Cynthia Szymanski Sunal

Perceptions of Unequal Access to Primary and Secondary Education: Findings from Nigeria

Abstract: Nigerian parents and teachers were interviewed with the purpose of understanding how ordinary citizens view the unequal participation in education in Nigeria. Several areas of concern were identified in relation to participation in schooling such as its financial cost to families, the perceived limited value of education in adulthood, and the low quality of instruction. The interviewees acknowledged the continuing unequal participation of some groups and gave some reasons for their exclusion, though they did not seek to justify it. Specific policy suggestions are made for increasing participation in schooling by all children and for improving the quality of schooling.

Nigerian Primary School Teachers' Perceptions of Schooling During the Second Decade of Universal Primary Education

In 1976 Nigeria committed itself to the provision of universal primary education (UPE) to its children. A basic, six-year level of education was seen as a means of creating unity between the many disparate groups making up Nigerias citizenry. It was also seen as a means of working towards the equalization of educational opportunities throughout the nation by providing a minimum level to which all children would be educated (Ozigi and Ocho 1981; Adesina 1982). The national commitment to UPE was endorsed by many, although not all, Nigerians (Casapo 1981, 1983). A large commitment of money and the endorsement of many Nigerians were not enough to prevent a multitude of problems as UPE was put in place. The program has been a success in that many millions of children have received a primary education. However, a low quality of education was noted as an accompaniment to quantity education (Bray 1981). A survey of inspectors responsible for primary schools completed a decade after the initiation of UPE suggested that conditions in primary education were continuing to be such that quality education was difficult to obtain (Sunal, Osa, Gaba and Saleemi 1989). While some data are available describing primary schooling under the UPE program, little data are available from the teachers involved in it. The experience of primary school teachers as they perceive and report it has not been documented.

Status of Primary Education in Nigeria Following the Initiation Period of Universal Primary Education.

Abstract A study surveying 247 local education inspectors responsible for visiting and supervising 57,314 teachers is reported in order to build a portrait of conditions in Nigerian primary schools several years after the initiation of universal primary education. Inspectors described training and living conditions of their teachers and conditions of schools and supplies. The results suggest that many teachers are undertrained, additional classrooms are needed and basic teaching aids and textbooks are in short supply. The study concludes that quality education does occur in Nigerian primary schools; that a cadre of trained teachers is developing; and that the potential for high-quality mass primary education exists.

Who’s in control? Teachers from five countries share perspectives on power dynamics in the learning environment

This article explores perspectives and strands of thought among teachers from five countries about power dynamics in learning environments, perspectives on power of dominant cultures and impacts of power on concepts of citizenship and social justice. Discourses revealed teachers have some understanding of how power impacts teaching and learning, how language empowers/disempowers students and how teachers and students use their power. Teachers’ and students’ perceptions of power in the learning environment likely shape educational experiences for all stakeholders. Effective empowerment, particularly of students, requires recognition of these and other factors.

Day care in Nigeria

RésuméLe système de garderies Nigenen/au Nigeria sulirt un rapide changement, les femmes ayant plus fréquemment des emplois les eloignant de leurs enfants et vivant loin des earges familler. Les lignei divethrices fedirales etablissent des normes pour les crèches en ce qui concerne les fournttiurs de bases et la sécurité, et exigent des reglementations et des programmes (scolaires) d’activité-orientees. Les donnes ont ete collectes a parterd’ enquties et d’interviews/entreviees. Elles presentent les garderies Nigeriennes comme etant principalement prinees, ou la surveillance de base est effectuee par des personnes generalement peu eduquees et peu formees, et utilisant un programme insistant sur la memorisation et la recitation. Les programmes decrinent leurs interets comme etant des “activités destinees a garder un enfant occupe” Aucune philosophie luen definie n’oriente ces programmes de garderices. Les programmes approchaient 65 enfants avec une large ettndue de vatios enfant/adulte. Une minorité de directeurs de centre avaient une experience dans l’enseignement. Lw système de garderie Nigerien represente une faible priortie governementale, mais il y a quelque interets en ce qui concerne la qualité, et des programmes politiques ont ete elabores. De considerables sommes d’argent sont destinees a l’education a d’autres miveaux. Les emplois feminins eloigant de plus en plus les mères des enfants, les pressions pouer que le gouvernement reforce la qualité des centre devrait sintensifier. Le Nigeria est un pays relativement riche et a le potentiel pour mettre a disporetion des garderees de qualité.ResumenLos servicios de Guarderías Infantiles en Nigeria están sufriendo cambios rápidos, debido a que las mujeres con mayor frecuencias están trabajando en lugares apartados de sus hijos, y viven situaciones retiradas del resto de sus familiares. Pautas Federales establecen normas a los servicious de Guarderías Infantiles con repecto a mobiliario básico y seguro, solicitud de licencia y una actividad orientada hacia el curriculum. Estos datos fueron proporcionados a través de una encuesta y entrivistas. Ellos revelan un cuardo de la mayoría de las Guarderías Infantiles privadas in Nigeria, donde el cuidado básico está provisto por individuos que típicamente tienen muy poca educación e instucción y utilizan un curriculum sobrecargado de memorización y recitación. Los programas centran su atención como “actividades para mantener al niños ocupado” No existen buenas guías filosóficas en los programas de las Guarderías Infantiles. Los programas tienen un promedio de 65 niños con un gran número de niños por adultos. Una minoría de los administradores de los centros tienen un preparación educacional. Las Guarderías Infantiles en Nigeria tienen una baja prioridad gubernamental, pero existe preocupación referente a la calidad como también algunas directrises políticas han sido articuladas. Grandes cantidades de dinero son destinados a otros niveles educacionales. Debido a que la fuerza laboral femenina ha aumentado provocando la separación de madres e hijos, la presión del gobierno para exigir calidad a estos centros debería aumentar. Nigeria es una nación relativamente rica y potencialmente puede proveer centros de calidad.

Helping young children appreciate beauty in natural areas

Natures creations are eternal, and vulnerable. Mountains disintegrate, eroded by the elements of wind, cold, rain, and heat. At the same time, land masses are built up by other processes involving the folding and faulting of earth materials. Vegetation and animal life persist while constantly being modified by peoples technological advances. Some of these occurrences are examples of nature itself engaging in various cycles of growth and life, decay and death. While technology is coupled with natures own forces, its resulting effects on the design and balance in nature can be unpredictable and harmful to human well-being.

Space concepts for young children

ConclusionThe young child is in motion most of the time. Through movement, the child achieves mastery of the space he or she lives in. Teachers can “move” with the child by using topologically oriented science activities. Such activities capitalize on natural inclinations. They encourge the understanding of relationships which are basic to the developmental tasks with which the child is working.

Red: NCSS notable trade book lesson plan

Purpose This early grades lesson for ages 4-7 explores the concept of bullying, focusing on its occurrence among students in day-to-day school experiences. The purpose of this paper is to depict typical bullying occurring in school, for example, during peer play using the book Red as a resource. Design/methodology/approach The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying. Findings The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying. Practical implications The lesson sequence builds awareness of the consequences of bullying and how to deal with bullying when it occurs. The focus is on non-aggressive, non-provoking, active approaches to responding to bullying. Originality/value The aim is to help students develop anti-bullying behaviors and to make school a safe place for every student.

Artificial Intelligence Techniques for an Interdisciplinary Science Course

This chapter describes an innovative course developed and taught at The University of Alabama in which students in the College of Education are given an overview of artificial intelligence (AI) techniques including expert systems, fuzzy systems, neural networks, and genetic algorithms. The class, ESM 130: Artificial Intelligence Systems in Science, was developed and is team-taught by professors from the Colleges of Engineering and Education. When artificial intelligence techniques are taught in an engineering or computer science curriculum, the focus is generally on the mathematical or algorithmic details of the various techniques. In ESM 130, however, the focus is on the biological systems upon which most artificial intelligence techniques are based, and the subsequent modeling of the biological paradigm. The goal of the class is to provide future educators with enough information about the science of the twenty-first century to effectively educate, motivate, and stoke the fires of inquiry burning in their future students. To do this, they must have at least a fundamental understanding of artificial intelligence: what it is, where it comes from, and what it can be used for.

Using the Five Themes of Geography to Teach about Venezuela.

Activities that employ the five themes of geography--location, place, relationships within places, movement, and regions--to teach about Venezuela and Mexico are described in this document. Each theme has objectives, a list of materials, and three types of activities--exploration, invention, and expansion. Background information on Venezuela and Mexico also is provided for