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 DisciplinePhilosophy: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 individualb) Faith in man’s ability to make rational decisionsc) Moral and spiritual values in inter-personal and human relationsd) 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

EducationEducational 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. ArtsSciences:Biology

ChemistryPhysics

Mathematics Agricultural Sciences

Computer Science/Statistics

Mathematics/Statistics Technical Education

Social Sciences:

Political Science/ GovernmentEconomics 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 – UniversityYear 2011 TotalEducation & Economics 5,889Business Education 5,351Education & English Lang. 5,095Library & Info. Science 4,014Education & Biology 3,055Guidance & Counselling 2,577Education & Political Sci. 1,454Educational Mgt. 1,378Education & Social St. 1,337Agric. Sci. & Education 1,191Education & Islamic St. 1,160Health Education 1,144Adult Education 1,029PHE 997Education & Mathematics 888

Year 2012Total

Education & Economics 6,410Education & English Lang. 6,224Business Education 5,640Theatre Arts 5,037Education & Biology 4,102Guidance & Counselling 2,965Education & Social Studies 2,524Education & Political Sci. 2,516Agric. Sci. & Education 1,973Library & Info. Science 1,470Education & Mathematics 1,188Education & Islamic St. 1,180Educational Management 1,166PHE 1,105Health Education 1,097

Year 2013Tota

lEducation & Economics 7,929Education & English Lang. 7,242Business Education 5,439Library & Info. Science 4,557Education & Biology 3,926Guidance & Counselling 3,077Education & Political Sci. 2,724Educational Management 1,999Education & Social St. 1,915Agric. Sci. & Education 1,763Education & Islamic St. 1,541Health Education 1,227Educational Admin. 1,225Adult Education 1,041Education & Mathematics 1,027

Economics Education is the most sought-after course

Year 2011 TotalBusiness Education 342,381Biology/Chemistry 186,339English/Social Studies 65,468Biology/Int. Science 64,660Economics/Social St. 58,888Comp. Sci. Edu. /Math 55,217Pol. Science/Social St 50,212Mathematics/Physics 50,167Chemistry/Physics 48,008Economics/Pol. Sci. 44,221Comp. Edu. /Physics 39,659English (double Major) 34,008Economics/Math 29,136Agric Sci.(double Major) 27,406Comp. Sci. Edu/Int. Sci. 26,492

Year 2012 TotalBusiness Education 340,840Biology/Chemistry 195,788English/Social Studies 67,765Biology/Int. Sci 67,233Math/Physics 56,989Econs/Social Studies 52,423Chemistry/Physics 50,844Pol. Sci./Social St. 49,481Comp. Sci. Edu./Math 47,714Economics/Pol. Sci. 41,325English (double Major) 40,748Comp. Edu./Physics 39,669Agric. Sci. (double Major) 28,348Chemistry/Int. Sci. 24,470Economics/Math 23,830

Year 2013 TotalBusiness Education 397,231Biology/Chemistry 242,186Biology/Int. Sci. 74,566English/Social St. 74,467Math/Physics 68,780Econs /Social St. 57,658Chemistry/Physics 56,093Pol. Sci./Social St. 55,878English (Double) 51,728Comp Sci. Edu./Math 49,057Comp Edu./Physics 43,551Econs/Pol. Science 42,520Agric. Sci. (Double) 32,093Chemistry/Int. Sci. 26,905English/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:

MathematicsPhysicsChemistryBiology

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 0.80Total 416,381Year 2001  Education 6,681 0.89Total 749,417Year 2002  Education 12,484 1.26Total 994,380Year 2003  Education 16,427 1.45Total 1,132,392Year 2004  Education 15,405 1.83Total 841,878

Year 2005 % Education 23,649

2.58Total 916,371Year 2006  Education 23,491

2.92Total 803,472Year 2007  Education 32,222

3.53Total 911,653Year 2008  Education 36,590

3.47Total 1,054,060

Year 2009 % Education 44,346

3.75Total 1,182,381Year 2011  Education 51,494

3.58Total 1,439,084Year 2012  Education 72,437

4.82Total 1,503,889Year 2013  Education 86,936

5.01Total 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 2007Total Application 3,343 12,48

4 16,427 23,649 23,491

32,222

Total Admission 2,840 5,816 14,117 13,855 12,66

513,48

4Admission 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 14,11713,85

512,66

513,484

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 2015:786,161Teacher in

Stock (2010):

574,078Needed:

TotalRecruitme

nt

375,479

New Posts:

212,083

163,396Replacement 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

375,479 212,083 163,396Per Year 75,096 42,417 32,6792011 2012 2013 2014 2015

75,096150,192 225,287300,383375,479

2011 2012 2013 2014 2015

42,417 84,833 127,250169,666212,083

2011 2012 2013 2014 2015

32,679 65,358 98,038 130,717163,396

Total Recruitm

ent

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 31,636Ethiopia 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 78,874Tanzania 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 36,115Uganda 35,363,000 172,403 213,713 4.39 88,365 41,310 47,054Sudan 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 7,481S. 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 - 59,588Ireland 4,585,400 32,043 33,727 1.03 9,862 1,684 8,177Poland 38,533,299 238,741 221,721 -1.23 43,970 - 43,970Germany 80,493,000 241,845 219,387 -1.93 35,714 - 35,714Belgium 11,156,136 65,668 67,614 0.49 18,524 1,946 16,578

USA 316,517,000 1,794,8121,913,874 1.29 579,518 119,06

2 460,456

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 520,000Speculation

University 300,000Polytechnic

220,000

150,000College of Education 70,000Others

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

10,500,000of 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 Micaiahw. www.statisense.info

e: walegate@yahoo.comb: 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