CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Quality assurance in the education system is a concept consisting of lot of activities that are designed to improve the quality of input, process and output of the educational system. (Okebukola 2012) quality assurance in the education system involves the process of monitoring, assessing and evaluating all aspects of the education activities and communicating the outcome to all concerned with a view of improving the products of the education system. Quality assurance in education addresses some issues which enhance the quality of education delivery. Yawa cited in Emeruo (2012) notes quality assurance in education as all proactive measures adopted by a country to ensure that the system standard remain high enough to produce results set for it. Thus, quality standard in education is the bench mark that should guide the performance of the education system. Quality assurance in education is infact a process of continuous improvement in the quality of teaching and learning activities. The Federal Ministry of Education (FME, 2009) remarked that quality standard in the education system are goals or targets to which learners, teachers, sta and school administration aspires to attain. Quality assurance in the education system therefore, is a multidimensional concepts involving the various functions and activities of the education system. Such functions and activities include teaching research, staffing, students, buildings, facilities and equipment, service to the community and academic environment.

It is ensuring that at least the provision of the minimum academic standard are attained and sustained. However, today in Nigeria, there exists general disenchantment and general distrust in the quality if the education system as well as in the quality of education output, similarly (Elele, 1983) cited in (Yusuf, 2012) noted that quantitatively, the Nigerian Education scene in quite impressive but qualitative deficient. Therefore, thus research intends to investigate the role of ICT as a change agent for quality education in tertiary institution in Nigeria. The challenges confronting our educational system in tertiary institution centers on quality attainment of education delivery, almost everything connected with education in tertiary institution is in short supply. Quality teachers are in short supply, quality buildings, quality equipment, quality laboratories, good experimental farms and other resources input that can lead to quality education are inadequately provided. Today, there exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output. The quality of education is the prime factor that determines the worth and significance of the system to both the recipients and the society at large.

Thus, Igwe (2009) notes that, the promises of information and communication technologies (ICTs) have driven e-learning in transforming education delivery and thereby advancing the knowledge economy. The knowledge, economy for example sets a new scene for education and new challenges and prospects for education is a prerequisite of the knowledge based economy and the production and use of new knowledge both require a more educated population and workforce (Arikewuyo, 2004). ICTs are very powerful tool for diusing knowledge and information which is fundamental aspects of the education process. In that capacity, ICTs play a pedagogic role that could in principle compliment the traditional practices of the education sector (Igwe, 2009). Undoubtedly, e-learning powered by ICT use in tertiary institutions could help to expand and widen access to tertiary education and learning, improve the quality of education as well reduce its cost. This means that effective ICT use in tertiary institutions in Nigeria could help to spur positive results in improving the overall learning (and teaching) experiences as well as in up-liing the quality of the system. Therefore the research seeks to investigate the role of ICT as a change agent for quality education in tertiary institution in Nigeria.

1.2 STATEMENT OF THE PROBLEM

Elele (1983) cited in Yusuf (2012) notes that quantitatively, the Nigerian Education scene in quite impressive but qualitative deficient. There exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output. (Arikewuyo, 2004) stated that ICT can play a very prominent role in diffusing knowledge and information which is fundamental aspects of the education process towards quality attainments. In this capacity, ICT plays a pedagogic role that could in principle complement the traditional practices of the education sector. Therefore, the problem confronting this research is to appraise the role of ICT as a change agent towards quality education in tertiary institution in Nigeria.