This document discusses the implementation of educational reforms and human capital development in Nigeria's Niger Delta region. It finds that factors like poor commitment to implementation, lack of public involvement and support, and lack of stability and understanding of policies have inhibited effective implementation of reforms. The study suggests the need to review reforms with input from experts and stakeholders, provide adequate funding, and arrive at consensus on the best ways to implement reforms. It examines Nigeria's history of educational reforms and commissions since independence, and discusses some specific reforms introduced under the Obasanjo administration, as well as some that were later cancelled under Yar'Adua.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
Formulation And Implementation Of Educational Policies In NigeriaROCARE / ERNWACA
The document discusses challenges with formulating and implementing educational policies in Nigeria. Some key points:
- Nigeria has expressed commitment to education but policies are poorly implemented, leading to issues like low literacy rates and lack of qualified teachers.
- Frequent changes in government negatively impact consistency in policies and their implementation. New policies are introduced before prior ones can be fully implemented.
- Effective implementation is hindered by lack of understanding of the policy process, inadequate funding, and failure to conduct advocacy to ensure research findings inform new policies.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambiaROCARE / ERNWACA
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
Formulation And Implementation Of Educational Policies In NigeriaROCARE / ERNWACA
The document discusses challenges with formulating and implementing educational policies in Nigeria. Some key points:
- Nigeria has expressed commitment to education but policies are poorly implemented, leading to issues like low literacy rates and lack of qualified teachers.
- Frequent changes in government negatively impact consistency in policies and their implementation. New policies are introduced before prior ones can be fully implemented.
- Effective implementation is hindered by lack of understanding of the policy process, inadequate funding, and failure to conduct advocacy to ensure research findings inform new policies.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambiaROCARE / ERNWACA
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
This document provides a summary and introduction to a paper that analyzes and compares the development of primary education in Nigeria under military and civilian regimes from 1966 to 1983. It notes that education has historically been used by societies to transmit culture and shape human behavior. The paper aims to examine the efforts of both regimes towards advancing education and determine if differences in leadership style impacted outcomes. It uses a political economy framework to holistically evaluate primary education development over this period. Key questions addressed are the extent each regime developed education and if leadership patterns influenced success or failure. The introduction provides historical context on Nigeria's education systems and the military's prioritization of education after the country's crisis in the late 1960s in an effort to foster national reconciliation.
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
Review of education policy in uganda (revised)Ojijo P
This paper looks at the content of Uganda government education policy and critiques the extent to which it has enabled the learner to acquire skills and value systems necessary to create solutions for present and future problems, and ultimately, live happy lives. The paper analyses the full scope of education sector, starting from pre-primary and primary, through secondary, university, vocational and professional education, to job training and adult education policies.
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
Overview of educational policies 1992 98 with respect of school educationInternational advisers
The document provides an overview of educational policies in Pakistan from 1992-1998 regarding school education. Some key points:
- The 1992 National Education Policy aimed to achieve universal primary education and adult literacy. It recognized primary education as a basic right and aimed to increase primary enrollment rates.
- The policy focused on improving quality through measures like expanding teacher training programs, improving curriculum and teaching methods.
- The 1998 policy revised and expanded goals, integrating primary and middle school as elementary education. It aimed to further increase enrollment rates and quality at both elementary and secondary levels through school expansion and improvements.
- Challenges faced included unqualified teachers, weak supervision, absenteeism, and inadequate facilities and materials. The
Educating our future -National Education Policy (Zambia)Jerry Sakala
The Goals of the Education System in Zambia
a) producing a learner capable of
(i) being animated by a personally held set of civic, moral and spiritual
values;
(ii) developing an analytical, innovative, creative and constructive mind;
(iii) appreciating the relationship between scientific thought, action and
technology on the one hand, and sustenance of the quality of life on the
other;
(iv) demonstrating free expression of one's own ideas and exercising
tolerance for other people's views;
(v) cherishing and safeguarding individual liberties and human rights;
(vi) appreciating Zambia's ethnic cultures, customs and traditions, and
upholding national pride, sovereignty, peace, freedom and
independence;
(vii) participating in the preservation of the ecosystems in one's immediate
and distant environments;
(viii) maintaining and observing discipline and hard work as the
cornerstones of personal and national development
b) increasing access to education and life skills training
c) building capacity for the provision of quality education
d) creating conditions for effective coordination of policies, plans and
programmes 7
e) rationalizing resource mobilization and utilization.
These goals will inform the education policies and practices of all partners in
educational provision and they will also be the basis for teaching and learning in schools
and colleges.
The status of women in India has been subject to many great changes over the past few millennia.[5] With a decline in their status from the ancient to medieval times,[6][7] to the promotion of equal rights by many reformers, the history of women in India has been eventful. In modern India, women have held high offices including that of the President, Prime Minister, Speaker of the Lok Sabha, Leader of the Opposition, Union Ministers, Chief Ministers and Governors.
Women’s rights are secured under the Constitution of India — mainly, equality, dignity, and freedom from discrimination; further, India has various statutes governing the rights of women.[8][9]
As of 2011, the President of India, the Speaker of the Lok Sabha and the Leader of the Opposition in the Lok Sabha (Lower House of the parliament) were women. However, women in India continue to face numerous problems, including violent victimisation through rape, acid throwing, dowry killings, and the forced prostitution of young girls.
role of go`s and ngo`s in non formal educationSami Arif
GOs and NGOs play an important role in non-formal education in Pakistan. The Ministry of Education establishes programs like Adult Literacy Centres, Mosque Schools, and Village Workshops. NGOs like the Pakistan Girl Guides Association provide literacy programs and life skills training to girls and women. The All Pakistan Women's Association established schools, health clinics, and vocational training centers. They helped improve women's legal rights. Other NGOs such as the Agricultural Development Bank of Pakistan and ABES provide adult education, literacy programs, and vocational skills training to rural communities.
Unit 2 Educational Demands of Individuals and Diverse CommunitiesThanavathi C
(1) Universalization of elementary education has been a national goal in India since independence to provide free and compulsory education to children aged 6-14. (2) Key aspects of universalization include universal provision of schools, universal enrollment of students, universal retention of students in schools until age 14, universal participation of communities, and universal achievement of learning outcomes. (3) Programs like Sarva Shiksha Abhiyan aim to achieve this goal through community ownership of schools, focusing on quality education for all children by 2010. However, challenges remain like inadequate funding, shortage of trained teachers, and lack of school infrastructure in all areas.
A secure web based universal basic educational administrativeAlexander Decker
1) The document discusses the design and implementation of a secure web-based universal basic educational administrative management system for Nigeria to deal with problems of managing student, teacher, and curriculum data.
2) Currently most schools use database systems but only administrators have access, wasting resources. The proposed system uses a three-tier architecture with web access for all users.
3) The goal is to improve education capacity, reliability, and quality in Nigeria by providing a centralized system for the Universal Basic Education Commission to efficiently manage all primary and junior secondary school data.
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
The document discusses the importance of education for all. It notes that education trains the human mind, provides knowledge and information, and allows people to make informed decisions. Without education, people are cut off from the outside world. The document also discusses the negative impacts of illiteracy such as diminished societal capabilities, health issues, and continuing the poverty cycle. It emphasizes that education provides opportunities and is a fundamental right in India for children aged 6-14 under the Constitution. The document promotes inclusive education and girls' education to eliminate gender gaps and poverty. It outlines several government schemes in India aimed at promoting literacy.
The document discusses trends driving changes in education systems towards a "Smarter Nation". Five key trends are identified: 1) technology immersion, 2) personalized learning, 3) knowledge/skills focus, 4) global integration, and 5) economic alignment. These trends form an "Educational Continuum" and have implications for integrating education providers and economic development initiatives to benefit the nation.
Información & Justicia III
Germán Garavano (Director Académico) Martín Gershanik (Coordinador Académico), Santiago del Carril, Milena Ricci, Liliana Raminger y otros,
Unidos por la Justicia, Fundación Konrad Adenauer, 2011
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
This document provides a summary and introduction to a paper that analyzes and compares the development of primary education in Nigeria under military and civilian regimes from 1966 to 1983. It notes that education has historically been used by societies to transmit culture and shape human behavior. The paper aims to examine the efforts of both regimes towards advancing education and determine if differences in leadership style impacted outcomes. It uses a political economy framework to holistically evaluate primary education development over this period. Key questions addressed are the extent each regime developed education and if leadership patterns influenced success or failure. The introduction provides historical context on Nigeria's education systems and the military's prioritization of education after the country's crisis in the late 1960s in an effort to foster national reconciliation.
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
Review of education policy in uganda (revised)Ojijo P
This paper looks at the content of Uganda government education policy and critiques the extent to which it has enabled the learner to acquire skills and value systems necessary to create solutions for present and future problems, and ultimately, live happy lives. The paper analyses the full scope of education sector, starting from pre-primary and primary, through secondary, university, vocational and professional education, to job training and adult education policies.
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
Overview of educational policies 1992 98 with respect of school educationInternational advisers
The document provides an overview of educational policies in Pakistan from 1992-1998 regarding school education. Some key points:
- The 1992 National Education Policy aimed to achieve universal primary education and adult literacy. It recognized primary education as a basic right and aimed to increase primary enrollment rates.
- The policy focused on improving quality through measures like expanding teacher training programs, improving curriculum and teaching methods.
- The 1998 policy revised and expanded goals, integrating primary and middle school as elementary education. It aimed to further increase enrollment rates and quality at both elementary and secondary levels through school expansion and improvements.
- Challenges faced included unqualified teachers, weak supervision, absenteeism, and inadequate facilities and materials. The
Educating our future -National Education Policy (Zambia)Jerry Sakala
The Goals of the Education System in Zambia
a) producing a learner capable of
(i) being animated by a personally held set of civic, moral and spiritual
values;
(ii) developing an analytical, innovative, creative and constructive mind;
(iii) appreciating the relationship between scientific thought, action and
technology on the one hand, and sustenance of the quality of life on the
other;
(iv) demonstrating free expression of one's own ideas and exercising
tolerance for other people's views;
(v) cherishing and safeguarding individual liberties and human rights;
(vi) appreciating Zambia's ethnic cultures, customs and traditions, and
upholding national pride, sovereignty, peace, freedom and
independence;
(vii) participating in the preservation of the ecosystems in one's immediate
and distant environments;
(viii) maintaining and observing discipline and hard work as the
cornerstones of personal and national development
b) increasing access to education and life skills training
c) building capacity for the provision of quality education
d) creating conditions for effective coordination of policies, plans and
programmes 7
e) rationalizing resource mobilization and utilization.
These goals will inform the education policies and practices of all partners in
educational provision and they will also be the basis for teaching and learning in schools
and colleges.
The status of women in India has been subject to many great changes over the past few millennia.[5] With a decline in their status from the ancient to medieval times,[6][7] to the promotion of equal rights by many reformers, the history of women in India has been eventful. In modern India, women have held high offices including that of the President, Prime Minister, Speaker of the Lok Sabha, Leader of the Opposition, Union Ministers, Chief Ministers and Governors.
Women’s rights are secured under the Constitution of India — mainly, equality, dignity, and freedom from discrimination; further, India has various statutes governing the rights of women.[8][9]
As of 2011, the President of India, the Speaker of the Lok Sabha and the Leader of the Opposition in the Lok Sabha (Lower House of the parliament) were women. However, women in India continue to face numerous problems, including violent victimisation through rape, acid throwing, dowry killings, and the forced prostitution of young girls.
role of go`s and ngo`s in non formal educationSami Arif
GOs and NGOs play an important role in non-formal education in Pakistan. The Ministry of Education establishes programs like Adult Literacy Centres, Mosque Schools, and Village Workshops. NGOs like the Pakistan Girl Guides Association provide literacy programs and life skills training to girls and women. The All Pakistan Women's Association established schools, health clinics, and vocational training centers. They helped improve women's legal rights. Other NGOs such as the Agricultural Development Bank of Pakistan and ABES provide adult education, literacy programs, and vocational skills training to rural communities.
Unit 2 Educational Demands of Individuals and Diverse CommunitiesThanavathi C
(1) Universalization of elementary education has been a national goal in India since independence to provide free and compulsory education to children aged 6-14. (2) Key aspects of universalization include universal provision of schools, universal enrollment of students, universal retention of students in schools until age 14, universal participation of communities, and universal achievement of learning outcomes. (3) Programs like Sarva Shiksha Abhiyan aim to achieve this goal through community ownership of schools, focusing on quality education for all children by 2010. However, challenges remain like inadequate funding, shortage of trained teachers, and lack of school infrastructure in all areas.
A secure web based universal basic educational administrativeAlexander Decker
1) The document discusses the design and implementation of a secure web-based universal basic educational administrative management system for Nigeria to deal with problems of managing student, teacher, and curriculum data.
2) Currently most schools use database systems but only administrators have access, wasting resources. The proposed system uses a three-tier architecture with web access for all users.
3) The goal is to improve education capacity, reliability, and quality in Nigeria by providing a centralized system for the Universal Basic Education Commission to efficiently manage all primary and junior secondary school data.
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
The document discusses the importance of education for all. It notes that education trains the human mind, provides knowledge and information, and allows people to make informed decisions. Without education, people are cut off from the outside world. The document also discusses the negative impacts of illiteracy such as diminished societal capabilities, health issues, and continuing the poverty cycle. It emphasizes that education provides opportunities and is a fundamental right in India for children aged 6-14 under the Constitution. The document promotes inclusive education and girls' education to eliminate gender gaps and poverty. It outlines several government schemes in India aimed at promoting literacy.
The document discusses trends driving changes in education systems towards a "Smarter Nation". Five key trends are identified: 1) technology immersion, 2) personalized learning, 3) knowledge/skills focus, 4) global integration, and 5) economic alignment. These trends form an "Educational Continuum" and have implications for integrating education providers and economic development initiatives to benefit the nation.
Información & Justicia III
Germán Garavano (Director Académico) Martín Gershanik (Coordinador Académico), Santiago del Carril, Milena Ricci, Liliana Raminger y otros,
Unidos por la Justicia, Fundación Konrad Adenauer, 2011
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
A paradigm shift in Education by Web2.0 technologiesLukas Ritzel
a webcast presentation done by lukas ritzel during World conference of AIAER on
Higher education: Need for priAm variate reforms, August 03-05, 2009 Organized by
Lovely School of Education, Lovely Professional University, Phagwara, Punjab and supported by IMI University Centre, Luzern, Switzerland
Deng Xiaoping Reforms: Changes and ChallengesJonathon Flegg
A presentation that attempts to understand how Deng Xiaoping achieved his ambitious policy agenda during the early reform period (1978-84). While Mao passed away in 1976, this presentation examines how Deng still had to work within his institutional and political legacy. The presentation pays close consideration to the "balance of power" between Deng and Chen Yun in the Politburo Standing Committee over the period.
INCREASING CHOICE IN THE MARKET FOR SCHOOLS: RECENT REFORMS AND THEIR EFFETCS...Hilal Taştekin
This document summarizes recent research on school choice reforms and their effects on student achievement. It discusses different types of school choice options available to families including residential choice, private schools, charter schools, voucher programs, and homeschooling. Research on charter schools finds mixed effects, with some studies finding no improvement over traditional public schools. Studies on voucher programs found large gains for participating students. Surveys of principals in Milwaukee found that most felt competition from other schools due to choice reforms.
An assessment of stakeholders’ perception of the implementation of universal ...Alexander Decker
This document summarizes a study that assessed stakeholders' perceptions of the implementation of Universal Basic Education (UBE) in Nigeria's North-Central geo-political zone. The study investigated the perceptions of school administrators, parents, teachers, and learners. Key findings included: (1) School administrators perceived UBE implementation as unsatisfactory, (2) Parents perceived inadequate human resources, (3) Administrators perceived inadequate funding, and (4) Learners perceived the program as satisfactory. The major challenges identified were overcrowded classrooms, inadequate funding, and dilapidated buildings. The conclusion was that UBE implementation in the region was unsatisfactory and recommendations included increasing funding, teacher recruitment, and facility construction/renovation
Assessment of the implementation of the united nations childrení»s education ...Alexander Decker
The document assesses the implementation of the United Nations Children's Education Fund Child Friendly School initiative program in Enugu State, Nigeria. It finds that while the designated child friendly schools have made efforts to achieve the program's objectives, most schools still lack basic facilities required for their child friendly status. It recommends improving facilities and fully realizing the objectives of the inclusive, democratic, and child-centered education the program aims to provide.
This paper discussed primary Education for sustainable development in developing countries. The objectives of primary Education as stated in the National Policy on Education (NPE) were highlighted. It presented problems facing primary schools and the nation’s constraint in development and fine-tune the channel where education can be improved for sustainable development in Nigeria. For basic education to be sustainable in Nigeria, corruption must be dealt with in the country. Methodology should be reviewed and constant training for the teachers should be emphasized in such a way that will bring positive impact to teaching and learning. Constant monitoring and evaluation should be adopted since primary education is the bed rock of citizens’ development; these are among the suggestion proffered.
Running Head Comparing Effective Education in South Korea and Sau.docxsusanschei
Running Head: Comparing Effective Education in South Korea and Saudi Arabia 1
Effective Education in South Korea and Saudi Arabia 5
A country’s educational system is effective as attention and effort is given to research, financial support, and implementation of best practices. This thesis compared two countries, South Korea, a country with a long-standing of excellence in education, and highly ranked in global education measures, and Saudi Arabia, a fairly new country that is known for its wealth and recent investment in education. Saudi Arabia has allocated nearly one-quarter of its nation’s budget to improving the education of students, and yet it continues to rank low when compared to other countries’ education progress. The research examined effective education in these countries through three lenses; skilled teachers and the components used for effective education, students’ performances, and teaching methods.
Using a review of literature, this paper explored the focus and efforts of South Korea and the Kingdom of Saudi Arabia’s education systems. Theses school systems have commonalities with each desiring effective education for its students and promote technology and international learning. Assessments evaluations are accomplished by using the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The research discovered that these countries are vastly different in the approach to effective education curriculum with South Korea’s focus on academics and Saudi Arabia’s focus on the Islamic religion. With continued low scores from students in Saudi Arabia it is recommended that an assessment system be developed and put in place for teachers and students to gain accurate evaluations of the educational system and its components.
Keywords: effective education, South Korea, Saudi Arabia, collaborative, Islam
Comparing Effective Education in South Korea and Saudi Arabia
Introduction
An effective education plays a major role in the development of any society. Providing an effective education is of interest to all communities. Effective education includes making significant progress toward equity and inclusion for all. Many definitions exist for effective education. The term effective is often used as a synonym for good, quality, or successful (UNICEF, 2000). Most people agree on what it is but there are also different aspects to it. When thinking of education from different viewpoints, how effective education is depends on the political, cultural, and economic contexts of the country (UNICEF, 2000). There are also many differing opinions on how to obtain a quality education. Yet it is known that an effective education is achieved when evidence-based pedagogies are deeply embedded in all classrooms (Maciej, 2013). No matter where education takes place or what subject is taught, one common element is the teacher. The teacher facilitates education and is responsible of t ...
The document summarizes a study that assessed the challenges of formal education for youths in rural areas of Delta State, Nigeria. It found that various factors pose challenges, including parents, students, teachers, cultural issues, school administrators, and lack of government support. Parents often lack interest in education and financial resources, while students sometimes have poor attitudes towards learning. Teachers must also overcome cultural barriers and lack of facilities. The government needs to provide more educational resources to rural schools. Overall, the study revealed multiple barriers that must be addressed to improve formal education for youths in rural Delta State communities.
The Policy and Practice of Preparing the Nigerian Teacher for the Challenges ...iosrjce
Nigeria like all other countries in the world has a National Policy on Education which provides the
template to guide among other things the preparation of its teachers for the challenges of the new generation.
While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to
effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil
its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other
stakeholders should brace up by summoning the political courage to faithfully implement its provisions on
teacher preparation as provided in the NPE so that the country will be a key player in the new 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.
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.
This document discusses strategies for financing adult education in Nigeria. It identifies several key stakeholders that should be involved in financing adult education, including governmental bodies, non-governmental organizations, educational institutions, private individuals, parents and learners. Some specific strategies mentioned include taxes, public grants, fees, loans, voluntary donations and contributions from local authorities and international organizations. The document argues that while the government has traditionally been the primary funder of adult education, other stakeholders need to contribute as well due to declining government resources. A diversified approach to financing is needed.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
Confronting the Challenges in the Education Sector in Nigeriaiosrjce
Objective: In this study, we investigated the reason for the continuous cooperate agitations
concerning the state of the educational system in Nigeria despite the unflinching efforts of policy makers to
establishing better educational policies as they have been time and again formulated, reformulated and
implemented; and at other times, replaced with others purported to be better with huge amount of resources
sunk into it. It is imperative to note that education is an invaluable tool for the attainment of national
development and Nigeria, as it is the world over, embraced it more than four decades ago. Method: This paper
reviewed some conceptual issues affecting the educational system in Nigeria from its inception, examined the
different polices that have been formulated and their implementation patterns. Results: The study discovered
that frequent changes are often made on the educational policies with implementation patterns haphazardly
done. This has resulted to a dichotomy in regional approaches to educational policy formulation and
implementation. Conclusion: Although concerted efforts have been made overtime to bring about a functional
educational policy so as to attain accelerated national development, these efforts have not been able to address
the goals of the Nigerian educational system due to abrupt changes in policies without implementing them to a
logical conclusion as to ascertain their merits and demerits. Recommendations: This paper, therefore,
recommends that the Nigerian Government should carefully select a pragmatic policy which would run
uniformly throughout the country. Also, that the culture of continuity be entrenched in the policy formulation
and implementation processes. Again, proper policy implementation should be religiously followed using
credible and relevant professionals who should be chosen without ethnic sentiments.
Monitoring checklist for public inclusive schools in lagos stateAdebukola Adebayo
This Monitoring Checklist is developed as a tool to guide the mainstreaming of the
inclusivity and accessibility needs of children with disabilities into the design, planning
and implementation of inclusive education at primary and secondary school levels.
It is designed to guide the formulation and implementation of inclusive education laws,
policies, programmes and activities, as well as buildings, materials, technologies,
audiovisuals, publications and documents, etc.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
Strategies for enhancing the functionality of business studies in the univers...Alexander Decker
The document discusses strategies for enhancing the functionality of Business Studies in the Universal Basic Education Programme in South South Nigeria. It notes that Business Studies was introduced late in Nigerian secondary schools by colonial masters who feared advancing Nigeria's economic and technological development. The Universal Basic Education Programme aims to address issues of access, quality and equity in primary and junior secondary education. However, many schools lack adequate facilities and teachers for effective implementation of Business Studies. The study recommends increasing student interest in Business Studies, improving facilities, ensuring adequate teaching staff, making Business Studies a core subject, and increasing state government funding access.
This document summarizes research on the effects of a teacher training program in Lagos, Nigeria. Surveys and experiments were conducted on 908 teachers, 1,011 students, and 250 parents who participated in the Quality Assurance and Research Development Agency (QAARDAN) program or served as controls. The results show improvements in teaching styles and disciplinary issues for teachers who participated. However, the experiment revealed differences between how teachers and students approach discipline. Overall, the analysis found the program had positive impacts but also emphasized the importance of social networks and communication for development programs.
The role of international organization in education policy and planningBiswajit Sarker
The document discusses the role of international organizations in education policy and planning. It provides an overview of several major international organizations involved in education including UNESCO, USAID, Save the Children, and UNICEF. It describes their key policies, objectives, and planning strategies. For example, it states that UNESCO advocates for universal primary education and developing curriculum internationally, while USAID focuses on access to education in crises and improving reading skills.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
The role of stakeholders in professional development of ece teachers in ka...Alexander Decker
This document discusses a study on the role of stakeholders in professional development of early childhood education (ECE) teachers in Kakamega County, Kenya. The study used a descriptive survey design and purposive sampling to collect data through questionnaires from 184 ECE head teachers and teachers, and interviews with 3 District Education Officers and 3 District Children's Officers. The findings revealed that the ECE sector is dominated by female teachers and most teachers meet minimum qualification requirements. However, the Ministry of Education and parents provide little funding for teacher professional development, and individual teachers fund their own training. The study concluded that stakeholders play a minimal role in professional development of ECE teachers.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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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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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Implementation of educational reforms and human capital development in niger delta region of nigeria
1. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.14, 2013
31
Implementation of Educational Reforms and Human Capital
Development in Niger Delta Region of Nigeria
Dr. William J. Ubulom* Johnson Okubotimibi
Department of Business Education, Faculty of Technical and Science Education
Rivers State University of Science and Technology, P. M. B. 5080, Port Harcourt, Nigeria
*E-mail of the correspondence author: will.ubulom@yahoo.com
Abstract
This study investigated the extent to which the implementation of educational reforms could influence human
capital development in Niger Delta Region of Nigeria. The design used was the descriptive survey. The sample
for the study consisted of 376 University academic staff, using the simple random sampling technique. The
instrument used for the study was the questionnaire. The research questions were personally administered by the
researchers. To guide the study, one question was posed and answered and one hypothesis formulated and
accepted at 0.05 level of significance. The statistical tools used to analyze the data were simple percentage, mean
and t-test respectively. It was found that poor commitment to implementation; lack of public involvement and
support; and lack of stability, continually, work tools and understanding of policies among others dominated the
factors inhibiting the effective implantation of educational reforms and human capital development policies in
Nigeria. The study suggests the need to review reforms with recourse to existing legislations, provision of
adequate funding and wide consultations with experts and stakeholders to arrive at consensus on best possible
ways of implementing reforms among others.
Key Words: Educational Reforms, Human Capital Development, Universal Basic Education, Universal Primary
Education, Sustainable Staff Development, National Policy on Education.
1. Introduction
It is no longer a fallacy that education in terms of reform for human capital development is of topmost priority
the world over including Nigeria. Over the years, there has been this phenomenon of high school dropout and
repetition rate at all levels of our school strata, coupled with the failure of secondary and tertiary education to
accommodate the teaming population of primary, secondary and tertiary school leavers respectively. These are
clearly indications that the school system suffers deficiency as such, requires a total overhauling. It is therefore
necessary that a vibrant and an enduring educational reform mechanism that will focus on building the desired
human capacities is put in place in Nigerian institution and individuals in all the areas of teacher education,
curriculum development and innovation across the nation with all stakeholders such as teachers unions; civil
society; Federal, State an local Governments; as well as individual donors/organizations fully participating in the
reform agenda. According to Haddad (1994), the analysis of such growth and functioning should cut across five
areas of education namely; the structure of education, the objectives, the choice available in the formal education
sector; the causal relationship within the system as well as and types of education and the rationalities of the
decision makers such as consumers and provider of education.
Experience has shown that Nigeria as a nation has never been oblivious of the special importance of education in
her development efforts, hence she, even before independent set-up commissions (the Ashby Commission, 1960)
to look at the sector and recommend the way forward. However, these recommendations later became
incapacitated because of political instability and lack of the necessary political wills hence they remained
declarations of mere intent without commensurate progress in implementation. Nigeria also developed and
revised National Policy on Education (NPE) and wrote into law the setting up of distance learning of higher
education since 1982.
The inherited educational tradition from colonial government and the missions continued even after political
independence in 1960 and beyond. The missions, voluntary agencies, and governments were in education
management partnership till the 1973 when the turnover of schools from them was completed. In 1976, free
Universal Primary Education (UPE) was introduced nationwide and later collapsed into an empty centre largely
because of poor planning, inadequate resources and weak implementation.
The education being provided was not work based. Consequently, unemployment of the educated became
widespread. The curriculum was implicated for this dilemma of compulsory mis-education amplified at the 1969
Curriculum National Conference. The outcome was the evolution of the 6-3-3-4 education reform in 1977 with
vocational orientation. It does not appear that the main goal has been abandoned in the process of
implementation. This reform only succeeded in elongating schooling from the old education order.
The Universal Basic Education (UBE) is another reform aimed at compulsorily educating the learners for nine
years. This reform is not limited to formal schooling alone rather, non-formal and informal approaches are
2. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.14, 2013
32
incorporated for all round development of the learner. According to Obanyani, (2002), the broad aim is to lay the
foundation for life-long learning through the inculcation of appropriate learning-to learn, self-awareness,
citizenship and life skills” UBE as a reform was launched in 1999 when it is said to have politically taken off.
Many educators are not very convinced that the reform has actually started. If it is said to be compulsory, yet,
very many children of school age are not in school. Many are in the market and along major streets in Nigerian
cities hawking all manner of commodities.
It suffices to observe here that since the inception of the Obasanjo-led administration in May 29, 1999 to date,
the administration had beefed-up efforts with the zeal to address the several ills of the nation hence, it decided to
employ education as an enabling instrument. It is in the bid to succeed in the efforts the administration felt the
dire need to reform the education sector. Among the key reforms in the education sector that were introduced by
the Obasanjo administration included:
1. Consolation of tertiary institutions under which Federal Colleges of Education and Federal Polytechnics
were merged with proximate Federal Universities and the upgrading of a Kaduna Polytechnic and Yaba
College of Technology to City Universities.
2. The Federal Scholarship Board was merged with Education Trust Fund (ETF)
3. The inspectorate Division of the Federal Ministry of Education was merged with the Universal Basic
Education Commission (UBEC).
4. The National Universities Commission (NUC), National Board for Technical Education (NBTE) and
the National Commission for Colleges of Education (NCCE) were merged to form what is today
known as the Tertiary Education Commission ( TEC).
5. The Unity School franchising Programme (USFP) under the Public-Private-Partnership (PPP) initiative
(Wokocha, 2007).
Further determined in its efforts to achieve the reform objectives, the Obasanjo Administration enunciated
numerous reform strategies including Operation Reach All Secondary School (ORASS); Read to be Educated,
Advance and Develop (READ); Trucking Assets for Progress (TAP); Universal Basic Education Curriculum
Reform (UBECR); and Unity Schools Franchising Programme (USFP). Other strategies are Innovative
Enterprise Institutions (IEI); Teacher Quality Development and Teacher Celebration (TQDTC); Community
Accountability and Transparency initiative (CATI) and Fight Against Cultism and Examination Malpractice
(FACEM) among others (Wokocha, 2007).
However, in order to match its suspension decision action, the Yar’Adua administration in yeaning to the voice
of protests cancelled some of the education reforms administration. Key among the reforms that have been
cancelled are:
1 The consolidation of Federal Colleges of Education and Polytechnics with proximate Federal
Universities.
2 The Scholarship Board which was moved to the Education Trust Fund (ETF) by the Obasanjo regime
has reverted to Federal Ministry of Education because ETF Act did not cover the Scholarship Board.
The Inspectorate Division of Federal Ministry of Education, which was merged with Universal Basic Education
Commission, has been returned to the Federal Ministry of Education (Wokocha, 2007). However, Schooling in
the context of this study refers to the learners’ effort for the purpose of acquiring education and the teacher’s
effort to aid the learner to learn and to acquire more knowledge. A child gets schooled by attending a school.
While a teacher schools a child by teaching him, and that he is expected to learn. Schooling is therefore the
process of the learner to get educated. No wonder, Dewey (1900) refers to school as a miniature society. The
reason according to Dewy is a direct creation of the society it manifests most if not all through the characteristic
of the society, social group or community in which it resides (Ubulom, Obuah & Nwokocha, 2007).
Implementation of educational reforms in Nigeria seems not to succeed due to certain factors. Nwadiani (2007)
stated that most educational reforms fail in different countries because of factors peculiar to them. According to,
him, some of the reforms never leave the planning stage. For those that are implemented, they never have their
expected effects. According to Inbar (1981) in Nwadiani (2007) that reform implementation as in Jerusalem
Universities is that of Archilles heels of educational policy planning and educational reforms in Africa and
possibly elsewhere. Psacharopouos (1990) identified three main reasons why an intention of a reform may not
materialize or be seen as failure. The reasons according him are that:
a) The intended reform was never implemented in the first place
b) Even if an attempt an implementation was made it failed to be completed or achieve a minimum
critical mass acceptance so as to have an impact.
c) Although, the reform was implemented, it did not have the intended effect.
Other reform studies conducted by Ukeje, Nduka & Ocho (1992) revealed that lack of stability, continuity,
working tools, lack of understanding of the policies and political will are responsible for the failure of
educational reforms. The execution of education reforms has been marred by controversies (Wokocha, 2006;
3. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.14, 2013
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Omokhdion, 2007; Omolewa, 2007). Wokocha (2006) quoted in Nwadiani (2007:8) cautioned against the hasty
nature education reforms had taken; noting that the engagement of consultants to that effect whose credentials in
relation to the education discipline are suspect and complete disregard to the laws establishing the Federal
Polytechnics and Colleges of Education.
In recent times, it has been observed that the conventional education system seems to have failed to reflect the
vast range of ideas, expressions, expectations and understanding from the vast variety of disciplines that relate to
the current processes of learning in the face of the ongoing information and communication technology (ICT)
age. This is more or less because the conventional education systems in respect of curriculum are poorly planned,
equipped, implemented and prepared to deal with the current challenges and opportunities inherent in the
emerging ICT, particularly in the areas of internet and in the predicted information society.
The purpose of this study was to investigate the extent to which implementation of educational reforms could
affect human capital development in Niger Delta Region. Consequently, a research question raised and answered
in this study is: What are the factors inhibiting the implementation of education reforms in Nigeria?
A single hypothesis formulated and tested for the study is: There is no significant difference between the mean
response scores of the federal and state universities academic staffs in the Niger Delta Region of Nigeria on the
factors inhibiting the implementation of educational reforms.
2. Method
The study adopted descriptive survey design to address issues that will make subsequent education reforms to be
meaningful and positively impact the people’s education in Nigeria. The choice of this design was because the
study was aimed at assessing the opinions of respondents in the tertiary institutions in Delta State as it relates to
educational reforms, human capital development and schooling in Nigeria.
The population of the study comprised of all the academic staff of the ninety-four Federal and State Universities
in Nigeria with particular reference to 6 out of the 10 Universities in the Niger Delta Region of Nigeria with
estimated staff strength of 3,758. A total sample of 376 academic, staff made up of 192 Federal and 184 State
Universities staff were randomly sampled from the captive population for the study, using the simple random
sampling techniques. A self-structured research instrument known as Implementation of Educational Reforms
for Human Capital Development Inventory (IERHCDI) was used to generate data for the study. The instrument
is made up of 30 items with response options of Strongly Agree (4 points) Agree (3 points), Disagree (2 points)
and Strongly Disagree (1 point). The instrument was validated by three (3) experts in Educational Measurement
and Evaluation in the Department of Educational Psychology, Guidance and Counseling, University of Port
Harcourt. Split-half method was used to establish the reliability coefficient of the instrument, thereby arrived at
the computation of 0.78, thus showing that the instrument is reliable and can measure what it intends to measure.
The researchers personally administered the questionnaire. Although, a total of 400 questionnaire forms were
distributed a total of 376 were collected and used. This indicates a 94% return rate. The statistical tool used to
analyze the responses were mean, standard deviation to answer the research question and t-test statistics used to
test the only hypothesis formulated for the study.
3. Results
(a) Research Question
What are the factors that inhibit the successful implementation of educational reforms in the Niger Delta Region
of Nigeria?
Results in Table 1 show respondents views of the 10 major factors inhibiting the implementation of education
reforms in Nigeria. On the whole, the respondents positively perceived all 10 variables as truly imbibing reforms
in the education sector. The respondents variable by variable mean, standard deviation scores and rand order
rations are as presented thus: Experience poor commitment of implementation which leads to not achieving the
desired or intended effect with mean (3.61) and standard deviation score (0.949) ranked 1st
followed by
experience lack of public understanding, involvement and support 3.59 (0.949), 2nd
; lack of stability, continuity,
work tools and understanding by implementers, 3.57(0.945), 3rd
; suffer from inexperience administrative
personnel and unprogressive administrative tradition 3.53 (0.939), 4th
; reform goals not matching with reality on
the ground, 3.42 (0.924),5th
; and hasty implementation and engagement of consultants with poor credentials in
relation to education discipline, 3.36 (0.916), similar factors are lack of provision of adequate cent before the
horse syndrome, 3.26 (0.903) 8th
; politicking and weak political will to implement reforms, 3.26 (0.902) and
poor functional differentiation and weak data base, 3.25 (0.901).
(b) Hypothesis
There is no significant difference between the mean response scores of the federal and state universities
academic staff in the Niger Delta Region of Nigeria on the factors inhibiting the implementation of educational
reforms.
4. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.14, 2013
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The mean and standard deviation scores of the respondents from the federal and state universities on the extent
to which implementation as a factor could influence the educational reforms for the human capital development
is presented in Tale 2. With N = 376, df = 374, the calculated t-test was 0.158 and the critical value of t-test was
1.960. Consequently, the calculated t-test is not statistically significant at 0.05 alpha level since it is less than the
critical value of t-test. The hypothesis is thus accepted and the conclusion is that no significant difference existed
in the mean response scores of the federal and state universities academic staffs in the Niger Delta Region of
Nigeria on the factors inhibiting the implementation of educational reforms. The implication of the result is that
all the 10 identified variables qualified as potential factors and/or challenges inhibiting the successful
implementation of educational reforms in the Niger Delta Region of Nigeria.
4. Discussion
The result in Table 1 reveals from the data obtained that all the 10 variables received a nod of the respondents as
potential challenges and/or factors the proper and successful implementation education reforms in the Niger
Delta Region of Nigeria paramount among them were those of poor commitment of implantation by government
and other implementers; lack of public understanding and involvement in the planning and implementation; lack
of stability, continuity, word tools and understanding by implementers services of inexperienced administrator
and unprogressive administrative traditions and the Idea of including reform goals that do not match with reality
on the ground. These results agree with earlier reports of Inbar (1981) in Nwadiani (2007) that reform
implementation as in Jerusalem Universities is that Archilles heels of educational policy planning; Psacharopolos
(1990) identified intended reforms that have never being implemented failure being attributed to incomplete or
inability to achieve a minimum critical mass acceptance and reforms never attaining desired effect as major
causes of implementation failure generally. Other reform reports in support finding in this study those of Ukeje
(1992) and Ocho (1992) that among other things, lack of stability, continuity, work tools as well as lack of
understanding of the policies and political will are responsible for the failure of educational reforms. The
variable on hasty implementation also agree with earlier report of Wokocha (2006), Omokhodion (2007) and
Omloewa (2007) when
they cautioned against the hasty nature education reforms had taken as well as noting that the engagement of
consultants to that effect whose credentials in relation to the education discipline are suspicious and complete
disregard to the laws establishing some Federal institution in Nigeria.
5. Conclusion
The primary purpose of this study was to identify factors inhibiting the implantation of educational reforms in
Nigeria with particular reference to the Niger Delta Region. The study revealed a higher mean score for state
University staff agreeing to the assertion that certain factor inhibits the smooth and successful implementation of
reforms in the country. That notwithstanding, there is need for all hands to be on deck as to review and
implement the existing reforms concerning the tertiary education sector to ensure sustain ability of the
institutions. For reforms all such issues that breed unrest and delay in institutions’ infrastructure ensure
collaborative and consultation-based approach to reform as well as ensure accelerated facility upgrading which
can place graduating students among equals and to compete favorably and effectively in the 21st
century
knowledge-driven and knowledge-based global economy.
6. Recommendations
In line with the findings of this study, the researchers herby make the following recommendations:
1. In as much as the decisions by Government to review existing education reforms are welcome, there is
the need to review the reforms based on the act that are adopted with recourse to existing laws and legislation.
2. Prior to adoption and implementation of any reform whatsoever, each of the educational sub-sectors be
given and allowed a reasonable spate of time and contributions that will enable them upgrade their infrastructure,
provide adequate funding and sustainable staff development programmes in meeting the 21st
educational
challenges at hand rather than compound their problem by merging them abruptly and through imposed policies.
3. The researchers would also like to see that the Government and its agencies provide ample opportunity
for it to have wide consultation with experts in the field of education and other stake holders to arrive at adequate
consensus the modus operandus before implementation of reforms.
4. For reforms particularly in the tertiary education sector to be sustainable and enduring, there is need to
address all such issues that breed unrest and delay in institutions infrastructure, provide adequate funding and
sustainable staff development programmes in meeting the 21st
educational challenges at hand, rather than
compound their problem by merging them abruptly through imposed policies.
5. Journal of Law, Policy and Globalization www.iiste.org
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5 The researchers would also recommend that the government and its agencies should provide ample
opportunity for it to have wide consultation with experts inthe field of education and other stakeholders to arrive
at reasonable consensus on the modus operandus before implementation of reforms
References
Ashby, E. (1960). Invest in education: The report of the commission on Post-School certificate and higher
education in Nigeria, Lagos: Federal Ministry of Education.
Babalola, J. B. (2007).Reform and development in Nigeria’s tertiary education: Focus on the Obasanjo’s
administration in access, equity and quality in higher education Lagos: NEAPA Publications.
Federal Republic of Nigeria (FRN, 2004): National policy on education, Lagos: NERDC Press
Haddad, W. D. (1994). The dynamics of education policy making. Washington DC: The World Bank.
Ocho, L. O. (1992). Social pressure as a factor of failure in educational policy implementation in Ndu. A et-al
(Ed). Educational policy and implementation in Nigeria, Akwa: NAEPA Publications.
OECD calls for broader access to post- secondary education and training. OECD, September 13, 2005.
Okwuchishu, A. U., & Maisamari, A. M (2007). The continuing professional development course for Teacher
trainers: Challenges, success, story and the way forward: Book of proceedings of national conference: Joyce
Publisher
Omokhodion, L. A. (2007). Reform the reforms. ThisDay Newspaper. 12(4463), p.18
Omolewa, M. (2007). Educational reform for what? Keynote Address at the meeting of Committee of Deans of
Education of Nigerian Universities, University of Lagos, Lagos.
Psaccharopoulus, G. (1990). Why educational policies can fail: An overview of selected African experiences,
Washington D.C.: World Bank. Discussion Paper No. 82. The World Bank.
Ubulom, W. J., Obuah, F. A., & Nwokocha, P. I. (2007). Effective school business management , Port Harcourt:
Celwil Publisher.
Ukeje, B. O. (1992). Problems of planning and implementation of educational policies in Nigeria. In Ndu .A .
(Ed.), Educational policy and implementation in Nigeria. Akwa: NAEB Publications.
Wokocha, A. M. (2007). Education and reform in Nigeria: The present Scenario: A presidential address
presented during the 25th
annual conference of the philosophies of Education Association of Nigeria (PEAN)
Delta State University Abraka, October 16th
-21st, 2007.
Table 1: Mean, Standard Deviation and Rank Order on factors that inhibit the successful
implementation of education reforms in the Niger Delta Region of Nigeria
N=376
Statement
Total
Response
Mean
(×)
S.D
σ
Ranking
Order
Remarks
The Nigerian based factors inhibiting the
implementation of educational reforms are that
Reforms
Experience poor commitment to implementation
which does not achieve the desire/intended effect.
1357.36 3.61 0.949
1st
Agree
Experience lack of public understanding,
involvement and support
1349.84 3.59 0.947
2nd
Agree
Do not match reality on the ground 1285.92 3.42 0.924 5th
Agree
Suffer from services inexperienced administrators/
unprogressive administrative tradition.
1327.28 3.53 0.939 4th
Agree
Lack provision of implementation resources 1248.32 3.32 0.911 7th
Agree
Suffer from politicking and weak political will 1225.76 3.26 0.902 9th
Agree
Lack of stability, continuity, working tools,
understanding by implementers
1342.32 3.57 0.945 3rd
Agree
Putting the cart before the horse synctome 1225.76 3.26 0.903 8th
Agree
Poor functional differential and weak data base 1222.00 3.25 0.901 10th
Agree
Suffer hasty implementation and engagement of
consultants with poor credentials in relation to
education discipline
1263.36 3.36 0.916 6th
Agree
6. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.14, 2013
36
Table 2: Summary table of t-test analysis showing responses of educators of federal and state universities
academic staffs in the Niger Delta Region of Nigeria on the factors inhibiting the implementation of educational
reforms
Group
Total
Response
Mean (X) Std. Dev. SE t-call t-crit
State Universities
(n= 92)
683.52 3.56 0.321
81.68 0.158*
+1.960
Federal Universities
(n=184)
677.12 3.68 0.342
N = 376 df = 374 P = 0.05 * = Significant
Dr. William J. Ubulom was born at Okoroboile Town in Andoni Local Government Area of Rivers State,
Nigeria on 5th March, 1961. He became a member of the Association of Business Educators of Nigeria in 2002,
a member of the Nigeria Institute of Management in 2001, Institute of Management Consultants in 2001 and a
member of the Nigeria Association of Educational Researchers and Evaluators in 2008. He attended the Rivers
State University of Science and Technology, Port Harcourt where he obtained his B.Sc. Degree in Business
Education in 1990. He also attended the University of Port Harcourt, Nigeria where he obtained his M.Ed.
Degree in Educational Measurement and Evaluation in 1997. Dr. Ubulom further attended the University of
Nigeria, Nsukka where he obtained his Ph.D. Degree in Science Education (Measurement and Evaluation Option)
in 2006.
Johnson Okubutimibi was born at Torugbeni Town in Delta State, Nigeria attended the Rivers State University
of Science and Technology, Port Harcourt where he obtained his B.Sc. and M.Ed. Degrees in Business
Education.
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