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.

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.

scholarly journals An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria

2020 ◽  
Vol 2 (1) ◽  
pp. 59-78
Author(s):  
Ogunode Niyi Jacob
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Stem Education ◽  
Basic Education ◽  
Development Program ◽  
Negative Attitude ◽  
Instructional Materials ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
The Government

This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.

scholarly journals Predictors Of Attitudes Towards French Language In Junior Secondary Schools In Oredo Local Government Area Of Edo State, Nigeria

2019 ◽  
Vol 8 (3) ◽  
pp. 253-260
Author(s):  
Peace Joan Alufohai
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Survey Design ◽  
Instructional Materials ◽  
French Language ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Nigerian Students

For years, “Comment tu t’appelle?” and the response, “Je m’appelle…” has remained a famous lingo among young Nigerians, who were taught the French language at the basic education level. To most Nigerian students, these are the only words they can remember in the language. What makes the issue disgusting is the fact that this subject (French) was introduced into the Nigerian school system as far back as 1859 when other topics like the English language, Mathematics, Sciences etc. were introduced. In additional to address this lukewarm attitude towards this subject, there is a need to determine the factors that predict it. Three hypotheses were raised for the study. The correlational survey design was employed for the study. The population for the study consists of all the 6534 junior secondary 3 students in public schools. Six hundred students consisted of the sample size. The instrument for the study is the questionnaire titled Attitudes Towards French Language Questionnaire (ATFLQ). The data collected were analyzed using linear regression statistics. Findings of the study revealed that the three factors (societal value, instructional materials and method of teaching) hypothesized are significant predictors of French language learning. Based on the findings, recommendations were made amongst which is that since communication competency is one of the problems of the students, teachers as a matter of policy, should teach French language employing the learner- centered methods that will make students participate/speak the language in class.

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.

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