




































Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

                      American International Journal of Social Science Research; Vol. 4, No. 2; 2019 
                                       ISSN 2576-103X   E-ISSN 2576-1048 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 
 

        127 
 

In-Service Teachers’ Perception of  Continuing Education Programmes in Two 
African Universities 

 
 

Francis O. Olaniyi  PhD 
Department of  Adult Education 

Faculty of  Education 
Adekunle Ajasin University, AkungbaAkoko, Nigeria 

E-mail: francisolaniyi@yahoo.com 
 

Dumisani R. Nzima 
Professor 

Department of  Educational Psychology and Special Education 
Faculty of  Education 

University of  Zululand 
Kwa Dlangezwa, Republic of  South Africa 

 
Abstract  
The study compared the in-service teachers’ perception of continuing education programmes from two universities in Africa; 
University of Zululand, South Africa (UZ), and Adekunle Ajasin University, Akungba-Akoko, Nigeria, (AAU). The study 
covers the impact, effectiveness and efficiency of UZ and AAU on in-service teachers’ of continuing education programmes. The 
target population and sample for the study were the current teachers of continuing education programmes of these universities . 
The instrument tagged ‘Questionnaire for Perceptions of Continuing Education Programmes by in-service Teachers’   
(QPCEPIT) was designed and used for data collection. The descriptive survey research design of ex-post facto was adopted for 
the study. 150 questionnaires were randomly used for pilot study, carried out at Ekiti State University, Ado Ekiti, Nigeria, 
whilst 500 questionnaires each were administered at both UZ and AAU of which 365 and 321 responses were valid and 
analysed respectively. Four research questions were carefully formulated to ascertain the perceptions of continuing education 
programmes by in-service teachers in the selected universities. Inferential statistics was used to draw conclusions and test the 
research questions for the study. The results of the comparative study revealed that the conclusiveness of the learning 
environment, the nature and quality of student support services provided, the quality and learners’ perception of course modules 
or materials, accommodation problems and venue of the programme were the major predictors for motivation of in-service 
teachers of the programme. Based on the findings of the study recommendations were made on how the programme will have 
impact on the in-service teachers and how the universities that are running the programme will be effectively and efficiently 
manage the programme for the acceleration and advancement of socio-economic growth in South Africa, Nigeria, and the world 
at large. 
 
Keywords:  Postcoloniality; Language; Orientalism; Colonizer; Colonized; Identity; Hybridity.   
 
1. Introduction  
This chapter looks at the perceptions of continuing education programmes by in-service teachers from two universities in Africa: 
Universities of Zululand (South Africa) and Adekunle Ajasin (Nigeria) as a correlate of motivating adult learners to acquire 
additional qualifications when it is not possible for them to combine full time employment with regular academic programme. In 
past days, when there were employment opportunities, workers in Nigeria enjoyed study leave with-pay and after acquiring 
additional qualification they return to their work place to resume duties. Similarly in South Africa, workers prefer to proceed on 
academic programme on part time basis because of the fear of losing their jobs. There was a lot of employment in the past 
readily available for university graduates but because of economic crunch in Nigeria in the early 1980s, many workers prefer to 
combine world of work with part-time programmes to attain additional qualifications and at the same time maintain their work. 
Continuing education as a branch of adult education sets out to increase access to a wider section of adult population, to enable 
participants combine world of work with study without losing their jobs. These sets of adult learners are of diversified 
experiences. This view is shared by Aderinoye (1997; Ojo (2010); Egunyomi & Aderinoye (2001); Hayes (2006); Christie 
(2008); Mestry, and Hendricks & Bisschoff (2009)  

In the world of today, knowledge has been considered as the most important factor of production and its growth is 
essential to propel an individual into self-sustained growth (Drucker, 1994). Thus, a knowledge individual will inevitably 
become far more competitive than any individual, we have yet known, for the simple reason that with knowledge being 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

128 
                    
 

universally accessible, there are no excuses for non-performance. Hence, there will be no poor individual; there will only be 
ignorant individuals (Drucker, 1994). It is with these views that the contemporary economy and society have been aptly tagged 
“knowledge driven economy” or “Knowledge society”. Knowledge driven economy is often defined as an economy that’s most 
important elements are the possession, control, production, and utility of knowledge and intellectual resources (UNESCO,  
1996). Knowledge society, in a similar perception, is seen as a society where the value of knowledge is the primary source of 
economic growth and corporate profits. Hence, a knowledge society produces commodities of high knowledge value. There is 
over-reliance on dated sources. 

As way of helping teachers to achieve additional qualifications without leaving their job, the Nigerian government, in 
line with the education policy documents including the Education  For All (EFA), Millennium Development Goals, National 
Policy on Education (NPE), National Teacher Education Policy (NTEP), Vision 20-20-20, and Transformation Agenda, has 
acknowledged the important role of continuing professional development programmes for teachers.  The National Teachers 
Institute was established, as a government parastatal, to accomplish government’s vision of upgrading the quality of her teachers. 
Specifically, the vision of the institute is to produce quality, highly skilled, knowledgeable and creative teachers based on explicit 
performance standards through pre-service and in-service programmes, which are able to raise a generation of students who can 
compete globally. The institute, since its establishment, has pushed with vigour various strategies and programmes for improving 
the quality of teachers through continuing professional development of teachers (Aderinoye, 2007). 

Besides, the National Policy on Education (NPE), the Vision 20-20-20, the Roadmap for the Education Sector and 
the National Teacher Education Policy (NTEP) all these recognize the role of the teachers in improving the quality of learning 
outcomes in Nigerian schools.  According to the National Policy on Education (2007), “in recognition of the pivotal role of 
quality teachers in the provision of quality education at all levels, teacher education shall continue to be emphasized in all 
educational planning and resource development”. Thus, the teacher factor is critical to any improvement in the educational 
system.  This is the basis for the often quoted cliché that “no system of education can be above the quality of its teachers” .  
Thus, the teacher is a critical factor in any effort that is aimed at improving the quality of education.  As Torres (2000) put it 
“competent and dynamic teaching workforce would ultimately produce efficient and effective human resources for individual 
and national progress”.  Aderounmu(2007) also reported that research had shown that “high-quality teachers, using proven 
teaching methodologies, produced high achieving students…” 

Besides government’s parastatals set up to improve teachers’ quality, tertiary institutions in Nigeria have also instituted 
different continuing education programmes aimed at improving teachers’ quality. One of such institutions is Adekunle Ajasin 
University in Ondo State of Nigeria. The institution’s continuing education programme is one which in-service teachers, 
especially in the South-West region of the country hold in high esteem through patronage. Higher institutions in other regions 
in Africa have equally established various continuing education programmes meant to upgrade the knowledge and skills of in-
service teachers in terms of acquiring additional qualification. One of such institution is University of Zululand in Kwa 
Dlangezwa, Republic of South Africa. The University has a high enrolment rate of in-service teachers in its part time programme 
in the faculty of education. Perhaps, the reason why these teachers have embraced a part time education programme is simply due 
to the fact that continuing education, as a branch of adult education, sets out to increase access to a wider section of adult 
population, to enable participants combine world of work with study without losing their job. According to Abdullahi 
(1997:74) “Continuing education programmes have created more successes to university education and contributed immensely 
to teachers’ professional development”? 

Furthermore, Hayes (2006) submitted that recent university graduates who have been recently employed may want to 
make a career change and need to gain knowledge of a different profession or industry, or may be seeking a promotion for which 
they need a different set of skills; there is no other means than to engage in continuing education programme.This study is, 
therefore, designed to find out how the in-service teachers enrolled in the continuing education programmes of these institutions 
(Adekunle Ajasin University (AAU), located in Akungba-Akoko, Ondo State, Nigeria, University of Ado-Ekiti (UNAD), Ekiti 
State, Nigeria and University of Zululand (UZ), KwaDlangezwa, KZN, South Africa) perceived the programme. The choices of 
these institutions become justifiable due to the fact that the Universities exist in an environment where the value for university 
education is already appreciated by the members of the community and the entire countries at large. In addition, the institutions 
are public universities that are pursuing continuing education programmes right from the period of their establishment for the 
professional development of teachers at large. 

 
2. Objectives of the study 
The specific aim of the study is to investigate the perceptions of continuing education programmes by in-service teachers from 
two universities in Africa: Universities of Zululand (South Africa) and Adekunle Ajasin (Nigeria). The specific objectives of the 
study are:  

 To examine the perceptions, role and impact of continuing education programmes on how in-service teachers will 
professionally develop themselves; and 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

129 
                    
 

 To examine if continuing education programmes is the only source or means by which universities could assist in-
service teachers to be professionally developed. 

 
3. Scope of the Study 
The scope of the study is limited to three institutions, namely; Adekunle Ajasin University (AAU), located in Akungba-Akoko, 
Ondo State, Nigeria, University of Ado-Ekiti (UNAD) now Ekiti State University, Ekiti State, Nigeria, and University of 
Zululand (UZ), Kwa Dlangezwa, South Africa). Participants included in-service teachers who have enrolled and pursuing B. 
Ed/B.A (Ed.)/B. Sc. (Ed) degree programmes in each institution’s Faculty of Education through continuing education 
programme. 
 
4. Research questions 

 What are the perceptions of continuing education programmes by in-service teachers in professional development in 
South Africa and Nigeria? 

 Do learning modalities of continuing education programmes of University of Zululand and Adekunle Ajasin 
University have desirable effects on learners’ knowledge utilisations? 

 What are the problems confronting continuing education programmes of UZ and AAU? 
 

5. Literature Review 
5.1 Concept of continuing education 
Omolewa (2000) posits that continuing education is re-education, training and retraining opportunities that are made available 
to out-of-school youth and adults, employed and unemployed, to enable them cope with new challenges of life.  From his idea, 
one can say that continuing education provides learning opportunities that can be taken up after the cessation of full-time 
compulsory schooling. It is a kind of programme that is available to persons of any age and could be provided on part time basis.  
Egunyomi, (1999) and Jegede (2010) further stressed that the quality of a person’s life would be affected by his/her ability to 
acquire new knowledge throughout life and to use this knowledge to solve problems and make decisions. 

The Federal Government of Nigeria upholds the existence of continuing education. The National Policy on Education 
(NPE) (2004) lists continuing education among the components of adult and non-formal education.  Section 7 of the 
document states that adult and non-formal education consists of functional literacy, remedial, continuing, vocational, aesthetic, 
cultural and civic education for youths and adults outside the formal school system. 
In the same policy document, the objectives of adult and continuing education should be: 

 To provide functional literacy education for   adults who have never had the advantage of any formal education. 
 To provide functional and remedial education for those young people who prematurely dropped out of the formal 

school system. 
 To provide education for different categories of completers of the formal education system in order to improve their 

basic knowledge and skills. 

 To provide in-service on-the-job, vocational and professional training for different categories of workers and 
professionals, in order to improve their skills. 

  To give the adult citizens of the country necessary aesthetic, cultural and civic education for public enlightenment. 
It is observed from this policy that continuing education should be an agent of national development and 

establishment of continuing education centres which must call for effective planning and execution. Teachers could update and 
acquire new skills and knowledge of subjects to disseminate the contents to the learners through effective professional 
development programmes, and thereby enhance student learning.  

The whole idea is that when adults continue their education, they are more likely to discover a job which matches their 
passion and talents. These golden opportunities allow someone to “test the water” before jumping into a new career. The benefit 
of adult education is learning about perspective career fields which may lead to a dream job. However, several important 
assumptions about adult learners are worth emphasizing. These assumptions are paramount and could guide many aspects of 
adult learning situations since learning itself is a process of acquisition of knowledge; and knowledge could not be acquired 
without curriculum which should be reformed to seek improvement in quality by increasing the ability of teachers to deliver the 
curriculum, reducing diversity or derivation from standards of excellence (McGinn, 1998).  

 
5.2 South African Education before 1994 
History has it that the South Africa education system was initially divided into 15 departments of education. These were the 
Department of National Education (DNE); the Departments for Education and Culture (DEC) for the Whites, Indians and 
Coloureds; the Department of Education and Training (DET) responsible for African education in urban areas, six Department 
of Education and Culture for independent state. Consequent upon this division, the Department of National Education (DNE) 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

130 
                    
 

was inaugurated due to the National Policy for General Education Affairs Act 76 of 1984. This policy was responsible 
essentially for the formation of education policy for all education departments. Coupled with this is the fact that the DNE 
developed national policies and standards for certification and remuneration (Behr, 1984). These policies on education matters 
were judiciously expressed in the South African National Education Policy (SANEP) publications which were released to the 
various departments of education. These publications equally expressed the general policy regarding the evaluation of teachers in 
South African schools. This criterion was used for the evaluation on probation and for promotion and for merit awards 
(SANEP-NATED, 1987; Department of Education and Training; (Jarvis, 1983). The DNE was responsible for “general 
affairs” as stated in the Republic of South Africa Constitution Act 110 of 1983. It is worthy of note to mention that each of  the 
other 14 departments of education regulated their own affairs specific to each population group in the Republic of South Africa. 
The house of assembly regulated education for whites within the parliament. Their education was further divided into four 
provincial departments, that is, Cape, Natal, Orange Free State and Transvaal. Meanwhile, the House of Delegates (HOD) was 
responsible for Indian education and the House of Representative (HOR) was in charge of education for coloureds. Both houses 
were represented in the South African Parliament. However, the DET which was in charge of African education, in urban areas 
was not represented by a house in parliament. It was an accident of history that those Africans who were not under the 
jurisdiction of the DET were placed under six major departments of education in their self-governing territories of KwaZulu, 
Kangwane, Gazankulu, KwaNdebele, QwaQwa and Lebowa. The aforementioned departments were responsible for their own 
education system and had ‘autonomy’ from the South African government. The independent states of Bophuthatswana, 
Transkei, Ciskei and Venda were also responsible for their own education. 

These departments were spread rapidly over the four provinces of South Africa. These are: Cape Town, Natal, Orange 
Free State and Transval. In Natal alone, there were five departments of education, namely: DET, HOD, HOR, KDEC and 
NED. Since the 1994 elections, all 15 departments of education have merged into one National Department of Education 
which was further divided into nine provincial departments of education. These provincial departments are Eastern Cape, 
Guateng, Kwa Zulu Natal, Mpumalanga, Northern Cape, Northern Province, North West, Orange Free State and Western 
Cape. It should be noted that a new Kwa Zulu Natal Department of Education was established after the 1994 elections. 
Nevertheless, the formerly segregated departments of education continued to operate while integration was in progress. These 
various departments operate and applied different evaluation procedures. 

 
5.3 Concept of adult education  
Generally, the concept of adult education in academic circles throughout the world today varies from one school of thought to 
another.  The term adult education is perhaps one of the most difficult to define.  Adult education, according to Omolewa 
(1981) and Ahmed (1999), is sometimes defined as the education provided for all men and women who are aged 21 and above.   
This is a biological definition based on the assumption that an adult is one who is aged 21 and above. This definition forgets 
that in some countries, men aged 18 are considered as adults for purposes of election and other responsibilities. Besides, it fails 
to recognise that men aged 16 could be as physically and mentally mature as men aged 35 and even 40.  This shows that adult 
education cannot be limited to a particular age since people recognized as adult vary from one society to another. 

UNESCO also adopts the age criterion but reduces the age limit when it states that the term adult education covers all 
organised educational activities provided for people who are not in the regular school and university system and who are 
generally fifteen or older (Omolewa, 1981).  Therefore from the view of UNESCO definition on age criterion, any education 
given to adult outside the formal school system after 15 years of age is adult education. The Federal Government of Nigeria 
(FGN) was aware of the age limitation when it adopted the programme-based definition.  The Federal Government of Nigeria 
in 2000 stated that adult and non-formal education may be aimed at young people who legally have not attained adult’s status, 
but for whom there is no further provision within the school system (Ezimah, 2004). The global concept of adult education has 
introduced major changes to educational practice.  The concept is revolutionary in nature and it represents a switch of emphasis 
from teaching to learning and denying the validity or the assertion of the notion that learning is confined to a certain age that 
takes place only in schools.   

Adult education may be viewed from a functional perspective, for example, it may be conceived as vocational or 
agricultural or industrial education, the education which encourages the use of 3Hs (the Head, Hand and Heart) (Okediran, 
2001). To some, therefore, adult education is often seen as the training of adults in science and technology, crafts and sometimes 
in humanities.  The idea is that adult education would assist adults in the lack of the application of knowledge and skills to 
existing resources and in the promotion of civic awareness through political discussions. 
The consensus on the ultimate aim of adult education is to help all and sundry to make the best of life by providing a means of: 

 Remedying earlier education defects through its widening access strategy, 
 Acquiring new skills, 

 Upgrading oneself vocationally, 
 Increasing one’s understanding of the world, and 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

131 
                    
 

 Personality development. 
The above contextual and conceptual analyses, therefore, show that adult education is a comprehensive form of education 

for adults covering all aspects and categories of adults, all categories of education and using a variety of methods.   
 
5.3.1 In-Service education 
In-service education is regarded as a kind of programme of instruction or training provided by an agency or institution for its 
employees. The programme is held in the institution or agency and it is intended to increase the skills and competence of the 
employees in a specific area. In- service education may be a part of any programme of staff development and usually organised 
on a part-time basis (week end) or on a specific period, long vacations that is convenient for the learners. In the same vein, staff 
development is paramount for every organisation or establishment to improve work morale and efficiency of a worker. 

If people working in a particular profession are given in-service training, they attend special courses to improve their 
skills or to learn about new developments in their field. However, it is obvious that every staff member must be adequately 
developed by the employer or personally by the worker him/herself. 
 
5.3.2 Professional development 
Many people make a decision about jobs and careers after leaving high school or college, some based on clear goals and others 
on need. However, there are many varied and often uncontrollable reasons why these initial occupations do not last. This may 
lead to several reasons why continuing education must be considered as a positive investment for achieving success in a chosen 
occupation. Job instability is one of many reasons why everyone needs to pursue continuing education irrespective of one’s 
academic attainment or vocation in any field. Additional education helps remain current within a carrier field. No doubt, 
changing jobs several times in one’s life is quite inevitable in human endeavour. More importantly, career investment may 
prompt an individual to enroll in continuing education programme. A job is the most suitable asset anybody could have in his or 
her life time. This implies that many will not hesitate to invest in a career that will enable them realise this goal (Oladipupo & 
Adetoro, 2008). 

It is obvious from this definition that professional development is a “process” which is ongoing and not an end in 
itself. It is a clear assumption that a number of steps needs to be followed for its cause to be recognized and perform what it is 
expected to yield in term of execution, performance, and result. The outcome of professional development is improvement of 
performance and meeting performance expectations. 

  
6. Research Methodology 
6.1 Research design 
The descriptive survey research design of ex-post facto was adopted for this study (Hesse-Biber, 2010).   
 
6.2 Population for the study 
The population for the study was the current students of the continuing education programmes of these Universities. 
Tables 1 and 2 below show the distribution and administration of questionnaires at both universities. 

Table 1: Administration of Questionnaires at University of Zululand, South Africa  

Type of programme  Number of questionnaires 
administered 

Number of valid questionnaires 

B. Ed. (Hons.)           20           16 

PGCE           20           14 

NPDE         460          322 

TOTAL         500          365 

Source: Researcher’s Field Survey, 2012 
 

Table 2: Administration of Questionnaires at AdekunleAjasin University, Nigeria  

Year/level of study Number of questionnaires administered Number of valid questionnaires  

100 level/1st Year 100 67 

200 level/2nd Year 100 61 

300 level/3rd Year 100 59 

400 level/4th Year 100 65 

500 level/5th Year 100 69 

TOTAL 500 321 

Source:  Researcher’s Field Survey, 2012. 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

132 
                    
 

6.3 Sample  
Samples of 1000 questionnaires were administered at both AAU and UZ. There were only few students offering B Ed Hons and 
PGCE programmes at UZ but there were more than enough students for the National Professional Diploma in Education 
programme. The selection of students at AAU spanned all the levels of B.Ed Hons. 
Instrument  

A self-prepared questionnaire was a key tool used for this study.Likert-type attitudinal rating scale was adopted. Five 
(5) answers were given out of which the respondents were expected to pick one, i.e. SA = Strongly Agree (5 points), A    = 
Agree (4 points), UD = Undecided (3 points), D = Disagree (2 points) and SD = Strongly Disagree (1 point). 

 
7. Data Analysis 
The research questions were tested with the use of descriptive statistics. 
Result and Discussion 
Research questions 
 
Research Question 1: What are the perceptions of continuing education programmes by in-service teachers in professional 
development in South Africa and Nigeria? 
 
Table 3: The lecture mode you enjoy most 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

From the Table above it could be seen that the lecture mode enjoyed most by the respondents at UZ is discussion 
method and it accounts for 34.1% while in AAU, the lecture mode they enjoyed most is lecture method and it accounts for 
40.9%. It is evident that there are differences in the way and manner the two students from the sampled Universities perceived 
lecture deliveries. UZ students preferred discussion method whilst AAU students preferred lecture method. There were 

The lecture mode you enjoy most UZ AAU Total 

Discussion 
method 

Count 121 86 207 

% within Institution 34.1% 28.6% 31.6% 

Lecture 
method 

Count 90 123 213 

% within Institution 25.4% 40.9% 32.5% 

Group 
method 

Count 55 17 72 

% within Institution 15.5% 5.6% 11.0% 

Face-to-face 
lecture 
method 

Count 88 73 161 

% within Institution 24.8% 24.3% 24.5% 

Other Count 1 2 3 

% within Institution .3% .7% .5% 

Total Count 355 301 656 

% within Institution 100.0% 100.0% 100.0% 

The lecture mode you enjoy most UZ AAU Total 

Discussion 
method 

Count 121 86 207 

% within Institution 34.1% 28.6% 31.6% 

Lecture 
method 

Count 90 123 213 

% within Institution 25.4% 40.9% 32.5% 

Group 
method 

Count 55 17 72 

% within Institution 15.5% 5.6% 11.0% 

Face-to-face 
lecture 
method 

Count 88 73 161 

% within Institution 24.8% 24.3% 24.5% 

Other Count 1 2 3 

% within Institution .3% .7% .5% 

Total Count 355 301 656 

% within Institution 100.0% 100.0% 100.0% 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

133 
                    
 

similarities in the face-to-face lecture method from the two Universities because there was no significance difference in the 
perception of the respondents in this regard.     

 
Research Question 2: Do learning modalities of continuing education programmes of University of Zululand and Adekunle 
Ajasin University have desirable effects on learners’ knowledge utilisations?      
                                                
Table 4: Do you enjoy the mode of delivery being used?   

 UZ AAU 

Yes 89.0% 78.7% 

No 11.0% 21.3% 

Total 100.0% 100.0% 

 
From the table above 89% of the respondents in UZ enjoyed the mode of delivery being used as a continuing 

education learner, while 11% did not enjoy the mode of delivery being used. On the other hand, 78.7% enjoyed the mode of 
delivery in AAU while 21.3% did not. It is also evident from Table 4 that all the methods of teaching were acceptable to the 
students except others which were not clearly defined. It could be concluded that all the methods used for the delivery of al l 
lectures were acceptable to the students as shown in Table 50 above.  

 
Research Question 3:  What are the problems confronting continuing education programmes of UZ and AAU? 
 

44.4% of the respondents agree or strongly agree that hostel accommodation facilities are adequate, while the 
remaining 55.8% said otherwise. This shows that hostel accommodation is not adequate; therefore, it is one of the problems 
confronting continuing education programmes of AAU in Nigeria. 61.9% of the respondents agree or strongly agree that 
permanent hostel for continuing education students recommended.  
 
8. Conclusion 
No doubt, the study has revealed the perceptions and important role(s) that continuing education could play in assisting in-
service teachers in particular to develop themselves and acquire more knowledge, skills and obtain additional qualification to 
upgrade their academic attainment. The analyses of the data testing the research questions revealed that the modes of lecture 
deliveries in the two universities are not the same. On effectiveness of the programme, hypothesis two revealed that effectiveness 
of continuing education or sandwich programme could be affected by the university or institution attended by the learners, this 
shows that institution has a significant effect on the effectiveness of the programme. The efficiency of the programme has to do 
with the organisers and coordinators of the programme at various levels. This is revealed in hypothesis three that efficiency of 
the programme could also be attributed to the university or institution attended by the learners. Tables 39 and 40 showed that 
there is a difference in the effectiveness and efficiency of continuing education or sandwich programme in UZ and AAU. 

Results of the study further showed that learners generally hold a positive perception and attitudes to continuing 
education programme, compared to full time programme because of their being in full time employment. Studies have also 
determined that students taking continuing education programme, sandwich programme, distance learning courses perform as 
well as students taking courses via traditional methods (Gagne & Shepherd, 2001). In the present society, all over the world, 
teachers are primarily concerned with things that will give them either immediate result or practical value (Siaciwena, 2011). 
Examples of such things that are real in their lives are: promotion in work place, to level up with peer group, development and 
self-actualisation, able to contribute their quota to social, economic and political matters in their community at large (Anyanwu, 
Omole & Akintayo, 1988).  

If there is going to be satisfactory learning experience for learners of continuing education programme in the 
university,  pragmatic management strategies that are focused on adults or mature learners’ needs are desirable, and should be 
able to pay honorarium as at when due. The payments of honorarium to lecturers at UZ are paid promptly without stress. The 
lecturers of AAU, revealed that the lecturers were not paid when due, and the honorarium paid to them is not commensurate 
with what other universities pay to their lecturers. Looking at sandwich programmes at AAU, there is still a lot to be done for 
the programme, if it is to be compared with what is obtainable in advanced countries of the world, for example, USA, Canada, 
Britain, and also with what obtains at UZ, and at the same time to be regarded as a complement to the efforts of the 
conventional universities in the provision of manpower supply and educational development in Nigeria. 

 
 
 

 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

134 
                    
 

9. Recommendation 
In the light of the findings from this study, the following recommendations are made, viz: 

 The study revealed that continuing education is important for the professional development of teachers irrespective of 
their gender, status, religion and level of academic attainment. It is highly recommended that teachers should be 
encouraged by sponsoring them for professional development from time to time; 

 Teachers are expected to play vital roles in economic, social and political developments of a Nation hence there must 
be dare need for professional development; 

 Apart from the experience of learners of AAU sandwich programme, the management of this university should set up a 
committee to look into the problems or request of sandwich students, and make necessary recommendations for the 
improvement of the programme. Also, effort should be put in place for the learners to have their lectures at the main 
campus of the university. Accommodation facilities during contact session should be looked into, for the convenience 
of the learners. Other things are the students support services, recruitment of qualified lecturers for the institute of 
education, the infrastructures of the study centres and the quality of the course materials; 

 There is also a need for commensurable reward in term of honorarium for the lecturers. This will enable them to be 
more committed to teaching and research during contact session for the learners. Increase in the teaching practice 
allowance for the lecturers is also recommended because practicing schools for the learners are spread all over long 
distances outside the university community. 

  The Students’ Affairs Department (SAD) of the universities should look into the welfare of the continuing education 
learners in line with what operates with the regular students; 

 To organise a continuing education programme, the organisers, that is, the university, need the support of the 
community for the use of facilities and sponsorship of indigent workers who should be given the opportunity of higher 
education in order to merge gown and town relationship. Hence organisers should always seek the assistance of the 
community and also make their services available to the community when they are needed; 

 Information and communication technology have changed the trend of non-formal education and the delivery of 
higher education all over the world; from virtually classroom to cyber campus, information technologies should 
continue to assist teaching and learning especially in sandwich or continuing education programmes; 

 For the acceleration and advancement of socio-economic growth in South Africa and Nigeria, there should be greater 
and increased access to university education to acquire B.Ed degree qualification and thereafter professional 
development to build their capacity; 

 In South Africa, the Department of Education (DoE) need to reinforce the supervision of continuing education 
programme to ensure quality and adequate turn out of graduates in Adult Basic Education and Training (ABET).  
From the Nigeria perspective, sandwich or part time programmes need to be supervised by Ministries of Education 
and the National Universities Commission (NUC) so that abuses to such programmes would be minimised; and 

 Government and non-governmental agencies should invest in the professional development of teachers in order to 
boost their morale. Government and research institutions are enjoined to promote operational researches on continuing 
education programmes and workers education in general. 
 

References 
Abdullahi, J. (1997). Strategic manpower development in Nigeria: New challenges and directions. Education and Society, 17(3), 

17–23. 
Aderinoye, R. (2007). Nigeria non-formal education-Education for all global monitoring report. Paris. 
Aderinoye, R. A. (1997). Literacy education in Nigeria. Ibadan: University Press Ltd. 
Aderounmu, W. (2007). Impact of sandwich programme on educational development of Nigeria. In An address delivered ar 

LANRAD continuing education center. 
Ahmed, M. (1999). Literacy and non-formal education: Overlap and divergence. In D. A. Wagner, R. L. Venezky, & B. V. 

Street (Eds.), Literacy: An international handbook. New York: Westview Press. 
Anyanwu, C., Omole, M., Lanre, & Akintayo, M. (1988). Concept and practice of continuing education. In Akinpelu, Okedara 

&Omolewa (Eds.) Language and Adult Education. Ibadan: University Press Ltd. 
Behr, A. (1984). New perspective in South Afrian education (2nd ed.). Pretoria. 
Christie, P. (2008). Opening the door of learning: Changing schools in South Africa. Johannesburg: Heinemann. 
Drucker, P. (1994). Knowledge, work and society: The social transformation of this country. Retrieved from 

http://www.ksg.harvard.edu/ifactory/ksgpress/www/ksgnew/transcripts/drucklec.html 
Egunyomi, D. A., & Aderinoye, R. A. (2001). Open-learning system for development:The Nigerian experience. In J. T. Okedara, 

C. N. Anyanwu, & M. A. Lanre Omole (Eds.), Rethinking Adult and Non-Formal Education. Ibadan: Stirling-Horden 
(Nig) Ltd. 



Copyright © CC-BY-NC 2019, CRIBFB | AIJSSR 

 

www.cribfb.com/journal/index.php/aijssr             American International Journal of Social Science Research                 Vol. 4, No. 2; 2019 
 

135 
                    
 

Egunyomi, D. (1999). Principles and practice of continuing education in Nigeria. Ibadan: Gabesther Educational Publisher. 
Ezimah, M. O. (2004). Knowing adult education: Its nature, scope and processes. Owerri: Springfield Publishers Ltd. 
Gagne, M., & Shepherd, M. (2001). A comparism between a distance and a traditional graduate accounting class. T.H.E Journal 

International Review of Research in Open and Distance Learning, 28(9), 4. Retrieved from 
http://www.thejournal.com/magazine/vault/A3433.cfm 

Hayes, A. (2006). Teaching adults. London: Ashford Colour Press Ltd. 
Henderson, E. S. (1981). The evaluation of in-service teacher training. London: Croom Helm. 
Jarvis, P. (1983). Adult and continuing education: Theory and practice (Ist Editio.). London: Routledge. 
Jegede, O. (2010). Taking the distance out of higher education in 21st century Nigeria. In Convocation ceremony and 10th 

anniversary of the Federal Polytechnic, Oko, Anambra State held on friday, 28th. Oko: Unpublished. 
Ojo, R. (2010). Concepts in adult education. In S. Jegede (Ed.), Adult ducation series, Vol 1. Lagos: Editext Publisher Ltd. 
Omolewa, M. (2000). The language of literacy. Adult Education and Development, (55), 221–228. 
Omolewa, M. (1981). Adult education practice in Nigeria. Ibadan: Evans Brothers Publishers Limited. 
Okediran, A. (2001). Philisophical issues in language for adult and non-formal education in philosophical foundation of adult 

and non-formal education. Essays in Honour of Professor Emeritus Jones Adelayo Akanbi Akinpelu. 
Ono, Y., & Ferreira, J. (2010). Acase study of continuing teacher professional development through lesson study in South 

Africa. South African Journal of Education, 30, 59–61. 
Siaciwena, R. (2011). Open and distance learning in Southern African Development Community (SADC). In Regional Open 

and Distance Learning Awareness Workshop. Johannesburg, South Africa. 
Torres, R.-M. (2000). Lifelong learning in the North, education for all in the South. In M.-A. Carolyn (Ed.), Lifelong learning 

perpective (pp. 3–12). Hamburg: UNESCO Institute for Education. 
UNESCO (1996).  Learning: The treasure within. Paris: UNESCO. 
 
 
 

 
Copyrights  
Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access 
article distributed under the terms and conditions of the Creative Commons Attribution license 
(http://creativecommons.org/licenses/by/4.0/). 
 


