ASSESSMENT OF FACILITY AVAILABILITY AND INSTRUCTIONAL COMPLIANCE WITH NCCE MINIMUM STANDARDS IN AGRICULTURAL SCIENCE EDUCATION PROGRAMMES IN COLLEGES OF EDUCATION IN SOUTH-WEST NIGERIA
Keywords:
Quality assurance, Agricultural science education, facility provision, instructional delivery, Colleges of educationAbstract
This study assessed the availability of facilities and instructional compliance with the National Commission for Colleges of Education (NCCE) Minimum Standards in Agricultural Science Education programmes in public Colleges of Education in South-West Nigeria. Agriculture remains a strategic sector for addressing unemployment, poverty, and food insecurity in Nigeria, while the Nigeria Certificate in Education (NCE) Agricultural Science Education programme is expected to produce competent teachers for Basic and Secondary schools. Guided by the Context, Input, Process, and Product (CIPP) evaluation model, the study evaluated the adequacy of curriculum resources and instructional delivery processes. A descriptive survey design was adopted. Data were collected from 84 lecturers and 13 technologists using the Checklist on Availability and Adequacy of Facilities in Agricultural Science Education and the Lecturers' Questionnaire on Instructional Delivery Process. The questionnaire for lecturers yielded a reliability coefficient of 0.89, while the checklist for technologists was adapted from Stufflebeam (2007) with minimal modifications; therefore, no further reliability testing was conducted. Data were analysed using percentages, mean, and standard deviation. Findings revealed that 62.1% of the facilities required for effective curriculum implementation were unavailable, and 72.72% of the available facilities were inadequate. The lecture method remained the predominant instructional strategy despite the NCCE's emphasis on learner-centred approaches. The study concluded that the Input component of the CIPP model was grossly deficient, while the Process component demonstrated only partial compliance with prescribed instructional standards. The study recommended improved facility provision, enhanced resource mobilization, and continuous professional development for lecturers to strengthen curriculum implementation.
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