This document discusses the history and issues facing teacher training in Nigeria. It outlines the following key points:
- There are currently three tiers of teacher education in Nigeria, including Grade II teacher colleges, colleges of education offering NCE certificates, and university education degrees.
- Teacher training started with missionaries educating catechists and literate interpreters to teach, and has expanded over time with the establishment of more formal training institutions.
- However, teacher training colleges now face problems of lack of infrastructure, low salaries discouraging students, and a lack of emphasis on teaching as a profession. Reforms are needed to revitalize the colleges and make teaching a more attractive career.
Colleges of education graduates a panacea to middle level manpowerAlexander Decker
This document summarizes a study that investigated the role of graduates from colleges of education in supplying teachers in Nigerian schools. The study found that stakeholders such as school heads, education ministry officials, and private school owners strongly preferred hiring college of education graduates over other teachers. College graduates were seen as more disciplined and dedicated. Their job performance, especially their pedagogical skills, was viewed as outstanding. The document recommends expanding college facilities, extending teacher training programs, and periodically updating college curricula to further strengthen the role of colleges of education in developing quality teachers for Nigeria's education system.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
This document outlines the TamilNadu Educational Rules which apply to all recognized schools in the state. It defines key terms like "Director", "Inspecting Officer", and "Head of the Institution". It classifies educational institutions as public or private and further divides public institutions into those under government/local body management and those under private management which may receive government aid. The document also describes the different types and levels of schools including nursery/primary, middle, secondary, higher secondary, and special schools. It specifies that no religious instruction shall be provided in schools receiving government funds.
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
Comparison of Educational system of Pakistan and IndonesiaZainab Imran
This document provides a comparison of the educational systems of Pakistan and Indonesia. It outlines key facts about each country's independence, geography, demography, culture, and educational hierarchy. Regarding education, it describes the structure of primary, secondary, higher and vocational education in both countries. It also discusses examination systems and identifies flaws in each country's educational system such as quality issues, funding gaps, and regional/gender disparities. Recommendations are made to improve Pakistan's educational system by increasing funding and ensuring free compulsory education for all children as mandated by the constitution.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
Colleges of education graduates a panacea to middle level manpowerAlexander Decker
This document summarizes a study that investigated the role of graduates from colleges of education in supplying teachers in Nigerian schools. The study found that stakeholders such as school heads, education ministry officials, and private school owners strongly preferred hiring college of education graduates over other teachers. College graduates were seen as more disciplined and dedicated. Their job performance, especially their pedagogical skills, was viewed as outstanding. The document recommends expanding college facilities, extending teacher training programs, and periodically updating college curricula to further strengthen the role of colleges of education in developing quality teachers for Nigeria's education system.
The education system in Singapore has developed over time based on the British system and emphasizes testing and excellence in subjects like science and math. It comprises primary school (6 years), secondary school (4-5 years), and post-secondary options like the polytechnic (3 years), junior college (2 years), or institute of technical education (2 years). The goals of the Singapore education system are to develop thinking skills, creativity, lifelong learning, excellence, social conscience, and leadership. It aims to provide students with well-rounded development in areas like character, skills, knowledge application, and an appreciation for Singapore.
This document outlines the TamilNadu Educational Rules which apply to all recognized schools in the state. It defines key terms like "Director", "Inspecting Officer", and "Head of the Institution". It classifies educational institutions as public or private and further divides public institutions into those under government/local body management and those under private management which may receive government aid. The document also describes the different types and levels of schools including nursery/primary, middle, secondary, higher secondary, and special schools. It specifies that no religious instruction shall be provided in schools receiving government funds.
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
Comparison of Educational system of Pakistan and IndonesiaZainab Imran
This document provides a comparison of the educational systems of Pakistan and Indonesia. It outlines key facts about each country's independence, geography, demography, culture, and educational hierarchy. Regarding education, it describes the structure of primary, secondary, higher and vocational education in both countries. It also discusses examination systems and identifies flaws in each country's educational system such as quality issues, funding gaps, and regional/gender disparities. Recommendations are made to improve Pakistan's educational system by increasing funding and ensuring free compulsory education for all children as mandated by the constitution.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
The document summarizes education in Pakistan. It defines education according to the Pakistani constitution as providing free and compulsory secondary education. It outlines the country's literacy rates, types of educational institutions, and challenges facing the education system. The national education plan aims to achieve universal primary and secondary education through improving governance, teacher quality, access to schools, and increasing education funding and private sector involvement. Future plans include partnerships among families, communities and the state to provide free education, textbooks and scholarships to improve access to education across Pakistan.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
This document provides an overview of the educational systems in Japan and America. It discusses the key aspects of Japan's educational system from kindergarten through university, including curriculum, facilities, administration/staff, classroom management, and daily schedules. The educational system in Japan is highly standardized and demands a rigorous curriculum. It emphasizes teacher quality, equitable access to education, and strong school-home communication. Studying different countries' educational systems can provide ideas for how to improve one's own teaching practices and better prepare students for a globalized world.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
1) English is the main language of instruction in Singapore's education system, which aims to provide students with skills for the workforce and national integration.
2) Singapore's education system includes preschool, primary school, secondary school, and pre-university levels, with an emphasis on mastery of both English and mother tongue languages.
3) At the preschool level, playgroups and kindergarten provide early education, followed by six years of primary school and either four years of secondary school leading to the O-Levels or five years leading to the N-Levels. Students can then choose to attend a junior college in preparation for the A-Levels and university.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
1) The document compares the education systems of Japan and Malaysia, outlining details on their histories, demographics, economies, performance on PISA, education structures, funding, and goals.
2) Key differences highlighted include Japan having a higher GDP per capita and outperforming Malaysia on PISA, while Malaysia has a younger population distribution.
3) Both countries aim to improve access, quality, and equity in education according to their long-term visions.
Singapore has a strong education system focused on academic achievement. Education is compulsory from primary school through secondary school. The primary languages of instruction are English and mother tongue (Chinese, Malay, or Tamil). There are programs for gifted students as well as support for students needing extra help. After secondary school, students can attend junior college, polytechnic, or vocational schools in preparation for university. While inclusive education is not mandatory, there are special schools and programs for students with special needs.
Sri lanka vs pakistan education system with documentarieshinahaneef41
This document compares the education systems of Pakistan and Sri Lanka. It outlines the levels and organization of education in both countries. Some key points:
- Pakistan's education is overseen by the Ministry of Education, while Sri Lanka's is centralized under a single Ministry of Education.
- Literacy rates are much higher in Sri Lanka at 98.1% compared to Pakistan.
- Both countries face challenges like inadequate funding, outdated curriculums, and lack of resources that hamper improving their education standards.
- Reforms are needed like increasing investments, improving teacher training, updating course content and structures, and ensuring resources like libraries and technology are available.
The document discusses Pakistan's education system. It provides definitions of education and outlines the importance of education in Islam. It then describes Pakistan's education system, which is overseen by the Ministry of Education and delivered through primary, middle, secondary, higher secondary and university programs. The constitution mandates free and compulsory secondary education. However, Pakistan has a low literacy rate due to issues like low education funding, poverty, untrained teachers, corruption and management problems. Improving the education system requires addressing these issues, improving teacher training, increasing education funding, ensuring access to schools, and promoting technical/vocational education.
Singapore has a highly developed education system focused on developing students holistically through a broad-based curriculum. The system aims to provide students with strong foundations in core subjects like English, math, and sciences, while also developing life skills. At the primary level, students take subjects like English, math, sciences, and moral education, and must pass the PSLE to advance to secondary school. At the secondary level, students are placed in tracks matching their abilities, taking core subjects and electives to prepare for the GCE N or O level exams or an international baccalaureate. The curriculum is regularly reviewed to ensure students develop 21st century skills and a global outlook through subjects like foreign languages and entrepreneurship.
Education system of japan। Comparison with Bangladesh। Key factors of educati...MUHAMMAD FERDAUS
This is a selected presentation topic of M. Ed. program in IER, DU. We presented it as a group work. this group work are jointly published with Mahathir and Raihan. Other group Members are helping us.
We try to present running scenario of education system of Japan.
The document discusses Singapore's bilingual education policy, which aims to establish English as the main language of instruction while maintaining the mother tongues of the major ethnic groups - Mandarin, Malay, and Tamil. The policy is intended to develop students' language skills and cultural heritage. It requires all students to learn English as well as their designated mother tongue. The policy has been largely successful, with Singaporean students demonstrating strong English abilities and high academic achievement on international assessments. However, some minority groups struggle more with adopting English as the home language.
Pakistan and malaysia education systemsobia sultan
The document compares the educational systems of Pakistan and Malaysia. It provides background information on each country and outlines their objectives, curriculum, teaching methodologies, administration/finances, language policies, teacher education, and educational structures. Key factors that influence education are also discussed, including geography, economy, race, society, and religion. Overall, the document comprehensively examines and contrasts several aspects of the primary, secondary, and higher education systems between Pakistan and Malaysia.
Singapore's education system comprises 6 years of primary education followed by 4 years of secondary education. At the primary level, students learn core subjects like English, math, and mother tongue languages as well as other subjects. They take the PSLE at the end of primary 6. Secondary education offers a combination of core and elective subjects, with options to learn foreign languages. Students take one of four courses (Special/Express, Normal Academic, Normal Technical, Integrated Programme) tailored to their abilities. National exams are taken at the end of secondary education. The curriculum focuses on literacy, numeracy, sciences, and humanities, and aims to provide students with a broad education and skills for the future.
The document outlines Pakistan's education system and some key issues facing it. The education system has five levels from primary to university. It is the state's responsibility to provide free education to ages 5-16, and English medium instruction is being expanded nationwide. However, Pakistan faces challenges like low public investment, lack of funding, administrative issues, and socioeconomic factors that have led to poor performance. The goal is 100% primary enrollment by 2015.
The document discusses and compares aspects of Singapore and Pakistan such as their geography, religions, economic challenges, and political ideologies like socialism and nationalism. Singapore is described as a small island city-state located off the southern tip of the Malay Peninsula between Malaysia and Indonesia, while Pakistan has a varied landscape ranging from plains to deserts and mountains. The religions discussed for each country are also outlined.
The changing trends in the development of teacher education in kenyaAlexander Decker
This document discusses the changing trends in teacher education in Kenya and the role of the Teachers Service Commission (TSC). It traces the historical development of teacher education from missionary schools to the current levels - early childhood, primary, diploma, and graduate. The TSC was established in 1967 and has transformed over time from a staffing unit to regulating teacher education and employment standards. The TSC now sets academic requirements for teacher training programs and only employs teachers that meet these standards, helping to improve quality. While universities still determine their own admissions, the TSC only hires graduates that meet its criteria around subject knowledge and grades. The role of the TSC in developing and enforcing standards for teacher education and employment in Kenya is examined.
The Evaluation of Teaching Practice from the Perspective of Cooperating Teachersijtsrd
Teacher education is the bedrock of the quality of the educational system of every country. For this quality to be realized, it is important to constantly monitor the stages theoretical, teaching practice, research project involved in teacher education. This study sought to investigate the effectiveness of the teaching practice stage of the teacher education programme in the University of Buea from the perspective of cooperating teachers. More specifically, the study sought to determine from the perceptions of cooperating teachers on whether student teachers command a mastery of the subjects they teach. The research methodology used was a survey of the opinions of 194 cooperating teachers selected through the simple random sampling technique. The subjects completed a self-response questionnaire made up of open and closed-ended items. Data analysis was done using the Statistical Package for the Social Sciences to obtain frequencies, simple percentages, mean scores, and standard deviations were used. The results obtained revealed that participants were divided in their opinions ON the objective that guided the study. Based on these findings, recommendations were made to guide relevant practice, policy and research. Ambei Moses Chu "The Evaluation of Teaching Practice from the Perspective of Cooperating Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20290.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20290/the-evaluation-of-teaching-practice-from-the-perspective-of-cooperating-teachers/ambei-moses-chu
The document summarizes education in Pakistan. It defines education according to the Pakistani constitution as providing free and compulsory secondary education. It outlines the country's literacy rates, types of educational institutions, and challenges facing the education system. The national education plan aims to achieve universal primary and secondary education through improving governance, teacher quality, access to schools, and increasing education funding and private sector involvement. Future plans include partnerships among families, communities and the state to provide free education, textbooks and scholarships to improve access to education across Pakistan.
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
This document provides an overview of the educational systems in Japan and America. It discusses the key aspects of Japan's educational system from kindergarten through university, including curriculum, facilities, administration/staff, classroom management, and daily schedules. The educational system in Japan is highly standardized and demands a rigorous curriculum. It emphasizes teacher quality, equitable access to education, and strong school-home communication. Studying different countries' educational systems can provide ideas for how to improve one's own teaching practices and better prepare students for a globalized world.
The Indian education system has undergone significant reforms over the past 60 years. It has shifted from a traditional Gurukul system of oral learning to a modern system influenced by the British. After independence in 1947, the government established more oversight and made education a joint responsibility between states and the central government. Recent reforms have focused on improving access to education, developing creative skills over rote learning, and addressing issues like ragging in colleges. However, challenges remain around developing personality and creativity, reducing emphasis on exams, and increasing overall education expenditure.
1) English is the main language of instruction in Singapore's education system, which aims to provide students with skills for the workforce and national integration.
2) Singapore's education system includes preschool, primary school, secondary school, and pre-university levels, with an emphasis on mastery of both English and mother tongue languages.
3) At the preschool level, playgroups and kindergarten provide early education, followed by six years of primary school and either four years of secondary school leading to the O-Levels or five years leading to the N-Levels. Students can then choose to attend a junior college in preparation for the A-Levels and university.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
1) The document compares the education systems of Japan and Malaysia, outlining details on their histories, demographics, economies, performance on PISA, education structures, funding, and goals.
2) Key differences highlighted include Japan having a higher GDP per capita and outperforming Malaysia on PISA, while Malaysia has a younger population distribution.
3) Both countries aim to improve access, quality, and equity in education according to their long-term visions.
Singapore has a strong education system focused on academic achievement. Education is compulsory from primary school through secondary school. The primary languages of instruction are English and mother tongue (Chinese, Malay, or Tamil). There are programs for gifted students as well as support for students needing extra help. After secondary school, students can attend junior college, polytechnic, or vocational schools in preparation for university. While inclusive education is not mandatory, there are special schools and programs for students with special needs.
Sri lanka vs pakistan education system with documentarieshinahaneef41
This document compares the education systems of Pakistan and Sri Lanka. It outlines the levels and organization of education in both countries. Some key points:
- Pakistan's education is overseen by the Ministry of Education, while Sri Lanka's is centralized under a single Ministry of Education.
- Literacy rates are much higher in Sri Lanka at 98.1% compared to Pakistan.
- Both countries face challenges like inadequate funding, outdated curriculums, and lack of resources that hamper improving their education standards.
- Reforms are needed like increasing investments, improving teacher training, updating course content and structures, and ensuring resources like libraries and technology are available.
The document discusses Pakistan's education system. It provides definitions of education and outlines the importance of education in Islam. It then describes Pakistan's education system, which is overseen by the Ministry of Education and delivered through primary, middle, secondary, higher secondary and university programs. The constitution mandates free and compulsory secondary education. However, Pakistan has a low literacy rate due to issues like low education funding, poverty, untrained teachers, corruption and management problems. Improving the education system requires addressing these issues, improving teacher training, increasing education funding, ensuring access to schools, and promoting technical/vocational education.
Singapore has a highly developed education system focused on developing students holistically through a broad-based curriculum. The system aims to provide students with strong foundations in core subjects like English, math, and sciences, while also developing life skills. At the primary level, students take subjects like English, math, sciences, and moral education, and must pass the PSLE to advance to secondary school. At the secondary level, students are placed in tracks matching their abilities, taking core subjects and electives to prepare for the GCE N or O level exams or an international baccalaureate. The curriculum is regularly reviewed to ensure students develop 21st century skills and a global outlook through subjects like foreign languages and entrepreneurship.
Education system of japan। Comparison with Bangladesh। Key factors of educati...MUHAMMAD FERDAUS
This is a selected presentation topic of M. Ed. program in IER, DU. We presented it as a group work. this group work are jointly published with Mahathir and Raihan. Other group Members are helping us.
We try to present running scenario of education system of Japan.
The document discusses Singapore's bilingual education policy, which aims to establish English as the main language of instruction while maintaining the mother tongues of the major ethnic groups - Mandarin, Malay, and Tamil. The policy is intended to develop students' language skills and cultural heritage. It requires all students to learn English as well as their designated mother tongue. The policy has been largely successful, with Singaporean students demonstrating strong English abilities and high academic achievement on international assessments. However, some minority groups struggle more with adopting English as the home language.
Pakistan and malaysia education systemsobia sultan
The document compares the educational systems of Pakistan and Malaysia. It provides background information on each country and outlines their objectives, curriculum, teaching methodologies, administration/finances, language policies, teacher education, and educational structures. Key factors that influence education are also discussed, including geography, economy, race, society, and religion. Overall, the document comprehensively examines and contrasts several aspects of the primary, secondary, and higher education systems between Pakistan and Malaysia.
Singapore's education system comprises 6 years of primary education followed by 4 years of secondary education. At the primary level, students learn core subjects like English, math, and mother tongue languages as well as other subjects. They take the PSLE at the end of primary 6. Secondary education offers a combination of core and elective subjects, with options to learn foreign languages. Students take one of four courses (Special/Express, Normal Academic, Normal Technical, Integrated Programme) tailored to their abilities. National exams are taken at the end of secondary education. The curriculum focuses on literacy, numeracy, sciences, and humanities, and aims to provide students with a broad education and skills for the future.
The document outlines Pakistan's education system and some key issues facing it. The education system has five levels from primary to university. It is the state's responsibility to provide free education to ages 5-16, and English medium instruction is being expanded nationwide. However, Pakistan faces challenges like low public investment, lack of funding, administrative issues, and socioeconomic factors that have led to poor performance. The goal is 100% primary enrollment by 2015.
The document discusses and compares aspects of Singapore and Pakistan such as their geography, religions, economic challenges, and political ideologies like socialism and nationalism. Singapore is described as a small island city-state located off the southern tip of the Malay Peninsula between Malaysia and Indonesia, while Pakistan has a varied landscape ranging from plains to deserts and mountains. The religions discussed for each country are also outlined.
The changing trends in the development of teacher education in kenyaAlexander Decker
This document discusses the changing trends in teacher education in Kenya and the role of the Teachers Service Commission (TSC). It traces the historical development of teacher education from missionary schools to the current levels - early childhood, primary, diploma, and graduate. The TSC was established in 1967 and has transformed over time from a staffing unit to regulating teacher education and employment standards. The TSC now sets academic requirements for teacher training programs and only employs teachers that meet these standards, helping to improve quality. While universities still determine their own admissions, the TSC only hires graduates that meet its criteria around subject knowledge and grades. The role of the TSC in developing and enforcing standards for teacher education and employment in Kenya is examined.
The Evaluation of Teaching Practice from the Perspective of Cooperating Teachersijtsrd
Teacher education is the bedrock of the quality of the educational system of every country. For this quality to be realized, it is important to constantly monitor the stages theoretical, teaching practice, research project involved in teacher education. This study sought to investigate the effectiveness of the teaching practice stage of the teacher education programme in the University of Buea from the perspective of cooperating teachers. More specifically, the study sought to determine from the perceptions of cooperating teachers on whether student teachers command a mastery of the subjects they teach. The research methodology used was a survey of the opinions of 194 cooperating teachers selected through the simple random sampling technique. The subjects completed a self-response questionnaire made up of open and closed-ended items. Data analysis was done using the Statistical Package for the Social Sciences to obtain frequencies, simple percentages, mean scores, and standard deviations were used. The results obtained revealed that participants were divided in their opinions ON the objective that guided the study. Based on these findings, recommendations were made to guide relevant practice, policy and research. Ambei Moses Chu "The Evaluation of Teaching Practice from the Perspective of Cooperating Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20290.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20290/the-evaluation-of-teaching-practice-from-the-perspective-of-cooperating-teachers/ambei-moses-chu
This document discusses open education and teacher education in Nigeria. It defines open education as providing free and inclusive access to education without barriers. The evolution of teacher education in Nigeria is described, from early missionary efforts to the establishment of institutions like the National Open University of Nigeria. Teacher education aims to impart knowledge, skills, and attitudes to learners. For sustainable human development, teachers must continuously upgrade their skills and knowledge through opportunities provided by open education. Recommendations include improving teacher conditions, requiring continuous professional development, and establishing open education programs to strengthen higher education teaching.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
6. challanges in elementary education in pakistanZahid Mehmood
Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
1 Definition And Conceptual Framework Of Teacher EducationDeja Lewis
Teacher education is the theoretical and conceptual framework that guides how teacher training programs are planned and organized. It is based on core values like commitment, holism, experience, collaboration, and knowledge. The objectives of teacher education are to help teachers better understand students, build confidence, learn teaching methodologies, stay updated on the latest in education, become familiar with school organization, develop social insight, and improve education standards. National education policies in countries like the US, UK, and Singapore emphasize the importance of teacher training and establishing standards and requirements for obtaining qualified teacher status.
The document discusses the history and development of teacher education in India. It describes teacher education from ancient times during the Upanishadic and Buddhist periods, through the medieval period under Muslim rule, and in the modern period under British rule. It notes that teachers have historically enjoyed high status and respect in Indian society. It outlines key developments in teacher education such as the establishment of training institutions by European missionaries in the late 18th century, recommendations from the Wood's Despatch of 1854 and the Hunter Commission of 1882 to professionalize teaching through training and certification.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
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11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. A survey of 691 lecturers found that they rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. It was recommended that more time be allotted to teaching practice and re-training programs be organized for lecturers on best practices in the internship aspect of teacher education.
11.lecturers assessment of teaching practice exercise in nigerian universitiesAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice in Nigerian universities. It finds that lecturers rated the quality of teaching practice as fairly above average. Experience and job status were found to significantly influence lecturers' assessments, while gender had no influence. The document recommends allotting more time to teaching practice and organizing retraining programs for lecturers on best practices in the internship aspect of teacher education.
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1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Implications of the Unavailability of Resources on the Implementation of New ...ijtsrd
This study intended to examine the unavailability of resources on the Implementation of the New Teacher Training Curriculum in South West Region of Cameroon. Questionnaires and focus group discussions were used in collecting data. Questionnaires were completed by 180 teacher trainers drawn from 5 Teacher Training colleges in three divisions. There were two focus groups. The random and purposive sampling techniques were employed in selecting the divisions and the schools. Data collected from the field were analyzed using descriptive and inferential statistics. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. The Pearson Product Moment Correlation Coefficient Value r was used to test the hypotheses. The findings revealed that, majority of respondents were in the opinion that resources were rarely or unavailable. The teacher trainers outlined some of the effects and constraints they encountered in the course of implementing the new curriculum. One main recommendation is that, the ministry of secondary education, educators and facilitators of teacher training colleges should ensure that teacher trainers are taught and trained on the new pedagogic practices that are introduced in the course of implementation of a curriculum before implementation begins. They should also ensure that resources are adequately available. Considering the limitations of the study, the researcher made recommendations for more research by employing a multi dimension in extending to other regions and even carrying out a comparative study between public and private teacher training institutions. Ediage Grace Melioge "Implications of the Unavailability of Resources on the Implementation of New Curriculums in Teacher Training Colleges in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38454.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38454/implications-of-the-unavailability-of-resources-on-the-implementation-of-new-curriculums-in-teacher-training-colleges-in-the-south-west-region-of-cameroon/ediage-grace-melioge
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Revitalizing teacher training colleges in nigeria. issues and challenges
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
149
Revitalizing Teacher Training Colleges in Nigeria. Issues and
Challenges
Oladunjoye Patrick (Ph.D)
Niger Delta University,Educational Foundations Department, Wilberforce Island,Bayelsa State
meetpatola@yahoo.com.
Omenu Felix ( Phd)
Niger Delta University,Educational Foundations Department, Wilberforce Island,Bayelsa State
Abstract
This study is concerned with methods of revitalizing teacher training colleges in Nigeria. Three research
questions guided the study. A questionnaire on ‘Revitalizing Teacher Training Colleges’ (RTTC) was used to
collect data which was analysed using the simple descriptive statistics. The instrument was administered to 1,244
respondents, which include 480 university lecturers, 782 teachers in the colleges of education and 84 Teachers’
Grade Two holders. The result shows that a greater percentage of the respondents are of the opinion that the
Teachers Grade Two Programme should be revived and revitatised. The colleges of education are not attractive
enough to meet up with the manpower needs in Nigeria. The university students are not concentised to look at
teaching as a noble profession. Several recommendations were made such as the provision of adequate
infrastructures, payment of allowances and special incentives to deserving students. Revitalizing the teacher
training colleges to be attractive to all students.
Introduction
When Western education was introduced in Nigeria by the missionaries, there was the need to train the
teachers to handle this all important aspect of knowledge dissemination. Okafor (2008) described teacher
education as that form of education which is properly planned and systematically tailored and applied for the
cultivation of those who teach or will teach in primary or post primary levels of schooling. It is the academic
curricular designed solely for professional preparation of teachers, school administrators and supervisors as well
as school guidance counsllors. The teacher therefore is the main plant in any educational enterprise.
The purpose of teacher education are clearly stated in the National Policy on Education (2004):
- To produce highly motivated, conscientious and efficient classroom teachers for all levels of the
education system.
- To encourage further the spirit of enquiry and creativity in teachers.
- To help teachers to fit into the social life of the community and society at large and to enchance
their commitment to national objectives.
- To provide teachers with the intellectual and professional background adequate for their
assignment and to make them adequate to any changing situation not only in the life of their country, but in the
wider world.
- To enhance teachers commitment to the teaching profession.
In Nigeria today, these are the three tiers system of teacher education in Nigeria.
1. The Grade II Teachers Colleges,
2. The three years post secondary school education course organized in the Colleges of Education or
erstwhile Advanced Teacher’ Colleges leading to the award of Nigeria Certificate of Education (NCE).
3. The University degree in Education (B.D. (ed) B.Sc (ed) or B.ed).
However, the National Policy on Education (2004) recognized the following existing institutions as
where teachers are to trained professionally in Nigeria. They include:
1. Grade II Teachers Colleges
2. Advance Teachers’ Colleges
3. Colleges of Education
4. Institutes of Education
5. National Teachers’ Institute
6. Teachers’ Centre
7. Faculties of Education in the Universities.
The history of teacher education in Nigeria could be described as a chequessed one (Isyaku 2003). It all
started with the introduction of formal education by Mission Voluntary Agencies. There was no formal training
for the early teachers. They started as catechists performing many functions, such as; teaching, catechism, or
giving religions instructions to children. Same of the enthusiastic converts became literate and were utilized as
interpreters and were given some classes to teach at the Sunday school. These literate interpreters and catechists
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
150
were however encouraged to complete their elementary education. The graduates of the elementary schools
known as standard IV were recruited to teach in the elementary schools. Even some intelligent pupils in standard
V and VI were also used teach in the infant classes. They were classified as school master, assistant teacher and
pupil teacher.
A lot of problems faced teacher education and production then. Aleyideino (2000) explained that the
dearth of teacher training institutions (as Hope Waddel Training Institute, Calabar had to admit students from all
over West Africa). Professional examinations were not standardized even as training institutions stressed quality.
There was absence of broad-based secular education policy for the entire colonial territory of Nigeria. There was
no data-base for the estimated needs from the schools.
Isyaku (2003) noted that in the Southern Nigeria, there was a collaborative pattern of teacher production
between the missions and the government. In 1896, the first teacher training college was established as St.
Andrews College, Oyo. This gave an improvement to the quality of teachers who were hitherto standard six
certificate holders. Grade III teachers were then being produced. With time, many teachers training colleges
were established and were awarding teachers Grade II Certificates which eventually made Grade III obsolete.
Baptist Training College, Ogbomosho in 1897, St. Paul’s Training College, Awka in 1904, Oron Training
Institute Oron in 1905, Wesleyan Training Institute, Ibadan in 1928, and St. Charles Training College, Onitsha in
1929 (Ogunsaju 2003). The government was directly involved in the funding and managing of teachers colleges
in the Northern Nigeria at this time. The Teachers Training College Katsina and Toro Teachers’ Training
College, Toro are clear examples. The elementary school graduates became pioneers of the Grade III teachers’
certificate. The Grade III teachers were eligible to enroll for a two year Grade II certificate programme which
qualifies them to teach up to standard VI or primary six (Ogunsaju 2003). The Grade I teachers required the
passing of written examination and teaching practice administered by the Federal Department of Education. The
Grade II teachers are those who have passed beyond Grade II teachers’ certificate with two subjects at the
Advance level together with teaching practice.
The pivotal teachers are people or teachers holding Grade II teachers certificate with additional passes
in three subjects at the school certificate G.C.E. ordinary level. There was the need to upgrade the status of
teachers. The Yaha Higher College was established to serve as the most notable academic and training institution
for the production of intermediate manpower needs for engineering, medicine, and the training of teachers for
the secondary schools. The Ashby Commission’s report (FRN 1960) recommended massive expansion of
“intermediate education” of teachers aimed at upgrading the existing teaching force in the primary schools and
the supply of trained teachers for the expansion of secondary education (Isyaku 2003). This report however gave
birth to the first four Advanced Teachers Colleges by the early 60’s to produce holders of the Nigeria certificate.
In Education NCE/ a non-degree but highly qualitative professional diploma in education. This was the outcome
of government’s reaction to the Ashby Commission. The Advanced Teachers’ Colleges thus became the
progenitors of the current colleges of Education (COES). The original concept of their NCE programme was to
strengthen the teaching force at both the primary and secondary levels.
Still in line with the Ashby Commission’s report, in 1961, the new degree programme was started at the
University of Nigeria, Nsukka. By 1964, the first batch of education graduates holding the B.A or B.Sc
education came out of the university. In 1962, the University of Ibadan started B.Ed degree programme in
Education. Ahmadu Bello University, Zaria, University of Lagos and Obatemi Awolowo University, Ife
established the B.A./B.Sc Education degrees. Other graduates intending to become professional teachers do take
a one-year past Graduate Diploma (PGDE) in education.
Teacher education has become an issue in development of human capital in Nigeria. A team of experts
were drawn from a wide range of interest groups within Nigeria, to assess and re-assess the education industry in
Nigeria. The policy document widely acclaimed as the National Policy on Education Stated clearly that no nation
can rise above the quality of its teachers and so teacher education would continue to be given major emphasis in
all educational planning and development.
The policy document accepts the minimum qualification for entry into the teaching profession to be the
Nigeria Certificate in Education (NCE). Since this policy statement came into being, the Colleges of Education
in Nigeria have received a boost to improve upon their curriculum and design it in line with the challenges facing
the primary and secondary education in Nigeria.
Most of the Teacher’s Grade II Colleges received the touch of the missionaries, the early teachers,
infrastructures, books, etc were provided by the missionaries. The government owned colleges were properly
monitored and managed. Adesina (2004) noted that the Teachers Grade Two programme was well designed to
cater for the primary education of every average Nigerian child. The curriculum was well designed and the
trainees were also enthusiastic. A Grade Two teacher then was often full of pride and sense of achievement. He
is a professional, public letters writer, and the eye of the community. Teachers were alive to their duties.
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
151
Improvisation and team work especially during Physical Training classes in the open field was the pride of most
parents.
The NCE programme took over the Teacher’s Grade Two Colleges, Obalayo (2004) stated that the
NCE programme is filled with students who never initially wanted to be teachers, but because of lack of
admission to the university, they decided to opt for the colleges of education with the hope of getting direct
admission into the university after three years. So, the students are not prepared to take teaching as a profession
but just to obtain the certificate as a sure way to the university, Ogunlowo (2003) noted that there is low
commitment to duty and the curriculum is so broad that it does not address the needs of the primary school child.
Osbinowo (2001) observed that the graduates of education from the various universities take to teaching as the
last resort.
To make teacher education to be an interesting venture, there is the need to revitalize the Teacher
Training Colleges in terms of making the college attractive to would-be-teachers. The Teacher Training College
is expected to be like any training institute with all the necessary training gadgets and well qualified instructors.
A soldier that has undergone the necessary military training comes out better refined and determined. Ojo (2003)
stated that if the teacher training colleges are not attractive, the products will not be proud of it.
Objective
The primary objective of this study is to determine the ways in which the Teacher Training Colleges
can be revitalized such that the products from such schools will be proud of their alma-master and the profession.
The study intends to answer the following questions.
1. Is the Grade Two Teachers College still necessary in the present day Nigeria?
2. Are the colleges of education attractive enough in meeting up with the manpower needs of the present
Nigeria?
3. Are the students in the faculties of education concentised to appreciate teaching as a profession?
Methodology
The population of this study comprised all the teacher training colleges in the federal republic of
Nigeria. Using the stratified sampling method, 1,244 teachers were randomly selected from the various teacher
training colleges in Nigeria. 782 teachers in the colleges of education, 84, teachers in the TC II, programmes
(NTI) and 480 lecturers in the faculties of education were randomly selected.
A questionnaire titled “Revitalising Teacher Training Colleges” was drawn by the researcher. This was
validated by experts in school administration. The instrument was further tested for reliability using the test-
retest method. The reliability co-efficient was established at 0.87. This shows that the instrument is reliable. The
questionnaire were administered by the researcher with the help of ten research assistants. The questionnaire
were collected on the spot hence the 100% rate of return. The data were analysed using the simple descriptive
statistics.
Result
Research Question 1: Is the Grade Two Teachers College still necessary in the present day Nigeria?
This research question was answered with items 1-5 in the questionnaire.
Table 1: Necessity of the Teachers Grade Two Colleges
VN NN NVN Total
University Lecturers 370 (77.1%) 10(2.1%) 100(20.8%) 480
Colleges of Education Teachers 610(78.0%) 10(12.8%) 72(9.2%) 782
TC II holders 84(100%) - - 84
1244
(VN = Very Necessary, NN = Not Necessary, MVN = Not Very Necessary).
Table 1 shows that 77.1% of the University lecturers believe that the TC II colleges are still Very
Necessary while 78% of the teachers in the colleges of education also believed that the Teachers Grade Two
Colleges are very Necessary. However, 100% Teachers Grade TC holders are of the view that the Teachers
Grade Two Colleges are still Very Necessary.
Research Question 2: Are the Colleges of education attractive enough in meeting up with the manpower
needs of the present Nigeria?
Items 6-10 in the questionnaire answered the research question.
Table 2: Attractiveness of the Colleges of education in meeting up with manpower need.
VA NA NVA Total
University Lecturers 100 (20.9%) 320(66.7%) 60(12.4%) 480
Colleges of education teachers 42(5.4%) 700(89.5%) 40(5.1%) 782
TC II holders 2(2.4%) 80(95.2%) 2(2.4%) 84
(VA = Very attractive, NA = Not attractive, NVA = Not Very attractive).
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
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Table 2 shows that 66.7% of the university lecturers are of the view that the colleges of education are
not attractive enough to meet up with the manpower need in the country. This view was also supported by 89.5%
of the teachers in the colleges of education and 95.2% of the TC II, holders.
Research Question 3: Are the students in the faculties of education concentised to appreciate teaching as
a profession.
Items 11-15 of the questionnaire answered the research question.
Table 3: Extent of concentisation of university students.
C NC NVC Total
University Lecturers 70 (14.6%) 340(70.8%) 70(14.6%) 480
College of Education teachers 50(6.4%) 720(92.0%) 12(1.5%) 782
TC II holders 5(6.0%) 74(88.0%) 5(6.0%) 84
1244
(Concentised, NC = Mot Concentised, MVC = Mot Very Concentised)
The table shows that 70.8% of the university lecturers believe that university students in the faculty of
education are not properly concentised. This view was also supported by 92.0% of the colleges of education
teachers and 88.0% of the TC II holders.
Discussion
A greater percentage of the respondents believe that the Teacher’s Grade Two Colleges should be
revived and revitalized. Obalayo (2004) stated clearly that the bedrock of teacher education is the TC II,
programme. The curriculum are specially designed to face the challenges of the primary education in Nigeria.
The colleges of education are not attractive enough to entise students to go in for NCE programmes.
Ladoke (2003) observed that the campuses especially the privately owned colleges of education do not possess
any aesthetic quality to entise students. The old colleges of education apart from the Federal Colleges of
education still parade old and dilapidating structures. Apart from the fact that some students are only in the
college to be able get admission into the universities, there are no programmes organized by the school to
properly educate the students on the usefulness of the noble profession. Bursary and other incentives like
allowances for teaching practice are not paid. Hostel accommodation and power supply are epileptic. The
teachers are not adequate to meet the manpower need.
The university students are not concentised to love the profession. Special induction ceremonies by the
Teachers Registration Council are not often organized. Special programmes that will make education students to
be outstanding is not often organized. Students and lecturers in the optional courses often regard the education
students as being inferior. Oshinowo (2001) stated that most graduates of the faculties of education take to
teaching as the last resort.
Findings
The findings of the study are:
1. The TC II programme is essential for primary education in Nigeria.
2. The colleges of education are not attractive enough to meet with the manpower need of teachers in
Nigeria.
3. Students in the faculties of education are not concentised to embrace teaching as a noble profession.
Recommendations
The study therefore recommends that:
1. The Teacher Grade Two programme should be revived and revitalized by providing good
infrastructures, qualified teachers and special incentives to staff and students.
2. The colleges of education should be properly funded by the government and supervised by the
appropriate agencies.
3. Good infrastructures should be provided in the various colleges of education.
4. Programmes like special induction ceremonies, allowances and special inventive to be provided to
students in the various colleges of education.
5. Private colleges to be properly supervised and monitored by the ministry of education and National
Commission for colleges of education.
6. Teaching practice allowances be paid to all students.
7. Inter-college visitation to be encouraged by the various school administrators.
8. The university students to be given special allowances.
9. Teaching practices period to be reviewed and allowances paid to deserving students.
10. All teacher training colleges to be made attractive by the stakeholders.
References
Alayideino, S.C. (2000) Ensuring quality in teacher education, in Lassca et al(eds) Teacher Education: An
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
153
Imperative for national development, Kaduna: NCCE Publications.
Adesina, A. (2004) Principles of teaching, Ibadan, Spectrum Books Ltd.
Federal Government of Nigeria (2004) National Policy on Education, Abuja.
Ladoke, A. (2003) The teacher, Ilesha: Ilesami Press.
Isyaku, L. (2003) Teacher Education in the 21st
Century Nigeria: Vision and Action in Anikweze C.M. et al (eds),
Teacher Education in Nigeria, Abuja: NICE Publication.
Isyaku, K. (2003) Initial teachers training and globalization Imperatives for quality control and assurance, The
Nigerian Teacher 11(1) 120-124.
Okafor, F.C. (2008) Nigeria Teacher Education: A Search for new direction, Enugu, Fourth Dimension
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Ogunsaju, S. (2003) Education Supervision: Perspective and Practices in Nigeria Ile-Ife: University of Ife Press.
Obalayo, A.O. (2004) Teacher education in Nigeria, Lagos: Macmillian Publishers Ltd.
Ogunlowo, F. (2003) The School, Owerri, New African Publishing.
Oshinowo, S. (2001) Fundamentals of Teaching, Enugu, Fourth Dimension Publishers.
Ojo, A. (2003) Teacher education in Nigeria, Jos; Hill top publishers.
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