Functionality of Secondary Education: An Investigation into Numeracy, Literacy and Civic/Citizenship Competencies of Secondary School Graduates in Rural Communities of Southwestern Nigeria

Okunlola, John Olayemi; Hendricks, Winston

doi:10.13189/ujer.2022.100801

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…They perceive society as a system composed of interconnected elements, each serving the collective needs. Consequently, education is regarded as an integral component of society and a vital institution intertwined with the political, economic, and familial systems (Okunlola & Hendricks, 2022a;Sever, 2012). Functionalists emphasise the critical role of education and training in societal development through socialisation, resource allocation, and career preparation, among other economic factors (Lawson et al, 2010).…”

Section: Functionalist Theorymentioning

confidence: 99%

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Okunlola

2024

IJRCS

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Educational stakeholders are concerned about the functionality of secondary education, as many secondary school graduates, particularly in rural areas, lack basic skills for work and daily life. Therefore, this study investigated the contributions of policy, access, and resource factors to the functionality of secondary education in rural communities of Southwestern Nigeria. The study was conducted within a positivist paradigm and employed a descriptive survey design. A multi-stage sampling technique was used to select 600 secondary school graduates for the study. Two hypotheses were formulated and tested. Four research instruments, namely the Secondary School Graduate Aptitude Test (SSGAT), Policy Factor Questionnaire (PFQ), Secondary School Graduate Access Questionnaire (SSGAQ), and Resource Factor Questionnaire (RFTQ), were utilised with reliability coefficients of 0.715, 0.733, 0.753, and 0.853, respectively. Data were analysed using inferential statistics such as multiple regression. The policy, access, and resource factors made significant joint contributions to the functionality of secondary education (F (3, 597) = 266.740; Adjusted R2 = 0.571) and accounted for 57.1 percent of its variance. The policy factor (?= 0.451) and resource factor (?=0.374) made relative contributions to the functionality of secondary education, while the access factor (?= 0.084) did not. The study suggests that urgently addressing policy and resource issues is critical for restoring the functionality of secondary education and improving access to it in rural areas.

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Section: Functionalist Theorymentioning

confidence: 99%

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Okunlola

2024

IJRCS

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“…The goal of education transcends mere learning but applying the acquired knowledge and skills is critical to fulfilling this objective (Mwamwenda, 2020). In other words, learning transfer seeks to achieve a functional education which Okunlola and Hendricks (2022) contend that education will only be useful if it showcases that formal learning is worthwhile by establishing a nexus between education and development in which the society is the ultimate beneficiary. Raliphada et al (2014) further posit that the ultimate goal of learning is found in the ability of learners to implement the learned behaviour or skills to real life situations or in the workplace.…”

Section: Introductionmentioning

confidence: 99%

Learning Transfer in the Workplace: An Insight Into the Missing Link in the Education and Training of Employees

Okunlola

2023

Stud. Learn. Teach.

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The goal of education and training is the transfer of learning which requires translating theories to knowledge, skills and learned behaviour. Education can only achieve its intended purpose when theories taught in the classroom are connected to workplace practices. If education and training fail to achieve this lofty objective, then, all efforts, time and resources may be a waste. Transfer of learning only occurs when prior learned knowledge and skills are applied in workplace, either in similar, related, or different contexts. However, there seems to be a missing link in what is being taught and transferred to the workplace in recent times. Aside from the theory of identical elements, this review also considers the theory of near and far transfer. The relevance of these two theories to classroom and workplace is the focal point of this review. Data for this review are secondary sources from documentary reviews, related articles, scholarly works in journals, conference proceedings among others. Data derived from these sources were analysed using content analysis approach. This paper posits that there is a missing link between what is being taught and learnt in the classroom and its workplace application. This paper posits that there is urgent need to make classroom a centre of active learning. Hence, a student-centred pedagogy is recommended, where real-life social contexts are taught in the classrooms, which can ultimately transfer learning to workplace.

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Functionality of Secondary Education: An Investigation into Numeracy, Literacy and Civic/Citizenship Competencies of Secondary School Graduates in Rural Communities of Southwestern Nigeria

Cited by 2 publications

References 9 publications

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Learning Transfer in the Workplace: An Insight Into the Missing Link in the Education and Training of Employees

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