Quality Education And The Attainment of The Millennium Development Goals (MDGs) In Nigeria: A Case For Quality Teachers

Abstract

This paper adopts a theoretical approach in determining the way forward for the attainment of the Millennium Development Goals (MDGs) by the Nigerian nation in 2015 as agreed by all 147 Heads of State during the September 2000 United Nations Millennium summit. Hence the paper adopts a pragmatic and holistic perspective in the achievement of MDGs following a deliberate and structural change in corporate governance of the country’s educational system. To this end, the paper holds that quality education provided by government through the use of quality teachers will constitute a channel or panacea to the attainment of the MDS by the Nigerian nation. A conceptual framework of what is quality and who is a teacher was clearly presented. The paper further highlighted some of the challenges faced in achieving the Millennium Development Goals, as well as, the factors affecting quality teaching and teachers in Nigerian school system at all levels. It was thus suggested that both government and private sector, including NGOs, must continue in the crusade and creating awareness  on the attainment of the MDGs, bilateral aid and support should be made available to developing nations for rapid achievement of MDGs, global political support and strong partnership for sustainable development and attainment of MDGs in 2015 should be sustained, as well as ensuring that only teachers (or lecturers) that are adequately qualified academically and practically are recruited to teach courses in schools at all levels.

Keywords: Millennium Development Goals; Quality Teachers; Quality Education; UPE; Gender Quality.