Browsing by Author "Ayoola, N. O."

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Integrating entrepreneurial education into early childhood and care education in Nigeria
(National Education of Research Development, 2011-09) Ayoola, N. O.; Amosun, M. D.; Olusola, B. A.
Entrepreneurial education is increasingly considered valuable in every society that desires steady economic growth. Most Nigeria graduates as at today are job seekers instead of job creators. This results from emphasis on certification rather than productivity and relevance to the needs of the society after graduation. This paper therefore examines the areas of Early Childhood Care Education programme in Nigeria into which entrepreneurial education can be integrated in order to make the products of the programme productive, relevant and self-reliant. It is recommended among other things that Nigerian government should begin to develop entrepreneurial thinking through legislation that will promote entrepreneurial education. This will ultimately make education to play its role in the achievement of vision 2020 in Nigeria.
Pre-school teacher’s perceived self-efficacy on implementation of national early childhood curriculum: implications for the achievement of sustainable development goal on education in Nigeria
(2019) Ayoola, N. O.; Amosun, M. D.; Ojoko, B. A.
The early years are critical in the life of every child as experiences gained during the period can have lasting effects on the child. For this reason, programmes aimed atfostering proper stimulations and holistic development ofthe child are usually put in place. One of such programmes is Early Childhood Education (ECE) which is guided by a curriculum in order to achieve the set objectives of the programme. For this reason, the Nigerian Government developed the National Early Childhood Education Curriculum for Ages 0-5 years. It is however not known whether pre-school teachers have the self- efficacy to effectively implement this curriculum. This study thus investigated Pre-School Teachers Perceived Self- Efficacy on Implementation of the National Early Childhood Education Curriculum for Ages 0-5 years in Ondo West Local Government Area of Ondo State. The study adopted survey research design. Purposive sampling technique was used in selecting twenty five (25) public and thirty five (35) private primary schools'in the study area making a total ofsixty (60) primary schools. “Questionnaire on Pre-school Teachers' Perceived Self-efficacy on Implementation ofthe National Early Childhood Curriculum (QPTPSNECC) ” was the instrument used. Data collected were analysed using percentage, mean and standard deviation while T-test was used to test the hypothesis raised. Findings revealed that pre-service teachers self- efficacy on the implementation Childhood Curriculum for Ages 0-5 years was average. These findings have serious implications for the country's attainment of Sustainable Development Goal 4.2. It was recommended that pre-school teachers should be made to regularly attend trainings that will enable them acquire necessary skills for effective implementation of the curriculum.
Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria
(2018) Amosun, M. D.; Ayoola, N. O.
Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should alsoorganize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.
Towards achieving the goal for early childhood and care education in global education for all (EFA)
(National Education of Research Development, 2013-09) Ayoola, N. O.; Amosun, M. D.; Eyengho, T. T.
The multiple benefits that early childhood and care education has on children for their nutrition, health and educational development and the role of high quality programmes on offsetting disadvantage and inequality has been recognized in recent times. This therefore explains why the rate of development of any nation is closely tied to early childhood and care education. Yet the enormous influence that early childhood and care education has on children and national development is far from being realized as envisaged. This paper therefore focuses on the first Education for All (EFA) goals, which deal with expanding and improving comprehensive early childhood care and education. The paper, also mentions the constraints hindering its achievement and suggests ways by which the goal can be achieved.