Distance Education for Teacher Training

By Hilary Perraton | Go to book overview

7

The National Teachers’ Institute, Nigeria

Catherine I. Bako and Greville Rumble

Following acceptance of an initial concept ‘paper’ in May 1974, the National Teachers’ Institute (NTI), Kaduna, Nigeria, was established by Federal government decree number 7 of 10 April 1978 in response to the national shortage of trained teachers. This case study examines the developing roles of the NTI and in particular the nature and costs of its distance-learning programme within the context of Nigeria’s educational needs.


NIGERIAN EDUCATION SYSTEM (1990)

The mainstream educational system in Nigeria (that is, excluding craft education) begins normally at the age of six years with six years of primary education leading to the First Leaving Certificate. Pupils who go on to secondary level do a common junior secondary school syllabus (three-year course) before embarking on a further three years in one of three streams: the academic stream (senior secondary school), technical education, or primary-school teacher training. Successful students can then move on to university (embarking on a four-year first degree course), polytechnic (leading to the Ordinary National Diploma, or OND, after two years and Higher National Diploma, or HND, after four years), secondary teacher training (leading to the Nigeria Certificate in Education or NCE), or professional education, leading to various certificates and diplomas (see Figure 7.1).

This structure itself reflects changes to the educational system which existed in the mid-1970s when NTI was founded. These include the phasing out of the Primary Teacher Training Grade III certificate, which was awarded following successful completion of a three-year post-primary course, and the move from a five-year secondary-school cycle to a three-plus-three-year pattern, including the introduction of a common three-year junior secondary school qualification prior to specialisation in senior secondary school, technical education, or teacher training. Previously specialisation occurred following completion of primary education.

So far as teachers’ qualifications are concerned, there have been five basic levels of qualifications.

The standard qualification for primary-school teachers is at present the

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Distance Education for Teacher Training
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements ix
  • 1 - The Context 1
  • Pre-Service Initial Training of Teachers 19
  • 2 - Tanzania's Distance-Teaching Programme 21
  • References 41
  • 3 - The Zimbabwe Integrated Teacher Education Course 42
  • References 65
  • In-Service Initial Training of Teachers 67
  • 4 - Logos II in Brazil 69
  • 5 - Teacher Upgrading in Sri Lanka and Indonesia 95
  • References 132
  • 6 - Radio Education in Nepal 136
  • References 187
  • 7 - The National Teachers' Institute, Nigeria 196
  • 8 - The Primary Teachers' Orientation Course, Allama Iqbal Open University 228
  • Continuing Education 259
  • 9 - Educating Teachers at a Distance in Australia: Some Trends 261
  • 10 - Teacher Education at the Open University 287
  • 11 - The External Degree Programme at the University of Nairobi 316
  • References 341
  • 12 - The Correspondence and Open Studies Institute, University of Lagos 349
  • Notes 377
  • Quality, Effectiveness and Costs 379
  • 13 - The Costs 381
  • 14 - The Effects 391
  • Bibliography 405
  • Index 408
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