Management of Teacher Education in Nigeria: Issues, Problems and Remedies by Dr. Akinwumi Femi Sunday Department of Educational Management University of Ibadan, Ibadan, Nigeria

The importance of teachers and the roles they play in the educative process are central to basic education, particularly in third world countries, there may be close substitutes for teacher-roles in the form of teaching machines with programmed instruction (Balogun 1988) but in third world countries such as Nigeria, teachers undoubtedly remain the managers of knowledge. Therefore, teacher education in Nigeria is, and should be, the foundation of quality and relevance of education at all levels. Teachers are crucial inputs of an educational system. The real growth points with teaching profession are well trained and experienced teachers. If we believe in the capacity of education system to promote rapid and directed social and economic change, we should be concerned with who teaches in our schools. Since no education system can rise above the quality of its teachers, an educator must first be educated and trained. It is not surprise, therefore, that there is widespread interest in developing a functional and more workable fit between teacher-training programme and the complexities and demands of teaching. Base on the above premises therefore, this study sought to examine some salient issues in education and x-ray the problem areas in the management of teacher education in Nigeria. Over years, the issue of teacher education vis-àvis the concept of educational management has been seriously neglected. It is imperatives to note that educational management is a scientific organization of human (teachers) and material resources available for education and using them systematically to achieving educational goals. Therefore, for any teacher education to be successful some management issues as it affects teacher education must be thoroughly diagnosed. Some of these issues are: quality in teacher production, selection of entrance, teacher preparation programme, staffing, facilities, administrative leadership and discipline, funding, pedagogy among others. While the problems confronted by teacher education include: aversion for the teaching profession, teacher retention and turnover, inadequate funding, quantity and quality of teacher. It is in the light of the above that the study is set to proffer solution to these problems that rearing their ugly heads with a view to improving the country’s quality of education via teacher education. The study will be of immense importance to both educational planners and administrators. It is therefore suggested that teachers should be allowed to undergo on-the-job training; conferences, workshop and seminars.