FACULTY OF EDUCATION

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    Mapping a Multiple Frameworks for Financing Literacy in Nigeria
    (2019-07) Ojokheta, K.O.; Omokhabi, S. U.
    UNESCO (2009) contends that “literacy is still one of the most neglected education goals in many countries, especially among the poorest nations”. This is reflected in the poor financial allocation to it in many poorest nations, especially African countries with particular reference to Nigeria. Besides, there is a lack of a holistic framework for financing literacy in the country. This paper, therefore, advocates the urgent need for the adoption of multiple sources of financing literacy in Nigeria and therefore maps out the framework for achieving this advocacy. The paper begins with the discussion on problems of financing literacy in Nigeria. It provides justification for multiple sources of financing literacy in the country and thereafter discusses the experiences of other lands in financing literacy. The framework for achieving multiple sources of financing literacy in Nigeria is also discussed. The paper was rounded-off with the submission that financing literacy in Nigeria should be the business of all. Therefore, no one should be left out in financing literacy to ensure its sustainability in Nigeria
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    Innovative mechanism for building leadership skills and competence among youths in educational setting: the outcome of a three-phased experiment
    (2018) Ojokheta, K.O.; Oladeji, S.O.; Omokhabi, A.A.
    This study reported the outcome of a three-phased experiment on building leadership skills and competence among undergraduate students at the Department of Aduh Education, University of Ibadan, Nigeria. The basic objective of the experiment was to find-out if students, given the leadership and authority figure to facilitate leaching, would develop and acquire leadership qualities and skills. The experiment was carried out in three phases: The first phase involved 25 students who registered for a course ADE 207 (Principles and Practice of Adult Education) in first semester, 2015/16 academic year. The students were allocated each topic in the outline to prepare and facilitate the leaching on rotational basis. The second phase took place in second semester 2015/2016 academic year with a course ADE 208 (Cost, Budgeting and Financing Adult Education Programs) and the third phase took place in first semester 2016/2017 academic year with ADE 303 (Current issues and Problems in Adult Education). During the methodological processes, other students were asked to secretly rate their colleagues, who assumed the lectureship position, using these rating scores: 1-2 (Poor). 3-4 (Fair), 5-6 (Good), 7-8 (Very Good), and 9-10 (Excellent) on identified parameters. The outcome of the experiments showed that the performance rating scores of all the students, at the first phase, was poor between (1-2) in most of the parameters. However, at the second phase, the rating scores had improved to between (5-6) marks while at the third phase, the performance rating had improved to between (7-8) marks. Two implications were derivable from this experiment: firstly, schools’ curriculum and teaching methodologies must be re-structured to give students, the future leaders, the opportunity to develop their leadership skills and competence right from the school: and secondly, leadership skills can be acquired if people are given continuous exposures and opportunities
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    Lifelong learning targets of education 2030 agenda and policy-implementation modalities in Nigeria
    (2018) Ojokheta, K.O.; Omokhabi, A. A.
    Education 2030 Agenda, popularly tagged the "Incheon Declaration ", is the new vision of education agreed upon by over I, 600 participants from 160 countries at World Education Forum held in Republic of Korea from 19-22 May, 2015 with the theme “Towards inclusive and equitable quality education and lifelong learning for all". This paper critically examined the lifelong learning opportunities for all targets of the Agenda and discussed policy directions and implementation modalities for achieving the cardinal focus areas of the targets. The paper began with the examination of the components of access, equity and inclusion, quality and learning outcomes, and lifelong learning for all opportunities. It also examined the lifelong learning opportunities targets of the Agenda and identified the pillars upon which the targets are anchored. The recommendations on policy direction and implementation modalities for each of the pillars were suggested. The paper was concluded with the submission that adult education, adult learning and training opportunities, literacy, education for sustainable development, global citizenship education framework must be given utmost priority in order to achieve the targets of the lifelong learning opportunities for all in Nigeria
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    Predictors of female lecturers reproductive health behaviour in tertiary institutions in Nigeria
    (His Lineage Publishing House, 2016-01) Ojokheta, K.O.; Oladeji, S.B.
    Women reproductive health behaviour (RHB) has generated a lot of interest from researchers across many disciplines because of complications on women health generally. Previous studies on women's RHB had focused on various categories of women and teenagers leading to a gap in literature on women in the tertiary institutions. This study, therefore, examined the extent to which cultural norms/religious belief, peer influence and mass media exposure influenced the RHB of female lecturers in tertiary institutions in South western Nigeria. The survey research design was adopted. The purposive sampling technique was used to 540 academic workers from thirteen tertiary institutions in South western Nigeria. Two instruments were used: RHB Scale (r-0.81) and RHB Determinants Scale with sub-scales, cultural/religious belief (r=0.83), mass media (r=0.75), and peer influence (r=0.71). Three hypotheses were tested at 0.05 level of significance to determine the RHB of female workers. Pearson product moment correlation and content analysis was used to analyse data collected through the questionnaire form the respondents. Seventy-five percent of respondents exhibited good RHB. Their significant strength of relationships with RHB was ranked: religious/cultural belief (r=0. .066); mass media exposure (r=0.070), and peer influence (r=-0.602).Mass media exposure, cultural norms/religious belief and peer influence strongly predicted reproductive health behaviour of female lecturers in sampled tertiary institutions. Improvement in the reproductive health behaviour among tertiary institutions female lectures calls for government to encourage and motivate women having two or more children to adopt family planning through mass media messages
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    Developing alternative methodological framework for facilitating adult learning: the outcome of an experiment
    (2016) Ojokheta, K.O.; Oladeji, S.B.; Omokhabi, A. A.
    This paper presents the outcome of an experiment on an alternative method of facilitating adult learning called DISSAAP. It is an acronym where D stands for Discussion of learning content, I for identification of Deductions, S for Summation of recurring major deductions, S for synthesis of deductions in order of importance, A for Agreement of synthesis, A for Adoption of the synthesis, and P for Presentation. This approach was experimented with a group of adult learners participating in a University Distance Learning Programme with the concept of motivation as the course content Learners were allowed to discuss individually what could motivate them to achieve effective learning. From the discussion, deductions made by them were identified. The major recurring deductions were recognised and summed up for synthesis which were, thereafter, arranged in their order of importance. In collaboration with the facilitators, agreement of the synthesis was reached with the learners for adoption of what motivate adult learners. The adoption led to the presentation of the new knowledge on motivation of adult learners for general acceptability by the learners. Findings of the experiments show that learners' intuitive capacity, power, and empowerment to arrive at knowledge themselves were greatly enhanced which led to active participation of the learners in the teaching and learning process. The experiment proved that "DISSAAP" is an effective methodological approach for facilitating adult learning and is, therefore, recommended for adult educators and facilitators
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    Refocusing adult education in conformity with fundamental changes of modern realties
    (2016-08) Ojokheta, K.O.; Omokhabi, A. A.
    The growing importance of adult education as a major instrument for achieving sustainable lifelong learning in various spheres of human endeavours have led to fundamental changes in its structure and tenets. Based on these changes, this paper, therefore, provided a strong justification for refocusing the structures and tenets of adult education in conformity with fundamental changes of modem realties. The paper began with a critical dissection of the cardinal areas where fundamental changes have occurred in adult education. Such areas include: the new understanding and definitions of adult education, the new roles and objectives of Adult Education, the expanded components of Adult Education, the expanded philosophical approach of adult education, the expanded learning environment (ELE), the expanded views of the rationale behind educating them, and the expanded perceptions of the commonly accepted beliefs regarding adult education. The paper was concluded with some recommendations on the strategies for reshaping the structures and tenets of adult education in Nigeria in order to make the discipline conforms to these documented changes
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    Roadmap of the key variables and action framework for attaining sdg 4-education 2030 agenda in Nigeria
    (Faculty of Education University of Ibadan, 2019) Ojokheta, K.O.; Omokhabi, A. A
    In order to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, which is the SDG 4-Education 2030 Agenda, various countries have been developing broad and specific action plans towards the attainment of the goal. There exists in Nigeria a broad action framework for all the SDGs, as contained in Nigeria's Road to SDGs. There is, however, no concrete specific action tasks and the timeline towards SDG 4-Education 2030 Agenda in Nigeria. This paper is therefore written to guide education policy planners and decisionmakers in Nigeria on the key variables and specific action framework/timeline for achieving the goal. The paper begins with the discussion of the SDG 4-Education 2030 targets. It also discusses the key features and policies priorities of SDG4 as well as the implications for educational development. It equally identifies and discusses the key variables that Nigeria must focus attention on as follows: policy and planning, financing, advocacy and communication, capacity development and technical assistance, coordination, and partnership, as well as monitoring. It also makes suggestions on the specific tasks and the timeline for the achievement of these variables. The paper concludes that the achievement of the SDG 4-Education 2030 vision in Nigeria must be seen by education policy planners and decision-makers as a serious issue of national importance. Therefore, the country needs to display aggressive pursuance of the goal not in terms of a broad framework, but in terms of specific action tasks