Virtual Classroom Competences Required by Electrical Installation and Maintenance Works Trade Teachers in Technical Colleges in Yobe State, Nigeria - Fwah, Karnilius Gideon; Idowu, Ajibola; Dasofunjo, Abiodun (Asian Journal of Science Technology Engineering and Art, 2024)
This study investigated the virtual classroom proficiencies needed by Electrical Installation and Maintenance Works trade teachers in Technical Colleges in Yobe State, Nigeria. Employing a descriptive survey research design, the population of the study was 69 individuals, comprising 53 teachers and 16 ICT experts from eight Technical Colleges in Yobe State, Nigeria. Due to the manageable size of the population, the entire population was included in the study, eliminating the need for sampling. Data collection utilized the "Technical Colleges Virtual Classroom Competency Questionnaire (TCVCCQ)," structured with responses on a 5-point scale. Validation of the instrument was performed by three experts from the Department of Electrical/Electronic Technology Education, Federal College of Education (Technical), Potiskum, Yobe State, resulting in a reliability index of 0.82 determined through the Cronbach Alpha technique. Mean statistics were employed to analyze data for the research questions, while hypotheses were tested at a significance level of 0.05 using a t-test. The findings revealed a lack of proficiency among teachers in utilizing participant panels and video play features within virtual classrooms. The study recommends that principals arrange in-house workshops for teachers to acquire requisite proficiency in using participant panel features, and further suggests consultation with video experts to enhance the quality of instructional videos for improved utilization of video play features within virtual classrooms.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Technical report for interventions in Kijichi Primary school: White paint, new roofs and ceiling boards - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 12189655 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1140 ZenodoArchiveConcept: 12189654
Keywords: Internal; _r:AddedByMyEducationEvidence

School buildings infrastructure in East Africa - Nambatya, Mauricia (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 11280606 ZenodoArchiveConcept: 11280605 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1136 2129771:55SZ56YG 2129771:6PMRJCFP 4874017:2NX3AJB9
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Analysis of Topics Perceived Difficult by Pre-service Mathematics Teachers and Lecturers in Colleges of Education in Niger State, Nigeria - Usman, Hassan; Kure, Isah Danjuma; Usman, Hussaini (Kampala International University Journal of Education, 2024)
This study was conducted to investigate the topics perceived as difficult by pre-service mathematics teachers and Mathematics lecturers in Colleges of Education in Niger State, Nigeria. One Hundred and seven (107) 300 level Pre-service Mathematics Teachers and Seventeen (17) Lecturers were purposively selected from two (2) Colleges of Education in Niger State, Nigeria. A twenty-three items questionnaire named Mathematics Topic Analysis Questionnaire (MTAQ) with two sections was administered to respondents (Pre-service Mathematics Teachers and Mathematics Lecturers). The questionnaire was validated by experts, and its internal consistency was assessed using Cronbach's Alpha, which yielded a reliability coefficient of 0.87. Data analysis was done using Mean and Standard deviation and independent sample t-test. A criterion means of 2.5 was set as the basis for judgment. A mean score of 2.5 and above indicated an easy topic, while less than 2.5 indicated a difficult topic. Findings revealed that Pre-service Mathematics teachers perceived 9 topics as difficult to comprehend while 3 topics were perceived as difficult to teach by Mathematics lecturers. The study also showed that Pre-service Mathematics teachers’ gender has no significant influence on their perception of difficult topics in mathematics. It was therefore recommended that students should be encouraged and motivated to learn mathematics, curriculum developers should develop instructions that would improve students’ knowledge by laying more emphasis on the perceived difficulty areas in mathematics and further studies should be conducted to find out the factors responsible for the perceived difficulty and also if there is a relationship between perception and students’ achievement.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Haßler, Björn; Jengo, Eunice (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10944958 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1130 ZenodoArchiveConcept: 10944957
Keywords: _r:AddedByMyEducationEvidence

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912097 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1126 ZenodoArchiveConcept: 10912096
Keywords: _r:AddedByMyEducationEvidence

Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications - Anderson, Edward (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912243 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1127 ZenodoArchiveConcept: 10912242
Keywords: Coming soon; _r:AddedByMyEducationEvidence

What impact do climate conditions in classrooms have on teachers? - Koomar, Saalim (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912313 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1129 ZenodoArchiveConcept: 10912312
Keywords: _publish; _r:AddedByMyEducationEvidence

Identifying and prioritizing strategies to strengthen climate resilience of education systems - Ryan, Benjamin; Garner, Shelby; Flynnn, Rachael (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1128 ZenodoArchiveConcept: 10912283
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Enhancing the Quality of Secondary Education Through Professional Development of Teachers in Nigeria - Onyekwelu, Raphael Azubuike (British Journal of Multidisciplinary and Advanced Studies, 2024)
The study investigated how to enhance the quality of secondary education through professional development of teachers in Nigeria. Two research questions guided the study and one hypothesis was tested at 0.05 level of significance. The descriptive survey research design guided the study. The population of the study comprised 5396 (5,133 teachers and 263 principals) in 263 public secondary schools in six Education Zones in Anambra State. A total of 579 respondents (513 teachers and 66 principals) were drawn through proportionate stratified and simple random sampling technique for the study. Two validated structured questionnaires were used as a instrument for data collection. The application of Cronbach Alpha reliability coefficient yielded coefficient values of 0.81 for teachers’ professional development and 0.77 for quality in secondary education for the two instruments respectively with an overall coefficient value of 0.79 for internal consistency of the instrument. Mean, standard deviations and t-test were used for data analysis. The findings of the study revealed that engaging secondary school teachers in ongoing training workshops target at improving subject knowledge; establishing mentorship programmes for experienced and less experienced teachers so as to provide guidance and providing teachers with adequate time to study new techniques to improve their practice are TPD strategies for enhancing the quality of secondary education in Nigeria. The findings also show that dysfunctional school cultures, poor leadership commitment towards providing quality in secondary education, poor funding and lack of a shared vision about what high-quality instruction entails are some of the obstacles to professional development of teachers. Further findings revealed that teachers’ professional development significantly enhances the quality of secondary education in Nigeria. The researchers therefore recommended among others that Government at all levels through the ministries of education should draw up a policy framework for teachers’ professional development in secondary schools in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessing Teacher Trainees’ Views Concerning Video-Recorded Microteaching Sessions Using Tetfund Micro Media Laboratory in Colleges of Education in Southeast of Nigeria (Case Study of Anambra and Imo States) - Dilibe, Chinonso Joachin (International Journal of Research Publication and Reviews, 2024)
This research work was carried out to assess Teacher Trainees' views concerning Video-Recorded Microteaching sessions using
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Guide: Roof paint, shading, and sound insulation - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666750 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1072 ZenodoArchiveConcept: 10666749
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide: Technical specifications for applying local white paint on schools’ roofs - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666717 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1071 ZenodoArchiveConcept: 10666716
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Introducing the next iteration of our sensor box - Haßler, Björn; Bablok, Bernhard (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10456801 ZenodoArchiveConcept: 10456800 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1064 2129771:FNTQ646H
Keywords: _r:AddedByMyEducationEvidence

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria - Leigh, Fiona; AYODELE, AKEREDOLU SAMUEL; Adekoya-Olapade, O (African Journal of Education and Practice, 2024)
Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria.
Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023.
Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study.
Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflection and active experimentation. The findings appeared to lend support to the realms of theory, practice and policy within the domains of early childhood education. It enriched theoretical understanding by offering concrete, real-world applications of outdoor learning concepts, thereby, fostering a deeper comprehension of learning in the practical setting. It also provided pre-primary teachers with practical tools and strategies to effectively implement outdoor learning methodologies, thereby, promoting a more holistic and experiential approach to early childhood education. The study similarly provided a basis for the integration of outdoor pedagogy in the formal educational structure, emphasizing the significance of nature-based education and, suggesting the need for a broader integration of outdoor strategies in the context of educational policy development in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The Impact of Cl4STEM Online Community of Practice on Science and Mathematics Teachers’ Knowledge and Professional Development in Nigeria - Mustapha, M. T.; Yaki, Akawo Angwal; Garba, Sani Hyedima; Usman, Syaikhu; Abdullahi, K.; Dahiru, Sabiru; Aliyu, Zainab Abubakar; Yusuf, Abdul Raheem; Hussaini, Muhammad (International Journal of Research and Innovation in Social Science, 2024)
Connected Learning for STEM (CL4STEM) is an innovative teacher capacity-building project piloted in Nigeria. It aimed at science, technology, engineering, and mathematics teachers’ capacity building to foster higher-order thinking with inclusion and equity (HOTIE) in their classroom practices. It adopted a model of mobile-based communities of practice (CoP) as one of the strategies for CL4STEM teacher professional development. Hence, this study investigated the impact of the CL4STEM project online CoP on science and mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and professional practice for achieving HOTIE in their classrooms. The study adopted a survey research design involving documentary content analysis and a one-group pre-test-posttest design to collect qualitative and quantitative data to achieve the objectives of the research. The population of the study was all science; biology, chemistry, and physics teachers in senior secondary schools in selected states in Northern Nigeria. Purposive sampling was used to select one newly qualified biology, chemistry, physics, and mathematics teacher per subject area from twenty sample schools in the population, thus a target sample size of 80 science and mathematics teachers, 20 each per subject. Content analysis of the module reports and evaluation of lesson plans were used to obtain qualitative data on the science and mathematics teachers’ CoP practices and professional learning. The Pre-test and post-test on the teachers’ subject matter knowledge and pedagogical content knowledge were the instruments for quantitative data collection. The instruments were validated by the project consultant and science and mathematics education experts. Four research objectives and four corresponding research questions guided the study. Descriptive statistics, descriptive content analysis, and descriptive narrative were used to analyze the data. The study revealed that online CoP has remarkably impacted teachers’ subject matter and pedagogical content knowledge and professional development.
openalex: W4396528314 id: openalex:W4396528314 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.47772/ijriss.2024.804033 2129771:99KFC6C5 2486141:UE424Q87
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi - Correa de Oliveira, Andre; Plaut, Daniel; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2024)
The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher continuous professional development (TCPD) model of the NNP. As part of the research, EdTech Hub developed a new TLC guide to be tested in schools. Through observations, focus group discussions, and interviews, the Hub gathered teacher feedback and used it to co-design and iterate on this guide alongside teachers. This report summarises the principal findings from the study. It also outlines the research background, methodology, findings, and recommendations for the programme moving forward. Keywords: teacher continuous professional development, teacher learning circles, National Numeracy Programme (NNP), Malawi, design-based implementation research An output of the EdTech Hub, https://edtechhub.org
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Keywords: Author:OpenDevEd; Coming soon; _r:AddedByMyEducationEvidence; _r:AddedByZotZen

6 Social choice and research capacity strengthening in Nigeria - Watts, Michael; Waziri, Nafisa; Akogun, Oladele (Social Choice, Agency, Inclusiveness and Capabilities, 2024)

An evaluation of Online Training Effectiveness and Pre-Service and In-Service Teacher Satisfaction: A Case Study from Nigeria - Mohebi, Laila; Alshamsi, Alanood; AlHammadi, Mariam; AlMohsen, Fatima (Journal of Digital Learning and Education, 2023)
This study evaluates the perceptions of 122 pre-service and in-service Nigerian teachers on adopting an online training module during the COVID-19 pandemic, a period marked by significant educational challenges and shifts. Employing a qualitative approach through open-ended online questions, it delves into the factors critical to enhancing online training effectiveness. Key findings highlight the importance of training in imparting theoretical knowledge and practical skills, the quality and relevance of content, interactivity, practical examples, and appropriate video length. These align with existing literature, underscoring the effectiveness of online training in challenging times. Significantly, nearly all participants expressed satisfaction with the training. This research not only sheds light on effective online teaching strategies but also offers practical recommendations for the continuous improvement of teacher training in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Pre-Service Mathematics Teachers’ Self-Efficacy and Performance: A Case Study of Education Colleges in Kwara State, Nigeria - Bamidele, Akinfemi P.; Akanmu, Morenikeji Alex (Deleted Journal, 2023)
Abstract This study examined the relationship between pre-service mathematics teachers’ self-efficacy and their performance in Colleges of Education in Kwara State, Nigeria. The objectives of the study were to ascertain the connection between the respondents' beliefs, motivation, mastery experience, and performance. The research design utilized in this study was a correlational design. The population consisted of 322 pre-service mathematics teachers selected from the six Colleges of Education in Kwara State, Nigeria. A multi-stage sampling technique was employed to select 250 respondents. The instrument used for data collection was an adapted questionnaire titled "Mathematics Self-Efficacy Questionnaire," while the students' mathematics performance was assessed using the existing Cumulative Grade Points Average (CGPA). The questionnaire demonstrated a Cronbach Alpha reliability index of 0.87. Out of the 250 questionnaires distributed, 232 responses were deemed adequate and included in the data analysis. To test the formulated hypotheses at a 0.05 level of significance, Pearson's Product Moment Correlation (r) and Multiple Regression Analysis were employed. The findings of this study revealed that there is a positive and independent relationship between pre-service mathematics teachers' belief (r = 0.25; p = 0.000 < 0.05), motivation (r = 0.22; p = 0.000 < 0.05), mastery experience (r = 0.23; p = 0.000 < 0.05), and their performance. Additionally, there is no joint correlation between pre-service mathematics teachers' belief, motivation, mastery experience, and their performance (F = 5.363; p = 0.159; 0.714 & 0.461 > 0.05). Based on these findings, it can be concluded that self-efficacy is a significant determinant factor in evaluating the academic performance of pre-service mathematics teachers. In light of these conclusions, relevant recommendations were made. Abstrak Kajian ini mengkaji hubungan antara kendiri diri guru matematik pra-perkhidmatan dan prestasi mereka di Kolej Pendidikan di Daerah Kwara, Nigeria. Objektif kajian ini adalah untuk memastikan hubungan antara kepercayaan, motivasi, pengalaman masteri, dan prestasi responden. Reka bentuk penyelidikan yang digunakan dalam kajian ini adalah reka bentuk korelasi. Populasi kajian terdiri daripada 322 guru matematik pra-perkhidmatan yang dipilih dari enam Kolej Pendidikan di Daerah Kwara, Nigeria. Teknik pensampelan pelbagai peringkat telah digunakan untuk memilih 250 responden. Instrumen yang digunakan untuk pengumpulan data ialah soal selidik yang diadaptasi dari soal selidik yang bertajuk "Soal Selidik Kendiri Matematik," manakala prestasi matematik pelajar dinilai menggunakan Purata Nilai Gred Kumulatif (PNGK) sedia ada. Soal selidik menunjukkan indeks kebolehpercayaan Cronbach Alpha 0.87. Daripada 250 soal selidik yang diedarkan, 232 respons dianggap mencukupi dan dimasukkan ke dalam analisis data. Untuk menguji hipotesis yang dirumuskan pada tahap kepentingan 0.05, Korelasi Momen Produk Pearson (r) dan Analisis Regresi Pelbagai telah digunakan. Dapatan kajian ini mendedahkan bahawa terdapat hubungan positif dan bebas antara kepercayaan guru matematik pra-perkhidmatan (r = 0.25; p = 0.000 < 0.05), motivasi (r = 0.22; p = 0.000 < 0.05), pengalaman masteri (r = 0.23; p = 0.000 < 0.05), dan prestasi mereka. Selain itu, tidak ada korelasi bersama antara kepercayaan guru matematik pra-perkhidmatan, motivasi, pengalaman penguasaan, dan prestasi mereka (F = 5.363; p = 0.159; 0.714 & 0.461 > 0.05). Berdasarkan penemuan ini, dapat disimpulkan bahawa keberkesanan diri adalah faktor penentu yang signifikan dalam menilai prestasi akademik guru matematik pra-perkhidmatan. Berdasarkan kesimpulan ini, cadangan yang relevan telah dicadangkan.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Preservice teachers’ attitude towards the use of electronic portfolio in colleges of education in Oyo state, Nigeria - Abidoye, James Aalabi (Kampala International University Journal of Education, 2023)
This study examines preservice teachers’ attitude towards the use of e-portfolio in colleges of education in Oyo State. The sample population consisted of 320 preservice teachers randomly selected from the only two public colleges of education in Oyo State. The instrument used was the researcher’s self-developed questionnaire titled ‘Preservice Teachers’ Attitude Towards the Use of E-portfolio Questionnaire (PTATUEQ). Face and content validity of the research instrument were carried out by two experts in tests and measurement from the Department of Educational Foundation and Counseling Adeyemi Federal University of Education Ondo. The reliability coefficient of 0.84 using Cronbach Alpha technique was obtained and the value was considered substantially high enough to justify the use of the instrument. The data obtained was analyzed using mean score and standard deviation for answering the research questions while Pearson’s product moment correlation was used for testing the hypotheses respectively. The findings revealed amongst others that; preservice teachers in colleges of education have positive attitude towards e-portfolio mean rating of 2.76, using 2.45 as the decision rule. It was also revealed in the study that preservice teachers have high level of utilization of e-portfolio with the mean rating of 2.85, using 2.45 as the decision rule. The study also revealed that there was a strong or positive relationship between attitude and utilization of e-portfolio among preservice teachers in colleges of education The study therefore recommends that preservice teachers in colleges of education should be more encouraged to developed positive attitude and use of e-portfolio through appropriate training and worships
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Climate-resilient school buildings - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203951 ZenodoArchiveConcept: 10203950 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1031 2129771:FVMXNR7R
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

How to build an IoT device with low-power sleep - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 7881014 ZenodoArchiveConcept: 7881013 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1011 2129771:3SCPTDDX 2129771:HUZFX6PG
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203975 ZenodoArchiveConcept: 10203974 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1032 2129771:6V9PMAJB
Keywords: _r:AddedByMyEducationEvidence

Benefits of using ISSB in school buildings - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
CallNumber: opendeved.1034 ZenodoArchiveID: 10257225 ZenodoArchiveConcept: 10257224 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1034 2129771:3KUTI3BB 4874017:MIAWSIEY 5072953:R996U75H
Keywords: _r:AddedByMyEducationEvidence

Is indoor environmental quality in my school classroom safe? - Warwocki, Pawel (Open Development & Education, 2023)
How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10079928 ZenodoArchiveConcept: 10079927 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1028 2129771:F6PT9SPQ
Keywords: _r:AddedByMyEducationEvidence

An Examination of Teachers' Continuous Professional Development Programmes and Implication for Quality Education in Basic Education Schools, Plateau State, Nigeria - Dashen, Athanasius Nanle; Kulu, Klactu (The International Journal of Humanities & Social Studies, 2023)
The study examined Teachers' Continuous Professional Development Programmes and the implication for Quality Education in Basic Education Schools, Plateau State, Nigeria.
Quality education is fundamental to the achievement of functional education. With this understanding, the study was built on the premise that teachers, being the heartbeat of quality education, are key to achieving this goal. The research advanced six objectives from which six research questions and two hypotheses were put forward to guide the study. The research methodology was based on survey design. Survey, as a versatile tool, is adaptive to both small and large samples. A self-developed questionnaire, “Teacher Professional Development Programmes Exploratory Questionnaire” (TPDPEQ), was used to obtain the opinions of teachers. The questionnaire was based on a 5-point Likert scale. A test-retest reliability test gave a value of 0.85, confirming internal consistency. The test items were further subjected to face validity. The data obtained was analyzed using frequencies, mean, standard deviation and one–tailed t-test for hypotheses testing. The level of significance was at P<0.05. The findings of the study show that teachers' continuous professional development is closely linked to teacher quality and the quality of students' performance; teachers exposed to professional development programmes report a change in their competency skills and that access to such programmes hinges on overcoming identified hindrances. Teachers expressed the need for further professional development. It is recommended that governments at all levels need to prioritise the continuous professional development of teachers, who also desire to be involved in decisions involving competency skill choices for their continuous professional development. This should be backed by incentives to serve as motivation to participating teachers.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Bridging Practice and Theory in Teacher Training Using a Mobile App for Teachers in Low-Cost Private Schools in India and Nigeria - Longfield, David; Dogar, Andreea (2023)
In South-East Asia and across many countries in sub-Saharan Africa, high proportions of children attend low-cost private schools. The parents pay a small fee and the children generally get a slightly better education than provided by the local government schools. But the overall quality is still poor with low levels of learning and poor teaching methods and practices, largely because many of the teachers in these schools have little or no teacher training and have picked up what they can on the job. University teacher training is out of reach financially and academically for the majority of teachers who are often just secondary school leavers. This chapter describes a viable and accessible on-the-job alternative, using the latest technology to bring best practice to directly to these teachers' phones. Using local mentor support and a clear emphasis on the application of the lessons to the trainees' classrooms, the training is bringing about change for their classes and pupils.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Social Justice and Diversity in Zambia: The Role of Civic Education and Teachers - Chivunda, Kaumba; Kabombwe, Yvonne; Mwanza, Christine; Mupeta, Sydney (Asian Journal of Education and Social Studies, 2023)
This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.
Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D

Improving learning through classroom experience in Tanzania - Pattni, Ravina; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi; Proctor, Jamie; Forbes, Catriona; Atherton, Paul; Haßler, Björn (Laterite, Fab Inc, Open Development & Education, 2023)
This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO.
ZenodoArchiveID: 10044115 ZenodoArchiveConcept: 10044114 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1025 2129771:ICBNFIUW 2129771:JNMJ2AAW 2129771:U5GXRKUD
Keywords: _r:AddedByMyEducationEvidence

Relationship between Use of Instructional Technology in Teaching Student-Teachers and their Performance in Teaching Practice in Colleges of Education in Kogi State, Nigeria - Ariyo, O. C.; Orunmbe, Temidayo (International Research Journal of Modernization in Engineering Technology and Science, 2023)
This research investigated the availability of instructional technologies for the teaching of students during micro-teaching in preparation for teaching practice activities, it also examined the relationship between the use of instructional technologies and students' performance in teaching practice activities, and the paper examined the performance of individual students from the colleges of education in Kogi State.Three research questions and four hypotheses were formulated to guide the research and were evaluated at an importance level of 0. 05..Both survey and semi-experimental research were used to carry out the research, and a two-set pretest and post-test partial-experimental plan was implemented for the investigation.Separate group and chance-based manner was utilized to pick sample.Three hundred (300) NCE II student teachers qualified to participate in the teaching practice in two out of three colleges of education were randomly assigned to two equal groups of one hundred and fifty ( 150) each (Experimental and Control groups).The instruments for data collection were a self-designed questionnaire and an NCCE assessment format which was adopted.Descriptive statistics, Multiple Classification analysis, and ANCOVA numerical tools were adopted to analyze the information gathered.The research revealed a noticeable distinction in the pretest and follow-up assessment of learners in both the research-based groups and control groups.The research furthermore discovered that the college effect was not numerically important in teaching practice the investigation finalized that students who were taught with instructional technologies achieved improved results in the teaching practice activity than those taught with traditional approach.The research, therefore proposed that lecturers in colleges of education should engage in the use of pedagogical technologies for training would-be teachers and also encourage improvisation when the aids are not accessible.It's essential to have coordinated exertion among guardians, schools, and the authority to provide adequate and essential pedagogical technologies for schools and colleges of education for enhanced teaching and a consequent advancement of student-teachers in the teaching activity.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

ILCE: Conducting surveys in Tanzanian Schools – Second pilot - Haßler, Björn; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402861 ZenodoArchiveConcept: 8402860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1021 2129771:EASK7UAW
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402851 ZenodoArchiveConcept: 8402850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1019 2129771:IT8RD5H2
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402855 ZenodoArchiveConcept: 8402854 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1020 2129771:HHH8MWN3
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Trialling environmental sensors in Tanzanian schools – first pilot - Toyinbo, Oluyemi; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257287 ZenodoArchiveConcept: 10257286 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1035 2129771:NFNWZX3A
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Conducting surveys in Tanzanian schools – Second pilot - Villavicencio, Xuzel; Haßler, Björn; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257420 ZenodoArchiveConcept: 10257419 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1036 2129771:EZ9EFDFS
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria - Mohammed, Muftau; Bella‐Awusah, Tolulope; Adedokun, Babatunde; Lagunju, Ikeoluwa; Ani, Cornelius (International Journal of Mental Health, 2023)
This study assessed the effect of Attention-Deficit Hyperactivity Disorder (ADHD) training on teachers’ knowledge and perception of the condition in Kano, Nigeria. It was a controlled trial of 200 primary schoolteachers from two Local Government Areas (LGAs). One LGA was randomly assigned to the intervention group and the other to a waitlist control (100 teachers per group). The intervention group received two training sessions on ADHD one week apart. The training was based on the Mental Health Gap Action Programme – Intervention Guide (mhGAP-IG). Participants completed the ADHD Knowledge Questionnaire, ADHD Attitude Scale, and Knowledge of Behavioral Intervention Questionnaire at baseline and one-week post-intervention. The participants ranged from 17 to 58 years (Mean = 34.1 years; SD = 8.7), comprising 112 females and 85 males. The intervention and control groups were broadly similar at baseline. Controlling for baseline scores and other differences (age, gender, duration of teaching experience, and if schools employed staff dedicated to helping children with mental health difficulties such as ADHD), the intervention group had significantly higher scores on Knowledge of ADHD and Knowledge of Behavioral Management of the condition, with effect sizes of 0.7 and 0.3, respectively. This intervention led to statistically significant improvements in the teachers’ knowledge of ADHD and behavioral intervention for ADHD. This provides further evidence of the feasibility and effectiveness of specific ADHD-training interventions for primary school teachers in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria - Sasere, Oluwasola Babatunde; Makhasane, Sekitla Daniel (International Journal of Learning Teaching and Educational Research, 2023)
There is a growing body of knowledge on effective Teacher Professional Development (TPD), with a consensus that skews in favour of decentralised, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. On the contrary, developing countries such as Nigeria still practise a centralised education system where traditional top-down TPD remains the norm, with the attendant consequence of professionally deficient teachers in the classroom. This situation has left a deficiency in centralised district/cluster-based teacher development. This study explored teachers’ and school administrators’ perceptions on the existing effectiveness TPD, with a view to developing a school-based TPD framework that caters for teachers’ professional needs. The study was a qualitative multiple-case study informed by the interpretivist paradigm. The study used, as its lenses, two complementary theories: Distributed Leadership Theory (DLT) and Adult Learning Theory (ALT). Three schools were selected using the purposive sampling technique. Four participants were selected from each school using a combination of purposive and snowball techniques. Data were collected through semi-structured interviews and analysed using the Thematic Analysis (TA) procedure. The findings revealed that one-size-fit-all centralised schools cluster TPD no longer meet the professional needs of teachers. The result also showed that participants preferred school-based teachers’ professional development to centralised approach. Hence, the study proposed a data-informed and theory-driven model known as School-Based Teacher Professional Development Framework (SBTPDF) as a blue-print for the implementation of school-based TPD for school administrators.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Skills improvement needs of electronics work trade teachers in science and technical colleges in North East, Nigeria - Dauda, Hassan Bello Musa; Deba, Ahmad Aliyu (Kashere Journal of Education, 2023)
The study determined the Skills improvement needs of electronics works trade teachers in science and technical colleges in North East, Nigeria. The study adopted descriptive survey research design. Two research questions was raised and answered and two corresponding hypotheses was tested at 0.05 level of significance. The population of the study consisted of 220 teachers of electronics works trade from 34 science and technical colleges, and 140 teachers was used as sample for the study. The instrument used for collection data was a 16 items structured questionnaire. The instrument was developed by the researchers after extensive literature review based on the specific objectives of the study. The instrument was validated by three research experts while the reliability index of 0.89 was obtained using Cronbach’s alpha. The findings of the study revealed that radio and electronic system repairs and maintenance, television repairs and maintenance skills improvement needs of electronics works trade teachers. The recommendations include among others that government and other training institution should improve skills of electronics work trade teachers in public science and technical colleges in television repairs and maintenance.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Assessment of maintenance strategies adopted by teachers and technologists for maintenance of workshop equipment in technical colleges of Taraba State, Nigeria - Wada, Zira B.; Adamu, Umar Kwami (Kashere Journal of Education, 2023)
The study was designed to assess the maintenance strategies adopted by the teachers for the maintenance of workshop equipment in Technical Colleges in Taraba state, Nigeria. A descriptive survey research design was used for the study. The study was carried out in all the 9 technical colleges in Taraba State. The study's population included the teachers and workshop technologists from Taraba State's nine technical colleges.35 teachers and 35 school workshop technologists were sampled for the study making total of 70 respondents. The instrument for data collection was Assessment of Maintenance Strategies Adopted by the Teachers and Technologists for the Maintenance of Workshop Equipment in Technical Colleges questionnaire. The questionnaire was validated and pilot tested. Cronbach Alpha method was used to test the reliability, and a 0.87 reliability coefficient was found. Two research questions and one hypothesis were raised to guide the study. The research questions were analysed using mean and standard deviation, while the hypothesis was tested using z-test statistics. The findings of the study revealed that most of the standard maintenance strategies were not adopted for maintenance of technical colleges workshop equipment in Taraba State. It was therefore recommended that the schools should be encouraged to adopt the appropriate maintenance strategies to safeguard and prolong the lives of the workshop equipment and its users.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Effect of Training Biology Teachers in Scientific Thinking Skills on Senior Secondary School Students’ Achievement in Biology in Kano, Nigeria - Ihejirika, Ngozi Chika; Ozoji, Bernadette Ebele (2023)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Colleges of Education Pre-service Mathematics Teachers' Attitude as Correlate of Self-efficacy in Learning mathematics in Northwest Nigeria - Muhammad, Achmad (Zenodo (CERN European Organization for Nuclear Research), 2023)
openalex: W4386908973 id: openalex:W4386908973 keywords: , KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8367817 2129771:ZGDCFSFT 2486141:5ZXM3B8T
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The importance of climate-friendly school buildings in Africa - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257528 ZenodoArchiveConcept: 10257527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1039 2129771:RTMQSBV6
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

School: a second home for the children - Warwocki, Pawel (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257503 ZenodoArchiveConcept: 10257502 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1037 2129771:NW5NJAGB
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teachers’ Professional Development and Instructional Supervision as Contributory Factor to Job Performance in Ogun State Secondary Schools, Nigeria - Oluwakemi, Agbajeola R.; A, Hassan Olusola. (Journal of Education in Black Sea Region, 2023)
Evident complacency of teachers as indicated by absenteeism, poor student grade return, poor record keeping, and laziness at work among others are clear indicting evidence that teachers’ job performances call for questioning. The purpose of the study is to investigate the contribution of professional development and instructional supervision to teachers’ job performance in Ogun State secondary schools. The study adopted descriptive survey research. The population comprised of teachers in Ogun state public secondary schools with 208 samples selected through a multi-stage sampling technique. Three adopted questionnaires (Instructional supervision scale, 0.88; Teachers Professional Development scale, 0.82; job performance scale, 0.74) were revalidated and used for data collection. Data collected were analyzed using simple percentage and multiple regression analysis (MRA). Findings show that there is a significant relationship among the variables of the study (professional development and instructional supervision, r = 262, P < 0.05; professional development and job performance, r = .182, P < 0.05; job performance and instructional supervision r = 078, P < 0.05). It also shows that professional development and instructional supervision have a significant contribution to teachers’ job performance in Ogun state secondary schools (F = 1.550, p < 0.05). It also shows a significant contribution of professional development to teachers’ job performance (F (1,205) = 1.257, P < 0.05) while instructional supervision also contributed significantly to teachers’ job performance (F(1,205) = 1.257, P < 0.05). It is concluded that teachers will continue to improve their job performance once they are given the right training and are well-supervised. The study recommends that adequate and timely training should be provided to teachers based on their needs to enhance their job performance.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Hybrid learning environments for professional development in teacher education: university of calabar, nigeria as a case study - Edem, Okon Abigail (Global Journal of Educational Research, 2023)
The influence of hybrid learning environments on professional development in teacher education was the focus of this paper. It also examined how professionalism in teaching relates with reflective teaching. In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning. All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected. Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods. A 15-item researcher made questionnaire was used to elicit data from respondents. It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis. A mean score of 2.00 formed the significant/acceptance level. It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic. It also found that professionalism in teaching relates positively with reflective teaching. It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Effects of Training Model on Teachers' Classroom Management Behaviours, Pupils' Feedback and Achievement in Basic Science, Jos South Plateau State Nigeria - Chollom, Dr Grace Azumi; Maichibi, Paulina Ibrahim; Garba, Saheed; Achi, Mercy (Zenodo (CERN European Organization for Nuclear Research), 2023)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Secondary School Principals' Perceptions and Support of Professional Development for Science and Mathematics Teachers in Zamfara State, Nigeria - Umar, Syahwani; Isma’il, Akilu; Abdulrahaman, Aliu (Cross-Currents An International Peer-Reviewed Journal on Humanities and Social Sciences, 2023)
This qualitative study sought to find out the perspectives of secondary school principals regarding their roles in organizing school-based professional development activities for science and mathematics teachers and the related challenges at school level in Zamfara State, Nigeria. Twenty secondary school principals were purposively sampled for the study from the four educational zones in the state. Collection of data was done through structured interviews, and data obtained were analyzed through content analysis. The findings of the study revealed that despite the crucial role of principals in promoting professional development, the majority of them do not fulfill their role optimally in this respect. Professional development activities organized by few principals are limited to workshops and seminars, and there are not sustained as ongoing opportunities. Challenges faced by principals in organizing school-based professional development include inadequate funding, lack of support from higher authorities, inadequate training of principals, and lack of motivation among teachers. The study concluded that, the poor involvement of principals in promoting professional development has significant implications on the quality of teaching and learning of science and mathematics in Zamfara State. The study recommends that government and education stakeholders provide adequate funding and support to principals to enable them organize sustainable and relevant professional development activities for teachers. Additionally, training and motivation programmes should be developed for principals to enhance their capacity in promoting professional development among teachers.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

A Review of the Integrated Creative Arts Curriculum Implementation in Nigerian Teacher Education Colleges - Clare, K. E. (2023)
Purpose: The purpose of this study is to evaluate the implementation of Integrated Creative Arts (ICA) curriculum in Teacher Education Colleges (TECs) in Nigeria.
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The study concluded that the lack of schemes of work, lesson plans, ICA syllabus and handbooks has a negative an impact on the implementation of ICA curriculum in TECs in Nigeria.
Unique Contribution to Theory, Practice and Policy: The study recommends that the college management should make it a point of duty to avail art rooms, workshops and music rooms in all Teachers Education Colleges (TECs) with adequate provision of equipment, and tools this will make teaching and learning of the subject to be meaningful, as the students will have the opportunity to be engaging in practical works, which is the major aspect of the curriculum; Instructional materials should be provided and their usage be made compulsory in TECs.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

When Teachers Speak: Seniors School Teachers Perception of Professional Development Programs in Ilorin, Nigeria - Folashade, Aliu Juwerat (European Journal of Education Studies, 2023)
Teacher professional development is a life-long process that should last until the teacher's tenure or retirement; consequently, teacher professional development should be viewed as a continuous process. If teachers do not keep up with global developments, particularly those brought about by technology, they will be out of place in this era. Three research questions were formed to guide the conduct of this study, purposive sampling techniques were used to select five participants, and themes that emerged were perception (life-long process, teachers’ needs and a way of getting new ideas), the second research question reveals the different types of professional development that the teachers attended while the last theme reveals the challenges the teacher encountered such as lack of funding, availability of the program, time constraint, transportation issue and incompetent personnel. The study concluded that the issue of professional development cannot be over-emphasized, and the following recommendation was made; teacher professional development should be made available to all teachers and not just some few privileged ones; there should be proper monitoring during the selection process so that those that are non-teachers are not selected; government should also ensure that teachers are motivated (financially) when they are going for continuing education. Article visualizations:
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The “Improving learning through classroom experience” study - Megogo Bokamba, Tania (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257522 ZenodoArchiveConcept: 10257521 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1038 2129771:MBPHUZIR
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Towards Positive Behaviours: An Evaluation of a Teachers’ Training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria - Obiejemba, Ngozi; Adeniyi, Yetunde; Omigbodun, Olayinka (Journal of Education Society and Behavioural Science, 2023)
Aim: This study was a cluster randomized trial, designed to evaluate the effect of a teachers’ training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria.
Methodology: A total of 110 preschool teachers participated in the study. Fifty-five were randomly assigned to each of the intervention and the wait-list groups. Participants in the intervention group received two training sessions on child behaviour problems and management. Data was collected in 3 phases; baseline, immediate post-intervention and one-month post-intervention.
Results: The proportion of participants in the intervention group who felt frustrated about managing challenging behaviours, reduced significantly (p=0.045) at follow up (14.5%) compared to baseline (32.7%). There was a statistically significant (p<0.001) increase in the proportion of those who documented problem behaviours occurring at school (72.7%) at follow up, compared to baseline (38.2%). Participants in the intervention group reported increased confidence and competence to manage problem behaviours in their classroom settings.
Conclusion: This study showed that training interventions can improve the perception, competence and skills of teachers in managing problem behaviours among preschoolers. It is recommended that preschool teachers receive training that will improve their classroom management of children with problem behaviours, even in low-income settings.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Information Communication Technology (ICT), In-Service Training And Job Performance Of Public Secondary School Teachers In Calabar Municipality Of Cross River State, Nigeria. - Amalu, Melvina N.; Oyo-Ita, Margaret E. (EDUSTUDENT Jurnal Ilmiah Pendidikan dan Pembelajaran, 2023)
The study investigated the contribution of Information Communication technology (ICT), in- service training to job performance public secondary schools teachers in Calabar Municipality of Cross River State, Nigeria. The survey research design was adopted and two hypotheses were formulated to direct the study. The population consisted of 876 teachers from sixteen secondary schools in Calabar Municipality. A simple random sampling technique was used to draw out of a hat to obtain a sample of 219 teachers who constitute 25% of the total population of the study. The instrument used for data collection was a structured questionnaire titled “Educational Support Services and Teachers’ Job Performance Questionnaire” (ESSTJPQ). The instrument's reliability was determined using the Cronbach Alpha method, and the reliability coefficient estimate obtained ranged from 0.77 to 0.88. Data generated were analysed using simple regression analysis. The results revealed that there is a significant relationship between Information and Communication Technology (ICT) and in-service training and job performance of public secondary schools teachers in Calabar Municipality of Cross River State. It was recommended among others that there should be adequate provision of ICT facilities in all schools to boost teachers’ skills in teaching and learning.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Effectiveness of Online Training on the Knowledge of Selected Childhood Mental Health Disorders among Teachers in Kaduna, NW Nigeria - Lasisi, Marufah Dupe; Abdullateef, Aishatu Abubakar; Olorunfemi, Adebisi A.; Dahiru, Abbas Sani; Muhammed, Musa Ahmed (Deleted Journal, 2023)
ABSTRACT Background: There exists a wide treatment gap for mental health problems in children and adolescents in Nigeria. Reducing the treatment gap and improving the reach of mental health care thus call for additional interventions such as harnessing teachers as well as other educational staff as a task-sharing strategy. This study thus aimed to determine the effectiveness of online-based training on the knowledge of selected childhood mental health disorders among teachers in Kaduna, North-Western Nigeria. Methods: A quasi-experimental study design was used and involved 50 teachers from 12 private and 12 public primary and secondary schools in Kaduna, Kaduna state. Participants were trained through the Zoom online medium, and training ran for three days in 2 sessions of morning and afternoon sessions per day. Each session lasted for 2 hours including time for questions with 2 hours break between sessions. Learning sessions were adapted from the Mental Health Gap Action Programme Intervention Guide (mhGAP-IG).Other materials that were not in the mhGAP-IG such as Covid-19 and its impact on child mental health were designed from current, evidence-based reference texts. For the outcome measures, questionnaires on the level of knowledge were administered to participants at pre-training and post-training. Data were analysed with the Statistical Package for Social Sciences (SPSS) Version 25. Results: Participants had an overall percentage score of 70.24% on the “Correct” responses, 8% on the “Don’t Know” responses, and 17.76% on the “Incorrect” responses before the training. The online training demonstrated an increase in the overall percentage score on the “Correct Responses” to 79.76%; a decrease in the “Don’t Know Responses” to 1% and the “Incorrect Responses” to 15.24%. There was also an improvement in the mean scores of participants on each module covered. Conclusion: The online teacher training demonstrated an increase in the knowledge of participants, and a decrease in the misperceptions and lack of knowledge which is consistent with findings from other parts of the world.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Promoting active learning in the Nigerian real property and related programmes: The role of teacher professional development - Oyedokun, Tunbosun (2023)
Active learning has gained widespread acceptance over the past few decades as a way to enhance student learning in higher education institutions (HEIs). Unlike the traditional teacher-focused approach, active learning prioritises the constructivist learning theory and places students at the centre of learning design and delivery. Research shows that active learning can enhance knowledge retention, foster independent learning, and improve student satisfaction. Despite its numerous benefits, however, the adoption of active learning practices by HEI teachers is not always natural or intuitive. To address this challenge, HEIs often provide or mandate teacher professional development (TPD) programmes to enlighten and influence teachers to adopt active learning strategies. However, this practice is not universal. In Nigeria for instance, academics are usually employed based on their relevant (subject-specific) qualifications and are mostly not required to undergo any special teacher training to be promoted. This lack of teacher training opportunities is a significant obstacle to the widespread adoption of active learning practices in the sector. To address this challenge, this study - currently at the data collection stage - assesses the role TPD programmes could play in driving active learning in Nigeria, focusing specifically on the property and related subjects. The study adopts a qualitative research approach and semi-structured interviews for data collection. Data will be collected from Nigerian lecturers who have migrated to take up teaching roles in the UK and those currently lecturing in Nigeria. Ultimately, this research seeks to identify effective TPD strategies that can be employed to promote the adoption of active learning practices in Nigerian HEIs.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

A Map of Mkushi District Health Centres - Iseje, Fatuma (2023)
This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
ZenodoArchiveID: 10850926 ZenodoArchiveConcept: 10850925 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1118 2129771:5S8X4MGW
Keywords: _r:AddedByMyEducationEvidence

Education and climate change – What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392534 ZenodoArchiveConcept: 8392533 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0297 10.53832/opendeved.1014 2129771:WSD6C5HV
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Assessment of the Level of Performance and Impact of Motivation on Teachers at Colleges of Nursing and Midwifery in Borno and Yobe States, Nigeria - Baba, Mallam Mala Alhaji; Abdullahi, Sabo; Uchenna, Emeloye Abigail (International Archives of Nursing and Health Care, 2022)
Background: Employees' satisfaction and motivation are major drivers of job productivity, especially among teachers of healthcare providers such as nurses and midwives. Objective of study:To determine factors that influence teachers' motivation in Colleges of Nursing and Midwifery in Borno and Yobe states of Nigeria.Specifically, to assess the level of teachers' motivation and their relationship with the performance of the teachers in the selected colleges.Materials and methods: This descriptive and quantitative questionnaire-based survey randomly (stratified) selected 120 participants (teachers) from the selected colleges.Multidimensional Work Motivation Scale (MWMS) was used to assess the level and employees' work motivation based on their psychological responses to different personal and organizational factors in the work situation and environment.Data were analysed using Statistical Package for Social Science Version 23.0.Results: Of all the study participants, 64 (54%) were males.Also, 77% of them were married while only 7% were single.Those between 36-40 years made the highest, 49 (41%) while those < 27 years were the least, 1 (1%).The majority of them, 85 (70%) had a bachelor's degree, but a few, 3 (2%) had obtained a doctorate.Those with 6-10 years of teaching experience made the highest (34%).Of all the analyses made, the influence of infrastructure had the highest MWMS mean ± SD (29.22 ± 3.66), followed by the effects of Monetary rewards (26.77 ± 4.33), and the least was the influence of operational facilities (17.64 ± 2.81).The result of the study revealed that the level of staff performance in the study areas was relatively high, and the level of staff motivation was low. Conclusion:Based on the findings, prompt teacher promotion, lucrative payment and job satisfaction are the principal factors guiding the mind and perception of teachers as a vehicle for transmitting, generating and enhancing teacher's job performance in selected colleges.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Lecturers’ Perspective of Quality Teacher Education in Nigerian Colleges of Education - Kola, Aina Jacob; OPEYEMI, ABDULRAHMAN ABDULGAFAR (Journal of Global Research in Education and Social Science, 2022)
The research investigated lecturers' perspectives on teacher education quality in Nigeria Colleges of education. The study was a mixed-method approach where the questionnaire was used to collect quantitative data and interviews for the qualitative. Participants consisted of ninety-four lecturers who voluntarily filled out the questionnaire and were interviewed. Data collected were analysed using descriptive statistics and thematic analysis. Findings show that admission policy, socioeconomic factors, funding and infrastructures, lecturer PCK, curriculum and teachers' welfare are critical to quality education in Nigeria. Therefore, the authors suggested that teacher education should be reformed in Nigeria, particularly in Colleges of Education. The reform should take care of admission policy, funding and infrastructures, Lecturers, curriculum, and teacher welfare.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Do We Abuse Drugs? Reports of Social Studies and Early Childhood Education Student-Teachers in two Nigerian Colleges of Education - Yomi, Oladimeji Kolawole; Adewale, Amosun Peter; Kayode, Olowe Peter (International Journal of Social Learning (IJSL), 2022)
The study investigated the incidence of drug abuse among student-teachers in two Nigerian colleges of education. The study’s population comprised all NCE II and III Social Studies and Early Childhood Education student-teachers in two colleges located in Oyo State, Nigeria. Data was analysed using frequency counts, percentage, mean and standard deviation. Of the 400 student-teachers, 213(53.3%) were male while 187(46.8%) were female. Only 148(37%) were from Early Childhood Education while 252(63%) were from Social Studies. The student-teachers may exert negative influence on young children when they eventually take up appointment as teachers in pre-primary and primary schools. Departments of Social Studies and Early Childhood Education together with the colleges counseling centers should organize regular counseling activities and services to educate the pre-service teachers about the danger and implications that could result from their involvement in abuse of drugs.
openalex: W4313358747 id: openalex:W4313358747 keywords: , KerkoCite.ItemAlsoKnownAs: 10.47134/ijsl.v3i1.163 2129771:PN5M7QTV 2486141:7ASI9RWU
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Strategies for Enhancing Competence of Pre-service Teachers in Electrical/ Electronic Department in College of Education in Rivers State, Nigeria - Azonwu, Martha E.; Jones, Bennett (Asian Journal of Education and Social Studies, 2022)
The study was carried out to determine strategies for enhancing the competence of pre-service teachers in Electrical/ Electronic Department in College of Education in Rivers State. Four purpose of the study and four research questions guided this study. A survey research design was used. The population for the study was twenty-one Electrical/ Electronic department lecturers/instructors. A census sampling was employed. The instrument used for data collection was a structured questionnaire. Mean was used to analyze the data collected. The study found out that eight computers aided teaching strategies, six training activities, nine training facilities were required for enhancing the pre-service teacher’s competence in Electrical/ Electronic technology. It was also found that training and work environment can be organized in to enhance the pre-service teachers’ competence in Electrical/Electronic Department in Colleges of Education in Rives State. Based on these findings, it was recommended that teachers of Electrical/Electronic Department in Colleges of Education in Rivers State should adopt strategies for enhancing the competences of the pre-service teachers; Government should organize workshops and seminars for the Electrical/ Electronic teachers on how to enhance competence of students in Electrical/ Electronic Department and Pre-service teachers of Electrical/ Electronic Department in Colleges of Education in Rivers State should be retrained for effective teaching in schools and colleges.
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Keywords: openalex:import

Perception of Teachers and Administrators on Instructional Materials Utilization Effective Teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria - Wada, U.; Ibanga, Isaac John; Garba, Z. (Journal of Multidisciplinary Cases, 2022)
The main aim of the study was to assess the perception of teachers and administrators on instructional materials utilization effective teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria. The study which adopted a descriptive survey research design has two research questions and two null hypotheses. The population of the study was 37 subjects consisting of 13 electrical installation and maintenance works trade teachers and 24 administrators of the three Technical Collages in Adamawa State. Mean and t-test were used to answer the three research questions and test the null hypotheses of the study at 0.05 level of significance respectively. Findings of the study revealed that Instructional materials such as electrical drawings for residential wiring diagrams, recorded compact disc, filmstrips, computers, audio players, microphones and televisions are available for teaching and learning of electrical installation and maintenance works trade. The study further revealed that the attitude of teachers toward the use of instructional materials includes: poor selection of relevant instructional materials, and non-application of instructional materials for lesson delivery. Based on the findings of the study, government should provide relevant and more additional instructional material for the teaching and learning of electrical installation and maintenance works trade in all the Technical Colleges; and Ministry of education should sensitize teachers on how to select relevant instructional materials and its implementation in lesson delivery for effective teaching and learning of electrical installation and maintenance works trade in all the technical colleges.
openalex: W4310848228 id: openalex:W4310848228 keywords: , KerkoCite.ItemAlsoKnownAs: 10.55529/jmc26.23.32 2129771:IRHN8LP8 2486141:W2JM4V59
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Sierra Leone TCPD Sandbox Report (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 2129771:3KQCZEP4 2405685:9NR4RZ98
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Education and Training as a Tools for Sustainable Development among Secondary School Teachers in Southwest Nigeria - Olorunda, Sola Elijah (Indonesian Journal of Contemporary Education, 2022)
The educational methodologies that might be used to manage education and in-service training among secondary school teachers in southwest Nigeria were mentioned in the paper. The degree of in-service training and academic qualifications of secondary school teachers in Southwest Nigeria were investigated, as well as male and female teachers' impressions of in-service training and re-training by the government. The study employed survey-style descriptive research. In southwest Nigeria, the population was made up entirely of teachers. The study's sample included 200 teachers who were chosen using a multistage sampling approach that included both simple random sampling and stratified random sampling techniques. The study found that secondary school teachers in southwest Nigeria have a low level of in-service training and a high level of academic qualifications and that there is no significant difference in perceptions of in-service training and academic qualifications between male and female secondary school teachers in southwest Nigeria. It was suggested that the government step up their efforts to organize in-service training for secondary school teachers, such as conferences, seminars, and workshops, in order to impart the necessary knowledge to students in order to achieve sustainable development goals. Additionally, necessary types of machinery should be put in place to improve the performance of the ministry of education and local education authorities in order to upgrade teachers and enhance their performance. In conclusion, there is a lack of teacher training and retraining in southwest Nigeria, as well as a high level of academic qualifications among secondary school teachers.
openalex: W4288940922 id: openalex:W4288940922 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.33122/ijoce.v4i2.38 2129771:IC8ZA429 2486141:EBAXB9AV
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2129771:BNM5JIWY 2405685:MFH269TU
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Training on eBook Publishing among University Teachers In Nigeria: A Covid-19 Era Intervention - Asim, Alice; Asim, Wilfred; Forje, Gima (Tenth Pan-Commonwealth Forum on Open Learning, 2022)
One of the mandates of University teaching in Nigeria is publication of research findings. Promotion depends on such publications. University teachers often achieve this demand through peer-reviewed conference papers. At the onset of Covid-19 lockdown in Nigeria, restriction on gatherings affected in-person conferences and created a problem for many who needed to meet the demands for promotion. As beneficiaries of online trainings, we decided to provide an intervention in the form of a 5-day technology-enhanced workshop on eBook creation and publishing, which took place in March and June 2021. Using WhatsApp platform and an invite link, 109 lectures participated in the training through interactive sessions and video recordings using Screencast-O-Matic. The training experience was exhilarating for us as trainers and rewarding for the participants. About 50% of them successfully created their Kdp accounts and through the skills acquired, published their first eBook on Amazon. Such publications could be used for promotion purposes. A good number of the successful ones progressed to the level where they obtained certificates as Master eBook creators.
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Keywords: openalex:import

Assessment of ICT Skills Application of Teacher Educators in Kwara State Colleges of Education, Nigeria - Oluwatoyin, Fashiku Christopher; Abiola, Yusuf Abubakar; Francis, Olowo Busuyi; Baba, Ayoku Oba; Comfort, Fashiku Bunmi (Innovare Journal of Education, 2022)
The study was carried out to assess the Information and Communication Technology (ICT) skills application of teacher educators in Kwara State Colleges of Education, Nigeria. The descriptive survey research design was adopted; the population of the study comprised 430 lecturers from Kwara State Colleges of Education Oro, Lafiagi, and Ilorin, respectively. A proportional sampling technique was used to select 160 respondents from the two teacher educator institutions. A simple random sampling technique was used in selecting 60 respondents from Oro College of Education and 100 respondents from Kwara State College of Education Ilorin. One self-designed questionnaire titled ‘Assessment of ICT Competency Skills of Lecturers’ (AICTCSL) with four points Liker scale was used to elicit information from the respondents. The instrument was validated. Its reliability was ensured at .78. Total Average Weighted Response (TAWR), and percentage and frequency counts were used in analyzing the collected data for the raised research questions at .05 levels of significance, while z-test statistics were used in addressing the formulated hypotheses. It was discovered in the study that lecturers in the used institutions were competent in manipulating the computer keyboard and connecting to the internet but were not competent in accessing the information on CD, organizing electronic files into folders, use of application software, use of PowerPoint, word excel and blog website. Also, no significant difference was established between the mean scores of lecturers in Kwara State Colleges of education Oro and Ilorin on their ICT skills acquisition and use, while there was a significant difference in the mean ratings of teacher educators from Oro and Ilorin on their use of application software competency. It was therefore recommended that government should make it a matter of policy that all lecturers in the institutions are ICT literate and it should be a prerequisite for their promotion and recruitment for a lecturing job in the state.
openalex: W4294391413 id: openalex:W4294391413 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.22159/ijoe.2022v10i5.46142 2129771:4GSZHWHX 2486141:BJBP4PAX
Keywords: openalex:import

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School Administrators' and Teachers' Perceptions on Policy Change Implementation Strategies Adoption in Technical Colleges in South-west Nigeria - Adewale, Sulaimon (e-Kafkas Eğitim Araştırmaları Dergisi, 2022)
Abstract Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated administrative and instructional teachers’ perception on policy change implementation strategies adoption in technical colleges in south- west, Nigeria. The research was a descriptive study of the cross-sectional survey design type. It adopted a multi-stage sampling technique. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 instructional teachers were sampled. Two questionnaires were used for data collection. It was found that there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). In conclusion, inability to fully adopt TVET policy implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. It was recommended based on the findings that colleges should make efforts to reach
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Interactive Effect of Gender and Two Teaching Strategies On Pre-Service Teachers' Performance in Basic Science in Nigerian Colleges of Education - AKINDELE, Dare Lawrence; OMODARA, Oladele Dennis (Zenodo (CERN European Organization for Nuclear Research), 2022)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Computer Animation Learning Approach and its Effects on Retention and Interest of Pre-service Biology Teachers in Cell Division among Kwara State Colleges of Education, Nigeria - Opeyemi, YUSUF Nusirat Bolanle ABDULRAHMAN Abdulgafar (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4285661002 id: openalex:W4285661002 keywords: KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6845503 2129771:KS84HGEG 2486141:JCVENB4A
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers - Ajani, Oluwatoyin Ayodele (International Journal of Learning Teaching and Educational Research, 2022)
The quality of education is central to the Sustainable National Development that can be attained by any country. Hence, the professional development of teachers is critical to classroom practices in the education system. Teachers attend various professional development activities every year to improve their classroom practices. The aim of the study was to establish teachers’ perspectives on professional development activities. The study adopted an interpretive qualitative approach to explore teachers' views on the phenomenon. The study engaged three heads of departments in semi-structured interviews and five teachers in a focus group interview to explore teachers’ lived experiences of professional development. The study employed andragogy as the theoretical framework to understand teachers' views on workshops, subject association meetings, conferences and other professional development activities they attended. Thematic analysis of the data was carried out systematically to generate themes from the findings. Teachers did not regularly attend annual professional development activities. The contents of the professional development activities did not adequately address teachers’ needs for dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be assessed by their heads of departments, vice principals/principals or subject specialists to determine how their classroom practices could be enhanced. The frequency of professional development activities for teachers should be increased every year, to improve their classroom practices.
openalex: W4283755523 id: openalex:W4283755523 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.21.6.3 2129771:IYYVSUG8 2486141:K5J4Q4CA
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers - Ajani, Oluwatoyin Ayodele (International Journal of Learning, Teaching and Educational Research, 2022)
The quality of education is central to the Sustainable National Development that can be attained by any country. Hence, the professional development of teachers is critical to classroom practices in the education system. Teachers attend various professional development activities every year to improve their classroom practices. The aim of the study was to establish teachers’ perspectives on professional development activities. The study adopted an interpretive qualitative approach to explore teachers' views on the phenomenon. The study engaged three heads of departments in semi-structured interviews and five teachers in a focus group interview to explore teachers’ lived experiences of professional development. The study employed andragogy as the theoretical framework to understand teachers' views on workshops, subject association meetings, conferences and other professional development activities they attended. Thematic analysis of the data was carried out systematically to generate themes from the findings. Teachers did not regularly attend annual professional development activities. The contents of the professional development activities did not adequately address teachers’ needs for dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be assessed by their heads of departments, vice principals/principals or subject specialists to determine how their classroom practices could be enhanced. The frequency of professional development activities for teachers should be increased every year, to improve their classroom practices.
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.21.6.3 2129771:FBUCHQWY 2486141:PW4QTM77
Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected

Perceived influence of staff development programmes on the effective performance of teachers in Colleges of Education in Delta State, Nigeria - IGBODO, Republic O; NWALADO, Helen S. (Analele Universității din Craiova seria Psihologie-Pedagogie/Annals of the University of Craiova Series Psychology- Pedagogy, 2022)
The study examined the perceived influence of staff development programmes on the effective performance of teachers in Colleges of Education in Delta State, Nigeria.The population for the study was 91 subjects, made up of 69 Heads of Departments and 22 Deans from three Colleges of Education in Delta State.Due to the manageable size of the population, the entire 91 respondents were used.The instrument for data collection was a structured questionnaire validated by three Heads of Department from Federal College of Education (Technical) Asaba.Data were collected by the researcher and two trained research assistants.Data collected were analyzed with mean and t-test statistics.The results of the study identified 12 influences of in-service training on effective performance of teachers, 14 influences of teachers' professional development on their performance, 11 hindrances to effective implementation of staff development and 10 measures to enhance staff development programmes for effective performance.The results on the hypotheses showed that there was no significant differences in the mean ratings of HODs and Deans on the influence of in-service training, professional development of teachers and measures for measures to enhance staff development programmes.On the other hand, there was significant difference in the mean ratings of HODs and Deans on the hindrances to effective implementation of staff development programmes in Colleges of Education in Delta State.The study recommended that, more proactive policies by the government to strengthen teacher training and development programmes in Nigerian schools for effective performance and service delivery of the teachers.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2405685:8GN4RWMR
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Effectiveness of Peer-Collaboration Learning Strategy and 21st Century Skill Knowledge on Pre-Service Teachers’ Academic Achievement in Integrated Science in Nigerian Colleges of Education - Oyasola, Samuel Olalekan (Journal of Science & Science Education, 2022)
This study examined the effectiveness of peer-collaboration learning strategy and 21st century skill knowledge on pre-service teachers’ academic achievement in integrated science in Nigerian colleges of education. This research employed non-equivalent group pre-test-post-test quasi experimental design. The sample for this study was 80 integrated science pre-service teachers from two colleges of education selected for the study. The instrument used for data collection was Integrated Science Achievement Test (ISAT). One research question and two null hypothesis were formulated were designed to guide the study. Descriptive statistics of means and standard deviation were used to answer all the research questions. The results of the study showed that, peer collaboration learning strategy enhanced 21st century skills pre-service teachers’ and performance in Integrated Science better than conventional method. Integrated science lecturer should not only use peer collaborative strategy to teach the students the subject matter but should also allow them to interact with one another, so that they (students) can take charge of how they can learn. This can foster confidence in the students and enhance their achievement in integrated science.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

In-Service Education and Professional Development as Tools for Enhancing Geography Teachers' Job Performance in Nigerian Secondary Schools - Wuam, Pius Williams; Bulus, Musa Azi (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4285046792 id: openalex:W4285046792 keywords: KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6821700 2129771:G482NCFF 2486141:AEGQX8BB
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development - Eze, Emmanuel; Nwagu, Eric K. N.; Onuoha, Joseph C. (Science Education, 2022)
Abstract The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher‐developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k ‐means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute over half of the respondents of this study (53.90%). These are mostly science teachers. This situation, if unreversed, may lead to the transfer of misconceptions and inaccurate information on climate change to students. Our findings support the prospects of school−university partnerships, coaching, mentoring, study groups, and co‐teaching for job‐embedded situative approaches to teachers' professional development (PD) to replace an endless wait for inadequate and irregular training opportunities from the government. Questions about the climate science literacy of teacher educators also arise.
openalex: W4283692342 id: openalex:W4283692342 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.1002/sce.21743 2129771:BU87Q3Q3 2486141:WA4TS3SF
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessment of Initial Teacher Preparation: A Tracer Study of Serving NCE Graduates of Shehu Shagari College of Education, Sokoto State, Nigeria - Ladan, Sirajo Alhaji; Junaid, Muhammad; Mahuta, Muhammad Garba; Abdulqadir, Uthman A. (Interdisciplinary Journal of Education, 2022)
The study assessed how adequately prepared serving Shehu Shagari College of Education, Sokoto (SSCOE), Nigeria Certificate in Education (NCE) graduates were by their Initial Teacher Preparation (ITP) to teach at Basic Education level. It was Mixed method that involved Descriptive Survey and Case Study research design and the population of the study are all the 7, 246 NCE graduates teaching in primary schools across the 23 LGEAs in Sokoto state represented in the multi-stage sampling procedure by 357 serving SSCOE Sokoto NCE graduates as recommended by Research Advisor (2006). Triangulation was used in data collection; the instruments were two Researcher-designed questionnaires for the teachers and Head-teachers of primary schools they teach, Researcher-designed Classroom Observation Checklist for teachers and In-depth Interview guide. All the instruments were validated by team of experts and supervisors from the Department of Educational Foundations, Usmanu Danfodiyo, University, Sokoto. While reliability index (.61, .68 and .63) of Questionnaires and Checklist were obtained through Test-re-test method using Spearman Rank Order Correlation. For the Qualitative interview, a technique of repeating question in a slightly different form during the interview was used. Data was analysed using frequency and mean score as well as thematic analysis. Among the findings of the study were serving SSCOE Sokoto NCE graduates perceived themselves inadequately prepared by their ITP in some pedagogical areas namely Classroom management, application of instructional materials and management of school records and thus one of the recommendations was that Colleges of Education, SSCOE in particular should give extensive ITP to the NCE pre-service teachers on pedagogical aspects of training especially those considered inadequate by the College’s serving graduates.
openalex: W4285013912 id: openalex:W4285013912 keywords: , KerkoCite.ItemAlsoKnownAs: 10.53449/ije.v5i1.83 2129771:SGJ6EQLY 2486141:XHHVMN89
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 2129771:XLDCZECC 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:7AXGA8UK 2405685:SE5JPCX2
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Student Teachers School Experience in Zambia: Experiences and Challenges - Mutale Mulenga, Innocent; Bwalya, Katongo (EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2022)
The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.

Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria - Umar, Syahwani; Isma’il, Akilu; Abdulrahaman, Aliu (Integrity Journal of Education and Training, 2022)
The study adopted a descriptive survey design to examine the perception of secondary school science and mathematics teachers on professional development in Zamfara State, Nigeria. The population of the study consisted of all Science and Mathematics teachers in public secondary schools in Zamfara State. A sample of 217 respondents were drawn through purposive and simple random sampling techniques. Data were collected using a structured questionnaire. Four research questions and two null hypotheses guided the study. Analysis of data was done using descriptive statistics and z-test. The study revealed that science and mathematics teachers in Zamfara State have low level of awareness on the various types of professional development programmes and have not been participating in the programmes. They ascribed these to the lack of incentives, lack of employer support, too expensive/unaffordable and poor publicity. They also identified content knowledge and pedagogy of teaching as the two major areas they needed professional development. The two groups of teachers have no significant difference on the areas they needed professional development as well as on the barriers impeding their participation. The study recommended among others that, government should regularly sponsor teachers to attend professional development programmes and that teachers should explore and take advantage of numerous free professional development opportunities.
openalex: W4320075665 id: openalex:W4320075665 keywords: KerkoCite.ItemAlsoKnownAs: 10.31248/ijet2022.138 2129771:ZAWFH435 2486141:48TJMEJX
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone - McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 2129771:KC58MGKU 2405685:WXBISTFE
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Mathematics Teachers' in-Service Training Programme Towards Atitude to Work and Students' Interest in Mathematics in Akwa Ibom State, Nigeria - Ekim, R. E. D.; Akpan, SG; Akintunde, Dada Oluseyi (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4226293540 id: openalex:W4226293540 keywords: , KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6370112 2129771:L6S53GBS 2486141:JPQU3R7M
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Systematic Classroom Observation: A Tool for Professional Development of Teachers in Nigeria - Olugbenga, ADEDAYO Julius (Zenodo (CERN European Organization for Nuclear Research), 2022)
openalex: W4221115625 id: openalex:W4221115625 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6392268 2129771:68NLG6ZD 2486141:P3ZVZ783
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ Pedagogical Competence as a Determinant of Students’ Motivation Towards Business Education in Federal College of Education (Technical) Gombe in North-East Nigeria - Adamu, I. Alhaji; Mohammed, H. Amin (Kashere Journal of Education, 2022)
The aim of this study was to determine teachers’ pedagogical competence as a determinant of students’ motivation towards business education, the study adopted qualitative research and the design used for the study was instrumental case study. The participants were final year undergraduate business education students. The sampling technique used was purposeful sampling in selecting six (6) participants, three from the students and three from the academic staff. The researcher with the help of one (1) research assistant conducted face to face interview using semi structured interview protocol, with few open-ended questions. Data collected were analyzed using thematic analysis for interview. The results revealed that teacher’ pedagogical competences as a determinant of students’ motivation towards business education required possession of knowledge of the subject matter, use of appropriate teaching methods and using of instructional materials in teaching and learning process. The results also revealed that teachers’ pedagogical competence as a determinant of students’ motivation towards business education required teacher-student positive relationship, use of positive reinforcement and incentives, and teacher personality to motivate students towards business education. Based on the findings, it was recommended that Government, National Commission for Colleges of education, and other stakeholders should consider professional teaching qualification as pre-requisite for the recruitment of teachers and to provide in-service training, seminars, and conferences, workshops for the teachers, to improve in student-teacher relationship, and use of positive reinforcement/incentives in order to motivate students toward business education.
openalex: W4280609105 id: openalex:W4280609105 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.4314/kje.v2i2.6 2129771:2DSKTXL6 2486141:QIXEA98V
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The impact GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:SMVFRCNY 2405685:HT8ZGKAB
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Teacher Trainers' Demographic Factors as Determinants of Instructional Quality in Public Colleges of Education in Southwest, Nigeria - ASELEBE, Kamorudeen; POPOOLA, Bolaji (African Journal of Education and Practice, 2022)
Purpose: The issue of low instructional quality could be responsible for the incompetence of graduates from public colleges of education in Nigeria. This study investigated teacher trainers' demographic factors as determinants of instructional quality in public colleges of education in the Southwest region of Nigeria.
Methodology: The population of the study consisted of 3402 teacher trainers in the eleven public colleges of education in Southwest Nigeria. A multi-stage sampling procedure was used to select 1358 respondents for the study. Two research questions were raised to guide the study. The instruments titled “teacher trainers' demographic variables questionnaire (TTDVQ) and instructional quality questionnaire (IQQ)” were used to gather relevant data for the study.
Findings: The findings revealed that there was a significant contribution of teacher trainers' variables (teachers’ experience, gender, and academic qualification) to the instructional quality in colleges of education (F(3,1354) = 270064.277, p<0.05). It also revealed that females (β = 0.326; t = 5.456, p<0.05) contributed the most to instructional quality in colleges of education.
Unique contribution to theory, practice and policy: Teacher trainers should endeavour and be encouraged to advance their academic qualifications and put in their best to gather the requisite experience on the job for the improvement of instructional quality. There should be a policy from the regulatory agency (National Commission for Colleges of Education) instructing the management of teacher training institutions to take cognizance of teachers’ experience and academic qualifications when assigning responsibilities as regards courses to be taught. This study was premised on the systems theory and it establishes that the interrelationship between teachers’ experience, their gender, and academic qualification results in the requisite instructional quality in public colleges of education. This implies that the systems theory could be applied to similar studies in the future.
openalex: W4221054451 id: openalex:W4221054451 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.47604/ajep.1484 2129771:LI3JPQY3 2486141:MH9W7ATQ
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

1. Introduction to interactive teaching and the use of ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721898 ZenodoArchiveConcept: 10721897 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1082 2129771:5AER6D62
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.A. What is interactive teaching? - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721771 ZenodoArchiveConcept: 10721770 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1080 2129771:WMPVAPMX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.B. What is interactive teaching? - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721860 ZenodoArchiveConcept: 10721859 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1081 2129771:QRC9F3GI
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.A. Introduction to interactive teaching with ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721902 ZenodoArchiveConcept: 10721901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1083 2129771:EC5R3DZ6
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.B. Introduction to interactive teaching with ICT - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721929 ZenodoArchiveConcept: 10721928 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1084 2129771:2E8CR3HM
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.A. Activity planning and reflection - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721965 ZenodoArchiveConcept: 10721964 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1085 2129771:4EJG3AMP
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.B. Activity Planning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10721987 ZenodoArchiveConcept: 10721986 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1086 2129771:ICXE636H
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.A. ICTs in interactive teaching - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722137 ZenodoArchiveConcept: 10722136 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1087 2129771:XA72SREV
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.B. ICTs in interactive teaching - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722143 ZenodoArchiveConcept: 10722142 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1088 2129771:INPQZED4
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2. Whole class dialogue and effective questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722150 ZenodoArchiveConcept: 10722149 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1089 2129771:IKCBTMZQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.A. Introduction to dialogue and effective questioning - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722178 ZenodoArchiveConcept: 10722177 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1090 2129771:EX33UASR
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.B. Mid-morning - final day - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722186 ZenodoArchiveConcept: 10722185 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1091 2129771:8Z6ZUQMD
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.2.A. Questioning I - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722191 ZenodoArchiveConcept: 10722190 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1092 2129771:7AZRTNJV
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.A. More on questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722199 ZenodoArchiveConcept: 10722198 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1093 2129771:HB65MV59
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.B. More on Question - Aligning OER - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722206 ZenodoArchiveConcept: 10722205 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1095 2129771:X8V8H6JA
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.A. Concept mapping - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722208 ZenodoArchiveConcept: 10722207 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1096 2129771:T47NX2AQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.B. Concept mapping - Aligning OER II - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722224 ZenodoArchiveConcept: 10722223 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1097 2129771:A4J2RQAC
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.A. Engaging the community - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722229 ZenodoArchiveConcept: 10722228 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1098 2129771:G6IKVQBU
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.B. Engaging the community - Using applications - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722234 ZenodoArchiveConcept: 10722233 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1099 2129771:VDV45KW4
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3. Group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722239 ZenodoArchiveConcept: 10722238 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1100 2129771:RM723GSR
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.1.A. Group work: Same task and different tasks group work - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722271 ZenodoArchiveConcept: 10722270 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1101 2129771:2QU4CXQC
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.2.A. When to use group work and how to manage it - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722275 ZenodoArchiveConcept: 10722274 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1102 2129771:J28AW983
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.3.A. Mixed pace group work with and without ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722279 ZenodoArchiveConcept: 10722278 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1103 2129771:8RQD5DCX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.4.A. Talking points and effective group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722285 ZenodoArchiveConcept: 10722284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1104 2129771:2RHUCKBQ
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.5.A. Review of group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722293 ZenodoArchiveConcept: 10722292 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1105 2129771:QME7CZBK
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.6.A. Designing interactive lesson plans - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722301 ZenodoArchiveConcept: 10722300 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1106 2129771:WS3RSN5K
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4. Assessment for learning and lesson pacing - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722321 ZenodoArchiveConcept: 10722320 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1107 2129771:W7VWDFQX
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.A. Introduction to Assessment for Learning - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722338 ZenodoArchiveConcept: 10722337 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1108 2129771:8SJPX5R5
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.B. Introduction to Assessment for Learning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722347 ZenodoArchiveConcept: 10722346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1109 2129771:WPP5H275
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.2.A. Learning objectives and success criteria - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722349 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1110 ZenodoArchiveConcept: 10722348
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.3.A. Formative feedback - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722355 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1111 ZenodoArchiveConcept: 10722354
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.4.A. Peer and self-assessment - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722359 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1112 ZenodoArchiveConcept: 10722358
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.5.A. Review of AfL and lesson pacing - Zimbabwe, OER4Schools (Open Development & Education, 2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
ZenodoArchiveID: 10722373 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1113 ZenodoArchiveConcept: 10722372
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

In-service training programmes and mentoring for improving teachers' job performance in North Senatorial District of Ondo State, Nigeria - Ehinola, Gabriel Babatunde; Akomolafe, Bolanle Beatrice (Zenodo (CERN European Organization for Nuclear Research), 2022)
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Outputs register for HLR3 - Teacher Allocation Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6472492 10.53832/edtechhub.0089 2129771:3J4TNGDZ 2405685:9XJGEX5Z
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _r:AddedByZotZen

Perception of Teachers and Students Towards the Use of E-Learning Management System in Gombe State College of Nursing, Nigeria - Ishaq, Muhammad Nasir; Walugembe, Francis (SSRN Electronic Journal, 2022)
This study investigated Teachers and students’ perceptions toward using the e-Learning Management System in Gombe State College of Nursing and Midwifery in Gombe, Nigeria. The study population consists of 550 teachers and students of the college. The sample of this study was determined using the Kreicie & Morgan table, and the sample of 226 was obtained and analysed using Structural Equation Model (SEM and AMOS). The result indicated that the Awareness and Attitude had shown the negative impacts of teachers and students using the e-learning management system (ELMS) While the Knowledge and Environmental factors showed a positive impact on teachers and students. The study, therefore, recommended additional reorientation and bridging of the skills gap among teachers and students with respect to ELMS. It also suggested additional funding for ELMS infrastructure.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum - Changwe, Robert; Mwanza, Christine (International Journal of Research and Innovation in Social Science, 2022)

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries - Chirwa, Ireen Nayame; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (British Journal of Education, 2022)
Publisher: European-American Journals

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0055 2129771:RIHMNP95 2405685:QAH4K4D6
Keywords: _C:Sierra Leone SLE

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:P4P34Q78 2339240:2WY3SC9N 2405685:YKA8Y8DM
Keywords: _C:Sierra Leone SLE

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2129771:AT8FP8ZI 2405685:AVDJP4T3 4042040:AJHHQGBH
Keywords: _C:Sierra Leone SLE

Student Teachers School Experience in Zambia: Experiences and Challenges - Mulenga, Innocent Mutale; Bwalya, Katongo (East African Journal of Education and Social Sciences, 2022)

Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia - Mulenga, Innocent Mutale; Ng’andu, Moonga (East African Journal of Education and Social Sciences (EAJESS), 2022)

Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. - Nayame-Chirwa, Ireen; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (2022)
Publisher: British Journal of Education, 10 (16), 67-88
Keywords: ⛔ No DOI found

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2129771:VN6G6ARB 2405685:K5BJUBRE 2405685:U6G7C62D
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D
Keywords: _C:Sierra Leone SLE

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2129771:SYUMIUV3 2339240:HHY6M835 2405685:EE9QCGHI 2405685:RN79UTQY
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (2021)
Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.
Keywords: ⛔ No DOI found

Influence of Sustainable Skills-Training on Educational Management-University-Teachers’ Technological Competences in Nigeria - Onwudinjo, Oluchi Queen; Chukwu, Chukwuemeka Joseph; Ezepue, Evelyn Ijeoma; Uwakwe, Iro Stephen; Okereke, Nkemakolam Athanasius (Journal of Emerging Technologies and Innovative Research, 2021)
The experimental survey study focused on: (1) To examine the mean difference between the pre-test and post-test scores of the educational management university-teachers exposed to sustainable skills training and those who were not exposed to it in the selected Nigerian Federal universities. (2) To examine the mean difference between the performance scores of educational management teachers exposed to sustainable skills training and those who were not exposed to the training in the selected Nigerian Federal universities. Two research questions and two null hypotheses were asked and formulated as guides. Area was 5 Nigerian first generation-federal universities. Population comprised educational management teachers = 145 Teachers. The entire population was used. A sample of 25 teachers from University of Benin was used. The sample group was divided into two-unequal groups (‘A’- Experimental groups and ‘B’- Control group). Two research assistants and two trainers (professional teachers) were hired and paid at the end of the study. The trainers focused on sustainable skills with technological competences during the training exercises that lasted for three weeks (one week was for two of the universities studied). Test–retest method was used for group ‘A’ and ‘B’. The performances of each of the groups were uniquely tagged, numbered, collected and collated for analyses with high consciousness to avoid bias and inconsistency. With the help of the research assistants and trainers, all the relevant data were collected and collated for analyses. The data were analyzed using t-tests, One-Way ANOVA and Statistical Package for Social Sciences (SPSS). The results showed positive-significant differences between the two mean scores as t=11.0 and t=3.518 with F= .026 and F = 1.119 respectively at an alpha level of P < 0.05. However, the study results were: t=14.595 and t=9.629 with F=.339 and F=11.737 respectively. The researchers concluded that the university teachers needed to be trained in sustainable skills which must be supported by the government. Finally, they recommended that the university management should establish a monitoring committee to ensure that the tasks are dully performed for goals actualization.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:IVNL5DT5 2339240:HAKTFJKU 2405685:YPE9D2W3
Keywords: _C:Sierra Leone SLE

Training and Supervision as Predictors of Business Teachers’ Job Performance for Policy and Practice in Nigerian Secondary Schools - Tijani, Abdulganiyu Adebayo (Texila international journal of academic research, 2021)
This study investigated training and supervision as predictors of Business Teachers' Job Performance in Nigerian Public Secondary Schools. A Descriptive research design of correlation types was adopted for the study. The population consisted of the entire 1,500 Business related subject teachers from four states in the North Central Geo-Political Zone of Nigeria. 550 samples were purposely selected as the respondents from 20 schools using proportional sampling techniques. A Structured questionnaire was purposely used to collect relevant data from the respondents. However, the checklist was used to collect WAEC/SSCE results of the sampled schools. The validity of the instrument was done by three experts from the Department of Business Education, Kwara State University. The reliability coefficient of 0.71 was obtained through a split-half method. The two research questions stated were answered using percentages and cumulative frequency statistical method, while the three hypotheses generated were tested using multiple regression analysis. The finding of the study revealed the poor performance of a student in Business-related subjects. However, there was a moderate level of Business Teacher job performance. Also, both training and supervision were discovered to be the predictors of Business Teacher Job Performance in Nigeria Public Secondary Schools. Regular capacity building such as workshops and conferences were recommended for the Teachers in addition to the regular external and internal supervision. The Government should also supply the necessary teaching facilities to help the teachers improve on teaching and learning.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria - Counihan, Chris; Humble, Steve; Gittins, Louise; Dixon, Pauline (School Effectiveness and School Improvement, 2021)
(2022). The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria. School Effectiveness and School Improvement: Vol. 33, No. 2, pp. 198-217.
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Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected; openalex:import

Strategies for Effective Management and Organization of Business Teacher Education Programme in Nigerian Colleges of Education - Akinyele, T.A.; Akinlabi, David (2021)
This paper examined the strategies for effective management and organization of business teacher education programme in Nigerian Colleges of education. The descriptive survey research design was adopted for the study while the population consisted of 200 business education lecturers teaching in government – owned colleges of education in South-west Nigeria. The simple random sampling technique was used to select a sample of 132 business educators as respondents for the study. A well-structured questionnaire on a 4point-scale was used as instrument for data collection while the reliability test for the instrument yielded co-efficient 0.75 using Cronbach Alpha. The data collected were analysed using frequency tables, mean and standard deviation. Four research questions guided the study. Findings revealed that, poor funding, infrastructural deficit and poor working conditions are the major challenges to the effective management and organization of business teacher education programme while adequate funding, engagement of competent personnel and transparency are some of the strategies for effective management and organization of business teacher education programme. Finally, it was recommended that adequate funding, collaboration between institutions and industries as well as public enlightenment campaign and others should be strategies adopted for effective management and organization of business teacher education programme. Keywords: Challenges, Facilities, Funding, Efficiency and Effectiveness
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Keywords: openalex:import

Role of E-Learning in Ensuring the Continuation of Training in Business Teacher Education Programme During the Covid-19 Pandemic and Beyond in Nigeria - Ile, Chika Madu; Ukabam, J.A. (Nigerian Journal of Business Education (NIGJBED), 2021)
The study examined the role of e-learning in ensuring the continuation of training in business teacher education programme during the Covid-19 pandemic and beyond in Nigeria. Two research questions guided the study and two hypotheses were tested. Descriptive survey research design was adopted for the study. The population of the study comprised 109 business educators from five tertiary institutions in Anambra State. The instrument for data collection was a structured questionnaire developed by the researchers. The instrument was subject to a pilot test on 20 business educators in Asaba metropolis. The application of the Cronbach Alpha reliability test on the returned data yielded coefficient values of 0.81 and 0.78 for clusters B1 and B2 respectively with an overall reliability co-efficient value of 0.80 for internal consistency. Data collected from the respondents were analyzed using mean, standard deviation to answer the research questions and t-test for the hypotheses testing. Findings revealed that e-learning ensures the continuation of business teacher education programme during the Covid-19 pandemic and beyond included facilitating ease in learning, promoting flexibility in the use of teaching methods, focusing on the achievement of students’ needs, promoting more hands-on learning experiences and allowing students to learn at their own pace among others. Findings also showed that poor government commitment towards the implementation of the national ICT framework in tertiary institutions, misappropriation of funds by heads of tertiary institutions, socio-economic status of parents, poor power supply, poor internet networks, high cost of internet accessible gadgets and failure to collaborate with private it experts are the challenges impeding the adoption of e-learning for the continuation of training in business teacher education programme during the Covid-19 pandemic and beyond in Nigeria. The institutional type of the respondents did not significantly influence their mean ratings. Based on the findings, it was recommended among others, that administrators of business teacher education programme should collaborate with the private sector in the areas of funding, technical support and resource provisions so as to ensure the full and efficient utilization of e-learning platforms in the programme. Keywords: E-learning, Continuation, Training, Business Teacher Education, Programme
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Organizing and Managing Business Teacher Education and Training Programs in Higher Educational Institutions in Nigeria for Quality Business Education Delivery - Kwaghbo, Terver M. (Nigerian Journal of Business Education (NIGJBED), 2021)
The business world is changing rapidly. Business education requires teachers that can easily adapt to new curriculum designs and pedagogies that meet the demands of the current business world. There is therefore the need to organize and manage business teacher education and training programs such that they can produce the right caliber of business teachers who can deliver quality business education to students. This paper is on organizing and managing business teacher education and training programs in higher educational institutions in Nigeria, and discussed the concept of management in education context briefly, business teacher education and training (BTET), higher educational institutions, quality business education, and also examined the issues in organizing and managing business teacher education and training programs in Nigeria. Recommendations were advanced towards improving the management of business teacher education and training programsin higher educational institutions in Nigeria for effective quality business education delivery. These include properly addressing funding challenges; provision and regular maintenance of adequate and functional modern facilities and equipment; enhancing personnel training and development and staff welfare; continually reviewing the BTET curriculum to reflect current global demands and standards and cater for technology and innovations in the business world; organizing public enlightenment campaigns to sensitize, orientate and educate the public about BTET and its values to society; provision of uninterrupted power supply; and that, heads of business teacher education programs in higher educational institutions in Nigeria should live up to their roles and responsibilities as educational leaders of their departments. Keywords: Managing, business teacher education and training, higher educational institution, quality business education, Nigeria
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The Effect of Training on Functional Behavioural Analysis on Teacher Self-Efficacy Among Special Education Teachers in Osun State, Southwestern Nigeria - Ibıgbamı, Olanrewaju; Adeniyi, Yetunde; Omigbodun, Olayinka; Ani, Cornelius (International Journal of Special Education (IJSE), 2021)
Dealing with challenging behaviour is a source of stress and burnout among teachers of children with special education needs. Functional Behavioral Analysis (FBA) is useful for prevention and management of challenging behaviour, but the evidence-base among special education teachers is limited in Sub-Saharan Africa. Twenty teachers were recruited from two special needs schools (10 from each school), with one school designated ‘intervention’ and the other ‘control’. Two sessions of group-based training on FBA were conducted in the intervention school for the 10 teachers. All participants completed the ‘Teacher Self Efficacy Scale’ and ‘Professional Quality of Life Scale’ at baseline and again two weeks after the last intervention session. The intervention group completed a post-intervention ‘Client Satisfaction Questionnaire’. Controlling for baseline scores, the intervention group scored significantly higher on Self-Efficacy [F (1,18)=8.95, p=0.009, partial eta squared=0.36], and lower on Burnout [F (1,17) = 9.82, p=0.006, partial eta squared=0.380]. The intervention group’s mean score on the Burnout subscale of PQOLS was more than one standard deviation lower than the control group after the intervention [(29.30(2.58) vs 34.11(4.01)]. All participants in the intervention group rated the programme as good or excellent and over three-quarters (77.7%) would recommend it to their peers. To our knowledge, this is the first study of FBA training for special education teachers in Sub-Saharan Africa. The programme showed promising effectiveness, good feasibility and was highly accepted.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Challenges Facing National Commission for Colleges of Education (NCCE) in Relation to Production of Teachers for Basic Education in Nigeria - Terhemba, Atiga; Jacob, Ogunode Niyi; Ojo, Idowu Christopher (2021)
The teacher production for the Basic education in Nigeria is handled by colleges of education in Nigeria. For quality assurance and supervision the government of Nigeria established the National Commission for Colleges of Education (NCCE) in 1989. The National Commission for Colleges of Education (NCCE) since its establishment have been overseeing the development of colleges of education in Nigeria. Recently, researchers observed there are challenges facing the National Commission for Colleges of Education (NCCE) in Nigeria and these challenges is affecting the mandate of supervising colleges of education in charge of teacher production for Basic education in Nigeria. This presentation is intends to discuss the challenges facing National Commission for Colleges of Education (NCCE) in relation to teacher production for Basic education in Nigeria. Primary and secondary data were used to support the points raised in the presentation. Print and online publication on National Commission for Colleges of Education (NCCE) and colleges of education in Nigeria were sourced. Two challenges were identified namely internal and external challenges as facing National Commission for Colleges of Education (NCCE) in term of teacher production for Basic education. The internal challenges includes; lack of review in the act of National Commission for Colleges of Education (NCCE), poor funding of National Commission for Colleges of Education (NCCE), inadequate data and duplication of Teacher Education Quality Management as the internal challenges facing the Commission for Colleges of Education (NCCE) in relation to teacher production for Basic education in Nigeria while the external challenges include; inadequate funding, poor implementation of visitation panel and NEED report of 2014, inadequate infrastructural facilities, brain-drain, shortage of lecturers, strike action and low motivation. To solve these challenges, the presenter recommended that the funding of National Commission for Colleges of Education (NCCE) and the present bill at the senate chamber should be passed etc.
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Keywords: openalex:import

Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria - Ede, Moses Onyemaechi; Agah, John J.; Okeke, Chinedu Ifedi; Chuks, Zudonu Onisoman; Oguguo, Basil C. E.; Agu, Patricia U.; Ene, Chibawanye I.; Ekesionye, Ngozi E.; Nji, Ifeyinwa A.; Eze, C. Didacus; Manafa, Ifeyinwa F. (Medicine, 2021)
Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria.We adopted a randomized pretest-posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance.The researchers found that cognitive behavioral active engagement training had a significant effect on participants' test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages.The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _C:Sierra Leone SLE; _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Teachers’ and Students’ Perception on Functionality and Frequency of Equipment Utilization for Practical Agriculture in Colleges of Education in North-East, Nigeria - Abdulmumini, Umar; Umar, Abubakar Shehu; Usman, Abdullahi Ya’u; Mohd, Muazu (ATBU Journal of Science, Technology & Education, 2021)
The decline in academic performance, and lack of necessary skills and farming techniques among agricultural education graduates, may be attributed to the inability of the students to frequently utilized functional equipment in teaching and learning agriculture in schools, functionality and utilization of equipment for teaching practical agriculture has not been determined in the study area This study was carried out to determine the functionality and frequency of utilization of equipment for teaching practical Agriculture in federal colleges of education in the north east zone of Nigeria. The survey research design was adopted for the study, two research hypotheses were formulated to guide the study, the population of the study comprised of 1, 038 NCE I and NCE II agricultural education students and their teachers in three federal colleges of education in the north east zone of Nigeria. A sample size of 363 respondents (72 teachers and 291 students) was used for the study. The instrument used for data collection was a structured questionnaire which was designed by the researchers based on the list of equipment provided in the minimum standard curriculum, the instrument was subjected to face and content validity by three experts and the reliability of the instrument was established by trial testing, a reliability coefficient of 0.81 was obtained using Spearman Brown Step up (Prophecy) formula. Data collected were analyzed using the Z test. The finding of the study revealed that 52 % of the equipment for teaching practical agriculture were not utilized by teachers and also 35 % were not functional, the findings also reveal a significant difference between the mean rating of Agricultural education teachers and students on the functionality of the equipment for teaching practical Agriculture. Meanwhile, there is also a significant difference between the mean rating of Agricultural education teachers and students on the frequency of utilization of equipment for teaching practical Agriculture. The study recommended that colleges should start viable Agricultural projects which can generate funds that can be re-invested in the maintenance of the existing practical equipment for effective Agricultural practical
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Evaluating the Roles of Teacher Variables, Pupil Gender and School Location in Realising Strengthening Mathematics and Science Education (SMASE) Training Goals in Oyo State, Nigeria - Falaye, Folajogun V.; SANGODOYIN, Taiwo T (The African Journal of Behavioural and Scale Development Research, 2021)
The study examined the teaching effectiveness of teachers trained under the SMASE programme and the moderating effects of teacher and pupil gender, and school location on achievement in, and attitudes towards Mathematics in Oyo State. Causal-comparative design of expo-facto research type was adopted. Proportionate to size sampling was employed to select 10 local government areas in the state. Schools were stratified into urban and rural, and SMASE and non-SMASE schools. Random and purposive sampling techniques were used to select 20 schools, 20 primary five Mathematics teachers and 25 pupils from each SMASE and non-SMASE schools, making a total of 40 schools, 40 teachers and 1000 pupils. The instruments used were: Pupils Mathematics Achievement Test (r=0.78), Pupils' Attitude towards Mathematics Learning Scale (r=0.88) and Teachers' Socio- demographic scale. Data were analysed using t-test and two-way analysis of variance at α = 0.05. Teachers trained under the SMASE programme were more effective teaching mathematics than the non-SMASE teachers (t (38) =7.78; p<0.05). The moderating effects of teacher and pupil gender on SMASE and non-SMASE pupils' achievement in, and attitudes towards mathematics were not significant. However, the moderating effect of school location on SMASE and non-SMASE pupils' achievement (f (1,995) = 10.34; p< 0.05) in, and attitudes (f (1,995) = 32.36; p<0.05) towards Mathematics were significant. Training and re-training of mathematics teachers in primary schools should be continuous for enhanced achievement in and attitudes towards mathematics.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Impact of Information and Communications Technology Integration on Electrical Installation and Maintenance Work Trade Teachers in Technical Colleges of Kano State, Nigeria - Moses, Dauda; Wawo, Mujittapha Idris; Ibanga, Isaac John; Musa, Isah Muhammad (Middle Eastern Journal of Research in Education and Social Sciences, 2021)
Purpose: The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria. Approach/Methodology/Design: Descriptive survey research design was adopted for the study. The population of the study was 57 which consisted of 26 experienced 31 inexperienced teachers of Electrical Installation and Maintenance Works Trade. No sampling technique was employed as the entire population was used. The instrument used for data collection was a structured questionnaire titled: Impact of ICT Integration on Electrical Installation and Maintenance Work Trade Questionnaire (IICTIEIMWTQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.89 was obtained using Cronbach’s Alpha reliability method. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that the level of ICT integration in teaching electrical installation and maintenance trade is low; the impact of ICT on the performance of electrical installation and maintenance trade teachers indicated negative impact. Practical Implications: The study has practical implications for teachers. Based on the findings, Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea sharing among them on improving ICT integration in teaching electrical installation and maintenance trade among others. Originality/value: The performance of ICT users will improve as there are several platforms available for the ICT.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Assessment of Information and Communications Technology Skills Possessed by Teachers in Technical Colleges of Kano State, Nigeria - Wawo, Mujittapha Idris; Moses, Dauda; Mohammed, Nasiru Bello; Akila, Rabiu Falama (Middle Eastern Journal of Research in Education and Social Sciences, 2021)
Purpose: The main purpose of this study is to assess of information and communications technology skills possessed by technical teachers in technical colleges of Kano State, Nigeria. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study was 157 which consisted of 86 experienced and 71 inexperienced technical teachers of Technical Colleges in Kano State. The instrument used for data collection was a structured questionnaire titled: Assessment of Information and Communications Technology Skills Possession Question (AICTSPQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.78 was obtained using Cronbach Alpha reliability method. Mean and standard deviation was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that Technical teachers are unskillful in ICT operation such as MS excel, Photoshop, database, animation, forum and Corel draw; and have a low level of ICT utilization. Practical Implications: The findings of the study have implications for concerned authorities. The Government should provide ICT infrastructure in the State’s Technical Colleges in order to have conducive environment for teaching of the trade subjects and enforce integration by regular supervision among others. Originality/value: The technical teachers were unskilful in the following; MS excel, Photoshop, database, animation, forum and Corel draw, video conferencing, instructional game, interactive whiteboard and online teaching as the utilization of ICT facilities was low among technical teachers in Technical Colleges of Kano State.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ and Students’ Perception of Students’ Rating as a Tool for Evaluating Language Instruction in College of Education, Warri, Nigeria - Obiunu, Esevosa Augustine; MUSA, Rose Jummai; Gbenedio, Uche B. (Education Quarterly Reviews, 2021)
This study was designed to investigate teachers’ and students’ perception of students’ rating as a tool for evaluating language instruction in College of Education. It examined the percentage of teachers and students who perceived students’ rating as a tool for evaluating language instruction; it also tested to ascertain the significant differences in the perception of students’ rating as a tool for evaluating teachers’ language instruction. The population of the study comprised all the fourteen (14) lecturers and all the two hundred and twenty one (221) Nigeria Certificate in Education (NCE) students of the English Department, College of Education, Warri in the 2015/2016 academic session. The manageable size of the population informed the researchers’ choice of purposively using the entire population as the sample for the study. Two research questions were answered and three research hypotheses were tested at 0.05 level of significance. Two instruments titled Teachers’ Perception of Students’ Rating (TPSR) with a reliability coefficient of 0.68 and Students’ Perception of Students’ Rating (SPSR) with a reliability coefficient of 0.87 were used to gather data for the study. The data collected were analyzed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The result of the study showed that there is no significant difference in the perception of NCE students on students’ rating as a tool for evaluating teachers’ instruction but data analysis revealed a significant difference in the perception of NCE students of different academic levels on students’ rating as a tool for evaluating teachers’ instruction. Furthermore, there is no significant difference in the perception of teachers of different academic qualifications and years of teaching experience on students’ rating as a tool for evaluating teachers’ instruction. It was concluded that students’ rating of teachers’ instruction should be adopted for quality education and academic excellence instead of the use of publications, paper presentation at conferences and workshops attendance for annual performance evaluation for teachers in College Education, Warri and similar institutions.
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Keywords: openalex:import

Developing Learning and Teaching: Training Teachers in Rural Nigeria Using Mobile Technology - Amadi, Martha Nkechinyere (UNIZIK Journal of Educational Research and Policy Studies, 2021)
The study investigated developing learning and teaching, training teachers in rural Nigeria using mobile technology. The sample comprised of 1,200 in-service training teachers purposively drawn from the National Teacher Institute (NTI) Kaduna offering teacher education programme in Kaduna state respectively. Data were collected using a questionnaire whereas mean and t-test statistics were used to analyse the data. The result of the study showed that the mobile technology can be an effective mode for teacher training as it has great impact on the classroom improvement and enhances the self-image, confidence, motivation, and professionalism of teachers. Based on the findings, it was recommended among others that government should procure ICT facilities to aid teaching and government should improve the orientation programme by providing more effective training on the use of phone features.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2129771:47RUCMAS 2405685:T7AUREA5
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Self-assessment of Information and Communication Technology (ICT) Competence Needs Among Student-Teachers Using UNESCO ICT-CFT in Colleges of Education in North Central, Nigeria - Anaza, Abdulmumuni Onuyi (Journal of Education and Practice, 2021)
Purpose: The objective for the study was using the fourth level of UNESCO ICT-CFT on the technology literacy approach to determine student-teachers’ self-assessment of ICT competency needs in colleges of education.
Methodology: The study adopted the descriptive research of cross-sectional survey type.
Three research questions and two hypotheses were drawn. A total of 1,211 student-teachers were randomly selected from 11 colleges of education in North-central, Nigeria. Data were collected through administration of validated questionnaire adapted from UNESCO ICT-CFT. Mean was used to answer the research questions 1-3 while t-test and Kruskal Wallis were used to test hypotheses one and two respectively.
Findings: The result revealed that based on the fourth level of the Technology Literacy approaches of UNESCO ICT-CFT, student-teachers in the colleges of education have high ICT competence needs; there was a significant difference among male and female student-teachers ICT competence needs in ICT integration; also, there was significant differences in area of specialization of student-teachers ICT competence needs in ICT integration.
Unique contribution to theory, practice and policy: The study therefore recommended that government in collaboration with private sector should provide student-teachers with the required ICT needs to be at par with their counterpart from other parts of the world; government and authorities of colleges of education should take into consideration female student-teachers while planning to integrate ICT in colleges of education and in procurement of ICT facilities; and student-teachers area of specialization should be taken into consideration during the purchase of ICT facilities for student-teachers use in colleges of education.
Key Words: Self-assessment, ICT, ICT Competence Needs, UNESCO ICT-CFT, Colleges of education.
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Keywords: openalex:import

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.
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Keywords: _C:Sierra Leone SLE

Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach - Ajani, Oluwatoyin Ayodele (Journal of Educational and Social Research, 2021)
This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.

Received: 12 August 2020 / Accepted: 3 November 2020 / Published: 10 May 2021
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ and Students’ Perception of Students’ Rating as a Tool for Evaluating Language Instruction in College of Education, Warri, Nigeria - Obiunu, Esevosa Augustine; MUSA, Rose Jummai; Gbenedio, Uche B. (2021)
This study was designed to investigate teachers’ and students’ perception of students’ rating as a tool for evaluating language instruction in College of Education. It examined the percentage of teachers and students who perceived students’ rating as a tool for evaluating language instruction; it also tested to ascertain the significant differences in the perception of students’ rating as a tool for evaluating teachers’ language instruction. The population of the study comprised all the fourteen (14) lecturers and all the two hundred and twenty one (221) Nigeria Certificate in Education (NCE) students of the English Department, College of Education, Warri in the 2015/2016 academic session. The manageable size of the population informed the researchers’ choice of purposively using the entire population as the sample for the study. Two research questions were answered and three research hypotheses were tested at 0.05 level of significance. Two instruments titled Teachers’ Perception of Students’ Rating (TPSR) with a reliability coefficient of 0.68 and Students’ Perception of Students’ Rating (SPSR) with a reliability coefficient of 0.87 were used to gather data for the study. The data collected were analyzed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The result of the study showed that there is no significant difference in the perception of NCE students on students’ rating as a tool for evaluating teachers’ instruction but data analysis revealed a significant difference in the perception of NCE students of different academic levels on students’ rating as a tool for evaluating teachers’ instruction. Furthermore, there is no significant difference in the perception of teachers of different academic qualifications and years of teaching experience on students’ rating as a tool for evaluating teachers’ instruction. It was concluded that students’ rating of teachers’ instruction should be adopted for quality education and academic excellence instead of the use of publications, paper presentation at conferences and workshops attendance for annual performance evaluation for teachers in College Education, Warri and similar institutions.
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Keywords: openalex:import

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
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Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
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Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
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Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
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Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
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Keywords: _C:Sierra Leone SLE

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
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Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

The Role of Islamic Studies Teachers in Building Students' Moral Values in Umar Suleiman College of Education, Gashua, Yobe State, Nigeria - Ali, Ibrahim; Abdulwahab, Latifat; Gashinge, Hassan Adamu (The International Journal of Humanities & Social Studies, 2021)
The moral building in Islam means following moral values.The difference between right and wrong can be justified through the moral system of Islam.True faith and morale help to form the prosperity of any society.Education and internalization of moral values can't be separated (Kasa et al., 2008; Kasa et al., 2010).Morale and values help to shape how individuals behave think and act (Ismail et al., 2011).It can be easily summarized that education is very important factor behind the formation of human personality.Social problems are being exposed every day through the electronic media.To solve this issue various steps also have been taken.Many studies have focused on circulation of moral values through teachers in the classroom environment (Ismail et al., 2011).Suhid et al. (2001) specified that teachers are the most important factors influencing the perception and understanding of morality in the students.According to Othman et al. ( 2013) there exist many symptoms of anti-social, delinquency, crime and gangsterism in schools today.It is a matter of huge unfortunate that our country is still fighting with social problems affecting adolescents and youth.Hence, appropriate steps should be taken by all the school teachers with appropriate researcher plans to review the appropriate techniques in developing moral values among school students. Aims of the StudyThe aims of study are as follows:  To inspect Islamic Studies teachers' beliefs about their roles in inculcating moral values. To discovery out the level of teaching Muslim youths' Islamic manners and etiquette in relation to themselves and others. To highlight the role of Islamic Studies teachers in building good moral values among youths. The Making of Ideal TeachersBilesanmi-Awoderu ( 2012) is of the view that, a teacher is simply somebody who imparts knowledge on the learners and being paid a certain amount for a living'.He goes further to state that the success of any educational system or programme depends, to a large extent, on the quality and availability of qualified teachers.This is true because the teacher formulates designs, assembles controls, supervises, selects, explores, facilitates, manipulates, assesses the teaching-learning materials, and evaluates all other factors in the teaching-learning process (Adetayo, 2011).Stressing the importance of teachers to curriculum implementation, Bilesanmi-Awoderu (2012) opined that no matter how well defined an educational system may be, the implementers will be responsible for its successes in the final analysis.He further
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Relationship between perceived self-efficacy and teaching practice performance among pre-service basic science teachers in colleges of education, Delta State, Nigeria - Ewesor, Stella E.; Urevbu, Andrew O. (Tropical Journal of Education, 2021)
The study examined the relationship between perceived self-efficacy of pre-service basic science teachers and teaching practice performance in colleges of education in Delta State, Nigeria. One hundred and twelve (112) pre-service basic science teachers were selected from two colleges of education in Delta State. Forty-six (46) from College of Education l (COEI) while sixty-six (66) from College of Education II (COEII). The study tested three hypotheses derived from the three research questions. The independent variable was perceived self-efficacy of the pre-service basic science teachers, the dependant variable was teaching practice while the moderating variables were two colleges of education of the pre-service science teachers. The instruments used were “Teaching Practice Assessment Score Instrument (TPASI)” and the “Pre-Service Science Teachers Perceived Self Efficacy (PSTPSE)” with thirty (30) questions. Person correlation was used to test the hypotheses. The results showed that the three null hypotheses were accepted. The hypothesis one is accepted because there was no significant relationship found to exist between the pre-service basic science teachers perceived self-efficacy and their teaching practice assessment scores. Also, no significant difference was found between COEI and COEII pre-service basic science teachers‟ perceived self-efficacy scores and their performance in teaching practice. Finally, for all the pre-service basic science teachers irrespective of their subject combination, there was no relationship between their perceived self-efficacy and the teaching practice assessment. Consequently, it was recommended that there should be a reform in pre-service teacher education programmes in all our teachers training institutions; it can help to develop and improve teacher education programmes and pre-service teaching practice; this reform should aim at strengthening both content and pedagogical knowledge of pre-service teachers.
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Keywords: openalex:import

Relationship between Social Intelligence, Classroom Discipline and Interaction Skills among Teachers in Technical Colleges in Abuja, Nigeria - Binni, D B; Idris, Abubakar Mohameed; Arah, Abubakar Saidu; Ajiya, U M (ATBU Journal of Science, Technology & Education, 2021)
The study established the relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significance.Â The study used a survey method correlational research design. A total of 226 respondents comprising of 92 teachers form Federal Science and Technical College, Orozo, 87 from Government Science and Technical College, Garki and 67 from Government Science and Technical College Kwali, Abuja were used as the targeted population for the study. Due to the manageable size of the population, Total Population Sampling Technique was employed. Three instruments were used for data collection that includes: Social Intelligence Test (SIT), Classroom Discipline Skill Scale (CDSS) and Classroom Interaction Skill Scale (CISS). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) formula to answer the research questions and using a table of critical values for Pearsonâ€™s r to test the hypothesis at .05 level of significance. Findings from the study revealed that there is a positive significant relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. The study recommended among others that, technical college administrators should develop social intelligence enhancement activities to promote teachersâ€™ classroom discipline and interaction skills.
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Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education. - Faloye, Bankole Olagunju; Obateru, Oluwatoyin Tolu (Archives of Business Research, 2021)
The study investigated the effect of virtual instructional tools on the learning outcomes of pre-service English language teachers in Nigerian Colleges of Education. The rationale of the study was hinged on the premise of virtual instructional adaptation in a post-OVID-19 era. The design for the study was a two- group pre-test post-test quasi-experimental design. The research design comprised pretest and post-test observations, treatment with virtual instruction and normal instruction in a non-virtual space. Using multistage sampling strategy, 100 samples were randomly selected from two Colleges of Education in Southwest Nigeria. The experimental and controls groups consisted of 50 samples each comprising 25 females and 25 males. The instruments for the study were validated achievement tests and marking guides including a test-retest reliability study with a reliability coefficient of 0.87 which was considered as moderately high for the reliability of the instruments. Two null hypotheses were raised and tested at 0.05 levels of significance using Two- Way ANOVA as statistical tools. The findings revealed that there was significant effect of virtual instructional tools on pre-service English language teachers’ learning outcomes using the pre-test mean scores and post-test mean scores. Also, the findings showed that there was significant gender effect of virtual instructional tools on the virtual learning outcomes of pre-service English language teachers’ communicative skills in English. Pedagogical implications of the findings in respect to virtual instructional tools in a post-COVID-19 era were highlighted and suggestions preferred towards enhancing pedagogical and communicative competencies of pre-service English teachers in Nigerian Colleges of Education.
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2129771:YE8VL5V7 2405685:EKMQD8WQ
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 2129771:4LIQQUDW 2129771:5UVWHG6S 2129771:VFG8KQPH 2339240:94IZR4ET 2339240:TST2YB8H 2405685:FEXGB4IJ 2405685:ZGYUEEZQ 4426965:S8FRGESP
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _cover:v3; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Socioeconomic status on academic performance among pre-service teachers of Kano state college of education and preliminary studies, Kano, Nigeria - Garba, Abubakar (Journal of Educational Research in Developing Areas, 2021)
Introduction: Education is a powerful and uncontrolled cornerstone that a nation can build towards the creation of responsible citizens, particularly young people for the future. Purpose: It is therefore very important for this study to be conducted among them in order to find out that their parents’ socioeconomic status have a positive or negative effect on their academic performance. Methodology: The study adopted an ex post-facto form of research design. The target sample for this study consisted of 120 second year pre-service teachers selected using simple random sampling from three units of the School of General Education. Descriptive statistics of mean and standard deviation were used and t-test (Independent sample) was used to test hypotheses at 0.05 alpha level of significance. It was analyzed after the data was collected. Results: The results of the study showed that students with a high socio-economic status had a high academic output compared to students with a middle socio-economic status. On the other hand, there was also a significant difference between middle and low socio-economic status students in terms of their academic success. Recommendations: Government should also provide ample reading resources and a driving learning environment for less privileged pre-service teachers so that they can also compete favorably with their peers with higher socio-economic status.
openalex: W3126755829 mag: 3126755829 id: openalex:W3126755829 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.47434/jereda.1.3.2020.192 2129771:M55Q5567 2486141:EHJPZF5W
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Information and Communication Technology (ict) Competency of Serving Teachers for Qualityinstructional Service Delivery in Aminu Saleh College of Education, Azare, Bauchi State, Nigeria - Jimoh, A.A.; Salawu, Abdulhameed; Yusuf, Aminu; Folorunso, Isaac Oluwole (Education and Science Journal of Policy Review and Curriculum Development, 2021)
ICT has permeated all spheres of human endeavours in this 21st century of information-driven society, education sector inclusive. Consequence upon this development, teachers as stakeholders are not left behind in the aspect of training and retraining to acquire relevant skills in the usage of ICT in order to be ICT-compliant and use same in their teaching methodologies. This paper, therefore, examined ICT competency of serving teachers for quality instructional service delivery in Aminu Saleh College of Education, Azare, Bauchi State, Nigeria. The study adopted survey research design as questionnaire was used as an instrument for data collection from the sampled serving teachers. The questionnaire used for this research was structured on three components of ICT: Microsoft PowerPoint Presentation, Internet Usage and Usage of projector/interactive multimedia board. Simple random sampling technique was used to draw sample of 196 from the population of entire academics totally 436 currently serving in the area of the study using sample size table provided by Research Advisor. The instrument used for the study was validated by the specialists in the fields of Computer Science and Measurement and Evaluation. The reliability index of the instrument yielded 0.82 using Crobanch alpha reliability technique. The results revealed that academics have skills in the usage of Microsoft PowerPoint Presentation for effective instructional service delivery. Besides, it was found out that the serving teachers possess technical-know-how in Internet usage for gathering materials for their lessons, but lack skills on how to operate projector/interactive multimedia board for their lectures. It was also discovered that age, gender and years of experience had significant influence on the level of ICT skills acquisition and usage of serving teachers. However, there was no association between educational qualification of serving teachers and their level of ICT skills acquisition. The study recommends that Bauchi state government, in conjunction with College authority, should organize seminar on how to use and operate projector as well as interactive multimedia board for quality instructional service delivery by the lecturers.
openalex: W3134078976 mag: 3134078976 id: openalex:W3134078976 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.48028/iiprds/esjprcd.v10.i1.04 2129771:SGLTYZ98 2486141:KAQBW7UB
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

The Impact of Intrinsic and Extrinsic Motivation on Teachers’ Performance: Evidence from Selected Tvet Colleges in Lagos, Nigeria - Adeniyi, Adeshina Olushola; Adewumi, Samson Adeoluwa (Eurasian Journal of Social Sciences, 2021)
Teachers play an important role in the development of human capital by nurturing and building the intellectual capacity of learners. Academic research revealed that teachers, particularly in Technical Vocational Education and Training (TVET) colleges are faced with array of challenges constricting the drive towards equipping students with the appropriate practical skills as a result of dwindling motivation. Previous studies in the canon of motivation and performance studies have largely focused on industrial organizations and financial institutions with a sparse attention on teachers of TVET colleges of education in Nigeria. The paper seeks to stimulate the important discourse of motivation as a pathway to the realization of effective teachers’ performance in Nigeria’s TVET colleges of education. The Multiple Case research design was employed with a total of 120 teachers recruited from three selected TVET colleges. Findings revealed that intrinsic motivation has no significant association with teachers’ performance. A positive and significant association exists between extrinsic motivation and teachers’ performance. Amongst all other factors of motivation, total basic salary package appears to be the most impactful motivating factor for teachers. The study makes a case that for a proactive and robust teachers’ performance, TVET must appreciate and harness effective extrinsic motivational strategies for viable teachers’ performance.
openalex: W3209759084 mag: 3209759084 id: openalex:W3209759084 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.15604/ejss.2021.09.03.004 2129771:JUK42JQI 2486141:F6Z4NR6G
Keywords: openalex:import

Monetary and Non-Monetary Incentives as Correlates of Teacher Educators Job Performance in Colleges of Education in Oyo State of Nigeria - Alade, Ibiwumi A. Okeke (Journal of Critical Reviews, 2021)
The issue of incessant strike by academic staff of Nigerian colleges of education in recent times is alarming. This is not unconnected with their salaries and other remunerations which perhaps cannot sustain them with the present economic condition. As a result, this study examined monetary and non-monetary incentives as correlates of teacher educators job performance in colleges of education in Oyo State. The study was guided by three research questions, and descriptive survey design of the correlational type was used. 200 teacher educators purposively selected from the two-colleges of education owned by Oyo State Government constituted the sample. Incentives and Teacher Educators Job Performance Questionnaire (ITEJPQ) with a reliability coefficient of 0.88 was used for data collection. Descriptive statistics of frequency count, percentages and inferential statistics of multiple regression analysis were used for data analysis. The study found out that salary package and promotion with a percentage of 52.5 and 55.0 respectively were rated highest as the monetary and non monetary incentives which boost teacher educators job performance. Also, the result indicated a significant joint contribution of the incentives with a percentage of 88.2 to teacher educators job performance (R = 0.945, P < 0.05).Significant relative contributions to the criterion measure were also recorded for salary package, allowances / arrears, fringe benefits, professional development support, promotion, working environmental condition and award / commendation. Based on these findings, regular welfare system and incentive schemes as well as adequate budget allocation for education were among the recommendations suggested to enhance teacher educators job performance and improve their standard of living.
openalex: W3161607973 mag: 3161607973 id: openalex:W3161607973 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:EGEC56WT 2486141:PRRMVVZR
Keywords: _NOT_RELEVANT_UNICEF-SBTPD-Nigeria; openalex:import

Innovative Teacher Training Model and Attainment of Sdgs in Secondary Schools in Nigeria Implications for Planning - Emanghe, Emanghe; Ogbeche, Ogbeche; Ekuri, Ekuri (Journal of Education and Human Development, 2021)
Innovative Teacher Training Model and Attainment of Sdgs in Secondary Schools in Nigeria Implications for Planning Emanghe, E. E. Ph.D; Ogbeche, M. M; Ekuri, P. E. Abstract The present global trend of development is guided and directed by sustainability-based principles (sustainable development). The country’s present educational system and curriculum was last redesigned to help the country attain MDGs by 2020. The laudable effort has been fraught with challenges of teachers not being able to implement the curriculum effectively due to their expertise levels in line with the curriculum’s delivery. The paper’s position is that the inability to plan for innovation in the teacher training system within the country could be the reason for the teacher’s inadequacies concerning the present curriculum. It is based on this that this paper proposes an innovative teacher training model. The SDGs are stated, reports from researchers’ findings concerning teachers’ inadequacies are discussed before the innovative teacher training model is proposed. Afterwards, conclusion is reached and suggestions are put forward. Full Text: PDF DOI: 10.15640/jehd.v10n1a13
openalex: W4205338252 id: openalex:W4205338252 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.15640/jehd.v10n1a13 2129771:MYD4Y4HD 2486141:U5DRGK6H
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7PSBTMG4 2339240:GMMKRGS8 2405685:79GPUNG4
Keywords: _C:Sierra Leone SLE

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:S5Z2IZTV 2339240:5Z8RBH2S 2405685:TF3CV7CH
Keywords: _C:Sierra Leone SLE

Monitoring and Evaluation of Teacher Professional Development for Resourceful Classroom Practices - Govender, Samantha; Ajani, Oluwatoyin Ayodele (Universal Journal of Educational Research, 2021)
This study aimed at assessing teachers’ in-service professional development activities based on teachers’ perspectives of monitoring and evaluation for the programmes in South Africa. Teachers attend various scheduled professional development activities on a yearly basis to improve their classroom practices; however, the effectiveness of these activities depends on the monitoring and evaluation of teachers on the quality and nature of what they receive as professional development activities. This qualitative research study used the interpretive paradigm to collect data from three Heads of Departments in semi-structured interviews and five teachers in a focus group interview. Theory of andragogy was used as a theoretical framework to underpin teachers' views on workshops, clusters' meetings, conferences and other professional development activities they attended. Findings revealed that South African teachers were not adequately monitored and evaluated on their attendance at various professional development activities for enhanced classroom practices and seemingly, teachers do not attend professional development activities frequently every year. Findings also revealed that the contents of the professional development activities are not satisfactory to the teachers. The study, therefore, recommends that teachers should be assessed to determine their professional needs and the frequencies for these professional development activities should be increased to enhance their classroom practices.
KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2021.090421 2129771:C7FZLPP7 2486141:M4MURLRN
Keywords: _UNICEF-SBTPD-Nigeria-CITED-IN-TOR; _UNICEF-SBTPD-Nigeria-selected

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:JJCI62EG 2339240:TVYLJS4I 2405685:IUJU327A
Keywords: _C:Sierra Leone SLE

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think? - Mooya, Eugine; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2021)
Keywords: ⛔ No DOI found

Lessons from the Covid-19 Pandemic: Can Public Primary and Secondary Schools in Lusaka District of Zambia use Blended and Distance Teaching and Learning? - Mulenga, Innocent Mutale; Siluma, V. (Zambia Journal of Distance Education, 2021)
Keywords: ⛔ No DOI found

Dynamic Effect of Rapid Urbanization on City Logistics: Literature Gleened Lessons for Developing Countries - Mwamba, Evans; Masaiti, Gift; Simui, Francis (Journal of City and Development, 2021)
Keywords: ⛔ No DOI found

Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria - Ememe, P.I. (2020)
Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.
openalex: W3118809290 mag: 3118809290 id: openalex:W3118809290 keywords: , KerkoCite.ItemAlsoKnownAs: 10.35293/tetfle.v2i1.89 2129771:VSZE4MLT 2486141:9NCP4SK6
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Teachers’ professional development: a panacea to quality education in nigeria - Awodjii, Omotayo Adewale (Open access jounrals, 2020)
Teachers’ professional development: a panacea to quality education in nigeria - Teachers are important factor in educational
openalex: W3111789441 mag: 3111789441 id: openalex:W3111789441 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:B436457P 2486141:2393Q6QA
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training - Obateru, Oluwatoyin Tolu (International Journal on Integrated Education, 2020)
This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future
openalex: W3112027601 mag: 3112027601 id: openalex:W3112027601 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.31149/ijie.v3i12.954 2129771:NI8SVKBV 2486141:WTICCBZX
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Education Coverage in Sierra Leone - GRID3 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:982SWX54
Keywords: _C:Luxembourg LUX; _C:Sierra Leone SLE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Teachers’ conceptions and choices of assessment tasks in a Nigerian postgraduate teacher training - Raji, Monsurat Omobola; Daramola, Dorcas Sola; Oladele, Jumoke I. (Asian Journal of Assessment in Teaching and Learning, 2020)
Student assessment is a process that entails the collection of evidence of learning in diverse and systematic ways to make judgments on students’ learning. What then is the perception of this vital tool in the hands of the users (teachers)? This study investigates teachers’ conceptions of assessment and their choices of assessment tasks in postgraduate teacher training. Action research with one group pretest-posttest design was adopted for the study. The survey used to collect data for this study has three sections (A, B, & C). Section A elicits participants’ personal information; Section B contains 20 different assessment tasks. Section C includes 26 items that examined participants’ conceptions of assessment from four different sub-scales (school accountability, student accountability, improvement of teaching and learning, and irrelevance factors). The researchers further validated the survey, and the Alpha reliability coefficient of the whole scale was 0.85. Data collected from twenty-eight randomly selected teachers out of forty-five were analyzed using descriptive measures and paired sample t-test. Findings revealed that teachers enact both summative and formative assessment tasks but with preferences for summative tasks. A significant difference in teachers’ conception of assessment was recorded, but there was no significant difference in teachers’ assessment conception based on gender. Recommendations are presented to improve the research knowledgebase on assessment in the Nigerian education context.
openalex: W3204484628 mag: 3204484628 id: openalex:W3204484628 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 10.37134/ajatel.vol10.2.9.2020 2129771:H8EXMAYT 2486141:262DS7XJ
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2129771:EFIQDYW2 2339240:DE8NBSA7 2405685:TJT9ZI8V
Keywords: _C:Sierra Leone SLE

Education For All (EFA): A Focus on Public Primary Schools’ Facilities, Curriculum and Teachers’ Professional Development in Lagos and Ogun States, Nigeria - Ige, Olumide Olakunle; Omotuyole, Christy; Sebili, Olabisi Toyyibah (KIU Journal of Humanities, 2020)
Although Education for All (EFA) was adopted over two decades ago by the signatory nations of the UN, it is evident that some nations, including Nigeria, are still struggling to accept its underlining requirement for its implementation. This study focused on the implementation of Education for All (EFA) in public primary schools in Lagos and Ogun States with regard to their facilities, curriculum and teachers’ professional development. Three research questions were raised and answered. The study adopted descriptive survey design. The study involved a total of 40 public primary schools, 400 teachers and 10 Basic 3 classrooms selected from Lagos and Ogun states in Nigeria. Data were gathered by means of teachers’ questionnaire and checklist for early childhood education. Data collated were analyzed using percentages, arithmetic mean and standard deviation. The study found that: While basic facilities are either fairly or adequately available in public primary schools in both states,, facilities for inclusive education are either inadequate or completely unavailable; The specified school curricula in the two states are not adequate in terms of procedure, instructional materials, methods and non-discriminatory strategies; and, Governments of both states do not engage public primary school teachers in continuous professional development. The study concluded that the operation of public primary schools presently falls short of expectations of EFA framework of actions. Recommendations are made on the basis of the findings of the study. Keywords: Education for All, Early Childhood Education, Inclusive Education
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Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import

Assessment of the Management of Business Teacher Education in Colleges of Education in the South-East Zone of Nigeria - Dikeocha, Lucy I.; Efughi, Samuel A.; Peters, Chioma B. (Nigerian Journal of Business Education (NIGJBED), 2020)
This paper focused on the assessment of the management of business teacher education in colleges of education in the South East zone of Nigeria. Two research questions were generated and two hypotheses were formulated to guide the study. The stu dy adopted a survey research design. The study area is South East Nigeria. The population of the study comprised 132 lecturers from the seven federal and state owned Colleges of Education in the South East zone. The whole population was studied because it is manageable. A four - point scale questionnaire was developed by the researcher to enable her collect data for the study. One hundred and thirty two (132) copies of the instrument were printed after validation and subsequently distributed to the 132 respondents used for the study. All the132 copies were personally administered to the respondents, completed, retrieve by hand and were used in the analysis. The items with regards to the research questions were analyzed using mean and standard deviation while null h ypotheses were tested at 0.05level of significance, using t - test statistic. The results showed that criteria such as seniority, length of service, experience, training in management, hard work, dedication, specialization in business education and integrity of the lecturer are the best criteria for appointing heads of department of business teacher education and that the level of supervision of instructions by heads of department of business teacher education and that the level of supervision of instructions by heads of department of business teacher education is inadequate. Based on the findings of the study, the researcher concluded that business teacher education in colleges of education in the South East Zone of Nigeria is yet to receive effective and ade quate management. The researcher therefore recommended that experienced, dedicated and specialist in business education should be appointed as heads of department by management of institutions
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Keywords: openalex:import

The import of professional development programmes for primary school teachers in Nigeria - Prince, OSIESI Mensah (International Journal on Integrated Education, 2020)
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.
openalex: W4251950867 id: openalex:W4251950867 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 10.31149/ijie.v3i10.677 2129771:NM8D3YPA 2486141:EWX83Z8E
Keywords: _UNICEF-SBTPD-Nigeria-selected; openalex:import