1,721,007 research outputs found
Corruption: A Threat to Sustainable Socioeconomic Development in Nigeria
Get PDFNigeria, a country highly favoured by God is blessed with both human and natural resources. She has a
population of over 170 million people and can boast of abundant crude oil and gas reserves, large mineral
deposits, a large expanse of fertile agricultural lands, and an enabling environment conducive for the propagation
of biodiversity. However, corruption is her disease and it has a long history since her independence in 1960. The
military junta that lasted in Nigeria for years brought the economy of the country into ruins. The extent of
Nigeria’s socioeconomic failure due to corruption can be easily recognised when we compare her with other
huge, populous, ethnically diverse oil-rich nations. The idea of sustainable socioeconomic development is
conceived to help create healthy societies that can sustain the present generation as well as those that follow
through the judicious use of economic, environmental and cultural resources. This study is exclusively a
qualitative one based on content analysis of secondary data; information has been extracted from already
available sources like books, previous research studies and journal articles. From the findings of the study, it is
revealed that corruption is a canker worm in the whole spheres of life of Nigeria. The study strongly
recommends that in order to get rid of corruption in the society, there is need to change the mindset of the public. It agrees with Dhull (2014) who states that the resistance to commit offences should be developed from one’s conscience; hence inculcating moral values in people right from infancy. This candidly would provide remedy to corruption leading to increased quality of life of the people; hence, sustainable socioeconomic development.
Keywords: Corruption, threat, sustainability, socioeconomic development, Nigeri
AI-Driven Curriculum Development: Navigating Education for a Dynamic Future
No full textArtificial Intelligence (AI) is revolutionizing education, particularly in curriculum development.
Traditional curriculum design, often static and slow to adapt, struggles to keep pace with rapid
technological advancements and the evolving demands of the global workforce. AI enables real-time curriculum adaptation by processing vast datasets on student performance, workforce
trends, and educational outcomes. This dynamic approach ensures that curricula remain relevant
and responsive to industry needs. AI-driven platforms can personalise learning, adjust content
based on individual progress, and forecast future skill requirements, equipping students with the
tools necessary for success in emerging industries. As industries evolve, AI helps bridge the skills
gap between education and employment, ensuring students are prepared for current and future
job markets. AI's integration into education represents a transformative shift, aligning learning
with the fast-paced demands of the Fourth Industrial Revolution and beyond, making education
more agile, personalized, and forward-thinking. This chapter explores the potential of AI to
reshape curriculum development, fostering lifelong learning and workforce readiness in a rapidly
changing worl
MARIST EDUCATION STYLES IN THE LIGHT OF PATRISTIC EDUCATION: A CURRICULUM RESPONSE TO LEARNER CHARACTER FORMATION
Get PDFHistorical Overview of Marist Education Styles
Marist education is a Christocentric and anthropological reality that
informs, forms, and transforms the educand in the way of Mary, the
mother of Jesus Christ (Osuji & Oluoch-Suleh, 2017). The Marist
educational tradition, founded by Saint Marcellin Champagnat in the
early 19th Century, emphasizes a holistic approach to education (Marist
Brothers, 2020). Marist schools have always prioritized the formation of
the whole person, combining academic excellence with the cultivation of
moral and spiritual values. Central to Marist education is the belief in the
dignity of each student and the importance of nurturing a family spirit
within the school community (Mendez, 2024).
Drawing from the International Marist Education Commission (2023), the
core principles of Marist Education, or what we refer to as Marist
education styles include the following: Presence, Simplicity, Family
Spirit, Love of Work, and in the Way of Mary. Marist educators are
encouraged to be actively present in the lives of their students, fostering a
supportive and nurturing environment. The Marist approach values
simplicity in teaching and learning, promoting honesty, humility, and
authenticity. In family spirit, creating a sense of community and
belonging is fundamental, with a focus on mutual respect and solidarity.
Hard work and dedication are seen as essential to personal and academic
growth. Then, emulating the virtues of Mary, the mother of Jesus, Marist
education promotes compassion, care, and faith
Attitude of Students Towards Geography in Public Boarding Secondary Schools in Enelerai Zone, Narok South Sub-County, Kenya
No full textThis study determined how the attitude of students towards Geography contributes to their poor performance in Geography in public secondary schools in Enelerai zone of Narok South Sub-County, Kenya. The study adopted quantitative paradigm and specifically made use of cross-sectional survey research design. One research question guided the study. The study targeted 9 public boarding secondary schools and 3 schools were selected using cluster sampling procedure. Simple random sampling was used to select 45 Form Three students. Questionnaire was used to collect data. The data were analyzed using IBM SPSS version 21. The data were presented in frequencies and percentages. The study established that students had positive attitude towards Geography. Therefore, their poor performance in the subject maybe as a result of other factors such as teachers’ methodology and or educational resources. The researchers therefore recommend that students should continue to show positive attitude towards the subject by reading ahead of their teachers. This would sustain their interest in the subject, hence, improved academic performance
Appraisal of Marist Education in the Light of Patristic Education
Get PDFThe Study evaluated the Marist Brother Lecturer and the Marist Student in Marist International University College, Karen, Nairobi in the light of the Education founded on Christian principles by Jesus Christ and expounded by the early Church Fathers. The Researchers tried to find out the attitude of both Marist Brother Lecturer and Marist Student towards Marist Education. The Study adopted a Convergent Parallel Mixed Methods Design. It specifically used Cross-Sectional Survey Design and Investigator Triangulation to collect data. The Sample Size of the Study consisted of 54 Students and 8 Marist Brothers Lecturers totalling to 62 Respondents from the Department of Education. A 25 item Likert Scale questionnaire, In-depth Interview Guide and Observation were used to collect both quantitative and qualitative data. The result of the Study revealed that both the Marist Brother Lecturer and Marist Student have positive attitude towards Marist Education and that there is a significant positive relationship between a Marist Brother Lecturer and a Marist Student. The Study therefore concluded that Marist Education in the light of Patristic Education is qualitative, holistic and value-oriented. Also, that both the Marist Educator and the Marist Student benefit a lot from Marist Education and it helps them to be focused in transforming the Society drawing from the Christian principles they learnt from Christ, the Great Teacher and the Church Fathers. Educationally, this implies that in order to preserve the holistic nature of Marist Education, it must continue to excel towards informing, forming and transforming the Educand. Keywords: Appraisal, Marist Education, light, Patristic Education
IMPLEMENTATION OF THE ENTREPRENEURSHIP EDUCATION CURRICULUM IN THE PRIVATE UNIVERSITIES IN ENUGU STATE NIGERIA
No full textThe study examined is the implementation of the
entrepreneurship education curriculum to foster entrepreneurial skills in
the private Universities in Enugu state Nigeria. The specific objectives of
the study include; Find out the available educational resources for students
and lecturers in the implementation of entrepreneurship education
curriculum and to find out the extent lecturers utilize educational
resources for the implementation of entrepreneurship education
curriculum in universities. The study was descriptive study was conducted
among 322 lecturers of entrepreneurship studies in the four private
universities and 200 level students in the four private universities in Enugu
State. Collected data through the use of questionnaire was analyzed using
descriptive statistics while the study hypotheses were tested using
inferential statistics. The result of the study shows that there is a significant
difference in the mean responses of students and lecturers on the available
resources for entrepreneurship education curriculum implementation in
universities in Enugu State, Nigeria (f value of 9.588 and t value of -1.284
and significant at .003) The result also shows that there is a significant
difference in the mean responses of male and female lecturers on the extent
lecturers utilize educational resources for the implementation of
entrepreneurship education curriculum in universities in Enugu State,
Nigeria (f value of 208.552 and t value of 2.390 and significant at .000.). It
was concluded that the study also affirmed that the extent lecturer’s
utilized educational resources for the implementation of entrepreneurship
education curriculum in the universities were high, but the
entrepreneurship center was not being utilized by the lecturers while it was
recommended that the National Universities commission should conduct
routine inspections and sometimes take a surprise visit to universities to
check for their compliance to their guidelines and requirements for each
program of study
INCLUSIVE EDUCATION AND COGNITIVE DEVELOPMENT AMONG STUDENTS WITH DISABILITIES IN PRIMARY SCHOOLS IN NIGERIA: IMPLICATIONS FOR CURRICULUM IMPLEMENTATION
No full textThis study investigated the curriculum implementation dimension of
the influence of inclusive education on the cognitive development of
learners with disabilities in the Enugu Education Zone, Nigeria. Two
research questions and two hypotheses guided the study. A descriptive
survey research design was adopted for the study. A simple random
sampling technique was used to select 400 teachers who participated in
the study. A questionnaire was used to collect data. Means and standard
deviations were used to answer the research questions, while
independent sample t-test statistics were used to test the hypotheses.
The study found that inclusive education positively influences the
cognitive development of learners with disabilities. This approach
enables learners to improve their academic performance. It also
demonstrates enhanced engagement in the learning process and better
subject comprehension. The study therefore recommends that
stakeholders work toward creating an inclusive and equitable education
system that empowers all learners to reach their full potential
AVAILABILITY AND UTILIZATION OF EDUCATIONAL RESOURCES IN THE IMPLEMENTATION OF THE EARLY CHILDHOOD EDUCATION CURRICULUM AMONG PUBLIC EARLY CHILDHOOD CENTRES IN ENUGU EDUCATION ZONE
No full textThis study examined the availability and utilization
of educational resources in implementing the Early Childhood
Education (ECE) curriculum in public early childhood centers
in Enugu Education Zone. A descriptive survey research design
was employed, with a sample of 1,604 respondents, including
143 headteachers and 1,461 teachers, selected through
stratified random sampling. Data were collected using a
structured questionnaire and a checklist, ensuring validity
through expert reviews and reliability via a Cronbach alpha
coefficient of 0.76. Findings revealed that while some
resources, such as classrooms and textbooks, were moderately
available, critical learning materials like art supplies,
educational games, and visual aids were insufficient.
Additionally, teachers’ utilization of available resources was
found to be low. Hypothesis testing using independent sample
t-tests showed no significant difference between male and
female teachers' responses on resource availability and
utilization. The study concludes that inadequate educational
resources hinder the effective implementation of the ECE
curriculum. It recommends increased funding, improved
resource allocation, and teacher training to enhance curriculum
delivery. The findings provide valuable insights for
policymakers, educators, and stakeholders in optimizing early
childhood education in Nigeria
SELECTION AND PREPARATION OF SUITABLE TEACHING AND LEARNING RESOURCES DURING TEACHING PRACTICE: ISSUE IN CURRICULUM IMPLEMENTATION
No full textThe purpose of this study was to determine the challenges student teachers are faced with in the selection and preparation of teaching and learning resources during their teaching practice in Nairobi, Kenya. Two research objectives guided the study; to identify the criteria student teachers used in the selection and preparation of teaching and learning resources, and to examine the challenges student teachers are faced with in the selection and preparation of teaching and learning resources. The study employed the cross-sectional survey design. The study targeted student teachers on teaching practice. Simple random sampling was used to select 50 student teachers. Questionnaire was used to collect data from the respondents. Proportions and percentages were used to answer the research questions. The findings of the study showed that student teachers considered factors such as: relevance of the resources, appropriateness to learner and the objectives, availability of the resources, and quality of the resources, in the selection and preparation of teaching and learning resources. The findings also revealed that most student teachers are faced with the challenges of unavailability of teaching and learning resources within the immediate environment, and lack of creative skills to improvise teaching and learning resources. The study concluded that teaching and learning resources are imperative in teaching and learning in this 21st century knowledge society. It therefore recommended that student teachers should be innovative and creative in the selection and preparation of teaching and learning resource
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