- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 9 of 9 (0.105 seconds)Spelling suggestions: "subject:"nigerian educationization"" "subject:"nigerian education.action""
| 1 |
The planning of radio for adult education among the Pastoral Fulani : a reconstructionist approachUmar, Abdurrahman January 1988 (has links)
No description available.
|
| 2 |
Politics and technocracy in organising an education system : The development of primary schools in northern Nigeria 1960-1970Thornley, J. F. January 1987 (has links)
No description available.
|
| 3 |
The opinions of some Nigerian Teachers on some socially significant issues: a survey of teachers opinion and its implications for Nigerian educationOgunsanya, James O. 01 August 1957 (has links)
No description available.
|
| 4 |
High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African WorldviewEkoh, Ijeoma 28 November 2012 (has links)
This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.
|
| 5 |
High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African WorldviewEkoh, Ijeoma 28 November 2012 (has links)
This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.
|
| 6 |
Guidelines for the integration of the school and the world of workWilliams, Marcelle Patrick 06 1900 (has links)
This study, largely based on literature review supplemented
with information from lectures and interviews, attempts to
give guidelines and make recommendations on how the gap
between the school and the working world can be narrowed in
South Africa to improve the employability of school-leavers.
Chapter One involves the identification of the problem to be
investigated. Chapter Two defines the economic role and
function of the school in society in the light of different
theories and practices. The present state of education in
South Africa, with specific focus on how it relates to the
working world, is examined in Chapter Three. Chapter Four
examines the relationship between schooling and the working
world in selected countries. Chapter Five proposes some
guidelines and recommendations for the closer integration of
the school with the world of work in South Africa. Chapter
Six deals with final conclusions, new perspectives and
guidelines for future research. / Educational Studies / M. Ed.
|
| 7 |
Guidelines for the integration of the school and the world of workWilliams, Marcelle Patrick 06 1900 (has links)
This study, largely based on literature review supplemented
with information from lectures and interviews, attempts to
give guidelines and make recommendations on how the gap
between the school and the working world can be narrowed in
South Africa to improve the employability of school-leavers.
Chapter One involves the identification of the problem to be
investigated. Chapter Two defines the economic role and
function of the school in society in the light of different
theories and practices. The present state of education in
South Africa, with specific focus on how it relates to the
working world, is examined in Chapter Three. Chapter Four
examines the relationship between schooling and the working
world in selected countries. Chapter Five proposes some
guidelines and recommendations for the closer integration of
the school with the world of work in South Africa. Chapter
Six deals with final conclusions, new perspectives and
guidelines for future research. / Educational Studies / M. Ed.
|
| 8 |
An evaluation of individualized instruction as used in the Accelerated Christian Education curriculum in Plateau State, NigeriaShaba, Christiana Oluleye 11 1900 (has links)
The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature.
The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program.
The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form.
Interviews were conducted to get the experiences of students and supervisors who are using the program.
Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants. / M. Ed. (Didactics)
|
| 9 |
An evaluation of individualized instruction as used in the Accelerated Christian Education curriculum in Plateau State, NigeriaShaba, Christiana Oluleye 11 1900 (has links)
The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature.
The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program.
The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form.
Interviews were conducted to get the experiences of students and supervisors who are using the program.
Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants. / M. Ed. (Didactics)
|
Page generated in 0.1088 seconds