Author: Nicholas Akise AdaPublisher:
ISBN:
Category :
Languages : en
Pages : 62
Book Description
Implementation Challenges of Emerging Reforms in Teacher Education in the 21st Century Nigeria
Author: Nicholas Akise AdaImproving Teacher Education in 21st Century Nigeria
Author: Teacher Education Systems in Africa in the Digital Era
Author: Bade AdegokePublisher: African Books Collective
ISBN: 2869786565
Category : Education
Languages : en
Pages : 326
Book Description
Teacher education is vital for the realization of a nations development aspirations. The conception, incubation and delivery of any national development policy, as well as the reform and implementation of extant policies, are driven by the quality of teachers and their products within a functional educational system. Indeed, national and global models of development, including the millennium development goals revolve round the frames of quality education, beginning with teacher education. It is therefore important to have functional teacher education systems in Africa to help its citizens explore the networking of the world as a global village. This is achievable through a systematic mobilization of national resources and visible commitment to the development of a modernized cadre of scientific and technological manpower. This book, Teacher Education Systems in Africa in the Digital Era is a rich exposition of theories and praxes essential for the development of teacher education in Africa. The book has immense benefits for teachers, teacher trainers, funding agencies, other stakeholders and policy makers.
Curriculum Implementation in 21st Century Teacher Education in Nigeria
Author: The Challenges of Teachers Education in the 21st Century in Nigeria
Author: Auta MaisamariPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 624
Book Description
Vision and Mission of Education in Nigeria
Author: Current Issues in Educational Management in Nigeria
Author: Language, Literacy and Learning in Primary Schools
Author: Olatunde A. AdekolaPublisher: World Bank Publications
ISBN: 0821370499
Category : Education
Languages : en
Pages : 78
Book Description
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.
Issues and Challenges in Nigerian Education in the 21st Century
Author: Stephen OlubadewoPublisher:
ISBN:
Category : Education
Languages : en
Pages : 567
Book Description
The Challenges of Social Studies Educators for Effective Teacher Preparation and Implementation of the Universal Basic Education Programme in Nigerian Junior Secondary Schools
Author: D. I. MeziobiPublisher:
ISBN:
Category :
Languages : en
Pages : 9
Book Description
The UBE (universal basic education) is one of the laudable reforms in education in Nigeria, which is implemented through social studies instruction. This study investigated social studies teachers' capability for effective implementation of the UBE in junior secondary schools in Orlu education zone of Imo State of Nigeria. The study is a survey which made use of 20 social studies teachers in public schools as the sample. Results from the study indicate that social studies teachers are not adequately aware of the objectives of UBE. In addition, teacher training institutions have not prepared social studies teachers sufficiently for the implementation of the UBE programme, their teaching does not inject appreciable creativity in the learner, and teachers do not use ICTs (information and communication technologies) in the discharge of instruction as they are not ICT-skilled. Teachers are not sufficiently exposed in their training to reforms in education, specifically the UBE and that the teaching of social studies is not functional in injecting practical skills and vocational training in the learner, which is the basic objective of UBE. Implications of the study and recommendations are delineated. (Contains 5 tables.).