Tag: learning

  • WCP to launch first learning platform

    The Water, Sanitation, and Hygiene Coordination Project (WCP) is set to launch Nigeria’s first learning platform on urban water, sanitation, and hygiene (WASH) known as  Community of Practice (CoP) to facilitate the knowledge exchange within the sector.

    To ensure that it is informative, the WCP team discussed its design with donors, government officials, development practitioners, utility management, civil society organisation representatives, and other stakeholders.

    Last August, Minister of Water Resources, Suleiman Adamu introduced the Community of Practice at the National Council of Water Resources, in Akure, Ondo State.

    In November, the WASH Coordination Project made the CoP online learning platform available.

    The website, https://www.urbanwashcop.ng, includes a research centre with WASH documents, a practitioner’s toolkit with a variety of tools for individuals involved in the provision of WASH services, and an Opportunities page with information on available jobs, tenders, as well as grants within the urban WASH sector in Nigeria, among numerous other resources on urban WASH.

    According to the WCP Chief of Party, Timeyin Uwejamomere, utilities that have implemented reforms and, as a result, are closer to offering sustainable services partly attribute this achievement to peer-to-peer learning and knowledge development support. He, therefore, hopes the CoP will serve as a learning platform for WASH practitioners to help water utilities fast-track the implementation of reforms.

    The WCP is a two-year project funded by the United States Agency for International Development (USAID) in Nigeria. It seeks to achieve the benefits of improved health and well-being for Nigerians through increased and more financially sustainable access to WASH services, and to build the confidence of the public in the government’s ability to deliver basic services in Bauchi and Kaduna states.

    The Development Innovations Group, a United States-based firm with offices in Kaduna and Bauchi is the lead implementer of the WCP.

    WCP will support the maintenance of the website until the project ends on October 31, when it would be responsible for maintaining the CoP.

  • Top global free learning site founder visits Nigeria

    Top global free learning site founder visits Nigeria

    Chief Executive Officer and Founder of Alison, one of the world’s largest free learning site, Mike Feerick is visiting Nigeria for the first time this week.

    He will be in Abuja and Lagos from Thursday, November 23 to Sunday, November 26.

    Founded in 2007 and widely considered the world’s first MOOC (Massive Open Online Course) provider, Alison’s successful free learning model is one which holds enormous promise for Nigeria’s burgeoning educational need, not least among its extraordinary youthful population.

    Speaking ahead of his visit, Feerick said that visiting Nigeria is something he had always wanted to do for a long time.

    “My excitement stems from the fact that I believe the Alison free learning model can be hugely impactful in Nigeria, where there is a huge demand and thirst for education and skills development, yet, because of the huge scale of the population, there is simply no way that the old ways of teaching and training can help all those who need to learn.

    “ If Nigeria is serious about making available educational and skills training opportunities to all its people, then the opportunity of a platform like Alison must be embraced,” Feerick said.

    While in Nigeria, Mr Feerick will meet a select number of Alison Graduates, both to learn from them and to record their inspirational stories.

    Natasha Mee, a market researcher based in Ireland at Alison HQ, but originally from South Africa, added “Mike is a world traveller, and wherever he goes, he meets Alison graduates, to learn, to encourage, to publicise. When we invited our Nigerian graduates to meet Mike, we were overwhelmed and awed by the response, as nearly 1,000 of our graduates sent in applications – and they are still rising in number!  These people tell their stories about how Alison empowered them to new opportunity in life, to getting new jobs, promotions, college placements, and almost always, gaining confidence through learning achievement”.

    He also will welcome opportunities to speak to local media who are interested in understanding more about the extent of Nigeria’s educational challenge, and how Alison can answer that call.

  • NDDC to boost digital learning in Niger Delta

    NDDC to boost digital learning in Niger Delta

    The Niger Delta Development Commission (NDDC) will boost digital learning by linking the entire Niger Delta with fiber optics that will facilitate internet penetration and spread.

    Chairman of the NDDC Governing Board Senator Victor Ndoma-Egba stated this when members of the Governing Council and Management of the Cross River State College of Education, Akamkpa, visited him at the commission’s headquarters in Port Harcourt.

    Senator Ndoma-Egba said the commission was making efforts to create a new environment that would bring the Niger Delta in line with the digital age. “We will challenge the creativity of our young men and women and we will also help our tertiary institutions to key into the modern ways of learning,” he said.

    The Chairman added: “the world has gone digital and learning is now electronic-based. “If we don’t train for the new world, we will be left behind. So everything is technology-based now and we want to leave a landmark contribution at the end of our tenure. We want to link the entire Niger Delta region with fiber optics that will enhance widespread internet usage.”

    Ndoma-Egba said he and the NDDC Managing Director, Mr Nsima Ekere, recently visited São Tomé and Principe to discuss with the country’s Prime Minister on the possibility of benefiting from their own excess internet capacity. He noted that the discussions were very positive.

    He assured the team from the College of Education Akamkpa, that they and other tertiary institutions in the region would benefit from the proposed high-speed internet network.

    The NDDC Chairman advised: “I want to urge you to look in a new direction of education, which is technology-based and driven by e-learning. That is where the future is anchored. I don’t want you to train people for the world that has passed. Let us train people for today’s world.

    “I want to assure you that we will make sure that all your needs are looked into. We will attend to your requests sympathetically and urgently.”

    Senator Ndoma-Egba maintained that education, being one of the core mandates of NDDC, would always be given utmost attention.”

  • WEF, DQ to provide digital learning skills to Nigerians

    Digital Intelligence Quotient (DQ) Institute, an organisation working in collaboration with the World Economic Forum (WEF), has developed a digital initiative aimed at boosting the digital competence of one million younger generations in Nigeria and other countries by 2030.

    The initiative christened DQEveryChild, is a free digital intelligence education programme, which can be ‘plugged and played’ into the country’s education system.

    DQEveryChild is a combination of online education tools and real-time assessment which is free to every child eight and 12 globally, and can be easily incorporated into any national or school curriculum via the DQWorld.net platform, paving the way for a healthier, safer and more prosperous digital economy, for all.

    With the scheme DQ Institute said children will be able to measure their ability and command of digital media, thereby helping to combat their exposure to dangers such as fake news, cyber bullying, online grooming and radicalisation.

    Through the platform, the curriculum of 20 lessons over 10 hours is delivered through storytelling and gamified design, which makes learning interactive and fun and encourages a positive attitudinal shift and behavior.

    The curriculum covers eight core digital citizenship skills including Digital Citizen Identity; Screen Time Management; Cyber Bullying Management; Cyber Security Management; Privacy Management; Digital Empathy; and Critical Thinking; Digital Footprint Management.

    At the end of each lesson, children take an online real-time assessment that will provide DQ scores for each of the skills acquired.

    The DQ Institute, in association with the WEF, will explore the integration of a Global DQ Index – measuring the average DQ across participating countries – within one of the Forum’s main annual reports.

    An official of RAVE et al, a certified-DQ ambassador pioneering the implementation of DQ across Nigeria, Mr. Charity Babatunde, said: “Our children are digital natives, born into a world that offers them incredible opportunities but not without its own fair share of dangers.

    “The eight core digital citizenship skills that DQWorld.net empowers our children with, is a vital necessity for helping them make informed choices and navigate the digital world safely.

    “It is a great honour for me to serve as the pioneer DQ Ambassador in Nigeria (first in Africa) and to be a part of this laudable, award-winning initiative. I encourage parents, schools, government and all other stakeholders to join the #DQEveryChild movement. Let’s make the necessary investment today, in preparing our children for the digital future.”

    Founder and Chief Citizenship Officer of DQ World, Dr. Yuhyun Park, said: “Africa is experiencing explosive growth in the use of the internet. With the increased opportunities offered by this connectivity come new risks, especially for our young children, who are the first generation born and raised in a digital world.

  • Learning from The Fix

    Are you surprised by the agitation for Biafra which is looking more “real” now than ever? Are you surprised about the “Kaduna Declaration” which gave Nigerians of Igbo extractions a deadline of October 1 2017 to leave the north? Do you wonder why the “Northern youth” chose the October 1 date, our Independence Day anniversary, for the “eviction” order? Better still, have you wondered why there seem to be challenges all over the world?

    If you’re like this writer who keeps wondering about such things then you need to read “The Fix: How Nations Survive and Thrive in a World in Decline” by Jonathan Tepperman. The timing of this 307 page book could not be better. Critical thinking is needed now than ever. No one appears to agree on fundamental ideas about governing anymore. “Biafrans” say their problem is the “North” so they want out; the north says understand us, others say it is “restructuring,” still others say its true federalism. Sometimes, we’re not even sure what we’re arguing about.

    The grand ideological debates of the 20th and early 21st centuries – capitalism versus socialism, democracy versus authoritarianism etc – today seem too broad, tired and pointless, and little has come along to replace them. Where there are replacements, it is often hate speech, agitations and ethnic tensions. Globalization, the economic paradigm of our era, has become an epithet in the mouths of insurgent politicians exploiting middle-class discontent on both the right and left.

    The people in power, especially the so-called establishment, still seem surprised by the magnitude of the backlash – by Biafra, by Trump, by Brexit, by the deepening anger – and confused about how to respond. And with no one pointing a way through the labyrinth of confusion make situations even dare. Worse still, democracy – seen as the “best” system of governance – itself has seemed to curdle with people yearning for alternatives. But what alternative is the dilemma

    We are in other words utterly adrift, ideologically speaking. It’s hardly a surprise the vacuum of ideas is being filled, in the political arena, by atavistic impulses like nationalism, racism and xenophobia. Jonathan Tepperman’s answer to this “gathering darkness,” as he calls it, is to take a giant step back from the larger, paralyzed debate.

    In “The Fix,” Tepperman sets aside ‘Big Think’ in favour of small think: practical, microcosmic solutions to big problems in sometimes surprising places.  From Brazil to Botswana, Indonesia to New York City Tepperman offers what he calls “a data-driven case for optimism” at a time when “most of us have glumly concluded that our governments are broken and our domestic and international problems are insurmountable.”

    The book identifies “the Terrible Ten” and particularly difficult problems, including inequality, immigration, civil war, corruption, Islamic extremism, the resource curse, energy, the middle-income trap (the difficulty countries have in making the leap from developmental success to wealthy-nation status) and two kinds of political gridlock: what’s not working worldwide. He argues that they are “fixable” when leaders act boldly. For each problem, Tepperman finds a free-thinking and experimental leader (or leaders) who defied the odds and achieved success. In the early years of this century, for example, President Luiz Ina?cio Lula da Silva of Brazil developed a ground-breaking poverty-fighting program, Bolsa Fami?lia, which gave small monthly grants to mothers to feed and educate their families.

    Almost to a tale, these are stories of political pragmatism in the midst of crisis, often involving battlefield conversions by unusually adaptable and able leaders unfettered by “ideological handcuffs.”

    In Brazil, the business community and economists were initially horrified when Lula da Silva, a labour leader who had experienced extreme poverty as a child, was elected president. But the “rabble-rouser metamorphosed into the Great Conciliator,” Tepperman writes, and to address Brazil’s terrible income inequality Lula launched Bolsa Família, an innovative and relatively inexpensive cash-transfer program that didn’t just give people handouts but required “counterpart responsibilities,” including government demands to use some of the money to send one’s kids to school and ensure they are immunized and get regular checkups (along with their mothers).

    Lula ended up winning over even conservatives in his country and dramatically reducing poverty, leading the former World Bank expert Nancy Birdsall to conclude that Bolsa Família is “as close as you can come to a magic bullet in development.” More than 60 countries sent experts to Brazil to study the programme.

    Tepperman also finds successful leadership stories in Mexico, which despite its reputation for runaway corruption and drug violence has begun to recover under President Enrique Pena Nieto, who impressively exploited the despair of Mexico’s political elites to forge unprecedented cooperation. In just the first 18 months after his July 2012 election, Pena Nieto “managed to bust open Mexico’s smothering monopolies and antiquated energy sector, restructure the country’s education system and modernize its tax and banking laws,”

    In Botswana, the “cleaner than a hound’s tooth” Seretse Khama lifted his country beyond its dependence on the “resource curse” of diamonds, building what was considered, for a time, one of the best-governed countries in the developing world – a system so structured against corruption that it is, for now, resisting the alleged abuses of his far less capable son, Ian Khama.

    For the past two decades, the democratic leaders of post-Suharto Indonesia have steered their country toward a moderate form of politics that has undercut Islamist radicalism. From his fascinating travelogue, Tepperman offers lessons for a world in trouble: leaders need to think outside the box, embrace the possibilities that crises present, and respect systems of checks and balances. The pragmatic reform tradition that the book illuminates is apparently still alive.

    Though the book is not long, Tepperman goes into impressive detail in each case study and delivers his assessments in clear prose, careful to describe most of his success stories as experiments that could still fail.

    Tepperman has traveled the world to write this book, conducting more than a hundred interviews with heads of state – like Lula, Rwanda’s Paul Kagame, Indonesia’s Joko Widodo and other leaders – and other innovators responsible for these unexpected success stories. His access and expertise make “The Fix” a work of unusual insight, focused on the people and leadership lessons behind the policies.

    Meticulously researched and deeply reported, it presents practical advice for aspiring problem-solvers of all stripes, and stands as a necessary corrective to the hand-wringing and grim prognostication that dominates the news these days, making a data-driven case for optimism in a time of crushing pessimism.

    It is easy to look at Nigeria, and indeed, the world today and see nothing but a spiral of disorder, dysfunction, and decline. In this wonderfully engaging book, Tepperman sorted out political success stories that cut against this gloomy outlook.

    Perhaps the biggest question about Tepperman’s thesis is one he addresses but doesn’t fully answer: whether many of these programs are readily transferable to other places, or are unique to the political culture whence they sprang. In the end, for example, Bloomberg’s version of Bolsa Família failed to gain traction in New York, and there are indications it may work better in rural than in urban areas.

    As we grapple with the myriad of “demons” tormenting Nigeria and try to make sense of them, it should be clear by now that these “demons” can be exorcised if there is the political will. Our “demons” are elite inspired, and the starting point is to stand back, take critical look at those talking or agitating and see where their interests lie. It will surprise the majority that some of these interests are driven more by personal aggrandisements than the collective good.

    Yes, there are agitations and counter agitation everywhere; but I still believe Nigeria is better together than divided. Let’s not be scared to sit together and talk.

  • Envoy backs ‘standard learning environment’

    •10 pupils named Kiddies Vision ministers, commissioners

    Deputy Consul of the People’s Republic of China in Lagos, Mr. Guan Zhong QI, has pledged his country’s support for Nigeria’s quest to build a standard learning environment for children.

    QI stated this at the season four grand finale of Kiddies Vision Young Ministers Competition (YMC) held in Lagos at the weekend where 10 pupils were named minsters and commissioners.

    The event, which was sponsored by the Chinese government and China Industrial & Commercial Enterprises Association, among others, was established to test Nigerian students’ knowledge of their country

    According to the organisers, it would also help to “guide them towards societal values and good governance.”

    QI, who reiterated his country’s commitment to promoting standard learning environment through its corporate social responsibilities, said no fewer than 100 students had received N20,000 scholarships each from his personal donations.

    The 10 comprised five commissioners from primary schools and five ministers from secondary schools, who were selected following a 32-week intense cognitive and academic rivalry,

    Ikpi Divine emerged Commissioner for Finance, Ifeoma Ubegue, Sports, Busayo Adesanya, Tourism, Arts and Culture, Adeniran Kanikun, Education and Okonkwo Chineche Rem, Commissioner for Health.

    The young ministers include Benjamin Orebowale for Health, Quadri Iyanu, Education, Osondu Rebecca, Finance, Geoffrey Happiness, Tourism, Arts and Culture and Ndeze Nicholas, Youth and Sports.

    According to the organisers, Kiddies Vision, with a fan base over 25,000, has mentored 10,000 students on purpose driven leadership.

    Director, Kiddies Vision Mrs. Nnena Umeohia said conferment of public service portfolios on young students was part of measures designed for developing efficient, responsible and accountable youthful leaders from their formative years.

    “During the subsidy protests in 2011, we carried out a research on how much our children know about the people in governance such as commissioners, ministers and heads of agencies but we found out that they knew very little.

    “In fact, they were expert at the latest hip-hop stars, music trends or movies. The competition was established to test the intelligence of Nigerian students on how enlightened they are about their country, the organs and the activities of government, facts and histories of the country to guide these future leaders towards societal values and good governance.”

    She said the group had also developed a programme, “Me & My body” to address the growing menace of child molestation and abuse especially from relatives.

    Umeohia lamented that many kids were subjected to physical and psychological battery due to lack of parental attention and delegation of caring duties to third parties.

  • Learning from history

    It is looking like a script from a classic film in which the main actor is the last to be killed.
    But this setting isn’t a film, even as the actor has exhausted all the tricks in the books to escape being exposed as one whose word isn’t his bond.

    Many people have sneered at Victor Moses’ absence from Nigeria’s two international friendlies against the Teranga Lions of Senegal and the Stallions of Burkina Faso inside the Barnet FC’s Hive Stadium in England, which was meant to blend the Super Eagles ahead of the crucial 2019 Africa Cup of Nation qualifier tie against Bafana Bafana of South Africa in June. Indeed, the Eagles have another titanic clash against our perennial rivals, the Indomitable Lions of Cameroon in August inside the magnificent Nest of Champions Stadium in Uyo.

    Those who have winked at Moses’ new theatrics argue that the scenario recurs when Nigeria has a friendly or away matches. They reckon that Moses, being the soul of the Eagles, ought to play in such build-up games to help the coaches fashion out the right strategies to conquer the South Africans and the Cameroonians later in the year.

    Besides, this school of thought can’t believe that Moses is injured, having seen Chelsea’s last game against Stoke which the Blues won 2-0. Moses played for 70 minutes, with no crunchy tackle from Stoke players. Moses is believed to have followed the path of Eden Hazard, another Chelsea star, who opted out of Belgium’s international friendly, raising the poser of the troublesome club versus country debacle, mostly with European clubs, when they are in contention for trophies.

    Why would any player decide to collude with his European club to dodge his country’s matches, knowing that he is dispensable? Can players not learn from what has become of the club’s stars when they are no longer useful? Sadly, these “escapee” players eventually play for the clubs ten days after missing their country’s games. Medical experts reckon that injuries that could keep a player out of a game would need between seven to 14 days to heal. Even at that, such players have to train to attain match fitness before playing again. Will anyone be surprised if Moses and Hazard play for Chelsea next weekend? It won’t be for the first time, I dare say.

    Soccer followers are peeved by Moses’ stunts and have considered the theatrics of reporting to the camp for Eagles’ doctors to evaluate his injury as an afterthought to escape the vituperations against him in the build-up to Nigeria’s victory over Algeria in one of the 2018 World Cup qualifiers in Uyo, last year.  These soccer analysts opine that several players accept to play for their clubs using pain killers; not for their countries.

    The flipside to this argument is the school of thought which feels that the players would always play for their clubs because they pay their wages. But this submission is selfish because clubs engaged them after watching them play for their countries. What have all the European clubs that our past stars played for done for them since they stopped playing beyond inviting them to play testimonial matches? How many European clubs have come to watch the Nigerian league, for instance, and pick a rookie, who will immediately play for them? Isn’t it embedded in the rule that players must play 75 per cent of their countries’ national team assignments to qualify for work permits, especially in England? Isn’t this the reason many ageing African stars don’t get their deals renewed in the twilight of their career?

    It is true that most countries use and dump their stars, but the bigger picture is that most of them attain the star status playing for their countries. Besides, they are quick to preach patriotism to the younger ones in the twilight of their careers. Need I name players who have turned coat on Nigerian assignments in their later days with European clubs?

    My happiness with Moses is that he has chosen the path of honour by submitting himself for recheck by Eagles’ doctors. The coincidence of always sustaining injuries days to Nigeria’s away games or friendlies is worrisome. It smacks of conspiracy with the European clubs, which I feel strongly isn’t the case with Moses. I will be thrilled if Moses remains in the camp to give moral support to his mates. It also won’t be out of place if he watches both matches.

     Nigerian coaches, I dey laugh o!

     My apologises to former President Olusegun Obasanjo, who made I dey laugh o, a lingo. I honestly didn’t want to talk about Nigerian coaches again, since they hate to be told the truth. I’ve been attacked for defending the recruitment of a foreign coach for Nigeria, with many alleging that I’m an agent.

    Who is a football coach in Nigeria? From the records, to become a coach now, you must have played the game. You must have retired unexpectedly due to injury. No one cares if you are a trained coach with requisite qualifications to do the job, as long as you can joggle the ball. With this kind of credentials, it shouldn’t shock anyone if our coaches fail when pitched against renowned coaches elsewhere. They certainly cannot give what they don’t have.

    In the past we had better trained coaches, such as Adegboye Onigbinde, Alabi Aissien, James Peter, Monday Sinclair, Ufere Nwankwo, Bitrus Bewarang, the late Willy Bazuaye, the late Udemezue, and the late Shuaibu Amodu et al. These coaches distinguished themselves handling domestic league sides to win laurels. Their feats ensured that they were elevated to handle the country’s soccer teams across all cadres.

    Many of these coaches were products of the Teachers Training Schools, Colleges of Education, Physical and Health Education Colleges, which trained games masters and mistresses of yore. So, they have a background to their jobs, with cognate knowledge of how to identify, groom and expose talents. Movement up the ranks was done through such coaches’ achievements, not what we have now.

    If we must stem this slide, the League Management Company (LMC), in conjunction with the Nigeria Football Federation (NFF, must implement the policy where only certificated coaches are allowed to sit on the bench of any club. LMC and indeed NFF must organise periodic coaching seminars for our coaches to help them improve. This idea of anyone being a club coach must stop. Both bodies must insist on assisting our club representatives to continental competitions because the shame of our current ouster falls on us. How can the abundant talents at the grassroots get lucrative deals with bigger teams in the world, if our clubs can’t qualify for the second round in the continent?

    Besides, LMC and NFF chieftains must monitor all the stages of the domestic league games to ensure that true winners emerge. It speaks a lot about how teams win the domestic league, if in the following season as many as 15 new players are recruited to strengthen such a side.  Commonsense tells me that such a team can’t win games since they need time to blend to play as an indivisible unit. LMC and NFF must discourage our continental ambassadors next year from beefing up their teams with players who have failed with other teams in the past in Africa under the guise of their experience.

    The story of Leicester City of England should guide our club owners in recruiting players. Leicester is still in the UEFA Champions League, in spite of their shambolic Barclays English Premier outings because they kept the bulk of their last season stars. When things went awry for them, they sacked their Italian manager, Claudio Ranieri and promoted his assistant. Leicester are back in the groove, winning all its three games since Ranieri was shown the exit door.

     Unity at last

     Part of the problems of the Super Eagles is unity among the players. It will shock many readers to know that our players don’t communicate with themselves when they are out of national assignments. This writer was miffed when told that two of our players in the same European club were not on speaking terms. The discovery arose when one of them couldn’t provide the telephone numbers of his team mate.

    Ridiculous, you have not heard anything, especially after the late Samuel Okwaraji told journalists that he had to walk towards three members of the Super Eagles “mafia” to ask why they were not passing the ball to him at half-time. The late Okwaraji pointed at his shirt to ask if it was different from what the “mafia men” were wearing. Of course, it wasn’t and the culprits knew so. They changed their minds in the second half and Okwaraji scored a goal for Nigeria. Funny? I don’t think so, because it is common knowledge that members of the country’s most successful Eagles side refused to pass the ball to the late Rashidi Yekini, after his feats. Need I remind you of what transpired in one of the matches?

    So, when the news broke on Tuesday night from the Eagles’ Crown Plaza Hotel camp in England that those in the camp were missing Captain John Mikel Obi, I sighed, knowing that only foreign coaches achieve such feats. I’m a Nigerian, but our local coaches create camps in the team to satisfy their whims and caprices. It is the reason the Eagles totter under their tutelage. You don’t need any seer to tell you all the blocs in the Eagles, which become evident even during training. Our coaches don’t give a hoot.

    I’ve enjoyed watching the clips of the initiation of new Super Eagles players on video from the Crowne Plaza Hotel in London. I laughed watching Ebuehi dance. The way he twisted his waist and rolled his bum showed the impact Nigerian artistes have in the world of entertainment. Initiation ceremonies are meant for bonding. Please don’t remind me about what we passed through at the Government College Ughelli. Just try and drink heavily salted water and make an attempt to whistle. Great GCU, Up Mariners! Keep the ship sailing.

  • The future of learning

    In 2013, Prof Adebiyi Daramola, Vice Chancellor, Federal University of Technology, Akure (FUTA) challenged lecturers to move away from “faculty-centered and lecture-based paradigm” to practical learning and teaching. “This,” according him, “is in line with the global trend where faculty members become learning environment designers and students are taught critical thinking skills.”

    He told his colleagues to support students by adding to their intellectual growth and by instilling in them the awareness of important social issues and supporting their ability to become more productive members of society and life-long learners working toward a common good. He also challenged them to embrace the use of ICT to equip students and co-learners to meet the challenges of the 21st century. He said this, I believe, because we still have lecturers who have not embraced the role technology is playing in  learning.

    The issue of critical thinking is even more fundamental now than when the challenge was thrown. The don did not say anything new, especially for those who have been studying the system for years, but his boldness is commendable. I have written in this column that employers are expressing increasing dissatisfaction with the degree to which our graduates can access, evaluate, and communicate information and use information technology (IT) tools effectively. They’re also concerned that most cannot think critically, solve problems, work well in teams and with people from different cultural backgrounds.

    This is why a change of instructional paradigms – from passive to active learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning – is clearly needed in Nigeria. However, changing instructional paradigms is fraught with problems no doubt, especially for a country like Nigeria where the ratio of lecturers to students is simply unimaginable. To put it plainly; most of our lecturers are overburdened and the infrastructure over stretched. Again, some still cling jealously to the traditional lecture-based instructional paradigm.

    Elsewhere, times have changed for tertiary education. From the de-emphasis on thinking about delivering instruction and the concurrent emphasis placed on producing learning, to using technology to expand distance education, to the recognition of the importance of sense of community strides are being made. Today, serious nations are well along the road of creating that new “schoolhouse” not constructed exclusively of “bricks and mortar.”

    In this new schoolhouse, the role of professors is to serve their students by ensuring student learning is of paramount importance. They support their students by attending to their intellectual growth and self-autonomy, and by instilling in them an awareness of important social issues, thus supporting their ability to become more productive members of society as lifelong learners working toward the common good.

    This need for classroom change to allow students to acquire more significant kinds of cognitive learning – particularly critical thinking skills – is the driving force for the success of Western and Asian societies. Recollect that in the past, Indian certificates were frowned upon worldwide, including in Nigeria. Our certificates were held in higher esteem then. India later went to the drawing board and today their universities have produced some of the best graduates in Medicine, ICT and other disciplines.

    If we envision a university education as education in the conduct and strategy of inquiry, then the university becomes society’s unique place where students learn how to think, learn, produce, and evaluate knowledge, providing the basis for lifelong, independent learning. Important implications of this shift from our normal ‘read and pass’ examination system, are the need for a recommitment to creating an ideal learning environment for students and employing new pedagogies and technologies, where appropriate.

    In implementing this change, one reality seems clear; the world has changed tremendously and is now less safe than it was years ago as civilisations clash. Universities have a critical role to play here as they deepen their knowledge of cultural studies with new paradigms to explain the growing cases of conflicts and terrorism. Western universities have, for long, imbibed this paradigm by equipping their graduates with tools for the real world. We face our own challenge with Boko Haram, kidnapping, farmer/herdsmen clash etc. In all these, our tertiary institutions have critical roles to play.

    Pushing for a paradigm shift may take time because of our already known unique peculiarities. In many cases, lecturers teach as they were taught and resist change, sometimes using academic freedom as an academic crutch. Since faculty promotion and tenure are largely based on research and publication, some may feel that taking time away from research or writing to change curricula may be challenging. Hence the use of the traditional lecture method as the instructional strategy of choice.

    New ways are necessary because learning is central to entrepreneurial development; learning styles, therefore, play an important role at university. It is noteworthy that some universities in the country have taken steps to establish – or have already established – entrepreneurial development centres to bridge the lacuna between what employers want and what the system is churning out. As an advocate for a paradigm shift, there is the need to stress that learning must be culturally relevant to our society, so that we do not lose our identity by creating new problems while trying to solve others.

    One of the clearly distinguishing characteristics of human beings is our remarkable capacity to learn. It may seem a bold statement to make, but I would venture to say that everyone learns. While each individual possesses the ability to learn, it is recognised that we learn in different ways and develop different learning behaviours and patterns. It seems that from an early age, learners begin to develop individual methods and strategies by which they learn best. These characteristic learning behaviours and patterns are often referred to as learning styles; these styles change as researches are carried out to ascertain the best that suits a society.

    While other societies are able to change and adapt positively to a rapidly changing world where the acquisition and application of knowledge is the driving force, Nigeria is not easily susceptible to change. Here, we believe in doing the same old things that have consistently led nowhere. Why are we scared of change? Why can’t we face our fears and allow rational thinking take us out of the woods? Why will our tertiary institutions continue to churn out “graduates” we all know cannot fit into the workings of a technologically driven world? I can go on with questions throughout this piece and the answers may remain elusive.

    But something tells me that we know the right things to do but from an inexplicable “Nigerian” standpoint, we often lack the “political will” to carry out fundamental and critical reforms that we urgently need. Close watchers of our tertiary education system have for years been pointing out that the system of churning out “unemployable” graduates (apologies to Prof Charles Soludo) will only compound the unemployment crisis in the country, but we often turn a blind eye and pretend we are making “progress” clinging to the old system.

    Let’s face it; some of our leaders still struggle with channelling funds toward education. To them, I leave with this quote from Benjamin Franklin: “If a man empties his purse into his head no one can take it away from him. An investment in knowledge always pays the best interests.”

     

     

  • Learning with tears  in Oyo schools

    Learning with tears in Oyo schools

    The wish of every parent is to bequeath to his or her ward, sound and qualitative education, so as to become responsible citizen in the society.
    It is also the duty of a responsive and responsible government to create an enabling environment for the teaching and learning of the pupils.
    Unfortunately, the reverse is the case in some public primary and secondary schools in Oyo State, where situations are not only deplorable, but very pathetic.
    Investigations conducted by our correspondent in Oyo and Ogbomoso revealed that apart from the fact that most of the schools are not fit for accommodating pupils, lack of facilities for conducive learning poses serious threats to the future of the young generations.
    In this category of schools include Army Salvation School and the Baptist Secondary School both located in Isokun area of Oyo town.
    For the Army Salvation Primary School, both the pupils and their teachers resume daily under the shady trees for business of the day. While the pupils sit uncomfortably on inadequate desks and benches under the trees to be taught, teachers’ tables and chairs are arranged close to the pupils in the same dusty and non-conducive environment.
    The school’s fence had collapsed thus embarrassingly and annoyingly subjecting both the pupils and teachers to ridicule and noise pollution by road users. Some of the teachers who spoke with our correspondent on conditions of anonymity lamented what they referred to as ‘’deplorable working conditions.’’
    According to them, ‘’what we go through is better imagined than experienced. Do you want to talk of the noisy environment during class hours or the kind of ridicule we are being subjected to by the motorists who look at us and the school with disdain? We resume with the pupils who are the future leaders of this country under this shady tree. Is that not disturbing in this millennium? We really pity these pupils, honestly.’’
    Concerning the Baptist Secondary School, which is located in the same vicinity, though there are classrooms, there are no chairs and tables for the pupils. They resume school in the morning and sit on the floor with their books on their laps waiting for their teachers.
    Some of the pupils interviewed who looked disturbed and dejected said they are learning with tears and discomfort.
    The two schools are in the Oyo-West Local Government Area.
    In his reaction, the caretaker chairman of the local government council, Mr Soji Ojo-Awo, at a forum, said both schools are not within the purview of the local government.
    According to him, “though the schools are under the state universal basic education board [SUBEB] and the teaching service commission [TESCOM] respectfully, the local government had provided additional classrooms for the pupils of Army Salvation School.” However, there was silence on the fate of the secondary school and why the pupils of Salvation Army School still sit under the trees to learn despite additional new classrooms as claimed.
    In the same vein, about eight communities in the Ogo-Oluwa Local Government Area of Ogbomoso have decried what can be described as inhuman conditions under which their pupils learn.
    The communities are Ilofe, Aroya,Idi-Ori, Olugusi, Idi Araba, Olukosi, Iro Opete and Oniwata.
    Leaders of the communities told our correspondent at their forum in Ajaawa, headquarters of the Local Government, that there were neither classrooms nor instructional materials for their pupils to learn.
    Spokesman for the forum, Mr. Ola-Oluwa Adegoke, said churches, mosques, dilapidated buildings, and under shady trees were used as classrooms to teach the pupils.
    “Besides, government has not thought it necessary to establish a primary school for us at Idi-Ori village for instance, let alone furnish it.  We want our children to learn and have brighter future, but we are left un-catered for despite repeated appeals and representation.”
    Adegoke stated that besides the fact that these communities are far away from one another, coupled with undulating terrain of the rural feeder roads, there is no potable water supply, rural electrification and primary health institutions.
    ‘’The few available rickety schools lack adequate qualified teachers let alone the enabling environment. “Despite the viabilities of these villages in terms of the economy, we are neglected and treated as sub humans.  “We are imploring the state government to give us utmost consideration in the distribution of amenities, especially in the area of education. We don’t want our children to be enslaved for lack of knowledge. They are our future hope. We urgently need both primary
    and secondary schools.”
    He pointed out that Ajaawa, headquarters of the Local Government, has only secondary school, which also caters for about ten other adjoining villages, adding that these villages are about three to four kilometres distant from one another.
    ‘’The school is not only bedevilled with inadequate teaching staff, it also lacks necessary teaching aids, especially in science subjects. As a result, parents cater for the provision of auxiliary teachers, and other needs of the school,’’ Adegoke stated.

  • The future of learning

    In 2013, Professor Adebiyi Daramola, Vice-Chancellor Federal University of Technology, Akure (FUTA) challenged lecturers to move away from “faculty-centred and lecture based paradigm” to practical learning and teaching. “This,” according him, “is in line with the global trend where faculty members become learning environment designers and students are taught critical thinking skills.”

    He told his colleagues to support students by adding to their intellectual growth and by instilling in them the awareness of important social issues and supporting their ability to become more productive members of society and life-long learners working toward a common good. He also challenged them to fully embrace the use of ICT in order to equip students and co-learners to meet the challenges of the 21st century. He said this, I believe, because we still have lectures who have not embraced the role technology is playing in the field of learning.

    The issue of critical thinking is even more fundamental now than when the challenge was thrown. The Prof did not say anything new especially for those who have been studying the system for years, but his boldness is commendable. I have written in this column that employers are expressing increasing dissatisfaction with the degree to which our graduates can access, evaluate, and communicate information and use information technology (IT) tools effectively. They’re also concerned that most cannot think critically; solve problems; work well in teams and with people from different cultural backgrounds.

    This is why a change of instructional paradigms – from passive to active learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning — is clearly needed in Nigeria today. However, changing instructional paradigms is fraught with problems no doubt, especially for a country like Nigeria where the ratio of lecturers to students is simply unimaginable. To put it plainly; most of our lecturers are overburdened and the infrastructure over stretched. Again, some still cling jealously to the traditional lecture-based instructional paradigm.

    Elsewhere in the world, times have changed for tertiary education. From the de-emphasis on thinking about delivering instruction and the concurrent emphasis placed on producing learning, to using technology to expand distance education, to the recognition of the importance of sense of community strides are being made. Today, serious nations are well along the road of creating that new “schoolhouse” not constructed exclusively of “bricks and mortar.”

    In this new schoolhouse, the role of professors is to serve their students by ensuring student learning is of paramount importance. They support their students by attending to their intellectual growth and self-autonomy, and by instilling in them an awareness of important social issues, thus supporting their ability to become more productive members of society as lifelong learners working toward the common good.

    This need for classroom change to allow students to acquire more significant kinds of cognitive learning – particularly critical thinking skills – is the driving force for the success of western and Asian societies. Recollect that in the past Indian certificates were frowned upon worldwide, including in Nigeria. Our certificates were held in higher esteem then. India later went to the drawing board and today their universities produced some of the best graduates in Medicine, ICT and other disciplines.

    If we envision a university education as education in the conduct and strategy of inquiry, then the university becomes society’s unique place where students learn how to think, learn, produce, and evaluate knowledge, providing the basis for lifelong, independent learning. Important implications of this shift from our normal read and pass examination system, are the need for a recommitment to creating an ideal learning environment for students and employing new pedagogies and technologies, where appropriate.

    In implementing this change, one reality seems clear; the world has changed tremendously and is now less safe than it was years ago as civilizations clash. Universities have a critical role to play here as they deepen their knowledge of cultural studies with new paradigms to explain the growing cases of conflicts and terrorism. Western universities have for long imbibed this paradigm by equipping their graduates with tools for the real world. We face our own challenge with Boko Haram, kidnapping, farmer/herdsmen clash etc. In all these, our tertiary institutions have critical roles to play.

    Pushing for a paradigm shift may take time because of our already known unique peculiarities. In many cases, lecturers teach as they were taught and resist change, sometimes using academic freedom as an academic crutch. Since faculty promotion and tenure, at present, are largely based on research and publication, some may feel that taking time away from research or writing time to change curricula may be challenging. Hence the use of the traditional lectures method as the instructional strategy of choice.

    New ways are necessary because learning is central in the process of entrepreneurial development; learning styles therefore play an important role in learning entrepreneurship at university. It is noteworthy that some universities in the country have taken steps to establish – or have already established – entrepreneurial development centres with the aim of bridging the lacuna between what employers want and what the system is churning out. As an advocate for a paradigm shift there is the need to stress that learning must be culturally relevant to our society so that we do not lose our identity by creating a new problems while trying to solve others.

    One of the clearly distinguishing characteristics of human beings is our remarkable capacity to learn. It may seem a bold statement to make, but I would venture to say that everyone learns. While each individual possesses the ability to learn, it is recognised that we learn in different ways and develop different learning behaviours and patterns. It seems that from an early age learners begin to develop individual methods and strategies by which they learn best. These characteristic learning behaviours and patterns are often referred to as learning styles; these styles changes as research are carried out to ascertain the best that suits a society.

    While other societies are able to change and adapt positively to a rapidly changing world where the acquisition and application of knowledge is the driving force, Nigeria is not easily susceptible to change. Here, we believe in doing the same old things that has consistently led nowhere. Why are we scared of change? Why can’t we face our fears and allow rational thinking take us out of the woods? Why will our tertiary institutions continue to churn out “graduates” we all know cannot fit into the workings of a technologically driven world? I can go on with questions throughout this piece today and the answers may remain elusive.

    But something deep down tells me we know the right things to do but from an inexplicable “Nigerian” standpoint we often lack the “political will” to carry out fundamental and critical reforms that we urgently need. Close watchers of our tertiary education system have for years been pointing out that the present system of churning out “unemployable” graduates (apologies to Prof Charles Soludo) will only compound the crisis of unemployment in the country, but we often turn a blind eye and pretend we are making “progress” clinging to the old system.

    Let’s face it; some of our leaders still struggle with channeling funds toward education. To them, I leave with this quote from Benjamin Franklin: “If a man empties his purse into his head no one can take it away from him. An investment in knowledge always pays the best interests.”