EDU 112 Study Guide PDF

COMPILED BY A-MEDIA 09123315386 １ EDU 112 - FOUNDATIONS OF EDUCATION COMPILED BY A-MEDIA NOTE: Kindly note that this PDF was not made available to replace the textbooks but rather provided as study guide, in othe...

COMPILED BY A-MEDIA 09123315386 １ EDU 112 - FOUNDATIONS OF EDUCATION COMPILED BY A-MEDIA NOTE: Kindly note that this PDF was not made available to replace the textbooks but rather provided as study guide, in other to help students have more understanding on the course and to give an insight of how the C.A/EXAM will be. You are expected to pay attention so that you can understand accordingly. This material has two session: PART A is the summary of this course, while PART B will be for PQ. Make sure to share this Study Guide with your colleagues. Success is yours by God`s grace. PART A: EDU 112 SUMMARY BY A-MEDIA COURSE OUTLINE  Foundations of Education  Basic Concepts in History of Education in Nigeria  Traditional Education in Nigeria  Advent of Western Education in Nigeria  Islamic Education in Nigeria  Education in Pre- Independent Nigeria  Basic Concepts in Sociology of Education  Basic Concepts in Philosophy of Education  Basic Concepts in Psychology of Education  Introduction to Comparative Education  Relevance of Educational Evaluation to Teaching and learning  Contemporary Current Issues in Education １ COMPILED BY A-MEDIA 09123315386 ２ FOUNDATIONS OF EDUCATION Definition of Foundation Foundation is the structure that transmits the leads of the building to the soil. The purpose of Foundation is to transfer the load of the structure to the underlying soil causing the danger of failure in shear and excessive settlement Education Education in it general sense is a form of learning in which the knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching, training or research. It is preparing a person to face everyday life. Education could be understood to mean the total development of the individual child, through acceptable methods and techniques, according to his abilities and interests, as well as the needs of the society, to take his rightful place and contribute adequately to the advancement of his society. (Amaele 2003). (Fafunwa 1974) defined Education as what generation gives to it's younger ones, which makes them to develop attitudes, abilities, skills, and other behaviors which are of positive value to the society in which they live. Etymologically, education derived its meaning from two Latin words ‘educare’ and ‘educere’ respectively. The word ‘educare’ is interpreted to mean; to train or to form or to mould. Education here seems to be sociologically biased. In other words, educare implies that the society trains, forms or moulds the individual to achieve the societal needs and aspirations. Education can also be referred to as a process of initiating the child into cherished norms and skills, it's designed and implemented by the more matured or the adult members of the society to effect the desirable changes in the younger ones, from one generation to the other. Forms/types of Education Education can generally be classified into three forms, namely: formal, informal and non- formal. Formal Education: This is the type of education which is received in the regular formal school setting, for instance, the primary, secondary and tertiary institutions. Formal ２ COMPILED BY A-MEDIA 09123315386 ３ education has well determined setting where well trained and equipped personnel (teachers) interact, on regular basis, with the learner(s) on planned educative processes. The curriculum, the learning environment, instructional materials, testing and evaluation, human resources and others are planned ahead of time to achieve specific objectives within the time frame. Everything is patterned from the entry point to the exit point. The books, the classroom, the pupils, teachers, curriculum, etc are selected and formalized. Informal Education: This process of education includes all other agencies of learning outside the formal learning system. These agencies include the home (family), church or mosque, peer-group, mass-media. Informal education can also be received in the market, farm, along the road and so on. Though, not deliberately, planned like the formal education, informal education provides learning opportunities for the child to develop his natural potentialities within a given limit. It enlarges the child’s scope of learning and helps to build up the comprehensive experience of the formal education system. What the child learns from his/her mother, father, elderly ones, peer groups, associations etc, and fall under the informal education. Non-Formal Education: This form of education has some basic characteristics of formal education like planned program of action, contact persons, programmed assignment or examination and others, but it is not formal. It is not within the regular school system. Non- formal education is mainly received through workshops, seminars, correspondences, and television and radio media. Foundations of Education This refers to the broadly conceived field of Education study that derived its character and methods from a number of academic disciplines, combinations of disciplines and area studies including history, philosophy, sociology, political science, economic, psychology e.t.c TRADITIONAL EDUCATION IN NIGERIA Traditional or indigenous education refers to the system of education that prevailed in most Africa societies before the advent of western or Islamic education. ３ COMPILED BY A-MEDIA 09123315386 ４ Traditional education is the indigenous, ancient or old education in any society, which is aft old as the society itself. Through this system of education, attitudes, the beliefs, the morals, the customs, the traditions etc., of the society are passed from one generation to the other. The people of Nigeria, like their counterparts all over the world, had their peculiar way of life, a culture which they handed over from one generation to another, before the introduction of Islamic and Christian education. That education process, which is still in existence today, is the traditional education. The education is a complete system of life as it provides for the people assistance in almost every aspect of their needs: physically, socially, mentally, spiritually and morally. Philosophy of Traditional Education in Nigeria In this context, philosophy in traditional education refers to the people’s way of thinking, beliefs, feelings and doing things. Philosophy of education varies from one place, time and people to another. It is not static and so not peculiar to only one race. Basically, Modern philosophy is divided into 3 main aspects and they are fully incorporated in the traditional philosophy. They are metaphysics (believe that man is beyond physical form. it deals with issues beyond ordinary human comprehension such as the nature of God, man, death, universe etc.), epistemology (deals with the meaning, scope, sources and types of knowledge. It’s the acquisition of knowledge via instruction, oral literature, ceremonies, apprenticeship, storytelling, observation, participation) and Axiology (deals with the issues of morality and values. That is, it comes through moral and character training in order to conform to the society). Octiti (1973) summarizes traditional philosophy in five words:  Communalism: emphasizes that the interest of the group overrides that of an individual.  Preparationalism: stresses the preparation of every member of the society for every aspect of life.  Perennialism: trains the child to the unchanging norms of the Society.  Wholisticism: prepares the child for all round Education.  Functionalism: emphasizes the usefulness of education to learners. Goals & Aims of Traditional Education The aims of traditional education include: ４ COMPILED BY A-MEDIA 09123315386 ５  To preserve the cultural heritage of the extended family, clan and the tribe;  To adapt members of the new generation to their physical environment and teach them how to control and use it;  To explain to them that their own future depends on the understanding and perpetuation of the institutions, laws, language and values inherited from the past. (Amaele 2004, pp.5- 6). The aims of traditional education can also be grouped as follows  To perpetuate but not to change the cultural heritage of the clan  To prepare and equip children with the required knowledge, skills, mode of behavior and beliefs for playing their roles in adult life  To inculcate a sense of belonging;and  To discipline the child to mould his character and to inculcate in him, desirable moral qualities such as sociability, solidarity, courage, humility as well as obedience(Ocitti1973).  Fafunwa also enlarged the aims of traditional education into seven cardinal points:  To develop the child’s talent skills;  To develop the child’s character;  To inculcate respect for elders and those in authority;  To develop intellectual skills;  To acquire specific vocational training and to develop a healthy attitude towards honest labor;  To develop a sense of belonging and participate actively in family and community affairs;and  To understand, appreciate and promote the cultural heritage of the community at large (Fafunwa1974p.20) From all the various aims set by these authors, the affective domain (character training) occupies the most important position in the traditional education set- up. Characteristics of Traditional Education  The education is a collective and social activity. In other words almost everybody is involved in the training of the child; ５ COMPILED BY A-MEDIA 09123315386 ６  It is multi-dimensional in character in terms of its goals and the means employed to achieve the goals(methodology);  It is planned in gradual and progressive steps in order to achieve conformity with the successive stages of physical, emotional and mental development of the child; The education relies more on informal instruction;  It has limited specialized training;  The education depends so much on oral tradition;  Traditional education is practical and general towards specific situations;  Religion, ethnics and education are inextricably related. Theyare interwoven andinseparable;  The education is basically conservative and opposed to change;  The education can take place at any time and place;  Traditional education is a lifelong process. (Amaele 2005pp6-7) Contents of Traditional Education The curriculum of traditional education is categorized as follows:  Activities on character building, since conformity was necessary;  Physical training through physical contests,wrestling, perseverance activities,etc;  Arts and crafts, carving, painting, modeling, artistic and creative pursuits, songs and dances, masquerades etc;  Intellectual training, including singing and counting,games, arithmetic etc; Study of facts about natural environments: a father moves about with his son, introducing him to the names of different objects, plants, animals,etc;  Historical knowledge including stories about the gods, traditions of various societies which were preserved in folklore and regarded as legends which pass from one generation to another. Method of Teaching The methods of teaching in this education system include : ６ COMPILED BY A-MEDIA 09123315386 ７  Indoctrination,  Socialceremonies,  Reward and punishment,  Imitation,  Play,  Oral literature,  Instruction. The following learning techniques also form the bedrock of the tradition education:  Observation,  Participation,  Intuition,  Dedution,  Apprenticeship. Stages of Education Development Some scholars of traditional education believe that education starts at conception. Hence, the expectant mother is expected to ensure a desirable future for the child. But others such as Fafunwa (1974) uphold that the education of the child starts at birth.  Infancy: This covers the first five years of the child. The mother and father as well as the immediate members of the family are the first group of teachers at this level. Later the peer group influence follows. The education at this stage centers on the personal needs of the child such as food, body care, evacuation, sleep etc. This is usually done by petting, rocking, singing and reassuring appellation to soothe and communicate pleasure. As the child grows he learns to sit, crawl, walk, talk etc. During this period, rewards and punishment are important method of teaching. As soon as the child is able to eat solid food, he is weaned.  Childhood: This covers the age six to twelve. At this age, the child moves out for the discovery of the world around him beyond his mother and immediate family. He has also mastered his mother tongue which for effective communication, learning at this stage is mainly through play, imitation, observation and participation. Education in this stage will be separated according to sex. During play, the child imitates the type of job, character or what he sees his parents do. While acting during play, any passer-by owes it a duty to correct him if, and when he gets into difficulties or is doing the wrong thing. At this stage the boys imitate and take to the roles of fathers, the girls take to those of their mothers. It also a ７ COMPILED BY A-MEDIA 09123315386 ８ period of learning about things around their environment: names of trees, animals, fish, objects, insects e.t.c  Adolescence: This stage starts at the age of twelve. Learning at this stage is done through folklores, riddles, proverbs, myths, legends, imitation, participation, social ceremonies, dos and don't s, and so on. The aim of the girl-child education at this period is to prepare her as a future house wife and mother. The boy on his part works under close supervision of his father or elderly brothers or relations, to become a future husband and father.  Adulthood: Education in the traditional society is a continuous and endless one, whereby the adult receives his/her education from both the parents and parent-in- laws and or any elder in the community. He also learns from the happenings within and outside his environment. Advantages of Traditional Education  The education makes everybody a functional member of the society, thereby minimizing unemployment and social unrest;  It inculcates high level of discipline among the people;  It unites every member of the society and bring peace and happiness to all;  There is the fear of God and ancestors which goes to check members character and behaviour;  It transmits to the younger ones things considered by the society to be worthwhile;  It provides physical, mental, social, moral and spiritual growth for the individual;  The education is adapted to the needs of the society;  Every member of the society has the opportunity to receive education according to his ability and talent. Disadvantages of Traditional Education  Traditional education is too rigid, too conservative and, to some extent, lacks critical examination;  It is full of dos and don’ts, as well as, fears and threats;  It is not open and so does not give enough room for research and improvement; ８ COMPILED BY A-MEDIA 09123315386 ９  Traditional education has limited scope in terms of content and curriculum;  It is mainly informal, hence limiting the span of knowledge;  It does not have well defined structure, duration or time;  Traditional education lacks uniform standard. The standard varies from teacher to teacher or community to community. WESTERN EDUCATION IN NIGERIA Western education is the type of education that was introduced into Nigeria by Christian missionaries and colonial master majorly from Britain, Europe, America and Portugal The aim of Christmas missionaries was to convert pagans to Christianity. They taught their convert how to read, write and do simple calculation of numbers in the western tradition There had been early missionary activities in Nigeria as far back as the 15th century. We would consider 1842-1881 because it was during this reign that the western form of education effectively started and became deeply rooted in Nigeria. Historical development of western education in Nigeria The 1842 Christian missionary entry into Nigeria was not the first, it is important to note that as early as 1472, the Portuguese merchants has visited Lagos and Benin. By 1485 they had started trading activities with the people of Benin. Consequently, by 1515 the Catholic Missionaries through the influence of Portuguese trades had established a primary school in the Oba’s palace for the children of the Oba and his chiefs and they were all converted to Christianity. The Catholic missionary activities also extended to Brass, Akassa, and Warri where churches and schools were established, but the catholic influence was almost wiped out by the slave trade which ravaged West Africa for nearly three hundred years [Fafunwa 1974: 74-75] The aims of the education as at that time was to enable the Africans participate effectively in commerce. Hence, it was argued: The Portuguese were mainly interested in commerce but they nevertheless realized that if Africans were to be customers, they must have some rudiments on education and accept Christianity. (Fafunwa 1974 p 74). ９ COMPILED BY A-MEDIA 09123315386 １０ However, Western education in Nigeria dates back to 1842 on September 24, 1842, the Wesleyan Methodist Society had the distinctive honor of being the first Christian organization/mission to arrive in Badagry, Lagos. The mission sent Rev. Thomas Birch freeman to Badagry after a formal invitation by the Yoruba emigrants from Siera- Leon who had settled in Badagry. Mr. De Graft an Africa born at cape coast and his wife, accompanied Freeman. A school was opened under the supervision of the Mr. De Graft; by the end of 1843 there were 50 boys and girls attending the school regularly. After the visit, Rev Samuel Ajayi Crowther and Rev. C.A Gollmer accompanied exploratory Rev. Townsend back to Badagry in 1844 where they established a church, a school and a mission house. The church missionary society (CMS), represented by Rev. Henry Townsend arrived in Badagry on the 19th of December, 1842 for preparatory move toward establishing a mission in Nigeria. These people also started a school which was attended by 52 adults. In August 1846, the CMS moved to Abeokuta, thereby making it the first mission to move to the interior. There in Abeokuta, they immediately commence class and started two schools, one for boys and the other for girls. While Samuel Ajayi Crowther supervised the girls school In 1846 the Presbyterian mission arrived at Calabar and established a station while southern Baptist convention from America opened a school at Ijaye in 1853 In 1855, they also established a school at Ogbomoso and in that same year, also founded the first Baptist school in Lagos, which was the nucleus of Lagos baptism academy. Apart from the Baptist mission , the Roman Catholic came in 1868 and established its first school and within a few years had over 400 people. The Baptist mission and her educational activities soon spread to Abeokuta where and elementary school was opened in 1855 under the supervision of M. R. Prest. By 1857 the Niger mission had been established by Rev. Samuel Ajayi Crowther and Rev. J.C Taylor. School were immediately founded at Gbede and Onitsha. By 1864, another school had opened at Idda followed by other ones at Alaska and Bonny. Note other mission established themselves which history didn’t reveal the years, these included Quaiboe mission with its headquarters in Northern Ireland １０ COMPILED BY A-MEDIA 09123315386 １１ Primitive Methodist missionary society which later moved to Fernando Po and later extended its influence to calabar and Owerri province. The early Mission School and the Mission Policies The early mission schools were established in church premises. Each Christian denomination was actively involved in the establishment of their own churches and schools. They used education as a means of converting Nigerians into their various denominations. Because of this overriding interest on evangelism, the missions confined themselves within the area of literacy, religion and moral education. The major aim of the early Christian missionaries was to convert Nigeria to Christianity through education. The missions all had some similar policies but varied in their practice. For instance, all the missions agreed that literary education was an essential part of of their work even though they differed in their approaches. They all saw literary education as a powerful agency for the moral and intellectual upbringing of the people and it was this that spurred the establishment of various schools. The second major policy that was common to all the mission was that mission education should aim at The final policy that could be identified during this period was the emphasis on industrial education. As early as 1846 the missionaries had embarked on the policy of encouraging agriculture There were extensive plantations of corn, beans, groundnut and cassava. It was in pursuance of this policy that the CMS established industrial institutions at Abeokuta and later at Onitsha and lokoja in order to give encouragement to the cultivation and exportation of cotton The CMS also started bricks field in Ebutte Metta. Problems of Early Mission Schools A lot of problems were identified in the operation of the early mission schools, such as: (a) Lack of central school laws; leading to non-uniform standard for running schools; (b) The schools lacked standard qualification for teachers; (c) The movement of teachers and pupils was not checked resulting to irregular attendance; (d) The focus of the school was religion; １１ COMPILED BY A-MEDIA 09123315386 １２ (e) There was acute shortage of fund and this affected the availability of qualified teachers; (f) There were no trained teachers and no training colleges; (g) There was lack of common syllabus and no standard textbooks; the few that were available were not relevant to the local people; (h) The school lacked adequate supervision as well as teaching and learning materials and necessary facilities; (i) There was no regulated standard examination for all the schools; (j) There was no uniformity in teachers’ condition of service and no job security for the teachers; (k) In some cases, some older pupils were used to teach the younger ones; this affected quality; (l) The method of teaching was mainly by rote; (m) It created the problem of educational imbalance between the northern and southern parts of Nigeria; (n) There was no serious interest and commitment shown by the missions in secondary and vocational education in Nigeria. (Osokoya 1985p.61). Some Contributions of the Early Missions a. They laid the foundation for Western Education in Nigeria; b. They introduced English language which becomes the nation’s official language of communication among various tribal and ethnic groups; c. They produced the first written words in local languages. For instance, Bishop Samuel Ajayi Crowther introduced Yoruba Language to writing and translated several books and the Bible into Yoruba; d. They helped in eradicating slave trade and some other forms of negative practices in Nigeria such as human sacrifices, killing of twins and the Osu caste system; e. They introduced Christianity in Nigeria. ISLAMIC EDUCATION IN NIGERIA Islam is a comprehensive way of life which makes provisions for every facet of our existence. The word was derived from Arabic root ‘Salama’ which means peace. Islam １２ COMPILED BY A-MEDIA 09123315386 １３ denotes submission to the will of Allah (God). Its believers are called Muslims. It entails the three domains of knowledge: cognitive, affective and psycho-motor. Islam is concerned with the moral, intellectual, social, economic, as well as spiritual development of man. Education is the totality of the experiences made available to the individual in order to make him develop a rounded personality and be useful to himself and his community. Islamic Education is a process by which the values spelt out in the holy book (QURAN) and the traditions of prophet Muhammad (S.A.W) are handed over down from one generation to another generation. Islamic and traditional education had existed long before western education. Islamic education came along with the spread of Islam. Philosophy of Islamic Education Philosophy, from the ordinary man perspective, is a reflection of the people’s world views. Schofields (1972) defined it as “a process of asking particular questions in particular areas” (p.11) technically, philosophy is characterized by a logical, consistent and systematic thinking so as to reach sound, coherent and consistent answer. (Akinpelu 1981 p.2). In Islam, the Holy Qur'an offers explanations for all the constituents of philosophy. The nature of God is not in doubt. He is perceived as the Almighty Allah. Man is presented as a representative of God on earth. He is made up of the indivisible components of body, soul and intellect. Man is created good and innocent and is charged to do good for he must surely give account of his works on earth on the day of judgment. Islam also recognizes the importance of knowledge of man and enjoins adherents to seek it. It recognizes two forms of knowledge; namely revealed and acquired knowledge. The Holy Qur'an lays emphasis on various values which it compels on Muslims. These include honesty, truthfulness, justice, humility. Etc Aims of Islamic education The major aim of Islamic education, according to Abdullahi (1982) is to “build up the individual who will act as Allah’s Khalifah (representatives on earth) or at least put on the part that leads to such an end”. In other word, Islamic education aims at producing Allah’s representatives who will do well to mankind on earth. １３ COMPILED BY A-MEDIA 09123315386 １４ Hence, it urges Muslims to imbibe the values of kindness, generosity, patience, steadfastness, honesty and so on. The Holy Qur'an emphasizes on high moral standard, obedience, good behavior and others among adherents Content of Islamic Education Qur'an is a Holy document for all Muslims. It is the reference point from where the totality of Islamic education is drawn as illustrated by Abdul Tawwab (1980 p 108). It shows that the content of Islamic education is designed to jealously preserve the Qur'an and urge Muslims to adhere strictly to tenets of the religion. Another book of relevance which further guides the content of Islamic education is the Hadith. It contains the sayings of Prophet Mohammed, which gives some clearer information on some verses of the Qur'an, among others. Islamic education also covers other areas of study in economics social sciences, medicine, pure science, arts and soon. History of Islamic Education in Nigeria Islamic Education came along with the spread of Islam. Many historians believe that Islam began to penetrate the Western Sudan (roughly present day West Africa) as early as the 738 A.D. Islam was limited to few then, however the real impetus to the spread came in the turn of the 19th century with the jihad of Uthman Ibn Fudio. Note that Islam was firmly established in the North before it gradually spread to the South and other part of Nigeria. Islam was introduced into Nigeria in the eleventh century of the Christian era through ancient Kanem Borno Empire (Fafunwa 1974). According to (Abdulkareem 1990), the present Borno state, Bauchi state and part of Gongola state constituted the famous ancient Bornu Empire. By the end of 13thcentury, kanem had become a center of Islamic education attracting Muslim scholars and teachers from Timbuktu in Mali as a result of intensive propagation, kanem eventually produced native scholars who distinguished themselves in Arabic language. The whole empire was Islamized giving way for the preponderance of typical Islamic schools known as Madrasah. (Fafunwa 1974). At the end of 15thcentury, Islam had been firmly established in Kano. It was brought there by a party of forty Wangara traders from Mali, members of the party were eventually absorbed in general population of Kano (Fafunwa 1974). Features of the firm establishment of １４ COMPILED BY A-MEDIA 09123315386 １５ Islam at Kano included: the construction of mosque, the promotion of the principles and practice of Islam, e.t.c The Mukhtasar of Khalil which means one of the standard source of Islamic law was introduced to Kano for the first time by an Egyptian. Muslim scholar who visited the city at the end of the 15thcentury (Hunwick 1965). Next to Kano in the development of Islamic education was Kastina which also became a center of Islamic excellence in the 15thcentury. Again Muslim scholars paid regular visit to the town carrying with them scholarly materials on Arabic and Islamic studies. The incessant Islamic educational activities culminated in the emergence of local erudite scholars particularly in the 17thcentury. They included Muhammadu Dan Masina and Muhammadu Marina (Fafunwa 1974) or Dan Masanih (Hunwick 1965). The two scholars worked in collaboration with other learned men to set up an Islamic system of education, which allowed interested individuals to receive Islamic education directly from the scholars. Grandaunts of the system were awarded certificate, at the end of their Private Studies. The process of Islamisation prepared the ground for Sheikh Usman Dan Fodio’s revolt in Hausa land in 1804 (Fafunwa 1974). The revolt was against the blending of Islam with traditional pagan practices which was then common in most part of Hausa land. The revolution, expressed in the form of jihad, resulted in the spread of Islam to Gobir, Kebbi, Gwandu, Yauri, Borgo, Dendi and Bachi (Hunwick 1965). In the southern part of the country, Islam is reported to have reached Yoruba as “early as the 17thcentury” (Atanda 1980). According to (Atanda 1980, pg 37), “visitors to Yoruba land in the 18thand 19thcentury found large muslim communities in northern and western Yoruba, notably in places like Oyo, Ikoyi, Ogbomosho, Iseyin, Igboho, Ketu and Lagos. Meanwhile, the involvement of Muslims in Oyo policies consolidated the gains made by Islam in Yoruba land. This was achieved when Afonja invited sheikh Alimi, a Fulani Muslim scholar at Ilorin, to assist him against the Alaafin. Sheikh Alimi capitalized on the crack within the old Oyo Empire by overthrowing Afonja and extending the jihad to Yoruba land. Some Yoruba obas and chiefs accepted Islam and worked towards its growth and development. At last, Ilorin became not only a popular Muslim city but also a center of Islamic thought (Atanda1980). １５ COMPILED BY A-MEDIA 09123315386 １６ The Jihad by Uthman Dan Fodio helped to revive, spread and consolidate Islamic studies and extend access to education also to women. Thus, before the arrival in Nigeria of the Western education in the 19thCentury, Islamic learning had been established. Islamic studies had also penetrated the Western parts of Nigeria before the arrival of the Jihadists; but the Jihad strengthened the religion where it was weak. Support for Islamic education came From some Northern Nigerian leaders, especially Abdullah Bayero, (Emir of Kano), who, on his return from Mecca in 1934, introduced new ideas by building a Law School for training teachers of Islamic subjects, and Arabic as well as English and Arithmetic(Fafunwa,1974). The school continued to grow and expand in scope such that before long, and with the support of the then Northern Region Ministry of Education, it had grown into the popular Bayero College, Kano, which became a part of Ahmadu Bello University and later the present Bayero University, Kano. The institution helped to expand the scope of Islamic studies in Nigeria. Slowly, but steadily, Islam penetrated Ijebu land towards the end of 19thcentury. It made further progress to Ekiti, Owo, Ondo through traders and liberated soldiers from the eastern part of yorubaland (Atanda 1980). In all this effort to propagate islam, the religion carried its educational system along with it. Qur’anic System of Education in Nigeria Quranic schools originally started in the premises of mosques. The school later began to operate in the respective teacher’s house, preferably in the sitting room, verandah or courtyard. The class varies in size from 10 to as many as 40 or 50 pupils. There was no standard regulation or quality, as everything depended on the availability of space and the quality and personality of the individual teacher.  Primary/Nursery level: As early as the third year of life. Muslim children are expecting to start the first stage of Quranic Education. The pupils at this stage learn mainly through repetition and by rote the shorter chapters of the Qur'an. When teacher leads the class in reading out a new verse, the pupil repeat several times until they have mastered the verse or verses. In the past, wooden slates were used and a chapter at a time was written with Tada (ink) on the Wala. This process and stage of education are now being carried on in nursery/primary schools with Islamic orientation. There is also alphabet １６ COMPILED BY A-MEDIA 09123315386 １７ writing where a slow, painstaking exercise which prepared pupils to read and write Arabic text. This usually ends and leads to Wolima.  Secondary level: This involves learning the meaning of the verses he had committed to memory. They got exposed to books (HADITH).  Advance level (university level) Students learn grammar. Rote learning still dominate the learning process. The courses offered at this level include:-  AS-SARF:- grammatical inflections  AN-NAHW:-syntax  AL-MANTIQ HISTAB:-arithmetic  AL-FIGH:-jurisprudence  AL-AQA'ID:- scholastic theology  AL-TAFSIR:-commentaries on the Qur'an  AL-HADITH:-The traditions of the prophet and commentaries there. It is not often that one teacher attains perfection in all of them. But today, Quranic schools are restructured to meet some tenets of modernization in Nigeria. There are about four categories of Quranic schools.  The first category is called “Ile Kewu” model. This type ofQuranic School still operates in the house of the teacher. There is no codified rules and no fixed standard, and no particular fixed period of learning. In some school, it holds twice a day: 8-10, 2-4. These things vary from teacher to teacher. Parents and pupils rather show appreciation to the teacher in kind or cash.  The second category of Quranic School is neither strictly formal nor completely informal. The schools are not run in the teachers’ homes as in the case of the first category. Classrooms and benches are provided for the learners, as in the formal school system, but it lacks uniform standard and rules. The school lays emphasis on Islamic studies with Arabic language as its medium of communication.  There is the third category of Quranic schools. These schools function like the formal schools with approved syllabuses, classrooms, timetables. They also (for consistency) prepare their pupils for the same external examination such as the Senior School Certificate Examination (NECO and/or WASCE). They offer all if not most of the secondary school subjects. Some of them learn through the medium of Arabic language. １７ COMPILED BY A-MEDIA 09123315386 １８  There is also another category of Quranic schools. They are run like other formal secondary schools. Unlike other categories mentioned earlier, this category of Quranic schools use English Language as the medium of instruction for all the subjects offered, including Islamic studies. This is the category of Quranic schools that produces most of the candidates for admission to various tertiary institutions (Jimoh2004). EDUCATION IN PRE INDEPENDENCE NIGERIA Main features of the development of Education in Nigeria between 1882-1859 Western education started in Nigeria in 1842 with the coming of the Christian missionaries. There was a first attempt by the Catholic Portuguese in the 15th century. 1842-1882 can be regarded as exclusive missionary activities. Missionaries established primary, secondary, technical schools, pay teachers, discipline and provided the curriculum. Colonial government only had little or no attention to educational development. They only provided grant-in-aid to three missions at that time. It was in 1882 that colonial government started showing more interest in educational activities. This led to enactment of 1882 Education Ordinance. The provision of the 1882 Education Ordinance were;  Constitution of a General Board of Education  Outline the duties and powers of the board  Classification of school into government and private  Freedom of religion  Provision of grants  Condition for giving grants-in-aids  Appointment of inspector of schools  Special rants to industrial schools  Admission of indigent children １８ COMPILED BY A-MEDIA 09123315386 １９  Grant to teacher training institutions  Defining school curriculum 1887 Education Ordinance On 30th may, 1887, Education Ordinance was enacted by Cornelius Alred Moloney, the governor of Lagos colony as a result of the shortcoming of the 1882 Education Ordinance and Agitation of nationalist for the separation of Lagos from Gold Coast.. The area known today as Nigeria had not been defined at that time. It was the 1887 ordinance that was accepted as realistic and become the foundation of the Education law of Nigeria. The Governor of Lagos colony was created on 13th January 1856. Provision of 1887  Constitution of board of education – governor, legislative council, inspector of schools and 4 governor nominees.  Grant-in-aid to teacher training institutions.  Certificate of teachers.  Safeguard to religious and racial freedom.  Appointment of inspectors of schools and education officers.  Rates and conditions of granting grant-in-aid to infant schools.  Term of operation for the board.  Establishment of scholarships flor secondary and technical education.  Power of governor to open and maintain schools.  Admission of indigent children to schools. The 1887 Ordinance;  Established the principle of partnership in education.  Increase dual system of education. １９ COMPILED BY A-MEDIA 09123315386 ２０  Government maintain its own schools and assisted mission and voluntary agencies (private schools).  Government established schools and made it open to all citizen.  Government encouraged technical schools and provided grants.  Provided scholarships for primary school leavers. The Effect of the 1887 Ordinance  Gradual expansion of school education.  Dr. Henry Carr a Nigerian was appointed sub-inspector in1889 Deputy inspector 1891 and inspector in 1892.  First government school was established in 1899. The 1916 Education Ordinance In 1914, the colony and the protectorates of southern and Nigeria was amagalmated with the northern protectorates. Lord Frederick Lugard was appointed as the government general of Nigeria. He made attempt to provide for Nigeria, an education which emphasis good character and usefulness to individuals and social at large and this resulted in the 1916 Education Ordinance which was approved on 24 Dec. 1916. The objectives of the ordinance are as follows;  Training in the format of character and habit, discipline.  Co-operation between government and mission.  Rural and urban education.  Increase in numbers of literate Nigerians.  Government control over all schools (government and non-exerted schools). Phelps Stokes Commission in Africa Phelps Stokes commission on Education was appointed in 1920, Financed by Phelps Stokes fund and Initiated by American Baptist Foreign Missionary Society. The commission published it reports in 1922. Objectives of the Commission ２０ COMPILED BY A-MEDIA 09123315386 ２１  To inquire into the educational work done presently  Educational needs of the people in terms of religious, social, economic conditions  Find out where their needs are being met  Report as appropriate Achievements First true commission on education in Africa. It was thorough, accurate and comprehensive in scope. It led to the broadening of curriculum and its led to the 1925 and 1926 education ordinance. The 1925 Memorandum on Education The 1925 memorandum Education. It's set out of the principles on what the Education system of the colonies should be based on. It was the adoption of the Phelps Stokes report on education. Content of the memorandum set up include;  Established of advisory board  Adaptation of education to local condition  Use of vernacular  Thorough supervision and inspection of schools  Encouragement of women and girl’s education  Inclusion of religious and moral instructions into the curriculum The 1926 Education Code 1925 ordinance aimed at curbing the development of mushroom schools, improve quality of teachers, ensure cooperation between mission and voluntary agencies and communities 1926 code also; Enforce the registration of teachers before teaching, Schools can also open after government approval, Board of education can close down School, Duties of the Directors and Supervisors were spelt out, and Board of education was expanded. The Yaba Higher College in 1932 ２１ COMPILED BY A-MEDIA 09123315386 ２２ Yaba higher college was established in 1932 and Students were admitted in 1932 but the school was not officially open until 1934. It was housed tentatively at the king's College Lagos. Students were enrolled in medicine, agriculture, engineering, survey, forestry, veterinary medicine, teacher training. The college reassembled in 1945 but was absorbed as the nucleus of the university college in Ibadan in 1947 Other Educational Development between 1882 and 1959 The University College Ibadan started in 1948 as a result of the recommendation of the Asquith and Elliot commission on higher education and was at the premises of general hospital Ibadan. The free Education started in western Nigeria by Chief Obafemi Awolowo of the Action group in 1955. Universal Primary Education (UPE) started in western Nigeria in 1955, UPE in Eastern Nigeria in February 1957, UPE in Northern Nigeria in 1958. Ashby commission was set up in 1959 on post primary and higher education. Asquith and Elliot commission were set up on higher education BASIC SOCIOLOGICAL CONCEPT Sociology is the study of human social relationship and institution. The three founding father of sociology of Education are:  JohnDewey(1859-1952)  EmileDurkheim(1858-1917)  KarlMannheim(1893-1947) Area of Social relationships: 1-Place of work (Occupational/industrial sociology) 2-Religious Places (Sociology of Religion) 3-School (Sociology of Education) 4- Family (Sociology of the family) 5-Rural (Rural Sociology) 6-Urban (Urban Sociology) ２２ COMPILED BY A-MEDIA 09123315386 ２３ Sociological Concepts include: Society: it's the system or organization of mutual relationship between human being, implicit in certain communities of the institution. Morris Ginsberg also defined society as a collection of individuals United by certain relation or mode of behavior which mark them off from others who do not enter into these relations or who differ from them in behavior. Culture: it's the total way of life of the society. It consists of the patterns of behaviour, ideas, beliefs, values and knowledge, including the artifact which the members of a social group or society have about themselves and their social and physical Status: it's the position occupied by an individual in a society. It's divided into two:  Ascribed: relations fixed by birth  Achieved: result of some degree of purposive actions and choice. Role: This is the expected behavior from an individual on the society. Social Action: is simple any action carrier out with reference o another person. In another word, it's the act of carrying out actions or responsibility on behalf of other members of the society. Social Control: is the process by which social behavior of people in the social group or society as a whole is regulated or conditioned. It can also be refers to as technique or strategy for preventing human deviant behavior in any society. It has two agencies:  Formal: Government, Police, Court etc  Informal: Family, Peer group, Media etc Social group: consist of two or more people who interact with one another in a patterned way. Socialization: is a process of learning roles, values, norms, beliefs, rules and regulations of a society so that people can become a part of a social group. It has five agents: family, school peer group, religious institution, and mass media. Social Institution: is the institution in a society that works to socialize the group of people in it. It can also be refers to as set of social relationship which comes to be recognized as having a definite existence continuing over generation. There are five basic social institutions: Family, Religion, Economic, Education, and Politics. ２３ COMPILED BY A-MEDIA 09123315386 ２４ Social structure is pattern of interaction in a social group Social system: is a set of different part working together as a whole component. Value is a nice that something is good, important, worthwhile, desirable and working for. We have three types: Personal, Societal, and Public/general. Internalization: it's the taking in or learning of norms, values, believes and ideas from external as part of one's own attitude and belief. Peer group: is the collection of people of equal age & range. They play, learn, and grow together. It's made up of children with the same interests. Family: is a set of persons related to each other by adoption, blood or marriage. There are three types of family: nuclear, extended and modified extended. Marriage: is a legal union of a man and woman as husband and wife. The legitimate or an approved association which is usually contracted under certain laws and traditions. It has two types:  Monogamy: the legal union between a man and a woman as husband and wife.  Polygamy: is the practice of being married to more than one man or woman at a time. It can be sub divided into two:  Polygyny: is when a man is married to several wives at a time. Polyandry: whereby a woman is married to several husband or men at the same time. Other forms of marriage  Levirate: whereby a man is allowed to marry the widow of his dead elder brother or uncle. Children raised in this way is for deceased.  Surrorate: whereby the husband is permitted to take the junior sister of the deceased as a wife.  Widow inheritance: whereby a man is permitted to marry the wife of his deceased senior or elder brother who will raise children for him. In this, children born by the widow belong to the man who re-married the widow.  Endogamy: whereby man is permitted to marry from his kinsmen, though it doesn't include one's sister or a very close family. ２４ COMPILED BY A-MEDIA 09123315386 ２５  Exogamy: whereby one is permitted to marry from his own lineage or clan. CONCEPTS OF PHILOSOPHY Philosophy The word philosophy derived its meaning from two Greek words, ‘Philo’ which means ‘love’ and ‘Sophia’ which means ‘wisdom’. The two make 'philosophia’, now known as Philosophy meaning ‘love of wisdom’. It was later translated to mean love of knowledge. Philosophy is the ultimate search for Truth, reality and existence. It tries to provide answers to every problem. It asks many questions for the sake of knowing more. He who (philosophises) trained in the field of philosophy is known as philosopher. Some great philosophers includes: Aristotle, Hegel, Plato, Socrates, Descartes, Locke. Etc. Philosophizing is philosophy in action. It’s the activity between philosophy and philosopher. Modes of Philosophy Speculative Philosophy: is a systematic search for order, coherence, totality and wholeness of knowledge. It takes a comprehensive look at an issue or concepts. It wishes to understand how all the different things that have been discovered together form some sort of meaningful totality. In another word, it’s a way of thinking systematically about everything that exists. Prescriptive Philosophy: seeks to establish standards by which we are to judge our conducts. It set rules, order, criteria or standard used in assessing various values or concepts. It examines what we mean by good and bad, right and wrong, beautiful and ugly.Only applied in evaluating value-loaded concepts such as morality, education and teaching. Analytic Philosophy: It's the most favored mode of philosophy. It focuses on words and meanings. It's the clarification of language, concepts or methods. Also, it tends to be skeptical, continuous and disinclined to build systems of thought. It`s sub divided into three: Concept/Conceptual Analysis: Explain things existing in the imagination ２５ COMPILED BY A-MEDIA 09123315386 ２６ Linguistic Analysis: Distinguish between meaning and truth. Logical Analysis: Emphasis is on clarity in the use of language. Branches of Philosophy Metaphysics: The word metaphysics was derived from Ancient Greek word ‘Ta Meta Physica’ which means ‘things beyond the physical realm’. It`s a study of things beyond body. It argues that it’s an abstract subject or discipline. It seeks to explain the nature of man and human existence as well as other material and non-material force in the universe. It makes many students run away from philosophy. It can be sub divided into two:  Ontology: is the study of God, unmoved mover, the uncaused caused, the Alpha and Omega, the first being, the creator of all things.  Cosmology: is the study of cosmic universe, the inorganic realities. It raises and answers different questions about the universe. Epistemology: This is derived from the Greek word ‘episteme’ and ‘logo’ meaning knowledge and theory respectively. It simply means the theory of knowledge. It is the systematic study or investigation into the origin, source, methods and validity of knowledge. Logic: closely related to epistemology. It deals with the study of ideal, methods in techniques of reasoning. It's the theory of right thinking.It tells what is right or wrong. It gives presentation of facts Axiology: it comes from the Greek words ‘axio’ and ‘logo’ which means value and theory respectively. It simply means the theory of value. It’s the study of the origin, scope and existence of values. Also sub divided into two:  Ethics: is the study of right living/thing. It deals with the study of human behaviors, conduct and moral values.  Aesthetic: studies the aspects of values that is with the principle of beauty, neatness, and Harmony in human life Schools of thought/philosophy  Idealism: Is a school of thought developed by Plato. It holds that reality exist outside what we see, touch, hear, feel or experience with human senses. It ２６ COMPILED BY A-MEDIA 09123315386 ２７ believes what is real must be permanent, that the mind is the only thing that can link man to the ultimate. Some of the things we see or touch are not real and they can fail because they are not permanent. It agrees that man or things are beyond what we can see. Some of the most influential scholars in this school of thought are Rene Descartes, Augustine of Hippo, Hegel, Kant and Berkeley.  Realism: Is the opposite of Idealism. It was propounded by Aristotle. In realism, Matters exist independent of the mind. It argues that reality is what you see, touch, feel and hear through the human senses.. It believe that things we see, touch or hear are real. Some realist are Thomas Aquinas, Francis, Bacon, John Locke, Alfred North Whitehead and Russell. Realist can be define as a person who believes in Realism. Naturalism: Naturalism is the 17th century philosophy. It is a school of thought that believes in the superiority that mind, nature, reasoning come from the same place. It emphasizes the superiority of nature. It stresses the importance of physical sciences as perceived through the human senses. It argues that knowledge is entirely acquired through the senses. A naturalist is one who uphold and believes the principle of naturalism.  Humanism: is concerned with human beings. It accepts the values or dignity of man as a human person in every sense. According to (Nweke) 1989, Humanism is a school of thought which accepts the value or dignity of man as a human person in every sense. A Humanist is a person who beliefs in the philosophy of humanism. He/she is the one who uphold and believes the principle of Humanism.  Pragmatism: It's the first known philosophy that was developed outside the continent of Europe. It’s indeed an American based philosophy. It gained recognition in the 19th Century through John Dewey. Pragmatism is a philosophy that emphasizes testing and work-ability of every idea. Nothing can be taken as Knowledge or time except it's tested and proved to be. It emphasizes learning by doing. Pragmatist is one who believes in Pragmatism.  Existentialism: It's philosophy of Individual, recent and radically approached. It holds that man is born free and chooses his actions.  Reconstruction: It believes that the nature is in crisis, unreliable, deceptive and need to be reordered, reconstructed and redirected through well planned action. It emphasizes on the need for a planned effort to change and restore this lost harmony. According to Oroka 1980, it's built on three assumption; ２７ COMPILED BY A-MEDIA 09123315386 ２８  -that society is in need of Constant change and Reconstruction  -that such social change involves a Reconstruction of education  -that the reconstructed education can be used to reconstruct society  Behaviorism: is the oldest known philosophy. PSYCHOLOGICAL CONCEPTS Psychology is the study of the behavior of organism. It studies people's behaviors and thinking across the ages, from conception through infancy, childhood, adolescence, adulthood, old age to death. It focuses on answers of why, what, where, when, who and how questions about the behavior of organisms. It can be simply defined as a study of individuals behaviour which consist of overt actions that are as a result of his response to stimuli. School of Psychology School of Psychology: is the approaches used by psychologists to study. The approaches differ from one another in three major aspects, namely;  The objects of study  The goal of study  The method of study The schools of psychology includes:  Structuralism: This is the first school of psychology mainly for biologists, chemists, and physicists in the 19th century. It analysis the mind into it's component elements in order to find out how the elements interacts. It's the first to disappear because it was mainly limited to the laboratory. One of the famous psychologist of this school of psychology was Edward B. Titcheners.  Functionalism: study how the wind affects what people do, study the effects of different sounds on human behavior. William James was one of the most of the prominent functionalist. ２８ COMPILED BY A-MEDIA 09123315386 ２９  Behaviorism: pioneered by John B. Watson. It emphasizes the important of the environment in human behaviour, especially children's behaviour.  Gestalt Psychology: it argues that understanding can only take place when individual sees relationships among different parts or forms a whole picture from different component parts.Pioneered by Max wertheimer.  Cognitivism: it emphasizes the important of thinking and information processing in human behaviour with particular attention to how the mind organizes perception and interpret experiences. Jean Piaget is one of the famous cognitive psychologist.  Psychoanalysis: It believes that all behaviour, normal or abnormal and influenced by psychological motives especially unconscious ones. It was developed by Sigmund Freud. Branches of Psychology  Clinical psychology: apply psychological principle to the prevention, diagnosis and treatment of psychological orders. Mostly work in hospital  Counselling psychology: helps individual deals with day to day problems which are not as serious as those handled by clinical psychologists. Found in school.  Sport Psychology: help athlete improves their performance.Most work in sport councils.  Social psychology: understand how people's thought, feelings and actions are affected by others. Mostly work in govt agencies.  Industrial psychology: improve productivity in the work places. Such as industry.  Educational psychology: apply Psychological principle to help improve teaching and learning, to become a teacher. It's about you and I. Education psychologists are concerned with understand and enhancing human in the school setting. They focus on three major components of the school system;  Theteacher  The curriculum (materials)  Thelearner Educational Psychology and its Scope ２９ COMPILED BY A-MEDIA 09123315386 ３０ This is a branch of psychology, which deals with the application of psychological theories (findings) into the field of education. The scope of educational psychology The scope of educational psychology includes the followings:  Learner: His developmental characteristics, individual differences, intelligence, personality and mental health.  Learning process: Theories of learning, motivation of learning, factors affecting learning; diagnosis of learning problems,etc.  Evaluation: Evaluation of learning outcomes, and are of statistical methods in conducting research related to practice and theory of education. Concepts of Educational psychology  Perception: is the process by which we interpret and understand the meaning of the information we receive from an environment.  Sensory information: is the process by receiving information through our senses. The five sensations in psychology are: auditory, olfactory, visual, kin esthetic,gustatory.  Stimulus: is the Information which any of our sense organs receives from environment.  Cognition: is the process by which our brain organize,understand, perceives information from the environment.  Cognitive activities: refers to the activities performed by the brain understanding of the sensations.  Human development: this is the process when fertilization takes place from the union of a man and a woman, then resulting to a one called organism.  Zygote: is describing as organism which is as a result of fertilization.  Neonate: is the new baby that is matured after the prenatal development.  Personality: is the organization or description of an individual abilities, emotions, altitude, beliefs, habits and moral values. ３０ COMPILED BY A-MEDIA 09123315386 ３１  Attention: is keeping in focus selected stimuli and resisting distracting stimuli.  Motivation: refers to the cause, reason, or theory of a behaviour. Dividedinto:  Intrinsic: when the cause of an action comes from with in the individual.  Extrinsic: is if the personal encouragement, societal, expectations or peer competition that prompt one to attempt to do something.  Reflexes: is spontaneous, automatic, predetermined behaviours in response to specific events in the environment.  Instincts: are automatic behaviours that do not depends on learning.  Maturation: refers to automatic, predetermined changes in an organism, which brings about emergence of certain behaviours such as walking, smiling, talking e.t.c. Learning is a psychological process that refers to any change of behaviour that is relatively permanent and could be attributed to a result of some particular experience, observation or training. It is complex and multifaceted in such a way that no single activity can represent it completely. Types of learning The three types of learning are :  Cognitive(The head): refers to the formal, conscious system training that take places a lot of emphasis on mental process.It basically takes place in school system: teacher, learner and material.  Affective(Mind): take place through social interaction called socialization.  Psychomotor (hand): this is when a child learn through observation and practice using his own limbs skill acquisition. Theories of Learning  Behavioral theory: emphasis that learning take place through association between stimuli and responses. Features into two:  Classical reasoning  Instrumental condition  2. Cognitive theory: emphasis on what maybe giving on mentally. ３１ COMPILED BY A-MEDIA 09123315386 ３２ Factor of learning  Heredity:  Environment INTRODUCTION TO COMPARATIVE EDUCATION Comparative education is defined as a study of two or more education systems, a study of how philosophy, objectives and aims, policy and practice, structure of education in other countries. It is a study of the school system of two or more countries, and controls the implementation of government policies at various levels of the school system. Comparative education is the analytical survey of systems of education across national borders with a view of establishing similarities and differences. It is an attempt to study education in different countries in the light of historical development of pertinent educational theories and practices. Comparative education was not really comparative in its early year. It had a descriptive origin whereby people were concerned mainly with the description of the educational system of individual countries, without necessary comparing the system of one country with one the other. HISTORICALLY, studies in comparative education date back to the early 19th century when after the Napoleonic wars. Educational system is therefore the way the people in a given society carry out all activities relating to education. The 8-6-2-3 education system persisted till about 1955 when UPE was introduced in the western part of the country, while the 6-5-2-3 educational system started from 1955 till the introduction of the National Policy on Education in 1977. The 6-3-34 education system which was introduced in the policy was not adopted in school until September 1981. Aims of Comparative Education  To provide a reliable information about education systems problems and activities ３２ COMPILED BY A-MEDIA 09123315386 ３３  It also aims at securing information which will be useful in improving educational ideas contents methods of organization among various educational systems of the world.  It seeks to widen the area of education as an academic discipline as well as all the cultural horizons of people generally, thereby discouraging uncritical and shallow thinking. Purposes of Comparative Education (i) to describe educational systems, processes, or outcomes; (ii) to assist in the development of educational institutions and practices; (iii) to highlight the relationships between education and society; and (iv) to establish generalised statements about education that are valid in more than one country Scope of Comparative Education 1. The subject matter and content which this covers the essential components of educational systems such as structure, aims, content or curriculum, administration, financing and teacher education. 2. Geographical units of study comprise intra-national, international, regional, continental and global or world systems studies and analysis. 3. Ideological scope that compares countries' educational systems on the basis of different political, social and economic ideologies. For example, democratic, communism, socialist, capitalist, free market and mixed economies. 4. Thematic scope is this scope that focuses on educational themes, topical issues or problems and compares them within one or more geographical units. For example, free primary and secondary education, universal primary education, education for all and universal higher education. 5. The historical or spatial scope which deals with the study of the historical development of the discipline from the earliest (pre-historic) phase known as the period of Travelers' Tales to the modern phase known as the period of social science perspectives. ３３ COMPILED BY A-MEDIA 09123315386 ３４ RELEVANCE OF EDUCATIONAL EVALUATION TO TEACHING AND LEARNING Educational evaluation is an exercise that is embarked up on in teaching and learning in order to know what is to be done. It is a necessary step to be taken along as there are decisions to be made. The interaction of the learner and teacher with the environment and materials must undergo Periodic evaluation. Decisions about selection (admission) are usually taken after an evaluation of candidates' knowledge, aptitude, skills or disposition. The sole aim is to ensure that teaching & learning are successfully accomplished. Evaluation helps education to play its role of sorting learners. It is a basis to secure funding Evaluation is a process of gathering useful and relevant data for use. Its a process of making judgment about their suit of measurement in terms of the purpose of measurement. It determines the worth of a given characteristic, object or activity. It is the end point of testing, measurement, and assessment. Types of Evaluation  Student Evaluation:- variables that are evaluated concerning students are achievement, aptitude, intelligence, Personality, attitude and interest. Students may be evaluated for formative and summative purposes.  Formative Evaluation:- Provide continuous information about effectiveness of teaching and learning. It is undertaken in an ongoing program.  Summative Evaluation:- Occurs at the end of a program. It`s use to determine its overall effectiveness. It is designed to judge learners overall performance.  Prognostic Evaluation:- It takes place before the beginning of instructional program to determine previous knowledge.  Diagnostic Evaluation:- It is undertaken at intervals within an instructional program to identify learners difficulties.  Curriculum Evaluation:- Evaluation of instructional materials such as instructional strategies, books, audio visual materials.  School Evaluation:- Total educational program of the school e.g. primary,secondary.  Personal Evaluation ３４ COMPILED BY A-MEDIA 09123315386 ３５  Evaluation of special projects and programme. Importance of Evaluation in Teaching  To know the method teaching adopt  To know the area that needs adjustment  To know if the teaching objectives is properly achieved  To know if there is any difficulties Differences among teaching, learning and training Teaching is impacting; it's based on education line. It's the systematic activity that requires planning and appropriate methods. It involves somebody who facilitates learning and expects feedback from learners. The person teaching you some courses in school is impacting you right...That mean the person is teaching. Teaching is directed to learners, which resulted to learning. Learning involves many activities. It's a continuous process and not based on solving a particular task. Training is about skills, it entails practical. It's an activity involving the acquisition of knowledge and skill. It's not just for something to tackle today; it's something we learn to live daily. It's forever. It's an activity involving the acquisition of knowledge and skill. CONTEMPORARY ISSUES IN NIGERIA EDUCATION Contemporary refers to the current nature of the issues.Contemporary issue could be taken to mean current issue. The very current issues in Nigeria include:  Examination Malpractice  Cultism  Indiscipline  Quality and standard of education ３５ COMPILED BY A-MEDIA 09123315386 ３６  Cultism: as it's widely agreed, it's an organization whose members are under oath or threats with the aim of promoting illegitimate and selfish interest  Examination Malpractice refers to an unaccepted approach adopted by anybody to influence the outcome of an examination.  Indiscipline: our school system which is the formal learning institution today are bedeviled by so many miscreants. These people manifest indiscipline in its highest esteem. In most cases, our schools have turned to be placed where Terrorists are bred.  Quantity and standard of education: Standard of education is the yardstick set at each level of our Education to be achieved. Though, we may have standard but the quality has been compromised by quantity THE END !!! REFERENCE: Foundation of Education DON’T USE THIS STUDY MATERIAL AS A REPLACEMENT TO THE TEXTBOOK. THANKS. Summary Compiled by A-MEDIA : 09123315386. ３６ COMPILED BY A-MEDIA 09123315386 ３７ PART B: EDU 112 QUESTION & ANSWER SESSION! COMPILED BY A-MEDIA This session is to help you test your ability on everything you have read so far, kindly pay attention to the content and not just speed reading. We wish you success. 1. The missionaries came to liberate Nigerian from what they call _______(a)Slave trade (b)dark mind (c) lesbianism. 2. How many types of value do we have? 3 3. Psyche in the word psychology means ? Soul 4. The southern and northern protectorate was amalgamated in what year? 1914 5. How many mode of philosophy do we have? 3 6. ____ studies people's behaviors and thinking across the ages, from conception through infancy, childhood, adolescence, adulthood, old age to death ? Psychology 7. --- is the scientific study of knowledge? Epistemology 8. Continuous assessment is an example of ---- evaluation? Formative 9. Philosophy has how many core branches? 4 10. ____ Philosophy focuses on words and meaning? Analytic 11. What is the real meaning of philosophy? A. Love of marriage B. Love of God C. Love of knowledge D. Love of wisdom 12. Aesthetic is the study of ____? A. Love B. Beauty C. Knowlege D. Value 13. Psychology is the study of ____? Behaviour 14. The father of idealism is _____? Plato 15. ____ is the process by which our brain organize,understand, perceives information from the environment ? Cognition 16.The salary of the teachers in Nigeria education ordinance of 1842 was handled by ____ A. Community leader B. Government C. Colonial missionaries D. School leaders 17. The provision of 1925 memorandum are the following, except____? A. use of vernacular B. find out where their needs are being met C. establishment of advisory body D. adaption of education to local condition 18. _____ is the new baby that is matured after the prenatal development? Neonate 19. How many are pillars of Islamic education? 5 20. When was Islamic education introduced into Nigeria northern part ? 11th ３７ COMPILED BY A-MEDIA 09123315386 ３８ 21.What transmits leads to the soil? Foundation 22. The 2nd education ordinance took place in what year? 1887 23. What Islam stands on? Submission to the will of Allah (God). or Peace 24. Phelps Stoke commission was established in -- year? 1920 25. Ashby commission is what year? 1959 26. Yaba college was established in ? 1932 27. ____ means the process of learning norm, values, belief, rules and regulation of a society so that person can become part of a social group? Socialization 28. ____ school of thought believes that things we see, hear or touch are real? Realism 29. The evaluation that occurs in an ongoing programme is known as ____? Formative Evaluation 30. Fafunwa identify the aims of traditional education to ____ cardinal point? 7 31. Islam is from the Arabic word ____? SALAMA 32. Which of the following is sociological biased? A educere B educate C. educare D educeere 33. Which of the following is not a branch of philosophy? (a)logic (b) cosmology (c) metaphysics (d) axiology 34. The first government school was established in... (a)1999 (c)1899 (c)1841 (d) 1843 35. In philosophy,the theory of knowledge is referred to as... (a) Epistemology (b) axiology (c)logic (d) metaphysics 36. The first education ordinance was in _____ ? 1882 37. The action carried out on behalf of another person is referred to as _____? Social Action 38. The evaluation carry out at the end of the school session is _____? Summative 39. The evaluation carry out to identify the learners difficulties is _____? Diagnostic 40. Which of the following best reveal the meaning of evaluation (a) ade has IQ (b) 20% of students always fail physics (c) Bala will probably score 30 out of 90 (c) a student scored 20 in test 41. Informal education is also known as _____? Traditional Education 42. _____ evaluation takes place before the beginning of instructional programme to determine previous knowledge? prognostic evaluation 43. ____ is the systematic search for order, coherence, totality and wholeness of knowledge? speculative philosophy 44. The total way of life of the society is ____? Culture 45. Psychology is from ____ words? Greek 46. The concepts of psychology Education are the following except ____?A. Zygote B. Cognition C. Motivation D. Activities 47. Psychology is based on......a) individual difference b) personality ３８ COMPILED BY A-MEDIA 09123315386 ３９ 48. Who is the father of history? Herotedus 49. Psychology was coined from____ Greek words? 2 50. Phelps stokes commission was published in ____? 1922 51. Idealism was founded by____ ? Plato 52. The first government school was established in _____? 1843 53. Islam began to penetrate the Western Sudan in ____? 738 A.D 54. How many schools of philosophy do we have_____? 7 55. Philosophy is made from how many Greek words _____ ? 2 56. ______ is the study of human behaviors, conduct and moral values? Ethics 57. ______ is describing as organism which is as a result of fertilization? Zygote 58. ______ propounded realism as a school of thought ? A. Aristotle B. Plato C. Dewey 59. Comparative study was formed in ____ century ? 19th 60. Islamic Education came into Nigeria in what century? 11th 61. The result that's obtained by individual is what? acheived 62. The taking in or learning of norms value, believe and ideas from external as part of one's own attitude and belief is ____ ? Internalization 63. The Forty Wangara traders are from ____? Mali 64. The oldest known philosophy is? Behaviorism 65. What is the unique characteristics of traditional education? 66. ____ brought the western education to Nigeria? Christian Missionaries 67. Islam was introduced into Nigeria in the 11th century through ____? ancient Kanem Borno Empire? 68. The 1882 ordinance was enacted in which year? 1882 69. _____ is the study of God ? Ontology 70. _____ is the collection of people of equal age & range? Peer group 71. The free Education started in western Nigeria by ____? Chief Obafemi Awolowo 72. The church missionary society arrived in Badagry on ____? 19th of December, 1842 73. The representative of God on earth is ____? Man 74. Islam was firmly established in Kano in the ____ century? 15th 75. Education is from the Latin word _____ and ____? Educare and Educere 76. There are ___ types of education? 3 77. The type of education that doesn't have any particular method of learning is ____? Informal education 78. "Free courses for adult education developed by some organization" is an example of what type of education? Non-formal 79. ______ is the fundamental assumptions from which something is developed? Foundation ３９ COMPILED BY A-MEDIA 09123315386 ４０ 80. The study of human social relationship and institution is ______? Sociology 81. _______ is the position of an individual? Status 82. The expected behavior from an individual on the society is called ______? Role 83. A collection of individuals United by certain relation is ______? Society 84. The act of carrying out actions or responsibility on behalf of other members of the society is ______? Social action 85. Social control has ___ Agencies? 2 86. _ consist of two or more people who interact with one another in a patterned way? Social group 87. Social structure is ____ of interaction in a social group ? Pattern 88. The types of social group are _____ , _____ and _____? Primary, Secondary and Reference 89. The institution in a society that works to socialize the group of people in it is _* Social Institution 90. There are ___ agents of socialization? 5 91. The collection of people of equal age is _____? Peer group 92. A set of people related by adoption is _____? Family 93. The types of value are ____ , _____ and _____? Personal, Societal and public/general 94. There are ___ types of marriage? 2 95. Polygamy is divided into _____ and ____? Polygyny and polyandry 96. When one is permit to marry his kinsmen, it's refer to as ____? Endogamy 97. ____ is when husband is permitted to take the junior sister of the deceased as a wife? Surrorate 98. The learning of norms from external as part of one's own attitude and belief is ____? Internalization 99. Different part working together as one whole component is ___? Social structure 100. ____ is a belief that something is good ? Value 101. At the end of 15thcentury, Islam was brought to Kano by ____? Forty Wangara traders 102. ____ analyses the mind into it's component elements in order to find out how the elements interact ? Structuralism 103. ____ studies how the mind affect what people do, study the effects of sounds on human behavior? Functionalism 104. The study of the behavior of organisms is _____? Psychology 105. The first school of psychology mainly championed by biologist, chemist, physicist in the 19th century is _____? Structuralism 106. Which branch of psychology helps to improve the performance of athletes? Sport Psychology ４０ COMPILED BY A-MEDIA 09123315386 ４１ 107. Education psychology helps to improve ____ and ____ to become a teacher ? Teaching and learning 108. The major components of school systems are ____, ____ and ___? Teaching, Curriculum/Materials and Learning 109. _____ is the study of two or more education systems, a study of how philosophy, objectives and aims, policy and practice, structure of education in other countries? Comparative education 110. The branch of psychology, which deals with the application of psychological theories (findings) into the field of education is ____? Educational Psychology THE END!!! Make use of this material very well and share with your colleagues. If there is any thing confusing, message A-Media on Whats-app. BEST OF LUCK IN YOUR ACADEMIC ACTIVICS. WRITTEN AND COMPILED BY A-MEDIA : 09123315386. ４１