Quantity or quality? A focus on the crises in African teacher-education

Abstract

The advent of independence flung most African democracies into tempestuous modes of educational reformation. Triggered by the euphoria of independence, many newly liberated countries embarked on en masse teacher-training programmes to meet the demand for free education for all citizens, as enshrined in their manifestos. Most African countries embraced the populist view of eradicating poverty by providing better access to educational institutions to reduce illiteracy among citizens. To date, access to education remains a priority for most governments. However, this invitation has attracted large numbers of citizens who scramble for the opportunity to attain education. Unfortunately, lack of resources, poor infrastructure and inequitable distribution of financial support prove to be formidable challenges for mass education. These, coupled with a plethora of other issues, such as abject poverty, add to the woes that are faced by higher education institutions (HEIs). They serve as a recipe for the promotion of substandard education, which is exemplified in the poor performance of students in exit examinations. In several ways, this significantly endorses teachers who perpetuate mediocrity in schools where they are later deployed for full-time services. This chapter seeks to highlight the need to recalibrate modes of teaching delivery in teacher-education institutions (TTIs). The chapter contends that mass teachereducation severely compromises quality. The chapter seeks to trace the ill- preparedness of many post-independence TTIs. The chapter further maintains that quantity in TTIs has a dire effect on the quality of teachers produced by the system. Teacher-training institutions should assess their capacities, capabilities and resources before enrolling student-teachers.