1) The document discusses teacher education and production in Nigeria, including the philosophy of education, courses offered, and demand for teachers.
2) It finds that while interest in education disciplines is growing, reaching over 5% of applicants in 2013, it remains too low compared to teaching needs.
3) Nigeria will need to recruit over 375,000 additional teachers by 2015 to meet goals for universal primary education, with over 200,000 for new teaching positions due to enrollment growth. The country faces a major challenge in training and recruiting sufficient teachers.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
An appraisal of the philosophy of nigerian education for sustainable liveliho...Alexander Decker
This document summarizes a study that assessed the philosophy of Nigerian education and its ability to support sustainable livelihoods from 2008-2012. Key findings include:
1) University teachers perceived that the contemporary socio-economic trends of Nigeria's education philosophy have not accelerated sustainable livelihoods, as reflected by their negative responses to survey questions.
2) Statistical analysis confirmed the philosophy of Nigerian education for sustainable livelihood is not significantly high, as the mean score for objectives was lower than the hypothesized mean.
3) A comparison of Nigeria to Malaysia and South Africa on basic needs provision like literacy, water access, and life expectancy showed Nigeria ranking last, indicating its philosophy has less impact on livelihoods.
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document summarizes key points from the Draft National Education Policy 2019 in India. It outlines a vision for an equitable and high quality education system that contributes to transforming India into a vibrant knowledge society. Some highlights include:
- Establishing early childhood education for all children aged 3-6 by 2025
- Ensuring foundational literacy and numeracy for all students by Grade 5 by 2025
- Achieving universal access to free and compulsory education for all children aged 3-18 by 2030
- Transforming curriculum, pedagogy and assessment by 2022 to encourage skills like critical thinking and problem solving
- Recruiting and training high quality teachers through merit-based processes and continuous professional development
Perspectives on the nep 2019 final slide deck 13 aug 2019Nooraine Fazal
India's Draft National Education Policy 2019 strikes several right notes & is long over due, given the last one was drafted well before India integrated into the global economy. But it also raises serious concerns on the desirability of its vision, suitability of the curriculum, feasibility in terms of the Nation's willingness to invest in quality education. In its final form it must advance a globally relevant framework that encourages Indian educationists & enables every Indian citizen to study at / teach in a school of their choice.
The Draft National Education Policy (NEP) 2019—released by the Modi Government shortly after winning the national election—will “change the educational landscape” of India, in the words of Dr K. Kasturirangan, Chairman of the Committee for the Draft NEP. It is aimed at “preparing our youth to meet the variety of present and future challenges”. Given just how critical it is for us to have a say, I would encourage everyone to send their feedback to https://innovate.mygov.in/nep_chapter/part-i-school-education/ by 15 Aug 2019. Where as the actual document runs into almost 500 pages, here's a quick overview on the likely impact of the NEP from the perspective of an edupreneur & a concerned citizen.
Happy reading & sharing your perspectives aimed at co-creating a better future for all of us
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.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
An appraisal of the philosophy of nigerian education for sustainable liveliho...Alexander Decker
This document summarizes a study that assessed the philosophy of Nigerian education and its ability to support sustainable livelihoods from 2008-2012. Key findings include:
1) University teachers perceived that the contemporary socio-economic trends of Nigeria's education philosophy have not accelerated sustainable livelihoods, as reflected by their negative responses to survey questions.
2) Statistical analysis confirmed the philosophy of Nigerian education for sustainable livelihood is not significantly high, as the mean score for objectives was lower than the hypothesized mean.
3) A comparison of Nigeria to Malaysia and South Africa on basic needs provision like literacy, water access, and life expectancy showed Nigeria ranking last, indicating its philosophy has less impact on livelihoods.
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document summarizes key points from the Draft National Education Policy 2019 in India. It outlines a vision for an equitable and high quality education system that contributes to transforming India into a vibrant knowledge society. Some highlights include:
- Establishing early childhood education for all children aged 3-6 by 2025
- Ensuring foundational literacy and numeracy for all students by Grade 5 by 2025
- Achieving universal access to free and compulsory education for all children aged 3-18 by 2030
- Transforming curriculum, pedagogy and assessment by 2022 to encourage skills like critical thinking and problem solving
- Recruiting and training high quality teachers through merit-based processes and continuous professional development
Perspectives on the nep 2019 final slide deck 13 aug 2019Nooraine Fazal
India's Draft National Education Policy 2019 strikes several right notes & is long over due, given the last one was drafted well before India integrated into the global economy. But it also raises serious concerns on the desirability of its vision, suitability of the curriculum, feasibility in terms of the Nation's willingness to invest in quality education. In its final form it must advance a globally relevant framework that encourages Indian educationists & enables every Indian citizen to study at / teach in a school of their choice.
The Draft National Education Policy (NEP) 2019—released by the Modi Government shortly after winning the national election—will “change the educational landscape” of India, in the words of Dr K. Kasturirangan, Chairman of the Committee for the Draft NEP. It is aimed at “preparing our youth to meet the variety of present and future challenges”. Given just how critical it is for us to have a say, I would encourage everyone to send their feedback to https://innovate.mygov.in/nep_chapter/part-i-school-education/ by 15 Aug 2019. Where as the actual document runs into almost 500 pages, here's a quick overview on the likely impact of the NEP from the perspective of an edupreneur & a concerned citizen.
Happy reading & sharing your perspectives aimed at co-creating a better future for all of us
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.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
New education-policy-2020 by - amit singh bhadoria(b.com 1 st year)AmitsinghBhadoria
The new National Education Policy aims to leverage India's demographic dividend by improving access to quality education from early childhood through higher education. Key provisions include:
1. Introducing vocational education from class 6 to expose more students to skills training and entrepreneurship opportunities.
2. Restructuring school curricula to focus on core concepts and reducing content overload.
3. Increasing access to higher education through a single regulator, common entrance exams, and online degree programs.
4. Pursuing multilingual education to promote cultural integration while empowering students through their mother tongues.
The document summarizes the key points of the Draft National Education Policy 2019 in India. It outlines the vision to create an education system that contributes to transforming India into an equitable and knowledgeable society. Some of the main goals include ensuring early childhood education for all, achieving foundational literacy and numeracy for all children by 2025, universal access to education till grade 12, restructuring the curriculum around a 5+3+3+4 design, improving teacher quality, and increasing investment in education.
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system
Education in India has a long history stretching back to ancient centers of learning like Taxila and Nalanda. The modern Indian education system was influenced by the British Raj, which established schools and universities. Today, education is controlled jointly by the central and state governments. India has made progress in increasing literacy and primary education attendance, but still faces challenges in quality and access to education, especially in rural areas.
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.
This document discusses proposals for reforming higher education in India outlined in the National Education Policy 2020. Some key points include:
1. Transforming higher education institutions into large multidisciplinary universities and colleges to overcome fragmentation and allow for holistic, multidisciplinary learning.
2. Shifting to more flexible, multidisciplinary undergraduate programs that integrate arts, humanities, sciences and develop well-rounded students.
3. Establishing model public universities called MERUs that provide world-class holistic and multidisciplinary education on par with top institutions.
The National Policy of Education 1986 aimed to reform the Indian education system. Its key goals included universalizing elementary education, emphasizing gender equality, and promoting scientific thinking. It proposed reorganizing education into early childhood, secondary, higher, technical and adult stages. It emphasized removing disparities, empowering women and marginalized groups, and improving teacher training and facilities. The policy focused on increasing literacy, improving curriculum and examinations, and making the education system more equitable, accessible and effective.
New Education Policy was launched on 29th July 2020 . Union cabinet approved the policy that aims to overhaul the country’s education system.
Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
Dr. S.vijaya vardhini & Dr.M Anajiah, Asst.Professors, Dravidain University, Kuppam were presented a PPT presentation on New Education Policy on 19.7.2017
Educational aims of policy 1964 66 and 1986Enu Sambyal
The document outlines the educational aims of the Indian Education Commission from 1964-1966 and the National Policy on Education from 1986. The 1964 commission aimed to increase productivity by linking education and vocational skills, promote social and national integration through a common school system and language policy, and modernize education to keep pace with changes. The 1986 policy aimed for holistic child development, efficient resource use, reducing disparities, and developing moral, physical, social, cultural, and lifelong learning values through expanding vocational, adult, and distance education opportunities.
The document summarizes key aspects of the National Education Policy 2020 approved by the Union Cabinet of India. It outlines the vision to transform India's education system by 2040 through a new 5+3+3+4 curriculum structure for school education, increased focus on foundational literacy and numeracy, experiential learning, flexibility in subject choices, and reduced emphasis on board exams. For higher education, it proposes a liberal education system with multiple entry/exit options, greater autonomy of colleges, common entrance exams through NTA, and establishment of the Higher Education Commission of India and National Research Foundation to oversee the sector.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
Nigeria dream of becoming one of the Top20 economies by year 2020 hence the Vision 20:2020. How can this goal be achieved except the Nigeria government have a yearly growth plan. See details in this publication.
The document discusses how life is like a week and divides it into 7 stages or "days":
1) Monday (ages 0-10) is the season of discovery to identify your gifts and talents.
2) Tuesday (ages 11-20) is the season of practice to develop your skills.
3) Wednesday (ages 21-30) is the season of performance to show what you've learned.
4) Thursday (ages 31-40) is the season of mastery where you become an authority in your field.
5) Friday (ages 41-50) is the season of mentoring and multiplying your impact by coaching others.
6) Saturday (ages 51
Nigeria global competitiveness index macroeconomic environment (2006 - 2012)statisense
The stability of the Macroeconomic Environment is important for business and, therefore, is important for the overall competitiveness of a country. It is also recognized that macroeconomic instability harms the economy. The government cannot provide services efficiently if it has to make high-interest payments on its past debts.
Malawi's President Joyce Banda sold her country's only presidential jet to help address its economic problems. In contrast, Nigeria's President Goodluck Jonathan has expanded his country's presidential air fleet to 10 aircraft despite over 60% of Nigerians living in poverty. Nigeria dispatched a jet to transport President Banda to Nigeria for an event, while critics argue the presidential fleet wastes public funds that could better support Nigeria's economic needs.
New education-policy-2020 by - amit singh bhadoria(b.com 1 st year)AmitsinghBhadoria
The new National Education Policy aims to leverage India's demographic dividend by improving access to quality education from early childhood through higher education. Key provisions include:
1. Introducing vocational education from class 6 to expose more students to skills training and entrepreneurship opportunities.
2. Restructuring school curricula to focus on core concepts and reducing content overload.
3. Increasing access to higher education through a single regulator, common entrance exams, and online degree programs.
4. Pursuing multilingual education to promote cultural integration while empowering students through their mother tongues.
The document summarizes the key points of the Draft National Education Policy 2019 in India. It outlines the vision to create an education system that contributes to transforming India into an equitable and knowledgeable society. Some of the main goals include ensuring early childhood education for all, achieving foundational literacy and numeracy for all children by 2025, universal access to education till grade 12, restructuring the curriculum around a 5+3+3+4 design, improving teacher quality, and increasing investment in education.
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system
Education in India has a long history stretching back to ancient centers of learning like Taxila and Nalanda. The modern Indian education system was influenced by the British Raj, which established schools and universities. Today, education is controlled jointly by the central and state governments. India has made progress in increasing literacy and primary education attendance, but still faces challenges in quality and access to education, especially in rural areas.
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.
This document discusses proposals for reforming higher education in India outlined in the National Education Policy 2020. Some key points include:
1. Transforming higher education institutions into large multidisciplinary universities and colleges to overcome fragmentation and allow for holistic, multidisciplinary learning.
2. Shifting to more flexible, multidisciplinary undergraduate programs that integrate arts, humanities, sciences and develop well-rounded students.
3. Establishing model public universities called MERUs that provide world-class holistic and multidisciplinary education on par with top institutions.
The National Policy of Education 1986 aimed to reform the Indian education system. Its key goals included universalizing elementary education, emphasizing gender equality, and promoting scientific thinking. It proposed reorganizing education into early childhood, secondary, higher, technical and adult stages. It emphasized removing disparities, empowering women and marginalized groups, and improving teacher training and facilities. The policy focused on increasing literacy, improving curriculum and examinations, and making the education system more equitable, accessible and effective.
New Education Policy was launched on 29th July 2020 . Union cabinet approved the policy that aims to overhaul the country’s education system.
Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
Dr. S.vijaya vardhini & Dr.M Anajiah, Asst.Professors, Dravidain University, Kuppam were presented a PPT presentation on New Education Policy on 19.7.2017
Educational aims of policy 1964 66 and 1986Enu Sambyal
The document outlines the educational aims of the Indian Education Commission from 1964-1966 and the National Policy on Education from 1986. The 1964 commission aimed to increase productivity by linking education and vocational skills, promote social and national integration through a common school system and language policy, and modernize education to keep pace with changes. The 1986 policy aimed for holistic child development, efficient resource use, reducing disparities, and developing moral, physical, social, cultural, and lifelong learning values through expanding vocational, adult, and distance education opportunities.
The document summarizes key aspects of the National Education Policy 2020 approved by the Union Cabinet of India. It outlines the vision to transform India's education system by 2040 through a new 5+3+3+4 curriculum structure for school education, increased focus on foundational literacy and numeracy, experiential learning, flexibility in subject choices, and reduced emphasis on board exams. For higher education, it proposes a liberal education system with multiple entry/exit options, greater autonomy of colleges, common entrance exams through NTA, and establishment of the Higher Education Commission of India and National Research Foundation to oversee the sector.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
Nigeria dream of becoming one of the Top20 economies by year 2020 hence the Vision 20:2020. How can this goal be achieved except the Nigeria government have a yearly growth plan. See details in this publication.
The document discusses how life is like a week and divides it into 7 stages or "days":
1) Monday (ages 0-10) is the season of discovery to identify your gifts and talents.
2) Tuesday (ages 11-20) is the season of practice to develop your skills.
3) Wednesday (ages 21-30) is the season of performance to show what you've learned.
4) Thursday (ages 31-40) is the season of mastery where you become an authority in your field.
5) Friday (ages 41-50) is the season of mentoring and multiplying your impact by coaching others.
6) Saturday (ages 51
Nigeria global competitiveness index macroeconomic environment (2006 - 2012)statisense
The stability of the Macroeconomic Environment is important for business and, therefore, is important for the overall competitiveness of a country. It is also recognized that macroeconomic instability harms the economy. The government cannot provide services efficiently if it has to make high-interest payments on its past debts.
Malawi's President Joyce Banda sold her country's only presidential jet to help address its economic problems. In contrast, Nigeria's President Goodluck Jonathan has expanded his country's presidential air fleet to 10 aircraft despite over 60% of Nigerians living in poverty. Nigeria dispatched a jet to transport President Banda to Nigeria for an event, while critics argue the presidential fleet wastes public funds that could better support Nigeria's economic needs.
StatiSense is a top 1% viewed company on SlideShare. The analysis was conducted by Wale Micaiah, who has various IT certifications and degrees. People are free to share, use, and acknowledge the source of the information and analysis from StatiSense.
Comparative analysis of applicants' utme subjects jamb 2011 2013statisense
This document analyzes the subject choices of over 4.7 million applicants to Nigerian universities between 2011 and 2013. It finds that mathematics, economics, chemistry, and government were the most popular subjects chosen each year. Overall, subjects in the sciences saw small increases or decreases in popularity from year to year, while subjects in the arts, humanities, and commercial fields generally remained steady or saw smaller declines. The analysis aims to identify trends in career choices that can predict Nigeria's future economic and knowledge capacities.
Nigeria global competitiveness index infrastructure (2006 - 2012)statisense
The document analyzes Nigeria's ranking on infrastructure in the Global Competitiveness Index from 2006-2012. Key findings include:
- Nigeria's infrastructure ranking declined from 95th in 2006 to 130th in 2012 out of 144 countries surveyed.
- Areas of weakest infrastructure were quality of electricity supply (138th in 2012), quality of roads (114th in 2012), and quality of railroad infrastructure (95th in 2012).
- To improve economic growth and development, the document recommends Nigeria prioritize improving quality of roads, expanding railroad infrastructure, and increasing electricity supply.
The document discusses a talk on social media and education in Nigeria. It provides background on a 2014 social media report in Nigeria that recognized individuals and organizations in categories for their use of social media platforms. It notes that no organizations were recognized for their use of social media in education. Various statistics on internet and social media usage in Nigeria are presented, showing the potential of social media to reach Nigerian youth and students. Reasons for using social media in education are discussed, including creating study groups, sharing classroom recordings, and collaborating. Ways that social media can support the four pillars of education - learning to know, learning to do, learning to live together, and learning to be - are outlined.
The impact teachers make in the life of a child cannot be quantified, therefore nothing should stand in our way to ensure we continually appreciate teachers irrespective of where they live or work.
As the population of the World increases, efforts are geared towards ensuring children are enrolled in schools. However, we are running short of teachers. Many countries exceed the Teacher: Pupil ratio which ultimately has its downside on learning outcomes.
Therefore, there is need for a change in orientation on “who a Teacher is or should be”. I believe we should proactively embrace the “3 types of Teachers concept”, which will greatly cater for the growing population of learners all over the world.
This analysis takes a look at the World Economic Forum (WEF) Global Competitive Index (GCI) report on Nigeria from Year 2009-2010 to Year 2014-2015.
It compares the Rankings and Scores of Nigeria during this time frame with the expectation of establishing a trend in Nigeria’s development and possibly as a measure to determine if Nigeria is becoming more competitive or otherwise, as well as serve as a guide in regard to where the Government can focus developmental effort on.
School performance in utme 2013 & cut off marksstatisense
This document analyzes the performance of top universities and polytechnics in Nigeria on the 2013 UTME exam. It finds that while UNIBEN, UNILORIN, UNIZIK, UNILAG and UNN had the highest number of applicants, UNILAG, OAU, UNN, UNIZIK and UI performed best with the highest percentages of students scoring above 180. For polytechnics, Yabatech and the Federal Polytechnic Nekede had the highest percentages of students scoring above 160. The document also notes the cut-off marks announced by the Minister of Education for university and polytechnic admission.
This document provides a guide for preparing for the WAEC and JAMB exams in Nigeria. It discusses setting goals for the exams, understanding the exam policies and syllabi, practicing from past questions, and achieving success. The statistics provided show low pass rates for these exams in recent years. The guide aims to help students excel by following preparation strategies like knowing the exam grading systems, analyzing past student performance, and breaking goals down into subject-specific scores to focus preparation efforts.
The statiSense Idea - review of presentationstatisense
The document summarizes the analyses conducted by StatiSense in 2012 and 2013. In 2012, StatiSense conducted 29 analyses covering topics in education, politics, sports, and more. The number of analyses increased to 52 in 2013 with more focus on education, budget, and politics. Website views increased from 29,368 in 2012 to 28,090 in 2013 while downloads increased from 177 to 525. The top analyses focused on education topics like school preferences and admission rates. StatiSense aims to continue expanding its data analysis to help governments, organizations and individuals make better decisions.
The Nigeria budget is made up of four main components: statutory transfers, debt service, recurrent expenditure (non-debt), and capital expenditure. Statutory transfers and debt service currently make up about 18-20% of federal spending, while recurrent and capital expenditure make up the remaining 80-82%. Recurrent expenditure focuses on salaries, pensions, and overheads for ministries and agencies, while capital expenditure funds infrastructure, education, and healthcare projects. The budget is intended to forecast revenues and expenditures, enable performance measurement, establish cost constraints, motivate achievement of goals, and provide transparency.
Learning to live together involves developing social skills like respect, concern for others, and appreciation for diversity. Education should focus on discovering other people and cultures, and encouraging involvement in collaborative projects to teach conflict resolution and working with others. Indicators to measure learning to live together include access to community institutions, volunteering rates, participation in social groups, interactions with other cultures, and travel times to social places.
This document summarizes the adult education policies and strategies of Croatia, Ethiopia, and Pakistan. It discusses Croatia's strategy which is based on UN declarations establishing education as a basic human right. Croatia has a developed system of adult education through institutions. The strategy aims to develop lifelong learning resources for citizens. It also provides statistics on literacy rates and levels of education among Croatia's population.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
National Strategic Imperatives PresentationShannon
This document discusses the knowledge society and the role of teachers within it. It defines knowledge and outlines national imperatives like justice, solidarity, democracy, and peace. The knowledge society requires new types of knowledge beyond traditional disciplines. Schools will involve new conceptions of teaching using interactive content. Teachers will need new competencies to deal with changing knowledge, discover new ways of accessing information, and be involved in international networks. The document also discusses goals for education for all and improving teacher training.
Adult education, distance education, assessment of learning needsNisha Yadav
The document discusses adult education and distance education. It defines adult education as teaching and educating adults, and notes key principles like adults being self-directed, goal-oriented learners who draw on life experiences. Distance education is defined as formal education where learning and teaching occur in different places, using technology. The document outlines various types of distance learning and examines its need in nursing education by providing opportunities for continued learning.
National imperative to include educational technologies into teacher training and professional development. The document discusses the importance of developing teachers' ICT competencies according to international standards to facilitate learning in the knowledge society. It outlines principles for professional development programs, including ensuring they are needs-driven, subject-specific, ongoing, and provide pedagogical and technical support. Developing teachers' ICT skills is essential for implementing curriculum standards relating to technology and achieving educational goals.
1. The document discusses secondary education in Ekiti State, Nigeria and argues it is important for secondary education standards to be high to properly prepare students.
2. Secondary education plays a strategic role as it receives primary students and prepares them for further education or employment. However, standards relating to resources, teachers, and the learning process also impact education quality beyond just the curriculum.
3. While Ekiti State's secondary curriculum covers important subjects, the author argues moral education and entrepreneurship should be added to develop students holistically and for different pathways after graduation. The paper will examine input, process and output quality issues to improve secondary education functionality and sustainability.
Global education aims to educate students according to worldwide standards and prepare them to function in a global environment. The UN's Sustainable Development Goals (SDGs) aim to achieve universal education by 2030 through seven outcome targets, including universal primary/secondary education and gender equality in education. Glocal education teaches different cultural groups in their local context while achieving global education goals. A glocal teacher is equipped to teach locally or abroad using both traditional and modern teaching methods with global perspectives. Qualities of a glocal Filipino teacher include understanding cultural diversity, facilitating digital learning, and possessing the core values of cultural rootedness and responsiveness to learners.
This document provides an introduction and background to a study evaluating teachers' and students' knowledge, attitudes, and skills regarding Population/Family Life Education (Pop/FLE) in Nigeria. It discusses how Pop/FLE aims to improve quality of life by educating citizens, especially youth, about population issues and their relationship to social and economic development. The program started in Nigeria in 1980 and seeks to develop rational attitudes and responsible behaviors toward population-related problems. The study aims to assess Pop/FLE in secondary schools in Abuja to identify weaknesses and ways to improve the program's effectiveness.
National declaration on_the_educational_goals_for_young_australiansBlair Duncan
This document is the Melbourne Declaration on Educational Goals for Young Australians from December 2008. It was signed by all Australian education ministers and sets two main educational goals for young Australians: 1) that Australian schooling promotes equity and excellence, and 2) that all young Australians become successful learners, confident and creative individuals, and active and informed citizens. It acknowledges changes in the world requiring improvements in education, such as globalization, technological advances, and environmental and social challenges.
• Lesson 1: Global Education and the Global Teacher
• Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
• Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
• Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
• Lesson 5: Bringing the World Into the Classroom Through Educational Technology
Teachers' Forum Report Compiled by Lillian NyachengLillian Nyacheng
The document summarizes the key discussions and outcomes of the first Teachers' Forum held in Uganda. It addressed the role of school leadership in improving learning outcomes and positioning teachers as dual career professionals. On leadership, it emphasized setting high expectations, modeling learning, and continuous professional development. For teachers, it encouraged utilizing other talents to generate income, provided it does not conflict with teaching duties. Overall, the forum aimed to bring together education stakeholders to share best practices and find solutions to improve the teaching profession and education sector in Uganda.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
This document provides an overview of the Malaysian Ministry of Education's integrated biology curriculum for secondary schools. It outlines the curriculum's aims to develop students' knowledge and skills in biology and scientific inquiry to solve problems and make decisions. The curriculum objectives include acquiring biology knowledge, scientific skills, applying knowledge to improve health and contribute to science and technology development, and appreciating the importance of environmental conservation. It also describes the curriculum's focus on developing scientific skills and thinking skills to enable scientific investigation and problem solving. The document provides a table of contents that outlines the curriculum's themes on physiology of living things and variation and inheritance.
This document is the National Education Policy 2020 from the Government of India. It lays out a new vision and framework for education in India across early childhood, school, higher, and lifelong learning. Some key points:
- It proposes a new 5+3+3+4 school structure to better align learning from ages 3-18, with a strong focus on early childhood education from ages 3-6.
- It emphasizes developing holistic, multidisciplinary, flexible, and enjoyable learning. Pedagogy should shift from rote learning to more conceptual understanding, creativity, and critical thinking.
- Teachers are recognized as central to reform, and the policy aims to improve their recruitment, training, working conditions and
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes the importance of foundational literacy and numeracy, critical thinking, experiential learning, flexibility, multidisciplinarity and holistic education.
- It aims to improve access, equity and inclusion across all levels of education. Quality teachers are seen as central to
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Pedagogy needs to shift from rote learning to more holistic and learner-centered approaches.
- Teachers are recognized as central to reforming the education
Similar to Teachers, admission and the future (20)
Mortality rates are calculated from information collected in the birth histories of the Women’s Questionnaires. All interviewed women were asked whether they had ever given birth, and if yes, they were asked to report the number of sons and daughters who live with them, the number who live elsewhere, and the number who have died.
- The document provides demographic data on the population and age groups of Nigeria and several Nigerian states.
- The data shows that the vast majority (over 80% in most cases) of the population is under 50 years old in all areas surveyed.
- The largest percentages are in younger age groups, with over 15% typically in the 0-4 and 5-9 age ranges.
- This demonstrates that Nigeria and its states have exceptionally young populations, with most people not yet reaching middle age.
Compendium of courses in nigeria universitiesstatisense
Right now, I am attending to some candidates who are trying to make up their mind on the exact course to study as well as the university that would give them the best opportunity for admission. This compilation takes a definitive approach to as many courses as possible listed by the National University Commission (NUC). It hopes to also help secondary school students and admission seekers have a basic understanding of courses, open them to other career options so they can make a better and well informed career decisions.
Success is not achieved overnight. It takes preparation and resolute effort to achieve outstanding performance. Those who achieve excellent UTME scores have learnt to prepare ahead of others. This is the reason for the book you are reading. In it, I recommend five to six months of preparation before sitting for the UTME. I believe when you follow the steps and counsel in this book, you will be able to prepare adequately for the UTME, select the appropriate course that suits you and are most likely going to succeed in, select the school for which your admission would be hitch-less, appraise your readiness and ultimately perform outstandingly well in the UTME.
This review, like the previous, does not evaluate the technicality or correctness of NBS data and accompanied Methodology. It essentially takes a look at the quality of NBS data releases, timeliness and punctuality, report reusability, release practices, report accessibility, public engagement, and adherence to provisions of The Statistics Act, 2007. The purpose of this review is to provide improvement feedback to the NBS so it can better serve Nigerians, Government and Businesses, as well as improve Nigeria’s ranking in the Open Data Inventory (ODIN) ranking which assesses the coverage and openness of national statistical systems.
Analysis of ghana's ministry of health budgetstatisense
The document analyzes Ghana's national budget and Ministry of Health budget for 2018, comparing it to Nigeria. Some key points:
- Ghana allocates 6.57% of its budget to health, above Nigeria's 3.95% but below the 15% Abuja Declaration target.
- Ghana spends over twice as much per citizen on health as Nigeria - N12,541 vs N1,832.
- Ghana also allocates a higher percentage of its budget and spends more per citizen on education than Nigeria.
- While Ghana's health and education budgets as a percentage of its national budget have fluctuated between 2014-2018, they have remained higher than Nigeria's percentages over the same period.
The document discusses Nigeria's proposed 2018 health budget. It analyzes the 2018 national budget proposal which allocates 3.95% of the total budget to health, below the 15% target under the Abuja Declaration. The health budget proposal is N340.46 billion, a 10.37% increase over 2017 but a smaller proportion of the national budget. Recurrent spending is proposed to increase 6.12% while capital spending would rise 27.88% however both increases are lower than the increases for the overall federal budget. A comparison of recent years also shows the health budget allocation as a percentage of the national budget has generally been declining.
Local government allocations, may 1999 to june 2017statisense
Allocations of Nigeria's 774 Local Government Areas from May 1999 to June 2017 from the Revenue Allocation by Federation Account Allocation Committee (FAAC)
The National Bureau of Statistics (NBS) released 48 reports in Q1 2017 relating to various sectors like agriculture, consumer price index, finance, trade, education, energy, crime, transport and petroleum. However, the NBS Act requires them to publish a code of practice and data release policy which are not publicly available. While most reports were released on time according to the data calendar, the calendar itself was modified without notice of the changes. Timeliness of releases was generally good but some reports lacked punctuality.
Ministry of women affairs and women in nigeria politicsstatisense
The document summarizes budget allocation and capital expenditure plans for the Federal Ministry of Women Affairs in Nigeria from 2011-2017. It shows that while the Ministry's budget is a small percentage of the overall federal budget, there is an increasing focus on capital expenditures like skills training centers, empowerment programs, and support for vulnerable groups including internally displaced persons, ex-militants, and victims of terrorism. It also outlines budgets and projects for the Ministry's headquarters and its agency the National Centre for Women Development aimed at promoting women's rights, development, and participation in the economy.
Analysis of npf complaints response unit's reports q4statisense
This document summarizes a report on police complaint data from the fourth quarter of 2016. It finds that the number of complaints increased over 100% from the previous quarter, likely due to increased public awareness efforts. The top three complaints remained excessive use of force, demanding money for bail, and professional misconduct. Lagos, FCT, and Rivers states had the highest complaint volumes. The report recommends continuing public awareness campaigns and establishing a framework to better measure complaint handling performance over time.
The Federal Government of Nigeria categorizes its
Budgetary allocations into five distinct sectors: Administration, Economic, Infrastructure, Security, Social sectors
2017 proposed education budget and the last 2yearsstatisense
The document summarizes education budgets in Nigeria over the past three years (2015-2017). It shows that while the proposed 2017 education budget is 7.41% of the national budget, this percentage has declined from 10.75% in 2015. Most funding goes towards recurrent expenditures like salaries, while capital expenditures on infrastructure have remained low, especially for colleges of education and universities where over 97% of budgets fund recurring costs. Specific capital projects are outlined for federal institutions in 2017 with increased funding, but overall capital investment in education remains inadequate compared to recurring personnel and overhead costs.
The 2016 Nigerian budget overview document summarizes the country's 2016 budget. It allocated 24.34% of the 6.06 trillion naira budget for debt services, 43.66% for recurrent expenditures, and 26.2% for capital expenditures. However, several key 2016 budget assumptions like oil production and price were not met, resulting in shortfalls. Only 40% of the over 1.58 trillion naira appropriated for capital expenditures was actually released to government ministries and agencies.
The 2016 Nigerian health sector budget totaled 6.06 trillion naira, with debt services receiving the largest allocation of 24.34% and capital expenditures receiving 26.2%. However, budget assumptions of oil production of 2.2 million barrels per day and an oil price of $38 were not met, with actual production being 1.93 million barrels and the price $42.9. As a result of shortfalls, only 40% of capital expenditures were released. While the health budget was 250 billion naira or 4% of the national budget, only 64% of the capital health budget was released. Past budget implementation reports show an average of only 65.72% implementation. Audits also found issues with
Teacher recruitment and retention in O-level subjectsstatisense
The objective is to use the requirements of top courses to provide a basis for which the Nigerian Governments may need to focus on some critical O-Level Subjects in terms of Recruiting, Training, Retraining, & Retaining of Teachers, at Federal, State and Local Governments through our Colleges of Education and Teachers’ development institutions.
Discrepancy analysis of 2016 health budget (final)statisense
This analysis compares the proposed 2016 health budget with the approved budget to identify the following – health projects that were
Deleted;
Added; and
whose proposed values were changed on approval.
Analysis of the approved 2016 Health Budget focusing on:
Federal Ministry of Health (FMoH) Budget
Budgets of Selected Strategic Ministries
FMoH Recurrent & Capital Expenditure Budgets
FMoH HQTRS BUDGET & OTHER 96 MDAs
Budget Lines for FP, RI, Nutrition, and MNCH
Trend analysis of Health Budget (2006 – 2016)
Other Health considerations in the Budget
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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2. “Those who educate
children well are more to
be honored than they who
produce them; for these
only gave them life, those
the art of living well.”
― Aristotle
4. The Education discipline is the manufacturing
house of Teachers for any Nation. We have seen
great and almost a perfect correlation between the
State of Education and the Quality of life of its
Citizens as well as the Quality if its Teaching
Workforce.
The Institution of Education is as old as the
Nigerian state, in this presentation; an outlook of
how Nigeria is producing enough Teachers for her
Students, the degree of interest tertiary institution
applicants show in the Education Discipline and
the rate of admission in preparation for the
growing student population.
5. The Education Discipline
Philosophy:
The philosophy of education is necessarily derived from the National Policy
on Education. The national philosophy is in turn based on the following
general aspirations of Nigeria as contained in Section 1 Paragraph 1 of the
National Policy on Education:
A free and democratic society,
A just and egalitarian society,
A united, strong and self-reliant nation,
A great and dynamic economy,
A land of bright and full opportunities for all citizens.
The goals of education are in turn derived from these statements. A Faculty
of Education should therefore be able to enhance the development of the
following:-
a) Respect for the worth and dignity of the individual
b) Faith in man’s ability to make rational decisions
c) Moral and spiritual values in inter-personal and human relations
d) Respect for the dignity of labour and promotion of the emotional,
physical and psychological health of all children.
6. e) Shared responsibility for the common good of society,
f) The inculcation of national consciousness and national unity,
g) The inculcation of the right type of values and attitudes for the survival
of the individual and the Nigerian Society.
h) The training of the mind in the understanding of the world around and
the acquisition of appropriate skills, abilities and competences both mental
and physical as equipment for the individual to live in and contribute to the
development of his society.
To make the philosophy functional, the National Policy in sections 5 and 9
provides details of these goals under Higher Education in general and
Teacher Education in particular. The provisions as contained in section 5
are as follows:-
a) The acquisition, development and inculcation of the proper value-
orientation for the survival of the individuals and society.
b) The development of the intellectual capacities of individuals to
understand and appreciate their environments.
c) The acquisition of both physical and intellectual skills which will
enable individuals to develop into useful members of the community.
d) The acquisition of an objective view of the local and external
environments.
7. The traditional roles of the universities are namely:
Teaching
The dissemination of existing and
new information
Research
The pursuit of
service to the
community
Being a
storehouse of
knowledge
1 2
4 5
3
8. A Faculty of Education should therefore be able to achieve the
following:
Objective:
To produce
prospective teachers
with proper leadership
qualities
To produce teachers with the
knowledge, skills and attitudes
which will enable them to
contribute to the growth and
development of their
communities in particular and
their nation in general
To produce teachers who
have sound mastery of
their subject areas and the
ability to impart such
knowledge to their
students
To equip teachers with a
mastery of problem
solving skills
To produce highly
motivated, conscientious
and efficient classroom
teachers for all levels of our
educational system
To help teachers to fit into the
social life of the community
and society at large and
enhance their commitment to
national objectives
To provide teachers with the intellectual and professional background, adequate for their
alignment and to make them adaptable to any changing situation, not only in the life of
their country but in the wide world
To encourage the spirit of
enquiry, creativity and
entrepreneurship in teachers
To enhance teachers
commitment to the teaching
profession
To enhance the skills of
teacher’s in the use of new
technologies
9. The courses in the Education discipline are divided into; Integrated Subjects,
Specialist Education, Arts and Humanities, Sciences, Social Sciences and Library
Science.
Integrated subjects:
Language Arts
Social Studies
Science Education
Technical Education
Business Education
Creative Arts/Theatre Arts
Integrated Science
Education Technology
Specialist Education:
Special Education
Elementary/Primary Education
Physical and Health Education
Educational Administration,
Guidance and Counseling,
Adult and Continuing Education
Home Economics
Arts and Humanities:
English Language/Lit, or
English & Literary Studies
African Languages & Literature
Modern European
Arabic
Islamic Studies
Christian Religious Studies
History/International studies
Music
Language & Comm. Arts
Sciences:
Biology
Chemistry
Physics
Mathematics
Agricultural Sciences
Computer Science/Statistics
Mathematics/Statistics
Technical Education
Social Sciences:
Political Science/
Government
Economics
Geography
Library Science:
Library and Information
Resource Management
10. Nigeria has 128 Universities (as at July, 2013);
No. Funding Total
1 Federal 40
2 State 38
3 Private 50
128
Not all these institutions offer courses in the
Education Discipline. According to the National
Universities Commission (NUC), there are a total of
13 Disciplines, the Faculty of Education exists in 66
of 128 Universities.
11. While the University produce Teachers for Secondary
and Tertiary Education, the Colleges of Education
produce Teachers for the Basic and Primary
Education category.
According to the UTME 2013 Application records;
there were a total 116 Colleges of Education listed for
admission. They serve as complementary training
institutions to their University counterparts for the
production of Teachers.
He who opens a school
door, closes a prison
- Victor Hugo
12. The UNESCO Institute for Statistics (UIS) Data for
2010 show that a total of 1.7 million additional
primary teaching positions will need to be
created by 2015.
Between 2010 and 2015, 114 countries will need to create a
total of at least 1.7 million new teacher posts to ensure
quality primary education for all children.
Sub-Saharan Africa (993,000 or 58.41%)
Arab States (248,000 or 14%),
North America & Western Europe (174,000 or 10%)
South and West Asia (114,000 or 7%)
Central and Eastern Europe (5%),
Central Asia (1%),
East Asia and the Pacific (4%), and
Latin America and the Caribbean (1%)
13. 29 countries are with severe
teacher gaps – which need to
grow annually by at least 3.0%
during the 2010 to 2015 period.
Mainly located in sub-Saharan
Africa, these countries will have
to address the challenge of
training and recruiting a
sufficient number of teachers in
order to meet the goal of
(Universal Primary Education)
UPE by 2015.
Countries in sub-Saharan Africa with increasing
primary enrolment will need to recruit the
equivalent of 63% of their current teaching
workforce within the period 2010-2015.
15. Most Sought-after Courses – University
Year 2011 Total
Education & Economics 5,889
Business Education 5,351
Education & English Lang. 5,095
Library & Info. Science 4,014
Education & Biology 3,055
Guidance & Counselling 2,577
Education & Political Sci. 1,454
Educational Mgt. 1,378
Education & Social St. 1,337
Agric. Sci. & Education 1,191
Education & Islamic St. 1,160
Health Education 1,144
Adult Education 1,029
PHE 997
Education & Mathematics 888
Year 2012 Total
Education & Economics 6,410
Education & English Lang. 6,224
Business Education 5,640
Theatre Arts 5,037
Education & Biology 4,102
Guidance & Counselling 2,965
Education & Social Studies 2,524
Education & Political Sci. 2,516
Agric. Sci. & Education 1,973
Library & Info. Science 1,470
Education & Mathematics 1,188
Education & Islamic St. 1,180
Educational Management 1,166
PHE 1,105
Health Education 1,097
Year 2013 Total
Education & Economics 7,929
Education & English Lang. 7,242
Business Education 5,439
Library & Info. Science 4,557
Education & Biology 3,926
Guidance & Counselling 3,077
Education & Political Sci. 2,724
Educational Management 1,999
Education & Social St. 1,915
Agric. Sci. & Education 1,763
Education & Islamic St. 1,541
Health Education 1,227
Educational Admin. 1,225
Adult Education 1,041
Education & Mathematics 1,027
Economics Education is the
most sought-after course
16. Year 2011 Total
Business Education 342,381
Biology/Chemistry 186,339
English/Social Studies 65,468
Biology/Int. Science 64,660
Economics/Social St. 58,888
Comp. Sci. Edu. /Math 55,217
Pol. Science/Social St 50,212
Mathematics/Physics 50,167
Chemistry/Physics 48,008
Economics/Pol. Sci. 44,221
Comp. Edu. /Physics 39,659
English (double Major) 34,008
Economics/Math 29,136
Agric Sci.(double Major) 27,406
Comp. Sci. Edu/Int. Sci. 26,492
Year 2012 Total
Business Education 340,840
Biology/Chemistry 195,788
English/Social Studies 67,765
Biology/Int. Sci 67,233
Math/Physics 56,989
Econs/Social Studies 52,423
Chemistry/Physics 50,844
Pol. Sci./Social St. 49,481
Comp. Sci. Edu./Math 47,714
Economics/Pol. Sci. 41,325
English (double Major) 40,748
Comp. Edu./Physics 39,669
Agric. Sci. (double Major) 28,348
Chemistry/Int. Sci. 24,470
Economics/Math 23,830
Year 2013 Total
Business Education 397,231
Biology/Chemistry 242,186
Biology/Int. Sci. 74,566
English/Social St. 74,467
Math/Physics 68,780
Econs /Social St. 57,658
Chemistry/Physics 56,093
Pol. Sci./Social St. 55,878
English (Double) 51,728
Comp Sci. Edu./Math 49,057
Comp Edu./Physics 43,551
Econs/Pol. Science 42,520
Agric. Sci. (Double) 32,093
Chemistry/Int. Sci. 26,905
English/Pol. Sci. 25,406
Most Sought-after Courses – College of Education
Business Education is the most
sought-after course
17.
18. NECO Year Total
Min of 5 Credit
(Math & Eng)
%
June-
July
2003 902,464 247,437 27.42%
2004 897,573 147,810 16.47%
2005 877,138 83,411 9.51%
2006 953,786 258,649 27.12%
2007 1,015,396 309,811 30.51%
2008 1,158,103 649,548 56.09%
Nov
/Dec
2003 335,311 33,663 10.04%
2004 293,883 60,712 20.66%
2005 266,905 37,200 13.94%
2006 368,598 50,783 13.78%
2007 363,931 21,503 5.91%
WAEC 2003 1,039,028 200,148 19.26%
May /
June
(2003 -
2008)
2004 1,051,246 191,938 18.26%
2005 1,091,763 203,991 18.68%
2006 1,184,223 110,417 9.32%
2007 1,275,832 98,133 7.69%
2008 1,369,171 127,147 9.29%
Performance of Students in National Examination
19. More Teachers are required in the Sciences for
subjects such as:
Mathematics
Physics
Chemistry
Biology
Admission to tertiary institution requires each
candidate to have at credit levels 5 relevant
subjects, Mathematics and English language
inclusive.
Besides, the quantity require, quality of Teachers
also matters.
20. Education Disciplines: How Appealing to Applicants?
Year 2000 %
Education 3,343
0.80
Total 416,381
Year 2001
Education 6,681
0.89
Total 749,417
Year 2002
Education 12,484
1.26
Total 994,380
Year 2003
Education 16,427
1.45
Total 1,132,392
Year 2004
Education 15,405
1.83
Total 841,878
Year 2005 %
Education 23,649
2.58
Total 916,371
Year 2006
Education 23,491
2.92
Total 803,472
Year 2007
Education 32,222
3.53
Total 911,653
Year 2008
Education 36,590
3.47
Total 1,054,060
Year 2009 %
Education 44,346
3.75
Total 1,182,381
Year 2011
Education 51,494
3.58
Total 1,439,084
Year 2012
Education 72,437
4.82
Total 1,503,889
Year 2013
Education 86,936
5.01
Total 1,735,729
There is a growing interest in the Education discipline as
shown from Year 2000 to 2013 with less than 1% application in
Year 2000 to 5% application in Year 2013. However, this is far
too low compared to the requirements for the Teaching
profession in Nigeria.
21. Though application is low, Faculty of Education
however records the highest in terms of Admission
Ratio, averaging of 60% admission from 2000 to
2007 academic Sessions.
FACULTY 2000 2002 2003 2005 2006 2007
Total
Application
3,343 12,484 16,427 23,649 23,491 32,222
Total
Admission
2,840 5,816 14,117 13,855 12,665 13,484
Admission
Rate
84.95% 46.59% 85.94% 58.59% 53.91% 41.85%
From the foregoing table; total candidates admitted
for 6 academic sessions = 62,777. This means these
Teachers in Training would only able to enter into
the profession after at least 5years of training.
22. Prospectively, all things being equal, it is expected that
Teachers entering the Teaching profession would be as
follows:
Year 2005 2007 2008 2010 2011 2012
Count 2,840 5,816 14,117 13,855 12,665 13,484
It expected that those who were admitted in Year 2000
would enter the teaching workforce in year 2005, having
completed the compulsory National Service programme.
This is also applicable for year 2002, 2003, 2005, 2006 and
2007.
This addition should increase the number of Teachers in
service, however, while some are entering the workforce,
some others are also leaving the profession for obvious
reasons.
23. How Many Teachers Are Needed?
Of the countries reported with Teacher shortage, 3 would need
to recruit more than 200,000 teachers in total by the year 2015.
In Nigeria, more than one-half of the demand (212,083) is
associated with the need to expand teaching workforces by
creating new posts.
Total UPE Teachers needed by 2015 in Nigeria is 786,161
Teachers needed in 2015: 786,161
Teacher in
Stock (2010):
574,078
Needed:
Total
Recruitment
375,479
New Posts:
212,083
163,396
Replacement for
Attrition:
25. Total Recruitment
Needed
Of Which
New Posts
Replacement for
Attrition
375,479 212,083 163,396
Per Year 75,096 42,417 32,679
2011 2012 2013 2014 2015
75,096 150,192 225,287 300,383 375,479
2011 2012 2013 2014 2015
42,417 84,833 127,250 169,666 212,083
2011 2012 2013 2014 2015
32,679 65,358 98,038 130,717 163,396
Total
Recruitment
Needed
New
Posts
Replacement
for
Attrition
26. Country Population
Stock in
2010
Teachers
needed in
2015
AVG
Annual
Growth
rate (%)
Total
Recruitment
Needed
Of Which
New
Posts
Replacement
for Attrition
Nigeria 177,096,000 574,078 786,161 6.49 375,479 212,083 163,396
Ghana 24,658,823 124,359 128,746 0.87 36,022 4,387 31,636
Ethiopia 86,614,000 252,232 352,053 6.90 172,197 99,821 72,376
Egypt 84,605,000 380,111 405,816 1.32 103,243 25,705 77,538
DRC 74,618,000 285,640 364,088 4.97 157,323 78,448 78,874
Tanzania 45,950,000 165,856 247,056 8.3 130,139 81,200 48,939
Algeria 38,295,000 141,994 148,214 0.86 42,335 6,220 36,115
Uganda 35,363,000 172,403 213,713 4.39 88,365 41,310 47,054
Sudan 35,150,000 123,633 192,382 7.65 104,761 68,749 36,011
Nigeria require (of the average), an annual growth of
6.49% in Teachers’ recruitment in order to meet up
with the required number of teacher needed for UPE
by 2015.
UPE Teachers Requirement: Selected Sub-Saharan Africa
27. Country Population
Stock in
2010
Teachers
needed in
2015
AVG
Annual
Growth
rate (%)
Total
Recruitment
Needed
Of Which
New
Posts
Replacement
for Attrition
Finland 5,439,741 24,736 25,137 0.32 7,881 401 7,481
S. Korea 50,219,669 158,056 131,391 -3.63 10,084 - 10,084
Japan’s 127,547,000 399,424 372,423 -1.39 83,561 - 83,561
UK 63,705,000 245,879 243,828 -0.14 59,588 - 59,588
Ireland 4,585,400 32,043 33,727 1.03 9,862 1,684 8,177
Poland 38,533,299 238,741 221,721 -1.23 43,970 - 43,970
Germany 80,493,000 241,845 219,387 -1.93 35,714 - 35,714
Belgium 11,156,136 65,668 67,614 0.49 18,524 1,946 16,578
USA 316,517,000 1,794,812 1,913,874 1.29 579,518 119,062 460,456
Hungary 9,906,000 37,108 37,283 0.08 9,467 175 9,292
Countries with the Best Education System
*Some countries such as Singapore, Denmark, Hong Kong were omitted for lack of data
Teachers requirement (New Posts) for most of these
countries are almost non-existence except for the USA.
While majority need to replace Teachers lost due to
attrition.
28. With Nigeria tertiary institutions having a carrying
capacity of 520,000:
Carrying Capacity 520,000
Speculation
University 300,000
Polytechnic
220,000
150,000
College of Education
70,000
Others
Clearly, it is impossible to produce and recruit the
yearly minimum required to meet up the 2015
teaching workforce projection by UNESCO UIS as
there are no enough interest shown by applicants in
Education disciplines as well as lack of enough
incentives to attract and retain the existing teaching
workforce.