Special Needs Teachers Capacity in the Implementation of Competency Based Curriculum in Primary Schools in Kenya (Published)
This research looks at the capacity that special needs teachers in Kenyan primary schools have towards implementation of competency based curriculum in lower primary schools. Because of the abolishment of exclusion and adoption of inclusion policy, special needs learners are enrolled in mainstream schools and therefore have to be provided with the right and adequate support for their learning to take place. This study will survey a total of 83 public primary schools in Kapsaret Sub County, Kenya to determine the level of teacher capacity in the implementation of CBC. The sample will include special needs teachers teaching in those schools numbering to 69. Data collection was done through use of questionnaire for Special Needs Education Teachers in public primary schools. Data analysis will be performed using descriptive statistics for quantitative data and thematic content analysis for qualitative data. The study found out that: SNE teachers had moderate capacities in terms of understanding the CBC curriculum and preparedness in implementing the CBC content in public primary schools in the study area. The enrolment of special needs learners was low and had not increased significantly and this was attributed to lack of adequate capacities by SNE teachers to provide required support to disabled learners. the paper recommends that SNE teachers need to be provided with specialised training on CBC implementation in inclusive setting, schools should ensure facilities and resources to support inclusive education are provided and TSC to increase special needs teachers numbers to more than one in primary schools. This article discusses findings, implications for the special education teacher preparation programmes in Kenyan teacher training institutions, and recommendations for future research
Keywords: Curriculum, Education, Preparedness, Special Needs, capacity, competency
The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security (one course model) (Published)
The research aims to show The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security , the research uses the descriptive curriculum to its suitability to achieve its objectives, as it means by describing reality and explaining it and trying to develop solutions to suit its development, by showing the concept of intellectual security And how to achieve its requirements, and the role of the university curriculum in the development of students’ thinking and development to achieve the requirements of intellectual security, by analyzing (social upbringing) course in child kindergarten department, and show its role in achieving these requirements, the most significant result appears that the course play big role in the development of thought emerging and enhancing intellectual security if it is applied practically in real life.
Keywords: Curriculum, Role, intellectual security
Assessment of Teachers Implementation of Social Studies Curriculum Contents in Private Secondary Schools in Aguata Education Zone: A Catalyst for Achieving National Integration in Nigeria (Published)
The research work deals on the assessment of teachers’ implementation of social studies curriculum contents in private secondary schools in Aguata education zone: A catalyst for achieving national integration in Nigeria. A survey design was adopted for the study. The population consists of fifty teachers teaching social studies in junior secondary schools in Aguata education zone. Purposive sampling technique was used to sample forty teachers. The questionnaire was the major instrument for data collection and it was validated by two experts in curriculum and social studies. The mean statistics was used to analyse the data collected. The findings of the study showed that the concepts or topics such as cross cultural studies, inter-tribal marriages, national institutions, national symbols promote national integration. It was also discovered that teachers of social studies face difficulties in relating some of the topics in physical environment, peace education, national values to national integration. The paper also discovered that field trip, discussion and inquiry methods are appropriate for teaching social studies for achievement of national integration but rarely used by teachers, and instructional resources for implementing social studies curriculum content are not adequately provided. The paper concluded that adequate instructional materials, training and retraining of teachers, employment of qualified social studies teachers are necessary conditions for effective implementation of social studies curriculum content for achieving national integration in Nigeria. Conclusion and relevant recommendations were made.
Keywords: Curriculum, Integration, National, Social Studies
Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning (Published)
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning.
Keywords: Assessment, Bangladesh and Global Studies, Curriculum, Examination, SSC, Secondary Education
Curriculum Development and Student Training: A Shared Responsibility between Clothing and Textile Institutions and Their Industry (Published)
The focus of the study was to look into the phenomenon of collaboration between clothing and textiles institutions and the industry regarding curriculum development and student training from the perspectives of respondents. Again the study was to find out if efforts to establish collaboration between clothing and textile institutions and the industry are based on theories/models or standardized practices. Purposive sampling technique was used for the study. Data for the study was collected using interview with semi-structured interview guide and observation. The sample size for this qualitative study was twenty-two (22) made up of two categories of respondent. It was made up of respondents from both the academia and industry. The outcome of the study showed these: It was realized that, as far as student training is concerned, respondents considered industrial attachment as the main and beneficial means of collaboration between the clothing and textiles institutions and the industry. Current efforts to establish collaboration between the two bodies around student training are not guided by standard practices or models. Implications of the outcome of the study as well recommendations for action are provided
Keywords: Collaboration, Curriculum, Institutions, Model, Textiles
Evaluation of the Impact of Science, Technology and Modernisation in Social Studies Curriculum on University Students (Published)
This study was designed to evaluate the impact of Social Studies course – “Science, Technology and Modernisation”, how it can be best delivered and learnt by university students. The novelty research was devised to ascertain how effective out-of-door activities and classroom interactive teaching and learning will have on students learning performance. The course is meant to develop in learners an attitude of re-examining society from the point of view of developments in science, technology and modernity. Four hundred students were involved in the study. Students were asked to answer pre-instructional, instructional and post instructional course questions. Unstructured interviews were also used for clarification of issues raised by students. The pre-instructional course questions were: (1) what do you know about “Science”, “Technology” and “Modernisation”?; and (2) what are the ideal teaching and learning techniques you will wished to be adopted in the classroom? The instructional course questions were: (1) what are your prospects for the course of study; and (1) what are the challenges you encountered during teaching and learning?. The post instructional course questions were: (1) what are the strengths of the teacher and the learners?; and (2) what are the achievements from the course of study?. These processes were employed to elicit responses from the students. Interpretative analytical approach was adopted to analyse the data collected. It was concluded that there was a strong consensus among students that the ideal participatory teaching and learning method, techniques and strategies they suggested to be used were later precluded by them. It was also revealed that majority of students were not in tune with the purely interactive and participatory lesson delivery approach. Based on the findings, the study recommended that favourable classroom atmosphere must be created, coupled with enforced cooperative teaching and learning techniques to enhance participation of students. Also, in order to ensure effective retention of concepts taught, students must be exposed to concrete and technological materials to practicalised the teaching of Social Studies. Educational / field trip should be incorporated in the teaching of Social Studies, especially when teaching the concepts “Science and Technology”. This will help students probe into issues concerning science and technology by using their observational, manipulative and investigative skills.
Keywords: Curriculum, Evaluation, Modernisation, Science, Social Studies, Students, Technology, University
Towards A Critical Thinking-Based Curricular and Pedagogical Innovations for Sustaining Democracy in Nigeria (Published)
Democracy, in addition to being a political system is also a way of life that is so admired that it has become a global model. Unfortunately those ingredients and flavour that make democracy the global ideal are terribly lacking in Nigeria, in addition to democracy not having any stronghold in Nigeria. Using the philosophical method, the paper raises sign posts on how critical thinking based curricular and pedagogical innovations can be a relief in reinventing and sustaining democracy in Nigeria. The position of the paper is that there is no substitute to positive thinking and positive thinking especially at the evaluative, insightful and critical thinking levels, can proffer solutions for resolving the pessimism that surrounds democracy in Nigeria. The paper makes recommendations, part of which include developing learners’ curiosity for participation in the democratic processes, the development of learners autonomous moral thinking as well as identifying live problems that threaten democracy and making such the subjects of arguments, dialogues and deliberations
Keywords: Critical thinking, Curriculum, Democracy, Nigeria, Pedagogy
Curriculum and Indigenous Education for Technological Advancement (Published)
The curricula at various levels must be tuned to lubricate the wheels and make the hub of the Nigerian education system free and flexible enough to accelerate the attainment of the new aspirations of Nigeria towards the realization of Vision 202020 which include technological advancement. Curriculum is the sum total of human endeavours geared towards the realization of the aspiration of the society through the institution of the school. ‘Curriculum is also described as ‘what happens to students for which the school is responsible’, because curriculum happens within the school system, it is therefore imperative to include indigenous knowledge into the school curricula to ensure that local/indigenous technologies are improved upon as to bring about modernization of society. In nowadays knowledge-based society, the local embedded knowledge and innovation are considered as the core-competence of the curriculum of the region. In rural areas, maybe it is not suitable to adopt the high-tech or other industrial cluster development strategy as in urban areas because of the barrier of ‘organizational thinness’. However, the rural areas always have their special local resources, especially the intangible asset, such as cultural resources and local knowledge embedded in the long history. Besides absorbing the external knowledge, exploiting the local knowledge will also enrich the knowledge network of the local areas. Moreover, because indigenous knowledge was generated from the local wisdom and culture, it fits to the local situation natively, and also it is very hard for others to imitate.
Keywords: Curriculum, Educational gap., Nigeria, indigenous education, local skills, local technology
A Critical Analysis of National Board for Technical Education Old and New Curriculum in Office Technology and Management for Sustainable Development (Published)
The paper examined the persistent issue of curriculum review in Office Technology and Management which is now used in the Nigerian Polytechnics. The convergence of computer, telecommunication, the internet and microelectronics with business environment has brought to the fore, the emerging Information and Communication Technology (ICT) sub skills that are lacking in the curriculum for producing the office worker in Nigeria. The prevailing circumstance where the secretary has to work with modern technology used in this digital era led to the review of the old curriculum for secretarial studies. The review of OTM curriculum was taken with the view to produce graduates who could be effective in the Management roles and have confidence and practical skills necessary to put theory into action It also looked at consequential issues concerning inadequate provision of human and material resources as well as the need to ensure that the OTM programme is adequately funded to ensure that requisite facilities are provided for effective training of the recipients of the programme and equally emphasized on the need for training and retraining of the lecturers in the polytechnic on the prerequisite skills needed to teach this novel ICT softwares.
Keywords: Curriculum, ICT, Sustainable Development, Technical Education
Status of Technical Education Curriculum Programme for Skill Acquisition in a Dynamic Society (Published)
The paper was designed to look at the present status of technical education curriculum programme for skill acquisition in a dynamic society. The paper examined technical education curriculum programme and the different national developmental strategies and the same time touched the current implementation and talked about evaluation for technical education programme that necessitate a change in a dynamic society. One of the components examined concerning this paper is the teacher that is responsible for the implementation of the policy and technical education curriculum. Other key elements discussed are the tools, equipment and facilities that are the major keys and elements of skill acquisition. In view of the prevailing circumstances and status, it was suggested that government should make fund available to train and retrain Nigerian’s for ever changing and dynamic society among others
Keywords: Acquisition, Curriculum, Dynamic, Education, Programme, Skill, Society, Status, and Technical