CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Veterinary educators encounter the crucial decision of when and how they should lecture the fast growing amount of relevant knowledge inquired by our profession. Growth in clinical areas has liquefied the time dedicated in the basic areas.
Veterinary education is fashioned by demographic, environmental, disease, technological, political, and economical influences and is expected to meet the needs of a country in collaboration to its environment, animal population, and society in which sets off. The amount of veterinary schools present within a country will sure affect the scope of veterinary training and responsibility of each school. A veterinary training programme and curriculum to a great extent require steady evaluation and restructuring to be well-informed of current trends in both national and international developments and requirements. Presently, a curriculum would normally be redressed every 5 years, consequently permitting a new programme to be completely carried through every ten years, although small and non-crucial moderations could be launched in the main time (Fernandes & LoboVilela 2002). Curricular changes are not compulsorily linear extensions of existing programmes but they require to take awareness of future outline affecting the profession over time spans of 10–20 years.
Veterinary education is the bedrock on which the veterinary profession is built and on which it grows and blooms. Education is known to serves to steadily revive the skills and knowledge of graduate veterinarians. Nevertheless, the veterinary profession is many-sided, with the duties of veterinarians and veterinary para-professionals (e.g. veterinary technicians, veterinary nurses, Para veterinarians, community-based animal health workers) being highly influenced across geographical and country borders by societal needs and expectations, financial resources, and the significance placed, for example, on companion animals versus food animals. Irrespective of the multitude career paths present to graduate veterinarians, the educational process leading to the first professional degree is meant to supply all graduates with at least a fundamental understanding and skill level in such areas that most affect Veterinary Services (VS), as defined by the World Organisation for Animal Health (OIE). If graduates do not have these basic skills, the volume and proportion of VS will be unsympathetically affected, as will the protection of animal and public health and the assurance of food security. Additionally, a well-read veterinary workforce will better be able to understand and actively be involved in and advance good governance practices – namely, foreseeable, open and informed policy-making; a administration inspired with a professional ethics; and a strong civil society involving in public affairs. For these reasons alone, it looks suitable for the veterinary authority to acknowledge the significance of veterinary education and include fundamental lesser demands within governance documents that explain and standardize national VS. Defining such minimum requirements, though, is just the first step in guaranteeing the all-round quality of veterinary educational establishments (VEEs) and in meeting the continuous education needs of those animal health professionals who center their careers on VS.
1.2 Problem of the study
The veterinary profession is presently facing serious issues, as a distinctive tool for providing information, may help in resolving. A lot of people in the veterinary profession, be it students, universities, or professionals, encounter the issues of providing or receiving education and training presented by;
a decrease in funds to support education
an increase in costs for providing traditional education
an increase in the quantities of information required to work in the profession
time limits within the traditional syllabus for additional material
a limited availability of expertise to provide additional material
a decreasing pool of educators
Many veterinary schools are finding it highly challenging to employ and retain both faculty to teach clinical medicine and veterinarians to teach the basic science portions of the curriculum.
1.3 Objectives of the study
The study will analyze the role of veterinary education in Nigeria. Following objectives include;
To identify the possible constraints to access veterinary education in Nigeria.
To identify the possible benefits and importance of veterinary education in Nigeria.
1.4 Research Questions
What are the roles of veterinary education in Nigeria?
What are the possible constraints to access veterinary education in Nigeria?
What are the possible benefits and importance of veterinary education in Nigeria?
1.5 Justification of the Study
The significance of this study lies in its potential to contribute to the existing body of knowledge on the role of veterinary education in Nigeria, particularly within the context of Nigeria. By examining the specific activities and contributions veterans, the study aims to provide insights into the possible constraints to access veterinary education in Nigeria. The findings of this study can inform educational and healthcare policy, and enhance the collaboration between veterans and professors and lecturers.
1.6 Scope of the Study
This study will focus specifically on the role of veterinary education in Nigeria. It will encompass various aspects of veterinary education. It is important to note that the study does not cover other fields, but specifically focuses on the role of veterinary education in Nigeria, specifically in Lagos state.
