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CONTRIBUTION OF INTERNATIONAL AGENCIES, ORGANIZATIONS TO THE DEVELOPMENT OF EDUCATION IN NIGERIA
Abstract
The contemporary International Scene is full with numerous co-operations, understandings, undertakings and agreements of various forms of integration which are regional, continental and global both in nature and dimension. All these integrations are essentially geared towards the elimination of ignorance and poverty Such undertakings therefore revolves round almost all facets of human activities, military scientific, educational, cultural, health and a lot of others related activities. This interdependent complexity has unavoidably made the numerous “development roles of these fortified multilateral agencies inevitable especially to the developing Countries. Nigeria as developing country faces both the new challenges of supporting knowledge-driven development and the old challenge of promoting quality, efficiency, and equity at all levels of her educational system. Giving these massive challenges and the obvious limitation facing the government in the revitalization of the system, with the consequence of eroding educational quality, it will therefore not be out of place for these multilateral organization such as the World Bank to lend their supporting hands to salvage the nations failing educational system. The issue of multilateral assistance to educational development must go beyond lip service and international politics to a real and pragmatic support that will bring about sustained quality improvement in the Nigerian educational system. The International donors must pay serious attention to the provision of both financial and other forms of support to the Nigerian Educational System in order for the sector to compete with the ever dynamic global challenges. The educational sector as an important pivotal of economic growth and development, need a wholesale support from all and sundry. Since the ability and role of Government is constrained in most developing countries, multilateral agencies must relax stringent conditions to aid the educational development programmes of these countries.
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IMPERATIVES OF TECHNOLOGY IN EDUCATION IN NIGERIA SCHOOLS
CHAPTER ONE
INTRODUCTION
Technology has impacted the lives of everyday Nigerians across agriculture, business, education, entertainment, healthcare, government, and security. Technology has changed the face of how everything is being done in Nigeria. For everyday citizens, financial transactions can now be carried out on a mobile device, business transactions can take place across different borders of the world without face to face interactions, and reading and writing can be done outside of physically attending a school.
The rise of technology in Nigeria has also been recognized internationally. Nigeria is the largest market in Africa for Facebook. Mark Zuckerberg, founder of the internet social networking site, Facebook, was in Lagos and Abuja for 3 days to visit with entrepreneurs and developers, to explore how lives have been and still are, positively transformed with the use of technology across Nigeria. During his visit, he gave examples of how technology is changing the business, education and economic landscape by creating opportunities for the youth. He noted that there are incredible advancements with children between the ages of 9 and 13 having access to learn the basics of coding, app development, and website design and graphics design. The growth of Nigeria is being accelerated with each and every technological advance, and Zuckerberg’s recognition of the Nigerian start-up scene and other African tech industries demonstrates that there’s exciting development.
In Nigeria, public and private schools have embraced technology as a game changer, through the use of internet-enabled devices to make reading, writing and learning fun, exciting and a remarkable experience for both the teachers and the students. Teachers now have access to relevant teaching materials from other developed parts of the world which can be adopted and adapted. It is not uncommon to find teachers and students in both private and public schools demonstrate exceptional skill with the latest tech-enabled gadgets that they can lay their hands on. Parents are eager to enroll their children in summer camps at the CCHUB (Co-Creation Hub): “a social innovation center dedicated to accelerating the application of social capital and technology for economic prosperity.” Here they learn basic knowledge on coding, app development, web and graphic design. Most schools are now fully equipped to give children a solid head start in the use and application of A to Z software and apps to enhance their education and explore the limitless wonders that technology has to offer.
There are also philanthropic individuals as well as CSR-focused corporate organizations that have the financial coffers to provide computer laboratories for public schools in Nigeria. The likes of MTN, Etisalat, Airtel, the Oando Foundation and Multichoice also help to adopt public schools as part of their community support by specifically providing training support in ICT, in partnership with organizations like Microsoft, the British Council and Google. Ms. Funmi Adebajo of Kindle Africa, an organization that provides mentorship and educational support, gives her opinion on the impact of technology in education. She notes that, “education without a doubt is the singular and most effective tool in the eradication of poverty while science and technology is used to measure the growth, development and success of any nation. While technology is the bedrock of development, it would not be wrong to say education is the bedrock of technology as technological knowledge and skills can only be transferred through education.” Technology is allowing Nigerians to take initiative and make their own path.
Adebajo further elaborates that “electronic technologies have greatly impacted education around the world, but in Nigeria, we have incorporated ICT in to the educational curriculum for secondary schools in the 2004 edition of the National Policy on Education. The use of ICT in education has enhanced teaching, learning and research in Nigeria’s education system, especially in terms of improvement of access and delivery of education. In recent times, online courses have proven to be very effective because it provides a low cost alternative to higher education for Nigeria’s teeming youths.” She also remarks that “ICT has also provided researchers with access to research materials and opportunities for international comparative research work. Although electronic technology and internet access is still very expensive and not accessible to low income earners, the middle class citizens of Nigeria have been able to access the benefits of ICT and other forms of technology in education, e-commerce, agriculture and other sectors.” Technology is an enabler in leapfrogging Nigeria and providing opportunities to all in the arena of education and science. What’s important is that the tech infrastructure needs to be reinforced to make it an all-inclusive victory song for everyone.
There may have been previous researches in this subject. This work gives further explanations and analysis in imperatives of technology in education in nigeria schools
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EDUCATIONAL TECHNOLOGY AS A VEHICLE OF CHANGE IN CURRICULUM DEVELOPMENT
CHAPTER ONE
INTRODUCTION
Given the accelerating pace of change and innovation in the modern world it is necessary that schools take a less conservative role and incorporate innovation into the classroom and curriculum. Increasingly innovative teaching and learning in the classroom is seen as a vehicle for higher student achievement, more relevant learning and the development of skills deemed necessary for working and living in the future. As there is strong evidence for a fundamental shift in the workings of business and society in general there is the need for a fundamental change to take place in the traditional paradigms of education. It is important to note that for the most part the current model of education is based upon a 19th century model, which has only seen cosmetic modifications to the present day. The most, which has occurred, is a steady progression and modification of curriculum in various subject areas. As a whole, North American classrooms are presently in a state of flux concerning innovation. The resulting experimentation and push towards new methods is in all likelihood creating change in the entire model of education. Although this may be unnoticed by many, it stands to reason that if the way in which classrooms teach and function is changed the whole educational establishment will change as well. Forces from all directions are influencing this revolution such as teachers, students, administration, business, and government. However there will need to be a more coherent approach to actual educational reform before the system will see any significant change which reaches into every classroom.
The old and some might say present model of education is a rigid, bureaucratic system, which was created to address the needs of the industrial revolution. A need was created in this economic model for people who had a basic education, which would allow for training in a specific, technical task. In this assembly line mentality, education, and in particular schools, functioned to train people in basic skills such as reading and writing, mathematics and not much else. People also learned to be efficient and obedient to authority, which has the obvious connotation of training people to be “robots”. This type of education matched the prevailing types of jobs at the time such as factory and clerical workers whose occupations involved little more than performing repetitive, identical tasks. Current education still follows this idea very closely with its emphasis on the learning of specific ‘facts’ in an ordered, sequential curriculum with little real-world application. Evaluation is almost always focused on the individual. With time and advances in technology the industrial ways of doing things are quickly coming to an end as we enter the post-industrial or information age. It is being recognized by all that the traditional system
of education provides inadequate preparation for the kind of work which will take place in the 21st century. Already there is a movement away form simple production jobs toward those requiring more thought and manipulation of information. Workers of the future will be “symbolic analysts”, meaning they will identify problems, devise strategies of solving the problems, implement and evaluate them. They will use tools such as computers and scientific instruments in addition to other resources to work with and manipulate words, numbers and images. Not only will this work involve working with various types of data and resources but it will mostly be team oriented as opposed to individual. Work schedules will also be more dynamic. For these reasons education will have to teach children new sets of skills needed for these jobs. They must be able to sort through enormous amounts of data to create unique solutions to problems and be able to see things in context. They will also do this within groups where there is the need to develop consensus, communicate, assist and accept criticism. This kind of change will require integrating education into the fabric of communities. Teachers certainly cannot accomplish this alone. Digital technologies can be used to accomplish the task of integrating homes, schools, workplaces, museums, libraries, social services etc. to accomplish the common goal of education. If learning is to move beyond a narrow-minded individual course of learning facts these changes will have to occur. As is often said, education is an ongoing pervasive process.
There may have been previous researches in this subject. This work gives further explanations and analysis in educational technology as a vehicle of change in curriculum development
H0: There is no relationship between educational technology and change in curriculum development
H1: There is a relationship between educational technology and change in curriculum development
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A CRITICAL EVALUATION OF THE POTENTIALS IN TECHNOLOGY AND ITS EFFECTIVENESS ON PRIMARY EDUCATION IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
During the last decades, considerable resources have been invested in hardware, software, connections, training and support actions under the scope of improving the quality of teaching and learning. A major tenet of the policies that supported the introduction of information and communication technologies (ICT) in education was that they can become catalysts for change. Undoubtedly, some countries have made considerable progress in bringing networked ICT into education and made it possible for teachers and learners to use them on a daily basis. In many other cases, however, implementation policies have not been a consequence of systematic analysis and reflection. As a consequence, we still know little about the impact and effectiveness of ICT in education. To close this gap, this paper will be examining the positive and negative impact of ICT on education. Keywords: Information and Communication Technology (ICT), education, performance.
Information and communication technology (ICT) is one of the most important driving forces promoting economic growth in the economy. However, there is less of a consensus among economists on whether the impact of ICT also stems from higher total factor productivity (TFP) growth and improved efficiency of production (due to a better educated population). During the last two decades countries have invested heavily in ICT. Indeed, the use of ICT in education and training has been a key priority in Nigeria in the last decade, although progress has been uneven. ICT has had a major impact on the education sector, on organisation and on teaching and learning methods. Yet there are considerably different ICT expenditure levels between institutions within the country. Some schools have embedded ICT into the curriculum, and demonstrate high levels of effective and appropriate ICT use to support teaching and learning across a wide range of subject areas. However, some other schools are in the early phase of adopting ICT, characterised by important enhancements of the learning process, some developments of e-learning (ICT-enabled learning), but without any profound improvements in learning and teaching (Balanskat et al., 2006).
1.2 Statement of the problem
One puzzling question concerns the effective impact of these technologies on educational outputs and outcomes. As ICTs are being increasingly used in education, indicators to monitor their impact and demonstrate accountability to funding sources and the public are ever more needed. Indicators are required to show the relationships between technology use and educational performance.
1.3 Objectives of the study
1. To understand the use of digital technology in enhancing what we are already doing?
2. To know how we can develop curriculum and pedagogy that are empowering to children now and for their future personal, social, economic and political lives?
3. To understand how we can interpret the curriculum to better account for children’s diverse digital practices in their lives outside school?
4. To ensure that discussions around technology use are embedded in broader
discussions about pedagogy? And how might pedagogies need to change?
5. To know how we can avoid limiting our ideas about what might be possible by seeing possibilities only through existing frameworks (e.g. linked to curriculum, ideas about effective teaching and learning, assessment, and ‘established’ measures of impact)?
1.4 Research questions
1. How far do uses of digital technology enhance what we are already doing?
2. How can we develop curriculum and pedagogy that are empowering to children now and for their future personal, social, economic and political lives?
3. How might we interpret the curriculum to better account for children’s diverse digital
practices in their lives outside school?
4. How can we ensure discussions around technology use are embedded in broader
discussions about pedagogy? And how might pedagogies need to change?
5. How can we avoid limiting our ideas about what might be possible by seeing possibilities only through existing frameworks (e.g. linked to curriculum, ideas about effective teaching and learning, assessment, and ‘established’ measures of impact)?
1.5 Research hypothesis
H0: Technology potentials does not have a significant impact on primary education
H1: Technology potentials have a significant impact on primary education
H02: There is no relationship between technology and the development of primary education
H2: There is a relationship between technology and the development of primary education
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THE EFFECT OF SOCRATIVE APPLICATION ON STUDENTS ACADEMIC PERFORMANCE IN BASIC TECHNOLOGY IN UNIVERSITY
Abstract
This work discusses the effect of socrative application on students’ academic performance in basic technology in university.
.A hundred and twenty questionnaires were distributed among students and teachers from selected university in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that socrative application have a strong and significant positive impact on students’ academic performance in basic technology in university.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
References
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