scholarly journals A Critical Review of the Revised 9-Year Basic Education Curriculum (BEC) in Nigeria

2015 ◽  
Vol 8 ◽  
Author(s):  
Adesikeola Olateru-Olagbegi
Keyword(s):  
Learning Environment ◽  
Curriculum Development ◽  
Basic Education ◽  
National Development ◽  
Youth Unemployment ◽  
High Rate ◽  
Successful Implementation ◽  
Education Curriculum ◽  
Junior Secondary Schools ◽  
Junior Secondary

Globally, education is acknowledged as a critical engine for economic development. Nigeria is facing a lot of developmental challenges including a high rate of poverty and astronomical youth unemployment. Education has been advanced as one of the key strategies to address the challenges. The 9-Year Basic Education Curriculum (BEC) for Primary (elementary) and Junior Secondary Schools (JSS) in Nigeria was revised in response to the country’s need for relevant, dynamic, and globally competitive education that will ensure socio-economic and national development. This paper critically reviewed the adequacy of the revised 9-Year BEC. The review showed an improvement in the curriculum development process and in primary (elementary) and Junior Secondary School (JSS) curriculum contents over previous attempts of curriculum development in Nigeria. However, factors such as inadequate trained teachers, inappropriate pedagogy and poor learning environment pose threats to successful implementation of the revised 9-Year BEC. The implication for the field of curriculum development is that availability of adequate “quality teachers”, appropriate pedagogy and conducive school learning environment are of utmost importance in ensuring that a well-designed curriculum meets its objectives.

The inclusion of guidance and counseling program into basic education curriculum for quality assurance

2019 ◽  
Vol 2 (2) ◽  
pp. 33-43
Author(s):  
OLUDARE Bosede Abiola ◽  
Afolabi Tosin Paul
Keyword(s):  
Quality Assurance ◽  
Basic Education ◽  
Practical Knowledge ◽  
Education Programme ◽  
Guidance And Counseling ◽  
Education Curriculum ◽  
Junior Secondary Schools ◽  
Descriptive Research ◽  
Junior Secondary ◽  
The Right

The study examined the inclusion of guidance and counselling programme into basic education curriculum for quality assurance in basic education. The study employed the use of descriptive research design. The sample consisted of two hundred basic education teachers in primary and junior secondary schools in Ondo West Local Government Area of Ondo State. Four research questions were raised. The use of self – designed questionnaire was employed which was validated by experts from curriculum studies and Educational Foundations and Counselling. The data gathered was analyzed with mean rank and standard deviation. The findings of the result shows the various guidance and counselling programmes to be included into basic education curriculum, the benefits derived from the inclusion of guidance and counselling programmes into basic education curriculum, the relationship between basic education and guidance and counselling and the challenges on the inclusion of guidance and counselling into basic education curriculum. Based on the findings, the study makes the following recommendations among others: Formal vocational education to be introduced at the Basic education level, so that pupils would be guided into the right thinking of appropriate careers to be perused, training and retraining of professionally qualified counsellors on regular basis and they should be involved in the formulation and implementation of curriculum for the basic education programme, well trained and competent Guidance and Counselling personnel, with thorough theoretical and practical knowledge, must be employed at schools. These people can help teachers to cope and deal with learners efficiently, government should provide adequate funds to all basic education in the country.

scholarly journals TOWARDS REVITALIZATION OF INSTRUCTIONAL LEADERSHIP FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

2015 ◽  
Vol 16 (1) ◽  
pp. 9
Author(s):  
Bello Ahmad Bello
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Basic Education ◽  
Instructional Materials ◽  
Successful Implementation ◽  
Junior Secondary Schools ◽  
Universal Basic Education ◽  
School Based ◽  
Junior Secondary ◽  
Definition Of

This paper examined the needs to revitalize instructional leadership of primary and junior secondary schools headteachers in Nigeria, for successful implementation of the Universal Basic Education (UBE) Programme. Instructional leadership, as viewed in the paper, has to do with creating a school culture that makes students’ learning a priority and provides the resources necessary to support teachers’ efforts to improve students’ learning. The need for revitalization of instructional leadership in the Nigerian Basic Education schools emanates from the identified problems of lack of clearly defined general instructional visions in the schools in question, dearth of instructional materials, ineffective instructional supervision by the headteachers, and absence of school-based professional development programmes for teachers. With the introduction of UBE and subsequent curricular review, the paper discovered that there was the need to re-orient teachers towards effective teaching of the newly infused contents of the 9-year basic education curriculum. The paper, based on the identified needs for the revival of instructional leadership has recommended clear definition of schools’ instructional vision, effective classroom supervision, organizing school-based teacher professional development programmes among other things as foremost measures to be taken to improve this vital function of the school headteachers in question.

The “Flipped Classroom” Model for Teaching in the Intensive Care Unit

2016 ◽  
Vol 32 (3) ◽  
pp. 187-196 ◽  
Author(s):  
Christopher R. Tainter ◽  
Nelson L. Wong ◽  
Gaston A. Cudemus-Deseda ◽  
Edward A. Bittner
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Point Of Care ◽  
Perceived Usefulness ◽  
Successful Implementation ◽  
Education Curriculum ◽  
Patient Acuity ◽  
Wide Range

Introduction: The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee’s experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The “flipped classroom” is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. Methods: An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Results: Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. Conclusion: The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

Curriculum Development of the PSHE Key Learning Area in Junior Secondary Schools: Perspectives of Humanities Teachers

2007 ◽  
Vol 22 (1) ◽  
pp. 67-86 ◽  
Author(s):  
John Chi-kin Lee ◽  
Lawrence Ka-ki Ho ◽  
Julian Yat-ming Leung ◽  
Cecilia Chuk-ching Lo
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Learning Area

scholarly journals BIAYA SATUAN PENDIDIKAN DASAR DAN KEBUTUHAN DANA UNTUK PENDIDIKAN DASAR GRATIS

2012 ◽  
Author(s):  
Abbas Ghozali
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Basic Education ◽  
Unit Cost ◽  
Educational Resource ◽  
Regional Government ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Resource Identification

Abstrak: Biaya Satuan Pendidikan Dasar dan Dana yang Dibutuhkan untuk Pendidikan Dasar Gratis. Penelitian ini bertujuan untuk memperkirakan dana yang diperlukan untuk melaksanakan pendidikan dasar gratis pada tahun 2009 dan membandingkannya dengan realisasi anggaran untuk pendidikan dasar. Metode yang digunakan meliputi proyeksi pendaftaran, identifikasi sumberdaya pendidikan yang diperlukan, ketersediaan dan keterbatasan, identifikasi biaya satuan masing-masing unsur dan perkiraan total dana yang diperlukan. Temuan penelitian menunjukkan bahwa pelaksanaan pendidikan dasar pada tahun 2009 membutuhkan dana sebesar Rp157,22 trilyun, termasuk anggaran untuk SD dan SMP. Pemerintah pusat dan daerah menyediakan anggaran hanya Rp132,24 trilyun sehingga ada kekurangan sebesar Rp25 trilyun. Kata Kunci: biaya satuan, pendidikandasar gratis Abstract: The Unit cost of Basic Education and the Funds Needed for Free Basic Education. This study was aimed to estimate the funds needed to implement free basic education in 2009 and compare it with the budget realization for basic education. The methods employed included projection of enrollment, required educational resource identification, the availability and shortage, identification of the unit cost of each component, and estimation of the total funds needed. The findings revealed that implementing free basic education in 2009 required as much as Rp157.22 trillion, including the budget for primary schools and junior secondary schools. The national and regional government levels provided the budget for basic education as much as Rp132.24 trillion only, and so there was a deficit of Rp25 trillion. Keywords: unit cost, free basic education

scholarly journals ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC

2015 ◽  
Vol 16 (2) ◽  
pp. 12
Author(s):  
Idi Cheffou
Keyword(s):  
Secondary Schools ◽  
International Education ◽  
Peace Education ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Development Education ◽  
Junior Secondary Schools ◽  
Parametric Data ◽  
Junior Secondary ◽  
Administrative Strategies

This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.

scholarly journals INOVASI KURIKULUM DALAM DIMENSI TAHAPAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 3 (1) ◽  
pp. 19-38
Author(s):  
Sigit Tri Utomo
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Program Planning ◽  
National Development ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Fields Of Study ◽  
Theological Foundation ◽  
Competency Based ◽  
Technology Foundation

This paper contains a presentation about the curriculum in the development of Islamic religious education. The curriculum becomes very important in educational institutions because the curriculum is the "heart" of education. The curriculum is a set of tools to achieve goals, starting from planning, starting from initial planning, to planning, such as; strategic planning program planning, such as; Individual-based programs, module-based programs, competency-based or entrepreneurial-based programs. In the dimensions of Islamic religious education curriculum development, there are several matters such as theological foundation, philosophical foundation, social foundation, foundation of wisdom and foundation of Pancasila and technology foundation. While the principles in the development of the PAI curriculum are the principles of relevance, effectiveness, efficiency, sustainability, approval and integration. Based on the concepts of educational curriculum development and curriculum development, the curriculum development after observing the characteristics of the Islamic education curriculum are the basis of curriculum development, the principles of curriculum development, then it must be in accordance with what will be done in curriculum development; Whether discussing fields of study, discussing between participants, discussing reconstructionism, discussing humanism, or accessing national development.

scholarly journals The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana

2012 ◽  
Vol 1 ◽  
pp. 213-226
Author(s):  
Deborah Adeninhun Adeninhun
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Teacher Practices ◽  
English Literature ◽  
Human Right ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Teachers And Students ◽  
Teaching Learning

Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.

Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum

2020 ◽  
pp. 18-28
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Useful Knowledge ◽  
Junior Secondary Schools ◽  
Security Education ◽  
Junior Secondary ◽  
National Values ◽  
Parametric Statistics ◽  
High Degree

This study analysed Social Studies teachers’ readiness to teach Security Education. 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using simple non-parametric statistics. Findings showed that the teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the teachers’ readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of specialisation (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed Curriculum as a development that will create a significantly higher workload for them. Nevertheless, their response showed a relatively high degree of negative disposition towards the handling of the newly introduced Security Education theme in National Values class Based on these findings necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.

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