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Journal articles on the topic "Nigeria Educational Research Council"
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S.E, Okosun,, Omokhafe , C, Dairo, O.E, and Olowookere, C.A. "Assessment of Educational Facilities in Nigeria-The Ekiti-South West Example." American International Journal of Humanities, Arts and Social Sciences 2, no. 1 (March 20, 2020): 29–37. http://dx.doi.org/10.46545/aijhass.v2i1.149.
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The aim of Education for the 21st Century is to enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her attributes so as to contribute to the future well-being of the nation and the world as a whole. The aim of the study was to assess the provision and maintenance of educational facilities in Ekiti State, Nigeria with a focus on the Ekiti-South West LGA and Community-Based Development Associations in the study area. This study adopted the survey research method and used three different sets of a questionnaire to collect research data from the authority of the Ekiti South-West LG Council officials, Community Development Unit of the LG Council and the 61 (CBDAs) officials were available in the study area. The findings among others revealed that majority of the secondary schools were privately-owned, while the primary and nursery/primary schools were Community-owned. However, the present monthly allocation from Federal Government to LGCs is grossly inadequate, and it is not enough to embark on provision and maintenance of educational facilities. Given the findings, there were need to improve the schools through additional appropriation and maintenance of the existing schools; finally, the governments and other stakeholders should inculcate good maintenance culture on our educational facilities for effective management with the intention of promoting high-quality education for the well-being of the nation.
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Akeel, Usman Umar, Sarah Jayne Bell, and John E. Mitchell. "Assessing the sustainability content of the Nigerian engineering curriculum." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 590–613. http://dx.doi.org/10.1108/ijshe-11-2018-0217.
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Purpose The purpose of this study is to present an assessment of the sustainability content of the Nigerian engineering curriculum in universities. Design/methodology/approach Content analysis is used to generate and analyse data from three engineering documents, namely, the Benchmark Minimum Academic Standards for Engineering Programmes in Nigeria and the engineering handbooks of two Nigerian higher education institutions. Findings The Nigerian engineering curriculum is revealed to have a low sustainability content, with environmental concepts being the most cited themes and social topics as the least stated issues. Research limitations/implications The sustainability assessment approach adopted in the study is constrained by the question of what constitutes a sustainability syllabus. Expert-derived sustainability themes used in the study are unavoidably incomplete and may limit the conduct of an exhaustive sustainability content assessment. Practical implications Based on the research outcome, the Council for the Regulation of Engineering in Nigeria and other stakeholders can consider ways to adequately incorporate sustainability themes in the Nigerian engineering curriculum. Originality/value The research is an effort to determine the presence of sustainability issues in the Nigerian engineering education, which has hitherto been scarcely documented. This study provides a baseline and a rationale for sustainability education interventions in the Nigerian engineering curriculum. It also presents a methodology for analysing sustainability content in university curriculum and contributes to the continuing sustainability education discourse, especially in relation to sub-Saharan Africa.
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Jacob, Ogunode Niyi, Adah Samuel, Auduh Elizabeth I, and Abubakar Musa. "An Investigation into the Challenges Facing Collection and Distribution of Educational Data in F.C.T Educational Institutions, Abuja, Nigeria." International Journal of Business, Technology and Organizational Behavior (IJBTOB) 1, no. 2 (April 6, 2021): 105–13. http://dx.doi.org/10.52218/ijbtob.v1i2.18.
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This study investigated the challenges facing the collection and distribution of educational data in F.C.T Educational institutions, Abuja, Nigeria. The researchers used descriptive research survey design for the study. The study comprised a population of one hundred and twenty (120) respondents which made up of data collection officers in the selected educational institutions across the FCT. Ten (10) data collection officers from each area council and ten (10) data collection officers from six departments/agencies/units within the ministries of education in Abuja were used in the study. Purposive, Stratified and systematic sampling technique was used to select the sample population from the educational institutions across Abuja. The reliability of the instrument was determined through the test re-test method. Data was collected by questionnaire and were analyzed using percentage and chi-square. The study led to the conclusion that inadequate funding, shortage of professional data collection officers, inadequate working materials, institutional corruption, poor capacity development programme of data collection officers, poor methods and approaches used for collecting data, poor supervision and inspection and political influence are the problems hindering effective data collection and distribution in educational institutions. The study also established that there is significant relationship between challenges and collection and distribution of educational data in schools. Based on this finding, the following were recommended: that the federal, state and local government should increase the funding of education and more priority should be given to data collection and distribution funding and the government at every level in FCT should employ more data collection officers and deploy them to the primary and secondary schools in FCT.
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Ozoemena, Johnkenedy A., Festus U. Ngwoke, and Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education." English Language Teaching 14, no. 4 (March 3, 2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.
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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.
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Ihekwaba, Chinyere. "PHOBIA AND ITS EFFECT ON THE ACADEMIC ACHIEVEMENT OF PHYSICS STUDENTS IN IMO STATE, NIGERIA." Advances in Social Sciences Research Journal 7, no. 2 (February 23, 2020): 87–94. http://dx.doi.org/10.14738/assrj.72.7791.
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This research studied phobia and its effect on the academic achievement of Senior Secondary School Students of Physics in Owerri Municipal Council Area of Imo State, Nigeria. A sample of 488 students (259 females and 229 males) were taken from four (4) different schools in Owerri Municipal (two co-educational and two non-educational). Data was collected using a Physics Phobia Scale (PPS) developed by the researchers and validated by experts in Measurement and Evaluation from which the phobia levels of the students were ascertained. The students’ third term results were also used as secondary data. Using the PPS score and the achievement score, the correlation coefficient, mean, and standard deviation were obtained and T-tests were run for analysis. It was found that a significant negative relationship exist between the students’ phobia score and their achievement score. Results also showed that the male students with high phobia performed better than the female students with high phobia and also that the female students had higher phobia than the males; though, the mean difference is however not significant. It is recommended that varying teaching methods and grouping students when teaching will help reduce the phobia level.
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Anasi, Stella Ngozi, Folasade Olufunke Lawal, and Abiola Paul-Ozieh. "Internet literacy skills of community pharmacists in Lagos State, Nigeria." Information and Learning Sciences 120, no. 3/4 (March 11, 2019): 242–52. http://dx.doi.org/10.1108/ils-08-2018-0082.
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Purpose Community pharmacists need good retrieval skills and competencies for effective use of online information resources for professional practice. This study aims to ascertain the internet literacy skills of community pharmacists in Lagos State, Nigeria. Design/methodology/approach A survey research design was adopted for the study. Convenience sampling technique was used in selecting community pharmacists. Questionnaire was the instrument used for data collection, whereas descriptive and inferential statistics were used for data analysis. Findings The study revealed that community pharmacists possess requisite internet literacy skills for effective use of online health information resources. There is a positive relationship between informational and operational internet literacy skills [r = 0.820, p(0.000) < 0.05], informational and strategic internet literacy skills [r = 0.838, p(0.000) < 0.05] and operational and strategic internet literacy skills [r = 0.810, p(0.000) < 0.05]. There is a statistically significant gender difference in the level of skillfulness in internet use based on self-reported skills. There is a significant relative contribution of demographic variables (gender, age, educational qualification and number of years in professional practice) to the level of skillfulness in internet use among community pharmacists. Practical implications To improve the use of online internet resources, the Association of Community Pharmacists of Nigeria, Lagos Chapter, should conduct training needs assessment regularly to offer the right levels of internet use skills. They must be proactive and incorporate training on computer and internet skills into their annual conferences and zonal meetings. They should also prepare and give internet use manuals to their members to read and understand how to use the internet more effectively. Community pharmacists, especially the female pharmacists, should also take advantage of free online training sessions called webinars to improve their internet literacy skills to cope with rapid changes in the e-environment, as well as to boost the quality of health-care services delivery. Pharmacists’ Council of Nigeria, the agency responsible for regulating and controlling the education, training and practice of pharmacy, should include an internet literacy skills module in the Mandatory Professional Continuing Education Programme. Originality/value The study investigated the internet literacy skills of community pharmacists in Lagos State and identified the gender gap in level of skillfulness. This study also explored the relationship between level of skillfulness and internet use, as well as the relationship between community pharmacists’ informational, operational and strategic internet literacy skills.
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Uche, Ignatius Ikechukwu, Olusoji George, and Wuraola Abiola. "Counterproductive Work Behaviors: a Socio-Demographic Characteristic-Based Study among Employees in the Nigerian Maritime Sector." Acta Universitatis Sapientiae, Economics and Business 5, no. 1 (November 1, 2017): 117–38. http://dx.doi.org/10.1515/auseb-2017-0006.
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AbstractThe prevalence of counterproductive work behavior (CWB) does not only differ across industries but also varies significantly according to socio-demographic characteristics. This study examines CWB and socio-demographic characteristics among selected employees in the Nigerian maritime industry. Causal research design was adopted to survey 1,000 employees selected through multistage sampling approach in three selected parastatals (Nigerian Ports Authority, Nigerian Maritime Administration and Safety Agency, and Nigerian Shippers Council). The data obtained were analyzed with ANOVA and t-test. Based on the analysis carried out, CWB was found to be significantly related to gender, age, marital status, employee cadre, and income, while employees’ level of educational attainment is not significantly related to CWB. Based on the abovementioned findings, the study concludes that the level of education is not significantly connected to the employees’ propensity towards CWB, while other socio-demographic variables are strongly associated to CWB in the workplace. The study recommends that management should develop a mechanism for identifying and selecting their potential employees as a guide against poor organizational fit of employees and that of the organization. Likewise, effort should be intensified to develop and improve organizational culture that will propel citizenship behavior in the workplace.
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Otekhile, Cathy‑Austin, and Nahanga Verter. "The Socioeconomic Characteristics of Rural Farmers and their Net Income in Ojo and Badagry Local Government Areas of Lagos State, Nigeria." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 65, no. 6 (2017): 2037–43. http://dx.doi.org/10.11118/actaun201765062037.
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Agriculture remains the primary source of livelihood for the rural dwellers in Nigeria. This primary research assesses the effects of farmers’ socioeconomic characteristics and some infrastructure costs on farmers’ income in two local government areas of Lagos State. The descriptive statistics show that the majority of farmers in the areas are educated and married. Farmers in the areas generate more income from the farming than non‑farming activities. The OLS regression results show that the age of farmers, educational attainment and the presence of agricultural agencies positively influence farmers’ income in the countryside. On the other hand, the findings show an inverse relationship between the cost of basic rural infrastructure (i.e. water and electricity) and farmers’ income in the areas. For the income of the farmers in the countryside to be improved, the local councils should educate rural farmers on extension services for sustainable farming and best practices. Additionally, critical rural infrastructure, such as water and electricity should be provided at affordable rates. Arguably, this could not only improve farmers’ earnings, but also make the communities attractive to the rural farmers and young people, and stabilize rural populations.
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OKOLO, Dr M. A., and Dr O. G. OLUWASEGUN. "Effect of Computer- Simulation on Achievement and Interest in Cell Division Among Male and Female Secondary School Students in Abuja, Nigeria." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 30, 2020): 808–12. http://dx.doi.org/10.38124/ijisrt20aug519.
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This study is aimed at investigating the ‘Effect of Computer Simulation on Achievement and Interest in Cell Division among Male and Female Secondary School Students in Abuja. The study adopted quasi experimental research design. The sample of the study was 72 students consisting of 33 males and 39 females from two intact classes randomly drawn from all the co-educational schools in the six area councils in Abuja. One class was randomly assigned to the experimental group while the other served as the control group.The experimental group was taught cell division using computer simulation teaching strategy while the control group was taught using the conventional teaching method. The study lasted for six weeks. Two research questions were raised and two corresponding null hypotheses were postulated and tested at 0.05 level of significance. Two instruments were used for data collection which were; Cell Division Achievement Test (CDAT) and Cell Division Interest Scale (CDIS). CDIS was based on four point likert rating scale. CDAT had a reliability coefficient of 0.81 using kuder- Richard K-R 21 and CDIS had 0.86 using Cronbach’s alpha. The results revealed that: Computer simulation strategy was found to be better than the conventional method in teaching and learning of cell division; gender was not a determinant factor in Biology students’ interest ratings in teaching cell division. It was recommended among others that Biology teachers should adapt the use of Computer simulation strategy in teaching cell division.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Alina Mag, University Lucian Blaga of Sibiu, Romania
Ana Maria Carneiro, University of Campinas, Brazil
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arwa Aleryani, Saba University, Yemen
Aynur Yürekli, İzmir University of Economics, Turkey
Bahar Gün, İzmir University of Economics, Turkey
Bo Chang, Ball State University, USA
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Donna.Smith, The Open University, UK
Geraldine N. Hill, Elizabeth City State University, USA
Hüseyin Serçe, Selçuk University, Turkey
Jisun Jung, University of Hong Kong, Hong Kong
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laith Ahmed Najam, Mosul University, Iraq
Lung-Tan Lu, Fo Guang University, Taiwan
Mei Jiun Wu, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Najia Sabir, Indiana University Bloomington, USA
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Prashneel Ravisan Goundar, Fiji National University, Fiji
Qing Xie, Jiangnan University, China
Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan
Samuel Byndom, Parkland College, USA
Semiyu Adejare Aderibigbe, American University in the Emirates, UAE
Suat Capuk, Adiyaman University, Faculty of Education, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Xiaojiong Ding, Shanghai Normal University, China
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
Dissertations / Theses on the topic "Nigeria Educational Research Council"
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Emarievbe, Ejovi. "An evaluation research of the English Language teacher education programme in two Colleges of Education in the Niger-Delta Region of Nigeria." Thesis, University of Sunderland, 2013. http://sure.sunderland.ac.uk/4665/.
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This research evaluates the English Language teacher education programme in two Colleges of Education, institutions that award the National Certificate in Education (NCE) which is the minimum teaching qualification in Nigeria. The research is centred on the objectives of the English Language teacher education programme at the NCE level. It seeks not only to identify the programme objectives but to also examine how the said objectives are interpreted by the lecturers through their classroom practices and the extent to which the objectives reflect the teaching needs of the student teachers in the programme. To understand and explore the topic from diverse perspectives, the case study and naturalistic inquiry are employed as the main research methods in the study. The research participants - five lecturers and six student teachers - are drawn from the two Colleges of Education involved in the study. Document examination, semi-structured interview and observation are utilised as data collection instruments in the research. An examination of relevant documents not only shows the original intent of the programme but also gives an indication of how the programme is implemented by the regulatory body (National Commission for Colleges of Education) and the management of the institutions. To identify their teaching needs, the student teachers are observed in their respective placement schools and then interviewed. The same process is used for the lecturers to examine their translations of the programme objectives in the classrooms of the two Colleges of Education involved in the study. Thematic analysis is used to analyse the data gathered. A major finding of this research is the 2-in-1 evaluation model. The model, which has practice as its focus, is proposed for the evaluation of pre-service English Language teacher education programmes in second language contexts. The 2-in-1 evaluation model is an objective based model which also analyses the needs of the programme users simultaneously with the evaluation process. The model obliterates the need for a separate needs analysis as this is done during the evaluation process itself. Practice is used as a lens which allows the model to examine how the different aspects of the programme function. The development of the 2-in-1 evaluation model is based on the methodology and research findings of this study. A number of themes are generated from the analysed data. These have revealed some equally striking findings which include “institutional autonomy”, discrepancies in the concurrent development of “learner autonomy and teacher autonomy” and “the middleman issue”. The research through its findings, therefore, makes significant contributions to theory, policy and practice.
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Hottenstein, Kristi N. "A Qualitative Case Study on Human Subject Research Public Policy Implementation at One Council on Undergraduate Research Institution." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460468749.
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Boshoff, Ellen Louisa Dorothea. "Ideaal en werklikheid in die opleiding van verpleegkundiges in Suid-Afrika: ‘n Aksienavorsingsbenadering tot praktykyerbetering." University of the Western Cape, 1997. http://hdl.handle.net/11394/8374.
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Philosophiae Doctor - PhDThis dissertation documents the attempt to address one of the major problems in nursing education i.e. the existing gap between the educational philosophy of nursing and nursing education practices, by means of an action research project during the period 1991-1996. The research in this dissertation is recorded in three phases. Phase One elaborates on the biographical and professional background of the researcher and the reasons why action research was selected for the purpose of this particular project Since action research provides opportunities for teachers to change and transform their own teaching practices, it was obviously the best choice for the research. The emphasis was on collaboration and participation and the researcher was morally bound to consider and observe all internal and external factors which influence and limit her own teaching practice, in order to initiate change and transformation in teaching. In order to define and contextualize the problem and to describe the situation in which this particular problem has been identified, the role of the statutory body, the South African Nursing Council which governs the profession and basic professional nursing education were explored. The problem is formulated as the existing gap between the educational philosophy on which existing nursing and nursing education practices are theoretically grounded and the way in which both nursing and nursing education practices appear in reality. Phase One also deals with the historical and philosophical foundations and development of nursing and nursing education. In an attempt to describe the researchers's teaching practice appropriately, as a social practice, it was essential to consider not only the professional and social boundaries of nursing education, but also the current situation regarding national education, the existing health system and all factors related to education and health. The dissertation then draws the attention to the essential features and historical context of a progressive and critical pedagogy, as a foundation for action research. In this regard it was especially the contributions of Dewey, Habermas, Freire, Giroux and McLaren, which guided the research to approach nursing education from a critical perspective. Phase Two deals with the research methodology. For this particular research project John Elliotts's Action Research Framework for Self-Evaluation in Schools was used. Within this framework of Elliott the dissertation then describes the research methodology of this particular project: Ideal and Reality in Nursing Education and Nursing Practices in South Africa: An Action Research Approach. The rationale and the development of the project is first described, whereafter action research is discussed as a process which enables nursing .practitioners and tutors to become empowered and to initiate change and establish transformation within their own practices. A major part of the dissertation is dedicated to the project in action with two groups of participants during two action research cycles. Finally Phase Three of this dissertation draws the attention to the conclusions based on the outcomes of the project. with the emphasis on the urgent need for change and transformation within the nursing profession in order to lessen the extensive gap between nursing theory and nursing practices. The existing gap between the philosophy on which nursing practices are based and how existing nursing practices appear in reality, seems to be the major cause of the prevailing discontent in the nursing profession.
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Shaba, Christiana Oluleye. "An evaluation of individualized instruction as used in the Accelerated Christian Education curriculum in Plateau State, Nigeria." Diss., 2013. http://hdl.handle.net/10500/14320.
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The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature.
The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program.
The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form.
Interviews were conducted to get the experiences of students and supervisors who are using the program.
Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants.M. Ed. (Didactics)
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Mota, Daniela Alves. "O conselho municipal de educação e a descentralização educativa." Master's thesis, 2021. http://hdl.handle.net/10400.13/3476.
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Em Portugal prevalece um sistema educativo marcadamente centralizado. No
entanto vários estudos têm evidenciado que nem este modelo estandardizado e
normalizador serve todas as escolas, nem o irromper de propostas internacionais se revela
o milagre anunciado.
É assim que Portugal, à semelhança de muitos países europeus, tem vindo a pensar
em políticas que permitam a adoção de um sistema mais flexível, inclusivo e próximo da
comunidade.
Estando conscientes que tão profunda alteração não acontece de forma
automática, considera-se que o diálogo e o consenso entre os diversos parceiros serão
essenciais para operar a almejada transformação. É, neste âmbito, que as estruturas locais
de educação se tornam obrigatórias, com a designação de Conselho Municipal de
Educação (CME).
Esta investigação surge com a finalidade de compreender como é que o CME
amplia a descentralização educativa. Assume-se como um estudo de caso, concretamente
no município de Óbidos. Para a recolha de dados constituiu-se um corpus documental e
realizaram-se inquéritos por questionário e entrevistas semiestruturadas aos membros do
CME.
Pela análise de conteúdo aos dados recolhidos, foi evidente que este município
tem desenvolvido o seu trabalho na área educativa. Por uma questão de eficácia, delegou
a maioria das competências ao Agrupamento de Escolas. Foi evidente que o CME assume
especial relevância no município, pois foi-lhe atribuída a oportunidade de emitir pareceres
obrigatórios e vinculativos em várias matérias. Porém, os seus conselheiros apontam
constrangimentos nas dinâmicas deste órgão que têm condicionado a sua atuação. Por
fim, percebeu-se que, relativamente ao Projeto Educativo de Escola, o CME se limita à
emissão de pareceres sem força vinculativa.
Não obstante pontuais aspetos que carecem de alguma redefinição, foi evidente
que Óbidos abraçou as suas responsabilidades com convicção e conseguiu colocar em
funcionamento uma complexa estrutura administrativa ao nível local, sendo visíveis as
mais-valias alcançadas com este processo.In Portugal, prevails a markedly centralized educational system. However, several studies have shown that not even this standardized and normalizing model serves all schools, neither does the explosion of international proposals reveals itself as the announced miracle. This is how Portugal, like many other European countries, has been thinking about policies that allow the adoption of a more flexible, inclusive and closer to the community system. Being aware that such a profound change does not happen automatically, it is considered that dialogue and consensus between the various partners will be essential to concretize the desired transformation. It is in this context that local education structures become mandatory, with the designation of Municipal Education Council (CME). This investigation arises with the purpose of understanding how the CME expands educational decentralization. It is assumed as a case study, specifically in the city of Óbidos. For the collection of data, a documentary corpus was constituted and questionnaires and semi-structured interviews were conducted with CME members. By analyzing the content of the data collected, it was evident that this municipality has developed its work in the educational area. For the sake of efficiency, it delegated most of the competences to the Schools Grouping. It was clear that the CME is particularly relevant in the city, as it was given the opportunity to issue mandatory and binding opinions on various matters. However, its advisors point out constraints on the dynamics of this management body that have conditioned its performance. Finally, it was noticed that, in relation to the School Educational Project, the CME is limited to issuing opinions without binding force. Despite specific aspects that need to be redefined, it was evident that Óbidos embraced its responsibilities with conviction and managed to put into operation a complex administrative structure at the local level, being pretty visible the gains achieved with this process.
Books on the topic "Nigeria Educational Research Council"
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Nigerian Educational Research and Development Council. Nigerian Educational Research and Development Council: Its work at a glance. [Abuja, Nigeria: The Council, 1994.
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Ohuche, R. O. The future of unpublished postgraduate educational research in Nigeria. Onitsha: Summer Educational Publishers (Nig.), 1989.
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Coxhead, Catherine. The Northern Ireland Curriculum Council and educational research. Belfast: NICER, 1991.
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Mazumdar, Vina. National Council of Educational Research and Training: Report. New Delhi: Centre for Women's Development Studies, 1988.
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National Council on Intergovernmental Relations (Nigeria). Priority research themes. Abuja, Nigeria: The Council, 1994.
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Commission, Nigeria National Population. Presentation on the 2010 Nigeria education data survey (NEDS) results: To the National Economic Council. Abuja, Nigeria: National Population Commission, 2011.
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Raw Materials Research and Development Council (Nigeria). Technology development in Nigeria: The role of Raw Materials Research and Development Council. Abuja: Raw Materials Research and Development Council, 1996.
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Ranson, Stewart. The management and organisation of educational research: A report to the Educational Research Working Group ofthe Economic and Social Research Council. Birmingham: Centre for Education Management and Policy Studies, School of Education, University of Birmingham, 1992.
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Dempsey, Sharon. Gender and educational leadership: Professional/personal lives of supervisory officers : a research report for the Ontario Educational Research Council. [Ontario: s.n.], 1990.
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Onwualu, A. P., and M. L. Buga. Industrial raw materials development in Nigeria: Professor Onwualu's score card (2005-2013). Abuja, Nigeria: Raw Materials Research and Development Council, 2013.
Find full textBook chapters on the topic "Nigeria Educational Research Council"
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Eta, Hilda Chia, and Austine Oko Angba. "Climate Change Adaptation in Yam and Cassava Production, Cross River State, Nigeria: The Role of Higher Educational Institutions." In Climate Change Research at Universities, 275–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58214-6_17.
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Moutselos, Michalis, and Georgia Mavrodi. "Diaspora Policies, Consular Services and Social Protection for Greek Citizens Abroad." In IMISCOE Research Series, 227–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_13.
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Abstract The policies of the Greek state vis-à-vis Greek citizens residing abroad are better developed in some areas (pension, cultural/education policy), but very embryonic in others (social protection, family-related benefits). The institutions representing and aggregating the interests of the Greek diaspora, such as the General Secretariat for Greeks Abroad and the World Council of Hellenes abroad of the Ministry of Foreign Affairs, reflect earlier periods of Greek migration during the post-war period, but meet less adequately the needs of recent migrants, especially following the post-2010 Greek economic crisis. At the same time, political parties continue to play an active role in the relationship between diaspora and the homeland. The policies of the Greek state, especially when exercised informally or with regard to cultural and educational programs, are also characterized by an emphasis on blood, language and religious ties, and are offshoots of a long-standing history of migration to Western Europe, North America and Australia. Possible developments, such as the long-overdue implementation of the right to vote from abroad, an official registrar for Greek citizens residing abroad, new programs of social protection in Greece and new economic incentives for return might change the diaspora policies of the Greek state in the next decades.
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Molara, Oyewusi Lawunmi, Egbedokun Adeola Oyebisi, and Oyeniran Folasade Mardiyya. "Educational Innovations in Nigeria." In Handbook of Research on Education and Technology in a Changing Society, 1049–67. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch078.
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This chapter focuses on the concept of change as it relates to educational innovation in Nigeria. It describes change as a transition from one state to another. It highlights some of the descriptions of change, its characteristics, and process. It further discusses innovation as a product of change and that both are intertwined. The chapter also raises some of the reasons why innovation ideas (such as 6-3-3-4, 5-6-2-3 systems of education, UPE, UBE, Mother tongue, Nomadic education, amongst others) have failed in Nigeria. These reasons include lack of preparation, lack of effective implementation, lack of funds, etc. It concludes by pointing readers to issues that could be considered salient for innovation prospects such as policy issues on the part of the government, educational technology as a pivot for innovation implementation, training of teachers and other personnels that would be involved in the implementation process, caring for the new generation of learners, and the process of innovation adoption.
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Ekong, Obot Uko. "Religion, Culture, and Educational Development in Nigeria." In Handbook of Research on the Impact of Culture in Conflict Prevention and Peacebuilding, 213–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2574-6.ch013.
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Various religions teach their adherents to imbibe and live out sound, moral, and ethical values that go a long way to create harmony in the human society, which is necessary for societal development. Religion cannot be practiced successfully without the teachings of its core ideas, principles, scriptural truths, etc. to its adherents. This study is hinged on the fact that the three religious traditions as practice in Nigeria have affected the way of lives of the people, thus giving Nigeria a unique religious identity. Religion, therefore, cannot thrive in any society without the culture of the people and that of the religion mixing. Every religion is borne out of a culture of the people. The study is an attempt to reveal that religious culture and tradition laid the foundation of educational development in Nigeria, for example, the establishment of mission schools and the development of Nigerian indigenous language.
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Qudus, Abdulwahab, and AbdulGafar Olawale Fahm. "The Policy of Whistleblowing in Nigeria." In Research Anthology on Religious Impacts on Society, 482–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3435-9.ch024.
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One of the most direct methods of exposing corruption in corporate or public institutions is whistleblowing. Quite a number of countries, including Nigeria, have introduced a whistleblowing policy. Among its provisions is to deter corrupt behaviours and guide formal investigations into them. However, Nigeria still lags far behind in this respect, perhaps out of structural inertia in dealing with corruption cases. In this article, the author argues that Nigeria can benefit from the institutional, educational and spiritual framework embedded in whistleblowing in Islam through ‘amr bi-l-ma'rūf wa-naḥy ‘an al-munkar i.e., enjoining good and forbidding wrong. The article, through historical and descriptive approaches, explains the policy of whistleblowing from the Islamic perspective, hence, clarifying some Muslims misconceptions. This study, therefore, presents Islamic principles on the whistleblowing policy and explains some pivotal approaches to addressing whistleblowing policy in Nigeria.
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Modebelu, Melody Ndidi. "Curriculum Development Models for Quality Educational System." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 259–76. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch014.
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This chapter examines curriculum development models as a veritable working tool for academics, teachers, administrators and planners at various education levels to be utilized to steer and attain quality educational system for national sustainable development. Effective knowledge, development skills, utilization skills and participation of all stakeholders in education are very crucial in achieving quality curriculum development models for quality educational system in Nigeria and other developing nations. This is one way of ensuring that education remains the only tool for revamping the pitiable present state of Nigeria where education seem to have failed to be an instrument of solving today's problems for quality social reconstruction and transformation. For effective discussion, the paper focuses on the following: nature of curriculum, curriculum development, curriculum development models, six major types of curriculum model i.e the objective model, the cyclic model, the situational model, the system approach model, the process model, and the creative technology-learning model. Focus is also on the implications of the curriculum development models on the attainment of excellent educational system for sustainable development. Summary and conclusion are given.
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Fahm, AbdulGafar Olawale, Kazeem Kayode Bakare, and Kamaldeen Korede Oladosu. "Education Leaders' Utilization of Information and Communication Technology for Development in Nigeria." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 617–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch038.
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The sample is comprised of principals, vice-principals, headmasters, and teachers as educational leaders in primary and secondary schools in Nigeria. The study adopted quantitative research design of the survey type to determine education leaders' perceptions on the adoption of information and communication technology. The quantitative approach in this study involves the use of research instruments consisting of closed-ended, on-line, and paper-based questionnaires (single version sent to multiple respondents). The study found out that education leaders have low perception on the adoption of information and communication technology for dissemination of information, utilization of virtual learning environments among teachers. The study also found out that lack of awareness on e-learning software and inadequate use of internet-enabled technologies or applications were highlighted as challenges in adoption of ICTs for development in Nigeria. The study recommended that educational leaders should make ICT adoption needs known to appropriate authorities.
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Ofemile, Abdulmalik Yusuf. "Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 595–621. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch031.
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In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.
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Ahmadu, Talatu Salihu, and Hafsat Lawal Kontagora. "Predictive Leadership Style of Private Secondary School Principals in Nigeria." In Advances in Educational Marketing, Administration, and Leadership, 286–307. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch014.
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This research is a qualitative study of two private secondary schools in Nigeria. Data was collected from eight (8) participants through in-depth interview (IDI). Observation was employed to triangulate and validate the leadership style claims of both principals and teachers as few researches have dwelled on such. Findings revealed that a situated involvement of teachers in responsibilities motivate them to do their most excellence to achieve result through initiating change in schools' organizations as well as others referred to as transformational leadership.
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Okunnu, Ganiu Oladega, Kola Ibrahim Adesina, and Mariam Oshuwa. "Assessment of the Use of Social Media by Students of the National Open University of Nigeria, Abeokuta Study Centre." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 317–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch019.
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Social media sites have been recognised as important resources for education. They facilitate effective interaction between teachers and students and promote prompt and frequent interactions among students. Hence, this study was aimed at assessing the use of social media by students of National Open University of Nigeria (NOUN). To achieve this, the study attempted to determine the extent to which students of NOUN use social media, what the students use social media for, and the challenges and benefits of the use of social media by the students for academic purpose. Selected theories for this study are uses and gratification and diffusion of innovation theories. The study employed survey method of research. The study discovered that all the respondents had access to social media sites. The study also observed that majority of the respondents share academic materials through their social media sites. Some of the identified challenges in accessing social media include weak internet connection, inconsistent power supply, limited financial resources.
Conference papers on the topic "Nigeria Educational Research Council"
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Rinnert, Gretchen Caldwell, Kathleen Campana, Marianne Martens, Davison Mupinga, Joanne Caniglia, Grace Malgwi, Tsukuru Kamiyama, and Allyson Filippi. "Synergy through Making: Co-designing with Educational Stakeholders in Northeastern Nigeria." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.273.
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Badilescu-Buga, Emil. "Diffusion of research ideas in Learning Design." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820231.
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Tibi, Emmanuel, Cyril Olueh, Pauline Tibi, and Daniel Adjarho. "MULTI-DIMENSIONAL INTERNET COVERAGE FOR SUSTAINABLE EDUCATIONAL RESEARCH IN TERTIARY INSTITUTIONS IN DELTA STATE, NIGERIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2496.
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Uko, Francesca, and Mathieu Orim. "PARENTS AS PARTNERS IN THE PROVISION OF QUALITY EDUCATIONAL SERVICES FOR PRIMARY SCHOOL PUPILS WITH HEARING IMPAIRMENT IN AKWA- IBOM STATE, NIGERIA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0149.
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Zhou, Qingtao, Jingjing Mei, Bei He, Shaoguang Huang, Yi Shi, Fuqiang Wen, and Mingwu Zhao. "The COPD Assessment Test(CAT) Is Not Influenced By Educational Level Or Socioeconomic Status And Has Moderate Correlation With The Modified Medical Research Council Dyspnoea Scale." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a1509.
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Adekunle, Esther Ololade, Olawale Yinusa Olonade, Olaniyi Trust Ayodele, and Tayo Ola George. "TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021228.
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Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF
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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.
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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.
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Ferlino, Lucia, and Giovanni Paolo Caruso. "The proximity of distance education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8775.
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The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
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Rennels, Kenneth E. "Future of Engineering Technology Education." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33964.
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Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.
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Langer, Sabina. "PARTICIPATION TO EMPOWER CHILDREN AND STRENGTHEN THE COMMUNITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end069.
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In a pandemic, children’s participation is even more important than before. This paper presents the first stage of an exploratory study for my PhD research in Pedagogy beginning in January 2021 in Milan. The participants are 19 pupils of class 4B (primary school), their parents and the teachers who joined energies to reproject a square, in order to transform it into a welcoming space for the entire community. In Italy, public speeches did not mention children who could not finally use public spaces for months as they were identified as the “plague spreaders”. The project revisits this perspective by considering children as potential actors of the transformation. Only if adults set the conditions for a change, children, their needs and their imagination could become agents for that change and centre of the community. The project name is Piazziamoci (Let’s place ourselves here) to signify the conscious act of taking a place together. After a theoretical framework of the study within Student Voice, I describe the generative circumstances, the context and the first steps of the project. The children explored the square, interviewed the inhabitants, shared information and dreams with their classmates coming up with proposals to present to City Council. This first phase aimed to set the basis of my investigation on the participants self-awareness as people and members of the community; it also focuses on the perception of the square as a common good. To this purpose, this work introduces concepts as the capacity to aspire (Appadurai, 2004), imagination and creativity (Vygotsky, 1930/2004), interdependence (Butler, 2020), and, therefore, a political and educational interpretation of the project.
Reports on the topic "Nigeria Educational Research Council"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.
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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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GEM Centre: Completion report for Phase 2 funding, 2017–2020. Australian Council for Educational Research, September 2021. http://dx.doi.org/10.37517/978-1-74286-621-5.
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In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term review (MTR) in 2019,1 are reflected against the impact and sustainability of the ACER–DFAT partnership. The MTR validated the overall success of the GEM Centre and identified areas for further development, specifically to improve the effectiveness of the partnership. This report concludes with a brief outlook on how these developments will be addressed under Phase 3 of the GEM Centre.