Teachers, admission and the future

StatiSense ® - Wale Micaiah ©
Teachers,
Admission Rate
& the Future

“Those who educate
children well are more to
be honored than they who
produce them; for these
only gave them life, those
the art of living well.”
― Aristotle

“Teaching is the
one profession
that creates all
other professions
― Unknown

The Education discipline is the manufacturing
house of Teachers for any Nation. We have seen
great and almost a perfect correlation between the
State of Education and the Quality of life of its
Citizens as well as the Quality if its Teaching
Workforce.
The Institution of Education is as old as the
Nigerian state, in this presentation; an outlook of
how Nigeria is producing enough Teachers for her
Students, the degree of interest tertiary institution
applicants show in the Education Discipline and
the rate of admission in preparation for the
growing student population.

The Education Discipline
Philosophy:
The philosophy of education is necessarily derived from the National Policy
on Education. The national philosophy is in turn based on the following
general aspirations of Nigeria as contained in Section 1 Paragraph 1 of the
National Policy on Education:
A free and democratic society,
A just and egalitarian society,
A united, strong and self-reliant nation,
A great and dynamic economy,
A land of bright and full opportunities for all citizens.
The goals of education are in turn derived from these statements. A Faculty
of Education should therefore be able to enhance the development of the
following:-
a) Respect for the worth and dignity of the individual
b) Faith in man’s ability to make rational decisions
c) Moral and spiritual values in inter-personal and human relations
d) Respect for the dignity of labour and promotion of the emotional,
physical and psychological health of all children.

e) Shared responsibility for the common good of society,
f) The inculcation of national consciousness and national unity,
g) The inculcation of the right type of values and attitudes for the survival
of the individual and the Nigerian Society.
h) The training of the mind in the understanding of the world around and
the acquisition of appropriate skills, abilities and competences both mental
and physical as equipment for the individual to live in and contribute to the
development of his society.
To make the philosophy functional, the National Policy in sections 5 and 9
provides details of these goals under Higher Education in general and
Teacher Education in particular. The provisions as contained in section 5
are as follows:-
a) The acquisition, development and inculcation of the proper value-
orientation for the survival of the individuals and society.
b) The development of the intellectual capacities of individuals to
understand and appreciate their environments.
c) The acquisition of both physical and intellectual skills which will
enable individuals to develop into useful members of the community.
d) The acquisition of an objective view of the local and external
environments.

The traditional roles of the universities are namely:
Teaching
The dissemination of existing and
new information
Research
The pursuit of
service to the
community
Being a
storehouse of
knowledge
1 2
4 5
3

A Faculty of Education should therefore be able to achieve the
following:
Objective:
To produce
prospective teachers
with proper leadership
qualities
To produce teachers with the
knowledge, skills and attitudes
which will enable them to
contribute to the growth and
development of their
communities in particular and
their nation in general
To produce teachers who
have sound mastery of
their subject areas and the
ability to impart such
knowledge to their
students
To equip teachers with a
mastery of problem
solving skills
To produce highly
motivated, conscientious
and efficient classroom
teachers for all levels of our
educational system
To help teachers to fit into the
social life of the community
and society at large and
enhance their commitment to
national objectives
To provide teachers with the intellectual and professional background, adequate for their
alignment and to make them adaptable to any changing situation, not only in the life of
their country but in the wide world
To encourage the spirit of
enquiry, creativity and
entrepreneurship in teachers
To enhance teachers
commitment to the teaching
profession
To enhance the skills of
teacher’s in the use of new
technologies

The courses in the Education discipline are divided into; Integrated Subjects,
Specialist Education, Arts and Humanities, Sciences, Social Sciences and Library
Science.
Integrated subjects:
Language Arts
Social Studies
Science Education
Technical Education
Business Education
Creative Arts/Theatre Arts
Integrated Science
Education Technology
Specialist Education:
Special Education
Elementary/Primary Education
Physical and Health Education
Educational Administration,
Guidance and Counseling,
Adult and Continuing Education
Home Economics
Arts and Humanities:
English Language/Lit, or
English & Literary Studies
African Languages & Literature
Modern European
Arabic
Islamic Studies
Christian Religious Studies
History/International studies
Music
Language & Comm. Arts
Sciences:
Biology
Chemistry
Physics
Mathematics
Agricultural Sciences
Computer Science/Statistics
Mathematics/Statistics
Technical Education
Social Sciences:
Political Science/
Government
Economics
Geography
Library Science:
Library and Information
Resource Management

Nigeria has 128 Universities (as at July, 2013);
No. Funding Total
1 Federal 40
2 State 38
3 Private 50
128
Not all these institutions offer courses in the
Education Discipline. According to the National
Universities Commission (NUC), there are a total of
13 Disciplines, the Faculty of Education exists in 66
of 128 Universities.

While the University produce Teachers for Secondary
and Tertiary Education, the Colleges of Education
produce Teachers for the Basic and Primary
Education category.
According to the UTME 2013 Application records;
there were a total 116 Colleges of Education listed for
admission. They serve as complementary training
institutions to their University counterparts for the
production of Teachers.
He who opens a school
door, closes a prison
- Victor Hugo

The UNESCO Institute for Statistics (UIS) Data for
2010 show that a total of 1.7 million additional
primary teaching positions will need to be
created by 2015.
Between 2010 and 2015, 114 countries will need to create a
total of at least 1.7 million new teacher posts to ensure
quality primary education for all children.
Sub-Saharan Africa (993,000 or 58.41%)
Arab States (248,000 or 14%),
North America & Western Europe (174,000 or 10%)
South and West Asia (114,000 or 7%)
Central and Eastern Europe (5%),
Central Asia (1%),
East Asia and the Pacific (4%), and
Latin America and the Caribbean (1%)

29 countries are with severe
teacher gaps – which need to
grow annually by at least 3.0%
during the 2010 to 2015 period.
Mainly located in sub-Saharan
Africa, these countries will have
to address the challenge of
training and recruiting a
sufficient number of teachers in
order to meet the goal of
(Universal Primary Education)
UPE by 2015.
Countries in sub-Saharan Africa with increasing
primary enrolment will need to recruit the
equivalent of 63% of their current teaching
workforce within the period 2010-2015.

Analysis of Applicants’
Choices with respect
to Faculty of
Education in
Universities & Colleges
of Education

Most Sought-after Courses – University
Year 2011 Total
Education & Economics 5,889
Business Education 5,351
Education & English Lang. 5,095
Library & Info. Science 4,014
Education & Biology 3,055
Guidance & Counselling 2,577
Education & Political Sci. 1,454
Educational Mgt. 1,378
Education & Social St. 1,337
Agric. Sci. & Education 1,191
Education & Islamic St. 1,160
Health Education 1,144
Adult Education 1,029
PHE 997
Education & Mathematics 888
Year 2012 Total
Theatre Arts 5,037
Education & Social Studies 2,524
Education & Mathematics 1,188
Educational Management 1,166
PHE 1,105
Year 2013 Total
Educational Management 1,999
Education & Social St. 1,915
Educational Admin. 1,225
Adult Education 1,041
Education & Mathematics 1,027
Economics Education is the
most sought-after course

Year 2011 Total
Biology/Chemistry 186,339
English/Social Studies 65,468
Biology/Int. Science 64,660
Economics/Social St. 58,888
Comp. Sci. Edu. /Math 55,217
Pol. Science/Social St 50,212
Mathematics/Physics 50,167
Chemistry/Physics 48,008
Economics/Pol. Sci. 44,221
Comp. Edu. /Physics 39,659
English (double Major) 34,008
Economics/Math 29,136
Agric Sci.(double Major) 27,406
Comp. Sci. Edu/Int. Sci. 26,492
Year 2012 Total
English/Social Studies 67,765
Biology/Int. Sci 67,233
Math/Physics 56,989
Econs/Social Studies 52,423
Pol. Sci./Social St. 49,481
Comp. Sci. Edu./Math 47,714
Economics/Pol. Sci. 41,325
English (double Major) 40,748
Comp. Edu./Physics 39,669
Agric. Sci. (double Major) 28,348
Chemistry/Int. Sci. 24,470
Economics/Math 23,830
Year 2013 Total
Biology/Int. Sci. 74,566
English/Social St. 74,467
Math/Physics 68,780
Econs /Social St. 57,658
Pol. Sci./Social St. 55,878
English (Double) 51,728
Comp Sci. Edu./Math 49,057
Comp Edu./Physics 43,551
Econs/Pol. Science 42,520
Agric. Sci. (Double) 32,093
Chemistry/Int. Sci. 26,905
English/Pol. Sci. 25,406
Most Sought-after Courses – College of Education
Business Education is the most
sought-after course

NECO Year Total
Min of 5 Credit
(Math & Eng)
%
June-
July
2003 902,464 247,437 27.42%
2004 897,573 147,810 16.47%
2005 877,138 83,411 9.51%
2006 953,786 258,649 27.12%
2007 1,015,396 309,811 30.51%
2008 1,158,103 649,548 56.09%
Nov
/Dec
2003 335,311 33,663 10.04%
2004 293,883 60,712 20.66%
2005 266,905 37,200 13.94%
2006 368,598 50,783 13.78%
2007 363,931 21,503 5.91%
WAEC 2003 1,039,028 200,148 19.26%
May /
June
(2003 -
2008)
2004 1,051,246 191,938 18.26%
2005 1,091,763 203,991 18.68%
2006 1,184,223 110,417 9.32%
2007 1,275,832 98,133 7.69%
2008 1,369,171 127,147 9.29%
Performance of Students in National Examination

More Teachers are required in the Sciences for
subjects such as:
 Mathematics
 Physics
 Chemistry
 Biology
Admission to tertiary institution requires each
candidate to have at credit levels 5 relevant
subjects, Mathematics and English language
inclusive.
Besides, the quantity require, quality of Teachers
also matters.

Education Disciplines: How Appealing to Applicants?
Year 2000 %
Education 3,343
0.80
Total 416,381
Year 2001
Education 6,681
0.89
Total 749,417
Year 2002
Education 12,484
1.26
Total 994,380
Year 2003
Education 16,427
1.45
Total 1,132,392
Year 2004
Education 15,405
1.83
Total 841,878
Year 2005 %
Education 23,649
2.58
Total 916,371
Year 2006
Education 23,491
2.92
Total 803,472
Year 2007
Education 32,222
3.53
Total 911,653
Year 2008
Education 36,590
3.47
Total 1,054,060
Year 2009 %
Education 44,346
3.75
Total 1,182,381
Year 2011
Education 51,494
3.58
Total 1,439,084
Year 2012
Education 72,437
4.82
Total 1,503,889
Year 2013
Education 86,936
5.01
Total 1,735,729
There is a growing interest in the Education discipline as
shown from Year 2000 to 2013 with less than 1% application in
Year 2000 to 5% application in Year 2013. However, this is far
too low compared to the requirements for the Teaching
profession in Nigeria.

Though application is low, Faculty of Education
however records the highest in terms of Admission
Ratio, averaging of 60% admission from 2000 to
2007 academic Sessions.
FACULTY 2000 2002 2003 2005 2006 2007
Total
Application
3,343 12,484 16,427 23,649 23,491 32,222
Total
Admission
2,840 5,816 14,117 13,855 12,665 13,484
Admission
Rate
84.95% 46.59% 85.94% 58.59% 53.91% 41.85%
From the foregoing table; total candidates admitted
for 6 academic sessions = 62,777. This means these
Teachers in Training would only able to enter into
the profession after at least 5years of training.

Prospectively, all things being equal, it is expected that
Teachers entering the Teaching profession would be as
follows:
Year 2005 2007 2008 2010 2011 2012
Count 2,840 5,816 14,117 13,855 12,665 13,484
It expected that those who were admitted in Year 2000
would enter the teaching workforce in year 2005, having
completed the compulsory National Service programme.
This is also applicable for year 2002, 2003, 2005, 2006 and
2007.
This addition should increase the number of Teachers in
service, however, while some are entering the workforce,
some others are also leaving the profession for obvious
reasons.

How Many Teachers Are Needed?
Of the countries reported with Teacher shortage, 3 would need
to recruit more than 200,000 teachers in total by the year 2015.
In Nigeria, more than one-half of the demand (212,083) is
associated with the need to expand teaching workforces by
creating new posts.
Total UPE Teachers needed by 2015 in Nigeria is 786,161
Teachers needed in 2015: 786,161
Teacher in
Stock (2010):
574,078
Needed:
Total
Recruitment
375,479
New Posts:
212,083
163,396
Replacement for
Attrition:

New Posts:
212,083 163,396
Replacement for
Attrition:
786,161
Nigeria UPE Teacher Requirement

Total Recruitment
Needed
Of Which
New Posts
Replacement for
Attrition
375,479 212,083 163,396
Per Year 75,096 42,417 32,679
2011 2012 2013 2014 2015
75,096 150,192 225,287 300,383 375,479
2011 2012 2013 2014 2015
42,417 84,833 127,250 169,666 212,083
2011 2012 2013 2014 2015
32,679 65,358 98,038 130,717 163,396
Total
Recruitment
Needed
New
Posts
Replacement
for
Attrition

Country Population
Stock in
2010
Teachers
needed in
2015
AVG
Annual
Growth
rate (%)
Total
Recruitment
Needed
Of Which
New
Posts
Replacement
for Attrition
Nigeria 177,096,000 574,078 786,161 6.49 375,479 212,083 163,396
Ghana 24,658,823 124,359 128,746 0.87 36,022 4,387 31,636
Ethiopia 86,614,000 252,232 352,053 6.90 172,197 99,821 72,376
Egypt 84,605,000 380,111 405,816 1.32 103,243 25,705 77,538
DRC 74,618,000 285,640 364,088 4.97 157,323 78,448 78,874
Tanzania 45,950,000 165,856 247,056 8.3 130,139 81,200 48,939
Algeria 38,295,000 141,994 148,214 0.86 42,335 6,220 36,115
Uganda 35,363,000 172,403 213,713 4.39 88,365 41,310 47,054
Sudan 35,150,000 123,633 192,382 7.65 104,761 68,749 36,011
Nigeria require (of the average), an annual growth of
6.49% in Teachers’ recruitment in order to meet up
with the required number of teacher needed for UPE
by 2015.
UPE Teachers Requirement: Selected Sub-Saharan Africa

Country Population
Stock in
2010
Teachers
needed in
2015
AVG
Annual
Growth
rate (%)
Total
Recruitment
Needed
Of Which
New
Posts
Replacement
for Attrition
Finland 5,439,741 24,736 25,137 0.32 7,881 401 7,481
S. Korea 50,219,669 158,056 131,391 -3.63 10,084 - 10,084
Japan’s 127,547,000 399,424 372,423 -1.39 83,561 - 83,561
UK 63,705,000 245,879 243,828 -0.14 59,588 - 59,588
Ireland 4,585,400 32,043 33,727 1.03 9,862 1,684 8,177
Poland 38,533,299 238,741 221,721 -1.23 43,970 - 43,970
Germany 80,493,000 241,845 219,387 -1.93 35,714 - 35,714
Belgium 11,156,136 65,668 67,614 0.49 18,524 1,946 16,578
USA 316,517,000 1,794,812 1,913,874 1.29 579,518 119,062 460,456
Hungary 9,906,000 37,108 37,283 0.08 9,467 175 9,292
Countries with the Best Education System
*Some countries such as Singapore, Denmark, Hong Kong were omitted for lack of data
Teachers requirement (New Posts) for most of these
countries are almost non-existence except for the USA.
While majority need to replace Teachers lost due to
attrition.

With Nigeria tertiary institutions having a carrying
capacity of 520,000:
Carrying Capacity 520,000
Speculation
University 300,000
Polytechnic
220,000
150,000
College of Education
70,000
Others
Clearly, it is impossible to produce and recruit the
yearly minimum required to meet up the 2015
teaching workforce projection by UNESCO UIS as
there are no enough interest shown by applicants in
Education disciplines as well as lack of enough
incentives to attract and retain the existing teaching
workforce.

Nigeria: In Dire
Need of Teachers

10,500,000of these School-age Children are from Nigeria

These
Children
may be
crying for
food today,
what about
their
Future?
They Need Teachers who will
equip them for the Future

"A Teacher is a
compass that
activates the
magnets of
Curiosity,
Knowledge, and
Wisdom in the
pupils."
~ Ever Garrison

StatiSense ® - Wale Micaiah ©
Freely share, freely use and freely recognize the source – © Wale Micaiah
Data source:
Analysis by: Wale Micaiah
w. www.statisense.info
e: walegate@yahoo.com
b: walemicaiah.blog.com
m: 08078001800
www.jamb.org.ng | www.nuc.edu.ng | UIS INFORMATION
BULLETIN NO.10: The Global Demand for Primary Teachers – 2012
Update Projections to Reach Universal Primary Education By 2015

Teachers, admission and the future

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