CHAPTER ONE
INTRODUCTION
Background of the study
Education is a universal phenomenon which allows all human societies to develop to prerequisite knowledge, experience and skills for their preservation and growth. It is a tool for imparting knowledge, a process by which an individual acquire the physical, social, intellectual and moral capabilities required to function effectively and become useful member of his/ her society. It is instrument par excellence for effecting national development (FRN, 2004), as well as for individual socio- economic empowerment and poverty reduction. For education to be useful in proper manpower development, it has to be functional.
Education may be described as a process to teaching or instruction received; a process of training and improving one’s test and life standard. Education has been described as the bedrock of every society and a tool for nation building (Okonkwon & Udeze (2012). Ablumanuyu (2007) stressed that education contribute to the individual personal development, increases his/ her productivity and income at work and facilitate participation in economic and social life. In recent times, quality education was brought to focus owing to the neglect and mass production of educated people without regards to set standard procedure and process in education. In the words of Adams (2011), he opines that the taste in education is carried an evident in its quality. Unless quality and functionality is assured in the system, education will amount to nothing. Thus, quality education is said to be right to every citizen, not a privilege that may be granted or withhold by whoever is in- charge to provide it. For quality education to be achieved, it is important to know that the principal factor must be in place that is the teachers, who must be adequate in quality and standard, with a conducive working environment to adequately produce quality graduate for effective national development. Adegbesan (2010) agrees with the above assertion when he posited that people and nations are what they were because of the nature and type of education they have been expose to. Unfortunately, education in Nigeria in its present form is devoid from standard, quality and functionality (Balogun, 2012). The demise of quality and functionality especially in the Nigerian education system has further been slaughtered on the corridor of the struggle to obtain or secure a certificate as a meal ticket and further build prospect in politics (Oduma, 2013).
