Towards Improving Science and Technical Education

through Creativity, Innovation and Quality

Assurance at Tertiary levels of Education.

BY
AWWAL YAHAYA ABDULLAHI¹, NASIRU IBRAHIM¹ AND M. MUSTAPHA²
Department of;
Education (Technical)¹ & Electrical/Electronic Engineering²
School of Engineering Technology
Nuhu Bamalli Polytechnic, Zaria
Email: maayahaya@gmail.com
08067222368,

Being

A PAPER PRESENTED AT THE 2014 ANNUAL CONFERENCE OF THE SCHOOL OF

SCIENCES, FEDERAL COLLEGE OF EDUCATION, ZARIA.

HELD AT

LECTURE THEATRE, FEDERAL COLLEGE OF EDUCATION, ZARIA

Key words: creativity, innovation, quality and benchmark

1
Abstract
Towards Improving science and Technical education through creativity, innovation, Quality
Assurance and Benchmark at tertiary levels of education is a caption that need to be examined.
Also, the role of Science Education in the production of skilled and competent manpower for
economical, scientific, industrial and social development of a nation cannot be overemphasized.
The paper examines the concept of Creativity in Engineering, science and Technology
Education, Innovation in Respect to Engineering science Technology, Origins of the Quality
Improvement, Structure of the Benchmarking Framework, Structure of the Quality Improvement
Framework, Significance of Science and Technology Education in Relation to the National
Policy on Science and Technology, Roles of Science and Education Technology in Nigeria. . In
conclusion, it was recommended that stake holders in education should boost the Engineering
Technology Education through funding and other encouragements.

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Introduction
As cited in Abdullahi, 2014, Quality has become a matter of major importance for higher
education institutions generally, but particularly so for institutions involved in open and distance
learning (ODL) (Higher Education Council, 1997; Twigg, 2000; Western Cooperative for
Educational Telecommunications, 2003). At about the same time, the Australian government,
through the National Board of Employment, Education, and Training, funded a study of costs
and quality in on- and off-campus resource-based learning (Jevons and Northcott, 1994).

Within the broader higher education sector, the interest in quality originated from previously
established movements overseas as it did from the debate taking place within distance education.
The establishment of the Australian Universities Quality Agency (AUQA) to manage
institutional quality audits within universities was influenced mainly by developments in the
United Kingdom, mainland Europe, and the United States, and by the prior establishment of a
similar agency in New Zealand (Vidovich, 2002).

The issue of quality impinges on the work of universities in a number of ways. For example, in
order to protect their critical market (see also Cummings, Phillips, Tilbrook and Lowe; Nunan;
Reid; Smith; McConachie, Danaher, Jones and Luck, this issue) in overseas education,
universities have wanted to ensure that the standard of the educational products that they have
been offering matches the standard of what they are offering onshore. Universities are also keen
to establish how they compare with one other, or at least with other similar universities, even if
they are not always keen to make such comparisons public.

The growing concern with quality in higher education has led institutions to look for ways of
managing quality processes. In recent times, the focus of attention has turned to quality processes
in the context of the online delivery of programs. This in turn has led to various attempts to
develop frameworks for conceptualizing and structuring these processes. In Australia, the
Quality Improvement Framework described in Inglis, Ling, and Joosten (1999) and the
Benchmarking Framework described in McKinnon, Walker, and Davis (2000) have offered
alternative ways of supporting quality processes in relation to teaching and learning in higher
education. Staff in a number of universities has been looking into how each of these frameworks
may be used to manage quality processes within distance, open, and flexible learning, including
online learning. As a result, the author has received a number of enquiries seeking advice on how
the two frameworks should be viewed in relation to each other. From the fact that these enquiries

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were being received, it seemed that comparison of the frameworks might be useful at this point
of time. Furthermore, it was felt that if such a comparison were to be attempted by one of those
involved in the development of one or other of the frameworks it might be regarded as all the
more useful.

This article therefore attempts to compare the two frameworks from the point of view of the
practitioner in ODL who wants to make a choice between the two. It couches this comparison in
terms of four factors: the scope of the frameworks; the type(s) of institution to which they are
meant to be applied; the structures of the frameworks; and the ways in which the frameworks are
intended to be used. Based on this comparison, it then considers the implications of the
similarities and differences between the frameworks for their use in managing quality processes
in ODL.

Creativity in Engineering Technology Education

Creativity is a common word used in teaching and learning issue, more especially in psychology
of learning. According to Encarta dictionary, Creativity means the quality of being creative new
and original: using or showing use of the imagination to create new ideas or things like in terms
of new project with optimum novelty.
so, in terms of creativity, engineering technology should be it backbone. This is because they
have every opportunity to utilize their engineering and technological knowledge, skills and
attitudes in the development of their creative thinking as well as putting it into reality. This
portrays that from creative thinking to real object being thought or as a result of being creative.
Today, the nation is facing major challenges in its global economy, in the environment and in
social issues. The need for creative ideas and the opportunity to express such ideas digitally to
the world is most desirable.
Also, many technological developments in the world came into being through the immense
dedication of engineering technology.

Innovation in Respect to Engineering Technology

Innovation perhaps means brings about new idea on the existing ones. Innovation according to
Encarta means origination: the act or process of inventing or introducing something new
irrespective of the existing ones. In it there is a quality of novelty. It could also mean new idea
or method: a new invention or way of doing something either in terms of teaching-learning-
process, constructing a designed project or fabrications. The importance of Innovation in
engineering technology education could not be over-emphasized, particularly looking at the
4
present global rapid changes. These changes were mostly observed as technological changes.
So the act of promoting innovative ideas in this sector is highly significant. Innovations in
curriculum, examinations and depth of questions asked, projects and laboratory exercises,
searching assignments, peer learning and group teaching etc. are out of, Abdullahi 2014.

Origins of the Quality Improvement

This is an aspect that has to do with satisfaction of the identified objectives/mission/aims of a
given establishment. According to Alistair Inglis from Centre for Staff Learning and Educational
Development, Victoria University Melbourne, Australia, “the Quality Improvement Framework
originated from a project that was undertaken in order to provide expert advice to the National
Board of Employment, Education, and Training on the issues of quality, cost, and access in
resource-based learning by taking advantage of the new learning technologies. The project was
commissioned on behalf of the Higher Education Council. The project had a number of goals,
one of which was the development of a framework for considering issues of quality in resource-
based learning, including issues associated with equity of access”.

Following the project’s completion, the main findings together with the Framework were
published by the Higher Education Council in a booklet entitled Quality in Resource Based
Learning (Higher Education Council, 1997). However, a more extensive explanation of the
Framework and its use was subsequently provided in the book Delivering Digitally: Managing
the Transition to the Knowledge Media (Inglis, Ling and Joosten, 1999). In the original booklet,
the Framework was presented in isolation and referred to simply as a “Quality Framework.” In
Delivering Digitally, however, further material was added explaining how to apply the
Framework within an institutional setting and providing an example of an application of the
Framework. Delivering Digitally was initially published in a hardback edition. Within a year,
however, it was reprinted as a paperback edition, and a second paperback edition has
subsequently been published (Inglis, Ling and Joosten, 2002). In the second edition, the chapter
that presents the Framework has been considerably revised. The focus of this chapter has been
shifted more toward quality improvement and the explanation of the use of the Framework was
expanded and some changes were made to the Framework itself. For these reasons, it is
recommended that this is the edition to which readers should now refer.

A number of universities have displayed interest in applying the Framework to their quality
processes, either by using the Framework directly or by adapting aspects of the Framework. The

5
Framework informed the development of quality assurance and quality improvement policies
and processes at RMIT University where it was originally developed. It is currently being used at
the University of Tasmania and the University of Melbourne. A workshop session on the
Framework’s use for quality improvement was presented at the October 2003 meeting of the
Australasian Council of Open, Distance and E-Learning. Internationally, it has been reported that
the Framework has been used at the University of Lund (Wigforss and Badersten, 2000a, 2000b).

Therefore, this indicates a sound direction towards accomplishing the mission and vision of any
given organization.

The Benchmarking Framework was devised for the purpose of enabling institutions to compare
themselves with other institutions with which they are competing for students, funding, and staff.
The Quality Framework was devised for the purpose of enabling staff within institutions to
institutionalize a quality improvement ethos. If this device is utilized by the institutions as spelt
out would sure yield a fruitful excellence.

Structure of the Benchmarking Framework.

To Inglis 2005, the Benchmarking Framework comprises a series of 67 benchmarks, of which 25
have been designated as a core subset. As the Manual explains, the purpose of defining the core
set was to provide a more manageable set of indicators to monitor on a regular basis, and the
Manual goes into considerable detail in explaining the rationale for selection of the core subset
and the implications of the benchmarks selected.

The complete set of benchmarks covers the range of a university’s operations. They are grouped
into nine areas:

1. Governance, Planning and Management

2. External Impact
3. Finance and Physical Infrastructure
4. Learning and Teaching
5. Student Support
6. Research
7. Library and Information Services
8. Internationalization
9. Staff

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He also observes that, there are a number of aspects of the Benchmarking Framework that make
the structure of the Framework difficult to grasp initially. First, the numbering of the individual
benchmarks is according to the chapters of the Manual in which the indicators are placed. As a
consequence, the numbering starts at 3.1 rather than 1.1. Secondly, the definitions of the
individual benchmarks contain several components, but the purpose of these components and the
ways in which it is intended that these should be used is not fully described. In most cases, the
purpose and use are fairly obvious. This is not always the case, however. For example, the
Levels component provides a criterion by which to judge an institution's practices but the status
and origins of the criterion are not explained.
Structure of the Quality Improvement Framework.

The Quality Improvement Framework is organized around 10 key principles. These principles
are meant to encompass the range of functions involved in supporting online delivery:

1. Informed planning and management of resources

2. Sustained committed leadership
3. Improving access for all clients, incorporating equity, and promoting cultural diversity
4. Understanding the requirements of the learner and reflecting stakeholder requirements
5. Design, development, and implementation of programs for effective and active learning
6. Creating confident and committed staff with new competencies
7. Managing and maintaining the technical infrastructure
8. Evaluating for continuous improvement
9. Provision of effective and efficient administrative services
10. Supporting the needs of learners

Associated with each of the principles is a set of best practice indicators. The indicators provide
criteria for demonstrating whether the principles are being applied.

Application of the Framework also involves the development of checklists and evidence guides
that are then the tools that are used in the field. The Quality Improvement Framework can
therefore be thought of as a conceptual structure for guiding quality processes rather than as an
evaluative instrument. To achieve the target goals of the institution, proper application of the
bench need to be practiced.
Anyway, the checklist will enhance towards satisfying the need of the institution in respect to
benchmarking.

7
Significance of Science and Technology Education in Relation to the National Policy on
Science and Technology.

Virtually, the Federal Government of Nigeria in 1979 created the ministry of science and
technology. The ministry was charged with the responsibility of promoting and developing
scientific and technological research in the country. Since the range of science and technology is
so vast and it’s financing, so costly, there is no doubt that certain guidelines and priorities have
to be adopted in pursuing them. Therefore, the need for a policy on science and technology
arose. The policy was to bear relevance to the economic and social inspirations of the people and
was to display out clearly and the strategy for implementation. The ministry formulated the
science and technology policy and was launched in July, 1987. The policy was a product of wide
consultations in national conference specialize committee meetings with specific and
technological community including the ministry, polytechnics, research institutes, industrialists
and bureaucrats. The National Policy on science and technology (1986:8) recognizes the fact that
Nigeria is a technologically underdeveloped country by stating that:
“While many countries are in the second phase
of the industrial revolution in which computers,
robots, microelectronics, Biotechnology, nuclear
technology etc, are common place; we are yet to
grasp the fundamentals of the first phase of the
industrial revolution which began in Europe in the
eighteen century….. The general public is made
aware of the need to use scientific methods in their
daily operations”.
The National policy on Science and Technology, therefore, is another major effort of government at
concerning this situation, thereby, helping to transform Nigeria into a technological self-reliance
nation.
The objectives of science and technology as contained in the National Policy on Science and
Technology (1986: 11-12) are:
1. Increasing public awareness in science and technology and their vital roles in national
development and well being.
2. Directing science and technology efforts along identified national goals.
3. Promoting the translation of science and technology results to actual goods and services.
4. Creating, increasing and maintaining an endogenous science and technology base through
research and development.
5. Motivating creative output in science and technology.
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6. Increasing and strengthening theoretical and practical scientific base in the society and,
7. Increasing and strengthening the technological base of the nation.
One of the policy statements for science and technology for example, stresses that the
educational system should emphasize at all level. The objectives of this, according to the
policy is to reorient the entire society towards scientific thinking in order to develop new
technologies and adapt existing ones to improve societal well-being and security.
Roles of Science and Education Technology in Nigeria
The informal science and education technology serve as part and parcel of us in Nigeria. This is
because as Fafunwa (1991) points out, children were involved in practical farming, weaving,
knitting, black-smithing, brass work, leather work, metalwork, carpentry work and many others
before the introduction of western type of education. These skills were being taught to children,
however, their teachings not institutionalized as they are the case today.
During the colonial era, science and technology according to Onweh (1991) were treated as
relatively insignificant aspects of the country’s educational system. Emphasis was laid on the
general education with no particular orientation towards training boys and girls for different
vocations on leaving schools. But formal secondary school education at that time have been
reported to date back to 1842, (Taiwo, 1980). Most of the schools, according to him were
established by missionaries. The first secondary school established in Lagos was the Church of
Missionary Society (CMS) Grammar school, Lagos in 1859. Olarewaju (1994) observes that,
nature study which was being taught in these missionary schools at that time, failed to cater for
the societal and economic realities of that period.
Technical education, on the other hand, developed less quickly than other forms of education in
Nigeria. This according to Fafunwa (1991), was due to the fact that the voluntary agencies
pioneered western education in Nigeria were unable to popularize technical education on the
same scale as literacy education, since the former was much more expensive in terms of staff and
equipment. Some of the mission schools introduced bricklaying, carpentry, etc as part of the
curriculum. However, as Thakur and Ezenne (1980) observe, there was lack of enthusiasm on the
part of their parents as these skills were not seriously regarded by parents as integral part of
western education. As a result, these practices suddenly collapsed except for the Blaize
Memorial Industrial School in Abeokuta founded by some Nigerians and West Indians and the
Hope Waddel Institute in Calabar established by the Church of Scotland Mission (CSM). The
first major recommendation for the introduction of technical and vocational education according
to Fafunwa (1991), was in 1945, when the commission on higher education in West Africa
proposed that the premises of the defunct Yaba Higher College should be converted into
9
territorial college for Nigeria with a view to meeting the need of government and commercial
firms at the post secondary school level, just to say like polytechnics or the present colleges of
education. The Federal Government in 1949, appointed F.J. Harlow, principal of Chelsea
polytechnic, London and W.H. Thorp, Nigeria Deputy Director of Education to assess the need
for establishing colleges of higher technical education. The report led to the establishment of the
Nigerian college of Art, science and technology with branches in Ibadan, Enugu and Zaria. To
ensure that certain professional courses taught at the three branches were acceptable to the
professional bodies in the United Kingdom, Fafunwa (1991) points out that, the college entered
into relationship with London University in collaboration with university college, Ibadan, in
running a degree programme in engineering. Other courses (mostly of three years duration)
affiliated to recognized bodies in the united kingdom for diploma awards were secretaryship,
surveying, teacher certificate, architecture, pharmacy and estate management. Other additional
courses include, regular higher school certificate courses in most academic fields particularly in
Arts and the majority of students were enrolled in these courses. Indeed, in 1962, however, the
colleges were shut down and their assets were taken over, Ife took over the Ibadan branch of the
colleges, University of Nigeria, Nsukka, captured the Enugu branch and Ahmadu Bello
University, Zaria, took over the Zaria branch of the colleges.

Recommendations
Having deliberated on the above theme “roles of quality, creativity and innovation in the
engineering technology education” the following recommendations are made:

i. Governance, Planning and Management

Enough or required number of qualified human resources should be put in place
in the Engineering Technology Education. The government should fund and
provide the necessary facilities and equipment for science and technology
education. Also good planning and administration should be adhered to.

ii. External Impact

As a result of TETFUND for science and Technology Education research and
development should be given urgent attention. Also proper provision of in-
service training and re-training of teachers to equip them with new ideas,
knowledge and skills in the technology world.

iii. Finance and Physical Infrastructure

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 The Federal, State and Local Government should assist in the development of
science and technology Education in polytechnics and colleges. Science and
technology Teachers/lecturers should be made available with the instructional
materials to be used during delivering the course content of the Engineering
Technology Education.

iv. Learning and Teaching

Special packages welfare of science and Technology teachers / lecturers should
be paramount in the minds of all stakeholders in education. Payment of
salaries/allowance, promotions, etc. should be attended to without delay as it
enable the teaching-learning go smoothly.

v. Student Support
The government should encourage in providing funds and provide the necessary
facilities and equipment for sports/games and other extra-curricular activities for
students in the science technology education.
vi. The communities, Agencies and Organizations/philanthropies should always be
ready to assist and co-operate with polytechnics and colleges through donations,
levies, volunteering of services, etc.
vii. Research
Provision of laboratories and projects should be made available and functional
for the science and Technology Education programmes. Exhibitions of projects at
the end of every session within the school of engineering technology should be
made a routine so that the incoming staff and students would tight the belt and
give their best. This will sure help in the development of research in these
institutions.

viii. Internationalization
The entire community should always recognize the importance of Engineering
Technology as one of the major sectors which aid towards rapid economical
development of many countries.
ix Library and Information Services

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 institutions’ library should be fully equipped with relevance learning materials for
both teachers and students.

Conclusion
Consequently, tertiary institutions in Nigeria have witnessed significant growth in terms of
expansion through increase in enrolment and the establishment of additional higher
educational institutions. Indeed, it is to note that many of the features that can guarantee
quality higher education are not taken into cognizance in the country’s quest to meet the
defined target of the Millennium Development Goals (MDGs). The delivery of science and
technology educational services in Nigeria needs to be revisited so as to achieve the set goal or
objectives.
Also Political factors are the main motives behind many of the non-supply of instructional
facilities, human and material resources, especially in the tertiary education system. These
obstacles need to be put in place. Indeed, less consideration given towards the political-wills by
the governments at all levels which will in turn enliven its capital projects and services to the
community. The effects include a high degree of “brain-drain” among the academic staff,
strikes, to mention a few.
The key implementers of the designed curriculum of science and technology education should
ensure the pave out of the precipitous fall of tertiary institutions education in these fields and
others at large.

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