Attitudes and Perceptions of In-Service Teachers to Continuing Education Programmes in Tertiary Institutions: Nigeria and South Africa Experience

Francis O. Olaniyi, Dumisani R. Nzima


In Nigeria, West African Region of Africa and South Africa operates different system of education but the curriculum and modes of operation are partially similar in one way or the other. Teachers in full-time teaching employment are keenly interested in professional development, and acquiring of additional qualifications through continuing education programmes. Most serving teachers are without teaching qualifications hence opted for continuing education programmes in tertiary institutions of higher learning. The paper looks at the mode of lecture delivery, effectiveness and efficiency of the programme from the two Universities in Africa that are involved in the upgrading of teachers qualifications and professional development. The two Universities selected as case study are the University of Zululand (UZ), KwaDlangezwa, South Africa, and Adekunle Ajasin University (AAU), Akungba-Akoko, Nigeria. The target population and sample for the paper were the current learners of continuing education programmes of these selected Universities. The study compared the mode of operation of the programme in the two institutions, and questionnaire was designed to collect data on the responses of the target population. Both qualitative and quantitative methods were adopted for the study. Five hundred (500) questionnaires each were administered at the University of Zululand (UZ) and Adekunle Ajasin University (AAU). Three hundred and sixty-five (365) and three hundred and twenty-one (321) were valid for analysis. Results of the study revealed that in-service teachers generally hold a positive perception and attitude towards continuing education programme from tertiary institutions of higher learning.

Keywords: Perception, attitudes, continuing education, in-service teachers, universities.

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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