Educational Planning in Federal Capital Territory, Abuja, Nigeria: Challenges and the Ways Forward

Ogunode, Niyi Jacob

doi:10.37241/jatss.2021.32

Cited by 16 publications

(21 citation statements)

References 4 publications

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“…This phenomenon of insufficient level of provosts' communicative skills and its negative impacts is a nation-wide problem, as virtually all the colleges of education in Nigeria are faced with one problem or the other resulting from administrators' lack of effective use of communication skills (Kadir, Tijani & Sofoluwe, 2020;Birabil et al, 2020;Ezinine, & Ughamadu, 2021). This is also in line with the opinions of Ogunode, Wama and Dilmund (2020) and Beard (2018) who stated that inability to use communication skills effectively by school administrators causes problems such as poor quality of education, neglect of staff welfare, poor supervision and monitoring, low productivity of workers and lack of sustainability of good track record of performance. They maintained that this causes disruption in college environment making it difficult for the lecturers to achieve their full potentialities.…”

Section: Discussionsupporting

confidence: 84%

An Assessment of Provosts’ Communication Skills in Colleges of Education in Kwara State, Nigeria

Mahmud¹,

Suleiman²,

Ishola³

2022

JEBS

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This study investigated the communication skills needed by provosts for effective management of Colleges of Education in Kwara State. The study was a descriptive survey study. It was guided by two research questions and two null hypotheses. The population of the study comprised the academic staff and NCE students in the three Colleges of Education owned by Kwara State Government. In all, there are 426 academic staff and 7,500 NCE students in the three colleges. The samples consisted of 100 academic staff and 250 NCE students drawn proportionately from the three colleges. An instrument constructed by the researchers, titled: Provosts’ Communication Skills for Effective Management Questionnaire (PCSEMQ) was used for data collection. Percentage, Mean, Standard Deviation and t-test statistics were used to analyse the data collected. The result of data analysis revealed the problems caused by poor usage of communication skills to include the decrease in the standard of Nigeria Certificate in Education; lack of sustainability of College’s good track record; lack of adequate control of staff and students; neglect of staff welfare and non-provision of grant for research and publications; poor supervision and monitoring of college’s activities; disruption of college environment making it difficult for lecturers to achieve their goals maximally; etc. Based on the findings, some recommendations were made which include the use of clear and concise language by provosts, constant use of face-to-face communication and the provosts being active listeners.

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Section: Discussionsupporting

confidence: 84%

An Assessment of Provosts’ Communication Skills in Colleges of Education in Kwara State, Nigeria

Mahmud¹,

Suleiman²,

Ishola³

2022

JEBS

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“…In the digital teaching and learning environment, phishing assaults continue to play a dominating role. Online security needs to be upgraded and strengthened in keeping universities information secure (50). Recruitment of technician and professions in infrastructure technology rather than general technician is required and frequent and constant online monitoring is needed.…”

Section: Institutions' Roles In Building Resilience Online Bioscience...mentioning

confidence: 99%

“…Courses integrating inter-cultural and experiential learning that enhance 21st century learning, literacy and life skills will create changes in the learning environment and encourage a positive mind set (68,69). Positive feedback and reinforcement by academics would improve student's performance and create a positive learning environment (50,70). Digital education technology for instance augmented reality (AR), virtual reality (VR), mixed reality (MR), artificial intelligence (AI), wireless technology or smart data are able to make higher education more accessible as it allows learners to move from the classroom into a virtual environment of online learning.…”

Section: Thriving Digital Educational Technologiesmentioning

confidence: 99%

A Wake-up Call: Covid-19 and Its Impact on Reforming Biosciences Education Towards Resiliency and Sustainability

Cheema¹,

Alwi²,

Hashim³

et al. 2022

MJMHS

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COVID-19’s global pandemic has had a significant impact on bioscience education, which has switched to online learning. Every entity within the higher education ecosystem, whether technical, pedagogical, or social, has faced a number of challenges as a result of this. Regardless, biosciences education stakeholders have been fast to implement innovative strategies to maintain high standards and quality of biosciences online teaching and learning. This paper focuses on the biosciences education transition toward developing resiliency, as well as the technology resources and approaches that have been deployed in the current context to change biosciences education to be robust in the face of the COVID-19 upheaval. Finally, significant insights into ‘resilience sustainability’ approaches that may be employed in relation to the digitisation of biosciences education in a concerted effort to promote resiliency, adaptability and sustainability in biosciences education are presented.

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“…Among other challenges facing African education are the issues of poor educational infrastructure, unstable academic calendar, inconsistent government policies and administrations, inadequate budgetary allocation/funding, poverty, corruption, irrelevant curriculum, non-adherent to educational standards, lack of adequate instructional resources and poor remuneration (Ogunode and Musa, 2020; Sawyerr, 2004; Sifuna and Sawamura, 2010; Woolman, 2006). Scholars believe that the aforementioned challenges are not only regional but cut across all aspect of education in Africa.…”

Section: Introductionmentioning

confidence: 99%

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Okofu

Fakere

2022

Journal of Asian and African Studies

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The aim of this study is to evaluate the extent to which negotiated pedagogy as a decolonised pedagogy that calls for more social forms of learning is capable of enabling students to acquire skills for future practice in Nigeria. The curriculum of architectural education in Nigeria has been predicated on the British and American pedagogic learning models. These models do not reflect the diverse cultural practices and rarely enable students to acquire and develop capabilities to self-initiate projects and create jobs without waiting for commissions. The study utilised critical review of existing literature to expose the weaknesses of the current studio models in enabling students and future architects to acquire skills for future practice. The paper employed interview and case study to examine how negotiated pedagogies at the margins are opening up new ways of engaging in practice. The findings reveal that negotiated pedagogy challenges the orthodoxy of existing studio models by empowering today’s graduating architecture students to develop a critical voice to question how their learning is equipping them for practice. By negotiating and integrating multiple approaches to learning and producing architecture, the line between education and practice, architects and users, educators and students and real and imagined is redrawn.

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Educational Planning in Federal Capital Territory, Abuja, Nigeria: Challenges and the Ways Forward

Cited by 16 publications

References 4 publications

An Assessment of Provosts’ Communication Skills in Colleges of Education in Kwara State, Nigeria

An Assessment of Provosts’ Communication Skills in Colleges of Education in Kwara State, Nigeria

A Wake-up Call: Covid-19 and Its Impact on Reforming Biosciences Education Towards Resiliency and Sustainability

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

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