5.3 CHALLENGES TO HIGHER LEARNING INSTITUTION LEADERSHIP IN ASSURING QUALITY OF EDUCATION
5.3.4 Inadequacy of teaching facilities and resources
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the problem observed in academic staff is not only on their professional incompetence but also on their low teaching motivation. The motivation of academic staff to teach is low because they are unsatisfied with the existing scale of remuneration (MLL4).
From the results discussed above, it can be noted that the competence, qualification, and motivation of academic staff at the HLIs is inadequate. In such conditions, it is difficult to assure the quality of education and produce competent graduates for the world of work. These findings suggest the need for more intervention by the institutions’
leadership and other concerned bodies to improve the academic competence of the instructors.
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that the public universities have an average availability of separate and adequately equipped offices for the top- and mid-level leaders and department heads, but most other academic staff members share common rooms (up to seven academic staff members share one office). The academic staff offices are equipped with tables, chairs, and desktop computers, but in most cases, lack bookshelves. Considering the existing number of staff, there is a serious shortage of offices for staff and this hampers the provision of one-to-one student academic consultation and supervision activities.
Similarly, the existence of large numbers of students limits the availability of access to computers outside formal classes, with very limited access to the internet. In an age when the use of ICT is essential and when information is readily obtainable via the internet, a lack of access to ICT seriously handicaps students in their learning process.
Comparing the two public HLIs, AMU is relatively better positioned in terms of possessing most of the teaching and learning facilities and resources. This may be because it is an older university with adequate built-in teaching and learning facilities.
During observation in both public universities, the researcher noted the absence of an established system of regular maintenance of teaching facilities. Many broken and dysfunctional facilities were clearly not being maintained. Therefore, both universities need an efficient system to oversee the maintenance of damaged teaching facilities and equipment. The sampled private HLIs were in a better position because during the accreditation and re-accreditation process they fulfilled the minimum requirements set by the ETA. However, the slow speed of the internet connection and shortage of staff offices, particularly for part-time academic staff, was observed during the facility visits.
To certify the adequacy of the teaching and learning facilities, further analysis of interview data was conducted. During focus group discussions, student representatives from AMU reported that the university lacks reference books and laboratory and workshop materials to satisfy the growing demand of students. Further discussions revealed that most of the librarians were inexperienced and did not have the necessary qualifications; the system needs to be supported by more librarians with appropriate qualifications and specialisations. Most workshops and laboratories are not equipped with basic instruments or with sufficient essential chemicals, machines, set-up, and apparatus. In some cases, the space of the laboratories and workshops is insufficient for the existing large numbers of students (FGS2). The group discussants
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further complained that the insufficiency of the existing laboratories and workshops and skilled laboratory and workshop assistants makes it difficult for most programmes to offer the practical science experiences required. Moreover, there are not enough computer laboratories and internet-connected computers to serve the students.
(FGS2). Similar concerns were also voiced during focus group discussions with student representatives from WKU (FGS4).
Analysis of the interview data confirmed that the insufficiency of learning facilities for the student population is a major problem across public HLIs. An interviewee described the situation as follows:
Getting sufficient updated reference books and seating space in the libraries, particularly during exam periods, are major challenges in our libraries. The library seating capacity is far too small for the existing student population.
During exam time, the libraries are overcrowded, and there are occasions when we must wait around until we get a free chair. Moreover, most of the books which are frequently referred to by students are old and shredded with many missing pages (ST4).
As reported by student representatives from WKU, the space of the workshops and laboratories in their university is not compatible with the existing student population;
they are overcrowded during practical sessions. Most of the time, students are forced to watch when their colleagues or the lab assistants conduct practical activities. In addition, the shortage of laboratory chemicals is problematic. The internet connection is slow, and the wi-fi connection is limited to particular locations (FGS4).
The views of the academic staff respondents regarding the inadequacy of teaching and learning facilities were similar to students’ views. For example:
Our libraries are not fully equipped with updated journals, textbooks, and other reference materials. Our teaching and learning process and research projects are hindered due to the shortage of chemicals and reagents. Most of the materials are purchased from foreign countries. However, getting those laboratory materials on time is difficult owing to the long process of foreign purchasing. This problem has existed for a long time, but still, there is no improvement. This needs serious attention from all the concerned bodies (AS2).
With regard to the academic staff office, AS2 added that “the academic staff office is not adequate; it is common to see three to seven staff members in one relatively
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small office”. Another interviewee from WKU described the learning facilities situation by saying that “the teaching and learning facilities and resources do not progress in parallel with the increasing number of students and staff members, or with the existing expansion of new programmes in the institution” (AS4).
Contradicting the claims raised about the library resources, however, a respondent from AMU argued as follows:
I don’t think the shortage of reading materials is a problem; nowadays various learning materials are available from the websites. Students can explore plenty of reading materials from various websites. The university library also has adequate books in soft copy (e-books). However, in my observation, the low interest and reading capacity of students is a major problem (AS4).
A member of the top-level leadership from AMU acknowledged the concern of the student representatives and academic staff members, and commented as follows:
The laboratories we have are not well equipped to meet the needs of the learners. They do not have sufficient capacity to accommodate the increasing number of students assigned to the programmes each year. The university leadership recognised the insufficiency and serious shortage of practical laboratories and demonstration sites in various programmes of the university and has been actively working to close the gap by furnishing laboratories, purchasing laboratory materials, creating linkage with nearby industries, and arranging frequent practical field trips to other concerned institutions. We are trying to reduce the shortage of reference books by making photocopies and binding books that are low in numbers, organising more e-books, and purchasing new reference books. For procurement of books and other laboratory and workshop materials, the university has assigned a sufficient budget. However, public procurement is a lengthy process and challenging.
The purchase orders could not be always finalised within a given fiscal year (TLL2).
In the case of WKU, the construction of new buildings was underway in order to mitigate the shortage of laboratory, workshop, and library space, as affirmed during observation.
The above findings indicate that the HLIs, particularly the public ones, are not providing adequate teaching and learning facilities. In addition, proper utilisation and maintenance of some of the existing teaching and learning facilities is a major problem.
It is unreasonable to expect skilful and knowledgeable students to appear under these
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circumstances. The leadership needs to give more attention to the teaching and learning facility and resource problems.
5.4 RESPONSIBLE BODY ASSURING QUALITY EDUCATION IN HIGHER