IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 4, Issue 2 Ver. II (Mar-Apr. 2014), PP 01-05 www.iosrjournals.org www.iosrjournals.org 1 | Page Evaluating Competency Enhancement Needs of Lecturers for Quality Teaching and Learning in South-East Universities of Nigeria Akanwa, U. N. & Eluwa, I. O. Department of Science Education, Michael Okpara University of Agriculture, Umudike, Abia State-Nigeria Abstract: This study was a quest aimed at evaluating competency enhancement needs of lecturers for quality teaching and learning in South-East universities of Nigeria. Reviewed literatures revealed that there is a steady decline in the quality of university graduates; as such the researchers sought to find out possible inputs that could enhance and guarantee quality instructional delivery in our universities in particular and other tertiary institutions in general. The study adopted the survey research design and randomly sampled 372 respondents from six universities (3 federal and 3 states) who are academic staff. The results of data analysis using simple percentages and contingency Chi-square statistical analysis technique at 95% confidence interval revealed that above 90% of male and female lecturers opined that teaching staff are in dare need of competency enhancement inputs such as regular training workshops and conferences (local and international), functional ICT units for staff and students, inter and intra collaborative teaching experience amongst institutions within and outside the country for cross fertilization of ideologies and skills, and regular up-grading of teaching and learning facilities. The need for proactive funding of tertiary education was recommended. More so, the administrative echelons of higher institutions in Nigeria were encouraged to devise mechanisms of ensuring an updated pool of academic staff for qualitative pedagogical delivery. Keywords: Evaluating Competency Enhancement Needs, Quality Teaching and Learning I. Introduction Human asset is one of the most important resources available to any organization, and employee competence as well as commitment largely determines the objectives that an organization can set for itself in relation to the extent she can achieve success in them. As such, the demand for effective employees continuously increases in both public and private organizations. The „Competency-based‟ approach to human resource management has become integral during the last thirty years, with „Competency‟ encompassing the knowledge, skills, abilities, traits and behaviors that allow an individual to perform a task within a specific function or job (Boyatzis, 1982). The development of any nation depends much on the number of educated adults within the productive age; thus quality education is of great importance. The school and other institutions of learning are medium of social change created by the society to perform the important cultural functions associated with the education of the citizens. In order words, the educational institutions are the primary agents of change and developments. Quality education as opined by Eluwa and Akanwa (2013), is one of the fundamental human rights of every citizen of a country. It is a basic tool in the development of human capacities and capabilities. But in the past decade, there have being series of outcries for quality education and educational reforms locally, nationally and the internationally (Kakwagh, 2013, Oladipo, Adeosun & Oni, 2012). A number of conferences, seminars, and workshops have been organized at international, national and local levels on issues aimed at addressing the numerous problems bedeviling the educational sector. This is as a result of the growing awareness that that the advancement of any nation is dependent on the quality of her citizenry. Education is a core instrument of change that brings about innovations and inventions in any society because the creativity, resourcefulness, and imaginative abilities of learners are sharpened as they go through various stages of educational programs (Itedjere, 1997; Whawo, 1997). Thus, recognizing the transformative power of quality education is a prerequisite for the attainment of the much needed scientific and technological development in the developing nations of the world. University education is one of the major drivers of economic competitiveness in an increasingly knowledge- driven global economy because of the obvious imperative for countries to improve the employment skills of her work force. National and transnational debates, direct state regulations or incentives, and competition among private and state-owned institutions all prompt tertiary institutions to put quality teaching on their agenda (Hénard, 2012). As tertiary educational systems grow and diversify, society is increasingly concerned about the quality of her programs. Much attention is given to public assessments as well as international rankings of these institutions.