Adamawa primary education research: final report

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Adamawa primary education research: executive summary

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The female teacher trainee scholarship scheme: operational research study for UNICEF Girls Education Project Phase 3 (GEP3)

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Becoming a teacher: experiences of female trainees in initial teacher education in northern Nigeria

This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the numbers of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too

Tracking professional conduct of graduates of Federal College of Education, Yola, Nigeria between 2000 and 2010

INTRODUCTION: The fundamental obligations of Colleges of Education is to breed fleet of teachers that are employed in primary and Junior Secondary Education levels to impart knowledge, moral and societal values for better change and stability, hence the need for institutions to have regular feedbacks from the adjoining societies so as to breed developmental policies and planning to ascertain development. PURPOSE: The study’s purpose was to survey the students’ experiences shortly after completing their NCE and to examine the impact of their academic training, social engagement and inter-personal relationship while they were at the College on their present professional conduct. METHOD: A multi-faceted methodological approach was engaged in this study. This made room for a wide range of data collection. Robust discourse questionnaires and interviews were employed. RESULTS: The results showed 35% of the graduates have gone for further studies, 58.2% still with NCE and 6.1% are currently pursuing additional qualification. Most of the alumni are fully engaged in teaching either at Primary or Secondary school levels for permanent and pensionable appointments and only a few are engaged by Parent Teacher Association (PTA). It also revealed that collection of statement of results after graduation was very difficult and that graduates’ relationship with staff and others was very pleasant. The training received from the college was also found to be impressive by most graduates. CONCLUSION: The study recommended that there should be room for quality in the teaching/learning environment and that lecturers should make maximum impact on the would-be teachers as they go through learning in the College

Counted in and being out: fluctuations in primary school and classroom attendance in northern Nigeria

In this paper, we explore particular aspects of educational access in primary schools in northeastern Nigeria. Moving beyond a simplistic notion of access as enrolment, we draw on empirical data from case-study research in Adamawa State to illustrate fluctuations in school attendance. Using predominantly qualitative methods, we explore how school organisational structures and practice have a significant bearing on pupils’ access to school and to the classroom. In particular, we elaborate the ways that the annual, weekly and daily school timetables as well as punitive disciplinary regimes often militate against educational access. Finally, we highlight how educational administration and schools unwittingly contribute to denying pupils their right to access quality education