EDUCATION OF THE GIFTED FOR LEADERSHIP DEVELOPMENT

Aikomo, D. Olaniyi

Department of Education for the Gifted and Talented,

Federal College of Education (Special), Oyo

Email: vatedu009@gmail.com

                                                                        Abstract                    

Leadership development is essential for immeasurable growth of any organization and institution notwithstanding. The place of leadership development cannot be filled in the education of the gifted and talented. On the other hand, gifted and talented are identified among numerous traits to include leadership ability. Hence, it is important that leadership ability is encouraged and properly developed in the education of the gifted and talented. This paper presents the concept of the education of the gifted and talented, the concept of leadership development approaches to leadership development, and limitation to the education of the gifted and talented and appropriate recommendations were made.

Keywords: Leadership Ability, Leadership Development, Gifted and Talented, Gifted and Talented Education.

GENDER DIFFERENTIAL PERCEPTION ON IMPACTS OF CONFLICT AND CONSENSUS IN CLASSROOM INTERACTION ON LEARNING IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE 

Dienye V.U. & David Chima Osilem

Department of Educational Foundations,

University of Port Harcourt Choba, Port Harcourt

Email: franokey2000@yahoo.com

ASSESSMENT OF STUDENTS ON COMPUTER ASSISTED INSTRUCTION PACKAGES ON MUSIC AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO NIGERIA

Aderele, Shadrack Omotayo & Odewumi Michael Olubunmi

Department of Educational Technology, Faculty of Education, Adeyemi College of Education, Ondo. Nigeria.

Department of Educational Technology, University of Ilorin. Nigeria

Email: adememento@yahoo.ca. & agbegilerebunmi@yahoo.com.

Abstract

The purpose of this study was to determine the effect of computer assisted instructional package on the performance of senior secondary school students in music in Oyo. Nigeria. The pre test, post test control group design was used for the study. Eighty (80) students were randomly selected (40 males and 40 females) from two secondary schools that took part in the study. The students were randomly assigned to the experimental and control groups respectively. The subjects in the experimental group were taught using computer assisted instructional package (CAIP) on Music, while the control group were taught using conventional method. The treatment for the study was the CAIP and Music performing Test (MUPET). The Music Performance Test contained 20 multiple test questions and was administered to the students as pre test and post test. Two hypotheses were postulated and tested at 0.05 level of significance using Analysis of covariance. Finding indicated that there is significant differences between the performance of students taught with CAIP and those taught using the conventional method and that gender had influence in the performances. In line with the findings, recommendation was made that computer assisted instructional packages CAIPs should be develop for teaching Music topics in Nigerian Senior Secondary Schools.

DETERMINATION AND COMPARISON OF THE QUALITY OF LECTURERS IN THE OPEN AND CONVENTIONAL UNIVERSITIES IN LINE WITH THE NATIONAL UNIVERSITIES COMMISSION BENCHMARK

Kareem Adeyinka Oluwaseun

Department of Science and Technology Education,

Obafemi Awolowo University, Ile-Ife, Osun State

Email: adeyinkareem@gmail.com

Abstract

The study determined and compared the quality of lecturers that Implement BEC in both types of the University. These were with a view to providing information about the gap in the implementation of BEC as well as determine the level of implementation of BEC in both university types. The study adopted descriptive survey research design. The population for the study comprised of all Biology Education lecturers and the departments that handle Biology Education courses in both University types in Southwestern Nigeria. All the three Federal Universities that offer Biology Education except the newly established Federal University in Ekiti State and the Open University Study Centre in the states where they are located were used for the study. The study sample included all Biology Education lecturers found in the selected schools. One research instrument was used for the study, namely: Biology Education Lecturers Questionnaire (BELQ). BELQ was used to collect data about the Universities’ Biology Education lecturers. The instruments were validated by curriculum experts in the Faculty of Education in Obafemi Awolowo University and thus were judged reliable. A reliability of 0.84 for BELQ was obtained for the instruments using Cronbach Alpha Co-efficient. The data collected were analyzed using the descriptive statistics of frequency and percentages. It was revealed from the study that the Open University Study Centres have a low level of availability of facilitators (lecturers) while the lecturers of the Conventional Universities have a high level of content knowledge and year of experience but low level of pedagogical knowledge. The study concluded that there is a difference in the attainment of the specified conditions in both University types. It concluded that most of the BEC lecturers do not have educational qualification to produce trained Biology teachers.

IMPACT OF REFORMATORY PROGRAMMES ON INMATES REINTEGRATION INTO THE SOCIETY IN GOMBE CENTRAL PRISON, GOMBE STATE, NIGERIA

Diana Inusa & Amina Abba Sanda

Department of Continuing Education and Extension Services,

Faculty of Education, University of Maiduguri, Maiduguri, Borno State, Nigeria

Email: dianainuwa@gmail.com & aminaabbasanda@gmail.com

Abstract

Reformation of prison inmates is one of the most important functions of the Nigerian prisons service; the main focus of this study was to determine the impact of reformatory programmes on inmates reintegration into the society in Gombe Central Prison, Gombe State, Nigeria. The objectives of the study were to determine: the impact of vocational and Literacy education services as reformatory programmes on inmates’ reintegration into the society in Gombe Central Prison. The study adopted a survey design. The target population of the study was three hundred (300) convicted inmates, out of which one hundred and sixty nine (169) inmates were selected through simple random sampling technique. The instrument used was a fifteen (15) item questionnaire. The instrument was tested for reliability, using split-half alpha. The correlation coefficient r= 0.74 was obtained; which indicates that the instrument is highly reliable. Data collected was analyzed using frequency counts, percentages, mean and standard deviation. The findings showed that the vocational skills they acquired will enable them become self-reliant and contribute to the development of the society; Literacy education has impacted to a large extent on their reintegration into the society as they can now read, write, calculate figures and further their education. The study concludes that the reformatory programmes in Gombe Central Prison, Gombe State, Nigeria has a high impact on inmates reintegration into the society. Recommendations were made based on the findings of the study amongst which was Government and donor agencies should be encouraged through advocacy to fund the prisons; in the areas of vocational education programmes by providing  modern vocational equipment, facilities, tools and takeoff grant should be given to inmates after they are released.

Keywords: Gombe Central Prison, Impact, Inmates, Reformatory Programmes, Reintegration.

INSTITUTIONS

Emamuzo, N.O. & Isiboge O.E.

¹Department of Mathematics, College of Education, Agbor, Delta State

²Department of Fine and Applied Art, College of Education, Agbor, Delta State

Email: mamexnice@yahoo.com

Abstract

Education as a factor affects the lives of a nation and it determines the success of the citizens and to a large extent, the rate of development of the country. This is the thrust of the study, to ascertain the relevance of entrepreneurship education into the curriculum of tertiary institutions. Also, it examines how entrepreneurship education can serve as a catalyst to national development. This study combines a descriptive survey design as well as the use of questionnaires to source for the requisite primary information. A sample of three hundred (300) students was drawn from a university, a polytechnic and a college of education situated in Delta state, Nigeria. Three hypotheses were formulated and tested in the study by using simple percentage and the chi-square statistical technique. The results reveal that entrepreneurship education in tertiary institution is needful and effective in building students entrepreneurial skills with the aim to equipping and inculcating self reliant skills. The implication of this is that every student in tertiary institutions should have at least a relevant skill, but the reverse is the case today, as most tertiary institutions still lack the basic infrastructures and requisite facilities to groom students in the needed entrepreneurial skills. The paper concludes by recommending a practical and not just theoretical head knowledge but demonstrative skills. This is the underpinning philosophy behind entrepreneurship education that can serve as a sine qua non to development through tertiary institutions.