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Jerome Idiegbeyan-Ose Ayotunde Owolabi Chidi Segun-Adeniran Ayooluwa Aregbesola Sola Emmanuel Owolabi Toluwani Eyiolorunshe 《Public Library Quarterly》2019,38(1):103-115
One of the bedrock of Sustainable Development Goals (SDGs) is eradication of poverty and hunger. In an attempt to actualize this goal, the role of public libraries in information provision to agricultural extension agents in Nigeria becomes paramount. This paper discusses provision of information to agricultural extension agents in a developing country. It starts with the concept of extension agents and the essence of information provision to them. It further discusses types, sources and challenges of public libraries in information provision to agricultural extension workers in a developing country. Some of the challenges are as follows: poor funding of public libraries, demotivated staff, and so on. Based on these discussions, the paper recommended adequate training and retraining of staff, adequate funding of public libraries by the federal, state and local government, the revitalization of the abandoned mobile library services among others. The paper therefore concludes that information provision to agricultural extension agents by public library is very crucial for national development. The current state of poverty, hunger and lack in Nigeria and some other African countries could be reduced to a great extent if current, relevant and up-to-date information are provided by libraries to the concerned agencies. 相似文献
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This article is a survey of catalogue use by engineering students in Nigerian universities libraries. Simple random sampling technique was used to select one thousand three hundred and sixty-eight engineering students from three universities in the country. A questionnaire was used as the main instrument for data gathering. Some of the findings revealed that a majority of the student survey participants make use of the catalogue occasionally and prefer to browse through the shelves when searching for information in the libraries. This article recommends that library use instruction should be included in the university curriculum and that librarians should provide practical demonstrations on the use of various catalogues to students during orientation programs. 相似文献
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Awoleye O. Michael Siyanbola W. Owolabi Ogundari O. Ibikunle 《美中教育评论》2008,5(10):26-33
Now that the readiness of students in Nigeria higher institutions regarding e-learning have been established in a previous work （Awoleye ＆ Siyanbola, 2007） there is also a need for evaluation of teachers＇ skills vis-a-vis their preparedness towards online teaching. This work therefore measured both technical and attitudinal capacity （Pillay, et al., 2006） of the teachers across the institution types （the Universities, Polytechnics and Colleges of education）. In the overall, intensity of computer access is better than Internet access in all the institution types and the intensity of Intemet access is better than personal office connectivity. Although there are varied levels of access relative to institution types, Nigerian university teachers have better access to computer （98.4% of all respondents） and the Internet （94.8% of all respondents） than their counterparts in the polytechnics and colleges of education. Furthermore, computer access is better in the polytechnics （96.4%） than in the Colleges of Education （87.7%）. Further measurement with bias for age on teachers＇ technical proficiencies revealed that there would be no threat for continuity if online teaching were to be adopted. The research further showed that after the passage （which may be due to retirement） of the teachers who are over 50 years old, there are teachers between 41-50 years who will take over, thereby removing the burden of succession. Based on a number of issues identified, the research suggests some useful policy directions, which wilt enhance the use of computer and the Internet to facilitate teaching and learning in the institutions. 相似文献
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E. Ayotunde Yoloye 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):149-172
In their efforts to achieve relevance in educational content, many African countries have adopted a variety of broad strategies. These include the formulation of comprehensive educational policies, the preparation of periodic development plans, the mounting of special innovative educational projects, the creation of Curriculum Development Centres, and the setting up of regional curriculum development organizations such as the African Curriculum Organization. A number of specific strategies have been directed, with varying degrees of emphasis by the countries concerned, at four elements which curricula, textbooks, and methods must take account of if relevance of educational content is to be achieved: the African environment, the African child's development, the African cultural heritage, and the demands of technological progress and economic development. Evaluation of how successful these strategies have been still needs to be carried out.
Zusammenfassung In ihren Bemühungen, Bildungsinhalten Bedeutung beizumessen, haben viele afrikanische Länder eine Vielzahl breiter Strategien eingeführt. Diese schließen die Formulierung eines umfassenden Bildungswesens, die Vorbereitung periodischer Entwicklungspläne, das Anwachsen besonderer innovativer Bildungsprojekte, den Aufbau von Curriculums-Entwicklungszentren und das Einrichten von regionalen Entwicklungsorganisationen, wie die der Afrikanischen Entwicklungsorganisation, ein. Eine Reihe spezifischer Strategien mit unterschiedlichen Schwerpunkten, bestehend aus vier Teilen, sind in den betreffenden Ländern eingeführt worden, die Curricula, Lehrbücher und Methoden in Betracht ziehen müssen, wenn den Bildungsinhalten Bedeutung beizumessen ist: dem afrikanischen Umfeld, der Förderung des afrikanischen Kindes, dem kulturellen Erbe Afrikas, den Anforderungen des technologischen Fortschritts und der ökonomischen Entwicklung. Auswertungen, wie erfolgreich diese Strategien gewesen sind, müssen noch vorgenommen werden.
Résumé Beaucoup de pays africains, poursuivant leurs efforts tendant à la réalisation d'un contenu approprié des programmes d'études, ont adopté un nombre varié de grandes stratégies. Ceci inclut l'énonciation d'une politique de l'éducation globale, la préparation de plans de développement périodiques, le montage de projets d'enseignement spéciaux innovateurs, la création de centres de développement des programmes scolaires et la mise en uvre d'organisations régionales de développement des programmes scolaires telles que l'Organisation des Programmes Scolaires Africaine. Plusieurs stratégies spécifiques se sont focalisées sur quatre éléments, auxquels les pays concernés ont appliqués divers degrés d'importance, à savoir: l'environnement africain, le développement de l'enfant africain, l'héritage culturel africain et les exigences du progrès technologique et du développement économique, que les programmes, livres scolaires et méthodologies doivent prendre en considération si le but à atteindre est le caractère approprié du contenu des programmes d'enseignement. L'évaluation du succès de ces stratégies reste encore à effectuer.相似文献
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Tunde Owolabi Foluso Okebukola 《美中教育评论》2009,6(2):38-43,57
This study explored the effects of appropriate pedagogical skills （study groups and multiple intelligences） on students＇ efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean, standard deviation, analysis of covariance and multiple classification analysis. Findings revealed the significant difference in performance of the groups taught using study groups and multiple intelligences methods. 相似文献
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E. Ayotunde Yoloye 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(3):339-350
Formal and nonformal education differ more in strategies and administration than in content. This however is not to say that there are not some important distinctions in the nature of content of what is usually done under formal education especially when we are dealing with particular professions and vocations. Recent efforts to integrate formal and nonformal education especially since publication of the report of the International Commission on the Development of Education have highlighted certain challenges in defining the role of the teacher especially in the nonformal sector and in the operation of an integrated system. Examples of efforts at integration may be found in the community schools in many Eastern African countries, the mosque schools or maktabs in Pakistan, the N.A.E.P. in India, the Vocational Skills Improvement unit in Nigeria and the various extramural and extension programmes of tertiary institutions. Among the major implications for a new orientation of teachers are (1) the issue of mobility of individuals between the formal and nonformal systems, (2) the issue of integrating the administration of formal and nonformal education, (3) the issue of appropriate strategies for teacher training and (4) the issue of creating new cadres of teachers besides those currently trained in conventional teachers' colleges. Among the embedded challenges is that of evolving new assessment procedures and establishment of equivalences between practical experience and formal academic instruction. The educational system as a whole still has a considerable way to go in meeting these challenges.
Zusammenfassung Formale und nicht-formale Erziehung unterscheiden sich mehr durch die Strategien und die Verwaltung als im Inhalt. Dies will jedoch nicht heißen, daß es nicht inhaltlich unterschiedliche Schwerpunkte gibt, wie es normalerweise in der formalen Erziehung besonders dann der Fall ist, wenn es sich um spezielle Berufssparten und Erwerbszweige handelt. In letzter Zeit haben Bemühungen um eine Integration formaler und nicht-formaler Erziehung besonders seit dem Bericht der Internationalen Kommission zur Entwicklung der Erziehung (Faureet al., 1972) bestimmte Herausforderungen bei der Definition der Rolle des Lehrers betont. Dies gilt speziell für den nicht-formalen Bereich und die Handhabung eines integrierten Systems. Als Beispiele solcher Bemühungen um Integration ließen sich dieCommunity Schools in zahlreichen ostafrikanischen Ländern, die Moscheeschulen oder Maktabs in Pakistan, die NAEP (Nationale Erwachsenenbildungsprogramme) in Indien, dieVocational Skills Improvement Unit (Abteilung zur Verbesserung beruflicher Fertigkeiten) in Nigeria und verschiedene außerschulische und Erweiterungsprogramme der tertiären Einrichtungen anführen. Zu den hauptsächlichen Folgen für eine Neuorientierung der Lehrer gehören die Fragen 1) der individuellen Beweglichkeit zwischen formalen und nicht-formalen Systemen, 2) der Integration der Verwaltung formaler und nicht-formaler Erziehung, 3) geeigneter Strategien für die Lehrerausbildung, und 4) der Schaffung neuer Lehrerkadern zusätzlich zu den zur Zeit in konventionellen Lehrerausbildungsanstalten ausgebildeten. Zu den inhärenten Herausforderungen gehört es, daß neue Bewertungsverfahren Äquivalenzen zwischen praktischer Erfahrung und formaler akademischer Lehre entwickeln. Das Erziehungswesen als Ganzes hat noch einen weiten Weg zu gehen, bevor es diesen Herausforderungen gerecht werden kann.
Résumé Les systèmes d'éducation formelle et non-formelle diffèrent davantage par leurs stratégies et leur administration que par leur contenu. Cependant, cela ne signifie pas qu'il n'y ait pas de distinctions importantes dans la nature du contenu de ce qui est habituellement enseigné dans le cadre de l'éducation formelle, notamment lorsque nous abordons quelques professions et métiers particuliers. Les efforts qui ont été entrepris récemment en vue d'une intégration de l'éducation formelle et non-formelle, en particulier depuis la publication du rapport de la Commission Internationale sur le Développement de l'Education (Faureet al., 1972), ont mis en lumière les obstacles rencontrés lors de la définition du rôle de l'enseignant, en particulier celui chargé du secteur non-formel, et de l'application d'un système intégré. Les écoles communautaires de nombreux pays d'Afrique orientale, les écoles des mosquées ou maktabs au Pakistan, le NAEP en Inde, l'Unité de Perfectionnement des Compétences Professionnelles au Nigéria et les nombreux programmes extramuraux et d'extension des institutions tertiaires offrent divers exemples d'efforts déployés au niveau de l'intégration. Une nouvelle orientation des enseignants implique en particulier (1) la question de la mobilité des individus entre les systèmes formel et non-formel, (2) celle de l'intégration de l'administration de l'éducation formelle et non-formelle, (3) le problème des stratégies appropriées pour la formation des enseignants et (4) la question relative à la création de nouveaux cadres scolaires en sus des enseignants formés actuellement par les écoles normales conventionnelles. Ces défis posés incluent également celui relatif au développement de nouvelles procédures d'évaluation et à l'établissement d'un système d'équivalences entre l'expérience pratique et l'instruction scolaire formelle. Le système d'éducation dans son ensemble devra parcourir un long chemin avant de pouvoir relever ces nombreux défis.相似文献
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