Teachers, admission and the future

StatiSense ® - Wale Micaiah ©

Teachers,

Admission Rate

& the Future

“Those who educate

children well are more to

be honored than they who

produce them; for these

only gave them life, those

the art of living well.” ― Aristotle

“Teaching is the

one profession

that creates all

other professions ― Unknown

The Education discipline is the manufacturing

house of Teachers for any Nation. We have seen

great and almost a perfect correlation between the

State of Education and the Quality of life of its

Citizens as well as the Quality if its Teaching

Workforce.

The Institution of Education is as old as the

Nigerian state, in this presentation; an outlook of

how Nigeria is producing enough Teachers for her

Students, the degree of interest tertiary institution

applicants show in the Education Discipline and

the rate of admission in preparation for the

growing student population.

The Education Discipline Philosophy: The philosophy of education is necessarily derived from the National Policy

on Education. The national philosophy is in turn based on the following

general aspirations of Nigeria as contained in Section 1 Paragraph 1 of the

National Policy on Education:

A free and democratic society,

A just and egalitarian society,

A united, strong and self-reliant nation,

A great and dynamic economy,

A land of bright and full opportunities for all citizens.

The goals of education are in turn derived from these statements. A Faculty

of Education should therefore be able to enhance the development of the

following:-

a) Respect for the worth and dignity of the individual

b) Faith in man’s ability to make rational decisions

c) Moral and spiritual values in inter-personal and human relations

d) Respect for the dignity of labour and promotion of the emotional,

physical and psychological health of all children.

e) Shared responsibility for the common good of society,

f) The inculcation of national consciousness and national unity,

g) The inculcation of the right type of values and attitudes for the survival

of the individual and the Nigerian Society.

h) The training of the mind in the understanding of the world around and

the acquisition of appropriate skills, abilities and competences both mental

and physical as equipment for the individual to live in and contribute to the

development of his society.

To make the philosophy functional, the National Policy in sections 5 and 9

provides details of these goals under Higher Education in general and

Teacher Education in particular. The provisions as contained in section 5

are as follows:-

a) The acquisition, development and inculcation of the proper value-

orientation for the survival of the individuals and society.

b) The development of the intellectual capacities of individuals to

understand and appreciate their environments.

c) The acquisition of both physical and intellectual skills which will

enable individuals to develop into useful members of the community.

d) The acquisition of an objective view of the local and external

environments.

The traditional roles of the universities are namely:

Teaching

The dissemination of existing and

new information

Research

The pursuit of

service to the

community

Being a

storehouse of

knowledge

1 2

4 5

3

A Faculty of Education should therefore be able to achieve the

following:

Objective:

To produce

prospective teachers

with proper leadership

qualities

To produce teachers with the

knowledge, skills and attitudes

which will enable them to

contribute to the growth and

development of their

communities in particular and

their nation in general

To produce teachers who

have sound mastery of

their subject areas and the

ability to impart such

knowledge to their

students

To equip teachers with a

mastery of problem

solving skills

To produce highly

motivated, conscientious

and efficient classroom

teachers for all levels of our

educational system

To help teachers to fit into the

social life of the community

and society at large and

enhance their commitment to

national objectives

To provide teachers with the intellectual and professional background, adequate for their

alignment and to make them adaptable to any changing situation, not only in the life of

their country but in the wide world

To encourage the spirit of

enquiry, creativity and

entrepreneurship in teachers

To enhance teachers

commitment to the teaching

profession

To enhance the skills of

teacher’s in the use of new

technologies

The courses in the Education discipline are divided into; Integrated Subjects,

Specialist Education, Arts and Humanities, Sciences, Social Sciences and Library

Science.

Integrated subjects:

Language Arts

Social Studies

Science Education

Technical Education

Business Education

Creative Arts/Theatre Arts

Integrated Science

Education Technology

Specialist Education:

Special Education

Elementary/Primary Education

Physical and Health Education

Educational Administration,

Guidance and Counseling, Adult and Continuing Education

Home Economics

Arts and Humanities: English Language/Lit, or

English & Literary Studies

African Languages & Literature

Modern European

Arabic

Islamic Studies

Christian Religious Studies

History/International studies

Music

Language & Comm. Arts

Sciences:

Biology

Chemistry

Physics

Mathematics

Agricultural Sciences

Computer Science/Statistics

Mathematics/Statistics

Technical Education

Social Sciences:

Political Science/

Government

Economics

Geography

Library Science:

Library and Information

Resource Management

Nigeria has 128 Universities (as at July, 2013);

No. Funding Total

1 Federal 40

2 State 38

3 Private 50

128

Not all these institutions offer courses in the

Education Discipline. According to the National

Universities Commission (NUC), there are a total of

13 Disciplines, the Faculty of Education exists in 66

of 128 Universities.

While the University produce Teachers for Secondary

and Tertiary Education, the Colleges of Education

produce Teachers for the Basic and Primary

Education category.

According to the UTME 2013 Application records;

there were a total 116 Colleges of Education listed for

admission. They serve as complementary training

institutions to their University counterparts for the

production of Teachers.

He who opens a school

door, closes a prison - Victor Hugo

The UNESCO Institute for Statistics (UIS) Data for

2010 show that a total of 1.7 million additional

primary teaching positions will need to be

created by 2015.

Between 2010 and 2015, 114 countries will need to create a

total of at least 1.7 million new teacher posts to ensure

quality primary education for all children.

Sub-Saharan Africa (993,000 or 58.41%)

Arab States (248,000 or 14%),

North America & Western Europe (174,000 or 10%)

South and West Asia (114,000 or 7%)

Central and Eastern Europe (5%),

Central Asia (1%),

East Asia and the Pacific (4%), and

Latin America and the Caribbean (1%)

29 countries are with severe

teacher gaps – which need to

grow annually by at least 3.0%

during the 2010 to 2015 period.

Mainly located in sub-Saharan

Africa, these countries will have

to address the challenge of

training and recruiting a

sufficient number of teachers in

order to meet the goal of

(Universal Primary Education)

UPE by 2015.

Countries in sub-Saharan Africa with increasing

primary enrolment will need to recruit the

equivalent of 63% of their current teaching

workforce within the period 2010-2015.

Analysis of Applicants’

Choices with respect

to Faculty of

Education in

Universities & Colleges

of Education

Most Sought-after Courses – University

Year 2011 Total Education & Economics 5,889

Business Education 5,351

Education & English Lang. 5,095

Library & Info. Science 4,014

Education & Biology 3,055

Guidance & Counselling 2,577

Education & Political Sci. 1,454

Educational Mgt. 1,378

Education & Social St. 1,337

Agric. Sci. & Education 1,191

Education & Islamic St. 1,160

Health Education 1,144

Adult Education 1,029

PHE 997

Education & Mathematics 888




Theatre Arts 5,037



Education & Social Studies 2,524




Education & Mathematics 1,188


Educational Management 1,166

PHE 1,105









Educational Management 1,999

Education & Social St. 1,915




Educational Admin. 1,225

Adult Education 1,041

Education & Mathematics 1,027

Economics Education is the

most sought-after course

Year 2011 Total Business Education 342,381

Biology/Chemistry 186,339

English/Social Studies 65,468

Biology/Int. Science 64,660

Economics/Social St. 58,888

Comp. Sci. Edu. /Math 55,217

Pol. Science/Social St 50,212

Mathematics/Physics 50,167

Chemistry/Physics 48,008

Economics/Pol. Sci. 44,221

Comp. Edu. /Physics 39,659

English (double Major) 34,008

Economics/Math 29,136

Agric Sci.(double Major) 27,406

Comp. Sci. Edu/Int. Sci. 26,492



English/Social Studies 67,765

Biology/Int. Sci 67,233

Math/Physics 56,989

Econs/Social Studies 52,423


Pol. Sci./Social St. 49,481

Comp. Sci. Edu./Math 47,714

Economics/Pol. Sci. 41,325

English (double Major) 40,748

Comp. Edu./Physics 39,669

Agric. Sci. (double Major) 28,348

Chemistry/Int. Sci. 24,470

Economics/Math 23,830



Biology/Int. Sci. 74,566

English/Social St. 74,467

Math/Physics 68,780

Econs /Social St. 57,658


Pol. Sci./Social St. 55,878

English (Double) 51,728

Comp Sci. Edu./Math 49,057

Comp Edu./Physics 43,551

Econs/Pol. Science 42,520

Agric. Sci. (Double) 32,093

Chemistry/Int. Sci. 26,905

English/Pol. Sci. 25,406

Most Sought-after Courses – College of Education

Business Education is the most

sought-after course

NECO Year Total Min of 5 Credit

(Math & Eng) %

June-

July

2003 902,464 247,437 27.42%

2004 897,573 147,810 16.47%

2005 877,138 83,411 9.51%

2006 953,786 258,649 27.12%

2007 1,015,396 309,811 30.51%

2008 1,158,103 649,548 56.09%

Nov

/Dec

2003 335,311 33,663 10.04%

2004 293,883 60,712 20.66%

2005 266,905 37,200 13.94%

2006 368,598 50,783 13.78%

2007 363,931 21,503 5.91%

WAEC 2003 1,039,028 200,148 19.26%

May /

June

(2003 -

2008)

2004 1,051,246 191,938 18.26%

2005 1,091,763 203,991 18.68%

2006 1,184,223 110,417 9.32%

2007 1,275,832 98,133 7.69%

2008 1,369,171 127,147 9.29%

Performance of Students in National Examination

More Teachers are required in the Sciences for

subjects such as:

Mathematics

Physics

Chemistry

Biology

Admission to tertiary institution requires each

candidate to have at credit levels 5 relevant

subjects, Mathematics and English language

inclusive.

Besides, the quantity require, quality of Teachers

also matters.

Education Disciplines: How Appealing to Applicants? Year 2000 % Education 3,343

0.80 Total 416,381

Year 2001 Education 6,681

0.89 Total 749,417


1.26 Total 994,380


1.45 Total 1,132,392


1.83 Total 841,878

Year 2005 % Education 23,649

2.58 Total 916,371


2.92 Total 803,472


3.53 Total 911,653


3.47 Total 1,054,060

Year 2009 % Education 44,346

3.75 Total 1,182,381


3.58 Total 1,439,084


4.82 Total 1,503,889


5.01 Total 1,735,729

There is a growing interest in the Education discipline as

shown from Year 2000 to 2013 with less than 1% application in

Year 2000 to 5% application in Year 2013. However, this is far

too low compared to the requirements for the Teaching

profession in Nigeria.

Though application is low, Faculty of Education

however records the highest in terms of Admission

Ratio, averaging of 60% admission from 2000 to

2007 academic Sessions.

FACULTY 2000 2002 2003 2005 2006 2007

Total

Application 3,343 12,484 16,427 23,649 23,491 32,222

Total

Admission 2,840 5,816 14,117 13,855 12,665 13,484

Admission

Rate 84.95% 46.59% 85.94% 58.59% 53.91% 41.85%

From the foregoing table; total candidates admitted

for 6 academic sessions = 62,777. This means these

Teachers in Training would only able to enter into

the profession after at least 5years of training.

Prospectively, all things being equal, it is expected that

Teachers entering the Teaching profession would be as

follows:

Year 2005 2007 2008 2010 2011 2012

Count 2,840 5,816 14,117 13,855 12,665 13,484

It expected that those who were admitted in Year 2000

would enter the teaching workforce in year 2005, having

completed the compulsory National Service programme.

This is also applicable for year 2002, 2003, 2005, 2006 and

2007.

This addition should increase the number of Teachers in

service, however, while some are entering the workforce,

some others are also leaving the profession for obvious

reasons.

How Many Teachers Are Needed? Of the countries reported with Teacher shortage, 3 would need

to recruit more than 200,000 teachers in total by the year 2015.

In Nigeria, more than one-half of the demand (212,083) is

associated with the need to expand teaching workforces by

creating new posts.

Total UPE Teachers needed by 2015 in Nigeria is 786,161

Teachers needed in 2015: 786,161 Teacher in

Stock (2010):

574,078

Needed:

Total Recruitment

375,479

New Posts:

212,083

163,396

Replacement for

Attrition:

New Posts:

212,083 163,396

Replacement for

Attrition:

786,161

Nigeria UPE Teacher Requirement

Total Recruitment

Needed

Of Which

New Posts Replacement for

Attrition

375,479 212,083 163,396

Per Year 75,096 42,417 32,679

2011 2012 2013 2014 2015

75,096 150,192 225,287 300,383 375,479

2011 2012 2013 2014 2015

42,417 84,833 127,250 169,666 212,083

2011 2012 2013 2014 2015

32,679 65,358 98,038 130,717 163,396

Total Recruitment

Needed

New

Posts

Replacement

for

Attrition

Country Population Stock in

2010

Teachers

needed in

2015

AVG

Annual

Growth

rate (%)

Total

Recruitment

Needed

Of Which

New

Posts

Replacement

for Attrition

Nigeria 177,096,000 574,078 786,161 6.49 375,479 212,083 163,396

Ghana 24,658,823 124,359 128,746 0.87 36,022 4,387 31,636

Ethiopia 86,614,000 252,232 352,053 6.90 172,197 99,821 72,376

Egypt 84,605,000 380,111 405,816 1.32 103,243 25,705 77,538

DRC 74,618,000 285,640 364,088 4.97 157,323 78,448 78,874

Tanzania 45,950,000 165,856 247,056 8.3 130,139 81,200 48,939

Algeria 38,295,000 141,994 148,214 0.86 42,335 6,220 36,115

Uganda 35,363,000 172,403 213,713 4.39 88,365 41,310 47,054

Sudan 35,150,000 123,633 192,382 7.65 104,761 68,749 36,011

Nigeria require (of the average), an annual growth of

6.49% in Teachers’ recruitment in order to meet up

with the required number of teacher needed for UPE

by 2015.

UPE Teachers Requirement: Selected Sub-Saharan Africa

Country Population Stock in

2010

Teachers

needed in

2015

AVG

Annual

Growth

rate (%)

Total

Recruitment

Needed

Of Which

New

Posts

Replacement

for Attrition

Finland 5,439,741 24,736 25,137 0.32 7,881 401 7,481

S. Korea 50,219,669 158,056 131,391 -3.63 10,084 - 10,084

Japan’s 127,547,000 399,424 372,423 -1.39 83,561 - 83,561

UK 63,705,000 245,879 243,828 -0.14 59,588 - 59,588

Ireland 4,585,400 32,043 33,727 1.03 9,862 1,684 8,177

Poland 38,533,299 238,741 221,721 -1.23 43,970 - 43,970

Germany 80,493,000 241,845 219,387 -1.93 35,714 - 35,714

Belgium 11,156,136 65,668 67,614 0.49 18,524 1,946 16,578

USA 316,517,000 1,794,812 1,913,874 1.29 579,518 119,062 460,456

Hungary 9,906,000 37,108 37,283 0.08 9,467 175 9,292

Countries with the Best Education System

*Some countries such as Singapore, Denmark, Hong Kong were omitted for lack of data

Teachers requirement (New Posts) for most of these

countries are almost non-existence except for the USA.

While majority need to replace Teachers lost due to

attrition.

With Nigeria tertiary institutions having a carrying

capacity of 520,000:

Carrying Capacity 520,000 Speculation

University 300,000

Polytechnic

220,000

150,000

College of Education 70,000

Others

Clearly, it is impossible to produce and recruit the

yearly minimum required to meet up the 2015

teaching workforce projection by UNESCO UIS as

there are no enough interest shown by applicants in

Education disciplines as well as lack of enough

incentives to attract and retain the existing teaching

workforce.

Nigeria: In Dire

Need of Teachers

10,500,000 of these School-age Children are from Nigeria

These

Children

may be

crying for

food today,

what about

their

Future?

They Need Teachers who will

equip them for the Future

"A Teacher is a

compass that

activates the

magnets of

Curiosity,

Knowledge, and

Wisdom in the

pupils." ~ Ever Garrison

StatiSense ® - Wale Micaiah ©

Freely share, freely use and freely recognize the source – © Wale Micaiah

Data source:

Analysis by: Wale Micaiah

w. www.statisense.info

e: [email protected]

b: walemicaiah.blog.com

m: 08078001800

www.jamb.org.ng | www.nuc.edu.ng | UIS INFORMATION

BULLETIN NO.10: The Global Demand for Primary Teachers – 2012

Update Projections to Reach Universal Primary Education By 2015

Teachers, admission and the future

Education

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