This study evaluated the pre-service physics teacher education programmes in universities in the South-East Zone of Nigeria. Evaluative survey research was adopted
for the study. The population was made up of 141 physics Education Teacher Educators
and 504 physics education students. The sample for the study was comprised 52 physics
teacher Educators (Lecturers) and 140 students drawn through stratified random
sampling technique. Physics Teacher Education programme Omplementation Questionnaire  (PTEPIQI) for lecturer, Physics Teacher Education Programme Implementation Questionnaire (PTEPIQ II), for students, and documents were use as instrument for data collection in the study. Both checklist and questionnaire were face validated by three experts in the area of physics Education and Measurement and Evaluation of University of Nigeria, Nsukka and were trial tested in two Universities in North Central Zone of Nigeria. The reliability coefficients calculated for the
Questionnaires were 0.79 and 0.86. Data collected were analyzed using percentages,
ratio, mean ratings, standard deviation, while analysis of variance (ANOVA) was used to
test null hypothesis at 0.05 level of significance. The result indicated that there are many
major and minor problems affecting the implementation of pre-service physics teacher
education programmes in Universities in South-East, Nigeria. There are many
instructional materials, equipment and facilities available for effective teaching of physics
education. The admission and graduation figure from 2011/12 to 2014/15 academic
sessions varies in all the universities under study. Based on the finding, conclusions were
drawn, and educational implication were highlighted.

Keywords:Women’s political participation, gender discrimination, financial constraints,
political violence, gender equality.