NTI DLS OPERATIONS IN RETROSPECT: ISSUES AND CONCERNS ON QUALITY PROGRAMME DELIVERY, EXAMINATION CONDUCT AND CERTIFICATION By DR. LANRE MAJA, DEAN, SCHOOL OF POST-GRADUATE STUDIES, N.T.I., KADUNA

Introduction NTI was established to promote in-service education for teachers using the Distance Learning System (DLS). By so doing, the institute was charged with the duty of providing courses of instruction leading to the development, upgrading and certification of teachers as specified in the relevant syllabuses, using distance education techniques. This paper therefore, considers NTI DLS operations in retrospect paying attention to quality programmes delivery, examination conduct, certification, monitoring and evaluation. The National Teachers’ Institute has passed through different stages just like a newborn baby which from birth undergoes the period of sitting, crawling, walking and running. The institute at inception in 1978 started with the Teachers’ Grade Two course and later introduced more courses to train, re-train and upgrade teachers. It also organize refresher courses to update the knowledge and skills of teachers nation- wide at basic education level..

Programmes run by the Institute Teacher Grade Two by DLS (TCII DLS) (1978 – 2006) Nigeria Certificate in Education (NCE DLS) 1990 – date Pivotal Teacher Training Programme (PTTP) (2000 – 2004) Special Teacher Upgrading Programme (STUP) (2006 – 2010) Postgraduate Diploma in Education PGDE (2005 – date) Advanced Diploma in Education (ADE (2005 – date) Bachelor’s Degree Programmes BDPs (2014 – date)

Issues and concerns on quality programme delivery The National Teachers’ Institute as a teacher education institute needs to ensure quality in all facets of its operations because of the nature of people we handle (teachers). Well structured course books (Modules) are the major means of programme delivery. There is need for the books to be produced ahead of the commencement of a new semester. This will enable student collect them at the point of registration. We were all witnesses to the old practice where books were supplied late and sometimes inadequate. The students are expected to use these books for self study. Where they are not available, how do the students engage in self study? Research findings have revealed poor reading habit among students. Distance learners should note that they cannot make headway without putting minimum of 2-3 hours of self study per day for PTTP and NCE students. While the ADE, BDPs and PGDE students require 3-4 hours per day. Attendance at Tutorial: There is need for a paradigm shift from the old practice of coming for tutorial at the convenience of the students. Attendance should be encouraged by using different methods to ensure that students are regular and punctual.

Facilitators and facilitation Facilitators and CDOs have a major role to play in achieving this. Facilitators need to be more committed and vary their methods in order to compel students to attend tutorial. Tutorial sessions should be interactive and keep the students busy. Use of ICT: There was today’s education is driven by Information and Communication Technology (ICT). The introduction of Tablets which hitherto was not used in NTI programmes is good. Students at the BDPs and PGDE levels should be encouraged to use tablet,, laptop etc. for their studies. Computer appreciation should be a part of the course where practical application of ICT in form of Word Processing, Internet browsing, e-learning which will lead to e-examination.

Monitoring and evaluation of NTI DLS programmes The role of effective monitoring and evaluation in the success of any programme including the NTI DLS cannot be over emphasized. No matter the adequacy of resources both human and material provided for a programme, its success depends largely on effective monitoring and evaluation. The frequency of monitoring and evaluation needs to be increased for improved result. Types of monitoring Management monitoring Academic monitoring Administrative monitoring Teaching Practice monitoring Course material delivery monitoring Examination monitoring Efforts should be made to involve staff of Headquarters, zonal and state levels. Relevant departments should develop standard instruments/templates for different evaluation.

Collection and analysis of M&E results Results of each monitoring and evaluation exercise should be collated and analysed with a view to maintaining the identified strengths and improve on the weaknesses. Each Centre should know the performance CDOs The use of CDOs which started from state offices in the late 90s and early 2000 and later taken over by the headquarters is a right step to ensuring quality programme delivery. However, its implementation modalities need to be overhauled. Those who are not qualified as CDOs should be withdrawn. All illegalities such as extortion, exam misconduct, absenteeism etc, should be sanctioned.

Conduct of examination As an institute which conducts examination, the current mode of conducting examination where CDOs and centre managers are allowed to remain in their centres is not good enough. The fact remains that these people look for the students and are already familiar with them. Therefore, they cannot be effective as expected. In order to get the best from these functionaries during examination, the following is suggested: CDOs should be swapped within the state or zone. DTA and transport should be paid to all staff. Posting of staff for examination supervisors should come from the Headquarters. FOSS and Examination division should work together to achieve this. Monitoring officers from Headquarters should be posted to states based on population. This group of staff should be made up of very senior staff and be independent. Centre managers and invigilators should also be adequately remunerated. Students should register for carryover courses and Marks and Attendance sheet generated for them. The Computer Division should endeavour to use the actual year of graduation for carryover students i e Certification should be based on the actual year of graduation for carryover students and not the year of admission and the expected year of graduation.

Challenges Late and or inadequate supply of course materials Inability of students to collect course materials at the point of registration Absenteeism on the part of some facilitators and students at tutorial. Course facilitators are not innovative. They use the lecture method only during tutorial. Some centre managers and facilitators are not committed. Recruitment of functionaries based on other reasons rather than competence and qualification. Poor and irregular remuneration to functionaries. Non use of ICT by facilitators during facilitation. Inadequate remuneration to staff and functionaries at the centre. Involvement of CDOs, centre managers and facilitators in illegalities e.g extortion, exam misconduct etc. CDOs not under direct control and supervision of the state coordinators. Irregular conduct of practical lessons. Continuous assessment scores are not reliable.

Way forward Books and other educational materials should be supplied before the commencement of the semester. Students should be supplied with course materials at the point of registration Centre managers, CDOs, facilitators and students should ensure regular attendance. Absenteeism should be sanctioned. The idea of reading the Module to the students should be discouraged rather facilitation should be interactive. Only committed centre managers and facilitators should be recruited. Recruitment of functionaries should be based on competence, qualification and interest. There is need to improve in the remuneration of functionaries and also payment should be regular. Use of ICT should be encouraged by facilitators. Staff who perform duties at the centre should be adequately remunerated. Erring staff and functionaries should be sanctioned based on the offence committed. All CDOs should report to the state coordinators. They should go to centres only when there is contact and report in the office on other days. FOSS department should calculate transport on monthly basis for such CDOs and this paid to them with the running cost. Practical lessons should be enforced. The institute is currently developing practical guide for CCA, ITS and,PHE. There should be effective monitoring of CA in order to have reliable scores. All course materials should be uploaded as Open Education Resource (OER).

Conclusion The institute has come a long way in the delivery of her programmes. Result from monitoring and evaluation of all programmes should be deployed to improve on programme delivery. It is worth mentoring that there had been a tremendous improvement in the administration and delivery of programmes, however, monitoring and evaluation of all programmes should be intensified. The conduct of examination, processing and release of students result need immediate attention.

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References Babalola, J.B. (2004) Quality Assurance and Child Friendly Strategies for Improving Public Schools Effectiveness and Teacher Performance in a Democratic Nigeria in E.O. Fagbamiye, J.B. Babalola, M. Fabunmi and A.O. Ayeni (Eds). Management of Pimary and Secondary Education in Nigeria. Ibadan. NAEAP Publication.   NTI (2015) Handbook on Bachelor Degree Programme. Kaduna: National Teachers’ Institute Press. NTI (2015) Handbook on Postgraduate Diploma in Education. Kaduna: National Teachers’ Institute Press. NTI: Quality Assurance in the Nigeria Certificate in Education (NCE) Monitoring and Evaluation Guide. Kaduna: National Teachers’ Institute Press.