Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
management of education and entrepreneurial skills in Nigeria. Highlighted in the paper were some means
through which economic security, employment generation and entrepreneurial skills could be enhanced for
students in tertiary institutions. The definition of some terms was outlined. Further discussed in the paper were:
the importance of developing entrepreneurial skills curriculum in education; managing education through
effective utilization of entrepreneurship education for promotion of economic security and employment
generation; and the challenges affecting effective utilization of entrepreneurship education for promotion of
economic security and employment generation. Some recommendations were proffered towards managing
education through effective utilization of entrepreneurship education as means for promoting economic and
employment generation. Among such recommendations included: education stakeholders and government
should ensure adequate funding of education; and effective propagation and utilization of entrepreneurship
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
management of education and entrepreneurial skills in Nigeria. Highlighted in the paper were some means
through which economic security, employment generation and entrepreneurial skills could be enhanced for
students in tertiary institutions. The definition of some terms was outlined. Further discussed in the paper were:
the importance of developing entrepreneurial skills curriculum in education; managing education through
effective utilization of entrepreneurship education for promotion of economic security and employment
generation; and the challenges affecting effective utilization of entrepreneurship education for promotion of
economic security and employment generation. Some recommendations were proffered towards managing
education through effective utilization of entrepreneurship education as means for promoting economic and
employment generation. Among such recommendations included: education stakeholders and government
should ensure adequate funding of education; and effective propagation and utilization of entrepreneurship
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
This paper discusses how the nature and character of education available to Nigerians in the Niger Delta Region has for long contributed to, and, over the years, aggravated rather than ameliorate the agitation over resources, and how the diversification towards entrepreneurial development can act as a long term solution to the crisis. This comes from the background that a concrete source of agitation in the Niger Delta is the unending demand for paid employment by the youth; with which the multinational oil companies cannot, as they claim, cope.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
Effective Management of Secondary Education as an Instrument for National Sec...iosrjce
Education is the highest source of empowerment an individual can acquire, as it teaches exhibition
of desirable behaviour and makes people aware of their rights, privileges and obligations. The paper therefore,
discussed relevance and challenges in the management of secondary education for national security and
sustainable development. The purpose of this paper is to identify relevance of effective management of
secondary on national security and sustainable development. Finding the problems encountered by secondary
school administrators in achieving this. The study was descriptive survey research in which the quantitative
data were collected through 24 – item questionnaire titled relevance and challenges encountered in Effective
Management of Secondary Education as an instrument for National Security and sustainable Development in
Nigeria (ICEMSENSD). This was administered on 270 respondents made up of male and female principals.
Data were analyzed using mean and standard deviation on a modified 4 point rating scale for research
questions and t- test statistics for the two hypotheses. Findings of the study revealed among others that
principals’ effective management of education at the secondary level serves as an instrument for national
security and sustainable development in Nigeria. It was also revealed that some challenges which include lack
of qualified and dedicated teachers, unconducive environment, and examination malpractice hinder effective
administration of secondary education. Based on the above, some recommendations were made.
The centrality of gender equality, women’s empowerment and the realization of women’s rights in achieving sustainable development has been increasingly recognized in recent decades.
This is evident in a number of international norms and agreements, including:
Principle 20 of the Rio Declaration on Environment and Development (1992);
The Beijing Declaration and Platform for Action (1995);
Report of the Fourth World Conference on Women, 1995;
The United Nations Conference on Sustainable Development (2012), etc
This paper investigated by virtue of assessment the very important place of acquiring both academic/formal and practical skilful education by any prospective or existing entrepreneur to be able to develop and sustain their operational activities at a geometric speed. Most prospective and existing entrepreneurs in a developing country like Nigeria, lack this understanding that acquiring both can develop and sustain their businesses as a going concern. Each education has its own unique transaction and training dynamics and when combined, gives better management results. Being a road side mechanic without academic/formal education or vis versa has no positive correlation effects with one with both education because the approaches to either businesses differs. Acquiring only one of these educational backgrounds has lesser advantage unlike acquiring both educational backgrounds from experienced people. Growing as an apprentice under tutelage with formal educational background is rewarding. Various reviews were made. The methodology adopted was secondary by ways of journals, publications, internet reviews, and personal indebt studies. Findings showed that acquiring both makes an entrepreneur sound, good judgmental, discipline, creative and efficient in resource management of the business. In conclusion, the training and transaction dynamics of both education in consideration of the training times, environment of studies, terminologies used and the structures put in place varies. Recommended among others is: whether after graduating from the four walls of a tertiary institution, becoming an apprentice under tutelage to acquire practical experience develops and sustains an entrepreneur.
Presidential Mid-Term Report- Summaries of Policies and Strategies for Delive...TransformNG
Democracy Day 2013 - Report on the Economic Policy Framework (2011 - 2013) by Dr. Ngozi Okonjo-Iweala, Coordinating Minister for Economy. Honorable Minister of Finance. May 29, 2013
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
This paper discusses how the nature and character of education available to Nigerians in the Niger Delta Region has for long contributed to, and, over the years, aggravated rather than ameliorate the agitation over resources, and how the diversification towards entrepreneurial development can act as a long term solution to the crisis. This comes from the background that a concrete source of agitation in the Niger Delta is the unending demand for paid employment by the youth; with which the multinational oil companies cannot, as they claim, cope.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Socio-Political Implications of Youth Unemployment on Nigeria’s Economic Deve...iosrjce
Youth unemployment may be regarded as one of the major problems confronting the Nigerian state
presently. Unemployed youths feel alienated from the society and have a total distrust of the political system. A
person’s job beyond providing for daily subsistence also determines the individual’s social status, affecting
relationship with peers, people in the person’s neighborhood as well as extended family members. The paper a
desk research, relied entirely on secondary data, sourced from scholarly peer-reviewed journal articles,
relevant published books, materials downloaded from the internet, as well as government and institutional
publications. In this paper, we argue that high level of youth unemployment in both urban and rural areas in
Nigeria has generated a situation of acute social and political unrest. The frustrated youths have become
aggressive in making themselves available to be used by politicians who are not sure of winning the people’s
mandate during general election. These politicians pay them to engage in anti-democratic process activities,
including pre- election, election-day and post election violence. Some youths engage in various criminal
activities that frustrate economic development of the state. We recommend that government should put in place
social welfare programmes that attend to the needs of unemployed youths, provide the enabling environment for
private investors to establish industries that will employ the youths as well as introduce the fiscal policies that
will make banks to provide soft loans to the youths who have entrepreneurial skills.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
Effective Management of Secondary Education as an Instrument for National Sec...iosrjce
Education is the highest source of empowerment an individual can acquire, as it teaches exhibition
of desirable behaviour and makes people aware of their rights, privileges and obligations. The paper therefore,
discussed relevance and challenges in the management of secondary education for national security and
sustainable development. The purpose of this paper is to identify relevance of effective management of
secondary on national security and sustainable development. Finding the problems encountered by secondary
school administrators in achieving this. The study was descriptive survey research in which the quantitative
data were collected through 24 – item questionnaire titled relevance and challenges encountered in Effective
Management of Secondary Education as an instrument for National Security and sustainable Development in
Nigeria (ICEMSENSD). This was administered on 270 respondents made up of male and female principals.
Data were analyzed using mean and standard deviation on a modified 4 point rating scale for research
questions and t- test statistics for the two hypotheses. Findings of the study revealed among others that
principals’ effective management of education at the secondary level serves as an instrument for national
security and sustainable development in Nigeria. It was also revealed that some challenges which include lack
of qualified and dedicated teachers, unconducive environment, and examination malpractice hinder effective
administration of secondary education. Based on the above, some recommendations were made.
The centrality of gender equality, women’s empowerment and the realization of women’s rights in achieving sustainable development has been increasingly recognized in recent decades.
This is evident in a number of international norms and agreements, including:
Principle 20 of the Rio Declaration on Environment and Development (1992);
The Beijing Declaration and Platform for Action (1995);
Report of the Fourth World Conference on Women, 1995;
The United Nations Conference on Sustainable Development (2012), etc
This paper investigated by virtue of assessment the very important place of acquiring both academic/formal and practical skilful education by any prospective or existing entrepreneur to be able to develop and sustain their operational activities at a geometric speed. Most prospective and existing entrepreneurs in a developing country like Nigeria, lack this understanding that acquiring both can develop and sustain their businesses as a going concern. Each education has its own unique transaction and training dynamics and when combined, gives better management results. Being a road side mechanic without academic/formal education or vis versa has no positive correlation effects with one with both education because the approaches to either businesses differs. Acquiring only one of these educational backgrounds has lesser advantage unlike acquiring both educational backgrounds from experienced people. Growing as an apprentice under tutelage with formal educational background is rewarding. Various reviews were made. The methodology adopted was secondary by ways of journals, publications, internet reviews, and personal indebt studies. Findings showed that acquiring both makes an entrepreneur sound, good judgmental, discipline, creative and efficient in resource management of the business. In conclusion, the training and transaction dynamics of both education in consideration of the training times, environment of studies, terminologies used and the structures put in place varies. Recommended among others is: whether after graduating from the four walls of a tertiary institution, becoming an apprentice under tutelage to acquire practical experience develops and sustains an entrepreneur.
Presidential Mid-Term Report- Summaries of Policies and Strategies for Delive...TransformNG
Democracy Day 2013 - Report on the Economic Policy Framework (2011 - 2013) by Dr. Ngozi Okonjo-Iweala, Coordinating Minister for Economy. Honorable Minister of Finance. May 29, 2013
AN OVERVIEW OF THE TRANSFORMATION AGENDA:
THE EKITI STATE, NIGERIA EXPERIENCE
by
His Excellency Dr. Kayode FAYEMI
Governor, Ekiti State, Nigeria
During the Study Tour by Course 35 Of the
National Institute for Policy and Strategic Studies, Kuru
Restructuring Educational Goals for National and Economic Development in Nigeriaiosrjce
Successful development strategy entails more than just formulating economic policies, investing in
physical capital, or closing the gap in capital, but also involves designing educational curriculum that has
economic relevance, having the ability to bridge the gap in economic need. This is where Nigeria and most
developing countries tend to be lacking in policy relevance. Educational policies do not seem to correlate with
economic needs, thus, with the much emphasis on compulsory education, increase in school enrolment at all
levels and the proliferation of universities in the country, national productivity and economic development
remain stiffened. Given this concern, there is need to develop knowledge- based educational curriculum in core
economic areas that requires building a strong link between universities and industry for research, development
and entrepreneurship. This will involve creating opportunities in collaboration at institutional level, capturing
the labour market and private sector needs, and capturing needs in capacity building in quality assurance,
research and leadership development in higher education. This is informed by a policy front in Education for
the attainment of Economic Objective, established by this paper.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
Effect of Government Spending on the Nigerian Educationijtsrd
Over the years, the quality of education offered in Nigeria has been affected by poor attendance and inadequate preparation by teachers at all levels. The morale of teachers has been low due to poor condition of service, low salaries and poor physical facilities such as libraries, laboratories, modern communication and Information technology equipments. The research work investigates the effect of government expenditure on the growth of the education sector in Nigeria. The research work employs both descriptive and inferential statistical analysis particularly the multiple regression estimating technique. Two models are formulated to examine this. The first model used average school enrollment as proxy for education growth while the share of the education sector in the GDP is used to proxy education sector growth in the second model. The independent variables are recurrent the total government recurrent expenditure, the total capital education and the GDP. The study made use of secondary data from 1987 2019. The result shows that recurrent expenditure does not have significant impact on the share of education sector in the GDP while it has significant and negative relationship with average school enrollment. On the other hand capital expenditure does not have significant impact on the average school enrolment but it does on share of education sector in the GDP. The implication of the result is that enrollment growth in the education sector in Nigeria does not correspond with the recurrent expenditure in Nigeria. Also the capital expenditure in terms of provision of educational and infrastructural facilities has not been having significant impact on the volume of school enrollment in Nigeria. This study has added to the literature calling for the increase in funding of the education sector in Nigeria. Oguntuase, Adeniyi "Effect of Government Spending on the Nigerian Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49484.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49484/effect-of-government-spending-on-the-nigerian-education/oguntuase-adeniyi
Education is necessity for both human and societal development, the more sophisticated it is the more
quality products it provides. One of the major problems facing higher education in Nigeria is under-funding.
Recently, the government investment in higher education was little bit increased as result of the total shutdown
of higher education institutions by the joint higher education academic union (ASUU,ASUP AND COASU)
strike action. In response to the report of the needs assessment of Nigerian Universities conducted in 2012, the
federal government earmarked N1.3trtillion for special intervention in the Nigerian public universities over the
next Six(6)years, of which N200billion out of the amount has been released. This paper attempts to examine the
trend in funding of higher education in Nigeria and the attendant effect between 2009 and 2013. The paper
observed some gaps in the funding and in the expenditure of available funds. The paper was concluded by
making appropriate recommendations to addressing the identified challenges.
The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is costeffective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
PRESENTATION OF THE DETAILED ANALYSIS OF THE YEAR 2015 BUDGET OF EKITI STATE TO THE PRESS AND THE GENERAL PUBLIC BY CHIEF TOYIN OJO THE HONOURABLE COMMISSIONER FOR FINANCE AND ECONOMIC PLANNING ON TUESDAY, 3RD FEBRUARY, 2015.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Enhancing Vocational, Technical & Special Education in Ekiti State (Ekiti State Education Summit)
1. ENHANCING VOCATIONAL, TECHNICAL
AND SPECIAL EDUCATION IN EKITI STATE.
Prof. D. O. DUROSARO
Unilorin
Introduction:
Our collective vision in Nigeria, as captioned in our vision 20:20:20,
is make Nigeria one of the top twenty best world economy nations by the
year 2020.
Currently, Nigeria faces a myriad of development challenges such as
the need to promote good governance and human rights, rapid socio-
economic development, poverty eradication, universalization of basic
education and capacity building for development management. Obviously,
education is the master key to the solution of such problems all over the
globe. Our great concern in Nigeria is that our educational system seems to
be perpetually crisis–ridden. For instance, there is the crisis of values, crisis
of quality assurance, crisis of resource management, crisis of access and
equity and even crisis of relevance and inclusion (Durosaro, 2010). There is
therefore a dire need to ensure the educational system is aligned and made
responsive to the yarning and changing context of Nigerians of today and
tomorrow (Adesina, 2005).
Undoubtedly, education is the largest industry in Nigeria and
particularly in Ekiti State. Also, the educational institutions engage more
personnel than all other modern industrial and commercial sectors put
together. Education could be aptly viewed as a process of cognitive,
affective and psychomotor development of an individual. As a matter of
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2. cultural compulsion, the children born in a community must be socialized
for peace and progress to exist in the community. Thus, education is
universally considered a fundamental human right. Education is associated
with plenty of individual and collective benefits, in terms of improving
opportunities and increasing the well being of the individuals and groups.
The strong faith of nations in education for development is evidenced by the
huge proportion of public and private expenditure on the sector annually.
For instance, the United Nations stipulated that 26% of each nations budget
should be spent on education.
Table 1: Trend of Ekiti State Government Budgetary Allocation to
Education, 2007 – 2009
Years Total budget Allocation to Education %
# #
2007 36,253,155,012.78 7,710,751,131.68 21.27
2008 80,713,885,080.94 15,461,623,446.00 19.16
2009 58,296,833,837.83 11,368,888,519.23 19.50
Source: Ekiti State Ministry of Finance.
In fact, education contributes greatly to human capital development and it
determines the fate of many political leaders and their parties. Certainly,
development means changes, which connotes growth; hence, for any nation
to develop there is the need for constant review and appraisal of our social
systems and subsystems, including education. This would help to reposition
them for greater effectiveness and efficiency.
2
3. National development is now being measured by the propensity of each
nation and indeed each citizen’s ability to provide for felt needs and for a
worth-while living. For education to make this possible therefore, it must
be functional. A qualitative and functional basic education is a veritable tool
for rapid social, economic and political growth. It is our desperate search for
the best form of functional education system that led to some reforms and
restructuring of our national system of education.
The objective of this paper is to appraise the development of
vocational, technical and special education in Ekiti State with a view to
suggesting some strategies for enhancing the growth of these forms of
education in Ekiti State.
The Profile of Ekiti State
Ekiti State was created out of the old Ondo State on 1st October 1996.
The State covers the former 12 Local Government Areas in the Ekiti
Province of the old Ondo State. Ekiti State, with about 2 million people
spans over 7,000 sq. km and lies south of Kwara and Kogi States, east of
Osun and south of Ondo State. The State is endowed with tropical climate,
rain forest and Guinea savannah. The people of Ekiti State, though
predominantly agrarian, embrace education warmly. Cash and food crops are
grown extensively in the State. Cocoa and Timber are the main cash crops.
There are quite a lot of solid minerals like alkaline, silicon, iron ore, clay,
uranium and gold yet to be tapped.
There are artisans and traders as well as some cottage industries.
There is a textile mill at Ado-Ekiti and a ceramic factory. The speed and
degree of development in the State are however limited by some
inadequacies of social infrastructure like electricity, pipe borne water, road
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4. network and the need to ensure functionalism, quality, relevance and
inclusion in the States educational system.
By 2010, there were 450 pre-primary schools with 28,737 pupils
enrolled in the state. Ekiti State had 1,068 primary schools with an
enrolment of 128,313 pupils and 9,935 teachers. The State also had 312
Junior Secondary schools with an enrolment of 50,212 pupils and 4,044
teachers. At the Senior Secondary level there were 176 schools with 41054
students enrolled and 4101 teachers. Currently, the state can boast of being
home to 3 colleges of Education, 2 Polytechnic and 5 Universities.
With this rich profile of Ekiti State, the sky is the limit of the level of
development the State can witness, if only, these resources can be tapped
and developed through promotion of sound Vocational, Technical and
Special Education. Historically, Ekiti State has had a sound, non formal,
functional, traditional, basic education. The curriculum of the traditional
basic education included vocational and technical training, character
molding, and history of the community, dance, food and culture of the
people, oratory, religion, numeracy and local crafts. The education of the
people was fashioned to build an egalitarian and self-reliant society.
The advent of western formal education tailored to the needs of the
missionaries and colonial administrators, the system of education got
derailed and dysfunctional. The result is the creation of large pool of white-
collar- job seekers. However, in the late 1960’s the threat of poverty and
massive unemployment led to the clamor for reform which led to the birth of
a new National Policy on Education that brought in the 6-3-3-4 structure of
Education and the pre-vocationalization of the junior secondary school
curriculum? It is strongly felt that a functional basic education should give
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5. the learners a vocation and create a pool of job creators who could even be
self-employed and rather than job seekers.
Vocational and Technical Education in Ekiti State
Vocational education refers to a scheduled programme of courses
designed to prepare pupils for jobs in the commercial and industries sectors
at the completion of the courses, while technical education refers to any type
of education in technology (offered at any level of the education system) that
aims at producing various types of technological manpower required by the
economy (FME, 2003).
Obviously, there can be neither significant nor sustainable
transformation in the society nor any significant reduction in poverty until
the children, receive a qualitative all round basic education. This is the
education needed to make them contributing partners in social development.
Fundamentally viewed therefore, education will be incomplete if it fails to
cover the three domains of knowledge: cognitive domain, effective domain
and psychomotor domain. The psychomotor domain takes care of the
manipulative skill acquisition. This forms the basis for the two tier
secondary education we now have. The Junior Secondary is
prevocationalized to expose learners to vocational and technical training at
an introductory level. But the structure appears to be ineffective in Nigeria in
the sense that the products are still not properly oriented to a vocation. They
only have faint and rudimentary ideas and training for the vocations and
many can’t practice successfully after graduation. Also, the emphasis is not
on our local craft and familiar trades like vulcanizing, motor wiring,
bricklaying, hair dressing, photography, plumbing, ceramics, tailoring and
automobile mechanics. The new Secondary school curriculum recently
5
6. presented to the public by the Nigerian Educational Research and
Development Council (NERDC) has attempted to address this. I believe this
Summit is about brainstorming on how we can implement it in Ekiti State.
The need to have vocational and technical education taken in our
secondary schools is incontrovertible. This is because it is a sure way to
endow children with specific sellable skills that can get them self
employment. It is also a way of functionalizing our secondary school
curriculum as well as being a strategy for poverty alleviation. Moreover, it
offers children opportunity to learn the local craft and to turn some wastes to
wealth. Vocational and Technical Education give room for more interactive
teaching and participation learning in schools. Above all, pre-
vocationalization of education is mandatory at the Junior Secondary level in
Nigeria and Ekiti state can not afford to be an exception. (FGN, 2004;
NERDC, 2011)
The maintenance of high quality Vocational and Technical Education
in Ekiti State is the Stationary responsibility of the Ministry of Education
through the states Quality Assurance Commission or State’s Inspectorate of
Education. There is a standardized curriculum for each vocational and
technical subject prepared by Nigerian Educational Research and
Development Council. The State must ensure adherence to such
standardized curricula. Also, there should be prescribed standards for
teaching and learning facilities and equipment. The State would also require
adequate supply of qualified specialist teachers in the various vocational
and technical subjects. The educational planners must set at work to assess
existing stock of teachers and project the future requirement with a view to
taking necessary steps to ensure the production and development of such
teachers.
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7. Table 2: Teacher Demand and Supply for Secondary school vocational and
technical subjects in six states of Nigeria, 2003.
Subjects Teaching staff available Teaching staff required
Business 871 629
Studies
Home Economics 677 521
Music 50 42
Local Craft. 1 177
Auto Mechanics 12 95
Book Keeping 390 452
Building Construction 109
Electronics 117
Food and Nutrition 342 465
Fine Art 488 168
Introductory 654 546
Technology
Metal Work 69 114
Wood Work 59 98
Tech. Drawing 25 390
Total 3638 3923
Source: FME (2003) Education Sector Status Report.
The production of vocational and technical teachers could be stepped
up through establishment of more Colleges of Education
(Technical) in the state. The Vocational and Technical Education in Ekiti
State would be made of high standard if the entry qualification to the
7
8. College of Education in the programmes could be a minimum of five credits
at Senior Secondary School Certificate Examination of National
Examination Council or West African Examination Council. Also, to ensure
adequate academic and professional standard, the cognate professional
bodies must be involved in the curriculum design, course accreditation,
student’s assessment and student industrial attachment.
The question of who funds Vocational and Technical Education at the
secondary level has an obvious answer in the Universal Basic Education law
which stipulates that basic education is free and compulsory in Nigeria.
Hence the state funds the Junior Secondary aspect while the Senior
Secondary aspect would be a combination of both public and private
funding. The State would need to solicit Public–Private Partnership (PPP)
because Vocational and Technical Education is capital intensive. There will
also be the need for more workshops, equipment and other facilities which
the state may not be able to fund alone. There may also be the need to seek
the intervention of Education Tax fund, Petroleum Trust and Development
Fund and even some International Development Partners (IDP).
The world and our social phenomena are changing rapidly. It is this
world dynamism that has led to the concept of globalization. Globalization is
the current process by which regional economies, societies and cultures are
integrated through a globe-spanning network of communication and trade.
Globalization is known to be driven by a combination of educational,
economical, technological, socio-cultural, political and biological factors.
There is therefore the need to make our vocational and technical education
relevant in today’s fast moving world. For instance, to be relevant our
workers and technicians must be able to identify, formulate and solve new
technical problems and must understand the impact of their solutions in a
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9. global and societal context. They must have effective communication skills
and understand their professional and ethical responsibilities. To equip them
with such skills our technical and vocational schools must be ready to amend
their curriculum (to include Biomechanics), teaching methods and delivery
modes. Other problems that may require both advocacy and government’s
intervention include, inadequate supply of qualified teachers with
specialization in the vocations and technologies, inadequate funding of
programmes, irregular or even non-availability of electricity and water
supply to institutions, low regard for dignity of labor with resultant low
social rating of artisans and inadequate information.
To enhance Vocational and Technical Education in the State, there is the
need to ensure functional a link between the industries and the institutions.
The schools should find out the specific training needs and job requirements
of the industries to guide their curriculum design and implementation. The
industries should also be ready to make their facilities available to the
institutions to provide the industrial work experience for the learners. The
industries should also be willing to provide financial assistance to the
schools to complement Vocational and Technical Education.
A way of encouraging students to show interest in Vocational and
Technical Education is by government assisting to provide empowerment for
vocational and technical school graduates to enable them create job for
themselves. The empowerment could be in the form of grant or soft loans to
buy equipment and build workshops. Students in vocational and technical
institutions should as a matter of urgency be made to enjoy generous
scholarship from the tate Government. This would serve as a major
incentive and motivating factor for enrolment in this type of education.
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10. The determination of minimum standard varies across the educational
levels. At the secondary level, for instance, the learners are expected to
acquire the rudimentary knowledge of the vocation so that in case they
cannot further their education, they will be innovative enough to be able to
set up basic practice by the road side to earn a living. Since vocational and
technical education are practical subjects and require adequate workshop
and equipment, the class size should not be large. A class of 15 to 25
students per teacher would be ideal. The current practice is to have
vocational and technical institutions existing on their own aside from the
secondary schools. But the Universal Basic Education scheme requires that
the Senior Secondary schools should integrate them so that students of
technical and vocational subjects too could do the Senior Secondary
Certificate Examination or sit for NABTEB examinations.
Enhancing Special Education in Ekiti State
The National Policy on Education defines Special Education as the
education given to children and adults who have learning difficulties owing
to different kinds of challenges such as blindness, deafness, hardness of
hearing, mental retardation, mal-adjustment, physical handicap due to
circumstances of birth, inheritance, social position, mental and physical
health pattern or accident. These are individuals who may be challenged by
the normal school organization and method. Also included in this list, are the
specially gifted and talented children who are precocious and who find
themselves insufficiently challenged by the programme of the normal
school. (FGN, 2004). These categories of children are relatively fewer, but
must be catered for in line with the idea of equalizing educational
10
11. opportunity for all. It will enable this category of children and adults to play
their roles in the development of the nation.
Since these children and adults are bonafide citizens of their nation,
the most realistic form of special education is the one that will integrate
them fully into the society. The required special classes, special teachers and
equipment should be provided in the regular schools to enable them mix
with the other students. In fact, article 55 section (d) of the National Policy
on Education states categorically that the Federal Ministry of Education
shall set up a committee to coordinate special education activities in
collaboration with the Ministries of Health and Social Welfare and Labor to
ensure there is no segregation nor discrimination, nor apathy against
challenged people either in private or public establishments (Ibrahim, 2006;
Usikpedo,2007).
In similar way we recommend for technical schools, the schools for
challenged learners should be integrated into the regular schools to cater for
all learners at the secondary level. The idea of specialized schools for
technical, vocational and special education should be reserved for the post-
secondary institutions where highly skilled manpower is being produced.
The products of secondary level vocational, technical and special education
are expected to acquire the basics knowledge in their fields of specialization
that will launch them fully into higher education in such fields. The issue of
market competition cannot be overemphasized. If well educated, they should
be able to operate well at the “first aid” level. At best they could fabricate
minor tools and teaching aids for their schools’ and societies’ patronage.
To enhance special education, Ekiti State would need to project and
produce more of highly trained and efficient personnel in the area of special
Education. In view of the dearth of training institutions for Special
11
12. Education teachers, the State may wish to deliberately establish specific
departments for this in the existing Colleges of Education and Universities in
the State.
As a matter of utmost urgency, the State Ministry of Education should
direct all schools to provide special classes and unit for special education to
cater for the physically challenged learners. The education of the challenged
learners should be free at all levels. Special education is very vital in the
achievement of the goals of Education For All (EFA), Millennium
Development Goals and poverty eradication. Consequently and in order for
special education to meet these goals in Ekiti State, the following steps
should be taken.
i. The secondary school curriculum should be modified to accommodate
learners with diverse physical and emotional needs.
ii. More special education specialist teachers should be recruited to serve
in the schools and serving teacher should be sent on training in those
areas of specialization.
iii. The school physical environment and facilities must be learner
friendly and adapted to meet the special needs of the physically
challenged people in the areas of stair cases, walk-ways, furniture,
books, toilets, transportation, etc. and
iv. Teachers of the various subjects would have to modify their
methodologies of teaching to be more practically oriented and
interactive. They also need to put emphases on problem solving that
effectively focus on intervention skills that could benefit the
challenged people (Osundina, 2006). Towards this end, there would
be a need for a robust staff development scheme for special education
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13. teachers in the State to acquaint them with the current and on-going
developments in the field of special education around the globe.
Conclusion
Ekiti state is blessed with abundance of rich human and material
resources that need to be harnessed for development. Since the State is
determined to meet the targets of the millennium development goals,
universalize basic education and poverty eradication, there is a need to make
education, particularly at the secondary level, functional, qualitative and
inclusive by enhancing Vocational, Technical and Special Education. Some
of the measures that could be taken to achieve qualitative vocational,
technical and special education delivery in the state should include:
mainstreaming vocational, technical and special education in all secondary
schools in the State, reviewing the curriculum in the various vocational
subjects, supplying of more teachers with specialization in vocational,
technical and special education, providing adequate facilities and fund for
schools to run sound vocational, technical and special education.
All these are possible steps but which would require some
development assistance and increase in budgetary allocation to education
sector by the State government. It would also require strategic planning,
resourcefulness and prudence in resource management.
References.
Adesina, Segun (2005) Growth without development: Nigeria’s educational
experience 1914-2004, Abeokuta, Educational Industries Nigeria Ltd.
Durosaro, D.O. (2010) Functional basic Education for an Egalitarian and
13
14. self-reliant society, Ilorin, department of Educational Managements,
Fagbulu, A.M (2003) A handbook of information on Basic Education in
Nigeria, Abuja, Federal Ministry of Education.
Federal Ministry of Education (2003) Education sector status report, Abuja,
Federal Government of Nigeria Educational Research and Development
Council.
Ibrahim, A. kolo (2006) Special Education policy and Administration in
Nigeria, overview and way forward, in Adelowo .T., Osatunyi, N and
Ajobiewe, (Eds) special Education in Nigeria, A search for new direction,
Ibadan, Glory Land Publishing Co.
Nigeria Educational Research and Development Council (2011) New
Secondary School Curriculum, Abuja, NERDC.
Osundina, D.O (2006) A search for a new direction in special Education, in
Adelowo, T, Osatunji, N and Ajobiewe, T. (Eds) special education in
Nigeria. A search for new direction, Ibadan, Glory Land publishing
Company.
United Nations Education Scientific and Cultural Organization (2000)
Inclusion in Education. The participation of disabled learners, Dakar,
World Education Forum.
Usikpedo, .C. (2007) Technology Education in Nigeria, problems and
Remedies, Asaba Journal of Educational Studies, 2 (1).
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