Eassy Improving the Quality of Education In Nigeria using Technology

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This paper discusses the roles of stakeholders in improving quality of university education in Nigeria. Internal and external stakeholders are identified and the various roles they could play in improving the quality of university education are discussed. The paper contends that continuous and holistic improvement in university education system requires the collaborative efforts of various stakeholders both internal and external.

  1. Introduction
    Nigerian higher education stakeholders are greatly concerned about the quality of education provided the citizens of the country. Concems about the quality of education students receive from universities, the quality of lecturers (teaching staff) employed to teach students, the quality of infrastructures and instructional facilities have always been of upmost interest. Additionally, university education stakeholders are interested in the quality of health facilities for students/staff health services, quality of students’ hostels, quality of the overall institution environment, quality teaching and learning as well as quality support services from non-academic staff. Researchers have linked quality in higher education with student intake, academic programs, program designs, lecturers, teaching and learning,
    students’ experiences and academics as well as non academic support for the students (Baird, 2006; Fry, 1995;
    According to Akaranta (2014), the standard argument for Nigerian government not paying adequate attention to the education sector is the competing demand from other sectors such as transportation, health and similar areas of services to the economy. This study is based on contemporary literature on stakeholders’ participation in influencing improvement in university education in Nigeria
  2. Theoretical Framework of the Study
    This study is hinged on the stakeholder’s theory propounded by Freeman in Fontaine, Haarman and Schmid (2006) Freeman (1984) sees stakeholders as any group or individual who can affect or is affected by the achievement of the organization’s objectives. As noted by Freeman (2006), the organization itself should be thought of as grouping of stakeholders and the purpose of the organization should be to manage stakeholder’s interests, needs and viewpoints. As a result, institution managers have the responsibilities of meeting the needs, interests and viewpoints of
    stakeholders. This implies that institution managers should on one hand manage the institution for the benefits of the stakeholders in order to ensure their rights and participation in decision. On the other hand, institution managers must act as stakeholder’s agent to ensure the survival of the institution to safeguard the long term stakes of each group According to Freeman (2004), stakeholders are those groups who are vital to the survival and success of the corporation. Stakeholders are any group or individual who can affect or is affected by the achievement of an organization’s purpose (Freeman, 1984). Camphell and Rozsny (2002) see stakeholders as students, society, and government participating in or benefiting from the provision of education. From Camphell’s definition, stakeholders
    can be grouped as internal and external Internal stakeholders are groups within the university system who have an interest in the quality of education provided learners as well as in the standard of the outcomes. Freeman (2004) maintained that the principle of stakeholder’s recourse is brought into the management of organizations/firms. The main tenet of the principle of stakeholder’s recourse is that stakeholders may bring an action against the directors for failure to perform the required duty of care. Freeman (2006) identified three types of stakeholder’s theory as normative, descriptive and instrumental. The normative theory is the core of the stakeholder theory (Donaldson and Preston, 1995). The normative theory deals with how managers or stakeholders should act and should view the purpose of the organization based on ethical principle (Friedman and Miles, 2006).

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