Education System In Nigeria Research Articles

Ethical Lapses in the Nigerian Higher Education System

This study uses secondary data to examine Obiora’s education ethics vis-à-vis the higher education system in Nigeria. The discourse centered on government educational agencies such as the National Universities Commission (NUC); National Board for Technical Education (NBTE); National Commis-sion for Colleges of Education (NCCE) and Tertiary Education Trust Fund (TETFund) and their roles in the management of the educational system in Nigeria. The study further highlights the ethical lapses in the tertiary education system in Nigeria. The researcher suggests that, the government should encourage private ownership of tertiary institutions, while the government through its agencies supervises them.

REFOCUSING TEACHER EDUCATION IN NIGERIA FOR GLOBAL BEST PRACTICES: ISSUES, CHALLENGES & WAY FORWARD

<p>The paper highlighted some of the issues and challenges facing teacher education in Nigeria. These include: Government’s neglect of the education sector, poor funding and shortage of qualified teachers to meet the manpower needs at all levels of the educational system in Nigeria. The paper also highlighted some global best practices in countries like Finland, Canada, Singapore and Australia. The paper recommended that a conscious and conscientious effort needs to be<strong> </strong>made to refocus teacher education in Nigeria. Teacher education policies need to be implemented in practical terms to provide highly motivated, conscientious, and efficient classroom teachers for all levels of education in Nigeria. The paper strongly advocated for a holistic teacher education programme in Nigeria, in line with global best practices.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0579/a.php" alt="Hit counter" /></p>

The Educational Origins of Nigeria’s Development Challenges

It cannot be over-emphasized, the consensual outlook among scholars that education is the bedrock of development of any society. However a careful examination of the present status quo of Nigeria’s education is replete with countless issues and challenges that have the capacity to compromise the role education plays in national development. Such challenges as insufficient quality of curriculum, policy making and implementation, imperfect certification and lack of competence are typical to the Nigeria`s educational system. In general, there is a gap in the Nigerian education system between the formulation of educational policy and its implementation, which has resulted in the low performance of Nigerian education in recent times. These challenges are some of the fundamental pointers to the plummet in the country’s educational system, hence their solution need to be properly prepared to be able to contribute to the overall human development. As a result, this research explores the potential of the method of philosophical analysis to establish, contrary to popular opinion that Nigeria remains underdeveloped not because of the experience of colonization, imperialism and exploitation of her resources, but through the miscarriage of her educational system. The moral decadence in Nigeria institutions comes many forms, but this article discusses only five of them: examination malpractice, drug abuse, cultism, sexual harassment and grade sorting. Another problem bedeviling Nigeria educational system at all level is strike. This study thereby takes another approach to disinter how the educational system in contemporary Nigeria has waned consequent to the circumvention of proper learning and proper assessment of knowledge.

Effect of Certificate on Knowledge and Skills Acquisition in Nigeria: A Case Study of Some Selected Tertiary Institutions in Nasarawa State

The study identifies and examines the emerging gap between certificate, knowledge and skills acquisition in the Nigeria educational system especially at the tertiary level. The quality of every emerging nation to greatness is measured on the strength of its human capital development through the acquisition of formal education as Nigeria cannot be an exception. The main problem that triggered this study is to find out the emerging gap of having certificate without corresponding knowledge in Nigeria? The main objective of this study is to examine the effect of certificate without corresponding knowledge and skills in Nasarawa State, Nigeria. The study analyzes the objective of higher education, meaning and importance of examinations, causes and in-depth analysis of examination malpractices in Nigeria tertiary institutions. The study adopts Human Capital Theory as its theoretical framework. The study adopts both primary and secondary method of data collections as its methodology by using simple percentage formula. Using the sample size of 300 out of the entire population of (3030), comprises of staff of Nasarawa State Polytechnic, Lafia (545), College of Agriculture, Science and Technology Lafia (498) Nasarawa State University, Keffi (1015) and Federal Polytechnic, Nasarawa (972). The adoption of criterion means in answering the research questions through the adoption of five point likerts scale format. The finding reveals that the general effects of having certificate without knowledge and skills in Nasarawa State tertiary institutions include promotion of mediocrity, low productivity, lack of quality research, falling academic standard, poor value systems, self-deceit and incompetence in career development. It also showed that the major stakeholders in the education sector shared in the blame of examination malpractices. In view of this, it was however recommended that; the Nigeria education system must wage-war against promotion of mediocrity, low productivity or research, falling academic standard and value systems, self-deceit and incompetence in career development. Secondly the major stakeholders in the Nigeria education sector should not aid and abet examination malpractices. The study concluded that certificate without corresponding knowledge is responsible for the collapse in the educational and societal value system in Nigeria

Evaluation of built environment programmes accreditation in the 21st century education system in Nigeria: stakeholders' perspective

PurposeThe built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.Design/methodology/approachData were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.FindingsThe study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.Research limitations/implicationsThe study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.Practical implicationsThe paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.Originality/valueThe paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.

Functionality of Secondary Education: An Investigation into Numeracy, Literacy and Civic/Citizenship Competencies of Secondary School Graduates in Rural Communities of Southwestern Nigeria

The Functionality of Secondary Education (FSE) system in Nigeria has become a subject of concern among stakeholders. Evidence shows that many secondary school graduates, especially in rural communities of the country, cannot demonstrate basic skills required by the world of work. However, extant studies often devote more attention to functionality of education, generally, than probable causes of dysfunctionality of the system in rural communities. This study, therefore, investigates the current level of functionality of secondary education (functional literacy, functional numeracy, and functional civic/citizenship competence) in rural communities of Southwestern Nigeria (RCSN). The study was located within a post-positivist paradigm that incorporated the convergent parallel design in the collection, analysis, and interpretation of qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted for the study. Three states with the highest rural demography in the southwest zone of Nigeria were purposively selected, while at the second stage, the cluster sampling method was used to select one Local Government Area from each of the three senatorial districts per state. At the third stage, the simple random sampling technique was used to select a secondary school from each Local Government Area. Lastly, proportionate-to-size sampling technique was adopted for the selection of 467 secondary school graduates. The participants for Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education in each of the 3 states. A research instrument, Secondary School Graduate Aptitude Test (SSGAT) with a reliability coefficient of 0.715 was used for the study. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The FSE was found to be moderate for Civic/Citizenship Competence (60.8 percent) while it was low for Functional Literacy (50.3 percent) and Functional Numeracy (45.88 percent). The study concluded that urgent interventions are fundamental to stemming the ebbing tide of FSE in RCSN.

Nigeria General Educational System: Mainstreaming Care and Integration of Sub-Normal Children Analyzing the Counselling Perspective

Education in Nigeria is overseen by the Federal Ministry of Education. The local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education, and Tertiary education. Nigeria's federal government has been dominated by instability since declaring independence from Britain, and as a result, a unified set of education policies is yet to be successfully implemented. Regional differences in quality, curriculum, and funding characterize the education system in Nigeria. Currently, Nigeria possesses the largest population of out-of-school learning youths in the world. The education system in the South is different from the North. Most northerners hav e memorized the Holy Qur'an and use that as their education. The educational systems in Nigeria are divided into two the public where the student only pays for PTA while the private where students pay school fees and some other fees like sports, exam fees, computer fees etc and they are costly. Therefore, Care and integration of sub-normal children will be necessary if the Nigeria General Educational System will succeed, while the duties of the counsellor remind important to the general education in Nigeria.

Revamping ICT for meeting the needs and challenges of e-learning during the covid-19 pandemic in nigeria education system

The study investigated how ICT meet the needs and challenges of E-learning during the COVID-19 pandemic in Nigeria Education system. The study adopted a non-experimental design involving descriptive research of the survey type in which 300 students and lecturers with ICT ideas were randomly selected from three (3) institutions in south-west, Nigeria (1 state and 1 federal) and one (1) private institution. 75 students and 25 lecturers were selected through Whatsapp application from each school giving a number of 225 students and 75 lecturers involved in the study. The instrument for data collection was a self-developed questionnaire divided into four sections with 25 items based on the research topic. Three research questions were raised and answered using frequency count, percentages, means and standard deviation as statistical tools. The study found that E-learning has a positive impact on Nigerian Education system during COVID-19 Pandemic. The study also revealed that poor technical infrastructure, cost of ICT equipment, lack of computer literacy among others are the challenge of e-learning in Nigerian education system. Nevertheless, the study further revealed that learning management system (LMS), Google classroom, Zoom and Skype are the most available E-learning facilities used in the educational delivery system of Nigeria during COVID-19 Pandemic. Based on these findings, the following recommendation among others were made; E-learning should be given the utmost attention and properly implemented to help attain the growth we seek for in our education system during and after COVID-19 pandemic. Keywords: ICT, E-learning, Nigeria Education system, COVID-19 pandemic, Google classroom

Spectrum of Behavioural Difficulties and Validation of the Hausa Version Strengths and Difficulties Questionnaire (SDQ) among Almajiris: A Comparative Study

Background: 'Almajiris' are children who have been sent far away from their homes to study the Quran under the care of a Muslim scholar, also known as 'Mallam'. The Almajiri education system is a common route onto the streets in Northern Nigeria and other parts of West Africa. They face numerous situations which render them vulnerable to developing behavioural difficulties. The aim of this study was to compare behavioural difficulties among Almajiris and pupils of public primary schools in Zaria. The validity of a Hausa version of the self-rated Strengths and Difficulties Questionnaire (SDQ) in screening for psychiatric morbidity was also assessed in the course of the study. Methods: A comparative cross-sectional design was employed. 401 participants were selected for inclusion, comprising 200 Almajiris (49.9%) and 201 (50.1%) public primary school pupils. All participants were administered a socio-demographic questionnaire, the Strengths and Difficulties Questionnaire (SDQ) and the Schedule for Affective Disorders and Schizophrenia for School-aged Children Present and Lifetime Version (K-SADS-PL). Data were analysed using the Statistical Package for Social Sciences Version 21 (SPSS-21). Results: Almajiri participants were noted from other parts of West Africa such as Niger Republic. Parents of Almajiris had less formal education than those of public primary school pupils. About 6 in 10 participants, 64.5% and 63.7% of Almajiris and public primary school pupils respectively screened positive for behavioural difficulties. Almajiris reported problems more often than public primary school pupils on the emotional problem, peer problems, hyperactivity and conduct problem scales of the SDQ. The Hausa-translated version of the self-rated SDQ demonstrated a cut-off point of 13 to best be suited for screening psychiatric morbidity. Conclusion: Emotional, conduct, hyperactivity and peer problems were higher among Almajiris than in a public primary school population. It is recommended that the Almajiri system of education in Nigeria be modified earnestly. Keywords: Almajiris, Public School, Northern Nigeria, Behavioural Difficulties

A Study on the Historical Development of Tsangaya System of Islamic Education in Nigeria: A Case Study of Yobe State

This study aims to examine the concept of Islamic education and historical establishment of Tsangaya system of education in Nigeria and Yobe State in particular until present. Tsangaya refers to the informal school or place where teaching and learning of the glorious Qur’an and other Islamic sciences is taken place. The system otherwise called traditional Qur’anic school system, it has been in existence centuries prior to the British colonization as a source of moral guidance and educational training for the Muslim particularly in northern part of Nigeria. It has also contributed extremely to promoting Qur’anic education, inculcating self-discipline, spiritual growth of Muslim individuals and the communities respectively. The study employed a qualitative research approach that entails the techniques of documentation and interviews in collecting data while inductive approach to content analysis was utilized for data analysis. The outcome of this study reveals that Tsangaya system of education in northern Nigeria have developed rapidly since its establishment irrespective of some prevailing problems and they make a positive contribution on the society in terms of spiritual, moral and social wellbeing

Technoducation and its Relevance in Enhancing Access to Higher Education in the Post Covid 19 Era in Nigeria

With the advent of Covid-19, the educational system in Nigeria was thrown into comatose as education at all levels was shutdown to curtail the spread of the virus. The closure lasted for a period of time while disrupting the academic activities across the country. Though, the Federal Government directed all tertiary institutions to switched to virtual teaching and learning as alternative form of learning for the achievement of educational programmes, the transition was slow due to the unpreparedness of Nigerian education system among other factors. To this end, this opinion paper proposes technoducation model which incorporates various technological innovations for enhancing access to higher education in Nigeria. Also, it x-rays the challenges constraining technoducation in expanding access to higher education in post Covid era.

Applicability of Pragmatism in the Implementation of the 9-3-4 System of Education in Nigeria

Applicability of Pragmatism in the Implementation of the 9-3-4 System of Education in Nigeria

Influence of Covid-19 Pandemic Disease on Educational Scheme as Express by Undergraduates

The Covid-19 pandemic disease has modified the education system in Nigeria to distance learning using online platforms to stop and reduce the chain of distribution of coronavirus which highly contagious disease among students. This study objectives are to investigate whether Covid-19 pandemic result to; (1) change in university academic calendar, (2) difficulty in coping with online class, (3) inability to concentrate with online education tools. The population of the study comprised all undergraduates in the Faculty of Education, University of Ilorin, Nigeria. The study adopted a descriptive research design of survey type which involved the use of three-stages sampling techniques to choose two hundred and fifty-seven undergraduates from the five selected departments out of nine departments in the study area. The researcher developed a questionnaire validated by three experts in the related field was used as an instrument for the study. The findings of the study indicated that the Covid-19 pandemic disease has influence on changes in University academic calendar, has influence on the difficulty in coping with online class and also, has influence on inability to concentrate with online educational tools among Undergraduates. The researcher recommends among others that the lecturers should use appropriate techniques and teaching aids that will make online lessons interesting for learners

Implication of Agricultural Science Education on the Development of the Nigerian Economy

The introduction of agricultural education in Nigeria educational system is necessary as it helps learners acquire knowledge and skills in agriculture which will improve the quantity and quality of agricultural production with a view to better the living standard of the people. Agricultural education has been progressing overtime due to the benefits derived from agriculture. The agricultural sector is a major source of livelihood for most citizens, but the paper noted that production hurdles have significantly stifled the performance of the sector. The paper argued that if the problems bedeviling agricultural sector as well as agricultural education such as inadequate funding, low societal acceptance, lack of qualified manpower, lack of good roads and infrastructures among others can be addressed, the Nigerian economy will be in a better shape as it relates to food security, employment of the youth and provision of raw materials. The paper finally concluded that agricultural education is an innovative programme aimed at self-reliant and employment creation in the country. Apart from the income generation and economic empowerment it can give to the youths, it preoccupies them and keep their minds out of mischief and violence, thereby, enhancing peace and national security which are of utmost importance to the Nigerian economy, and recommends adequate funding to acquire necessary tools and equipment, qualified teaching personnel and in-service training for the teachers as well as incentives for learners of agricultural science.

Smart Phones and Examination Malpractice in Nigeria Tertiary Institutions

Examination malpractice has become a social plague in Nigeria educational system. The mad rush for acquisition and over dependence on paper qualification without recourse to corresponding knowledge in skills and competence by an average Nigerians has aggravated students in different tiers of Nigeria educational system to device various means to compromise examination; which serves as a yardstick for teachers to ascertain the level of knowledge acquisition and retention by the students. This paper examined the advert of smart phones and examination malpractice in Nigeria, especially in tertiary institutions. Relevant journals and conference papers were consulted and are sources of secondary data used in the paper. It is discovered that the advert of smart phones and its availability to most tertiary institution students has led to the gaining of ground of electronic device cheating as a form of examination malpractice in Nigerian tertiary Institutions nowadays. The study also sees compromised security agents and poor invigilation on the part of lecturers who are mostly used as invigilators in semester examination in tertiary institutions as factor responsible for prevalence of electronic device cheating. This paper suggested that ban on the use of mobile smart phones in examination halls be enforced to curb the new wave of electronic cheating, full implementation of examination malpractice Act 33 of 1999 and a general change in societal crazy rush for acquisition and over dependence on academic paper certificate, as measures to curb examination malpractice in Tertiary institutions.

Good Governance and the Challenges of Insecurity on Secondary School Administration in Nigeria

Good governance relates to use of state resources and power fairly and equitably to achieve and promote the well being of citizens of a nation. When power and resources are not well managed for the welfare of the citizens, it fosters problems . Insecurity has paralysed educational system in Nigeria. Secondary school administration is facing numerous challenges as a result of insecurity in Nigeria. The paper associated insecurity in Nigeria to lack of good governance in the country. The paper identified corruption, unemployment, ethno-religious conflicts and illegal armed groups as challenges of insecurity in Nigeria. The paper focused on good governance and challenges of insecurity in secondary school administration. To address the challenges of insecurity on secondary school administration it was suggested that competent school administrators be appointed to ensure safety in schools. Keywords: Good Governance; Insecurity; Secondary School Administration. DOI: 10.7176/JEP/13-6-04 Publication date: February 28 th 2022

Online Teaching and Learning in Nigeria during Covid-19: Musical Evaluation in Consideration

The world, in general, has been affected greatly due to the outbreak of Covid-19 in the Wuhan of China in December 2019. Ever since the outbreak, every sector has accepted a new way and approach to the whole situation; otherwise known as ‘A New Normal’. A new normal in the sense that most situations are now making use of a new approach known as ‘ONLINE’ to executive businesses, communication, worship, transactions, conferences, workshop to mention but few, as against the initial approaches which are normally is in-person (physically). Education in Nigeria and the whole world in general also had their share in the era of ‘a new normal’ towards teaching and learning, bringing both Music lecturers and students to believe and work towards the new normal for effective teaching and learning. Online teaching as the only solution for continuing education during the pandemic and even after, remains the best option but leaving most countries, particularly in Africa unprepared for its effectiveness. Thereby raising both positive and negative beliefs for both the lecturers and students in Nigeria's educational system. This paper, therefore, examines what a ‘New Normal’ is, the positive beliefs on the ‘new normal – Online teaching in Nigeria, the present state of online teaching in Nigeria, and the influence of covid19 among the Nigeria Music Students.

RATIONALE FOR KEEPING A COMPREHENSIVE UP TO DATE INVENTORY OF EDUCATIONAL INPUTS: IMPLICATIONS FOR EDUCATION STAKEHOLDERS IN NIGERIA

Inventory management is the application of systematic approach using educational inputs to control the quality and quantity of information required towards achieving peak performance by educational instructors and which eventually translates into better academic performance of students. These educational inputs are therefore essential tools that could assist educational instructors to function maximally. However, most studies on the link between educational inputs and job performance have always been on the impact of availability of educational inputs without much attention on the management of these educational inputs. The study investigated the rationale for keeping a comprehensive up to date inventory of educational inputs. The study concluded that there exist educational inputs inventory problems in Nigeria education system because there are evident components and these could be curbed effectively by the adoption of the right management options

Information and Communications Technology in Education for Persons with Special Needs (ICTEPSN)

Education is a prerequisite to and national development. The level of availability and use of information and communications technology (ICT) in Nigeria school settings, particular, for persons (children and adults) with special needs education. The paper investigates the level of using ICT for the development of persons with special needs to meet up with the contemporary educational system in Nigeria school settings. Development in special needs education including availability and adequate use of ICT basic facilities namely: online portal, network service, internet service and ICT devices. The survey questionnaire was developed through a Centre for Visually Handicapped and selected respondents from Department of Adults Education (Federal College of Education Obudu) in Obudu Local Government Area of Cross River State, to collect data. The results revealed that impacts of ICT policy implementation in Nigeria schools for special needs would paves way for standard educational development in Nigeria school settings, inclusion of education for modern stage of using ICT as tools is possible in Nigeria educational system for ICT cutting-edge transformation. Also, it was revealed that inadequate use of ICT facilities for teaching and learning contributed to the limitation of overall performance of persons with special needs, particularly in academic and extra-curricular activities in national development. The conclusions and recommendations amongst others were as follows: the need to teach the persons with special needs (PSN) by using ICT facilities as a tool and computers technology in the Nigerian schools’ settings for achieving educational development goals of Nigeria school settings.

Public Education Funding and Economic Growth IN Nigeria; ARDL-VECM and Causal Inference Approach

Considering the enormous impact of poor standard of educational system in Nigeria over the years, the study investigated the effects of public education funding on economic growth in Nigeria from 1985 to 2019. The paper used secondary data sourced from both Central Bank of Nigeria Statistical Bulletin and World Bank’s Development Indicators 2019. The paper employed Auto-Regressive Distributed Lag co-integration, Error correction mechanism and granger-causality tests as technique for data analysis. The ARDL bound test co-integration results revealed that RRETE, RCETE and Inflation have positive relationship with Economic growth. However, RETE, SEDU and PRI have indirect influence on Economic growth in Nigeria. Statistically, only RRETE has a long run causal effect on economic growth. ARDL Error Correction Regression output showed that RETE and RCETE are significant at 10% level while PRI is significant at 5% level this indicates the existence of short run causal relationship with the establishment of ECM long run equilibrium adjustment speed. The causal results revealed unidirectional inference between SEDU and RETE, PRI and RETE, PRI and RRETE with no feedback effect. Therefore, the study recommended educational funding targeted at secondary and primary education system in order to acquire productive skills and knowledge to stimulate economic growth and development in Nigeria. There is need to meet the UNESCO funding ratio for both recurrent and capital expenditure on education sector.