FACULTY OF EDUCATION
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Item 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.Item Language policy implementation in multilingual Nigeria: french and mother-tongue experience(2018-02) Araromi, M. O.By all standards, Nigeria is a multilingual and Multicultural state parading more than five hundred indigenous languages existing alongside English language as an official language and French language as the defacto second official language. Choosing a national language among the existing indigenous languages has become a complicated issue and a subject of controversy among the diverse ethnic groups and stakeholders in the political landscape of Nigeria due to multiplicity and plurality of languages in Nigeria. One cannot underestimate the significant value of languages in the socio- economic development of a nation. Thus, this necessitated the formulation of language policy religiously entrenched in the National Policy on Education. Though the language policy is quite laudable favouring the promotion of the indigenous languages and French language as a language of diplomacy and international relation, proper implementation of the policy provisions and most especially the teaching and learning of French language in a multicultural and multilingual country like Nigeria still suffers tremendous setback. However, this paper looked critically at the major constraints to the implementation of the language policy provisions as stated in the National Policy on Education having in focus the advantages inherent in the multilingualism and multiculturalism to promoting peaceful co-existence and socio-economic development in Nigeria. It was however recommended that government should endeavour to match policy formulation with policy implementation.Item Influence of mass media on sustainable development goal one attainment in Osun State, Nigeria(2020) Akinyooye, F. E.; Aransi, W. O.The study’s objective was to examine the influence of mass media on Sustainable Development Goal one attainment in Osun State, Nigeria. Three specific objectives and research questions as well as two hypotheses were enumerated, answered and tested. Simple random sampling technique was employed to select two-hundred and seventy (270) participants from the target popualtion. Descriptive and inferential statistics as well as thematic analysis were used to analysis the data generated from research instruments. The empirical findings revealed that there was awareness through mass media towards various developmental projects installed across the communities under investigation. Besides, the awareness necessitated community stakeholders to give supportive hands to poverty- related projects. Also, it was revealed that awareness through mass media would be a necessary condition but not sufficient one for the attainment of the poverty targets of the Sustainable Development Goal one within the studied araes. In addition, significant gender difference existed towards awareness about implementation and community members’ participation which was in favour of female and male respectively. The study recommended that prominent basic literacy programmes embellished with poverty alleviation information should be disseminated on regular interval, constant mobilisation of the needed physical and financial resources towards implementation of developmental programmes by the concerned stakeholders, regular monitoring and supervision of projects and involvement of the members of community during implementation of poverty alleviation programmes to mention a few