The study evaluated the availability, accessibility, utilisation and accountability process of the Tertiary Education Trust Fund (TETFund) intervention programmes in universities in South-West, Nigeria. Six research questions were raised and answered in line with the objectives of this study.
The university is to make optimum contributions to national development by intensifying and diversifying its programmes for the development of high level manpower within the context of the needs of the nation, making professional course contents reflect our national requirements, and making all students part of a general programme of all-round improvement in university education.
The study employed the ex-post facto survey research design. The population consisted of 15 TETFund Desk Officers, 15 Directors of Works/Physical Planning and all the 10,699 lecturers in the fifteen public Universities in South-West, Nigeria. A total sample of 2,476 respondents was selected for this study through stratified random sampling technique. Six data collection instruments were used to gather information from the respondents. The data obtained were analysed using qualitative and quantitative tools.
Findings revealed that: TETFund intervention programme has contributed immensely to the development of university education in Nigeria. Eight out of the thirteen annual TETFund intervention programmes are available to public universities in Southwest, Nigeria. It was revealed that 65.57% of the allocations were accessed by public universities from 2014 – 2020. For the period 2014 – 2020, 100.00% allocated to Special Intervention was accessed by public universities in Southwest, Nigeria. High level of utilisation was also recorded for physical infrastructure in the areas of library development (83.3%), ICT support (81.8%), equipment fabrication (71.4%), TETFund project maintenance (61.5%), and administrative buildings (50.0%). Low level of utilisation was recorded in the areas of entrepreneurship (25.0%) and teaching practice (15.0%). On the issue of accountability, the agency has a stipulated measure to regulate the release of funds to beneficiary institutions.
Table of Contents
1.1 Background to the Study
1.2 Objectives of the Study
1.3 Statement of the Problem
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.8 Operational Definitions of Terms
2.1 Theoretical Framework
2.1.1 Public Goods Theory
2.2 Theoretical Review
2.2.1 Concept of Evaluation
2.2.2 Concept of Availability
2.2.3 Concept of Accessibility
2.2.4 Concept of Utilisation
2.2.5 Concept of Accountability
2.2.6 Funds Allocation to Tertiary Education in Nigeria
2.2.7 Tertiary Education Trust Fund as an Intervention Agency
2.3 Empirical Review
2.3.1 Studies on the Availability of TETFund’s Intervention Programmes
2.3.2 Studies on the Accessibility of TETFund’s Intervention Programmes
2.3.3 Studies on Accountability of TETFund’s Intervention Programmes
2.3.4 Studies on the Utilisation of TETFund’s Intervention Programmes
2.3.5 Evaluation of TETFund’s Role in the Development of Tertiary Education in Nigeria
2.4 Appraisal of Literature
2.5 Conceptual Model
3.1 Research Design
3.2 Population
3.3 Sample and Sampling Procedure
1.4 Instrumentation
3.5 Procedure for Data Collection
3.6 Methods for Data Analysis
4.1 General Description of Data
4.2 Answering of Research Questions
5.1 Summary
5.2 Conclusion
5.3 Recommendations
Objectives and Research Themes
The primary objective of this study is to evaluate the availability, accessibility, utilisation, and accountability processes regarding TETFund intervention programmes within public universities in South-West, Nigeria, specifically focusing on the period between 2014 and 2020.
- Assessment of the categories and availability of various TETFund intervention programmes.
- Evaluation of the extent to which public universities can access allocated intervention funds.
- Analysis of the level of utilisation of these funds across different categories such as infrastructure and staff development.
- Examination of the existing accountability frameworks and systems.
- Identification of challenges hindering universities from meeting intervention criteria.
Excerpt from the Book
2.2.1 Concept of Evaluation
Life involves evaluation. It is necessary to evaluate even seemingly little decisions, such as what to wear to work, what to give as a gift, or when to cross the street. Education evaluation is especially crucial because it is the only way for a teacher to assess student growth and development, behavioral changes, classroom progress, and the effectiveness of her or his own instruction. Evaluation has always been a crucial component of any teaching and learning scenario. In actuality, evaluation is crucial in determining what the students learn and what the teachers instruct. It has a significant impact on how our educational system is run. According to the 2000 National Curriculum Framework for School Education, "High quality evaluation is essential to teaching for successful learning."
As a result, the effectiveness of any educational system is directly related to the effectiveness of evaluation. Due to a variety of flaws, the country's current system of evaluating students at various levels of their education does not paint a very positive picture. One of the reasons there are issues with evaluation is that many teachers do not understand what assessment is, what goes on during the process, and how to use the information effectively. Due to their ignorance, some teachers have randomly tested their students in both internal and external exams.
In order to raise the standard of education, it is necessary that teachers have thorough training in all areas of evaluation. With a better understanding of the concept of evaluation, types of evaluation, purposes of evaluation, evaluation principles, and characteristics of a good evaluation program, teachers will be better equipped to create effective evaluation programs for their classes and make meaningful use of evaluation. Additionally, it will help students comprehend the particulars of English evaluation.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter provides the background to the study regarding funding challenges in Nigeria's university system and outlines the research objectives, questions, and scope.
CHAPTER TWO: LITERATURE REVIEW: This chapter reviews theoretical and empirical foundations, including the Public Goods Theory and concepts like availability, accessibility, utilisation, and accountability.
CHAPTER THREE: METHODOLOGY: This chapter details the research design, population, sampling procedures, and the six instruments used for data collection.
CHAPTER FOUR: RESULTS AND DISCUSSION: This chapter presents the data analysis and findings from the survey, addressing the research questions regarding intervention programme availability and utilisation.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS: This chapter synthesizes the main findings, offers a conclusion on the study's impact, and provides recommendations for the agency and universities.
Keywords
Evaluation, TETFund, Intervention Programmes, Utilisation, Accountability, Public Universities, Nigeria, Funding, Infrastructure, Staff Development, Research, Higher Education, Educational Policy, Resource Allocation, Impact Assessment.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on evaluating the processes of availability, accessibility, utilisation, and accountability of the Tertiary Education Trust Fund (TETFund) intervention programmes in public universities within South-West, Nigeria.
What are the central themes discussed in this study?
The study revolves around the challenges of funding in tertiary education, the effectiveness of resource allocation, the management of infrastructural and human capital development, and the accountability systems governing these funds.
What is the primary research objective?
The central aim is to determine how well public universities have accessed and utilised TETFund programmes from 2014 to 2020 and to identify the bottlenecks within that system.
Which scientific methodology was employed?
The study uses an ex-post facto survey research design, combining both qualitative thematic content analysis and quantitative descriptive statistical methods to analyse data from survey instruments.
What topics are covered in the main body of the work?
The work covers theoretical reviews, empirical studies, a detailed methodology, the presentation of results regarding intervention availability and utilisation rates, and a discussion on accountability frameworks.
Which keywords define this work?
Key terms include Evaluation, TETFund, Intervention Programmes, Utilisation, Accountability, Public Universities, and Educational Funding.
Why are lecturers prioritized in the TETFund intervention according to the text?
The text highlights that lecturers are the primary drivers of communication and information within the university system, making their development crucial for educational growth.
What is the role of the Monitoring and Evaluation (M&E) Department?
The M&E Department is responsible for ensuring "value for money" on executed projects through routine checks, monitoring performance, and recommending the release of subsequent funding tranches.
- Quote paper
- Moses Alake (Author), 2020, Tertiary education trust fund intervention programs in universities in southwest Nigeria, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1446162
