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Improving graduate outcomes for technical colleges in Nigeria
Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia
Graduate Research Through the Rebirth of Social Work Education in Ethiopia: Trends, Geographic Distribution, and Thematic Areas
Representations and attitudes toward bilingual teaching: a survey on teachers and educational supervisors in Niamey.; [REPRÉSENTATIONS ET ATTITUDES FACE À L’ENSEIGNEMENT BILINGUE: UNE ENQUÊTE AUPRÈS DES ENSEIGNANTS ET DES ENCADREURS PÉDAGOGIQUES DE LA VILLE DE NIAMEY]
Representations and attitudes toward bilingual teaching: a survey on teachers and educational supervisors in Niamey.; [REPRÉSENTATIONS ET ATTITUDES FACE À L’ENSEIGNEMENT BILINGUE: UNE ENQUÊTE AUPRÈS DES ENSEIGNANTS ET DES ENCADREURS PÉDAGOGIQUES DE LA VILLE DE NIAMEY]
by Mamane Nassirou Mamane
Keep ReadingThe correlation between parental socioeconomic status (SES) and children's academic achievement: The case of Eritrea
The Practice of Formative Assessment in Ethiopian Secondary School Curriculum Implementation: The Case of West Arsi Zone Secondary Schools
Motives and career choices among Ugandan social work students [Motiv och karriärval bland socialarbetarstudenter i Uganda]
Reclaiming education: Rising above examination malpractices, and its contextual factors on study progress in Nigeria
Women in adult education program for sustainable development: Challenges and implications for library and information services
A Comparative Study of Adult Education in Tanzanian Newspapers: Analyzing Frequency and Depth
Barriers to research productivity of academics in Tanzania higher education institutions: the need for policy interventions
Examining the instructional process of citizenship education in Ethiopia: The case of secondary schools in the Amhara state
Open educational resources (OER) management: implications for policymakers on the best practices in an open education university libraries in Nigeria
Improving graduate outcomes for technical colleges in Nigeria
by Ugochukwu C Okolie
This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted. © Australian Council for Educational Research 2019.
Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia
by Solomon Tsehay
This study examines challenges faced by middle-level social studies teachers in West Gojjam, Ethiopia, while implementing the Constructivist Teaching and Learning Approach (CTLAT). 178 social studies teachers were randomly selected and eight were chosen using maximum variation sampling based on characteristics such as teaching experience, female representation, school location, and willingness to observe the classroom. Findings indicate a lack of commitment, resource scarcity, teacher and student pedagogical preferences, and inadequate training. Additional obstacles, including teachers’ deficiencies in constructivist skills, student preference for note-taking, and a lack of accountability, affected the practice of CTLA. The study emphasizes that institutional, teacher, student, parent, and curriculum-related challenges significantly affect the implementation of CTLA in social studies classrooms. To overcome these challenges, teachers are encouraged to adopt constructivist techniques and stay informed through reading, professional development, and sharing experiences. The study concludes with a request for educational institutions and stakeholders to prioritize and emphasize CTLA adoption. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Graduate Research Through the Rebirth of Social Work Education in Ethiopia: Trends, Geographic Distribution, and Thematic Areas
by Mehari, Getaneh
The research activities of graduate students of social work at Addis Ababa University (AAU) have not been documented and analyzed in a way that it could be published. This article explores and examines social work graduate research from 2006 to 2019. Data and our unit of analysis included 580 theses and dissertations listed in graduation books and another 280 electronically stored master’s theses and dissertations from the AAU Institutional Repository. The total graduates in the program (2006-2019) were 752, of which 65% (484) were males. Further analysis was made based on review of 280 master’s theses and doctoral dissertations. The study site for 73% of these theses and dissertations was in Addis Ababa. The rural-urban comparative analysis indicates that 84% of research projects were carried out in urban areas. In terms of the methodological orientations, 81% employed qualitative methods. From the fifteen thematic categories identified in our study, the five most researched thematic areas which covered 67% of all master’s thesis and PhD research projects include issues of children; women and gender; health and healthcare services; community and community development, and family, marriage, and divorce. This article concludes that the rebirth of social work education at AAU in 2004 paved the way for the expansion of graduate social work research. The urban bias of the research demonstrates a limitation of social work graduate research. © 2024 Authors.
Representations and attitudes toward bilingual teaching: a survey on teachers and educational supervisors in Niamey.; [REPRÉSENTATIONS ET ATTITUDES FACE À L’ENSEIGNEMENT BILINGUE: UNE ENQUÊTE AUPRÈS DES ENSEIGNANTS ET DES ENCADREURS PÉDAGOGIQUES DE LA VILLE DE NIAMEY]
by Mamane Nassirou Mamane
Based on the example of some schools in the city of Niamey (Niger), our research attempts to shed light on the new language policy that should enable the Nigerien authorities to extend French /national languages bilingual teaching within the education system of the country. Our study first traces back the history of bilingual education in Niger, and evokes the different reflections made on this topic. We then analyze the results of a field survey, in which we gathered information on the representations and attitudes of the main actors involved in the process of bilingual education (teachers and pedagogical supervisors) to explore the extent of their support, which is desirable for the success of the reform. The study revealed the low level of commitment of the actors involved in this educational initiative but also tried to identify the causes for these attitudes, and propose possible solutions. Our aim is to enlighten decision-makers by providing them with information grounded on reality, and thus enable them to make the necessary adjustments to make the current reform on bilingual education effective. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
The correlation between parental socioeconomic status (SES) and children's academic achievement: The case of Eritrea
by Tedros Mengesha
This study replicated and extended research on the link between parental socioeconomic status (SES) and children's academic achievement using Eritrea, a developing country, as a case study. It used a mixed methods approach that employed both quantitative and qualitative approaches and utilized data from different stakeholders that included a sample of 397 grade eight students, twenty-seven students’ parents, eight school principals, eight schoolteachers, and four education officers. The findings of the current study indicated that parental SES (education, occupation, household size, and household possessions) appeared to be correlated to students’ academic achievement, as measured by the scores in a grade eight national examination. The findings of this study further the extant literature for it addresses the research gap in SES and academic achievement in developing countries. Implications of the study's findings, limitations, and multiple avenues for future research are also discussed. © 2020
The Practice of Formative Assessment in Ethiopian Secondary School Curriculum Implementation: The Case of West Arsi Zone Secondary Schools
by Janbo Guduru Figa
The purpose of this paper is to examine the practices of formative assessment in the West Arsi zone secondary schools in Ethiopia. A descriptive cross-sectional survey research design was employed. The study participants were secondary school supervisors, principals, teachers, and students. Questionnaires, interviews, observations, and document analysis were used to gather data. The results revealed that secondary school teachers sometimes communicate learning objectives for students, sometimes integrate formative assessment strategies, and sometimes provide formative feedback, with considerable variation of practices. The results have further shown that lack of instructional materials, absence of laboratory equipment and/or technicians, lack of teachers’ competencies, large class size, and shortage of instructional time were the major challenges to formative assessment implementation. © 2020, © 2020 Taylor & Francis Group, LLC.
Motives and career choices among Ugandan social work students [Motiv och karriärval bland socialarbetarstudenter i Uganda]
by Paul Bukuluki
Despite the fact that social work has quite a long history in countries such as Uganda, there are few studies available about social work students’ motives and career wishes. The intention of this article is to start to fill this gap by using some of the motives explored in studies of European social work students and to compare them with those of Ugandan social work students. The data used draws on 149 students at the department of Social Work and Social Administration, Makerere University. It is based on a mix methods study using a survey and focus group discussions. The majority of social work students come from urban or semi-urban areas. Some students choose a programme where they are certain to get a scholarship. There was generally a positive relationship between interest and perceived status of the social work area. Those areas that scored high on interest were also rated highly in terms of status. Therapy and counselling, education and research, and health social work were ranked high, while social work with the elderly, abused and with poor people and social assistance ranked low. Social work students in Uganda do not expect to get a social work job after their graduation. © 2017, © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Reclaiming education: Rising above examination malpractices, and its contextual factors on study progress in Nigeria
by Ugochukwu ChinonsoOkolie
This study investigated the perceived impact of examination malpractices (EMs) and its contextual factors on the study progress in Nigeria. Drawing upon data collected through structured questionnaire administered to 795 participants comprising of 711 secondary and tertiary education students, two different focus group discussions with 7 secondary school students and 6 university students, and five different interviews with 71 participants (18 examination invigilators, 12 university lecturers, 20 parents/caregivers, 12 examination security agents, 9 secondary school teachers), it sought to investigate the major forms of EMs currently being practiced in the Nigerian education system, the major actors of the EMs and as well proffer practicable strategy to curb the prevalence of the EMs in the education system. Data collected were statistically and thematically analyzed to provide key answers to the research questions that guide the study. The findings of this study revealed that among other major actors of the EMs, the parents/caregivers were found to be the major actors who directly or indirectly fund EMs in the education system. Our study contributes to the improvement of the theory and practice of education in Nigeria to curb the high rate of EMs in the education system, as well as the education systems in other developing countries. © 2019 Elsevier Ltd
Women in adult education program for sustainable development: Challenges and implications for library and information services
by Ngozi Perpetua Osuchukwu
Objective - Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in Onitsha metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students' perceptions and satisfaction with their learning experience. Methods - A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres. Results - The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures. Conclusions - It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion. © 2019 Osuchukwu and Nebolise.
A Comparative Study of Adult Education in Tanzanian Newspapers: Analyzing Frequency and Depth
by Mwita, Samwel Gasuku
This study examines the coverage of adult education (AE) in Tanzania's print media between 2016 and 2021, focusing on four newspapers: Mwananchi, Habari Leo, The Citizen, and Daily News. These newspapers were selected for their diverse contents and national reach. The study adopted a mixed-method approach, combining the Agenda Setting theory with content analysis to examine news, features, editorials, and opinion articles related to AE. Moreover, an explanatory research design was employed, which involved engaging 50 key informants. AE coverage was event-driven, with 60.3% being news articles and 39.7% consisting of features, editorials, and opinions. This coverage contributes to a limited public comprehension of AE, hindering its recognition as an essential part of the national agenda. This study recommends enhancing awareness, providing specialized training and creating pull-outs for AE. © The Author(s) 2024.
Barriers to research productivity of academics in Tanzania higher education institutions: the need for policy interventions
by Kadikilo, Abel Charles
Higher education institutions dominate research productivity in many parts of the world. Nonetheless, many academics in developing countries—including Tanzania—perform poorly in research. This study aims to qualitatively explore the barriers to research productivity in Tanzanian public higher education institutions. Using semi-structured interviews with thirty university leaders, regulatory agency officials, and academics from Tanzania’s four largest public institutions and reviewing official documents on higher education, the study found that institutional and individual factors hinder academic research productivity. Institutional barriers include inadequate research funding, heavy workloads, weak collaboration, fragmented research policies, a lack of researchers with impeccable credentials, weak databases, weak mentorship, and informal rewards and incentives. Individual barriers included limited research expertise and interest. Overcoming these challenges requires strategic inter- and intra-institutional collaboration. It also requires capacity-building, instituted mentorship for young researchers, redesigned incentive and rewards programs, improved funding, policy harmonization, and strengthened institutional and national research repositories. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Examining the instructional process of citizenship education in Ethiopia: The case of secondary schools in the Amhara state
by Mulugeta Yayeh Worku
This study aimed to examine the instructional process of citizenship education in secondary schools in the Amhara state of Ethiopia. To that end, a mixed-method research approach with a concurrent triangulation design was employed. A total of 107 citizenship education teachers and 480 students were selected from 24 secondary schools. Questionnaires, semi-structured interviews, and classroom observations were used as data gathering methods. The results of the study revealed that the status of classroom instructional methods in citizenship education was low. Instead of using a variety of specific instructional methods advocated by prominent scholars of the field, teachers were using traditional teacher-centered methods that were less appropriate to engage students in the teaching-learning process. Whole-school events were also found at their lowest stage. Many of the school-wide opportunities were not widely practiced in relation to citizenship education. The same was true for service-learning. The status of this instructional approach was not only extremely low, but its pedagogical significance was also not well understood by citizenship education teachers. Hence, areas of intervention that could improve the instructional process of secondary school citizenship education are indicated. © The Author(s) 2024.
Open educational resources (OER) management: implications for policymakers on the best practices in an open education university libraries in Nigeria
by Ugonna Vivian Ailakhu
Purpose: The study aimed to identify the best practices for open educational resources (OER) management in Nigerian open education university libraries and the implications for policymakers. Design/methodology/approach: A mixed-methods approach was used, which included a survey questionnaire administered via Google Forms to academic librarians and other library staff of the National Open University of Nigeria (NOUN). The study’s population was 398 and 273 participants responded to the survey. The study included all academic librarians and other library staff representing the six geopolitical zones in Nigeria. The data were analyzed using both qualitative and quantitative methods. The study’s results were presented using frequency counts, percentages tables and the qualitative data analysis was done thematically. Findings: The findings of the study are consistent with existing literature on best practices for managing OER, which emphasized the importance of establishing clear policies and strategies for OER management practices, such as guidelines for acquiring, creating, curating and disseminating OER. Originality/value: The originality of the study concludes by recommending that policymakers should develop policies that support the implementation of best practices in OER management to improve access to educational resources and reduce costs for students. © 2024, Emerald Publishing Limited.
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