Equity in Access to Teacher Education for Sustainable Peace and Development in Nigeria

摘要

This study examined equity in admission to Teacher Education program for peace and sustainable development in the Niger Delta Region of Nigeria. Adopting the survey method, the study sampled major stakeholders in Nigeria education sector. In addition, existing national admission records into teacher education programs were statistically analysed. Results show some disparity in access to teacher education program, which was not necessarily due to faulty admission policy. It was accordingly concluded that current admission policy encourages equity. It was therefore recommended that more Higher Education Institutions be established for improved access to teacher education in the Niger Delta Region of Nigeria.