INFLUENCE OF APPLICATION OF NATIONAL TEACHERS INSTITUTE (NTI) DISTANCE LEARNING PROGRAMMES ON PRIMARY SCHOOL TEACHERS IN KANO STATE, NIGERIA  

ABSTRACT

This study investigated the “Impact of Implementation of National Teachers Institute Distance Learning Programmes on Primary School Teachers in Kano State, Nigeria”. The study was carried out with four (4) objectives among which are to: explore whether NTI Kano centre impacted on primary school teacher in Kano state and find out the influence of

NCE qualification by NTI/DLS programmes on primary school teachers performance in Kano with respect to gender difference. In line with the stated objectives, four (4) research questions were posed, while four (4) hypotheses were formulated and tested at 0.05 level of significance. The ex-post facto research design was used for the study. The 777 primary school teachers who attained NCE by DLS served as the population of the study from which a sample size of 260 were used as the sample size of the study. Purposive sampling technique was used in selecting the sample size of the study; this is because not all the primary school teachers in the study area obtained their NCE through NTI/DLS. Questionnaire was used for data collection in the study. All the four (4) hypotheses designed for the study were rejected considering the calculated values were greater than the critical values in all the analysis. ChiSquare statistics was used in analyzing the responses of the respondents. The finding of the study shows a significant impact of NCE NTI distance learning on primary school teachers in Kano State. Furthermore, there is indication on improvement in teaching by the beneficiaries; and there are also significant changes in methodologies the teachers used in teaching as a result of NCE/DLS obtained by the beneficiaries as shown from the result of the study. The study concluded that proximity motivated primary school teachers to enrol in NCE/DLS in the study area and it has helped in improving their performance generally. However, the respondents suggested that mass media should be used for wider publicity of the programme. Finally, the study recommended that there should be periodic check and improvement of teaching facilities in Kano study centre so as to help primary school teacher acquire the moderate teaching skills. Also the study recommended that the incentives given primary school teacher who partake in the NCE should be maintained among others.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The significance of distance learning to teachers of all strata includes ameliorating the deficiencies of qualified and competent teachers. In Nigeria, to carter for teachers qualification and training, the government established the National Teachers’ Institute

(NTI) in 1976 as a centre for training, re-training and upgrading of teachers‟ knowledge, competence and acquisition of requisite skills that can ensure effective and efficient teaching and learning in schools. NTI as an institute was granted permission by Act No. 7 of 1978 to provide in-service education for teachers through a Distance Learning System (DLS) that lead to the development, upgrading and certification of teachers as specified in the syllabus. Since its inception the institute began canvassing for distant learning training which was drawn after carefully collating statistics of qualified teaching personnel in all tiers of schools and their distribution according to subjects taught. The results revealed gross deficiencies grossly below the world acceptable standards and ratios.  

The programmes offered by distance learning programme of the institution comprised of

Nigeria Certificate in Education (NCE), Advanced and Postgraduate Diploma Programmes in Education. However, of all the programmes, the NCE distance learning programme is higher prioritized because primary schools which are the foundation are the most deficient of qualified and competent personnel, and because it is the most vital pedagogy development stage. The NCE prioritization by NTI was to achieve the following: To train and upgrade all qualified grade II teachers to NCE level, to provide the basic background for those of them who may later wish to pursue their studies at higher level; and to help produce the number of teachers required for the successful implementation of the national policy on education (Halilu, 2008), on this NTI as the most government agency established various centres across the nation which are working diligently to achieve the above mentioned objectives i.e. Kano centre, Wudil centre, Kaduna centre etc.

According to Agboola (2007), benefits of attaining NCE qualification include upgrading; teachers will improve in their status, acquaint themselves with new teaching techniques, gain experiences from others and fill the gap of non-qualified teachers to improve the standards of teaching and learning.

Tremendous achievements realized and recorded by the NCE distance learning system might have informed its inclusion into the National Policy on Education of 2004 which conclusively, prescribed NCE as the minimum qualification for all teachers in schools. The DLS course is structured to provide and accommodate on-the-job training for teachers especially those who have not met the condition of minimum NCE qualification as well as eliminating the challenges of having to leave their schools or making excuses for not being able to acquire further training.

Moreover, Mudassir (2006), reflects that, teachers performance is significantly affected by their gender, particularly in the northwestern part of Nigeria due to cultural influence. This affects their effort towards enhancing and improving their teaching activities. It is obviously clearly that, most female teachers are confronted with much problems during working hours, which necessitate taking so many excuses and abundant their work. As a result, hardly female teachers complete their termly syllabus. In effect, in-service becomes difficult for them. Therefore, NCE/DLS may be alternative to them.

Therefore, the distance education provides the requisite alternative and avails teachers the opportunity to education in Nigeria. Its operations, provide continuing education (inservice training) for people working in various walks of life and by so doing curb shortage of professionals and competent personnel especially in the early education sectors (building stage). However, DLS is characterized as very flexible because of its nature and capability to manage and use of space, time and application of modern teaching and learning techniques. It is anticipated that it will go a long way to fortify grassroots environment who because of shortage of qualified teachers for employment resolved to employing quacks. However, Owolabi (2008) further provides that with current system of many DLS centres more teachers will be produced to reduce employing quacks of the grassroots which is the most important stage of Education.

As a reputable institute responsible for the programmes, NTI has put in place quality assurance mechanism that subject the programmes to rigorous periodic evaluation and accreditations. Primarily, the quality assurance unit monitor, supervise and ensure strict adherence to its policies in the three tiers of zonal, field and study centres. The quality assurance also ensures that the executions are in conjunction with the institute of education of some Nigerian Universities to give professional and credibility to programmes because the Distance learning apart from targeting teachers development has also contributed to education planning, supervision, administration and training while at the same time guaranteeing job security in work places.

Teacher Training Institutions in Nigeria has a rich history, ranging from teachers training facilities of colleges, advance teachers colleges, Federal colleges of education, Universities education and of recent universities of education. These different institutions have consciously but carefully changed and are conforming to the international standards and recognition of teachers in the development of nations, citizens and the moulding of the society. This is in line with the categories of teachers.

The categories of teachers were the once who engaged in study immediately at postindependence of Nigeria who were qualified to obtain a Grade II certificate; this is no longer the case as there is the review of the minimum teaching qualification to be the National Certificate of Education (NCE). This was necessitated to have competent and personnel with the requisite training that can ensure improved teaching and learning (Nakpodia & Urien, 2011). It was also borne out of the realization of the mass failure in examinations across all tiers of education (primary, secondary and tertiary institutions), even though blamed on numerous factors, numerously authors were optimistic that when employment and engagement of quacks is averted it will significantly address the great negative consequences. Today in Nigeria, the basic qualification for teachers as stipulated by the regulatory agency is NCE. Institutions awarding NCE are regulated and constantly accredited by appropriate agencies to ensure that products are reliable and can achieve the desired objectives of teaching and learning. Worthy of mentioning is that, since the inception of NTI, the inspection components have been robust and characterized with special independent monitoring team, consisting of the federal inspectorate service, state ministries of education, NUT and State Universal Basic Education Boards, who report directly to the Director and Chief Executive of the Institute. This ensures that the aims and objectives of the institute are achieved.

It is not sufficient not to investigate, evaluate and assess the responsiveness of teachers who were employed with Grade II certificate after the review of the minimum teachers‟ qualification in the country. This becomes imperative because most of these categories of teachers teach in the foundation levels, that is, the primary schools dominantly which implies that their compliance will go a long way to improve the educational sector. However, what has been achieved throughout the window period set for the accomplishment of the minimum qualification, has NTI with the national mandate been able to achieve the objectives? What gap is there to be filled by both parties so far?  This was the motivating factor for undertaking this study with a particular interest in the Kano

State centre and one of the states with a large number of Grade II teacher‟s qualifications and engagement in the country.

1.2 Statement of the Problem

The national educational policy on education (2004) has clearly indicated the minimum teacher qualification to be NCE, however an investigation by Musa (2008), revealed that most primary school teachers in the country are holders of Grade II teachers‟ certificate and have been in the profession for over fifteen years (15). This must have hindered these categories of teachers from availing themselves to further studies which could improve them from status of stagnation and frustration. This could negatively affect teachers` and the standards in primary schools and up to tertiary levels because of poor foundation and the essential building block on which others rely on.

The NTI/DLS programme was a well-articulated avenue to equip and provide all categories of teachers and would be teachers can enrol to benefit. Fifteen years have gone by since the inception of the institution which has over the years spread across the country to be within the reach of the teachers. What must have been the impact of the DLS on teachers particularly holders of Grade II certificate who are expected to naturally qualify themselves by possessing the NCE.

Considering the benefits to Grade II holders, it becomes extremely important to investigate how Kano State is faring to achieving the minimum teacher‟s qualification so that the impact can be reported. The DLS programme for NCE qualification according to NTI remains the best alternative, most affordable, spaced, time and assures participants of job security. The educational revolution of Kano State which is all embracing; suffices to know the actual state of those with the minimum teacher qualification. Therefore, how has the NTI Kano Centre performed? What have those without the minimum qualification and the respective employers doing to fill the gaps in Kano State? The study is therefore poised to investigate the impact of implementing the NTI DLS Programme on primary school teachers in Kano State and its exploration.

1.3 Objectives of the Study

The main objective of the study is to find out the impact of implementation of NTI distance learning programmes on primary school teachers in Kano State, Nigeria.

Therefore, the specific objectives are to:-

1. explore whether NTI Kano centre has influence on primary school teacher in Kano

State;

2. find out the influence of NCE qualification by NTI/DLS programmes on primary school teachers performance in Kano State with respect to gender difference.
3. find out the attitudinal changes of Teachers that obtained NCE/DLS towards their teaching job; and
4. ascertain whether there are changes in performance of NCE/DLS teachers in relation to other teachers without NCE/DLS.

1.4 Research Questions

The following questions formed the basis of the study to investigate the impact of the DLS programme on primary school teachers in Kano State.

1. To what extent have NTI Kano centre influence primary school teachers in obtaining the minimum teaching qualification in Kano State?
2. Does NTI/DLS influence the performance of primary school teachers based on gender difference?
3. How does NTI/DLS influence attitudinal changes on teachers towards their teaching job?
4. To what extent does NTI/DLS impacted changes in the performance of NCE/DLS teachers in primary school in relation to other teachers without NCE/DLS?

1.5 Hypotheses

The following hypotheses were formulated for the study:

1. There is no significant difference in the influence of NTI/DLS on primary school teachers obtaining the minimum teaching qualification in Kano State.
2. There is no significant difference in the influence of NCE/DLS in the performance of male and female primary school teachers in Kano State.
3. There is no significant difference in the influence of NCE/DLS teachers towards their teaching job.
4. There is no significant difference in the extent to which NTI/DLS impacted changes in the performance of NCE/DLS teachers in relation to other teachers without NCE/DLS. 6 Basic Assumptions

In this study, it was assumed that:

1. Teachers who undergo NCE/DLS should have the chance to perform very well in relation to the discharging of duties at their work places, due to the fact that those teachers learnt the recent skills of teaching and learning process.
2. There is a noticeable difference in the performance of male teachers compared to the female counterpart at the completion of NCE/DLS programme.
3. Teachers who undergo NCE/DLS have an attitudinal change due to the fact they have received new techniques that equip their day to day activities.
4. NTI/DLS impact positively on NCE/DLS teachers which distinguished them from other teachers who did not attend NCE/DLS in Kano State.

1.7 Significance of the Study

This study on the impact of implementation of NTI distance learning programme on primary school teachers in Kano State when completed will be benefit to primary school teachers, primary school students, policy makers, Government, educational bodies and teachers.

The study is anticipated to map out the benefits of distance learning as a vital avenue for the realization of obtaining additional qualification, skills and competences. In this way, the study is expected to support NTI/DLS in realization of its vision through the solutions it will provide. It is hoped that the knowledge generated by the study will provide direction in terms of what factors need to be improved in order to have a reliable framework for primary school teachers in Kano State as well as the programme,

facilitators and facilities in the Kano centre.

Therefore, the study is expected to be useful to policy makers by providing information that will facilitate the making of policies that will enhance the NCE programmes in Nigeria and to achieve its objectives. Particularly, it will assist curriculum specialist by improving the content of the curriculum through validation and providing a reflection of impact on teachers (beneficiaries of DLS). Furthermore, to the teachers, it will expose them to the programme and arouse their interest towards obtaining DLS thereby increase the enrolment in many centres throughout the country.

Government would benefit by the findings of this study in relation to manpower needed in terms of teaching and learning processes, due to the fact that government would go through the work after completion in order to implement the ideas of the distance learning programme, like what happened in Nigeria as teachers upgrading programmes which will lead the primary school teachers to be qualified and be equal to the task of teaching profession and benefit of its citizen.

Educational bodies would benefit from the findings of the study after completion for the purpose to have the idea which will be used for the improvement of the educational sector such as Kano educational resources department centre.

However, the teachers are also expected to benefit from this study by exposing the programme to them and its importance. This could immensely ignite the teachers to join the programme which will save their faces from the humiliation or job frustration. Local Education Authorities (LEAs) on the other hand are also expected to benefit from this study by display the performances of the teachers who underwent their NCE by DLS,  because there is high expectation in relation to changes of the performances of those teachers in their work places. This will help the LEAs to release remaining teachers to partake in the NCE by DLS.

1.8 Scope of the Study

The study basically focused on the of implementation of NCE by DLS in the six local government areas of Kano State that comprised of Municipal, Dala, Gwale, Nassarawa, Taurani and Fagge. The research was not extended to other LGAs in Kano State even though they are enrolled in the NTI, Kano study centre in order to possess the minimum qualifications of NCE as stipulated by law. The respondents for this study are the primary school teachers, while the variables of the study include implementation, distance learning programmes and primary schools teachers.

INFLUENCE OF APPLICATION OF NATIONAL TEACHERS INSTITUTE (NTI) DISTANCE LEARNING PROGRAMMES ON PRIMARY SCHOOL TEACHERS IN KANO STATE, NIGERIA