Managing Nigeria’s Education for Quality Assurance

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XI, November 2019 | ISSN 2454–6186

Managing Nigeria’s Education for Quality Assurance

RABIU Ishaq, BABUGA Hassan Bello, ASIYA Idris, JAMILA Muhammad

Department of Social Studies, Shehu Shagari College of Education (SSCOE), Sokoto State, Nigeria

Abstract: – The role of education in engendering and facilitating country’s socio-economic, political and cultural development can never be over-emphasized, most especially in a situation where the education is given due consideration and proper management. This paper argued that Nigeria’s education has fallen below all standards, these falling standards from primary to tertiary institution remain a major problem in Nigeria’s education, the quality of the products of various institutions leaves much to be desired, and graduates of Nigerian tertiary institutions are unemployable for their deficiencies. In fact, the pathetic state of education in the country epitomizes the intensity of decay and degradation as well as illustrates the endemic hopelessness, despair and uncertainty under which Nigerians live, and part of its contributing factor is lack of proper management. However, the paper access Nigeria’s education and the extent at which lack of proper management has affected quality assurance in the education sector. The paper recommended among others: that an adoptive restructuring style and patterns of educational management should be developed to meet the new demands. There is also the need to create hospitable quality culture amongst members of the institution. The paper is divided into six part, the first part contained the introductory part, the second part is concerned with definition of concepts, while the third part examined the Nigeria’s education in historical perspective, the forth section assessed the education’s management tools for quality assurance. The fifth section builds a congruency between a well managed education and national development and sixth is the conclusion and recommendations.

I. INTRODUCTION

From a global perspective, economic and social developments are increasingly driven by the advancement and application of knowledge. Education in general and higher education in particular are fundamental to the construction of a knowledge economic and society in all nations (World Bank 1999) yet the potential of higher education in developing countries to fulfill this responsibility is frequently thwarted by long standing problems of finance, efficiency, equity, quality and most worrisome management. Knowledge has become the most important factor for economic development in the 21st century, through its capacity of argument productivity, it increasingly constitute the foundations of a country’s competitive advantage (Porter 1990) this change is most evident in OECD countries, where investment in the intangibles that make up the knowledge base of the country (e.g. research and development, higher education, computer software, patents) are equaling or exceeding investment in physical equipment (OECD 2001).

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