University of Delta, Agbor, Delta State, Nigeria | Educational Foundations

This study examined the impact of social studies education on addressing the culture of silence in Nigeria. A descriptive research design was adopted and data was collected via a survey of 275 female undergraduatestudents of Delta State... more

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- by Blessing Eluowa
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- 3
  Education, Social Studies Education, Social Studies

The objective of this study is to perform a comparative examination of the security landscape in the Delta North and Delta Central Senatorial Districts of Delta State. The aim of this study is to investigate the potential impact of Social... more

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- by Blessing Eluowa
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- 2
  Education, Social Sciences

The study investigated the budget planning and defense practices adopted by principals of public secondary schools for effective financial management in Delta State, Nigeria. The study answered two research questions, and further tested... more

The study investigated the topic: enrolment planning and class allocation practices utilized by principals as correlates of students' population management in public secondary schools in Delta State. The study adopted a correlation... more

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- by Dr. Lucky Julius ILAVBARE
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- Google Scholar

The study aimed at investigating the relationship between time planning and scheduling practices adopted by principals and effective instructional supervision in public secondary schools in Delta State, Nigeria. It adopted a correlation... more

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- by Dr. Lucky Julius ILAVBARE
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- Time Management

The study examined principals' perception of the effect of lesson planning and instructional supervision on teachers' job performance in public secondary schools in Delta State. The study adopted descriptive survey research design. Two... more

This paper surveys women’s experiences and expectation regarding male-child preference in Nigeria. A judgment sample of Two hundred (200) literate women in Agbor metropolis, Delta State was used. A 25-item Questionnaire was constructed... more

In this study, some instructional activities of serving teachers in cooperating schools as observed by the pre-service teachers during their period of teaching practice were surveyed. This is to determine the extent to which service... more

In recognition of its globally proven importance, Information and Communication Technology (ICT) has been integrated into the Educational system of Nigeria starting from the basic Education level. Basic Education is a strategic subsector... more

In recognition of its globally proven importance, Information and Communication Technology (ICT) has been integrated into the Educational system of Nigeria starting from the basic Education level. Basic Education is a strategic subsector of Nigeria's educational system because it holds the potential for 9 year free, compulsory and uninterrupted education for the Nigerian Child in line with the Education for all (EFA) goals. Hence important basic knowledge and skills in relevant subject areas have been built into the Basic Education Curriculum (BEC). The revised 9-year basic education curriculum has explicit information and technology (IT) components for primary 1-6 pupils and Junior Secondary School (JSS) 1-3 students. However current studies in various parts of Nigeria have shown that the teaching, learning and use of ICT at the Basic education level is still very low. Inadequate training of the Basic Education teacher in ICT skills has been identified among other leading factors, as responsible for the poor teaching, learning and use of ICT in the schools. This paper surveyed the ICT component of the content and method of instruction embedded in the curriculum (i.e. the Nigeria Certificate in Education (NCE) minimum standards) for the training of Basic Education teachers, so as to ascertain the extent to which they had opportunity to acquire the ICT skills required at the level they are prepared to teach. This paper compared the ICT skills specified to be acquired by Basic Education learners and that integrated into the NCE, minimum standards which showed that the later provided enough opportunity for teacher trainees to acquire sufficient ICT skills. Curriculum package usually specify minimum standards for learners undergoing a particular programme of study. Achievement of the objectives of curriculum by the programme participants is weighed against the minimum standards. This paper explored the specific ICT skills which a Basic Education graduate should possess, so as to live effectively in the modern ICT driven society as expected. The national policy (6 th edition) emphasised that information technology training shall be incorporated into all teacher training programmes. Teacher educators who train the basic education teachers should be ICT trained also. In this vein, the National Commission for Colleges of Education (NCCE) has also specified the minimum ICT standards which the teacher educators should possess so as to train the Basic education teachers effectively,. This paper described succinctly the ICT standards for the teacher educators and compared them with the ICT skill to be acquired from the NCE minimum standards, by Basic education teachers. The ICT standards for teacher educators prepared by NCCE is sufficient to enable them train the Basic Education teachers in ICT skill curriculum specifies implementation strategies drawn from policy statements, which includes activities of stakeholders and conditions under which objectives are achieved. This paper entails to discuss the policy provisions for the acquisition of adequate ICT skills by prospective basic education teachers. Finally, the challenges and prospects of translating the curricular provisions into practical reality that will enable the GSJ:

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- by bernadette egede and +1
  Mary Bivwiere Asabor
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- Information Communication Technology

This paper Expansion in academic programmes in the Colleges of Education through the dual mode: a stitch in time is aimed at providing relevant information to support the need for immediate action on the re-positioning of the Colleges of... more

The College of Education in Nigeria has continually witnessed increase in the number of academic Programme introduced in the system as approved by relevant supervising bodies. By default the Colleges in Delta State partake in this... more

Nigeria has been making concerted efforts by participating in regional and global interventions and campaigns aimed at achieving gender equality in education. An ongoing international intervention is the African Women's Decade (AWD) which... more

Nigeria has been making concerted efforts by participating in regional and global interventions and campaigns aimed at achieving gender equality in education. An ongoing international intervention is the African Women's Decade (AWD) which gives regular report of the state of gender equality in participating nations. Review reports of AWD show that there is profound gender inequality in enrolment especially in higher (tertiary) education in disfavour of women in Nigeria. In the same vein, recent studies show the preponderance of females in some conventional part time mode of study in higher institutions, which is seen as a positive sign. To explore these issues, the College of Education, Agbor, is used as a case study. The study employed a descriptive survey design and drew upon available data from documents on enrolment for the five types of part time programmes run in the College; the sandwich (for Nigeria Certificate in Education (NCE), the Weekend NCE, the Outreach programmes (NCE); the regular part-time for first degree in Education and the Weekend degree programme. The study specifically determined the status of female enrolment in the programmes from documents which are officially available from 2010/2011 to 2014/2015 academic session. Five research questions guided the study. Simple percentages and Chi-square statistics were used to analyse the data. Bar Charts were used to make the female-male enrolment status more vivid. The results showed that female enrolment surpassed male enrolment significantly in all the part-time NCE programmes (sandwich, weekend and outreach) considered in this study. With the exception of physics political science and geography education subjects the disparity in enrolment status observed in the regular part time degree programme was in favour of the females, for the remaining 13 subjects, considered in this study. The weekend degree programme attracted more females than males also. It is hoped that the observed gender gap in favour of women in the part-time programmes will sensitize all stakeholders, the higher institutions, and the government on the inherent potential of this mode of study for the achievement of gender equality in education. Recommendations are made on the ways this potential could be harnessed in Nigeria, to achieve gender equality in higher education (tertiary education), without compromising standards. The major recommendations include: Subsidizing the cost of studying in various categories of part-time programmes in higher education for women, subjecting the part-time programmes to accreditation along side the full-time ones so as to ensure quality, and increasing the accessibility of these programmes in terms of location for women in Nigeria.

Part time Education programmes in Teacher Education Institutions are designed to aid the achievement of Education for All (EFA) goals, especially in giving opportunity to those who experienced delay in enrolling in Tertiary Institutions.... more

Part time Education programmes in Teacher Education Institutions are designed to aid the achievement of Education for All (EFA) goals, especially in giving opportunity to those who experienced delay in enrolling in Tertiary Institutions. Studies have shown that the programmes usually attract more female students, who could not study in the full time mode especially in their earlier years of age. This study assessed the perception of the female students on the impact of their studies in empowering them for greater productivity in their families and society. The population of this study is made up of final year students in the four types of part time programmes of the College in the 20014/2015 session. The sample is made up of 146 students (out of 150) who were available at the time of data collection. The programmes are: the weekend Nigeria Certificate in Education (NCE); the Weekend Degree; the Sandwich NCE and the Part time Degree. Their perceptions were obtained using a structured questionnaire. The data collected was analyzed using percentages and mean ratings (). The results showed that the female students perceived that their studies so far have imparted positively their capability, disposition, attitudes and aspirations in the following specific areas: • Confidence to perform leadership roles in the society () • Realization of the importance of early education of the girl child () • Confidence to support equal education of both boys and girls in the family () • Desire to study further if given the opportunity () • Disposition that marriage should not disrupt the education of girls () • Opportunity to support family income significantly () • Understanding the limitation of females who are not educated from contributing their best in the society () • Confidence to aspire for higher positions and jobs in the society () These results which portray profound reality elucidate the potential of the part time programmes to enhance the self concept and productivity of women who dare to rise to the challenge of their low level of education. These female students formed 65% of the total number of students in that session, with 15% of them in the age range below 25years, 72% in the range (25-40years) while 13% are above 40years.Their perceptions imply that the experiences, knowledge and skills which they acquired during their studies could empower them to encourage the girl children in the families to enroll for and complete their higher education before marriage. Recommendations based on these result are focused on the ways to re-position these part-time programmes so as to sustain their potentials in empowering women for overall national development. One of such ways is to organize separate accreditation of the part time programmes so as to ensure their quality just as it is done for the full time mode.

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- by bernadette egede
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- Gender and Development

Students' absenteeism from lectures in tertiary institutions is a universal phenomenon which apparently transcends beyond countries, institutions and course disciplines. This study explored the views of 156 students from Colleges of... more

The nexus between academic performance, nutrition and eating habit is globally recognized to the extent that it has inspired various strategies such as 'school feeding programmes' in many nations including Nigeria. This correlational... more

Readiness of teachers to use Information and Communication Technology (ICT) to teach is currently a significant issue due to its relationship to online teaching/learning which is a global COVID-19 education response. Preparing future... more

The upside of the global adverse effect of COVID-19 pandemic on education is the development of flexible teaching/learning options such as virtual/online teaching/learning as a response. It became necessary to train and retrain teachers... more

The global community is currently harnessing the lessons learnt from the COVID-19 Education response, to build more resilient education systems. This can effectively be achieved via empirical evidence of the experiences of all... more

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- by bernadette egede
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- 3
  Gender Studies, Teacher Education, ICT in Education

Students’ absenteeism from lectures in tertiary institutions is a universal phenomenon which apparently transcends beyond countries, institutions and course disciplines. This study explored the views of 156 students from Colleges of... more

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- by bivwiere asabor and +1
  bernadette egede
- •
- 10
  Sociology, Gender Studies, Teacher Education, Science Education

Educational Foundations

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