Teaching in the Nigerian University System

1977 ◽  
Vol 7 (3) ◽  
pp. 29-31
Author(s):  
Paul A. Beckett
Keyword(s):  
University System ◽  
The World ◽  
Nigerian Government ◽  
Nigerian University ◽  
The University

Fueled by oil money and the powerful belief of its people in the transforming power of education, the Nigerian university system may be expanding proportionately faster than any major system in the world. Consisting of only five universities (Ibadan, Nsukka, Ife, Lagos, and Ahmadu Bello in Zaria) during most of the first decade of independence, the 1970s have seen successive additions until the current projected number of universities is thirteen (spread among the twelve states that existed until 1976). The Nigerian government has indicated that it will try to hold the line at thirteen and not go through another round of new university creation so that each of the present nineteen states would have its own university. But even granting the leaders’ success in this resolve, the present commitments themselves mean that the university system will double in size between 1977 and the first years of the 1980s.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

scholarly journals Introduction

Focaal ◽  
2015 ◽  
Vol 2015 (71) ◽  
pp. 3-5
Author(s):  
Graeme MacRae
Keyword(s):  
Special Issue ◽  
University System ◽  
Methodological Challenges ◽  
The World ◽  
The Future ◽  
The University

This theme section seeks to keep alive important debates about the place of anthropology in the world that have been raised periodically since the 1970s, and most recently in a special issue of this journal entitled “Changing Flows in Anthropological Knowledge” (Buchowski and Dominguez 2012). The three articles in this theme section consider the place of anthropology in the university system, the building of a world anthropology, and the methodological challenges of the new conditions in which we work. All three critically address the interface and relationship between areas of changing power/knowledge and their relevance to the future of anthropology: both its place in the world and its contribution to the world.

Deregulation Policies in Theory, Privatization in Practice: A Case of Nigerian Universities

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Adeniyi Temitope Adetunji
Keyword(s):  
Clear Picture ◽  
Nigerian Government ◽  
The Government ◽  
Nigerian University ◽  
Private Investors ◽  
The University ◽  
Desk Research

This paper is designed to study deregulation policy as it has been applied to the university sector in Nigeria. Previous study suggests that the Nigerian government introduced deregulation to universities, among others policies. The government aims to use the policy to change the situation or address problems Nigerian university are confronting, but it is very difficult to conclude whether the assumption of deregulation is correct. Therefore, this study maps deregulation policy from past literature to give a clear picture of how the policy has been perceived within the system. This study is desk research and is done to verify the existing knowledge of the policy within the sector. The findings reveal that the sector only witnesses deregulation as a general policy not as expected in practice, because the government still jealously guide and take responsibility for the universities they establish, without giving room to private investors to participate in the business.

The Long ’68

2019 ◽  
Vol 15 (3) ◽  
pp. 303-314
Author(s):  
Isaac Kamola
Keyword(s):  
North American ◽  
Political Protest ◽  
University System ◽  
Student Protests ◽  
American Universities ◽  
The World ◽  
May 68 ◽  
A Site ◽  
The University

The decade-long revolution known as May ’68 is commonly framed as a political protest radiating out from European and North American universities. However, much is gained by instead viewing May ’68 within the context of both anticolonial struggle and the emergence of what Wallerstein terms “the world university system.” Understanding student protests within the context of anticolonial struggle, including within African universities, reveals the extent to which the neoliberal university we inhabit today is the product of a profound counterrevolution designed to undermine the promise of the university as a site of radical and anticolonial transformation.

“Turkey Will Be a Second France, Unless Our Demands Are Satisfied”: The Turkish Student Movement in the Long 1960s

2021 ◽  
Vol 12 (2-3) ◽  
pp. 157-183
Author(s):  
Nikos Christofis
Keyword(s):  
Student Movement ◽  
University System ◽  
Revolutionary Movement ◽  
Revolutionary Violence ◽  
The World ◽  
The 1960S ◽  
The University

Abstract The transnational phenomenon that was “1968” was felt keenly around the globe with direct and virtually immediate impact. Turkey stands as a clear example, wherein the development and dynamism of the “Western” student movement had an immediate impact and shaped developments unfolding in Turkey at the time. As elsewhere in the world, “1968” did not hit Turkey out of thin air. The “1968 generation,” and the student movement in general, was mainly Kemalist, one of the significant characteristics that differentiated it from others. It first emerged as a student movement focused on reform within the university system, but toward the end of the 1960s, it evolved into a revolutionary movement, eventually deploying revolutionary violence from 1971–72.

scholarly journals Speech culture learning contentin the process of forming intercultural competence

2020 ◽  
pp. 462-476
Author(s):  
Aigul Zhumageldinovna Sakhariyeva ◽  
Zhanarsyn Zhumatovna Kapenova
Keyword(s):  
Social Group ◽  
Intercultural Competence ◽  
Social Phenomenon ◽  
Culture Learning ◽  
University System ◽  
Intercultural Contact ◽  
System A ◽  
Learning Path ◽  
The World ◽  
The University

The article actualizes the problems of speech culture as a necessary component of intercultural competence. In the terms of interlanguage and intercultural contact, the speech culture is characterized by universal and ethnospecific characteristics. This is due to the fact that culture, which is a social phenomenon, is equally understood throughout the world and may have features in different linguistic cultures. The paper highlights the main functions of culture – epistemological, communicative, value, normative, etc., which indicates its complexity and diversity. Each nation and ethnic group reveal these functions in different ways. Culture, as a voluminous and meaningful concept, is a system of values, norms and rules of behavior. In this system, a special place is occupied by the culture of speech, which, in turn, has such characteristics as correctness, communicative expediency, clarity, accuracy, accessibility, logic, purity, expressiveness, aesthetics, relevance. All these qualities of speech culture also have a national imprint and include such elements as the values of morality, ethics, relationships, belonging to a faith, religion, social group, etc. This understanding allows you to develop a learning path in consideration of the cultural meaning or meaning that is embedded in the language, rules, norms, and beliefs. Based on a number of terms identified during the analysis of the content of General language disciplines of the University system, this article suggests ways to develop speech culture in the context of the formation of intercultural competence.

MOOCs for Enhancing Engineering Education

2016 ◽  
pp. 204-223 ◽  
Author(s):  
Amir Manzoor
Keyword(s):  
Engineering Education ◽  
Online Courses ◽  
Present Form ◽  
University System ◽  
Group Activities ◽  
The World ◽  
The Subject ◽  
Class Room ◽  
The University

All over the world, thousands of engineering institutions offer conventional engineering education. However, the quality of education, is a matter of concern. MOOCs (Massive Open Online Courses) permit learners to access and benefit from the teaching by renowned professors. MOOCs offer an unprecedented opportunity to revitalize education. These cause complete dis-intermediation of the university system, making them very affordable; however, they have several shortcomings in their present form. Students enrolling for a MOOC still have to conventionally study the subject for their degree. Complete absence of physical group activities in a class room under a teacher's mentoring, is another serious issue. Conduct of practical sessions in laboratories is an important aspect of engineering education, for which MOOCs offer no alternative. This chapter reviews the state-of-the-art of MOOCs in engineering education and provides suggestions as to how MOOCs can be effectively utilized for enhancing engineering education.

Regional Integration in West Africa

2012 ◽  
pp. 1-17 ◽  
Author(s):  
Ikeanyibe Okechukwu Marcellus ◽  
Ezeibe Chukwuebuka Christian
Keyword(s):  
West Africa ◽  
Human Resource ◽  
Regional Integration ◽  
West African ◽  
Economic Policies ◽  
University System ◽  
The World ◽  
The University ◽  
Resource Diversity

Since its establishment in 1975, the Economic Community of West African States (ECOWAS) has faced the task of regional integration and cooperation in West Africa mainly through economic policies and treaties, and has substantially failed to achieve the desired goals. The sub-region is probably one of the most outstanding regional enclaves of human diversity in the world. However, ethnicity and other differences remain critical phenomena of politics and life in the sub-region. More often than not, these differences are exploited for negative purposes rather than leveraging them for the objectives of cooperation, integration, and development. The university system and its academic membership offer an opportunity for harnessing some of the diversity in the region for more fruitful integration and development. This chapter examines this expected role of academia and the university system towards leveraging human resource diversity for improved cooperation, integration, and development in West Africa.

scholarly journals Outcome Summary of the International Experience in Developing the Financial Resources of Universities

2021 ◽  
pp. 121-124
Author(s):  
Abdulrahman Obaid AI-Youbi ◽  
Adnan Hamza Mohammad Zahed ◽  
Abdullah Atalar
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Well Being ◽  
Financial Resources ◽  
Economic Returns ◽  
University System ◽  
The Public ◽  
The World ◽  
Excellence In Education ◽  
The University

AbstractIt is widely believed that economic returns of tertiary education to the public are much higher than those in other sectors of the economy. Excellence in education and research, therefore, is an important factor for the welfare of countries. To improve the well-being of their citizens, governments invested heavily in higher education. The number of higher education institutes in the world has reached 18,000, and as a result, a larger fraction of people is getting tertiary education degrees. The expansion of the university system required a corresponding increase in the funding.

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