Introduction
Education is sacrosanct to national development. Education and national development are the two sides of a coin that mutually reinforce and challenge each other. Jega [1997] affirmed, “Education is generally regarded as a necessary and essential requirement for national development. It is central to socioeconomic and technological advancement, and it is critical to self-sustaining and self-generating process of positive transformation of modern society.”
The government appreciates the significance of education to national development and will marshal its resources to attain its avowed goal of a reinvigorated public service. Odumosu [2004] said, “Education in Nigeria is … a huge government venture that has witnessed evolution of government complete and dynamic intervention and active participation. The Federal Government has adopted education as an instrument per excellence for effective national development.”
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Contrary to popular notions, teacher licensing in public schools does not insure teacher quality. A license also does not even insure that a public-school teacher knows much about the subject she teaches. In fact, in our upside-down public-school system, licensing often leads to ill-trained and mediocre teachers instructing our children. As we will see, it turns out that teacher licensing is a protection racket.
The notion that only state-approved, licensed teachers can guarantee children a good education is proven wrong by history and common sense. In ancient Athens, the birthplace of logic, science, philosophy, and Western civilization, city authorities did not require teachers to be licensed. Socrates, Plato, and Aristotle did not have to get a teaching license from Athenian bureaucrats to open up their Academies. A teacher’s success came only from his competence, reputation, and popularity. Students and their parents paid a teacher only if they thought he was worth the money. Competition and an education free market produced great teachers in ancient Greece.
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