Programme Evaluation of Post Graduate Certificate in Endodontics Programme of Indira Gandhi National Open University: A Learner’s Perspective

This tracer study was designed to track National Open University of Nigeria (NOUN) graduate nurses in their places of work with a view to ascertaining their level of professional competency and to explore employers’ expectation of graduate competencies. The study employed the descriptive survey design. Participants included 222 NOUN alumni who graduated in nursing programme and a corresponding 222 heads/top-level managers of the organizations where the graduate nurses were employed. Multiple instruments were used to collect data including competency test, survey questionnaire, and direct observation. A number of remarkable findings emerged from this study, both expected and unexpected. Majority of sampled graduates appeared to possess high level of professional competency in all three competency dimensions measured. A significant proportion of employers seemed to hold high perception regarding the graduates. In matching the employers’ perception of ODL graduates against actual competencies of NOUN graduate nurses with the use of quadrant analysis, the resulting values showed that a significant proportion of the graduates met and exceeded employer expectation.

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Information Literacy Awareness, Perception and Skills Assessment Using Students of National Open University in Southwest Nigeria

International Journal of Digital Literacy and Digital Competence ◽

10.4018/ijdldc.2014070102 ◽

2014 ◽

Vol 5 (3) ◽

pp. 15-28

Author(s):

Kingsley N. Igwe ◽

Elizabeth O. Ndubuisi-Okoh

Keyword(s):

Data Collection ◽

Information Literacy ◽

Research Method ◽

Descriptive Statistics ◽

Skills Development ◽

Skills Assessment ◽

Open University ◽

Rejection Level ◽

Southwest Nigeria ◽

National Open University

This study was carried out to find out the level of information literacy (IL) awareness, perception and skills of students of National Open University of Nigeria (NOUN). It was based on the fact that IL instruction course is missing in the curriculum of NOUN, thus, it is therefore a necessity to ascertain awareness and perception levels of the students about IL issues well as their skills assessment test. Survey research method was adopted involving 197 respondents that were found during visits to the four study centres for data collection. Questionnaire was used for data collection, which was administered, properly filled, returned, and used for data analysis with descriptive statistics. Findings revealed that NOUN students have poor level of awareness and perception about IL, as a result of rejection level in seven out of ten statements. However, the other accepted three see IL issues as antidote to poor IL skills of students. Generally, the IL assessment test shows that a greater percentage of the students, when summed together lack IL skills. Avenues through which they acquired IL skills were analysed as well as the challenges affecting their IL skills development. Recommendations were made among which are integration of IL Instruction into the curriculum of NOUN and provision of adequate and functional human, infrastructural and information resources for result-oriented service delivery in the libraries.

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Developing strategies for delivering music technology in secondary PGCE courses

British Journal of Music Education ◽

10.1017/s0265051799000261 ◽

1999 ◽

Vol 16 (2) ◽

pp. 197-213 ◽

Cited By ~ 3

Author(s):

Maria Busen-Smith

Keyword(s):

Music Educators ◽

Student Evaluations ◽

Music Technology ◽

University Student ◽

Post Graduate ◽

Secondary Music ◽

Graduate Certificate ◽

Partner Schools ◽

Developing Strategies

For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.

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