Assessing the 2009 Educational Reform on Access to Higher Education in Nigeria: A Study of Federal College of Education, Zaria

Despite the growing concerns by governments and the general populace over improving access to higher education, opportunities for enrollment in tertiary institutions in Nigeria remain a daunting challenge in the education sector of the country. Using Federal College of Education (FCE), Zariaas a study base, this study seeks to ascertain the extent to which the 2009 educational reformimproves access to higher education while considering other reform components to establishwhether funding and infrastructures affect access and quality of education, and to ascertainwhether the accreditation status of programmes has any significant effects on quality of education. This study is a survey with a sample of three hundred and forty-five (345) respondents drawn from both teaching and non-teaching staff and students of Federal College of Education, Zaria. The period covered by the study was Six (6)-year trends, 2011-2016. Results indicate that from 2011 to 2016, there is evidence that in FCE, Zaria there is a significant difference between the number of candidates that applied for admission and those being offered admission. This was largely due to the approved carrying capacity. Results have shown that inadequate funding significantlyaffect infrastructure provisions needed to improve access and quality of education as prescribedinthe2009 educational reform. Consequently, despite NCE programmes in FCE, Zaria arefullyaccredited by the NCCE, the quality of education has not significantly improved with 57% success  as against the benchmark of 80%. The study, therefore, recommends amongst other things that efforts to attain the 2009 educational reform benchmark on access (20%increase in admissionsannually from 2011) in the tertiary institutions should be intensified such that reasonable amount of candidates be admitted to higher education. Increase in funding benchmark of 26%to educationon national budgetary allocation to the education sector should be attained for the expansionoflearning, teaching and research activities.