Pages: (25-40 )
Abstract
Abstract
Policy-making is within the established purview of the executive arm of government. Public policy refers to the actions/decisions taken by government and its agents to address societal pressing issues with the goal of improving the quality of life of its citizens. Policy formulation ought to be followed by periodic evaluation to measure its workability and the extent to which stated objectives are achieved within the peculiarity of domestic environment. In Nigeria, however, government policies are rarely evaluated. This work, therefore, makes a criticism of the implementation of Conditions of Service of the senior (academic) staff of the transmuting Emmanuel Alayande College of Education (EACOED), Oyo. It interrogates the impacts of good/ bad implementation of this policy instrument on the quality of education handed down to teachers in training. A structured questionnaire revolving around time-compliancy, relevancy, consistency, etc: of the instrument under scrutiny is also used as the main mechanism for data collection with simple percentage employed for its analysis. Findings reveal that details of the prescription of the personnel policy, especially in the education sector are not always implemented to the letter: with grave implications for quality teacher education. The paper, recommends, among others, that government need to be committed to the letters of its personnel policy in the education sector and carry out post-implementation assessment as often as possible. This aids first hand determination of the workability/ weaknesses of such policies in order to enhance the kind of teacher education which impacts positively on the attainment of sustainable development goals of education envisioned by the United Nations for 2030.
Keywords: Condition of service, policy-making/implementation, Pubic/Personnel Policy, Sustainable Development Goals, Teacher Education,