This document summarizes a study that investigated the role of graduates from colleges of education in supplying teachers in Nigerian schools. The study found that stakeholders such as school heads, education ministry officials, and private school owners strongly preferred hiring college of education graduates over other teachers. College graduates were seen as more disciplined and dedicated. Their job performance, especially their pedagogical skills, was viewed as outstanding. The document recommends expanding college facilities, extending teacher training programs, and periodically updating college curricula to further strengthen the role of colleges of education in developing quality teachers for Nigeria's education system.
Revitalizing teacher training colleges in nigeria. issues and challengesAlexander Decker
This document discusses the history and issues facing teacher training in Nigeria. It outlines the following key points:
- There are currently three tiers of teacher education in Nigeria, including Grade II teacher colleges, colleges of education offering NCE certificates, and university education degrees.
- Teacher training started with missionaries educating catechists and literate interpreters to teach, and has expanded over time with the establishment of more formal training institutions.
- However, teacher training colleges now face problems of lack of infrastructure, low salaries discouraging students, and a lack of emphasis on teaching as a profession. Reforms are needed to revitalize the colleges and make teaching a more attractive career.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
This document provides an overview of the educational systems in Japan and America. It discusses the key aspects of Japan's educational system from kindergarten through university, including curriculum, facilities, administration/staff, classroom management, and daily schedules. The educational system in Japan is highly standardized and demands a rigorous curriculum. It emphasizes teacher quality, equitable access to education, and strong school-home communication. Studying different countries' educational systems can provide ideas for how to improve one's own teaching practices and better prepare students for a globalized world.
This document provides the syllabus for the Secondary School Certificate (SSC) examination in Islamiyyat for classes IX and X administered by the Aga Khan University Examination Board (AKU-EB). It outlines the aims, rationale, topics, learning objectives, assessment scheme, recommended teaching approaches and materials for the subject. The syllabus is designed to align with the National Curriculum of Pakistan and reinforce its goals of improving education quality through improved classroom practices and examinations. It provides guidance for teachers and students on what content will be covered and how it will be assessed across the two year SSC program.
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
Education is an instrument which is needed to move us towards a sustainable & ecological future.
There is a need to re-evaluate & re-learn different ways of how we work within the world & how we interact & relate to it with each other. To achieve any of this, we need to educate our self.
LEVELS OF EDUCATION IN PAKISTAN
OVERVIEW OF THE EDUCATIONAL SYSTEM IN PAKISTAN
EDUCATIONAL SYSTEM OF PAKISTAN
PROBLEMS IN EDUCATIONAL SYSTEM OF PAKISTAN
SOLUTIONS AND RECOMMENDATIONS
CONCLUSION
A Comparative Analysis of the Best Practices of South Korea and Philippine Ed...ijtsrd
The quality of education in a country plays a significant relationship between the government and supports of stakeholders. This research focus on the literature review between Philippine and South Korea educational system. It is not undeniable that both countries have many similarities such as their main purpose of education is to provide educational opportunities to promote responsible and globally competitive individual. As a result of systematic analysis of the two countries, similar variables where taken into consideration for the basis of improvement of one's educational system. Based on the findings, Philippine education is outlying in some aspects of educational system in South Korea. Another remarkable thing in the Philippine educational system is the lack of government spending on education, teachers and student ration, internet services in the school and research and development. The result of the study suggested that Philippine government needs to benchmarks some good practices in south Korean educational system in order to elevate and improve our education system as well. Marievel C. Velasquez | Christna T. Baratbate | Jose L. Tibon | Raiza M. Capao | Marilyn Miranda "A Comparative Analysis of the Best Practices of South Korea and Philippine Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29450.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29450/a-comparative-analysis-of-the-best-practices-of-south-korea-and-philippine-education/marievel-c-velasquez
Revitalizing teacher training colleges in nigeria. issues and challengesAlexander Decker
This document discusses the history and issues facing teacher training in Nigeria. It outlines the following key points:
- There are currently three tiers of teacher education in Nigeria, including Grade II teacher colleges, colleges of education offering NCE certificates, and university education degrees.
- Teacher training started with missionaries educating catechists and literate interpreters to teach, and has expanded over time with the establishment of more formal training institutions.
- However, teacher training colleges now face problems of lack of infrastructure, low salaries discouraging students, and a lack of emphasis on teaching as a profession. Reforms are needed to revitalize the colleges and make teaching a more attractive career.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
This document provides an overview of the educational systems in Japan and America. It discusses the key aspects of Japan's educational system from kindergarten through university, including curriculum, facilities, administration/staff, classroom management, and daily schedules. The educational system in Japan is highly standardized and demands a rigorous curriculum. It emphasizes teacher quality, equitable access to education, and strong school-home communication. Studying different countries' educational systems can provide ideas for how to improve one's own teaching practices and better prepare students for a globalized world.
This document provides the syllabus for the Secondary School Certificate (SSC) examination in Islamiyyat for classes IX and X administered by the Aga Khan University Examination Board (AKU-EB). It outlines the aims, rationale, topics, learning objectives, assessment scheme, recommended teaching approaches and materials for the subject. The syllabus is designed to align with the National Curriculum of Pakistan and reinforce its goals of improving education quality through improved classroom practices and examinations. It provides guidance for teachers and students on what content will be covered and how it will be assessed across the two year SSC program.
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
Education is an instrument which is needed to move us towards a sustainable & ecological future.
There is a need to re-evaluate & re-learn different ways of how we work within the world & how we interact & relate to it with each other. To achieve any of this, we need to educate our self.
LEVELS OF EDUCATION IN PAKISTAN
OVERVIEW OF THE EDUCATIONAL SYSTEM IN PAKISTAN
EDUCATIONAL SYSTEM OF PAKISTAN
PROBLEMS IN EDUCATIONAL SYSTEM OF PAKISTAN
SOLUTIONS AND RECOMMENDATIONS
CONCLUSION
A Comparative Analysis of the Best Practices of South Korea and Philippine Ed...ijtsrd
The quality of education in a country plays a significant relationship between the government and supports of stakeholders. This research focus on the literature review between Philippine and South Korea educational system. It is not undeniable that both countries have many similarities such as their main purpose of education is to provide educational opportunities to promote responsible and globally competitive individual. As a result of systematic analysis of the two countries, similar variables where taken into consideration for the basis of improvement of one's educational system. Based on the findings, Philippine education is outlying in some aspects of educational system in South Korea. Another remarkable thing in the Philippine educational system is the lack of government spending on education, teachers and student ration, internet services in the school and research and development. The result of the study suggested that Philippine government needs to benchmarks some good practices in south Korean educational system in order to elevate and improve our education system as well. Marievel C. Velasquez | Christna T. Baratbate | Jose L. Tibon | Raiza M. Capao | Marilyn Miranda "A Comparative Analysis of the Best Practices of South Korea and Philippine Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29450.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29450/a-comparative-analysis-of-the-best-practices-of-south-korea-and-philippine-education/marievel-c-velasquez
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
1) The document compares the education systems of Japan and Malaysia, outlining details on their histories, demographics, economies, performance on PISA, education structures, funding, and goals.
2) Key differences highlighted include Japan having a higher GDP per capita and outperforming Malaysia on PISA, while Malaysia has a younger population distribution.
3) Both countries aim to improve access, quality, and equity in education according to their long-term visions.
Report on various types/forms of schoolAngelaMwSabu
The document discusses the various types of schools in the Indian education system. It outlines six main types: public or government schools, which are funded by the government but face challenges like lack of infrastructure; government-aided schools which are privately owned but follow government rules; private schools funded independently and charging high fees; international schools which teach in English and follow a foreign curriculum; national open schools which provide distance education; and special needs schools for children with disabilities.
This document discusses education in Pakistan and ways to improve the educational system. It lists group members working on the topic and defines education. It describes different levels of education in Pakistan and notes the importance of education. The document highlights corruption in the educational system and provides quotes on education. It then discusses four ways to improve the educational system: improving facilities in rural areas, making English the primary medium of instruction, improving teacher training and salaries, and reducing child labor. The document also addresses improving women's education and changing societal views of women. It asks whether YouTube should be accessible in Pakistan and answers questions about educational benefits. It concludes that citizens should take responsibility for improving the country's education system.
education is the preliminary part of any nation. biggest problem of Pakistani nation is unawareness about how education can significantly improve their growth.....this is main theme behind this lecture...although its adapted yet very good for you all ....because improvement always exist in the society.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
Education in India has a long history and is overseen by the Ministry of Human Resource Development. It has several stages from pre-primary to higher education. While some Indian universities and institutions are highly ranked worldwide, universal primary education has been a challenge, with only Kerala achieving the goal so far. Enrollment has increased substantially over the past decades but quality and attendance in rural areas remains a concern.
The document discusses the education system in Pakistan. It is divided into five levels from primary to university programs. Literacy rates have increased over time but still vary widely by province and gender. Several Pakistani universities have risen in the world rankings in recent decades but gender disparities persist, especially in more conservative areas. The ultimate goal of Pakistan is to raise the national literacy rate to 80% by 2015.
This document provides an overview of the K-12 educational reform program implemented in the Philippines. It discusses the historical background that led to the reform, including various studies highlighting inadequacies in the previous 10-year basic education system. The K-12 program extends basic education to 13 years and introduces several changes like universal kindergarten, strengthening the curriculum, and establishing a senior high school program with different tracks. It provides details on the new curriculum structure, learning areas, time allotments, and senior high school tracks for business, STEM, humanities, and TVET. In the end, it lists several references for additional information on K-12.
The document outlines Pakistan's education system and some key issues facing it. The education system has five levels from primary to university. It is the state's responsibility to provide free education to ages 5-16, and English medium instruction is being expanded nationwide. However, Pakistan faces challenges like low public investment, lack of funding, administrative issues, and socioeconomic factors that have led to poor performance. The goal is 100% primary enrollment by 2015.
1) English is the main language of instruction in Singapore's education system, which aims to provide students with skills for the workforce and national integration.
2) Singapore's education system includes preschool, primary school, secondary school, and pre-university levels, with an emphasis on mastery of both English and mother tongue languages.
3) At the preschool level, playgroups and kindergarten provide early education, followed by six years of primary school and either four years of secondary school leading to the O-Levels or five years leading to the N-Levels. Students can then choose to attend a junior college in preparation for the A-Levels and university.
This document is a paper on education in Pakistan written by Aroosa Amanat for a Pakistan studies class. It discusses the importance of education, outlines Pakistan's education system and policies since independence in 1947. It identifies several key issues facing Pakistan's education system including a lack of implementation of policies, different mediums of instruction, lack of funding, corruption, and unprofessional teachers. It concludes by proposing solutions such as uniform curriculum, increasing teacher salaries, promoting primary education, and engaging educators in policymaking.
The document provides an overview of Pakistan's educational system. It discusses the importance of education and its effects. It then describes the structure of Pakistan's formal education system, which includes primary, middle, high, intermediate, and university levels. It also discusses informal and religious education. The document compares government, private, and madrassa institutions and notes drawbacks like lack of funding and planning that have negatively impacted Pakistan's educational system.
Comparative Educational System: Nepal and IndonesiaRamil Gallardo
This document provides information about the education systems of Nepal and Indonesia. In Nepal, education is compulsory through 10th grade. The primary system includes 5 years of primary school. Lower secondary is 3 years, and secondary is 2 years. Vocational and tertiary education are also described. Indonesia also has 6 years of compulsory primary education and 3 years of junior high school. Secondary education has two streams, and tertiary education occurs at polytechnics, academies, institutes and universities. Vocational training is provided mainly by private colleges. Sources from Case Base and Educate Nepal are cited.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
6. challanges in elementary education in pakistanZahid Mehmood
Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
1) The document compares the education systems of Japan and Malaysia, outlining details on their histories, demographics, economies, performance on PISA, education structures, funding, and goals.
2) Key differences highlighted include Japan having a higher GDP per capita and outperforming Malaysia on PISA, while Malaysia has a younger population distribution.
3) Both countries aim to improve access, quality, and equity in education according to their long-term visions.
Report on various types/forms of schoolAngelaMwSabu
The document discusses the various types of schools in the Indian education system. It outlines six main types: public or government schools, which are funded by the government but face challenges like lack of infrastructure; government-aided schools which are privately owned but follow government rules; private schools funded independently and charging high fees; international schools which teach in English and follow a foreign curriculum; national open schools which provide distance education; and special needs schools for children with disabilities.
This document discusses education in Pakistan and ways to improve the educational system. It lists group members working on the topic and defines education. It describes different levels of education in Pakistan and notes the importance of education. The document highlights corruption in the educational system and provides quotes on education. It then discusses four ways to improve the educational system: improving facilities in rural areas, making English the primary medium of instruction, improving teacher training and salaries, and reducing child labor. The document also addresses improving women's education and changing societal views of women. It asks whether YouTube should be accessible in Pakistan and answers questions about educational benefits. It concludes that citizens should take responsibility for improving the country's education system.
education is the preliminary part of any nation. biggest problem of Pakistani nation is unawareness about how education can significantly improve their growth.....this is main theme behind this lecture...although its adapted yet very good for you all ....because improvement always exist in the society.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
Education in India has a long history and is overseen by the Ministry of Human Resource Development. It has several stages from pre-primary to higher education. While some Indian universities and institutions are highly ranked worldwide, universal primary education has been a challenge, with only Kerala achieving the goal so far. Enrollment has increased substantially over the past decades but quality and attendance in rural areas remains a concern.
The document discusses the education system in Pakistan. It is divided into five levels from primary to university programs. Literacy rates have increased over time but still vary widely by province and gender. Several Pakistani universities have risen in the world rankings in recent decades but gender disparities persist, especially in more conservative areas. The ultimate goal of Pakistan is to raise the national literacy rate to 80% by 2015.
This document provides an overview of the K-12 educational reform program implemented in the Philippines. It discusses the historical background that led to the reform, including various studies highlighting inadequacies in the previous 10-year basic education system. The K-12 program extends basic education to 13 years and introduces several changes like universal kindergarten, strengthening the curriculum, and establishing a senior high school program with different tracks. It provides details on the new curriculum structure, learning areas, time allotments, and senior high school tracks for business, STEM, humanities, and TVET. In the end, it lists several references for additional information on K-12.
The document outlines Pakistan's education system and some key issues facing it. The education system has five levels from primary to university. It is the state's responsibility to provide free education to ages 5-16, and English medium instruction is being expanded nationwide. However, Pakistan faces challenges like low public investment, lack of funding, administrative issues, and socioeconomic factors that have led to poor performance. The goal is 100% primary enrollment by 2015.
1) English is the main language of instruction in Singapore's education system, which aims to provide students with skills for the workforce and national integration.
2) Singapore's education system includes preschool, primary school, secondary school, and pre-university levels, with an emphasis on mastery of both English and mother tongue languages.
3) At the preschool level, playgroups and kindergarten provide early education, followed by six years of primary school and either four years of secondary school leading to the O-Levels or five years leading to the N-Levels. Students can then choose to attend a junior college in preparation for the A-Levels and university.
This document is a paper on education in Pakistan written by Aroosa Amanat for a Pakistan studies class. It discusses the importance of education, outlines Pakistan's education system and policies since independence in 1947. It identifies several key issues facing Pakistan's education system including a lack of implementation of policies, different mediums of instruction, lack of funding, corruption, and unprofessional teachers. It concludes by proposing solutions such as uniform curriculum, increasing teacher salaries, promoting primary education, and engaging educators in policymaking.
The document provides an overview of Pakistan's educational system. It discusses the importance of education and its effects. It then describes the structure of Pakistan's formal education system, which includes primary, middle, high, intermediate, and university levels. It also discusses informal and religious education. The document compares government, private, and madrassa institutions and notes drawbacks like lack of funding and planning that have negatively impacted Pakistan's educational system.
Comparative Educational System: Nepal and IndonesiaRamil Gallardo
This document provides information about the education systems of Nepal and Indonesia. In Nepal, education is compulsory through 10th grade. The primary system includes 5 years of primary school. Lower secondary is 3 years, and secondary is 2 years. Vocational and tertiary education are also described. Indonesia also has 6 years of compulsory primary education and 3 years of junior high school. Secondary education has two streams, and tertiary education occurs at polytechnics, academies, institutes and universities. Vocational training is provided mainly by private colleges. Sources from Case Base and Educate Nepal are cited.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
6. challanges in elementary education in pakistanZahid Mehmood
Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
An evaluation of teaching practice performance among regular and sandwich stu...Alexander Decker
This study evaluated the teaching practice performance of regular and sandwich student teachers in Ekiti State, Nigeria. The researchers collected data from 100 regular students and 80 sandwich students using questionnaires and student performance evaluations. Their findings showed there was a significant difference in performance between the two groups, with regular students outperforming sandwich students. However, both groups had similar levels of preparation prior to their teaching practice. The researchers concluded pre-service teacher education programs need to adequately prepare all students for the challenges of teaching, and support is needed for both pre-service and in-service teachers.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
This document discusses a study examining factors that influence teacher job satisfaction and secondary school effectiveness in Nigeria. The study aimed to determine what factors of school facilities, teacher characteristics, and human relations influence teacher job satisfaction. A sample of 512 teachers was surveyed using a 15-item questionnaire to answer 3 research questions on factors of school facilities, teacher characteristics, and human relations that determine teacher job satisfaction. The findings indicated that inadequate classroom environment and school facilities produced negative teacher job satisfaction. It was recommended that school laboratories be better equipped to promote effective teaching.
This document discusses a study examining factors that determine teacher job satisfaction for secondary school effectiveness in Nigeria. It begins with background information on the important role of teachers and issues affecting the profession. The study aimed to identify factors of school facilities, teacher characteristics, and human relations that influence job satisfaction. Results found that well-ventilated classrooms positively impacted satisfaction, while inadequate facilities, resources, and professional development opportunities negatively impacted it. Satisfied teachers were found to be qualified, experienced, and engaged in continuous learning and professional meetings. Positive relationships with principals and involvement in school affairs also increased satisfaction. The discussion concluded that improving classroom environments, resources, and teacher-principal relationships could promote more effective schools through higher job satisfaction.
An investigation into the challenges facing the implementation of technical c...Alexander Decker
This document summarizes a study that investigated challenges facing the implementation of technical college curriculum in South West Nigeria. The study found that 65.83% of teachers and instructors were professionally qualified to teach. Major challenges identified included lack of in-service training and poor working conditions for teachers, outdated equipment, unstable government policies, lack of standard workshops and modern instructional materials. There was no significant difference found between teachers and instructors' views on implementation challenges. The study concluded that poor implementation is due to many factors including insufficient resources in technical colleges.
Implications of the Unavailability of Resources on the Implementation of New ...ijtsrd
This study intended to examine the unavailability of resources on the Implementation of the New Teacher Training Curriculum in South West Region of Cameroon. Questionnaires and focus group discussions were used in collecting data. Questionnaires were completed by 180 teacher trainers drawn from 5 Teacher Training colleges in three divisions. There were two focus groups. The random and purposive sampling techniques were employed in selecting the divisions and the schools. Data collected from the field were analyzed using descriptive and inferential statistics. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. The Pearson Product Moment Correlation Coefficient Value r was used to test the hypotheses. The findings revealed that, majority of respondents were in the opinion that resources were rarely or unavailable. The teacher trainers outlined some of the effects and constraints they encountered in the course of implementing the new curriculum. One main recommendation is that, the ministry of secondary education, educators and facilitators of teacher training colleges should ensure that teacher trainers are taught and trained on the new pedagogic practices that are introduced in the course of implementation of a curriculum before implementation begins. They should also ensure that resources are adequately available. Considering the limitations of the study, the researcher made recommendations for more research by employing a multi dimension in extending to other regions and even carrying out a comparative study between public and private teacher training institutions. Ediage Grace Melioge "Implications of the Unavailability of Resources on the Implementation of New Curriculums in Teacher Training Colleges in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38454.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38454/implications-of-the-unavailability-of-resources-on-the-implementation-of-new-curriculums-in-teacher-training-colleges-in-the-south-west-region-of-cameroon/ediage-grace-melioge
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
Meeting demands of vision 2030 and globalisation some reforms and innovations...Alexander Decker
The document discusses reforms needed in Kenya's curriculum to meet the demands of Vision 2030 and enable Kenya to compete globally. It notes that Kenya's current education system produces graduates lacking in skills like problem-solving, logical thinking and basic math. The curriculum is overly focused on exams and memorization. Reforms are needed to the curriculum, teaching methods, and teacher education to develop more innovative, creative thinking in students. Key reforms proposed include incorporating more inquiry-based, student-centered learning; focusing on skills like programming, problem-solving and statistics; and making teacher education more practical and grounded in teaching practice. The goal is for Kenya to produce graduates that can address societal issues and compete internationally.
This document contains proposals for two studies on cultural intelligence. Study 1 will examine the level of cultural intelligence among vocational college students in Malaysia through a survey. It aims to understand students' acceptance of a multicultural learning environment. Study 2 will assess cultural intelligence among secondary school teachers through a mixed methods approach using a survey and qualitative question. Both studies will contribute insights to help improve multicultural education in Malaysia.
The Evaluation of Teaching Practice from the Perspective of Cooperating Teachersijtsrd
Teacher education is the bedrock of the quality of the educational system of every country. For this quality to be realized, it is important to constantly monitor the stages theoretical, teaching practice, research project involved in teacher education. This study sought to investigate the effectiveness of the teaching practice stage of the teacher education programme in the University of Buea from the perspective of cooperating teachers. More specifically, the study sought to determine from the perceptions of cooperating teachers on whether student teachers command a mastery of the subjects they teach. The research methodology used was a survey of the opinions of 194 cooperating teachers selected through the simple random sampling technique. The subjects completed a self-response questionnaire made up of open and closed-ended items. Data analysis was done using the Statistical Package for the Social Sciences to obtain frequencies, simple percentages, mean scores, and standard deviations were used. The results obtained revealed that participants were divided in their opinions ON the objective that guided the study. Based on these findings, recommendations were made to guide relevant practice, policy and research. Ambei Moses Chu "The Evaluation of Teaching Practice from the Perspective of Cooperating Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20290.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20290/the-evaluation-of-teaching-practice-from-the-perspective-of-cooperating-teachers/ambei-moses-chu
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
Strengths and Areas for Improvement towards Career Advancement of Teachers in...AJHSSR Journal
ABSTRACT :This study aims to determine the challenges faced by the coastal schoolteachers of Matnog
District, Division of Sorsogon Province, school year 2021-2022. It used a survey questionnaire to identify the
demographic profile of the teachers and employed interview schedule through guide questions to collect real-life
experiences and narratives of the challenges, strengths and areas for improvement. Similarly, the primary
sources of data are the nine teaching personnel from Matnog I District and the six teaching personnel from
Matnog II District. Data from the demographic profile were tabulated, analysed and interpreted using
appropriate statistical tools such as frequency count and percentage. The study revealed that majority of the
informants are 31-35 years old, female, married, graduate of a baccalaureate degree, Teacher I for more than 5
years, have an adjectival rating of outstanding in the Individual Performance Commitment Review Form and
joined division level seminar. Moreover, the identified challenges are categorized into incomplete credentials
(master units and training/seminar), locale concern or proximity, budgetary or financial obligations, care
responsibilities, collective expectations and self-doubt. The strengths that was identified are age-group
resiliency, academic credentials, length of service, IPCRF rating and other ancillary involvements while the
areas that need to improve are gender roles/family obligations, academic credentials and professional
development accomplishments. A teacher development plan for teachers in the coastal schools in Matnog was
proposed to help the teachers be eligible for career advancement despite proximity issue.
KEYWORDS :strength, areas for improvement, career advancement, teachers, coastal schools
Influence of Teacher’s Experience on Pupils’ Academic Performance in Kenya Ce...ijtsrd
- The document discusses a study that investigated the influence of teachers' experience on pupils' academic performance in Kenya Certificate of Primary Education.
- Data was collected through questionnaires from pupils, teachers, and headteachers in Loima Sub-County, Kenya. The majority of pupils and teachers agreed that more experienced teachers teach more effectively and help improve pupils' academic performance compared to less experienced teachers.
- The study concluded that teachers' experience influences pupils' academic performance in the Kenya Certificate of Primary Education to a moderate and great extent. Experience helps teachers teach more clearly, maintain discipline better, and improve pupils' exam results.
Difficulty levels of topics in the new senior secondary school mathematics cu...Alexander Decker
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
The document discusses elementary teacher education programs in Pakistan, the USA, UK, Indonesia, and China. It provides details on the qualifications required, certification processes, and service structures for elementary school teachers in each country. In Pakistan, elementary teachers typically require an F.A./F.Sc degree with certification. Their pay scales and roles vary between the federal and provincial levels. The UK and China have national pay scales and certification requirements, while the US has a decentralized system of teacher education and certification set by each state.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
Similar to Colleges of education graduates a panacea to middle level manpower (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Colleges of education graduates a panacea to middle level manpower
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
Colleges of Education Graduates- A Panacea to Middle Level Manpower
(Teachers) Supply in Schools in Nigeria
OLOKEDE, Nathaniel Olusola
SCHOOL OF EDCUATION,
OSUN STATE COLLEGE OF EDUCATION,
ILA-ORANGUN, OSUN STATE.
olokede.olusola@gmail.com
Abstract
This study investigated the prominent place of colleges of education graduates in relation to teachers’ supply in
Nigerian schools. Five hundred respondents were involved in the study. Researcher’s self-developed questionnaire
was the instrument used for data collection. Percentages were used to analyze the data collected. The results of the
study revealed that the colleges of education graduates were preferred to other teachers from other tertiary
institutions due to their orientation in discipline and dedication to duty. The result further indicated that the job
performance of colleges of education graduates were of outstanding quality considering their pedagogical skill(s).
Recommendations made include: expansion of facilities in colleges of education by the government, extension of the
internship of the colleges of education trainees from present one academic semester to two semesters and periodic
overhauling of colleges of education curriculum
Key words: Middle-level teachers, teachers’ supply, education curriculum
1. Introduction
Due to the continual relevance of teachers in human societies, the search for qualified, competent and
committed teachers would remain abated. The search for effective and efficient teachers will remain age long global
concern in education industry because teachers are pivots upon which the national aspirations and development rest
upon. Olokede (2009) asserted that the indispensability of teachers to individual and national development in
providing functional training is obvious.
From the inception of mission education in Nigeria, special reference has been attached to teacher
education. Taiwo (1986) opined that the first attempt at teacher training in Nigeria was spear headed by the Church
Missionary Society (C.M.S.) in 1953. Two teacher training institutions were founded; one for males and the other for
females. The males’ teacher training institution was transferred from Abeokuta in 1867 to Oyo, which was Saint
Andrews Training College (now Emmanuel Alayande College of Education, Oyo). However, the female teacher
training institution remained in Lagos.
Consequent upon the giant stride of the C.M.S., the Wesleyan Methodist opened its teacher training
college/institution at ibadan in 1930 and earlier before that time, the Presbyterian Church of Scotland established
Hope Waddel in 1892.
Despite the missions’ efforts, teachers were grossly inadequate to handle schools in Nigeria. Taiwo (1986)
stressed this when he said that qualified teachers in primary and secondary schools were in short supply. He
maintained that in 1951, the ratio of teachers to learners were 38,181 to 1,002,533 in primary schools and 1,392 to
24,225 in secondary schools. More astonishingly, the total number of teachers at the primary and secondary schools
amounted to 39,573 only 11,032 possessed certificates and degrees.
In the drive to combat the inadequate supply of qualified teachers in schools, the voluntary agencies and the
native authorities embarked on series of efforts. Later, there was emergence of Grade II teacher training colleges’
establishment to upgrade the skills of the earlier grade III teachers’ certificate holders.
Prior to Nigerian independence in 1960, the Regional governments have embarked on various efforts to
give teacher education face value and propel it to an enviable status with the establishment of Advanced Teachers’
Colleges later renamed Colleges of Education. Among these colleges were the Advanced Teachers’ College Lagos
(1962) Adeyemi College of Education, Ondo (1962) Advanced Teachers’ College, Port Harcourt (1962) Alvan Ikoku
College of Education, Owerri (1963) Advanced Teachers’ College Kano (1964) and the Advanced teachers’ Colleges
at Zaria and Sokoto.
The reason for the establishment of these Advanced teachers’ colleges was to augment the numerical
strength of qualified teachers in secondary schools. Adesina, Akinyemi and Ajayi (1983) observed that when the
Nigeria Certificate in Education (NCE) course was introduced in the early 1960s, the products were supposed to
119
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
teach in the lower forms of secondary schools. They stressed that at the inception of the NCE course, the major
objective was to produce highly qualified non graduate teachers to teach the lower forms of secondary schools and
Grade II teacher training colleges. They further stressed that the trainees were expected to spend the first two (2)
years preparing for the A level and the third (3rd) year on pedagogical courses. However, the pattern was amended
before the first courses started at the advanced teachers’ training centers in Ibadan, Lagos and Zaria. Instead of
preparing the students strictly for the ‘A’ level, emphasis was placed on taking the trainees up to A-level standard in
their two teaching subjects during the three-year course.
The potency of NCE teachers in Nigeria would remain evergreen. Going by the memory lane, in the 1980s,
some NCE teachers were appointed as Heads of departments, vice principals, school counselors and into other
positions of responsibility in secondary schools.
Since education is dynamic in its policies and practices, it demands constant overhauling in order for it to
help to accelerate economic, scientific, political and technological breakthrough for which it is globally known for.
Presently in Nigeria with the benchmark drawn by the federal government that NCE should be the least teaching
qualification, the federal ministry of education (2004: 39) postulated that; the minimum qualification for entry into
teaching profession shall be the NCE.
The emerging trend in our educational development has necessitated the need for NCE programmes to be
well structured and be more all embracing in order to get teachers trained in diverse areas of specializations such as
technical and vocational courses, sciences, humanities (social sciences) languages, and rudiments of knowledge in
ICT to meet the needs and survival of teachers’ supply for junior secondary school (basic seven to nine educational
programme) either its curriculum in academic or pre-vocation. Coupled with the above, teachers are specifically
trained at colleges of education to handle the primary level of our education system (the lower basic (pre-primary up
to primary six) . The trainees are referred to as the primary education studies trainees who have offered double major
course in primary education studies.
The current situation in colleges of education programme is in line with the objectives/goals as specified
by the federal republic of Nigeria (2009: 1)
Producing teachers with high personnel and professional discipline and integrity;
Teachers who are dedicated, with appropriate knowledge, skills and attitudes that would facilitate easy
achievement of the national goals.
2.0 Statement of the problem
The continuous relevance of NCE graduates in the nation’s capacity building and service delivery cannot be
underestimated in education industry. The extent to which these middle-level teachers are contributing positively in
solving the problems of shortage of teachers supply was the gap that this study filled.
2.1. Purpose of the study
The objective of this study was to determine the extent to which the NCE graduates were fulfilling in the
discharge of their professional responsibilities/duties at both the lower basic and the senior secondary school levels.
2.2. Research questions
These two questions are meant to guide this study
1. Do the employers of teachers (officials of both the state ministry of education and local government
education authority and proprietors of private schools) have preference in the recruitment of NCE graduates
for teaching?
2. Are the perceptions of the private and public primary and secondary school heads the same on job
performance of NCE graduate teachers?
3.0. Methodology
3.1.Design of the study
The study was a survey research. Survey according to Bandele (2004) is concerned with the study of a part
of the population generally large, by selecting samples chosen from the population in order to discover the relative
distribution and relationship between its variables. Survey research enables researchers select their sample from the
population from all the segments to enable the representative opinion on the characteristics of the subjects.
3.2. Area and population of the study
The population for this study comprised of all primary and secondary school heads, officials in the state
ministry of education, local government education authority and proprietors/proprietresses of private primary and
secondary schools in Osun State.
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Multi-stage sampling technique was used for the study. In Osun State there are 3 senatorial districts (Osun
Central, Osun East and Osun West) each of the senatorial districts has ten local government areas. Osun Central
Senatorial district was selected. Out of the ten local government areas that made up Osun Central Senatorial district,
random sampling techniques was used to select 4 local government areas (Osogbo, Odo-Otin, Olorunda and
Ifelodun). The sample of this study were five hundred (500) subjects made up of 40 officials of ministry of education
and local government education authority and 60 proprietors of private primary and secondary schools, 200 head
teachers in both private and public primary schools and 200 head teachers of both private and public secondary
schools.
3.3. Instrumentation
Questionnaire on Perceptions of State-Holders on Colleges of Education Graduates (QPSHCEG) was the
main instrument used to collect data from the officials in the ministry of education and local government education
authorities, proprietors/proprietresses of private primary and secondary schools, head teachers in private and public
primary and secondary schools.
3.4. Validation and reliability of the instrument
The instrument was subjected to face validation by giving the initially drawn ten questionnaires to two
experts in the field of measurement and evaluation for criticisms. Their comments and suggestions culminated the
modified instrument used for the study. In order to ascertain the reliability of the instrument used, 150 stake-holders
in primary and secondary schools outside the population used for the study were selected. The instrument was
administered on them. After an interval of two weeks, it was re-administered on the same respondents. With the use
of Pearson product moment correlation co-efficient, the results obtained from the two scores showed positive
reliability of 0.75 and 0.77 respectively.
3.5. The Method of data collection: The researcher personally and as well used two research assistants to
administer the questionnaire on the respondents
4.0. Data Analysis: The data collected were analyzed by using descriptive statistics (percentages)
4.1. Research question one: Do the employers of teachers have preference in the recruitment of NCE graduates for
teaching?
The result in table 1 showed that 81% of the above stake holders prefer NCE graduates to others at time of
recruitment. On item 2, 90% of heads or private and public primary schools took delight having NCE graduates to
work under them. Also, 84.5% heads of private and public secondary schools cherished having NCE graduate to
work under them.
Item 3 showed the opinions of stake-holders on government policy that NCE graduates should be retained at
upper basic level of education. 98% of officials of ministry of education and local government education authority
and proprietors of private schools supported the policy. Similarly, 93.5% of heads of private and public secondary
schools supported the view that NCE graduates be retained at the upper basic level of education.
On item 4, 87% of officials of respondents i.e ministry of education and local government education
authority and proprietors of private primary schools maintained that NCE graduates should be retained at the upper
basic level qualification being the minimum teaching qualification in Nigeria. Also, 85% heads teachers or private
and public primary schools agreed that NCE graduate should teach at upper basic level of education.
Item 5 revealed that 94% of officials of ministry of education and local government education authority and
proprietors of private primary schools supported that NCE graduates who are trained in either Early Childhood Care
Education (ECCE) or Primary Education Studies (PES) should teach in primary school in order to enhance
quality in service delivery. In the same vein, 97% of head teachers in both private and public primary schools also
agreed with the proposition that NCE graduates who are either ECCE or PES should teach in primary schools.
4.2. Research question two: Are the perceptions of the private and public primary and secondary school heads the
same on job performance of NCE graduate teachers?
In table II, item I, 94.5% of head teachers in private and public primary schools were of the view that NCE
graduates were more professionally disciplined and committed to duty. Ditto, 84% of secondary school heads
asserted that NCE graduates were more disciplined and have zealous for the callings as teachers.
Item II, 85% of heads of private and public secondary schools opined that NCE graduates possess and
demonstrate better pedagogical skills in teaching and learning better than teachers at other setting. By the same taken
84.5% of heads of private and public secondary schools believed that NCE graduates could demonstrate better
pedagogical skills than other sets of teachers.
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5.0. Conclusion and recommendations
5.1. Conclusion
Based on the findings above, it is obvious that NCE graduates are indispensable in ensuring effective
teaching and learning at the basic and secondary levels of our education system. Therefore, all stake-holders should
rally round to ensure the sustainability of this level of education and effective utilization of the crops of vibrant
teachers turnout of the level (middle level manpower).
5.2. Recommendations
Based on the findings the following recommendations are made;
Governments at federal and state levels should intensify efforts by expanding the facilities in the existing
colleges of education to enable admission of more students and production of more middle level manpower
(teachers) for schools in Nigeria. Again, government should recruit more personnel in areas of Nigerian
languages, technical and vocational courses and other disciplines so as to make colleges of education fulfill its
expected position in meeting the needs of the lower basic education and the senior secondary level of education
The National Commission for Colleges of Education (NCCE) should ensure periodic accreditation of
programmes of colleges of education in order to pave way for constant overhauling of colleges of education
curriculum
In order to attain more proficiency, there is need for the extension of the internship (teaching Practices) of the
colleges of education trainees by extending the current practice of one academic semester to two academic
semesters.
Despite the fact that NCE should be the minimum entry qualification into teaching profession, the outstanding
NCE graduates should be encouraged to teach at any level in secondary school
6.0. References
Adesina, S, Akinyemi, K. and Ajayi, K (1983). Nigerian Education Trends and Issues(ed) Ile-Ife:
University of Ife Press Limited
Federal Republic of Nigeria (2004). National Policy on Education. Lagos: NERDC Press
Federal Republic of Nigeria (2009) 4th Edition, National Colleges of Education Minimum Standards for NCE
Teachers General Education.
Olokede, N.O (2009). Innovative Approach to making Teaching a Profession in Nigeria. Ila Journal of
Education Vol. No I December, 2009 P. 399
Taiwo, C.O (1986). The Nigerian Education System. Past, Present and Future. Lagos: Nelson Pitman Limited.
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Table I: Perception of stake-holder on recruitment of colleges of graduates
S/N Items Respondents Yes % No % Total
1 You prefer NCE graduate to Officials of ministry of education
others when you embark on and local government education
teachers’ recruitment authority and proprietors of private 81 81 19 19 100
schools
2 you take delight in having Heads of private and public primary
NCE graduates to work under schools
you 180 90 20 10 200
Heads of private and public 109 81.5 31 15.5 200
secondary schools
3 You support the view that Officials of ministry of education
NCE graduates should teach and local education authority and
at upper basic level of proprietors of private schools 98 98 02 02 100
education
Heads of private and public 187 93.5 13 6.6 200
secondary schools
4 NCE graduates should only Officials of ministry of education
teach at lower level of basic and local education authority and
education being the proprietors of private schools 87 87 13 13 100
prescribed minimum teaching
qualification in Nigeria
Heads of private and public 170 85 30 15 200
secondary schools
5 NCE graduates who are Officials of ministry of education
specialists in either early and local education authority and
childhood care education or proprietors of private
primary education studies 94 94 06 06 100
should teach in primary
schools to enhance quality in
service delivery
Heads of private and public 194 97 06 03 200
secondary schools
Source: Research Data, January,2012
Table II: The views of primary and secondary school heads on job performance of NCE graduate teachers.
S/N Items Respondents Yes % No % Total
1 NCE graduates are more Head teachers of private and
professional disciplined public primary schools 189 94.5 11 5.5 200
and are committed to duty
Head teachers in private and
public secondary schools 180 90 20 10 200
2 NCE graduates possess and Heads of private and public
demonstrate better primary schools 170 85 30 15 200
pedagogical skills in
teaching and learning than
other sets of teachers
Heads of private and public
secondary schools 169 84.5 31 16.5 200
Source: Research Data, January,2012
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