Discussion
The strength of any public services is shown by the quality of its human resource. Developments in the economy have led to shifts in knowledge and expectation. More than ever before, the citizens are increasingly aware of the obligation that the public sector has to the citizenry. There is increased expectation for quality service delivery. As a result of this, there is more demand for better services from a public sector that is responsive to the prevailing conditions (Pepple, 2009, pg.1). Stalled development in Nigeria has been blamed on the failure to achieve development targets and goals. Scholars argue that is the result of years of neglect coupled by insensitive policies regarding capacity development.
The unavailability of resources has been taunted as the cause for the stalled capacity development in the public sector. However, Olutayo and Omobowale (2011, pg.335) argue differently. These scholars blame the current situation on poor fiscal management and administration in the public sector. The scholars argue that the post-independence Nigeria has been bedeviled by corruption, leaving public coffers short of the resources to develop the capacity of the country’s human resource. This study found that the majority of teachers in Garki school district are in the 35-45 age category. This is the group of teachers who will soon transition into the veteran group of teachers.
According to the Edutopia team (2008), veteran teachers require training and development programs in order to familiarize themselves with the changing elements in the public education sector. These include technological tools used in classroom instruction and new curriculum resources. Poor fiscal management results in smaller budget allocations to the schools. This further stifles the opportunities for organizing teacher training and development programs. This affects the service delivery in the public sector. The findings by Olutayo and Omobowale (2011, pg.335) go to identify some of the courses of inadequate teacher training and development programs in the public education sector in Nigeria.
Although this study found that the number of respondents teaching technology courses to be small compared to the other courses, this does not negate the importance of technology in the instruction of the other courses. The technological advancement in most economies has necessitated the use of different approaches in the classrooms. Ololube, Ajayi, Kpolovie, and Usoro, (2012, pg.81) argue that the advancement in technology has deemed many techniques and skills obsolete. As such, there is a requirement for new knowledge in order to stay abreast with these developments.
This vindicates the need for training programs in order to keep up with the dynamism in the current economy (Radwan, Pellegrini & World Bank, 2010, pg.40). This is not just implicational in the public education sector in Nigeria. Ololube, Ajayi, Kpolovie, and Usoro, (2012, pg.81) argue that managers in any sector need to remain competitive in order to stay in business. This can only be achieved through training and development. These sentiments are collaborated by Okujagu (2013). In line with the increasing globalization, there has been shift so that information communication and technology is an important component in any education system (United Nations & Ocampo,J. A. 2002, pg.302). However, Okujagu (2013, pg.24) argues that most of the teachers teaching technology and computed education are illiterate in computer studies.
The scholar argues that this is the prevailing situation for teachers in the basic Education programme (Ezeoke, 2011, pg.32). The scholar attributes this to the paucity of materials, gadgets and equipment on information communication and technology in the public education sector (Oni, 2012, pg.111). Through teacher training and development programs, this can be remedied. The teacher training and development provide opportunities to develop and learn new skills in different subjects. The effects of this are not just manifested at the school level, but also in the economy (Ornstein, Levine & Gutek, 2011, pg.40). This is because they result in a national human resource that is dynamic enough to compete, not only regionally, but also in the global labor markets.
Okotoni & Erero (2005) provided some insights towards the stagnation in investments in training and development of personnel in the public sector. According to Okotoni & Erero (2005, pg.1), there was an enduring belief that individuals who were engaged through a merit system should be presumed as sufficiently qualified. The enduring thought was based on the presumption that they were trained in their academic institutions. Any failure to deliver on their mandate points towards a faulty selection system. However, and in a move to challenge this enduring school of thought, Okotoni & Erero (2005, pg.1), argue that the calls for continuous training and development are necessitated by the dynamics in the work environment that are brought about by technological advancements, increased demands and rapidly changing organizations.
Okotoni & Erero (2005, pg.1), argue that teachers should be taken through teacher training and development programs in order to develop their skills. This will enable them to deliver their services effectively, assume new responsibilities and also adapt to the dynamic work environment (Jones, George & Hill, 2000, pg.50). These scholars underscore the importance of training and development for the public sector in Nigeria. This collaborate the findings of this study. From the analysis of both the qualitative data collected in the study, the respondents though teacher training and development not only helped them improve their performance but also enhanced personal and career development (DeMonte, 2013, pg.6).
Berry, Daughtrey & Wieder (2010) highlight the extensive debate over the value of teacher training and development programs. The scholars argue that pre-service trainings increase the retention rate of new teachers (Banks & Mayes, 2012, pg.68). They also argue that pre-service training programs help to increase the effectiveness of the teachers. However, and in line with the findings of the study, Berry, Daughtrey & Wieder (2010) argue that the one-size-fits-all approach towards teacher training and development programs. This is in recognition of the various needs in skills and knowledge. These differences in needs arise because of different recruitment levels. For instance, the training needs of recruits and those of veteran teachers are different. A survey conducted by the Teachers Network found that 93% of the respondents were certified by their state for the subject they taught. The survey also found that 78% of the respondents were holders of a master’s degree or a higher qualification.
This survey was carried out on larger sample and on a larger area compared to ours study. Nonetheless, the findings of the two studies were closely correlated. Our study found that 88.7% of respondents were certified by the national teacher institute compared to the 93% in the survey by the Teacher’s Network. However, there was a glaring disparity regarding the highest level of education when the two studies were compared. For instance, our study found that a mere 6.5% of the respondents had master’s degree or a higher qualification, compared to the 78% reported by the study by the Teacher’s Network. As discussed in the analysis of data, a higher education qualification correlates with the performance of the teacher (Richardson, 2008, pg.29). Given the low number of teachers with master’s degree, there is a need for teacher training and development programs in order to augment their skills and competencies.
References
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