Abstract:
The purpose of the study was to evaluate the music teacher programme of the
National Commission for Colleges of Education (NCCE) towards meeting the
federal government’s aspiration of making its education relevant to the child
and society, and provision of quality specialist music teachers in their number
for the primary and junior secondary schools. The research paradigm that
guided the study was constructivist interpretative of concurrent mixed method.
The sample size of 16 music lecturers, 14 final years (Music Double major)
NCE students, 12 in-service teachers, 12 music administrators, 5 SUBEBS
(State Universal Basic Education Boards), and 3 CoEs (Colleges of Education)
were drawn for the study. The instruments for data collections were interview,
questionnaire and site observations. Data analysis was done using SPSS,
Thematic analysis and Holmes analytical framework. The study revealed a
tension between the expectations of the federal government towards teaching
CCA at the basic schools and the preparation of specialist music teachers by the
NCCE that failed to capture Nigerian music culture. It also revealed an
inadequate number of music teachers prepared by the CoEs. There was low
quality assessment of the training by final year students, in-service music
teachers and music administrators. I therefore recommend: 1) a review of music
as core and the admission process; 2) review of curriculum towards the learning
of music as in the Nigerian culture and not the learning of music components as
it is in the curriculum; 3) retraining of the teachers and engagement of the
popular and traditional music experts in the development and implementation
of the programme
