The Impact of Educational Trust Fund on Nigeria Tertiary Institutions: Ondo State as a Case Study

The study examines impact of Education Trust Fund on Nigeria tertiary institutions by using Ondo State of Nigeria as a case study. Four tertiary institutions were sampled in Ondo state namely (Federal University of Technology, Akure (FUTA), Adekunle Ajasin University Akungba-Akoko (AAUA), Rufus Giwa Polytechnic Owo and Adeyemi  College of Education, Ondo. A total sample of 200 were used for the study. Questionnaires were distributed among the students, teaching and non teaching staff in the same proportions, to gather data for the study Frequency counts and simple percentages were used to analyse the data. The result shows that Tertiary institutions in Ondo state have benefited greatly from the activities of the Educational Trust Fund (ETF) programmes in terms of training of staff, sponsorship attendance of conferences and infrastructural development programmes. Therefore, it is clear that the impact of Educational Trust Fund (ETF) has on Nigeria tertiary institutions particularly in Ondo state is paramount towards the achievements of better teaching and learning process. It is therefore recommended that Educational Trust Fund should make sure that they assign their projects to only contractors who are certified to be honest and competent. The monitoring team should be at work always to make sure that they evaluate the project at close interval Keywords: Educational Trust fund, Tertiary Institutions, Projects, Impact, Evaluate the project DOI: 10.7176/JEP/10-6-0

Linguistic Freedom and Hate Speech: A Critical Review of Nigerian Politicians’ Speeches and Their Implications

This paper deals with the linguistic freedom of the people of Nigeria as entrenched in the constitution of the Federal Republic of Nigeria and the misuse of that freedom through hate-speech by Nigerian politicians against their opponents in the public for and even in the National Dailies. This paper condemns such actions in its entirety exposing the dangers involved and the implications both at present and in future. The paper goes further to give a better alternative to hate-speech, which is persuasion; this is believed to be more convincing than the former. The theories of persuasion were explained and elaborated. These theories are social judgment theory and the Relationship based persuasion theory. It concludes by saying that whatever the situation, it is when Nigerians see themselves as one, respect one another and work together, that Nigeria can stand tall in the comity of nations of the world. Based on the havoc and the hatred that hate-speech causes, the paper recommends that government should do everything possible eradicating this societal cankerworm or reducing it to the barest minimum, by taking drastic actions against perpetrators, because,  to build Nigeria and make it one continually, is a task that must be done by all. Keywords: Linguistic freedom, hate-speech, politicians, persuasion, societal cankerworm. DOI: 10.7176/NMMC/80-01 Publication date:May 31st 201

Quality of Teachers: Effective Teaching and Learning of English Language in Secondary Schools, Akoko North West Local Government Area, Ondo State

This study examined qualities of teachers as a panacea to effective and learning of English Language in selected secondary schools. The study population comprised all the public secondary school teachers in Akoko South West Local Government Area of Ondo State. Out of this a sample of 150 teachers was selected through simple ramdon sampling technique. Two instruments were used to collect data. The data collected were analysed using frequency counts, percentages and chi-square. The findings reveal that there is significant relationship between teacher’s quality and students’ academic performance in English Language in Secondary Schools; there is significant relationship between teacher’s experience and students’ academic performance in English Language in secondary schools; there is significant relationship between teachers’ qualification and students’ academic performance in English Language in secondary schools; there is significant influence between teacher’s qualification  and experience on students’ academic performance in English Language. Based on the findings, it is recommended that Ondo State Government should intensify more efforts in the training of teachers in order to acquire higher qualification; teachers should bring their wealth of experience in teaching students that would enhance the internal efficiency in secondary schools in the State. Keywords: Teachers, teaching, learning, English language, secondary schools. DOI: 10.7176/DCS/9-2-0

Švietimo technologijos ir vertės neutralumas

Šiame straipsnyje iškėlėme tikslą apžvelgti plačias pastangas, dedamas valstybinių ir kitų suinteresuotųjų grupių į technologijų diegimą švietime, beveik nesusimąstant apie nepageidaujamas pasekmes. Tokia situacija – pavojinga, nes technologijos nėra vertybiškai neutralios. Siekiama paskatinti socialinį determinizmą, tikint, kad socialinės ir nacionalinės vertybės nulems švietimo technologijų (angl. edtech) diegimą. Pirmoje dalyje konceptualiai apžvelgiame švietimo technologijas. Darome prielaidą, jog visoms besivystančioms šalims būdingas siekis diegti švietimo technologijas, nes tikima, jog jose neužkoduotas vertybiškumas. Manome, jog „vertybinis neutralumas“ kyla iš technologijų filosofijos ir aprėpia tris technologijų neutralumo aspektus. Antroje dalyje vertybinis neutralumas apžvelgiamas šių trijų aspektų kryptimis. Aptariame edukacinnių technologijų vertybinį neutralumą ir trečioje dalyje įvertiname vertybinį technologijų sodrumą. Išryškinami ir plačiau aptariami du vertybiniai sodrumo aspektai. Ketvirtoje dalyje, remiantis pozytivistiniu metodu, pateikiami trys švietimo technologijų vertybinio sodrumo bruožai ir trumpai aprašomos rekomendacijos dėl edukacinių technologijų vertybiškumo valdymo. Įrodome, jog edukacinės technologijos nėra vertybiškai neutralios, nes jų funkcijose yra moralinių vertinimų nuostatos. Vertybinis sodrumas jas apibūdina ne kaip moralinį subjektą, bet kaip moralinį objektą, stipriai nulemiantį žmogiškuosius veiksmus ir vertybes. Edukacinės technologijos gali skatinti nepageidautinus studentų veiksmus, jos gali lemti ir keisti švietimo ir nacionalines vertybes. Šiame straipsnyje aptariami socialiniai pokyčiai, kuriuos galima stebėti empiriškai. Pateikiami pragmatiniai apibendrinimai ir rekomendacijos.The purpose of this article is to show that the massive quest by governments and stakeholders to integrate technology into education, with little or no consideration for undesirable outcomes, is dangerous because technologies are not value-neutral. The aim of the article is also to encourage social-determinism, in that social and national values determine the choice of educational technology (edtech) to be adapted and integrated. The first section involves a conceptual clarification of edtech. We take the common desire for the use of edtech in developing societies as an indication that it is considered value-neutral. We also present “value-neutrality” as a development that stems from the philosophy of technology, and consider three senses in which technology could be deemed value-neutral. The second section is an analysis of the value-neutrality of edtech in light of these three senses of the term. We note faults with regard to the value-neutrality of edtech, and use the third section to assess the value-ladenness of technology by means of two senses in which it could be considered valueladen. We further explore a way to properly conceive the idea of the value-ladenness of edtech. The fourth section contains a positivistic explanation of the three ways in which edtech could be considered value-laden, and a brief suggestion on how best to react to this concept. We identify that edtech is not value-neutral because it involves elements that are inclined towards moral evaluation. It is instead value-laden, not as a moral agent but as a moral entity with significant influences on human actions and values. Edtech could influence undesirable values in students, and may also change educational and national values. This paper concerns social developments that are empirically verifiable, with findings and implications that are also pragmatic