Abstract

The recent trend across the globe shows that teachers’ training institutions, particularly colleges of education, as in the case of Nigeria, yearn for a degree awarding institution to cater for ever increasing admission applicants turned out from our secondary schools that have witnessed astronomical increase in enrolment figure, and who desire degree certificates over other lesser ones. A recent survey carried out by scholars has lent credence to this observation, the factors responsible for this are not far-fetched: the fashionable and prestigious nature of university’s certificates; employment opportunities for university turn-outs; superior and detailed academic content and pedagogies; ability to partake in the national youth services corps scheme’s mentality; and international recognition of university degrees for academic enhancement, just to mention some few advantages.

   Since my assumption as the Provost of this enviable institution four years ago, I have taken time to steadily observe trend in the admission process of the institution, and I have to contend with the fact of the preference of degree certificates over that of the Nigeria certificate in education (NCE). Extant evidence abounds that the number of applicants that annually seek for degree programmes in the college, under the auspices of Ekiti state University, Ado-Ekiti, triples that of applicants that opt for N.C.E. certificate. This realization of the numerous advantages of universities over lesser educational institutions had led to the recent transformations of some of our colleagues of education in Nigeria to full-fledge universities of education. It is my prayer that the state government would deem it fit to follow suit by considering the transfiguration of the present status of the college into a university of education without any further delay.

   However, one major implication of the sharp increase in demand for university of education in Nigeria is the need to evolve appropriates articulate strategies, not only to ensure the development of high level human capital for the country but also produce academically sound and research-oriented scholars that can compete in global arena. University, as it has always been, is a corporation for the cultivation and care of the community’s highest aspirations and ideals. Just as castles provided for the source for medieval towns, and factories provided prosperity in the industrial age, the universities are the source of strength in the knowledge-based economy of the twenty-first century. University is entirely different from other educational establishments, the major difference being that we enroll ourselves in universities because we ‘want to’ not that we ‘have to’. Attending a university is completely our choice, unlikely schools or colleges which are optional or somewhat compelling. Since students and parents alike crave for university education over polytechnics and colleges of education in Nigeria, it is pertinent and germane for our government to establish more of it or upgrade the existing colleges of education, as in the case being solicited for Michael Otedola College of Primary Education, Noforija, Epe. What are the benefits derivable from the transformation if it is actualized?

   Teacher education has recently been described as having entered a ‘new era’. In the last two decades, we have seen a focus on teaching competencies, with the development and continual review of a teaching standards framework. Teachers need to be educated in defining education as a reflective and intellectual process, the ability of which requires time and support from well qualified and experienced professional, only obtainable in a university setting. The production of a teacher therefore is considered as an applied science where skills, techniques, facts and content are sought through a medium of training. Learning to teach develops directly from practical experiences in the classroom and consists of pre-determined skills and craft that are hegemonic.

   There exists much consensus amongst academics, politicians, parents, teachers, and other educational stakeholders that quality teaching is important in order to improve pupil learning, signifying the complexities of teacher education and the role of universities within this process. From a knowledge based perspective, approaches to standardizing knowledge of pedagogy through standards competencies have tended to focus the knowledge of teaching as a craft as opposed to knowledge based activity. Thus, teacher education is a process of ‘training’ rather than ‘educating’, with a more technical view of how teachers should be developed. A teacher is increasingly becoming understood as a ‘pedagogic technician’, someone who can bring everything under his or her control and viewed in simple terms as a person who needs to acquire a set of skills in order to be successful. Thus, teaching is a diverse and complex activity, with changeable problems that may alter over time, place and people, professionals must engage more purposefully in understanding the process of problem solving and the consequences these choice have. Implantation of these skills and knowledge can only be given by a plethora of professionals paraded at our universities.

   These days, most organizations and employers target university turn-outs in their recruitment exercises. Thus, a graduate who has attended a university is seen to be better off as opposed to a student who did not go to a university. Furthermore, a higher qualification indicates the level of skills and qualities embedded into a university student. Thus, universities are seen as part of a complex skills and innovation that turn out graduates who are well rounded individuals capable of employing themselves or that people want to employ.              

   Apart from knowing how to teach the subject matter, the pedagogical knowledge, the knowledge of self, the social awareness and organizational competence, students should also be able to demonstrate the following moral and behavioral characteristics: recognize and achieve goals and ambitions especially in response to challenge; enhance self-confidence and belief through practice of enterprising skills and behaviour; demonstrate perseverance, resilience and determination to achieve goals, especially in challenging situation; recognize that they are in control of their own destiny and use this understanding effectively within enterprising situation; take action and learn both from actions and active experimentation; innovate and offer creative solutions to challenging and complex problem. The characteristics mentioned above could better be imbibed in a university environment. Therefore, non-involvement of universities in the developing of teachers may have negative impact on teacher education and this may further narrow the forms of professional knowledge available to the teaching profession. If we are to compete within the ongoing challenges and complexities of the twenty-first century, research and theoretical knowledge remain important as ever.

   One of the ways to achieve the above-mentioned objectives is to sensitize practicing academics towards achieving these goals; hence the evolvement of a book readings of this standard, particularly for transiting tertiary institutions. Thus, the vision is to sensitize academic and non-academic staff of Michael Otedola College of Primary Education of the ethics and ethos of contemporary university, in preparation of transition into a full-fledged University of Education. Also, the mission is to: provide a material that will re-orientate academic and non-academic staff with the enduring culture of teaching and learning; crystalize greater vision for research and scholarship in the academic staff; and acquaint non-academic staff of the ideas, methods, principles and practice of university management and administration.

   It is my hope and desire the in-coming administration will continue to mount pressure on our state government thereby sustaining the tempo of actualizing my dream of transforming this college of primary education into an enviable full-fledged and a word-class university. In the light of the above, it is with utmost pleasure that I am presenting this collection to the reading public. To get the best scholars for this collection, the dragnet has to be spread from Michael Otedola College of Primary Education, Noforija, Epe that forms the epicenter of the work, to several neighboring academic institutions. Notable and distinguished professors and academics of repute, penned the different chapters, culminating into this readable material, not only meant for the staffers of Michael Otedola College of Primary Education, Noforija, Epe, but also for wider audience. Their meaningful contributions are duly acknowledged. This book is quite comprehensive and appropriate for the level of the target audience. It is an important keepsake for readers. I recommend it highly.