African Journal of Education and Practice

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria

Leigh, R. F, Ayodele, T. A. , Adekoya-Olapade, A. O. — Thu, 04 Jan 2024 00:00:00 +0300

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.

Contemporary Issues in Higher Education: Diversity, Inclusion, Management and Governance

Nyasha Makuve — Thu, 11 Apr 2024 00:00:00 +0300

Purpose: Teachers, students, and the administration of higher education institutions face a variety of opportunities and challenges as a result of diversity and inclusion. This study looks at diversity and inclusion as a current concern in postsecondary education from the perspectives of instructors, students, and institutional administration. It aims to offer suggestions for dealing with these problems in universities. Higher education institutions are independent and not subject to government oversight in the same manner as public sector organizations, despite receiving significant public funding. The governance, management, and autonomous status of higher education institutions are other topics covered in this work.

Methodology: This review draws from inclusion theory which has transformed the view on diversity management from preventing discrimination, which suits the moral view on equality as procedural or individual justice, to ensuring inclusion, which fits the moral view on equality as recognition of diversity. The information is based on literature from various sources.

Findings: This study highlights that diversity and inclusion creates a better workplace for everyone while creating an inclusive learning environment. Good governance assures the quality of decision-making hence promotes effective delivery of educational services in a higher learning institution.

Unique Contribution to Theory, Practice and Policy: This review article discusses various initiatives, strategies and challenges on diversity and inclusion in higher education as a contemporary issue. The paper also discusses the differences in management and governance as applied in higher education.

Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Byiringiro, E. — Fri, 05 Jan 2024 00:00:00 +0300

Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’.

Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.

Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.

Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.

Dilemma of African Higher Education Global Partnership on MDGS and SDGs

Orpha K. Ongiti, PhD — Tue, 02 Jan 2024 00:00:00 +0300

Purpose: The concept of global partnership in higher education (GPHE) in relation to Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGS) is a debatable topic in the 21^st century. GPHE seldom addressed the MDGs and SDGs. Yet, global GPHE is expected to be a panacea to achieving MDGs and SDGs. The purpose of this study was to determine the kind of global partnerships (GP) existing in some selected accredited universities in the East Africa Community (EAC^[1]) and whether they addressed the MDGs and SDGs.

Methodology: The Human Capital Theory guided the study purporting that investing in higher education produces a workforce to address global common challenges. Secondary data was collected from five accredited universities’ websites, hence analyzed thematically.

Findings: The results revealed that the majority (80%) of the universities were engaged in student/faculty exchange (80%), joint research (100%), scholarships (100%), capacity building/training (100%); and that their partnerships barely addressed MDGs and SDGs.

Unique Contribution to Theory, Practice and Policy: It is recommended that GPHE should incorporate the component of SDGs in their memorandum of understanding (MoU). Likewise, the EAC may consider establishing a body—EAC Global Partnership Association—to monitor and evaluate the implementation of global partnerships geared towards the achievement of SDGs. Overall, this study contributes to the implementation of SDGs by providing empirical evidence, insights, and recommendations for advancing GPHE to produce qualified and skilled workforce to transform the world. This study may trigger researchers to collect primary data to determine the extent to which GPHE includes and produces personnel for the achievement of SDGs.

High-Quality Education and Research Collaboration Play a Key Role in the Success of University-Integrated Hubs: Case Study of Kenyatta University – Chandaria Centre for Innovation

Pascal Nyiringango — Fri, 09 Feb 2024 00:00:00 +0300

Purpose: This study was carried out to investigate the role played by High-quality education and research collaboration in the success of university-integrated hubs.

Methodology: The study used Kenyatta University –Chandaria Centre for Innovation as the case study. The study employed a qualitative method and was descriptive by design. To cover all the variables, the study employed a theoretical framework that combined; Social Network Theory, Resource-Based View (RBV) Theory, and Institutional Theory. The theoretical framework allowed the researcher to investigate the role of social networks, resources, and institutional arrangements of the university in the success of university-integrated hubs.

Findings: The study findings showed that indeed there has been collaboration between researcher and also between the university and the private sector. These social networks together with resources and institutional arrangements at the university have greatly contributed to the success of the ihub. Despite the success however, there are still challenges which include; poor funding for research, high internet costs, lack of national policy on intellectual property, internal weaknesses included; poor state funding, lack of national policy on intellectual property, expensive internet services, non-commercialization of innovations and many others.

Unique Contribution to Theory, Practice and Policy: For University embedded ihubs to achieve their intended goal, the study give several suggestions such as increased research funding, fast tracking national policy on intellectual property, access to financial assistance and many others.