Institutionalised Ethical Issues In Nigeria’s Tertiary Education: An Inquiry In Relation To Normative Quality

2020 ◽  
Vol 7 ◽  
Author(s):  
Umar Mohammed Kani ◽  
Rabiatul-Adawiah Ahmad Rashid
Keyword(s):  
Ethical Issues ◽  
Tertiary Education ◽  
National Policy ◽  
Shared Responsibility ◽  
Regulatory Agencies ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Governmental Agencies ◽  
National Policy On Education

Tertiary education in Nigeria has been facing challenges of quality that become a serious concern to the entire citizens particularly stakeholders for that it is the tool relied upon for growth and development of the country. This study aimed at exploring institutionalised ethical issues in Nigeria’s tertiary education system and inductively speculate whether they are capable of posing a threat to the expected quality for effectiveness. Qualitative method of research was employed in the study using interview protocol to 18 participants drawn purposively from regulatory agencies of the tertiary institutions by their categories, other governmental agencies that make policies and or have necessary stake in tertiary education, and a randomly selected tertiary institution each from the four broad categories. After applying thematic techniques of analysis from the raw interview data collected, themes were identified that confirmed existence of ethical issues condensed in mutilated funding, corruption, autonomy factor, institutionalisation of tertiary education, politicisation and marketisation in the tertiary education sector. Presence of the institutionalised ethical issues raised is a shared responsibility of all stakeholders, and consequential resistance is seemingly difficult. It is therefore concluded that by their strength, the issues are capable of weakening the normative quality of Nigeria’s tertiary education as defined by the National Policy on Education (NPE), hence the need for a realistic improvement.

PERGURUAN TINGGI BERBASIS RISET

2021 ◽  
Author(s):  
Muhamad Fatih Rusydi Syadzili
Keyword(s):  
Quality Standards ◽  
Work Readiness ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Quality Of Teaching ◽  
World Class ◽  
The Government ◽  
The Times ◽  
Quality Of Research

In this chapter provides an overview of research-based tertiary institutions. In order to achieve the research-based tertiary institution, there are many things that the government can do such as providing incentives and grants, including financing facilities and infrastructure so that universities can meet quality standards. Requirements that must be met to enter World Class University. The Times Higher Education Supplement (London) requires four things, namely the quality of research with a weight of 60%, graduate work readiness (10%), international outlook (10%), and quality of teaching (20%).

Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

2018 ◽  
pp. 3839-3849
Author(s):  
Hazel Owen ◽  
Nicola Dunham
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Tertiary Education ◽  
Health Science ◽  
Flipped Learning ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Aotearoa New Zealand ◽  
Personal Reflections

In the context of ongoing global adoption of all forms of technology eLearning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organisations, are implementing a variety of eLearning initiatives, although, frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term Higher Education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences, and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an eLearning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of ‘self' fundamentally influence a person's ability to embrace - and thrive in - a period of change. The second prevalence was a familiarity with large-scale, ‘monolithic' eLearning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for 'change agents' - as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on 'the front lines'.

National Policy on Education and Higher Education

2017 ◽  
Vol 4 (2) ◽  
pp. 158-165
Author(s):  
Rajan Varughese
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
National Policy ◽  
Private Investment ◽  
Educational Institutions ◽  
Policy Document ◽  
National Education ◽  
Teaching Learning ◽  
National Policy On Education

The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.

Influence of Globalisation on Teaching and Learning

2014 ◽  
pp. 263-273
Author(s):  
A. O. Issa ◽  
K. N. Igwe
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Skills ◽  
Regulatory Agencies ◽  
Tertiary Institutions ◽  
Poor State ◽  
The Poor ◽  
Information Literacy Skills ◽  
Higher Institutions

This chapter examines the influence of globalization on teaching and learning and the poor state of Information Literacy skills (IL) of students owing to the neglect of IL programmes in Nigerian tertiary institutions. Conceptualizing IL and situating it within the framework of the Nigerian higher institutions, the chapter discusses the implementation of IL programmes in these institutions and the likely attendant challenges. It concludes on the poor state of IL skills of students, which is due to the lack of implementation of IL programmes in higher institutions of learning in Nigeria. It recommends, among others, that administrators and planners of tertiary education in Nigeria should begin to see IL as more of an academic issue, rather than being a library thing, and urges regulatory agencies of these institutions to become more responsible in embracing contemporary issues like the IL programmes.

scholarly journals Servqual: Students’ perception and satisfaction with regards to quality of service provided by student administration departments within tertiary institutions

2014 ◽  
Vol 11 (4) ◽  
pp. 242-249
Author(s):  
Corinne E. Nell ◽  
Michael Colin Cant
Keyword(s):  
South African ◽  
Level Of Service ◽  
Success Factor ◽  
Tertiary Institution ◽  
African Students ◽  
Tertiary Institutions ◽  
Negative Effect ◽  
African Context ◽  
Students Attitudes

To deliver quality service can be regarded as a key success factor for any tertiary institution that wants to be successful and profitable. It is evident that many tertiary institutions are ignorant towards the level of service they provide to their students. This can have either a positive or a negative effect on their students’ attitudes towards the institution. As a result of this a study was conducted among South African students that were registered at a tertiary institution. It is believed that the issues identified in a South African context will be applicable to students on an international scale, as there are huge similarities of this nature between universities in different countries. The aim of this study was to determine students’ perceptions and their satisfaction with the quality of services provided by Student Administration departments within the tertiary institution. Their perception and satisfaction was measured based on the SERVQUAL elements - empathy and assurance. The results obtained from this study can be used by the Student Administration departments of all universities to improve their level of service to students by gaining a better understanding of their needs. Quantitative survey research was implemented and 200 structured questionnaires were distributed among students. The results indicated that students’ perception about the quality of the service, as well as the overall level of satisfaction of the service in terms of assurance and empathy, are slightly above average, but that considerable improvements can be made on this

scholarly journals Internasionalisasi dan Reformasi Perguruan Tinggi: Studi Kasus Pada Lembaga Pendidikan Tinggi Muhammadiyah

2020 ◽  
Vol 4 (2) ◽  
pp. 131 ◽  
Author(s):  
Intan Diane Binangkit ◽  
Dede Iskandar Siregar
Keyword(s):  
Good Governance ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Tertiary Institutions ◽  
Strategic Role ◽  
Research Interviews ◽  
Specialized Institutions ◽  
Quality Policy ◽  
Desk Research

Educational institutions, especially tertiary education, are designed to spearhead the development of the quality of human resources. The strategic role needed by tertiary institutions makes intensive attention to improving its quality. This article discusses how to analyze Muhammadiyah Universities (PTM) to transform institutions from national to international scale. This article is carried out by discussing case studies from PTM. Data collection was carried out through several meetings gathering desk research, interviews, and document studies. Analyzes were performed by pattern matching, cross-case synthesis, and explanation building. The results show several aspects of PTM internationalization. Good governance in achieving the objectives of internationalization must be carried out in the form of a vision, mission, goals, quality policy and strategic plan. An internationalization process that demands specialized institutions that require international cooperation and activities. To support internationalization, the development of HR and decision-making systems that are fast and not rigid are important to consider.

scholarly journals Adult Learning Principles a Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria

2021 ◽  
pp. 38-45
Author(s):  
Murtala Aknabi Yusuf
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
National Policy ◽  
Adult Learning Principles ◽  
Higher Institution ◽  
Learning Principles ◽  
Higher Institutions ◽  
National Policy On Education

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education. 

Developing the Total Student: Model for Learners as Partners in Tertiary Institutions in Nigeria

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 14-20
Author(s):  
Chris Eriye Tralagba ◽  
Abasiama G. Akpan
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
University Education ◽  
Tertiary Institutions ◽  
Quality Of Higher Education ◽  
Wide Range ◽  
Key Skills

In addition to influencing students’ knowledge base, thinking abilities and skills; university education offers the opportunity to promote other aspects of students’ growth as people. University education has an important role in shaping our future society because today’s university students will be tomorrow’s doctors, engineers, business managers, teachers, faith leaders, politicians, citizens, activists, parents and neighbours. While they need to be able to demonstrate key skills and knowledge to enact those roles effectively, they must also demonstrate personal and social responsibility in carrying them out. While much of the current political discourse about higher education is instrumental and economic, this paper aims to lay the foundation for a discourse based on student development. Data was collected through focus group discussions with students in the various colleges in Evangel University, Akaeze - Nigeria, in-depth interviews with lecturers, administrative staff and document analyses of conference papers and journal articles. Findings reveal that the quality of tertiary education is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. In this case, the argument is for leadership of teaching and learning for the purpose of promoting students’ holistic development. The discussion of the findings is based on the findings on a wide range of related literature on learners’ challenges in other universities in Nigeria. The paper concludes that the quality of higher education in tertiary institutions is influenced by factors that have their roots in commercialization, general funding, and human population growth. It was recommended that appropriate policies and indigenous professionals (both academic and administrative) are necessary for improving the quality of higher education in tertiary institutions.

scholarly journals PERANAN GURU SEBAGAI SUPERVISOR KELAS TERHADAP KELANCARAN PROSES BELAJAR MENGAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 72-82
Author(s):  
Syafrawi Syafrawi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Shared Responsibility ◽  
Reciprocal Relationships ◽  
Educational Environments ◽  
Teachers And Students ◽  
Private And Public ◽  
The Government

Efforts to improve the quality of education always require sustained conditions of high discipline in addition to requiring energy, costs and time to achieve the expected goals. Education lasts a lifetime, therefore education is a shared responsibility between the government, family and society. Of the three educational environments it is an integral part of achieving these objectives ranging from kindergartens to tertiary education both private and public. according to the term Indonesian is "People whose jobs (livelihood, profession) teach". While the words of supervision when viewed from etymology are from English, namely Supervition. The teaching and learning process is a process that contains a series of actions by teachers and students on the basis of reciprocal relationships that take place in educational situations to achieve certain goals. To achieve the goals in the teaching and learning process, the smooth running of the teaching and learning process must be fulfilled.

scholarly journals The Erosion of University Freedom and Autonomy: Nigerian Experience

2013 ◽  
Vol 15 ◽  
pp. 60-70
Author(s):  
Akpoyovwaire Samuel Mukoro
Keyword(s):  
Academic Freedom ◽  
Basic Characteristic ◽  
Tertiary Education ◽  
Academic Discipline ◽  
National Policy ◽  
Institutional Autonomy ◽  
New Development ◽  
The University ◽  
National Policy On Education

The goals of tertiary education which include the university, are well spelt out in the National Policy on Education. One of the basic characteristic of academic necessity motivating the founding of universities is the need to develop and maintain established academic discipline or areas of knowledge and investigation so as to produce intellectuals, researchers, among others. One way to achieve this was to resist tendencies or development that tends to erode their academic freedom and autonomy. Obviously, universities with predominant academic focus tend to guard their freedom and autonomy very jealously and so remain impervious to new development that tends to erode it. The paper, therefore, examine the concepts of freedom and autonomy. The paper equally examines the indispensability of freedom and autonomy to universities. Also, the paper highlights the issues of erosion of university academic freedom and institutional autonomy in Nigeria. Finally, the paper recommends that government should ensure that universities are managed in line with their statutory laws and acts. In this way each organ of the university such as governing councils, senate, faculties, departments among others will carry out their laid out functions successfully, thus reducing the realities that may have limit university freedom and autonomy.

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