CHAPTER ONE
1. BACKGROUND OF THE STUDY
The challenges
confronting our educational system in tertiary institution centers on quality
attainment of education delivery, almost everything connected with education in
tertiary institution is in short supply. Quality teachers are in short supply,
quality buildings, quality equipment, quality laboratories, good experimental
farms and other resources input that can lead to quality education are
inadequately provided. Today, there exist general disenchantment and general
distrust in the quality of the education system as well as in the quality of
education output.The quality of education is the prime factor that determines
the worth and significance of the system to both the recipients and the society
at large. Thus, Igwe (2009) notes that, the promises of information and
communication technologies (ICTs) have driven e-learning in transforming
education delivery and thereby advancing the knowledge economy. The knowledge,
economy for example sets a new scene for education and new challenges and
prospects for education is a pre-requisite of the knowledge based economy and
the production and use of new knowledge both require a more educated population
and workforce (Arikewuyo, 2004). ICTs are very powerful tool for
diffusing knowledge and information which is fundamental aspects of the
education process.In that capacity, ICTs play a pedagogic role that could in
principle compliment the traditional practices of the education sector (Igwe,
2009).Undoubtedly, e-learning powered by ICT use in tertiary institutions could
help to expand and widen access to tertiary education and learning, improve the
quality of education as well reduce its cost. This means that effective ICT use
in tertiary institutions in Nigeria could help to spur positive results in
improving the overall learning (and teaching) experiences as well as in
up-lifting the quality of the system.Therefore the research seeks to
investigate the role of ICT as a change agent for quality education in tertiary
institution in Nigeria.
1.2
STATEMENT OF THE PROBLEMElele
(1983) cited in Yusuf (2012) notes that quantitatively, the Nigerian Education
scene in quite impressive but qualitative deficient. There exist general
disenchantment and general distrust in the quality of the education system as
well as in the quality of education output. (Arikewuyo, 2004) stated that ICT
can play a very prominent role in diffusing knowledge and information which is
fundamental aspects of the education process towards quality attainments.In
this capacity, ICT plays a pedagogic role that could in principle complement
the traditional practices of the education sector.Therefore, the problem
confronting this research is to appraise the role of ICT as a change agent
towards quality education in tertiary institution in Nigeria.
1.3
RESEARCH QUESTIONS1.
What constitute quality in the education of tertiary institution in
Nigeria?2. What is ICT and what
constitute the role for quality education in tertiary institution in
Nigeria?3. What constitute the
fundamental objective of quality education in tertiary institution in Nigeria?
1.4
OBJECTIVE OF THE STUDY 1.
To determine the nature of education in tertiary institution in
Nigeria2. To determine what
constitute quality in the education of tertiary institution in
Nigeria3. To determine the nature of
ICT and the role of ICT as a change agent towards the education of tertiary
institution in Nigeria4. To appraise
fundamental objectives of quality education attainment in tertiary institution
in Nigeria.
1.5
SIGNIFICANCE OF THE STUDY 1. The study shall
provide a framework for determining the quality standard of education in
tertiary institution in Nigeria.2. It
shall provide measure of quality standard for the education of tertiary
institution in Nigeria3. The study
shall provide detail information in ICT and the role of ICT as a change agent
towards quality education in tertiary
institution.4. it shall serve a
reference source of information for educationist academic and non-academic
persons students etc.
1.6
STATEMENT OF HYPOTHESIS1.
H0 The quality standard in tertiary
education in Nigeria is low H1
The quality standard in tertiary education in Nigeria is
High2.
H0 The level of ICT in tertiary
education is lowH1 The level of ICT
in tertiary education is High3.
H0 The impact of ICT in the quality
of education of tertiary institution is
lowH1 The impact of ICT in the
quality of education of tertiary institution is high
1.7
SCOPE OF THE STUDYThe study focuses on the
role of ICT as a change agent for quality education in tertiary institution In
Nigeria.
1.8
DEFINITION OF TERMDEFINITION OF QUALITY
EDUCATION:The Federal Ministry of Education (FME, 2009) remarked that quality
standard in the education system are goals or targets to which learners,
teachers, staff and school administration aspires to attain. Quality assurance
in the education system therefore, is a multi-dimensional concepts
involving the various functions and activities of the education system. Such
functions and activities include teaching research, staffing, students, buildings,
facilities and equipment, service to the community and academic environment. It
is ensuring that atleast the provision of the minimum academic standard are
attained and sustained.
Department | Education |
Project ID Code | EDU0008 |
Chapters | 5 Chapters |
No of Pages | 75 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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