Evaluation of the Postgraduate Diploma in Education Programme of National Teachers Institute in Akwa Ibom State, Nigeria

Abstract

Graduates of distance education institutions (DEIs) often face limited social and economic opportunities, yet there is no evidence that DEI programmes are of lower academic quality than those of conventional universities. This study is an evaluation of the Postgraduate Diploma in Education (PGDE) programme of the National Teachers’ Institute (NTI) in three study centres in Akwa Ibom State, Nigeria. This is a census study of all 402 enrolled students, who responded to a 30-item achievement test and participated in a direct observation of teaching practice, assessed with a standard rubric. Secondary data were obtained from the National Minimum Benchmark for PGDE programmes and a checklist of physical facilities and equipment. Data were analysed using frequency counts, percentages, means, and standard deviations. Findings showed that students had a weak understanding of the philosophical and psychological foundations of education, though their knowledge of the sociological foundations was strong. Even though the academic staff met the minimum qualification requirements, the pedagogical skills of NTI students was low, and physical facilities were below the national benchmark. Overall, the programme in Akwa Ibom State did not fully align with national standards. These shortcomings in implementation of the programme may hinder the attainment of the PGDE objectives. Therefore, strengthening instruction in the philosophical and psychological foundations of education, enhancing pedagogical skills, and improving physical facilities are necessary steps for improving the quality of the programme.