ISSN:2251-0621 I F F, I' t t I' I ? t [- I h t- IF h. tlt I F f, I l !, l" fi ti I I I 0 201 2 & 1 Nos 1 Volume ISSN: 22St - 0621 Volume 1: Nos I & 2Julp.. 2010 UIOGPED lnternational Journal of Educational Studies A publication of: SCHOOL OF EDUCATION Michael Otedola College of primary Education Noforija Epe Lagos, Nigeria Copyright O 2010 A Publication o-f: School of Educatir.,rL .1/lc'/1.;.' O-...' . -- -\j rfi u';'.; c_-, ' .. _ .\11 ng::s :i-i::. i; -\1, ;r,;t-i rr- ,i;.-i l'-r1'".-.... 1'. '".. (171.1 li ieLlil-( t'ir'e-jf,,:7.1r- - r t'.r.; ittfOntitttitttt -\t() t'tt ?t tlliti rc. r'.. publislrcr. ISSN: 2251. - 062t Printed b.v": JOYT.{L PRINTING PRESS Lrs 0 jl :,1 - r+6. 0s0,s 32345 82 Lr,:.r ,--'r tronsfititted in any form or by ':,,::,.-a 5'i1pi6(ttl)\', recording, or in cury ', ..::.r:,i penttission in writing from the II _-.-,- -...t /i EDTTORIAL BOARD DR. O. O. OSHODI EDITOR.IN.CHIEF EDITORS MR. O.A. VIATONU MRS. R.A. OSISAMI ASOGA-ALLEN, K. MR. J.O. OGUNNIYI EDTTORIAL ADVISORY COMMITTEE Prof. A.O. Oguntoye Professor of Policy Administration Provost, MOCPED-Epe Lagos Nigeria. Prof. Xu Di Professor of Educational Foundations University of Hawaii, Honolulu USA. Prof. C.A. Jacobs Faculty of Education University of Pretoria South Africa. Dr. Francis M. Isichei Associate Professor of Philosophy of Education Department of Educational Foundations University of Lagos, Akoka Nigeria. Prof. Mawutor Avoke Pro-chancellor, University of Education Winneba, Ghana. Prof. Jan Gray Director. Hi gher Degrees, School ofEducation Faculty of Education, Edith Cowan University, Australia. III EDITORT.{L The MOCPED International Jo-i::... --- ::-:-..--:.,. Studres was initiated to serve as a medium to air the vieu > t - :- - :r: :Cucational practitioners on diverse problems confrontins :he ::.::.:: ,- : .-r::.-a and to proffer rational solutions to the identified issues :::,-- ri researches The maiden ecr:.,:: .s related aref,s. is*ii .,:. B;-.r; Education in Africa and other The publi,-.rliti ',i..-.c :.. :,--t: promole edu,'airon;i cie,, elopi:eit e hrrnzon of knouledge in education and thus Th. s.- i... T.r *s ! \ Pul -- .i- ,. : \II Su PI IY NOTE ON COI{TRIBUTORS IIIOSIrS ADEBAYO AFOLABI (MSTAN), LecrurEr National Commission for College of Education, Abuja. KWEKU ESIA-DONKOH, Lecturer, Universit.'., of Education, Winneba Ghana. GLORIA IiSIIUN, lrcturer, Univenity of Edrruion. Winneba Ghana. A.O. ONAWEHU, l.ecturer, University of Edwation, Winneba Ghana, Currently Associate Professor and IIOD. Dent of Ccrunsellinc Psr;h,..1.':,.. T:: Srl:::n L'rrrersity of Education, Ijagun, Ijebu-Ode. OLAGUNJU, NI.K.O., Leciurer. Dept i: Cunr;uium Studies and Instruction School ot' Education, Michael Otedola College of Primarl Educarion Notbnja - Epe , Lagos State. DANIEL YAKUBU, kcturer. Federdl College of Edrrcation. Kontangora,'Niger State. tn{EZULIKE, Qf EE\ ROSELI\E Le.-r'arer. Dept oiEducational Psychology, Nwatbr Orizu College of Education. Nsugbe -.{nambra State. OI'EDEIII. O.C. Lecturer. Dept of }lathematics. \lichael Otedola College of Primary Education. Noforija. Epe Lagos State. ONASANYA, 11'.A., Lecturer. Dept. of lr{athematics. lr{ichael Otedola College of Primary Education, Noforija. Epe. Lagos State. OLUDIPE OLADELE, Senior Lecturer, Integrated Science Dept., Michael Otedola College of Primary Education. Noforija - Epe. NIRS A)'ODELE, OLUFUNMILOLA TAIWO, Senior Lecturer, Integrated Science Dept., Michael Otedola College of Primary Education, Noforija - Epe. I\'IRS BALOGUN, SAKIRAT ADENIKE, Senior Lecturer, Integrated Science Department, Michael Otedola College of Prirnary Education, Noforija - Epe. UNOIIOH, S.O., Lecturer, English I)e plrtment, Michael Otedola College of Primary Education Noforija - Epe. Lagos State, Nigcriir. OJEI'UNDE, C.F. (l\'l ItS), Lecturer, English Department, Michael Otedola College of Primary Education Notbri.la - Epe, Lagos State, Nigeria. K{\'ODE ASOGA-ALLEN, Lecturer, Depurtment of General Studies in Education, School of Education, \lichael Otedola College of Primary Education Noforija - Epe. OLL PONA ADEOLA MOROMOKE, Lecturer, General, Studies Department, The Polytechnic, Ibadan. OGL \TOl'E, A.O.O., Provost. Michael Otedola College of Primary Education, Noforija, Epe, Lagos State. RE\'. FR. ITRANCIS N{. ISICHEL, O.P., Ph.D. Lecturer. Department of Education Foundations. Faculty il E;u.'-::r:. Unirersity of Lagos, Akoka, Nigeria. STEPHE\ D. BOLAJI, Lecturer, Department of Educational Foundations & Management, School of i:;.:;.,:r: : ). [..-:::] Otedolrr College of Primary Education, Noforija - Epe, Nigeria. \l)EB\\JO. tl. t).. -e;rurer. N'lichael Otedola College of Primary Educatioh (MOCPED) Noforija. Epe, L.r- s S:.::. \.:::-- hll \lRL\H S\ \ilrBt DDI\. Le;turer. State Institute of Islamic Studies (IAIA), Bander Aceh, Indonesir Irnunr J,bar omi Lih.:ri.:n. J .:ge Librarr'. I\,{OCPED Adelof in Sanruel. .:-:.-:.. r-. .-_i: L;brar1 MOCPED Balogun, K,\'., Le;:-:::. lE:::-_::::: :: \::5ic, School of Languages MOCpED vi B.{}i{R - tr^. LI'L. ODESE' \i,itrrr_ia OL{BO \.,i,:r( a OLL-}IA :,lllJJtiLtr JOH\ O FE\II E] ^ie1.r Las, OGL\\I F{}IL\I TIJ \\I. :l l -,- l::a,: (]L {DIPI e - .*.-; \ rDE\ E\i -_ -.::: :: F {TL L{ : : r-,-::. : B {L{RE .';t;;* 'L][EZr- [ LItr. { LE\ E R-r { D -"_ rv tl n (; { L .CIL \ f'{4. E-'or and Itrou, -. ael ael rge Ile BAKARE,O.B.,LecturerSchool of Languages,Michael OtedolaCollegeof Primary'Educit. :.. \ '.- - - Epe. ODESEYE, O.K., Lecturer School of Languages, Michael Otedola College of Primarl Ei,.i.-.: ::.. Nofonja - Epe. OLABODE, O.T. (MRS), Lecturer School of Languages, Michael Otedola College of Primary Educatrc::. Noforija - Epe. OLUMAKINDE RICHARD JEGEDE, Principal Librarian, Michael Otedola College of Primory Education, Notbrrla-Lagos State JOHN OLUWASEYI MONU, Lagos State University Library, Epe-Campus, Epe Lagos. FEMI EMMANUEL, Dominance Matrix Business Solutions, 128, Lagos Road, Epe P.O. Box 12165, Ikeja Lagos State. OGUNNIYI, J.O., Lecturer, Dept. of General Studies, Michael Otedola College of Primary Education FAMUYIWA, F.R., Lecturer, Dept. of General Studies, Michael Otedola College of Primary Education TIJANI, FATIMAH YETUNDE, Lecturer, School of Science, Department of Computer Science Fducation. Michael Otedola College of Primary Education, Noforija - Epe. OLADIPUPO, OLUSEGUN FESTUS, Lecturer, Department of Computer Science Education. Michael Otedola College of Primary Education, Noforija - Epe. ADEYEMI, TOYIN SIDIKAT, Lecturer, Department of Computer Science Education, Michael Otedola. Jollege of Primary Education, Noforija - Epe. FATUKASI, VICTORIA TOYIN, Lecturer, Home Economics Department, School of Vocational :Jucation, Michael Otedola College of Primary Education, Noforija - Epe. B\KARE, H. ADEGOKE' Lecturer, Home Economics Department, School of Vocational Education, l.1r;hael Otedola College of Primary Education, Noforrja - Epe. E\IMANUEL, L, ABIMBOLA, Lecturer, Home Economics Department, School of Vocational -:ucation, Michael Otedola College of Primary Education, Noforija - Epe. {:)L-{LEYE E.O., Lecturer, Dept of Curriculum & Instruction, Michael Otedola College of Primary : ----ation. 1,)L.\DAPO-WILLIAMS O.O., Lecturer, Dept of Curriculum & Instruction, Michael Otedola College of ,- - ::rr1'Education. :\E\SATOR, UCHE EVA, Lecturer, Department of Educational Psychology/Guidance and -:.selling, Nwafor Orizu College of Education, Nsugbe, Anambra State. l'lEZULIKE,8.E., Lecturer, Department of Educational Psychology/Guidance and Counselling, Nwafor - - - College of Education, Nsugbe, Anambra State. "."\ \DINOBI, V.N., Lecturer, Department of Educational Psychology/Guidance and Counselling, Nrvafor ' - - College of Education, Nsugbe, Anambra State. ' ': EGBUSI AKINYEMI EDWARD, Lecturer, Department of Computer Science, Michael Otedola : :: ol Primary Education Noforija - Epe, Lagos I R.\INA ISMAIL OLANIYI, Lecturer, Department of Computer Science, Adeniran Ogunsanla r:i .,i Education, Otto/Ijanikin, Lagos. ... ELIJAH, Lecturer. Department of Agric. Education, Michael Otedola College .: i---' : ,n. Noforija - Epe, Lagos vii on. on, ir -',ary i :JN n, frr[* 'Jul \i -'h.iel Otecltlla College ol Plinrary ADIiBOSIN, W.G., Lecturer. Deparlmen: -: r.:- I.ltlucation, Noti'rrija - Epe, Laeos IDOWU, S.A., Lecturer, Department .': I ^'- - - - Educatirln, Noforija - Epe. Lrrgrs YEKINNI, KENII \OJI}I. :.,..-.:- ]::..--:. rlrltrcutitrn \,'t',.,.1 ., - ]r::. -- , :t i \l,. hlel Otechla College ol Printrtrv - - --: -.- :. \li.-hael Otedola College of Prirnlrv ' ;r'- -- ' I'i --r.re1. Otedola College of Prinran' : - -- : -, -,: ':. \,rtbri_iii - Epe. Lagos. r:i ' :- -'--. :.'-.,-,: .n \otbrija - Epe, Lagcls. ' \ I- rrr,r - [pe. LlrSos. : :. \lrihrel Otedola College of \\.\1 rl - 1-N, L[i] f':-\ \\ I( r'1 i- \\ 1 :i \TL \l .i \\11. irrEuBL \I;L'\DL ?r:nr,r:r E--.,,:.. :.\ . : *. ::;.' -: S -.: OLL'\lt \ I\\ { \ I \Tt)\t. ' :,:--.'- lj:. .' "----,.:. '- -n- -:.:.,: :r: :iilrj \lanagement, Michael .lte;1,.. C.. tle:e : P: :.-,:'. ;:--'.,: : \ :.:. -: -;:i. -.,: : S:.,:: L{\\ {L. R.O.. Le--lu:e: De;:...i EJ*;r:i..n,,i F-.uir;.,:r.'ns i:J \lrnJienenl. \lrchlel Otedola College of Pnn.:rr E.lLll:t:t n \trlcrr.l.r - Epe. L.rsr.s St.rte. EZEKIEL. -{.1.D.. Lecturer Dept. oi Educational Foundations and \'Ianagement. }lichael Otedola College ,..i Prrm.rrr Education Notbrija - Epe, Lagos State. .\DEI\IIJU, PAULINE URBNWA, Lecturer. Dept of Physical and Health Education, Michael Otedolr College ot Primary Education, Noforija, Epe, Lagos State, Nigeria. OSUNKOYA, MOJISOLA YETUNDE, Lecturer .{DEKOYA, A. OSUNKOYA, Lecturer ARANMOLATE, TEMITOPE RASHEEDAT, Lecturer, School of Education Michael Otedola Colleee ", .rf Primary Education Nofbrija, Epe, Lagos State. -- 1l I .r-ll \ - r\ !. "" ,l,t- \ * YUSUF, T.O., Lecturer, Dept. of Arabic Language, Michael Otedola College of Primary Education, \t tbrija - Epe. OGUNGBE, P.W., Lecturer, Department of Agric. Education, School of Vocational Education, Noforija - Epe. Lagos State. {DE\\'{LE. T.A., Lecturer. Department of Agric. Education, School of Vocational Education, Nofonja - Epe. Llrgi.s State. ISHOL.{. T..{.. Lecturer. Department of Agric. Education, School of Vocational Education, Noti>rija - Epe. L.i,trr: -Sr.ite. ODL\LG {, J. 8.. Lecturer. School of Education Federal College of Education, Osiele. Abeokuta DR. tllRS) O\.{B-{,\JO C.F., Lecturer, School of Education Federal College of E,ducation, Osiele, .\t'e,.kuta -{BDUL, A.A., Lecturer. Dep.:.nme nt of Physical & Health Education, Michael Otedola Colle,ee of Primary Education. Noforija - Epe. {YAliL^U-{. -{.O.. Le.'lu:e:. D;;:::ne:',t ..f Physical & Health Education. }lichael Otedola College of Primary Educatron. \c:rn'.: - E:e 'DEFUYE, IU,-{.. Le;rurer. D.:i::;:3:.1 .t Pnrsical & Health Educatron. \fichael Otedola College of ,)rimary Education. Nolbr:r: - E;,' " ' r t,'_- vlll r Rl\l I r\ r '-"- "11F' :l! rry tlNA, I\I.O., Lecturer, School of Education, Federal College of Education, Abeokuta I TBATUNDE, A.O., Lecturer, School of Education. Fedelal College of Education, Abet ku:,, '!y )iISAMI, R. ADENIKE, Lecturer, Dept. of Educational Foundation and Managemenr. Ilreh-,:;,.-)::- I rllege ol Prirniiry Education, Noforija, Epe, Lagos State '1 v ll.LO, CHARLES O., Lecturer, Dept. of Educational Foundations and Managemenr Michael. Otec,.'., J illege of Primaly Education, Nofbrrja, Epe, Lagos State. AI)EBANJO, A.0., Lecturer, Dept. of General Studies in Education Emmanuel Alayande College.ri E-iucation, Oyo. FOYEWA, R.A., Lecturer, Dept. of General Studies in Education Emmanuel Alayande College ol i f lucation. Oyo. t KAEGBU JACQUELINE, Lecturer, Primary Education Studies Department, Federal College of ,-.1 [Jucation, Kontagora Niger State. D{GUNDURO, O.M., Lecturer, Department of Primary Education Studies, School of Education I I iOCPED, Nofbrija, Epe. ,F\BINU, F.A., Lecturer, Department of Primary Education Studies, School of Education MOCPED, -e il. ifbrija, Epe. i .r BDUL-QADRI, T., Lecturer, Department of Primary Education Studies, School of Education MOCPED, ., i, ,t'ori.ia,Epe. I )(IUNLEYE, T.O., Lecturer, Department of Primary Education Studies, School of Education MOCPED, ' iorija. Epe. : rR. ODUNOLA O. OSHODI, I.ecturer, Michael Otedola College of Education. r L'\ICE MODUPE OYETADE Ph.D., Lecturer, Michael Otedola College of Primary Education ' :OCPED) Noforija, Epe, Lagos State, Nigeria. ILUMIDE IGE, Lecturer, Department of Arts and Social Sciences Education, University of Lagos, .. 'kl-Yaba, Lagos 'EGEDE, A. ADEBOWALE, Lecturer, School of Education, Michael Otedola College of Primary : -,.,-lttion - t, KOSOKO-OYEDEKO (MRS.), Lecturer. School of Arts and Social Sciences, Michael Otedola College of ' ,:r Education, Notbrija Epe. .:llTTt', MORUFUDEEN. A.. Lecturer, Department of Arabic, School of Languages, Michael Otedola College of ' ::r Education, Notbrija, Epe. I ' rPE, K.O., Lecturer, Department of Arabic, School of Languages, Michael Otedola College of Prinrary Education, -. Epe. lx I Table of Contents THE \.\LUE OF L \I\.ERSAL BA 6l .\8.-\YOll PREP \Rl\G QL 5i O.B. BAT LIBRARIES ANI E\HANCING TI oI.t-f t,\ HICH LE\ :- '.1 ". , '. ::;C i: AN OVERVIEW ON TEACHER .. -=ll\ PREP,\RJ.I.:\.:-:::: B\ \IL)Sl"> lIrrF r\ JOBS::.ia: - - " - -:-- -:.-:l:I.SOFPUBLICBASICSCHOOLSITT- THa::..: - _ -:- :-: -: _ : -::::\TR.\LREGIONOFGHANA 5: K\\I K'- :.-i.- \i i: 5 r.L, )RI\ ESHLN ,li--\",.\'1ii.r I :.-liER. PREI 0GLl$i .CHER PRE a,- \iuL \lc{'l j : TIJ \\-l' TOYIT : : : -'.: :DL'C.\TION IN AFRICA : .' : --{OOLS: .\N IMPETUS TO SUCCESSFUL ATTAINMENT IN .: - \ L'BE) : - -: : r : :: - : -. - \ iCrR L'\IVERSAL BASIC EDUCATION IN NIGERIA a' [,\\irL \ \KLBL' ,. ::..\1].RY SCHOOLS AS AN ESSENTIALTOOLFOR : - :. -- :)L'C.\TIO\ ACTUALIZATION , \r rBI. \ER{ \; ENIEASATOR, UCHE & UMEZULIKE, QUEEN ROSELINE : :. -- - -- - - .S. :tJ\ .\\D TEACHERS'PREPARATION: A PANACEA TO EFFECTIVE TEACHING - l,:-: \'.'.G OF \1.\THEMATICS i t TYEDE\II. O.C. & ONASAI.{YA, W.A. r: ' :I tr : SCIE\CE TEACHERS CONTRIBUTIONS TO INSTRUCTIONAL .: : ,-:..ES I\ .\CHIEVING SUCCESSFUL IMPLEMENTATION OF .. \:." ERSAL BASIC EDUCATION IN IBADAN, OYO STATE -: : OLLDIPE OLADELE, MRS AYODELE, OLUFUNMILOLA TAIWO & }IRS. BALOGUN, SAKIRAT ADENIKE \11 LTI-LE\.EL THINKING: A PANACEA FOR TEACHERS EFFECTIVENESS ]\ LITER.\TURE TEACHING Ji L\OROH, S.O. & OJETUNDE, C. F. (MRS) ?'. \LIT\' \SSURANCE IN THE PREPARATION OF SOCIAL STUDIES -: \CHERS FOR UNIVERSAL BASIC EDUCATION -. -, K.\\'ODE ASOGA-ALLEN :-- - \,-r"1165 OF EDUCATION IN UNIVERSAL BASIC EDUCATION IN NIGERIA .. ' T)LL?O\{.{DEOLA MOROMOKE :: : , ,! I,Ii \DEQUATE FUNDING IN ENSURING QUALITY TEACHER ::::.: :;. lr\ FOR U\IVERSAL BASIC EDUCATION -: r r tr,l \TOYE. A.O.O; OSISAMI, R. ADENIKE & ILLO, CHARLES O : ::? S :: , DI.-CTI\ ITY: A PANACEA FOR ACHIEVING SUCCESS -.. ::.:_ - :l --:_:.1:r\ i\ \IGERIA ,: , RL\ FR. FR\\CIS ]1. ISICHEI & STEPHEN D. BOLAJI ?R..:].:S: \ -- \.. ::,S.:.L B \SIC EDUCATION IN NIGERIA: A REFLECTIO\ O\ THE Srl,--. - -:-- - \ _'.1. - 1\DTC1TORS Bl B.{lL\RE. H. \DE(ltlF,E: .{DEB.{NJO, O.O. & FATUKASI, V.T. \\'H-{T DO:S ]I -i I..: ]-\] I,\.i.: T.T DOES IT \,IEAN? A STUDY ON SEMANTICS AND PRAGMATICS B'' h}I,{IRI-{HS\'\II,\BTDDN -' : irl:LE OF ' l'\Tt.Lllsl \r"', 1f r \\-\\ \\. 1 -- - --.r(\lE ._-.1\. rrr _: rll.\l,I -- ,\ '\ ],-. s4-62 63-71 72-82 83-87 88-93 91-102 103-110 111-117 j \l.i, r!\ x l-10 1 l-20 2L-24 25-31 32-39 40-47 48-51 -'a Pages : l-10 1t-20 21-24 25-31 32-39 10-47 .;s-53 ::-62 'l THE VALUE OF ACADEMIC LIBRARIES IN TEACHER PREPARATION FOR UNIVERSAL BASIC EDUCATION IN NIGERIA BY ABAYOMI IMAM, SAMUEL OLU ADEYOYIN & FRANK C. UGWU PREPARING QUALIFIED INDIGENOUS LANGUACETEACHER FOR BASIC EDUCATION By o.B. BAKARf,, O.K. ODESEYE & O.T. OLABODE (MRS) LIBRARIES ANDTEACHERS' PREPARATION FOR BASIC EDUCATION IN AFRICA: ENHANCING THE MAGICAL PARTNERSHIP IN NIGERIA IIY OI,UMAKINDE RICIIARD.IEGEDE..IOIIN OLUWASEYI MONU & FEMI EMMANUEI. I I:ACI'IEIi. PREPARATION IN ENGLISH LANGUAGE FOR BASIC EDUCATION IN NIGERIA t;t' (rcuNNIYIJ.O., & FAMUYIWA r.R I l, \CI{ER PREPARATION FOR EFFECTIVE TNTEGRATION OF INFORMATION AND CONIIIIUNICATION TECHNOLOGIES INTO THE INSTRUCTIONAL PROCESS IN NIGERIA BY TIJANI, FATIMAII YETUNDE; OLADIPUPO, OLUSEGUN FESTUS & ADEYEMI, TOYIN SIDIKAT THE ROLE OF HOME ECONOMICS IN UNIVERSAL BASIC EDUCATION IN NIGERIA BTFATUKASI,VICTORIA TOYIN; BAKARE,II. ADEGOKE & EMMANUEL, A. ABIMBOLA ASSESSING AND CREATING POSITIVE LEARNING ENVIRONMENT FOR THE UBE PROGRAIVIME IN NIGERIA: CHALLENGES AND STRATEGIES BY OLAI,EYE E. O., & OLADAPO.WILIAMS O. O. TRAINING GUIDANCE COUNSELLORS FOR EFFECTIVE USE OF TEST IN COUNSELLING: ISSUES FOR BASIC EDUCATION IN NIGERIA BY ITNEASATOR, UCHE EVA; UMEZULIKE, B.E. & i\TWADINOBI, V.N. UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TO ENHANCE TEACFIING AND LEARNING IN BASIC SCHOOLS IJ)' AIYEGI}USI ,\KII{YEMI EDWARD & MURAINA ISMAIL OLANTYI TEACHEI('S I,IttlPARATION IN VOCATIONAL AND TECHNICAL EDUCATION: I!IPLIC,\'I'I()\S FOR UBE PROCRAMME IN NIGERIA B)' N{It. ol-A,ITLIJAH O; ADEBOSIN, N.G.; IDOWU, S.A. & EMMANUEL, A.A. TEACHINC IIEADING SKILLS IN FRENCH: THE PHONICS PERSPECTIVE BY YI'KINNI, KEMI NO.IIM L \IVERSAL BASIC EDUCATION AND ITS CHALLENGES FOR TEACHERS PRODUCTION IN ., OCATIONAL EDLJCATION ;)'t' I(OSULU, H. O., AJIBOLUWA, S . O. & ASUNMO, M. R. THE RELEVANCE OF GUIDANCE AND COUNSELLING IN ENHANCING STANDARDS IN ;E {CT{ER EDCUATION FOR A SUSTAINABLE UNIVERSAL BASIC EDUCATION IN AFRICA ,ri ASIKIIIA, O. A. (MRS) ::-\CtIER PREPARATION: A PANACEA FOR THE SUCCESS OF UNIVERSAL BASIC :DLCATION (UBE) IN NIGERIA OLUMUYIWA VIATONU, LAWAL, R. O., & EZEKIEL, A.I.D. \:\ ERSAL BASIC EDUCATION FOR NIGERIAN CHILDREN THROUGH SCHOOL TLTI-I PROGRAMME .\DEMIJU, PAULINB URBNWA : -.CHER PREPARATION FOR BASIC EDUCATION IN AFRICA: THE ROLE OF :OOL LIBRARY OSUNKOYA, MOJISOI,A YETUNDE & ADEKOYA A. OSUNKOYA xi I ILI:I l2qllr r3rlt3 l*t49 tsG256 157-162 163-172 173-182 r83-r90 tgt-197 198.208 209-216 217-226 227-232 111-rl1 l ffi SPECIAL TEACHING STRATEGIES FOR EDLCATIC\ .\ :: I ..{1\G LEARNERS WITH LEARNING CHALLENGES IN ACHIEVINC L \I\ EI.S :,- : 'S.'.- EDL'CATION IN NIGERIA BY ARANMOLATE, TEMITOPE R{SH[ ED-\T FOREIGN LANCUAGE EDUCATIO\. TE {r .::: i' !: ' : --'\ 1\D I\lPLEMENTATION OF UNIVERSAL BASIC EDUCATIO\ CL F :,'' - - '"' .. .. ,_:i]\ {RABIC LANGUAGE FOCUS BY YUSUF,T.O. THEROLEOFINDIGENOUS LA\C.-':..-: .-. ]I:.-- .. -- :i.,',i-P.\ .\CRICULTURAL SCIENCE IN UBE PROGR..\\1\IE BY OGUNGBE, P.\\':.{DEBL)SN. \r,r-'* l.\ ri't!\ rLE {\D T.,{.ISHOLA 253-257 296-303 304-317 318-328 329.333 334-342 351.350 351-358 359-365 366.372 373.380 \BSTR{C HIG \\o CONTENTE\'\LL'{TIO\,1 :.l- -- ."- PREPARATIO\ OF L \:', :i._i. _ : S -- a_- By oDt"\-L'c\. J.B {\Tr l,S, rli.- 2s8-268 269-274 " - :l -.C {TIO\ CURRICULIJM FOR -:. ---iRS I\ \ICERIA \r"l:.\. -i 275-283 -'. Ir ---a. >:,-i ----E L'\IVERSALBASICEDUCATION i ,rl li--1I. l{ r 284-290 - - r -: -: :: i.?. i': :f HooL TEAcHERS: A CASE -- :,'. :"- .::: --: -)CL\ST.A.TENIGERIA 291-295 PREP{R{TiO\ ,-1F i:-.': !:--: - :l PROCR\\1).:E :\ \ -::;': Bl' .{BDL-L..{. \- \1 \q L-'i {\l\\':S:.,:.:,-.:\' ".- --: :: STtD\ a':..::,-...- ,. ". -: --' - 8) .\l\ \ \1 i,. ,, 5,. 1 r.:--\l: .-\\ I]' -.-- - - : L\t\ER.-.:.-l-: -: B) .\DLB r\J.',, I, I !-. -: Ar -.:i: " --. l. _r ::-:::.tI!\ESS FOR EFFEC:." : ::.'i.11: : I\IPLE:'::". - '- : B\ [KrltlF'-. r.- r : :,--:,\C FOR .\ SI.CCESSFUL ... I.I,C,\ LBE I\ AFRICA DE\ E_ -- I '' ,- -.' l\TEi.:-:..:-',::i: Bl- Et\ict \1,- : - .jI ': : - i, I P :; ' I I I -: :\) L PPER BASIC EDUCATION IN NICERIA : i L :\1.r\- \BDULQ.{DRI, T. & OGUNLEYE,T.O. :: -: *: TIIOL FOR PLACEMENT IN THE UNIVERSAL ] - - - ]: .: E\\'IRONN{ENTAL EDUCATION (EE) : : :.S IC EDL.CATION IN NIGERIA H.D. co\T.\'----S.: B{SIC:l-,-: B\ DR [}L)L \, '. :: --r- ; - - l. ::: I\TRODL .: :,- -.. TE.{C:._a :::: :: -- -. : : I.: _- :l-CrTiO\: \'lE\l/INGAFRICATHROUGH TU:\ '.r: -:.- Bl' LlLi \::: : : : ': -.j'- ! r \D:nt)\1'11-E, USMAN-ABDULQADRI TAIBAT QLllll': -:----:: -- --:- -" \,---:;ECESOFEDUCATION: ANIMPERATIVE FLIRS-i.,'.-:-:,', l::._ :..:.,- rDLC.\TIONINNIGERIA Bl' \.1{Tr.'\-- ,. r-i ..',L a \. .\\D ILLO, CIIARLES O. THE P-:-.-: -.. :_: .:- .. : :-,.. S STL'DIESINTHEUNIVERSALBASICEDUCATION I\ \ir::?. 8t G..\. NLrlr r\ - -- '::': : \ )iR-i, \ CL IDE FOR ::,-:l \-- : \: : :.fl\C I\ ARABIC (AL-QIRATULARABIYAH) I\ THE L BE 1i.: l.l ,-, i.i -- - - -'.1 BI, SHITTT. \{ORL.T.T,Ef \. \, {\D.UTPE. K.O. REPOSITIO\;\.- -' : :.:. :.: ,- - ..., ,-.- :. .1! ii]R L \I\IERSAL BASIC EDUCATION IN AFRICA llALOGL\.I\.\ ,llR Balogun, K,\-.. k-':-::: l.::-'--:::: :: r.-::... S;:,.-.rrl of LanguagesMOCPED xii lc FOREIGI\ LANGUAGE EDUC A TION, TEACHER PREPARATION AND IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION CURRICULUM IN NIGERIA: ARABIC LANGUAGE IN FOCUS t") BY YUSUF, T. O. DEPT OF ARABIC LANGUAGE, MICTL{EL OIEDOL.{ C0LLEGE oF PRIMARY Et,UCATION, NOFORUA.EPE ABSTRACT T\it pap", makes o case for early and sustainedforeign language education as enshrined in the nelvly introduced educational programrne, Univ'ersal Basic Education in Nigeria. Particularly, as it positively affects Arabic Education at the lower and middle levels of education and for training teachers prepared to create such an education for their students. It discusses the importance of early language learning, resources for successfiil implementation of UBE progranxme, curriculum and assessment of practices. It also explores the current status of foreign language teacher education and the impact that new standard projects for teacher preparation may have on the teaching profession. INTRODUCTION According to AMul (1983:42), the history of Arabic education in Nigeria is a long one. From the l6th century Kano and Katsina had been famous centres of learning to which students from the present day Northern Nigeria and the Niger Republic came to receive their education. And from 196 century, Sokoto also became a major centre of leaming. All these studies were done in Arabic language. Arabic language though to some extent is being referred to as an "indigenous language", but as one ofthe referred foreign languages, the language Arabic, according to Yusuf (2008:2) in Lawal (2000). Arabic language is distinct among the three notable foreign languages, in the sense that the language is closer to Nigeria and Nigerians spiritually, socially, historically, culturally and linguistically than other foreign languages. The above highlighted statemenG established the undisputed fact that Arabic had been a medium of instruction in educational processes in the past. Despite the lofty and meaningful contributions of Arabic "as a medium of instruction and communication to the development of our educational and literary processes, the language remains stagnant non recognized within the government circle, by the way of not including Arabic as a subject in primary school cuniculum, and had been labeled as a language of a particular religion. It is recently that State Universal Basic Education Board( SI-IBEB) in partnership with Nigerian Education Research and Development Council (NERDC), introduced new curricula for primary and junior secondary schools (Arabic inclusive). The objective of this fruitful exercise is to restructure and realign the existing primary and junior secondary schdol curriculum to meet the a dEr -r9 1_b o I I ?oreign Language Education Teache r Prti,;,.ttz,,t aal lmplementation of L'nitersal Basb Educdian Curriculutx s1 \'rgere Arabic l-anguape in Focus targets of 9 years Basic Eiu;dtron in the context of National Economic Empowerment end Development Strateeies ,\TEDS). Yusuf (2009:4) submits that this gesture of the tuo educational agencies ,,\as a result of several academic papers presented on non-inclusion of Arabic in the pnmary school curriculum. It is on this note that this paper intends to look into the importance of early language learning, its impact on teacher preparation, and as a yardstick for attainment of proficiency in Arabic language according to the context of Universal Basic Education. OBJECTIVES The specific objectives of the paper are to: - give adequate attention to the study of foreign languages particularly those that can benefit our nation economically, politically, socially etc. - formulate policies and guidelines that would assist adequate preparation of teacheis of foreign languages. - lay more emphasis on early language acquisition in Nigeria and - emphasize the need for language programme to be part of the core cumiculum and Arabic to be given utmost consideration. STATEMENT OF PROBLEMS Non-inclusion of Arabic in primary school curriculum in Nigeria is seen as one of the fundamental problems militating against the study of Arabic in our institutions of learning. In addition to this, the lukewarm attitude of the : government at the federal and state levels, the parents as well as tlie students called for the attention of scholars to clamour for right status for the Arabic language in our educational policy, particularly under the universal basic education programme, if properly and religiously implemented as a yardstick for elevating thc status of the Arabic language, and upliftment of teachers of Arabic via adequate preparation of foreign language teachers as one of the implementing strategies. METHODOLOGICAL CONSIDERATIONS In realizing the set objectives, the discussion of this paper would be based on adoption of historical and analytical approaches to address the ugly position of Arabic language and Arabic education in Nigerian environmend, particularly in formal institutions of learning. This is.due to the fact that Arabic as a language of internationally recognized status had been playing a vital and significant role in the literary development of our great nation. \ \ Historical accounts had it that Arabic before the colonial intrusion fiad been playing a tremepdous role in all spheres of life. To be specific, l6s,and 19'h centtrrie. *iir".r"i a slgnilicant development of Arabic language and Arabic education as noted in Kano and Katsina. The use of Arabic as an official language and medium of ifistruction and communication reached the climax - cluring Sokoto Caliphate, from where the language spread to other regions of the country. The above statements thus explain why historical approach is very relevant to the discotirse of this paper. By anall tical approach, the paper intends to explore this method to analyse the urgent need for revitalizing Arabic education as one of the subjects to be taught at the basic level of MOCPED Inlertntional Journal o.f Educanonal Studies I ol. I, No. I & 2 July 2010 9 ,< I t' r{r {l ti ,l rl ir li ti ii iL t. i '!;i, YUSUF, T. O. education (Basic l-6 and JS 1-3) in the newly designed curriculum of Universal Basic Education (IIBE) scheme. And at the same time analyse issues concerning the curriculum of foreign languages, and criteria for adequate preparation of foreign language teachers in Nigeria. Arabic teachers to be specific. UNIVERSAL BASIC EDUCATIO\i (UBE) IN NIGERIA The progressiveness of Nigeria as a country lamented in the fact that, the Federal Government on 30h September 1999 adopted the global educational programme by launching it in Sokoto State in the year under review. Basic education is therefore in Nigeria context, the foundation for sustainable life-long learning. It prorides uriting and numeracy skills. It comprises a wide variety of formal and non-formal education activities and programmes designed to enable leamers acquire functional literacy. The components of LIBE are; - Formal basic education encompassing the first nine years of school (primary and junior secondary school) for all children; - Nomadic education for school age children of pastoral normal, migrant and fisherman; and - Literacy and non-formal education for out-of-school children, youth, illiterate adults (Implementation Blue Print). AN EXAMINATION OF EARLY LANGUAGE EDUCATION IN NIGERIA Language, according to Hanks (1979), is a system or the expression of thoughts and feelings. Also Olaoye (2007:12) defines language as purely human and non-instinctive way of communicating ideas, emotion and desires by means of voluntarily produced symbols. He states further that: "language is a system of arbitrary, vocal symbols which permit all people in given culture to communicate and to interact". Hence, any language is fundamentally a series of sounds which become meaningful only when those sounds are grouped together in certain definite amangement. Language is the primary tool for acquiring knowledge and it is very important in leaming because learning involves communication. It is based on the above highlighted definitions and importance of language that our policy on education laid emphasis on learning one of the major languages of Nigeria which are: Yoruba, Igbo and Hausa to foster national unity. But the opinion of this paper transcends the language policy as enshrined in the National Policy as far as language education is concemed, particularly those ones that would take the community to the promise land and foster international understanding and relationship. But alas, language education is being taken with levity in Nigeria and that is why early language learning becomes a national necessity. Going by the understanding of UBE programme, it could be realized that the aforesaid programme is specially designed and religiously dedicated for early language education for individuals in the community. It becomes imperative from the beginning that as you plan, make sure community members and policy makers understand what learning a language and a culture gives to students. According to Christine (2002:7), from the first day that the child begins learning another language, all the higher order thinking skills are in play-all at once, from comparing to hypothesizing, the child learner is building a new symbolic code outside familiar frame work of his or her native linguistic and culture code. He stresses further that language learning in the early grades provides students with some first and only contact real representatives of other culture. MOCPED International lournal of Eilucational Stuilies VoL 1, No. I & 2 July 2010 260 I L ! Foreign l-anguage Education, Teacher Preparation and Implementation of Universal Basic Educanon Curru;-r- "., ', -j1-i: Arabic ltnpuape in Foaus In Nigeria of today, it is iittle attention that is being given to language learning to be inJi:::--. or foreign languages. This non<halant attitude greatly manifested in our policy of educarron l: is on this note that one can compare our attitude to language with United States of Amerr;: Christine (2002:7\ said that more than 60 percent of public school students in the United Srates do not have the chance to studl an\ other language other than English until they are in the middle school, or more often. high school. Even though our counterparts in other nations begin second language study' in the early grades or even in pre-schools cling (France as reference). We in the United States antiquated views and downright misconceptions as to who should study another language and when that study begin. In nut shell, this paper is of the opinion that emphasis must be laid on learning one Ianguage studying other language as they become essential to their life-plan. In fact, for any seriousness tc> be given to language learning, Christine (2000:7) rvas of the opinion that the language programme should be part of core curriculum. AN OVERVIEW OF FOREIGN LANGUAGE EDUCATION WITHIN THE CONTEXT OF TEACHER PRBPARATION IN NIGERIA It is observed that preparing foreign language teachers has not been given serious and enough attention. This is because of the fact that our education policy has continued to de-emphasize by not including language programme among core curriculum. Though the study. of English language is highly enhanced across all levels of educational institutions French was politically recognized as the second official language of the Federal Republic of Nigeria. It is natural to find the two languages being grouped among compulsory subjects to be taught from Basic 1-9. Arabic language is another recognized subject but the reverse is the case. But irrespective of the high status enjoyed by the two foreign languages, there are some observed problems militating against foreign language education within the context of teacher preparation. The problems are: Problem of early language learning: It is observed that there is need for our education programme to improve in the area of early language learning bearing in mind that the decision to preparc and for one to become a foreign language teacher must be made rather early in life. It is also stressed further that since proficiency in foreign Ianguage is highly valued and respected ability and learning a foreign language is deemed beneficial for a child's development, early language learning must be encouraged, with the view that any language so deemed learnt is a golden key to the global world. Lack of understanding of foreign language methodology: The world methodology according to Hanks (L997:9) means the system of methods and principles used in a particular discipline. Foreign language methodology therefore, sees its mission as transforming knowledge from other fields into practical teaching; thus the field's primary concern is practical application of data provided by other disciplines (Getty, 2000). Also, foreign language teaching methodology (historically') established itself as a science in the late 1940s. (As a science) the field is based on research field that investigates teaching and acquisition processes and rationalizes teaching practices. It could be realized based on the above highlighted definitions that preparing foreign Ianguage teacher is not a mere designing of curriculum for teaching processes and selecting some MOCPED International Journal of Educational Studies Vol. I, No. I & 2 July 2010 261 t r!' i l h rlit t'L SL',F-.1-. 0. modern langtrage as is operational in some universities, but what matters mosl ]! .iirceritl'of purpose and determination and rigorous research in order to produce proficient forer:n l.rltguage teachers. According to Clu'istine (2002:8) teacher, whose knowledge of another culrure i. up ro date, and usually first hand, can provide students with an understanding that transcends.r snrull child's Iimited world view. Problems of qualification and admission: We shall be discussing this along side with content of teacher preparation/education programme. To be effective and proficient in any language a good sound in linguistics in the language to be under studied supposed to be the main qualification. For instance, 'Idadiyah or Thanu'ir'1ah Certificate obtained from Traditional Arabic Sghool(s) qualifies any candidate rvho so intends to study Arabic Language at College of Education and University levels. This explains a situation where the candidate did not pass Arabic in WAEC and GCE examination. The policy maker *,ould be doing r,,'ell for Arabic language, if the certificates obtained are deemed acceptable for adntitting candidate to study Arabic. This is because of the fact that these candidates would have been rvell croomed and drilled in all aspects of Arabic language, and serve as an advantage to produce a proficient Arabic teacher in Nigerian environment. It is expected that the above asseftion if put into consideration will form a solid foundation upon which year long courses in theoretical grammar, phonetics. lexicology, the history of langulgc constitttte the backbone of the higher institutions curriculum. The theoretical element of teacher preparation is, according to Getty (2000) presented in psychology, sociology, philosophy, theory of education, the literature of the target language and foreign language teaching methodology in conjunction with twenty hours of weekly practice in different aspects of language study (analytical reading. practical grammar, conversation, writing practice etc) course in linguistic (theoretical in grammar, lexicology, the history of the language etc) are given in the foreign language. At this juncture, the effort of National Commission for Colleges of Education in introducing Arabic Medium (AM) with robust and standard cuniculum is highly commended. The commission is of the opinion that courses in Arabic and Education that would eventually lead to the award of NCE cerlificate be taken in Arabic Language. This beautiful achievement makes the commission surpasses some conventional and modern universities in the area of foreign teacher preparation. Perhaps. there is need for the Federal Government of Nigeria to give importance to foreign language education across all levels of our educational institutions. This is because without nationally recognized foreign language standards, State departments of education and (other) certifying institutions have not had guidance as to which competence to expect or how to assess their achievement (Glisan, 2002:14). The Federal Government of Nigeria should not only establish both Arabic and French Village at Badagry and Ngada, Maiduguri respectively, but also set up some standards to be met in order to stabilize language immersion of Arabic and French lairguage. American foreign language education witnessed a tremendous progress with the establishment of National Council for Accreditation of Teacher Education. it was observed before the MOCPED International Journal of Educational Studies Vol. 1, No, I & 2 July 2010 262 ForeignLanguageEducation,TeaclwPreparationandlmplenentatiouof UniverxtlBasicEducuionCurriculum rr \;t.no. lrabic ktneuage in Focus .stablishment of the Council that neu, teachers often graduate from four and tlre re.ir. preparation programmes unable to speak the foreign language enough to teach eftectirell iGIisan, 2007:2). It was thereafter that the Councrl arri\ed at ne\\'standards for foreign teachers. The proposed standards for foreign teachers are: - Institution seeking NCATE accreditation ri ill need to submit evidence that their foreign language teacher candidates for grades Pl2 have met standards in six are: language linguistic. comparison, cultures, literatures. cross disciplinary concepts, language acquisition. theories and instruction of practices; integration of standar.ls into cun'iculunr and instruction; assessment of language and cultures; and professionalism. Programmes will create an assessment system through which they gather evidence of candidates' achievement such as poftfolios, lesson plans. case study report presentatiou, papers examination, interviews, projects and P-12 student rvork samples. Teacher candidates must demonstrate proficiency in speaking and writirrg al the "advanced low" described in ACTEL proficiency Guidelines (1999); candidates leaclring languages that use non alphabetic writing system must demonstrate "intermediate liigh" proficiency. Colleges of Education and departments of foreign language will need to collaborate in orde. to help their teacher candidates achieve required knorvledge, skills and dispositiorrs (defined by NCATE as values, altitudes and professional ethics) in pedagogy' language, culture and literature. rr-om the above highlighted proposed standards, one would appreciate the seriousness attached to ire study of foreign language, it is this lofty efforts that contributed to declaration of fi'rr-ergrr .iirguage as part of P-12 cclre cumiculum and been funded by the Federal Govenlrnsnt c.f ,, rtrel ic a. 'or upliftment of our foreign Ianguage education, it is therefore, the candid opinion of this papei irat the policy makers borrow some ideas from the America experience ro get our foreign irngwrge education improved to meet the globally set standards in language learning procramme. \RABIC LANGUAGE WITHIN THE CONTEXT OF UBE PROGRA]\IME IMPLBMENTATION i]ne of the prominent chall