and attitudes that would facilitate easy achievement of the national goals. This is all the more important when one notes that the government‟s decision that NCE shall ultimately be the minimum entry qualification into the teaching profession in Nigeria. More importantly, with the signing into law of the Universal Basic Education act in 2004, production of specialist teachers for all the levels of Basic Education becomes imperative. This is why the NCCE has produced minimum standards specifically designed for the implementation of courses of NCE programmes and for teacher 3 education training institutions in the country. The National Commission for Colleges of Education (NCCE) provides the minimum standards for implementation of courses taught in NCE awarding institutions across the country. The agency supervises, accredits and reviews teacher education programmes, the minimum standards contains guidelines for the training of teacher educators and defines the minimum the educators should be able to do as well as their dispositions towards their work. According to Ibrahim (2015), the goals of wealth creation, employment generation, poverty reduction and value re-orientation can effectively be pursued, attained and sustained only through an efficient, relevant and functional educational system. In Nigeria, education is viewed as an instrument for transforming individuals, communities and the nation and a mechanism for skills acquisition required for societal survival and growth. Education is the only instrument for social reconstruction where a social order characterized by such values as integrity, morality, creativity, industry and self-reliance are envisaged.(Fwang‟le, 2015). Being a medium for social security, education enables people to understand their immediate environment and the world in general. This invariably enables them to improve the quality of their lives. Quality education at all levels: primary, secondary and tertiary is desired all Nigerians. At the colleges of education levels, quality education is absolutely necessary because that is where NCCE education minimum standards are implemented with the goals of producing highly motivated, conscientious and efficient classroom teachers for all levels of Nigeria educational system.
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