2 edition of Issues in curriculum evaluation and vocational education in Nigeria found in the catalog.
Issues in curriculum evaluation and vocational education in Nigeria
Includes bibliographical references.
|Statement||edited by M.A. Mkpa ... [et al.].|
|Series||Curriculum Organization of Nigeria monograph series ;, no. 1|
|Contributions||Mkpa, M. S.|
|LC Classifications||LA1631.I85 1985|
|The Physical Object|
|Pagination||291 p. ;|
|Number of Pages||291|
|LC Control Number||87174532|
Vocational Education It has been said that vocational education and job training is the missing link in Nigeria’s development plan. Certainly in rural areas facilities and motivation are sparse, for what is there afterwards but a life in fields for most. Those who drift to cities are fortunate enough to find work at all. This article focuses on issues related to educational curricula in elementary education in the U.S. Most efforts at bolstering segments of the elementary school curriculum will meet with discouraging results until there is a basic attack upon a fundamental reorganization and synthesis of .
national integration in Nigeria. Today the country is in the grip of various destructive forces that are deteriorating the unity among its citizens such as Boko Haram and ethno-religious crises. This paperaims to examine some of the issues bedeviling Nigerian education and reviews its File Size: KB. Federal Republic of Nigeria () opined that vocational technical education is an aspect of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge.
“The polytechnics will produce technicians and technologists. So in effect, we need to have 3, vocational centres in the country. For every four technical colleges, we are supposed to have one polytechnic. So Nigeria, with local government areas, will need about polytechnics to service our much touted technological revolution.". Summative evaluation It is carried out after offering the curriculum once or twice. Such an evaluation will summarise the merits and demerits of the programme. A curriculum that operates satisfactorily over a period time may become obsolete. To prevent this from occurring a permanent follow up of.
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Technical and Vocational Education in Nigeria: Issues, Challenges and a Way Forward Professor Reko Okoye and Maxwell Onyenwe Arimonu Department of Vocational Education, Nnamdi Azikiwe University, Akwa, Nigeria Abstract Technical education, as enshrined in the Nigerian national policy on education, is concerned with qualitative.
The chapters in this book address four major concerns in the field of curriculum evaluation. The first chapter focuses on the formative evaluation of educational programs, concentrating on the link between program development and formative evaluation. The second chapter--Cited by: 5.
Vocationalisation of Secondary Education in Nigeria: Issues, Challenges and Prospects Prof. Okoye Ekereobong S. Udoudo Department of Vocational Education, Nnamdi Azikiwe University, Awka Abstract It is highly indisputable that, the ever-escalating level of File Size: KB. and problems for improvement purposes.
Curriculum is a reflection and a product of the society and can contribute to changing the society. In this respect it is necessary to reflect on the issues to reach decisions in a dynamic and responsive curriculum development and education by: 9.
Development of a curriculum model for vocational/technology education Gary Loyd Schnellert Iowa State University Follow this and additional works at: Part of theCommunication Technology and New Media Commons,Educational Assessment, Evaluation, and Research Commons,Instructional Media Design Commons, and theOther.
Evaluation of the programme of sandwich education products in Imo State secondary school system / by Meneke Obiagalla National economic empowerment strategy (NEEDS) thrust on Ube and the curriculum preview / by Ukegbu Merry N.
and Nwebo Ijeoma A. Trends and Issues on Curriculum Review in Nigeria and the Need for Paradigm Shift in Educational Practice Alade, Ibiwumi. A Department of Educational Foundations and Instructional Technology, Tai Solarin University of Education, Ijagun, Ijebu-Ode, Ogun State.
Nigeria _____ Abstract. Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing state-controlled policy regarding public education and state education system is divided into Kindergarten, Primary education, Secondary education and Tertiary a's central government has been dominated by instability since declaring independence from Minister of Education: Adamu Adamu.
curriculum evaluation. It then describes several evaluation models. It concludes by propos - ing a comprehensive and eclectic process that can be used to evaluate a field of study, which is perhaps the most difficult curricular element that evaluators face.
Curriculum Evaluation. CHAPTER 12 • • What principles best define curriculum. Policy Issues in Technology: A Challenge to Technical/Vocational Education Training By DR. HOGAN USORO Department of Vocational Education, University of Uyo, Akwa Ibom State UDOM THOMPSON UBOK Department of Technical Education, College of Education, Afaha Nsit, Akwa Ibom State.
Nigeria And A. UDO INWANG Department of Technical Education,File Size: 53KB. The highlight of this is that the report, positioned a somewhat unmistakable picture of Nigeria’s progress and challenges on vocational education.
Regret on vocational education Apart from the USA, findings are, according to Dike, “India and the “Asian Tigers” could not have become what they are without massive investment in. Education and Contemporary Issues in Nigeria: Matters Arising in Vocational and Technical Education (VTE) By DR.
EMMANUEL BASSEY JOSEPH Department of Vocational Education, University of Uyo, Uyo. ASUQUO YELLOW UTIN Department of Vocational Education, University of Uyo, Uyo.
And DR. OKORO AKPAN ESSIEN Department of Vocational Education. Vocational and Technical Education have become imperative in the 21 st century considering the significant role it plays to the socio-economic development of every society.
This paper titled “the role of vocational and technical education in Nigeria Democratic dispensation is written toFile Size: KB. teaching personnel and curriculum issues. In sum, the aim of the paper is to expand the depth of our understanding of the impact of these issues on primary education delivery in Nigeria.
Functionality of Primary Education Fafunwa (, p) stated that the aims of primary education in all the states of the federation were to help the child to.
The Universal Basic Education (UBE) Programme was introduced in Nigeria in September, Following this, in the Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC) developed and introduced the 9-Year Basic Education Curriculum (BEC) in schools by realigning all extant Primary and Junior Secondary School Curricula to meet the.
The Nigerian Education Research and Development Council, NERDC, on Monday in Abuja, launched the revised nine-year Basic Education Curriculum, BEC. It also kicked off the training of school. The researchers tried to ascertain the role of vocational and technical education in the Nigeria economic development using historical survey in analyzing the views of various academic authors in an attempt to inform researchers' on current issues on the field.
The research reveals that there was a defect in the curriculum of vocational and technical education programmes in by: 3. The fundamental principle of Technical and Vocational Education in Nigeria and the development of the New National Senior Secondary Schools Curriculum Structures in Nigeria is to allow everybody to acquire technical skills and to allow the youth to have an intelligent understanding of the increasing complexity of technology.
This isFile Size: KB. Needs Satisfaction of Stakeholders and Socio-Economic Factors as Indicators of Curriculum Reforms in Technical Vocational Education and Training in Nigeria: /ch This chapter examines needs satisfaction of stakeholders and some socio-economic factor justification for curriculum reforms in Technical and VocationalAuthor: Egbita Ugbalu Attaochu.
A STUDY OF PROBLEMS FACING VOCATIONAL TECHNICAL EDUCATION IN NIGERIA: A CASE STUDY OF ENUGU STATE. ABSTRACT. Vocational Technical Education is a sine qua non to any nation who wishes to be self-reliant, self-sufficient and industrialized, therefore any identifiable problem to its progress needs greater attention.
Curriculum-in-use • The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides.
However, those "formal" elements are frequently not taught. • The curriculum-in-use is the actual curriculum that is File Size: KB.Nigeria, having realized the effectiveness of education as a powerful instrument for national progress and development, adjusted her secondary school educational system to encompass diversified curriculum that integrates academic with technical and vocational subjectsFile Size: KB.The Place of Vocational and Technical Education for Economic growth and Sustainable Development.
Nuru, () stated that changes in a country’s economy is required to prepare young people for the jobs of the future and technical and vocational education have important roles to play in this Size: KB.