CONTINUING LEARNING AND SELF-DEVELOPMENT OF TERTIARY EDUCATION LECTURERS IN BUEA MUNICIPALITY: THE CASE OF PAN AFRICAN INSTITUTE FOR DEVELOPMENT – WEST AFRICA BUEA (PAID-WA), CATHOLIC UNIVERSITY INSTITUTE OF BUEA (CUIB) AND UNIVERSITY OF BUEA (UB)
By: Rose Namondo Ekumene Mbua, Olga Bakale Ndong Okomo & Atemnkeng Martin Ndia | Department of Business and Management Studies | Accounting and Finance & Human Resource Management
Historically, tertiary education has been the vehicle of development all over the world as almost all civilizations are tied to tertiary education though in different ways. The main objective of this study was to examined the role of continuing learning and self-development (CL/SD) of tertiary education lecturers in the Buea municipality using the case of the Pan African Institute for Development – West Africa (PAID-WA) Buea, Catholic University Institute of Buea (CUIB) and the University of Buea (UB). Specifically, the study sought to find out lecturer’s perceptions regarding CL/SD, to identify the enablers/incentives at their disposal to engage in CL/SD and to analyze the challenges they encounter while engaging in CL/SD. To achieve these objectives, the study adopted a case study design. The purposive sampling technique was used to identify the three institutions under study, the stratified sampling technique, and lastly, the simple random sampling which enabled each lecturer to have an equal opportunity to be selected for the sample. Questionnaire was used for data collection and data was analysed with the use of descriptive and inferential statistics with the aid of Microsoft Excel and findings were presented in frequency tables and charts. Findings revealed that, the perception of lecturers of PAID-WA, CUIB and UB regarding CL/SD was high. They understood what CL/SD entailed and how beneficial it is should they engage in it. This is represented in the following percentages as obtained from the different institutions as follows, 100%, 95% and 91% for PAID-WA, CUIB and UB respectively. Furthermore, the nature of incentives given to lecturers to engage in CL/SD from the three institutions ranged from financial assistance, approved study vacation with pay and approved study vacation without pay. The providers of these incentives were Management, funders and support from friends and family members for the three institutions respectively. Lastly, regarding the challenges faced by the lecturers, results showed that in PAID-WA and CUIB, the difficulties ranged from work pressure, poor time management and lack of funds. While in UB, it was poor implementation of educational policy and the lack of funds. Therefore, the study concluded that, most of the lecturers strongly agreed and agreed that, it is important for them to engage in continuing learning and self-development programmes in order to better their skills, knowledge and professionalism as well as to improve their pedagogic thinking and curriculum. The study recommended among other things that policy makers as well as owners of institutions should ensure that adequate mechanisms, other educational policies that favours CL/SD and motivation be made available at the disposal of lecturers who wish to engage in CL/SD in tertiary education as a whole.
Key words: Continuing learning, self-development, tertiary education, perceptions, incentives and challenges.