FACULTY OF EDUCATION

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Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills
(Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.
It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.
Preparing teachers for inclusive education
(West and Central African Association of Special and Inclusive Education (WACAASIE) In collaboration with Scholarship Publishing and Educatinai Consult Services, Ibadan, 2012-06) Adelodun, G. A.
The success of inclusive education in any context depends upon many factors. Teachers themselves are critical elements in ensuring the quality of students’ inclusion in the school environment. Teachers have direct interaction with students and play a critical role in determining students’ experiences in the classroom on a daily basis. Special attention must be paid not only to the classroom teachers who have the skills but also to the support needed to provide quality education to children with diverse learning needs. This requires the collaboration of classroom teachers, special education teachers, school principals, education officers and policy makers. This paper indicates that preparing teachers with essential knowledge and skills for inclusive education requires the commitment of all stakeholders. This paper further stresses that preparing teachers does not simply mean providing prospective teachers with inclusive education skills; it also means providing training and support for existing teachers as well. It is also the position of this paper that building capacity for inclusive education should include awareness raising activities as well as integrated pre-service and in-service teacher training programmes to ensure that teachers are aware, ready and willing to implement inclusive education properly.
Enhancing library and information science education through cross-border collaboration: the experience of University of Ibadan, Nigeria and University of Ghana
(De Gruyter Saur, Berlin, 2014) Abioye, A.
Collaboration has been widely acknowledged as a potent tool for meeting the challenges of library and information science (LIS) education. Collaboration is forged not only among LIS institutions within national boundaries but also across borders. While collaboration is known to have been well developed in the developed countries of Europe and North America and is, indeed, advancing the cause of LIS education, not much seems to have been done in developing countries, particularly those in the West African region. Nigeria and Ghana are two West African countries with strong historical ties. They share, among others, a common colonial experience which culminated in the establishment of the University of Ibadan, Nigeria and the University of Ghana in the same year (1948) as affiliate colleges of University of London. The University of Ibadan’s Department of Library, Archival and Information Studies and the University of Ghana’s Department of Information Studies are notable centres of LIS education in West Africa. While the Ibadan LIS department started as the Institute of Librarianship in 1959 and admitted its first batch of six students in 1960, the Ghana LIS department evolved from the Ghana Library School established in 1961 under the auspices of Ghana Library Board. The two LIS departments have since been in the forefront in the development and sustenance of LIS education in West Africa. In view of their unique position and the long-standing relationship, what is the level of collaboration between them? This is what this study investigated. A survey research design was adopted with questionnaire and semi-structured interview with faculty in the two LIS institutions as instruments for data collection. Based on the findings and in the light of experiences in other parts of the world, recommendations are made towards improving collaboration in US education in the region.

FACULTY OF EDUCATION

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