Relevant bibliographies by topics / Nigerian National Council for Adult Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Nigerian National Council for Adult Education'

Author: Grafiati
Published: 24 February 2023
Last updated: 3 March 2023

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Journal articles on the topic "Nigerian National Council for Adult Education"

1

Muhammad, Musa Usman. "ADULT EDUCATION AND NATIONAL TRANSFORMATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (June 28, 2015): 10. http://dx.doi.org/10.35386/ser.v16i1.61.

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This is a discussion on Adult Education programmes and National Transformation in Nigeria. The study was necessitated by observing the various efforts made by the Nigerian government, local and international interventions from 1980s to date and the present literacy rate and the present level of development in Nigeria. Adult education connotes a desirable change that can improve the role of adult population in their community and national development. It is not the children, but the adults who hold in their hands the destiny of a society. The paper reviewed the various transformational plans implemented in Nigeria from 1980s to date. It also reviewed how the Chinese and American governments implemented and used adult education programmes to bring developmental changes in their countries. It concluded that, being a means of acquiring general knowledge, skills, values, social and political changes by adults, the Nigerian government did not give adult education due priority and that was why most of the government programmes and plans failed in the past.. Some of the recommendations include: to adequately finance adult education programmes and give sustainable and effective priority to achieve the desired objectives.
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Bakare, Tewo V. "Access To Higher Education For National Development In Nigeria: Distance Education To The Rescue." Journal of International Education Research (JIER) 8, no. 3 (July 9, 2012): 283–94. http://dx.doi.org/10.19030/jier.v8i3.7110.

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The paper examined the place of Distance Education (DE) as a method of Adult Education in Nigeria and its contribution to national development. The paper discussed DE practice and challenges in some African countries and related this to the Nigerian situation. The paper further noted the challenge of the national admission body for regular tertiary institutions with reconciling the ratio of applicants to those admitted. Incidentally, DE, which is originally a form of Adult Education, is fast becoming a replacement for regular higher education. The implication of this on Adult Education practice in Nigeria is that the changes in the demographics of participants in DE, along with other challenges, affect the essence of Adult Education provision, access and its conduct. The paper analyzed the concept of DE and noted that distance education is currently used to replace, instead of support mainstream education in Nigeria by eroding the more desirable non-formal approach. The paper agrees that DE can be used as a tool, per excellence, for human and national development, if practiced in its proper context, and attracts the desired target candidates. Several suggestions were proffered for better conduct of DE, including the use of awareness campaigns to attract the right candidates into DE programs as well as better provision of access to regular education for the youth to stem their influx into DE. The discourse has great implications for lifelong learning, access, national development and adult education practice in Nigeria and globally.
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Hamling, Albert G. "The role of the National Council of Labour Colleges in the Field of Adult Education." International Journal of Lifelong Education 6, no. 1 (January 1987): 3–26. http://dx.doi.org/10.1080/0260137870060102.

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Pešikan, Ana, and Ivan Ivić. "The Impact of Specific Social Factors on Changes in Education in Serbia." Center for Educational Policy Studies Journal 11, no. 2 (June 23, 2021): 59–76. http://dx.doi.org/10.26529/cepsj.1152.

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The political and economic changes that followed the adoption of the Strategy for the Development of Education in Serbia 2020 essentially betrayed the basic ideas and intentions of the strategy, creating a systematic threat to education and its role in the development of Serbia. This created an almost experimental situation for analysing the impact of political and social factors on changes in education. In the sphere of politics, new trends have emerged (centralisation of power; marginalisation of democratic institutions; encouraging foreign investment in companies with a low technological level, etc.) that strongly influenced changes (‘reforms’) in education (great centralisation in education, the strong influence of politics on education, imposing of some lower-level forms of education, reducing professional autonomy, etc.). The basic mechanism of transferring the general policy to education is changing the role of the most important national institutions in defining and implementing education policy: the National Education Council, the National Council for Vocational and Adult Education, the National Council for Higher Education, and the National Accreditation Body. The adoption of new education laws (2017) radically changed their status and competencies, resulting in a reduction of their independence and professionalism and strengthening the role of the ministry, through which the influence of the ruling political regime is transferred. Also, the role of the Chamber of Commerce in education has been strengthened. Such a system endangers the autonomy of educational institutions and teachers, as well as the quality of education. Consequently, these changes have a clear impact on the country’s development and its international position.
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Omokhodion, Julia Otibhor. "Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria." Ekistics and The New Habitat 73, no. 436-441 (December 1, 2006): 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.

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The author, holder of a Bachelor's degree in Sociology, a Masters'degree in Education Sociology, both from the University of Lagos, Nigeria, and a Ph.D in Sociology of Education from the University of Birmingham, England, is currently an Associate Professor of Sociology of Education at Lagos State University, and an Adjunct Professorat Union Institute and University Graduate College, Cincinnati, Ohio,USA. She has over 40 publications (national and international) which include journal articles, book chapters, monographs, text books and commissioned empirical research reports. Dr Omokhodion is an external examiner to some Nigerian universities, a consultant to UNICEF, UNESCO and UNDP, Nigeria Country Offices, Federal Ministry of Education, National Commission for Mass Literacy, Adult and Non-Formal education, and does accreditation of Courses for Nigerian Colleges of Education. She is currently working on an expanded version of her book on the Sociology of Esan, Edo State, Nigeria and on another book on The Sociology of African Families. Dr Omokhodion is a member of the World Society for Ekistics. The text that follows is a slightly revised and edited version of a paper presented at the international symposion on "Globalization and LocalIdentity," organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September 2005.
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Miloševič Zupančič, Vesna. "Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia." Center for Educational Policy Studies Journal 8, no. 1 (March 22, 2018): 117. http://dx.doi.org/10.26529/cepsj.491.

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Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youthwork and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitativeresearch.
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Boltivets, Serhii. "On the modeling of a national encyclopedic-and-educational service." Entsykpopedychnyi Visnyk Ukrainy [The Encyclopedia Herald of Ukraine] 11 (December 9, 2019): 31–39. http://dx.doi.org/10.37068/evu.11.3.

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The article defends the necessity to establish a national help service titled Navchannia Navprostets (Learn Direct). It would be a not-for-profit telephone line based on modern encyclopedias of Ukraine. The creation of such a service is justified by the Lifelong Learning as an international social movement, which in Ukraine is supervised by the Ukrainian Coordination Bureau of the International Public-State Program Adult Education in Ukraine. The concept of lifelong learning is upheld by the scientifically explained idea of a person’s ability to learn at any age. It has been identified by the Council of Europe as an important component of the social model of Europe. Accordingly, one of the tasks of the European states is to ensure the citizens’ aspirations for development and to receive lifelong education. The idea to start up a national help service in Ukraine is based on the experience of European countries, first of all, we mean a service in the UK (Learndirect).
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Fingerman, Karen L. "Enhancing Student Interest in the Psychology of Aging: An Interview with Susan Krauss Whitbourne." Teaching of Psychology 27, no. 3 (July 2000): 224–29. http://dx.doi.org/10.1207/s15328023top2703_11.

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Karen L. Fingerman is an assistant professor of Human Development and Family Studies at Pennsylvania State University. Her research examines positive and negative emotions in lifelong relationships, including mother-daughter ties, grandparent-grandchild relationships, and friendships. She recently received the Springer Award for Early Career Achievement in Research on Adult Development and Aging from Division 20 of the American Psychological Association. She teaches courses in life span development, adult development, and social gerontology. Susan Krauss Whitbourne is a professor of Psychology at the University of Massachusetts, Amherst; Coordinator of the Office of National Scholarship Advisement in Commonwealth College; the faculty adviser to the Psi Chi Chapter; and Coordinator of the Honors Program in Psychology. She conducts research on identity in adulthood and old age and its relation to physical functioning. A former president of Division 20 of the American Psychological Association, she is currently serving as Division 20 Council Representative. She has written 10 books and nearly 100 articles and chapters on the topic of aging and adult development and is active in teaching introductory psychology as well as courses on aging.
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Hassan, Moshood Ayinde. "Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria." American International Journal of Education and Linguistics Research 3, no. 1 (March 17, 2020): 18–33. http://dx.doi.org/10.46545/aijelr.v3i1.139.

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The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.
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Lamdin, Lois. "Support and Recognition for Workplace Learning." Industry and Higher Education 5, no. 4 (December 1991): 201–8. http://dx.doi.org/10.1177/095042229100500403.

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In this article, Lois Lamdin reviews current perceptions of ‘employability’ in the USA, the kind and extent of training sponsored by industry, and the difficulties perceived by industry in interacting with higher education in relation to training. She stresses the importance of recognizing the workplace as learning place, discusses the development and benefits of prior learning assessment, and sets out the importance of establishing a national credentialling system for the workforce, taking into account the variety of academic and non-academic ways learning is achieved. Finally, she describes the existing work of the Employee Growth and Development Programs of the Council for Adult and Experiential Learning, which demonstrate how business, unions, government, and higher education can work together to help respond to the crucial challenge of training and retraining a national workforce.
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Dissertations / Theses on the topic "Nigerian National Council for Adult Education"

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Johnson, Lori J. "Student Perceptions of Effective Learning Strategies for National Council Licensure Examination Preparation." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700491.

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The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.

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Johnson, Lori Jean. "Student Perceptions of Effective Learning Strategies for National Council Licensure Examination Preparation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/517.

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The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.
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Books on the topic "Nigerian National Council for Adult Education"

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Dakin, J. C. Focus for lifelong learning: The National Council of Adult Education, 1938-88. Wellington: New Zealand Council for Educational Research, 1988.

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Australian Council for Adult Literacy. National Conference. Bridging the distance: Australian Council for Adult Literacy, 11th National Conference, October 1-4, 1987, Perth Technical College. Edited by Hawke Cherrie, Verrier Monica, and Perth Technical College. Mt. Lawley, W.A: The Council, 1987.

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National Universities Commission/Committee of Vice Chancellors/British Council International Seminar (1987 Ahmadu Bello University). Resource management in the university system: Proceedings of the National Universities Commission/Committee of Vice Chancellors/British Council International Seminar held at Kongo Conference Centre, Ahmadu Bello University Zaria, from 9th to 10th November, 1987. [Zaria, Nigeria?]: The Commission, 1987.

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Stright, Barbara R. PREDICTORS OF PERFORMANCE OF SELECTED ASSOCIATE DEGREE GRADUATES ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES. 1992.

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Kizilay, Patricia Elizabeth. THE RELATIONSHIP OF LEARNING STYLE PREFERENCES AND PERCEPTIONS OF COLLEGE CLIMATE AND PERFORMANCE ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES IN ASSOCIATE DEGREE NURSING PROGRAMS (NURSING STUDENTS). 1991.

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Book chapters on the topic "Nigerian National Council for Adult Education"

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Nemèth, Balàzs. "Developing active citizenship through adult learning and education. Experiences from an INTALL Winter School Comparative Working Group." In International and Comparative Studies in Adult and Continuing Education, 67–78. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.05.

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Active citizenship became a research issue for adult learning and education in 1995 when the Council of Ministers decided to make 1996 the Year of Lifelong Learning. Moreover, the Lisbon programme, in the year 2000, reinforced the relevance of the issue and, along with employability, connected it to lifelong learning. That is why since 2001 comparative adult learning and education researchers have put a specific focus on analysing active citizenship and bridging it to adult learning. For this very reason, a distinguished Comparative Working Group was formed at the 2019 Winter School of the Erasmus+ Intall project—on the one hand, to collect different national/regional and local narratives and understandings of active citizenship and, on the other, to gather examples, good practices, formations of active citi-zens, or trajectories of how to learn for active citizenship as routes and processes of lifelong learning. The same Winter School comparative group tried to analyse the similarities and differences collected in an effort to relate them to existing theoretical frames offered by key authors on the topic, including Baert, Jansen, Jarvis, Johnston, Wildemeeersch, and others. This paper discusses the experiences of the comparative working group and formulates some special conclusions and comments for further actions of comparative studies in adult learning and education.
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Biao, Idowu. "Leadership Role of Adult Education Departments in the Practice of Adult Education in Nigeria." In Advances in Educational Marketing, Administration, and Leadership, 23–50. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch002.

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This chapter briefly describes the challenges faced by the Nigerian education system as from 1983 after it had performed well between 1960 and 1980. It follows this description with the discussion of the innovative and ingenious educational devise that kept about one third of the number of school age children and youths in school between 1990 and the early part of the 21st century. That innovative educational sub-system was known as non-formal education for the Girl-Child, the out-of-school boy and Quranic school learners and it was developed, nurtured and implemented by academic personnel drawn from the eight existing university departments of adult education in Nigeria at the time. The chapter finally discusses how these departments of adult education worked for the establishment of national structures of adult education which ultimately came to promote both the visibility and popularisation of the modern practice of adult education in Nigeria from the 1980s.
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Green, Sue. "Managing Nutrition." In Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.003.0035.

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This chapter addresses the essential nursing responsibility to ensure that adequate nutritional care is offered to all patients, whether in hospital or community-based settings. To provide appropriate nutritional care to patients or clients, nurses must have a good knowledge and understanding of the principles of human nutrition, and be able to deliver nutritional support that is informed by current clinical guidelines and up-to-date evidence, as well as to evaluate that care. Healthcare organizations have a duty to ensure that patients and clients receive high-quality nutritional care. The Council of Europe (2003) has published guidelines on food and nutritional care in hospitals, and a recent Europe-wide campaign has been launched to improve nutritional care in all types of care facility (Ljungqvist et al., 2010). A European strategy to address obesity has also been launched (Commission of the European Communities, 2007). In England, the Care Quality Commission (CQC, 2010), which regulates care settings, has set national standards concerning nutrition. The provision of high-quality nutritional care involves a range of services and requires a multidisciplinary team approach. As a nurse, your role within the multidisciplinary team is fundamental in ensuring the delivery of appropriate nutritional care. In the UK, this is clearly identified by the incorporation of ‘Nutrition and Fluid Management’ within the Essential Skills Clusters for pre-registration nursing education (Nursing and Midwifery Council, 2010). Human nutrition is the study of nutrients and their effect on health, and the processes by which individuals obtain nutrients and use them for growth, metabolism, and repair. The term ‘human nutrition’ therefore incorporates many aspects of behaviour and physiology. The way in which the body obtains, ingests, digests, absorbs, and metabolizes nutrients is described in core anatomy and physiology textbooks (for example, Marieb and Hoehn, 2010), and it is important that a good knowledge and understanding of these processes is gained before considering the nursing management of nutritional care. This chapter considers the principles of human nutrition that underpin the nursing management of nutritional care and focuses on the key nursing interventions that you should be able to provide with confidence. The amount and type of nutrients that a person obtains influences his or her ‘nutritional status’.
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Ayo, Charles K., and I. T. Fatudimu. "The Nigerian e-Government Strategies (NeGST)." In Handbook of Research on E-Services in the Public Sector, 93–105. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-789-3.ch009.

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Nigeria has made frantic efforts towards achieving the millennium development goals (MDGs) as spelt out in the United Nations’ Agenda for the world. A critical assessment of the e-Government strategies in Nigeria is important being responsible for 20% of the population of the entire African continent. This paper presents a review of the e-Government strategies in Nigeria; the human capital development initiatives; the information and communications technology (ICT) diffusion and e-Inclusion. The global and continental ranking of the country is presented as well as recommendations to accelerate developments towards achieving the MDGs. Findings revealed that there are ongoing efforts in Nigeria to address the issue of poverty. The various initiatives of government include: the National/State Economic Empowerment Strategies (NEEDS/SEEDS), the Vision 2020, the National e-Government Strategy (NeGST) and a well-formulated National IT policy to mention a few. The little hindrance encountered in the research is that the available data was only up to the year 2005 and 2006 in some cases. However, based on the human capital development indices such as: economic empowerment and poverty reduction, education, health, employment generation, etc, it was observed that the adult literacy level of 64.2% is satisfactory and better results are expected before 2015. The life expectancy level is constant (54 years) from 2002 to 2007, which is the one of the lowest in Africa. On school enrolment, the major problem is access and poverty. It was observed that only 25% of primary school leavers made it to the secondary school level, while about 14% of the students at this level made it to the tertiary level. Similarly, the average percentage of female enrolment in schools is 45%. The health facilities are under-funded and are grossly inadequate both in quality and quantity. There is an average of 1,700 persons per hospital bed and the ratio of physicians to the populace is about 1:6000. This calls for a state of emergency in this sector. One major sector of the economy that is experiencing a boost is the ICT and Telecoms. The sector had brought about a teledensity growth of 0.73 to 37.05 from 2001 to 2007. Consequently, Nigeria has been named the fastest growing Telecoms nation in Africa and the third in the world, with a number of direct and indirect jobs created. Similarly, the rate of Internet diffusion is encouraging bearing in mind that the level was almost nonexistent in 1999. It is obvious that Nigeria would be able to bridge the divide by 2015. Generally, there are some meaningful developments in the country arising from the various poverty eradication schemes but the resultant effect has not imparted positively on unemployment. This is the opinion of the populace and hence the need for government to restrategize, otherwise, fulfilling MDGs by 2015 may not be realistic.
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Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL." In Multiculturalism and Technology-Enhanced Language Learning, 214–29. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch013.

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The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
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Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL." In Computer-Assisted Language Learning, 1730–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch083.

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The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
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Murphy, Jude, and Nigel Todd. "Educating the Peace." In The Global Challenge of Peace, 217–32. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800857193.003.0013.

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This chapter will examine how 1919 transformed British adult education, being rooted in a dialogue between the trenches and domestic politics, prompting a movement for widening access to education. Framed within a Wilsonian view of a more democratic and peaceful world, the immediate post-war context generated opportunities for adult education initiatives. Firstly, the cooperative movement created the Co-operative College in a move that had been a longstanding goal. Secondly, the London County Council established City Lit targeting amongst others disabled veterans on their courses. Thirdly, women’s movement activists built on greater female participation in the public sphere, illustrated by the admission of women students to Ruskin College. Fourthly, the encyclopaedic ‘1919 Report’ of the Ministry of Reconstruction, triggered the first generation of 'mature students' with 33,688 ex-soldiers grant aided to attend Higher Education between 1920-23. This generation revived campus students’ societies, especially those that promoted the League of Nations, and formed the National Union of Students to rebuild international peace. The chapter will also examine how the transition between war and peace and the intellectual climate also transformed existing adult education organisations, scrutinizing the radicalisation of the Workers’ Educational Association.
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Kernis, Neil. "Reskilling Internationally Educated Nurses." In Examining the Career Development Practices and Experiences of Immigrants, 244–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5811-9.ch012.

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In light of a projected shortage of registered nurses, nurses trained overseas may present a viable solution. However, these nurses will likely need to surmount many obstacles in order to integrate into the profession in the United States. This chapter reviews the barriers faced by internationally trained nurses to entering the nursing profession. Secondly, it argues for the importance of addressing and facilitating personal and professional transitions in helping deskilled nurses as they pursue nursing licensure. In doing so, it will reflect on the researcher's research with internationally educated nurses and their experiences in a National Council Licensure Examination (NCLEX) preparation program. Finally, implications for adult education practitioners who help internationally educated nurses, as well as other deprofessionalized immigrants rebuild their careers in the United States are discussed.
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9

Jarvis, D. H. "Teaching Mathematics Teachers Online." In Teaching Mathematics Online, 187–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch009.

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Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the professional development of in-service teachers. However, instructors of mathematics education courses which are offered online must navigate certain formidable obstacles in the planning and delivery of their online learning experiences. In an era of reform-oriented mathematics education (National Council of Teachers of Mathematics, 2000; Ontario Ministry of Education, 2005), which emphasizes the increased use of manipulatives, technology, groupwork, problem-based learning, and varied assessment, the “virtual” instructor must develop creative methods for modeling these important aspects of teaching and learning. Drawing upon the relevant research literature, and based on nearly a decade of online instructor/course evaluation feedback and on the author’s own observations, the following paper presents five key strategies for bridging this technological gap, and for navigating the intersection of andragogy (i.e., adult education), technology, and reform-based mathematics education within emergent online teaching models.
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Conference papers on the topic "Nigerian National Council for Adult Education"

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Orie, Erimma, and Folasade Aare. "Open and Distance Learning as Paradigm Shift in Education vis-a-vis Covid-19 Pandemic: Focus on the Council of Legal Education and Faculties of Law in Nigerian." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2545.

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The World Bank stated that by April 2020, over 220 million or 13 percent of students in tertiary education globally experienced interruptions in studies due to the Coronavirus disease 2019 (COVID-19) pandemic. Similarly, over 65,000 Nigerian law students faced academic disruptions for same reason. Invariably the momentum for Education for Sustainable Development (ESD) has never been stronger than since the COVID-19 pandemic which urgently demands a paradigm shift in lifestyles and transformation of education through relevant learning models, pedagogies and institutional management reforms. Meanwhile, the Council of Legal Education (CLE) in Nigeria which regulates the admission of law students approves of only the single mode conventional face-to-face teaching method which creates gender inequalities and lacks inclusiveness. This is inimical to the attainment of ESD for law education in Nigeria where universities were shut down due to COVID -19 pandemic. Using doctrinal methodology, the paper finds that it would be practically impossible for Nigeria to achieve its national education policy and the ESD targets without the Open and Distance Learning (ODL) system espoused by the National Open University of Nigeria (NOUN) as a viable panacea to academic interruptions attributable to present and future pandemics. However, the critical issue is getting the CLE and the law faculties to adopt this emerging ODL paradigm trend to complement the traditional face to face mode for sustainable law education and legal practice in Nigeria. The paper therefore recommends that the ODL system with its associated Zoom applications should be adopted as a paradigm shift to law education in Nigeria to complement the conventional face to face methods in the university law faculties and Law Schools. Accordingly, the National Assembly of Nigeria should amend the Acts establishing the Law Schools and the National Universities Commission to incorporate ODL system. Furthermore, the Nigerian judiciary should embrace the use of ODL technology in all courts of law for quick and effective dispensation of justice.
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