By Iwuagwu Anthony Obinna
It is axiomatic to state that no society can rise above the quality of its teachers and educational system delivery. This is most demonstrated in Nigeria at the moment than any other time in the green nation’s history…
The numerical strength of graduates produced in Africa, citing Nigeria as an example cannot be overestimated, yet that same number has been a cog in the wheel rather than being a wheel in itself to navigate the ship of the continent/green nation from her state of under-development to a safer shore…It is indeed a pain in the neck when you come across an estimate of 70% of such graduates save to intellectual development and entreprenural skills acquired,yet they clamour ”NO JOB” (my dear, there is job everywhere for those that know their onus or better still, even if there are no jobs, there exist so many opportunities out there to become self-employed).
The teachers cannot be left out on this because most of them are either low in the expected quality or they are so qualified that they lack time for their students due to their pursuit for higher degrees and academic accolade.
Furthermore, teachers are ill trained in the art of helping and discovering gifted students, most especially those with learning disabilities. Being good in your discipline does not guarantee your becoming a good teacher. Hence the relevance of having a PGDE/PDE. Strategic analysis shows a future where any teacher without an apt teaching trainning and certification would not have job security in the teaching/lecturing line.
Lacuna found in the National policy on education is also a causative agent to our half baked graduates. The 1975 congress on special education took cognizance of the social, psychological and emotional vices created by special learners which impeded their classroom and general performance. Thus, the creation of public law 97-142 commonly called Education for all handicapped children act(EHA). These acts gave birth to policies guiding people with special needs worldwide of which the National Policy on Education is no exception. The visual,physical, auditory and mentally impaired individuals were taken cognizance of and provided for by the National Policy on Education so as to aid their formal learning. But the policy turned a blind eye on a cross-section of learning disabled individuals whose handicapping condition is more challenging and requires immediate attention. Such people include the people with dyslexia, dyscalculia, Attention deficit hyperactive disorder(ADHD) , dysgraphia, non-verbal learning disorder among others.
Studies by Iwuagwu(2015) in his famous book on Dyslexia, shows the pitiable state of learning disabled individuals if they are not identified and helped. Another study by Iwuagwu,Uche and Odimba(2015) suggested the use of specially trained teachers, the creation of special schools and an apt recognition and provision of such special learning phenomena as part of the many amendments needed by National Policy on Education.
To this end, the triangular aforementioned stake holders must work in syncrony to improve the delivery of education and in turn Nation building.