NATIONAL TEACHER'S INSTITUTE, KADUNA
Allover central polytechnic, Sango ota, Ogun State.
SCHOOL OF ARTS AND SOCIAL SCIENCES B.A. ( Ed) ENGLISH
NAME
ANILELEYE HUMUANI KANYINSOLA
LEVEL
100
COURSE TITLE
FOUNDATION OF EDUCATION
COURSE CODE
EDU 111
ASSIGNMENT
Summarize Module 2, Unit 5.
Module 2: HISTORICAL AND SOCIOLOGICAL PERSPECTIVE
Unit 5: INNOVATIONS IN EDUCATION.
INNOVATIONS IN EDUCATION
Innovation is one of those words we like to throw around whenever
possible. To innovate means to make changes or do something a new
way. To innovate does not require you to invent. Baked into
innovation are creativity and adaptability.
Innovation in education isn’t a specific term with fixed definitions. The
spirit of innovation education is an openness to looking with fresh
eyes at problems and to address them in different, new ways. It is a
recognition that we don’t have all the answers and are open to new
approaches to improve such as methods of knowledge transfer with
innovative teaching strategies.
Innovation in education can be:
Recognizing that students are better served by a flipped classroom
where they watch lectures at home and complete assignments in the
classroom.
Introducing more technology in the classroom to create a blended
classroom where students experience technology as they would in the
real world.
Providing greater ways to facilitate clearer and better communication
between school districts’ parents with powerful video tools.
Innovation in education comes from identifying problems, watching
and learning from others, to develop new methods to address these
problems, and iterating on them when these experiments don’t
necessarily give the results you need.
As educators, we can leverage innovation in education to improve
student outcomes from a purely academic standpoint as well as to
develop those soft skills that students need to succeed in life. We can
also introduce more and more technology that students will need to
be comfortable with overtime.
UNIVERSAL PRIMARY EDUCATION (UPE) And UNIVERSAL BASIC
EDUCATION as Examples of Innovation in Education In Nigeria.
UNIVERSAL ( Free) PRIMARY EDUCATION (UPE).
UPE Trends in enrolment from 1999 to 2003 show that on an average
enrolment consistently increased over the years for both males and
females from 7%, 8%, 11% and 44% in2000, 2001, 2002 and 2003
respectively. Primary schools rates were, however consistently higher
for boys than for girls. The efficiency of primary education has
improved over the years.
The primary-six completion rate increased steadily from 65% in 1998
to 83% in 2001. It however declined in 2002 to shoot up to 94% in
2003.The implementation of the Universal Basic Education in addition,
has brought remarkable developments in such aspects as academic,
social and physical educational spheres. The content of elementary
education in Nigeria witnessed many changes both in variety and
intensity since then. It should be remembered that the advent of the
National Policy on Education in 1977 and the revisions in 1981, 1998
and 2004 respectively brought with it the need to radically change the
school curriculum to meet the new philosophy of Nigerian education.
Appropriate curriculum contents were therefore developed for the
school system in the recent past aimed at improving universal
education to fit into the dynamics of current events and of the
immediate future in Nigeria. Of particular importance is the issue of
citizenship education which has been infused in to the primary school
curriculum. Topics emphasized include Nigerian constitution, tenets of
War Against Indiscipline (WAI) Mass Mobilization for Social Justice
and Economic Recovery (MAMSER) principles and the high waycode.
Other topics include home economics, introductory technology,
elementary science, population and family life education, drug abuse
education and environmental education. Relevant components of
these new subjects were infused into the existing school subjects
through the process of integrated approach to avoid over-loading of
the school curricula. In the area of personnel development, more
teachers were trained at the colleges of education and universities in
most of the states while the untrained teachers were encouraged to
undergo teacher training courses. In addition, the Federal
Government has under the Millennium Development Goals Project
directed the National Teachers’ Institute by the Act No. 7 of 1978 to
organize programmes for upgrading and updating practising teachers.
The UNIVERSAL BASIC EDUCATION (UBE)
The federal government of Nigeria provides that it shalldirect its
policy towards ensuring that there are equal and adequate education
opportunities at all levels. The key words here are: government
ensuring equal and adequate education opportunity at all levels,
ranging from pre-primary, primary, secondary and tertiary levels. The
unresolved question here is has the government of Nigeria been able
to ensure equal and adequate educational opportunities at all levels.
The simple answer is no.
Over the last decade Nigeria’s exponential growth in population has
put immense pressure on the country’s resources and on an already
overstretched public service and infrastructure. With children 15
years of age accounting for about 45 % of the country’s population,
the burden on education and other sectors has become
overwhelming.
Forty percent of Nigeria children aged 6-11 do not attend any primary
school with the Northern region recording the lowest school
attendance rate in the country particular for girls.
Despite a significant increase in net enrollment rates in recent years,
it is estimated that about 4.7 million children of primary school age
are still not in school. Increase enrollment rates have also created in
ensuring quality education and satisfactory leaving achievement as
resources are spread thinly across a growing number of students. It is
not rear to see cases of 120 pupils per teacher orstudents sitting
under tress outside the school building because of the lack of
classrooms or children sitting on the floor for lack of furniture.
This situation is being addressed, current efforts of Nigerian
government with the implementation of the Basic Education Scheme
(UBE). The compulsory free Universal Basic Education (UBE) Act was
passed in to Law in 2004 and represented the government strategy to
fight illiteracy and extend basic education opportunities to all children
in the country.
However, the number of Schools facilities and teachers availablefor
basic education remain inadequate for the eligible number of children
and youths. This is more so in Urban areas where there are population
pressure.
