ABSTRACT
This study focused on Tertiary Education Trust Fund (TETFund); and training and development of academic staff of Imo State University, Owerri, Nigeria. The objective of the study focused on impact of scholarship from TETFund on academic staff development in Imo State University; impact of TETFund sponsored conferences on academic staff development in Imo State University; impact of academic staff development on teaching practice in Imo State University. Survey research design was used and questionnaire (rating scale) served as the instrument of data collection. The population of this study is made up of academic staff that have benefited from the TETFund in Imo State University Owerri. A total of four hundred and forty eight (448) academic staff benefited from TETFund (2011-2015). From that, a sample of 211 were selected from the population, using Taro Yamane’s method. Data were analyzed using simple percentage and bar charts. The hypotheses were analyzed using simple linear regression with IBM SPSS (Statistical Package for Social Science) version 20.0. The result revealed that tertiary education trust fund has positive significant impact on academic staff development in Imo State University. Specifically, it was found that there is significant impact of scholarship from TETFund on academic staff development in Imo State University, there is significant impact of TETFund sponsored conferences on academic staff development in Imo State University and there is significant impact of academic staff development on teaching practice in Imo State University. Based on the findings, it was recommended that bureaucratic bottlenecks connected with TETFund should be removed to promote easy access for academic staff in Nigerian public universities. Also, there should be no discrimination in the disbursement of TETFund benefits like scholarship, and conferences to academic staff in the universities.
TABLE
OF CONTENTS
Title
Page
Declaration i
Certification ii
Dedication iii
Acknowledgements iv
Table
of Contents v
List
of Tables x
List
of figures xi
Abstract
xii
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2 Statement of the Problem 5
1.3
Objectives of the Study 6
1.4
Research Questions 6
1.5
Research Hypotheses 6
1.6
Significance of the Study 7
1.7
Scope of the Study 8
1.7.1
Unit scope 9
1.7.2
Content scope 9
1.7.3
Geographical scope 9
1.8
Operational Definition of Terms 9
CHAPTER 2: REVIEW OF
RELATED LITERATURE
2.0
Introduction to Literature Review 12
2.1
Conceptual Review 13
2.1.1
Nigerian higher education system 13
2.1.2 University education 15
2.1.3
Funding university education in Nigeria 20
2.1.4 Educational financing in Nigeria 33
2.1.5
History and nature of tertiary
education trust fund 37
2.1.6 TETFund and
academic staff training & development in Nigeria 40
2.1.7 Rationale for setting up tertiary education
trust fund 41
2.1.8
Contribution of TETFund in the funding
of Nigerian
Universities 44
2.1.9 Impact
of tertiary education trust fund intervention on
academic staff
development in tertiary institutions 46
2.1.10 Tertiary Education Trust Fund Policy in Nigeria 48
2.1.11 Challenges confronting TETFund in the higher institutions 54
2.1.12 Solutions to the Challenges Confronting TETFund 58
2.2
Training 59
2.2.1
Training Objectives/Needs 61
2.2.2
Conditions for Effective Staff
Development 64
2.2.3
Staff Training in Nigerian Tertiary
Education 66
2.2.4 Staff training as predictor for higher institution performance 72
2.2.5 TETFund human resources training and
productivity in
tertiary institutions 75
2.2.6
Staff development 78
2.2.7
Reasons for staff development 81
2.2.8
Management strategy on academic staff
training and development in
Nigerian tertiary institutions 83
2.2.9
Impact of TETFund research grant on
academic staff development through job
satisfaction/enrichment in Nigerian Universities 88
2.2.10
TETFund staff development through
sponsorship of staff
to conferences and workshops 97
2.3
Theoretical Framework 99
2.3.1
Maslow Hierarchy of Needs Theory 99
2.3.2
Development Theory 101
2.3.3
Change Theory 102
2.3.4
Learning Theory 104
2.3.5 Productive
Theory 105
2.3.6 Application
of the Theoretical Framework to the Study 106
2.4
Empirical Review 108
2.4.1
Empirical Review on TETFund 108
2.4.2
Empirical Review on Staff Training and
Development 115
2.5
Summary of Literature Review 119
2.6
Gap in Literature 121
CHAPTER 3: RESEARCH METHODOLOGY
3.0
Introduction 123
3.1
Research Design 123
3.2
Population of the Study 124
3.3
Sources of Data Collection 124
3.3.1
Primary Data 124
3.3.2
Secondary Data 125
3.4
Instrumentation 125
3.5
Sample and Sampling Procedure 126
3.5.1
Sample Size Determination 126
3.6 Validity
of the instrument 127
3.7 Reliability
of the instrument 127
3.8 Methods
of Data Analysis 128
CHAPTER 4: DATA
PRESENTATION AND ANALYSIS
4.0
Data presentation and analysis 130
4.1
Presentation of Data and Analysis 130
4.2
Analyses of Hypotheses 137
4.3
Discussion of Findings 140
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.0
Summary, Conclusion and
Recommendations 142
5.1
Summary 142
5.2
Conclusion 143
5.3
Recommendations 143
5.4
Contribution to Knowledge 144
5.5
Limitations of the Study 144
5.6
Suggestions for Further Studies 145
References 147
Appendix I: An appeal to fill questionnaire 161
Appendix II: Questionnaire 166
Appendix III: Organogram of Imo State university 167
Appendix IV: Sample of TETFUND Teaching Practice form
Appendix v: IMSU TETFund Scholarship
Appendix vi: IMSU TETFund Conference
attendance
LIST
OF TABLES
Table 2.1: Growth
of Higher Educational Institutions in Nigeria
Table 2.2: TETFund
Scope of Operation
Table
2.3: TETFund Intervention Allocation to Universities from 2011-2015
Table
4.1: Number of questionnaire distributed
and number collected
Table
4.2: Respondents gender
Table 4.3: Age brackets of
respondents
Table 4.4: Educational attainment of respondents
Table 4.5: Working experience of
respondents
Table 4.6:
Impact of TETFund
Scholarship on training & development of academic
staff of Imo State University
Table 4.7: Impact of conference
attendance on
training & development academic staff
of
Imo State University
Table 4.8: Impact of teaching
practice on training & development of academic staff
of Imo State University
Table 4.9: Scholarship has no significant
impact on training & development of
academic staff of Imo State University
Table
4.10: Conference
attendance has no significant impact on training &
development of academic staff development
of Imo State University
Table 4.11: Teaching practice has no
significant impact on training &
development of academic staff development
of Imo State University
LIST
OF FIGURES
Figure 1: Maslow
Hierarchy of Needs 108
Figure 2: Bar
chart showing gender of respondents 131
Figure 3: Bar
chart showing age brackets 132
Figure 4: Bar chart showing Educational Attainment 133
Figure 5: Bar chart showing working experience of respondents 134
CHAPTER 1
1.0 INTRODUCTION
1.1 Background of the Study
Education
is the bedrock for every development that takes place in the society. It is the
highest level of investment which man, organizations and nations can make for
their future development and growth. This is as a result of the fact that
education is the engine for social, economic, political, cultural and
technological development (Ezeali and Esiagu, 2009). According to Alumode
(2002), education by its very nature is a universal practice engaged in by
societies at all stages of development and it is an essential process in human
development. To him, education is all about inculcation of societal principles,
ethics, and norms to the learners in formal or non-formal school setting. In
September 1976, the National Education Policy came into force by changing the
school calendar, which used to run from January to December, to now commence
from September to August. In addition, the school system which used to be
majorly 8-5-4 (eight years of pre-primary school, 5 years of secondary school
and 4 years of university education) now changed to 6-3-3-4 system. This means
6 years of primary education, 3 years of junior secondary and 3 years of senior
school and 4 years of university education (Ajegbelen, 2016).
In
this case, education is inevitable for the development of any nation, as it
plays a vital role in human capital formation (Olusegun, 2019).
This can be achieved through acquired knowledge from university (Amaechi,
2016). The importance of the university system of education cannot therefore be
over-estimated. This has resulted in the continuous increase in the number of
universities in the country. In Nigeria, both public and private higher
institutions are allowed to operate. However, public higher institutions
(universities) are the focal point of this study. This is because government
owned tertiary institutions are established, financed, managed and controlled
by the government to promote acquisition of knowledge, teaching, research and
community service (Ezeali, 2017). Therefore, availability of human resources
(especially lecturers in the university) in government owned tertiary
institutions is a prerequisite for the achievement of Nigerian tertiary
institutions’ objectives. Here, it is because of the need to transform higher
institutions in both human capital and infrastructure that made the government
to introduce the tertiary education trust fund. That is why Udu and Nkwede
(2014), observed that …
In
realizing quality transformation of tertiary education, the role of TETFund
(Tertiary Education Trust Fund) became crucial. The Tertiary Education Trust
Fund (TETFund) was established as an Intervention Agency under the Education
Tax Act No. 7 of 1993 to take charge of tax fund in providing essential
services to tertiary institutions. Tertiary Education Trust Fund Act, 2011
repeals the Education Tax Act which was charged with the responsibility for
managing, disbursing and monitoring the education tax to public tertiary
institutions in Nigeria by imposing a 2 percent (2%) Education Tax on the
assessable profit of all registered companies in Nigeria.
One of the objectives of TETFund is human
resources training and development for staff of the higher institutions.
TETFund contributes in performing the human resources functions through award
of scholarship for staff of higher institutions, sponsoring conferences and
teaching practice for staff of higher institutions
(TETFund, 2019; Njoku and Ubah, 2018). The mandate of the fund as provided in
section 7(1) (a) to (e) of the TETFund Act, 2011 is to administer and disburse
the amount in the fund to Federal and State tertiary educational institutions,
specifically for the provision and maintenance of essential physical
infrastructure for teaching and learning; instructional material and equipment;
research and publication; academic staff training and development; and Any
other need which, in the opinion of the Board of Trustees, is critical and
essential for the improvement of quality and maintenance of standards in the
higher educational institutions. In line with the number four objectives of the
TETFund, numerous staff has been trained and developed in Imo State University.
For example, in 2012/2013, Imo State University through TETFund finance trained
36 of its teaching staff and 7 non teaching staff. In 2014, 23 staff from Imo
State University benefited from TETFund staff training and development
programmes. Apart from that, many Imo State University staff in different ways
has benefited from staff training and development.
The
above benefits of IMSU staff to TETFund is in line with number four objectives
of TETFund. The number four objective or area of coverage of Tertiary Education
Trust Fund is human resources training and development. It becomes a fact that,
if organization – especially the universities – must achieve their goals, the
training and development of the employees especially lecturers (who impact
knowledge to students) must be taken seriously. That is why Gambo (2015),
asserted that achievement of objectives and good returns to investment could only
be attained if human resources aspects of the organization are properly trained
and developed. Obi-Anike and Ekwe (2014), asserted that, training and
development is the crucial area of human resource management.
Training
is focused on developing the skill and knowledge of junior employees to enable
them perform their functions well.
Training which is referred to as a course of diet and exercise for
developing the employees’ effective, cognitive and psychomotor skills assist
the universities to have a crucial method of developing the employee towards
enhancing his productivity (Ezeani and Oladele, 2013). On the other way round,
development is the process by which university staff gains the experience,
skills and attitudes to become or turn successful leaders in their universities
(Glueck, 1986; cited by Abba, Anazodo and Okoye, 2004). The general purpose of
training and development is to impact specific skill and knowledge to workers
to enable them contribute positively for organizational effectiveness and high
productivity. As part of the responsibilities of TETFund, they provide fund for
academic staff to embark on in-service training and development by sponsoring
their further training in various academic fields, both local and international
(Eze, 2014). Udu and Nkwede (2014), result also showed that due to TETFund
interventions, many lecturers have been sponsored to local and international
seminars and conferences in addition to TETFund sponsored oversea training and
retraining of academic staff. Emphasizing on the use of TETFund for staff
training and development, the TETFund unit of Imo State University organized
training and development for staff and development for staff in 2013. The
training was used to expose the academic staff of the school on how to apply
for TETFund sponsorship for further studies, how to win TETFund research grant
and how to apply and win TETFund sponsored publication.
The
above training were focused on the teaching staff alone. According to Bogor
(2015), the lecturers are our priority in TETFund’s intervention policy because
they are the drivers of communication and knowledge. If you take away the
lecturers, you have created a gap that you cannot fill in educational
development. In Imo State University, participation in staff training and
development is open to all both male and female academic staff. This study
focused on training and development of staff in the university because human
capital issue is one of the cardinal objectives of TETFund. In short, the
number two, three and four objectives of TETFund focused on human capital
aspect of the higher institutions. This study focused on TETFund training and
development in Imo State University. This is true because Imo State University
is one of the state universities in the south east Nigeria where TETFund has
been used in staff development. The need for TETFund staff training and
development in Imo State University is based on the fact that state
universities cannot be funded by state governments alone but by the
contribution of numerous stakeholders within the state. In all, this study
focused on identifying the impact of scholarship, conference and teaching
practice on academic staff development in Imo State University.
1.2 Statement of the Problem
Over
the years, the various levels of education in the country have been confronted
with various problems which range from financial, human, to material resource
insufficiencies. However, most affected among the levels of education within
the country is the tertiary level of education; especially university
education. For example, Chukwu (2019) wrote on development strategies for staff
in Nigerian Polytechnic in Oko, Anambra State. The study used survey method and
data were analyzed using quantitative approach. However, this study did not
focus on Nigerian university. Also, Eloduka (2011) focused on the challenges of
human resources development in Nigeria public tertiary institutions in Ogun
State. The study used qualitative approach and was not empirical in nature. The
study also covers higher institutions in Ogun State and did not pay any
attention in Imo State. Olusegun (2019) wrote on TETFund and infrastructural
improvement in Colleges of Education in South West. The study did not use
Nigerian universities and was not carried out within the South East.
Considering the above, it could be seen that many studies have been done on
TETFund. But, most of the studies did not use training and development of
academic staff. Most of the studies did not cover the exact case study of this
work which is Imo State University. Considering the above, there is a problem
which this study wants to solve; hence this study focused on Tertiary Education
Trust Fund and training and development of academic staff of Imo State
University.
1.3 Objectives of the
Study
The
broad objective of this study is to examine Tertiary Education Trust Fund and
training and development of academic staff of Imo State University. Specifically,
this study sought to:
1. examine
if there is any significant impact of scholarship from TETFund on academic
staff development in Imo State University.
2. ascertain
if there is any significant impact of TETFund sponsored conferences on academic
staff development in Imo State University.
3. investigate
the impact of academic staff development on teaching practice in Imo State
University.
1.4 Research Questions
Based
on the objectives of the study, the following research questions were posed for
the study.
1. Is
there any significant impact of scholarship from TETFund on academic staff development
in Imo State University?
2. Is
there any significant impact of TETFund sponsored conferences on academic staff
development in Imo State University?
3. Of
what impact is academic staff development on teaching practice in Imo State
University?
1.5
Research
Hypotheses
Based
on our objective of the study and research questions, the following research
hypotheses guided the study.
HO1:
There is no significant impact of scholarship from TETFund on academic staff development
in Imo State University.
HO2:
There is no significant impact of TETFund sponsored conferences on academic
staff development in Imo State University.
HO3:
There is no significant impact of academic staff development on teaching
practice in Imo State University.
1.6 Significance of the
Study
This
study will be useful and beneficial to TETFund, Nigerian government, Imo State
University, staff of higher institutions, students and future researchers.
The tertiary education trust fund as a
government institution will enjoy the usefulness of this study. This is true
because the study will enable the institution to understand the best way in
solving some problems confronting them. The institution will know the best
strategy to disburse fund for human capital development and infrastructural
improvement in the higher institutions. The organizational management and staff
will also avoid corruption in performing such functions.
The
government at all levels will understand the benefits of adhering to the act
establishing TETFund in utilizing the finance for higher institution
development. The government will also understand the benefits of giving
autonomy to TETFund managers/ administrators to effectively perform their
functions well without political intervention, as that will lead to high of
development in the tertiary education in Nigeria.
The
authorities and stakeholders of Imo State University will enjoy the usefulness
of this study. The study will enable them to understand the best approach to
adopt in utilizing financial support and allocation from TETFund to enhance
human capital empowerment in the school system. The school will also utilize
the finance from TETFund in training all categories of its staff to enhance
their commitment, skill development and competency in performing their daily
functions. Such improvement will lead to high performance in the school system.
One
of the cardinal objectives of TETFund is staff development. In this direction,
the study will be valuable to the staff of higher institutions, especially the
academic staff as they will know the best way to apply for TETFund support and
the best to utilize such support for their own development and for the
betterment of the school. They will also know the best way to source for
TETFund support for all categories of training and research endeavour in the
tertiary institutions.
When
the academic staff are well trained through TETFund, they perform their
functions very effectively thereby imparting positive knowledge on students
which will lead to positive change in behaviour. When this is done, there will
be improvement with students’ academic performance and achievement in the
school system.
Future
researchers will understand what has been covered and what remained to be
covered on the subject matter as the study will add positive value to existing
literature on the subject matter.
1.7 Scope of the Study
The
study focused on Tertiary Education Trust Fund (TETFund) and training and
development in Nigerian Universities. The geographical scope is delimited to
Imo State University Owerri, 2011 - 2015.
1.7.1 Unit Scope
The
study was conducted in Imo State University Owerri, Imo State, Nigeria. Only teaching
staff of Imo State University Owerri, Nigeria was used for this study.
1.7.2 Content Scope
The
content scope focused on Tertiary Education Trust Fund and training and
development of academic staff of Imo State University, Nigeria. It covers the impact
of scholarship on academic staff development in Imo State University; the
impact of conference attendance on academic staff development in Imo State
University; and the impact of teaching practice on academic staff development
in Imo State University. The time frame scope is between 2011 – 2015.
1.7.3 Geographical Scope
The
geographical scope of this study is delimited to Owerri Imo State (the
geographical location of Imo State University). Owerri is the capital of Imo
State Nigeria, set in the heart of Igboland. It is also the largest city in the
State followed by Orlu and Okigwe respectively, Owerri consists of three local
governments, Owerri north, Owerri West and Owerri Municipal. It has an
estimated population of 1,401,873 as of 2006 census. Geographically, it has an
approximately 100sqkm. Its coordinate is 5.485ºN7.035ºE.
1.8 Operational Definition
of Terms
The
following key terms are clearly defined here as they will feature prominently
in the work. They are:
Academic conferences: A
formal meeting of people with a shared interest, with a view to discuss and
present solutions on socio-economic, political and educational problems of the
country. It is mainly attended by academia, scholars and researchers.
Development:
This is a planned activity which focuses (More on senior staff) on increasing
and encouraging their capacities to enable them perform their duties in a
productive manner.
Organization:
This is an institution or enterprise established to
achieve business or public objective. It is the arrangement by personnel
for facilitating the accomplishment of some agreed purposes through allocating
of functions and responsibilities. A university is an organization.
Performance:
This is the level of workers input in doing their work in organization.
Performance could be high average or low. If it is low, it affects
organizational productivity negativity, if it is high, it will make
productivity high.
Productivity:
Productivity
is the effective and efficient use of all resources (time, people, knowledge,
information, finance, equipment, space, energy and materials).
Scholarship: A
grant or payment made to support a student's education, awarded on the basis of
academic or other achievement. For the purpose of this study, such scholarship
are mainly offered to lecturers in the higher institutions.
Teaching practice: Teaching
practice is a period that a lecturer spends teaching at the
university as part of his or her training.
Training:
Is an organized activity aimed at imparting information and/or instructions to
improve the recipient’s performance or to help him or her attain a required
level of knowledge or skill.
TETFund: This is the
acronym for Tertiary Education Trust Fund. It was established as an
intervention agency under the Education Tax Act No. 7 of 1993 to take charge of
tax fund in providing essential services to tertiary institutions. However,
TETFund Act 2011 repeals the Education Tax Act and was charged with
responsibility of managing, disbursing and monitoring the education tax to
public tertiary institutions in Nigeria by imposing a 2% Education Tax on the
accessible profit of all registered companies in Nigeria.
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