Determined to ensure qualitative education in Nigeria, the Directors of Education Quality Assurance (DEQA) in federal and state ministries of Education, parastatals and agencies, have held a four-day workshop at the National Institute for Educational Planning and Administration (NIEP) in Ondo town, Ondo State.
At the event were representatives of ministries of education from the 31 states and the Federal Capital Territory(FCT), including participants from the National Examination Council (NECO), National Business and Technical Examinations Board (NABTEB) and other bodies.
The platform gave participants the opportunity to rub minds on the theme of the conference: “Education quality assurance: A panacea for equity, access and accountability in education.”
Over 10 problems were identified as reasons the standard of education has fallen and various solutions were suggested.
Participants also designed two broad levels for the factors affecting the quality of education. These include: “The level of learners, who have diverse experiences, characteristics, skills and conditions; and the level of the education system, with its managerial and administrative system, implementation of good policies, human and managerial resources and the means to measure learning outcome.’’
Participants noted that Nigerians have the perception that education has a poorly coordinated supervision, is underfunded and has inadequate data for planning as well as general poor learning environment.
“Many states in Nigeria are yet to implement the quality assurance programme prescribed by the Federal Ministry of Education and therefore, internal quality assurance procedures are not being applied in schools in such states.
“Quality Assurance Departments and Agencies, where they have been established, are sometimes staffed with officers who are not trained in that field.They are poorly funded and, generally, lack requisite operational facilities.
The Director-General, NIEPA, Dr. Peter Ojedele, said: ” We value development of skills of educational planners and administrators through strengthening of human and institutional capacity in educational management in the five Girls’ Education Project (GEP) states of Katsina, Sokoto, Zamfara, Bauchi and Niger.
“There should be provision of support for effective monitoring and evaluation through capacity building of monitoring and evaluation officers in Delta and Kaduna states, and the FCT using the notion of Whole School Inspection Approach.”