Science Education in Nigeria: Challenges in Producing Self-reliant Graduates. (original) (raw)
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Science Education In South-West Nigeria: Implications For Educational Policy
Proceedings of the Nigerian Academy of Science, 2019
The demand for quality science education requires periodic assessment for its improvement especially in areas with previous challenges. This study was conducted to assess the current status of science education in Ekiti State, Southwest Nigeria. A cross-sectional design, combining a mixed method of quantitative and qualitative data collection approach, was used following a records review. Schools were selected using a cluster sampling technique. Science education status was ascertained by three parameters: students' pass rates in science subjects in the Senior Secondary School Certificate Examination, science teachers' profile (assessed with a 14-item self-administered questionnaire) and availability and functionality of infrastructure for science education using an observational checklist. In-depth interviews were conducted among relevant stakeholders using an in-depth interview guide. Quantitative and qualitative data were analyzed with descriptive statistics and a thematic approach respectively. Students' pass rates were below 50% in Mathematics and Biology but above in Physics, Chemistry and Agricultural Science. The science teacher: student ratio was 1:8 and 37.5% of the teachers were members of the Nigerian Science Teachers Association. One school (8.3%) had a computer library that was adequately equipped. Laboratory facilities were mostly multipurpose in nature. A quarter of the schools had no library while 33.3% had grossly inadequate library facilities. Opinions about science education status among the respondents was widely divergent with some feeling that it was good while others felt otherwise. This study revealed poor status of science education as evidenced by a low science teacher-student ratio and lack of basic infrastructure for science education. Interventions to improve these findings are recommended.
Improving Science Education in Nigeria: The Role of Key Stakeholders
European Journal of Health and Biology Education, 2018
The general poor performance of students in national examinations in recent past have brought about doubts from relevant quarters as to the activities of stakeholders towards improving students' performance in Science and generally Science Education. Researchers have succinctly identified causes of poor performance among students and have acted in various capacities to remediate this occurrence. However, government, teachers and students have peculiar challenges for effective and successful improvement from the status quo. Whether the roles are practicable under the current socioeconomic realities in Nigeria remains a probable question. Hence, this study researched the responsibilities of government, teachers and students in qualitative development of science education in Nigeria. The researcher reviewed the global educational practices to what is obtainable in Nigeria vis-à-vis the UNESCO benchmark. Also, this study suggests plausible solutions to the peculiar problems arising from the neglect of global and international best practices in Nigeria.
THE DECLINE IN SCIENCE STUDENTS' ENROLMENT IN NIGERIAN COLLEGES OF EDUCATION: CAUSES AND REMEDIES
International Journal of Education and Practice, 2018
The article critically reviewed the decline in science students’ enrolment in Nigerian Colleges of Education, causes and the solutions. The research evidence abounds that the students’ enrolment for science education in the Nigeria colleges of education reduces every year. The causes for this drawback are the crux of this article. The Nigerian college of education is an institution saddled with the responsibility of training teachers for the primary and secondary schools. Nonetheless, the colleges had been criticised for lack of standards in its admission policy and also of qualified academic personnel. The reviewed literature indicates that there are many challenges confronting colleges of education in Nigeria. Some of these are teachers’ inadequate pedagogical content knowledge (PCK), out-of-field teaching and low teachers self-efficacy. The paper however observed that this problem and others are the results of bad governance experiencing in the nation. Consequent upon these challenges, the students’ enrolment in science education continues to decline every year unabated. The paper identified many causes of the students’ enrolment among these are, the proliferation of private Colleges of Education, loss of interest by the students, lack of science equipment and many others. The paper suggested some recommendations to raise the standard of the Nigeria colleges of education and improve science education students’ enrolment. Among these suggestions is the full government commitment to the funding of the Colleges of Education’s academic programmes.
Science and Technology Education in Nigeria: Refocusing on New Approaches
Abstract: In this study, we will examine the fact that without science and technology education, no country can achieve positive technology transfer, economic infrastructure, scientific and technological development and industrialization. The study observed that Nigerian citizens can benefit from science and technological education through refocusing on the new trends and development. The study concludes that there is no alternative to scientific and technological development. They are what distinguish the underdeveloped countries from the developed ones. The standard of living, social security, military and political power of the country all depend on the advancement of her science and technology. Key words: Education, Nigeria, refocusing, science, technology
Science and Technology Education in Nigeria: A Historical Perspective
Abstract: This study examines science education in Nigeria, its trends, origin and development. It analyzes the science curriculum in Nigeria, the new approaches of science education, ways in which science education can be refocused in Nigeria. We utilized the interdisciplinary approach. We observed that curriculum innovative experiment in Nigeria of science curriculum development before and after independence in 1960 were characterized by so much defects until the Comparative Education Studies and Adaptation Center of the University of Lagos and other reforms used experiments to improve on it.
There is increasing realization that learning and applying science and technology to development strategies could produce major improvements in economic growth and social wellbeing of Nigeria. This paper considered the aims and objectives of science education with emphasis on education not schooling. In addition the constraints to the realization of the goals (such as poor achievement in science and lack of interest, poor teaching methods, inadequate funding, lack of science teachers) were considered. The input of Science Education towards our economy, food, medical and communication was also x-rayed. The paper recommended that enough funding, provision of competent teachers and availability of committed stakeholders in science education should be in place for it to sincerely and genuinely serve as a vehicle for national development in Nigeria among others.
SCIENCE AND TECHNICAL EDUCATION A PANACE
The paper looked at various challenges confronting tertiary institutions in Nigeria, such as insecurity, cultism, examination malpractices, corruption, poor funding among others. The paper highlighted importance of science and technical education in overcoming these challenges. Emphasis was laid on skill acquisition programme; entrepreneurship education and Community Learning Service (CLS) for both science and technical students in tertiary institutions. The paper was concluded by suggesting some recommendations for tackling tertiary institutions challenges in Nigeria such as funding of Science and Technical Education programs in Nigerian tertiary institutions; the funding should not be left for government alone, but stake holders and private/corporate organizations should join hands in funding Nigerian tertiary institutions. INTRODUCTION Tertiary institutions in Nigeria are still in their growing stage compare with the developed world because of various challenges that are peculiar to these citadels of learning. These challenges might not be peculiar to Nigeria alone however; the challenges often decimate the academic strength of the institutions. Graduates of Nigerian tertiary institutions are being looked down upon outside the country not because of anything but due to these challenges. Polytechnics graduates in Nigeria can hardly performed when they get to the field because of lack of proper training. Graduates of colleges of Education who are trained to be professional teachers cannot teach effectively when they graduated from schools. The facilities in our campus are not conducive for teaching and learning where both staff and students are experiencing epileptic power outage to read, carry out assignments, research studies, and interact with their counterparts outside the classroom across the globe. All these are some of the situations in Nigerian tertiary institutions, putting Nigerian graduates into a box which make Nigeria a laughing stock among the nations. Students of tertiary institution spend more time outside classroom because of industrial action emanating either from the government or from the students themselves and it could come from workers. All these are ill wind that does not blow the nation any good. Conferences, workshops, seminars are being held even public debate on how to solve tertiary institutions problems but little has been achieved so far. Solution to these problems is not in heaven but in the institution itself; that is why this review is very important. Before looking at the solution to the problems it would be very appropriate to consider some of these challenges that tend to weaken the academic strength of the institutions. Therefore the review is divided into the following sub-heading: Tertiary institution challenges Meeting the challenges of tertiary institution through science education Meeting the challenges of tertiary institution through technical education Tertiary institution challenges Many are the challenges of Nigerian tertiary institutions but this paper will highlight few of these challenges. These challenges are insecurity, cultism, corruption, examination malpractices and poor funding. Insecurity Insecurity is the greatest challenge of Nigerian tertiary institutions; security is very important and germane to academic excellence (Aina, 2012). Gone are the days when Nigerian campuses were saved and secured; today lives and properties in campuses are not saved because of the types of students and workers we have Knowledge for Global Development