CHAPTER ONE 
INTRODUCTION 
1.1  Background of the Study 
Education is an inevitable tool for sustainable development and a vehicle for advancing the frontier of knowledge (Abdul-Kareem, 2001). In this regard, education is severally conceived and inculcated by people of varying backgrounds, ages, needs and aspirations for sustainable development. The potency of education is more evident in its globalization trends imbued with instrumental values of nurturing productive citizens for sustainable development and democracy. Education has been recognized as a process of imparting knowledge, skills and attitudes to the learners. 
Teachers’ influence is always felt in every aspect of the society. The effectiveness of any educational system depends greatly on the educational attainment of teachers because no system of education can be qualitatively higher than the quality and commitment of its teachers. According to (Ukeje, 1988 in Wanekezi, Okoli and Mezieobi, 2011), pointed out that education unlocks the door to modernization and sustainable development but that, it is the teacher that holds the key to the door. Thus, the teacher has the responsibility of translating educational policies into practice and programmes into action. It is clear from the foregoing that the role of the teacher in sustainable development cannot be quantified, especially in training personnel in various areas of the workforce. For national development and peaceful co-existence to be attained, there is need to give priority to investment in human capital through teacher education and training. 
The Nigerian educational system needs to be responsive to the technological social and economic needs of the society and provide the type of human resources needed in the industrial and economic sector. Herein comes the role of effective teacher education programme to translate the needed skills, knowledge and attitudes to meet their needs and the societal ones. The quality or standard of education in Nigeria has reduced in recent years because of, among other factors, the brain drain phenomenon, (i.e., the drift of many brilliant, intelligent and more experienced teachers and university lecturers to countries where they were offered better remunerations and conditions of service). This syndrome is, to a large extent, attributable to inadequate incentives, poorly equipped education system in an increasingly hostile working environments, inadequate social recognition, delay in payment (and sometimes denial) of teachers’ salaries, among others. 
The reliance on inexperienced, and in some cases unqualified teachers and lecturers in the various educational fields and institutions in the country definitely affects the quality of students’ work, and of graduates who are eventually employed to service the educational manpower needs, as well as the economy. This vicious circle contributes to the lowering status of education in the universities, colleges of education as well as secondary and primary schools (Osokoya, 2012), even as the trend impacts on the economy negatively. Many teachers in Nigeria have not measured up to the minimum international standard. This is because a large number of untrained and half-baked personnel are still retained in the system, leading to a scenario in which career in teaching is not yet professionalized. 
Many unqualified teachers are still in the employment of some States Teaching Service Boards, while most higher education lecturers are yet to undergo training in education. Until government makes this training mandatory and pursues the policy vigorously, teaching will continue to be open to anyone and this situation holds the potentials of further eroding professionalism in teaching profession (Osokoya, 2012). Certainly, this has other wider socio-political and economic implications given the fact that education remains a very essential component that produces a healthy and prosperous nation. The research seeks to investigate the plight of Education and status of teachers in Nigeria. Issues and challenges.   
1.2  Statement of the Problem   
Education is an inevitable tool for sustainable development and a vehicle for advancing the frontier of knowledge (Abdul-Kareem, 2001). In this regard, education is severally conceived and inculcated by people of varying backgrounds, ages, needs and aspirations for sustainable development. The potency of education is more evident in its globalization trends imbued with instrumental values of nurturing productive citizens for sustainable development and democracy. Education has been recognized as a process of imparting knowledge, skills and attitudes to the learners. Teachers’ influence is always felt in every aspect of the society. The effectiveness of any educational system depends greatly on the educational attainment of teachers because no system of education can be qualitatively higher than the quality and commitment of its teachers.   
In Nigeria, teachers' conditions of service do not hold enough incentives to attract and retain the best brains in Nigerian schools (Osokoya, 2012). As a result of the weakening attraction to the teaching profession, and by extension the resultant dwindling enrolment in the teacher education programs, those who remain in the profession maintain relatively low social status with accompanying psychological problems. Consequently, within the remaining pool, some teachers either seek opportunities in other sectors (within the economy) with better service incentives or even migrate to other countries where teachers’ conditions of service are much better, in search of greener pastures. The problem confronting this research therefore is to investigate the plight of Education and status of teachers in Nigeria. Issues and challenges.   
1.3  Objective of the Study   
1. To determine the nature of the plight of education and status of teachers in Nigeria   
2. To determine the issues and challenges of the plight of education and status of teachers 
1.4  Research Questions   
1. What is the nature of the plight of Education and status of Teachers in Nigeria?   
2. What are the issues and the challenges of the plight of education and status of teachers? 
1.5  Significance of the Study   
The study is particularly important at such a time when many observations and criticism have been levied on the dwindling and fallen standard of education across the various level of Education so as to instigate the rapid reformation of policies and strategies of educational development in Nigeria. The study shall also serve as a reference point of information on issues regarding the plight of education and status of teachers in Nigeria.       
1.6  Statement of Hypothesis   
1.   Ho The plight of Education and status Teachers in Nigeria is low.
      Hi   The plight of Education and status Teachers in Nigeria is high   
2.   Ho The issues and challenges of the plight of Education and status of Teachers is low.
      Hi   The issues and challenges of the plight of Education and status of Teachers is high   
3.   Ho The effect of the plight of Education and status of Teachers is low.
      Hi The effect of the plight of Education and status of Teachers is high.   
1.7  Scope  of the Study   
The study focuses on the appraisal of the plight of Education and status of Teachers in Nigeria; Issues and challenges.   
1.8  Definition of Terms 
EDUCATION DEFINED 
Education has been recognized as a process of imparting knowledge, skills and attitudes to the learners.
TEACHER EDUCATION DEFINED 
Teacher education refers to professional education of teachers towards attainment of attitudes, skills and knowledge considered desirable so as to make them efficient and effective in their work, in accordance with the need of a given society at any point in time. It includes training and or education occurring before commencement of service (pre-service) and during service (in-service or on-the-job). 
TEACHER PROFESSIONAL COMPETENCE DEFINED 
Teacher’s professional and academic competencies are seen in their ability to make use of the learning opportunities available in the environment. This means their willingness to take active part to analyze changes in the environment with other members of the work community to see these changes in relation to teachers and the school possibilities to determine which changes and outcomes that are of the greatest relevant to the socio-economic and political development of the community’s need.