Effective Technological Delivery in Nigerian Polytechnics: Need for Academic Manpower Development Policy

Autor/inn/en	Adeyemi, J. K.; Uko-Aviomoh, E. E.
Titel	Effective Technological Delivery in Nigerian Polytechnics: Need for Academic Manpower Development Policy
Quelle	In: Education Policy Analysis Archives, 12 (2004) 24, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Effectiveness; Educational Finance; Technical Education; Labor Force Development; Enrollment; Teacher Supply and Demand; Teaching Conditions; Educational Development; Postsecondary Education; Educational Improvement; Educational Policy; School Effectiveness; Teacher Recruitment; Teacher Student Ratio; Technical Institutes; Vocational Education; Developing Nations; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsfonds; Technikunterricht; Arbeitskräftebestand; Einschulung; Lehrerbedarf; Lehrbedingungen; Unterrichtsbedingungen; Bildungsentwicklung; Post-secondary education; Tertiäre Bildung; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Schuleffizienz; Lehrerrekrutierung; Lehrer-Schüler-Relation; Technische Fakultät; Ausbildung; Berufsbildung; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Technical education, especially as provided in the Nigerian polytechnics, leads to the acquisition of practical and applied skills as well as basic scientific knowledge. The production function of the polytechnics in terms of producing quality middle-level manpower through effective teaching delivery depends largely on the quantity and quality of teachers available. However, teacher adequacy is a function of many factors, which include funding, student enrollment overtime, and staff turnover. This article, however, revealed a mismatch between enrollment and available teachers, with huge staff shortfall over the years when the student enrollment was matched with the available teachers, using the ideal teacher-student ratios. Student and teacher projections were carried out based on five-percent annual increase and average teacher-student ratio of 1:12, so as to meet the vision 2010 target year set by the Nigerian government for total development. The projection showed that the polytechnics would require a large additional number of teachers. An all-inclusive funding approach for the polytechnics was recommended so as to increase their financial status, which would allow for improved facilities, workshops, equipment and also improved conditions of service of teachers. We believe that if this was done, more teachers would be attracted from across the world, those who left would return, and new and younger ones will be encouraged to join the teaching force. Such development would to a great extent meet and sustain the anticipated growth for the target year. (Contains 4 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10