UNIVERSITY OF IBADAN LIBRARY Table of Contents Preface .................................................................................................. vii Acknowledgements ................................................................................. ix Part One Theoretical Foundations Chapter 1 Ethics and the Teaching Profess~on- J. A. Akinpelu .... . 2 2 The Roles of Faculties of Education in Afncan Universities - Michael Omolewa ................................. 17 3 Phlosophical Implications of Information and Misinformation in Teaching and Learning - Oluremi Ayodele-Bamisaiye ...................................... 29 4 Mahng Nigerian Educational Curricula more Relevant - Ayorinde Dada, C.0 .0. Kolawole and Abam Arikpo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ...........................4 0 5 Education for Character and Learning - Kola Babarinde ..................................................................... 51 Part Two Physical Education 6 Theoretical Foundations and Conceptual Models for Health (Science) Education in the Twenty-fust Century - James A. la ....................... 64 7 Nigerian Adolescents' Perception of Values in Competitive Sports - Michael Adeniyi Ajayi ............. .86 8 Improvisation of Instructional Aids in Physical Education - Andrew 0. Fadoju ................................... 94 9 Effect of Eight Weeks Aerobic Exercise Programme on Body Composition of Female Obese - Osteoarthritic Patients - IF: Babalola and TO. Sangobiyi ............................................................ 105 10 Nigenan Physical Education Practitioners' Preparation for Career Relevance in theNew Millennium - E. 0. Morakinyo ....................................... ................. 113 Part Three Library, Resources and ICT in Education 11 Prospects for Knowledge and Information Transfer Managers in Nigeria in the New Millennium - I? Adetowun Ogunsheye ........................................ 124 UNIVERSITY OF IBADAN LIBRARY 12 Learning Resources Development and ti Iisation in Schools - D t.'olorzrnsho Elurlirofi. D. Bisi Omijide ........................................................... 144 13 Gettin-e Involved: Decentralising National EducationInformation to Support Operational Level Use - Rostclirze t p e k r .................................... 155 14 Management Information Systems in Education - Ayo Akinwumiju, Martins Fabunrni ....................... 16 1 15 Providing Information Communication Technology (ICT) Environments for Teaching and Learning in the Nigerian Education System - A . Abinbade, A. Aremu, G. 0. Adedoja ............................................ 172 16 Records Management in Ogun State Public Primary Schools - S. 0. Popoola ................................ 189 . . . Part Four Science and Vocational Technical Education 17 Increasing Girls' Access to Technical and Vocational Education (VET) in Nigeria - Remi S. Longe, S. 0. Adedeji ................................................... 202 18 .J. @-. proving-Mathematics and Science Curricula at the Implementation Stage K. Aki?zsola, B.O. Ogunleye ........................................................... 211 19 Ipnovations in Science Teaching for the New Millennium - A.M. Olagunju, Francis A. Adesoji, TO. Iroegbu, T.A. Ige ............................... 2 19 ' . Part Five Health Education 20 Coping.w ith Stress ina Stressed Society - ' ' C.O. Udoh ................................................................... 234 21 Incorporating Dying and Death Education inthe School Curriculum - B. 0. Ogundele ................ 249 22, - Health-Promoting Schools: Our Precious Need - , O.A. Moronkola .......................................................... 258 23 Attitude of Nursing others Towards Diarrhoea + . . Management in Oboro Local Government Area of \I mo state - Francisca Chika Anyanwu, Ikechukwu ... Emmanuel Anyanwu .................................................... 267 UNIVERSITY OF IBADAN LIBRARY The Use of Exercise in the Management of Asthma - Ademola Abc~.r.y. ..................................... 275 Part Six Special Education 25 Coping with the Challenge of G~ftednessin the Classroom - LA. Nwazuoke .......................... ,286 Early Childhood Education for Children with Mental Retardation - J. 2: Eni-Olorunda, J. 0. Oyundoyin, G.B . Ojo ......................................... 300 Educating the Hearing - Impaired child within the Context of Universal Basic Education - J. Abiola Ademokoya, Julie N Onwuchekwa and A.M Oyewumi ............................................................ 3 17 Collaborative Strategies for Educating Children with Learning Disabilities - JA. Ihjuni, S.A. Kanu ......... 327 Part Seven Evaluation in Education 29 Evaluation for Innovation in Teaching and Learning: A Typification of,PsyschotherapeuticT eaching - J. 0. Osiki, S. 0. Salami .............................................. 340 An Evaluation ofNomadic Education in Oyo State of Nigeria - I. 0. Osokoya, B. 0 , Lawal. ................... 352 A Multi-Causal Education of Academic Performance of Nigeria Learners: Issues and Implications for National Developments - A. Oyesoji Aremu, B. 0. Sokan .................................. 365 Personnel Counselling for Productivity Improvement among Selected Managers in Nigerian Organisations - Ayo Hammed .......................................................... 376 Part ~ i ~ h tU'n iversal Basic Education C 33 Realising Nigeria's Millennium Education Dream . - The UBE - Pai Obanya .......................................... 388 The Use of Indigenous Language in Promoting Permanent Literary and Numeracy in the UBE Programme - Olusegun Akinbote, Esther Oduolow~ and Temitayo Ogunsanwo ......................................... 415 UNIVERSITY F IBADAN LIBRARY 35 The Roles of Audiology and Speech Pathology in the Universal Basic Education Programme - Moji Oyebola, KoIa Abiodun .................................... 425 36 The Relevance of Universal Basic Education to Visually Impaired Persons in Nigeria in the new Millennium - MS. Eniola, J 0. Olukotun ................. 436 37 Access to Education, Distance Education and the Use of Modem Technology for Universal Basic Education - Deborah Egunyomi ................................ 452 38 The School Library Media Centre in the Universai Basic Education (UBE) Programme - D. Folorunso Elaturoti, H Kikelomo Kolade .......... 464 39 The UBE: A Reiteration of Equity? - Abiodun Okediran ......................................................4 73 Part Nine Adult Education, and Social Work 40 Primordial Culture and Sustainable Community Development - I. Adekeye Abiona ................ .<. ......... 484 Bereaveinent and Social Work Intervention in Nigeria - J. 0. Ojesina ............................................................ 494 School Social Work in Nigeria: Providing Support for Students in Difficult Circumstances - OluJicnmilayo 0. Folaranmi ...................................... 503 Socio-Psychological Theories for Social Work Practice - J.K. Mojoyinola, T.G. Adegoke ..... 520 Media Techniques in Adult Education and Community Development - Anjtcwon J. Akinwande .................... 531 Part Ten Education and Sustainable National Development 45 Challenges for Sustainable Educational Development of the Nigerian Child - Ajibola Falaye ...................... 544 Career Counselling for National Development - D.A. Adeyemo ............................................................. 558 Creativity and innovation in Education - Julius Olarinde Akinboye .......................... :. .............. 578 Creativity and Knowledge Innovation in Education for SustainabreN ational Development - Julius Olarinde Akinboye ........................................ 633. Index ..................................... ;. .............................................. 667 UNIVERSITY OF IBADAN LIBRARY Chapter Forty-Two School Social Work in Nigeria: Providing Circumstances Olufunmilayo 0.F olaranmi Abstract In this chapter, the author described some of the problems in Nigerian schools in Nigeria as being enormous ranging from general indiscipline to gross immorality, violence and eventual dropping out and or failing out of school. She therefore proposed that social work services should k introduced in all the levels of education in Nigerian schools to enable the pupildstudents, their parents and communities concerned help and empower themselves to resolve these mounting social problems. One can trace the origin of school social work in the United States of America to individual initiatives in response to the high rate of juvenile delinquency in the schools during 1906 - 1907. But since the inception of formal education in Nigeria in 1837 - 1900, experts in the field of &cation and child psychology have . not been able to respond adequately and positively to the lingering problems threatening the success of students individually and collectively. Tbis author recommends that school 5 UNIVERSITY OF IBADAN LIBRARY Education this Millennium: InnovMiorls in Theory arrd Practice social work should f i l l the gap after a careful exposition of the goals, purpose, values and philosophy of the social work profession. Introduction and Statement of the Problem Trouble in the school is often the first sign of trouble in the child's social and emotional life. Thus, a school social work programme is part of a good preventive mental health programme. A visit to any school in Nigeria today, whether primary, secondary or tertiary shows that there is an increasing rate of lawlessness violence, indiscipline, failure and so on among students more than there was a couple of decades back. In other words, many more students get into the problem of dysfunction in the schools. now. More often than-no. t,.the ,influence o f .,.... ... :, :,:.....,. > . ' <:j . ; . ~ . . . such troubled students on the social functioningbf the other studinis is significant..~haits why Dave (1975) opine that 2% of aschool population can disrupt the whole school. In the same vein, Skidmore, Tharckeray and Farley (1 99 1) als6 supportDaveYsa ssertion that it is difficult to teach when studknts are disruptive and that violent behaviour creates an atmosphere that makes it difficult for others to learn or for teachers to teach. Hence, the duty and responsibility of school social workers to help students who exhibit any symptom of emotional mahdjustment is very crucial. Allen Meares (1983), Bakare (1993)., Meedles and Knapp (1994) assen that the incidence of malfunctioning among.students has been consistently persistent. Obemeata (1995) in support of this assertion also observed that the education system in Nigeria has become an unprofitable industry since both the primary and secondary s'chools produce "functional illiterates" in large numbers thus negating the goals of Nigeria's National Policy on Education,. It is very sad to report here that incidents of gangsterism, hooliganism and terrorism occur periodically in all institutions in Nigeria. ~ o t thk electronic and print media report such incidents regularly. Purpose and Principles of Social Work Practice All the other professions like teaching, medicine, engineering and and so on are easier to define than the.profession of social work. However, some authors have made attempts to define social work. ~chwartz(1 961) defines . social work as "mediating the process through which the individual and the society reach out for each other through a mutual need for self-fblfillment." UNIVERSITY OF IBADAN LIBRARY Adult Educalion and Social Ubrk This mediating model rests on the assumption that the interest of the individual and the interests of society are essentially the same but that in a complex and changing society, the individual's desire to belong as a full and productive member, and the society's ability to integrate and enrich its people are sometimes blocked. Social work intervention is directed towards these blockages and towards freeing the individual's impetus towards health, growth belonging and the organized efforts of society to integrate its parts into a productive and dynamic whole. In another vein, the Commission on social work practice of the National Assoc$ationo f Social Workers published a working definitton (1958) that defineb social work practice as a constellation of value, purpose, sanction, and method and it identified three purposes of social work thus: . . . . ist individ. ua. ls a. nd grou.p s. to ide..*n ti..f y. .a nd, . , res01v.,e:..~ orm. in_i m. iz,e .. .. .. . , . . . ... . ms arising-out'of dii-equilibrium betwken 'themselves and the otential areas of dis-equilibrium between individuals or e environment in order to prevent the occurrence of dis- seek out, identify and strengthen the maximum potential in s and communities. own contributiondefines social work as a profession s to enhance the social functioning.of individuals, singularly and s, by activities focused upbn their social relationships, which constitute dividuals and their environments. These activities e functions, restoration of impaired capacity, and provision of individual and social resources and preventions of social dysfunction. In spite of the fact that thereare so many definitions of social work, one general viewpoint which is obvious is that social work is concerned with helping and empowering individuals, families, groups and communities to resolve problems that affect their well-being on an individual or collective basis. Social workers believe in the intrinsic worth and dignity of human beings. They are committed to the values of acceptance, self-determination and respect for individuality. They are also dedicated 'to the welfare of individuals and the achievement of social justice for 311. They believe in.the - obligation of all people individually and cpllectively-to contribute to the provision of resources, services and opportunities .for the overall benefit of UNIVERSITY OF IBADAN LIBRARY Education this Millennium: Innovations in Theory and practice Social workers practice in avariety of settings which include the following: child welfare, family welfare, general and mental health, schools, corrections and the court, community development, industry, homes for the elderly and disabled and many more. In this paper, our discussion will focus mainly on the roles and responsibilities of school social workers. Social workers are enabled to deal with a range of human problems without necessarily obtaining specialized professional credentials for every area of practice. Development of School Social Work School social work began in the United States ofAmerica through the efforts of private agencies and civil organizations during the period of social reform in the earlywentieth century. Precisely it was first established in the schools in Boston, Hartford and New York in 1906-07 through individuallinitiatives and financial support from the Commonwealth Fund. Originating as part of a programme to combat juvenile delinquency, the Commonwealth Fund helped to establish school so~iawl ork programmes in thu@ schools throughout the country. Early emphasis was on getting information on the family backgrouhd of children, usually children from ethnic groups whose unfamiliarity with American folkways was chplicating the lives of the second generation. The concern was also with children who came to school hungry or in poor condition or were obviously incapable of doing the assigned work. Much of the need for the programme stemmed fiom the introduction of compulsory education which means that the school must be prepared to adapt itself to a wide range of intellectual abilities, vocational interest, cultural backgrounds and degrees ofmaturity. This diversity makes the,individualized study of children essential if each child is to be served appropriately. At the same time that this demand is placed on the school, its facilities are being overtaxed by large enrolments and shortage ofteachers. School social work went through rapid expansion in the 1920s when the rate of juvenile delinquency rose astronomically as a result of the fall out fiom the -First World War. Then, school social workers were called upon to provide I preventive work in the field of juvenile delinquency. Later, school social 1 work increased its efforts to develop and define its own methods of social I I casework in the schools, hence they began to turn more attention to work i i witlithe individual maladjusted child at school, in addition to their traditional I work with others on behalf of the child - at home, in school and in the I I community UNIVERSITY OF IBADAN LIBRARY Adult EdupLlon. and SocW Work Between 1930 and 1960, school soc~awl ork shifted its effort in goals and activities and increased interest in work with the individual child to help him/ her make the best use of the existing school environment while considerable effort was devoted to the refinement of method and techniques. In 1960, in response to urgent social problems affecting large numbers of school children and youths, school social work literature began to urge a transition to new goals and methods of work and to reflect a new awareness of the school as a social system and a greater readiness of the professions of education and social work to collaborate. The social group work method was used more frequently together with demonstrations of new approaches to work with the conlmunity. Essentially, school social work is an application of social work pnnclples and methods to the major purposes of the school. This purpose is to provide a setting for teaching and learning in which children can prepare themselves for the world they now live in and the world they wlll face in the future. Objectives of School Social Work The objectives of school social work relate primarily to the school's educational functions. In Nigeria the National Policy on Education (1998) states the objectives of education clearly in Section 1;No 5: I . the inculcation of national consciousness and national unity; 2. the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society; 3. the training of the mind in the understanding of the world around; and 4. the acquisition of appropriate skills, abilities and competences both mental and physical as equipment for the individual to live in and contribute to the development of his society. Hence, each school whether primary, secondary or tertiary builds its cumculum in a way to meet the objectives as stated in the national policy. (See Section 2 No. 10, Section 3 NO. 14, Section 4 Nos. 17 & 18 and Section 5 NQ 32) for the specific objectives of pre-primary, primary, secondary and higher education respectively. All these are the objectives of school social work since it works to enable the childlstudent make the most use of hisher educational opportunities. Generally speaking school social work centers on helping pupils/students attain a sense of competence, a readiness for continued learning and an ability to adapt to change. UNIVERSITY OF IBADAN LIBRARY Education this Millennium: Innovations in Theory and Practice The Future of School Social Work in Nigeria Globalisatior, as we are all aware has become a new requirement in the training of social workers. Hence there is need to conform with international practices in our standard of social work practice. In most parts of the developed countries, it is a well-known fact that school social workers constitute part of the school personnel. For instanee, the School Social Work Association ofAmerica is a professional organization of school social workers working in private and public .schools throughout the United States of America. So also the New Brunswick Association of social workers in b a d a h a s i ts members working in schools. It is therefore in strict compliance with this challenge that the goal of our year 2002 seminar in the department of social work in Ibadan is to "raise the awareness of all major stakeholders in education to the mounting social problems in the schools.. .w ith a view to *lying s&id work interlention skills and techniques to reduce or eliminate them". As seasoned social workers, our work involves mediation, counselling, and advocacy on behalf of our clients. We also engage in the development and evaluation of social planning which is very important to ensuring high iuality services for the public. In view of the above, this author believes very strongly that there cannot be any other time than now for social workers to be placed in Nigerian schools if one considers the mirage of social problems plaguing the school system. The stage is well set. Reports from the eastern part of the country indicate that there are already school social work services in the secondary schools. Efforts are being made to prepare a proposal to the Federal Ministry of Education, Abuja on the issue so that school social work in Nigeria can become a Federal Government initiative. Anothq critical issue, which requires urgent attention, is the fact that most of the professional social workers on the field in government agencies do not have the appropriate qualifications to handle their duties and responsibilities well. As our department now turns out professional Masters Degree holders in Social Work, some concerted effort need to be made by appropriate ministries to try to harness the educational experiences of professionally trained personnel to fill some of the existing vacant positions. Many observers fail to see the impact of social welfare services on the people in our communities and in Nigeria as a whole; because of inadequacy . of trained personnel occupying strategic positions. 508 UNIVERSITY OF IBADAN LIBRARY Adult Education and Social Work Conclusion and Recommendations In view of the mounting social problems in the schools, we cannot afford to continue to recommend solutions to the government; we on our part should come up with solutions. One solution already identified is the posting of social workers to the schools. Private and public school educators'should provide a variety of services to school children in difficult circumstances. Some of these include individual interviews by guidance counsellors, teachers and other specialized personnel. School social workers need to join this team as they coiaborate with school or community personnel to visit pupils' homes and neighbourhood. The important message here is that there are many students in the schools who cannot make the best use of their educational opportunities as a result of a social problems. There is no figure yet to substantiate that assertion but results of external examinations like SSCE show yearly the urgent need for social work services in the school system. One recommendation, which can serve as a short-term solution, is to organize workshops/seminars for principals and vice principals of secondary schools, headmasters and headmistresses ofprimary schools where school- related social problems would be discussed and social work intervention techniques explained. This effort will in no small m e m er aise the awareness level of the administrative school personnel to the services offered by social workers. As heads of schools, incidents of deviant behaviour among students are first reported to them. Hence if they are aware of school social work services, they will be able to make appropriate referrals. Also, as an interim measure, short-training programmes (STP) could be organized for serving guidance counsellors in the secondary schools on the practice of basic school social work services. The principles of coordination, collaboration, cooperation and consultation (4C7s)i n social work encourage teamwork with other school personnel and therefore should be meaningfidly ' exploited. References Allen - Meares, Paula (1986). Social Work Services in the Schools. New Jersey:Prentice Hall Inc. Bakare, C. G M.. (1 993). 'The Psychology ofAdolescents and its Implication for Guidance and Counselling in Nigerian Schools" PsycholbgyfOr Everyday Living Val. 2 No. 3. UNIVERSITY OF IBADAN LIBRARY Education this Millennium: I n ~ O ~ a i i O nins mmry and Practice Compton, B. R. and Galaway Burt (1989). Social Work Processes. California Brooks Cole Publishing Company. Dave, E. (1992). Environment Factors in.H earing Second Language.. Teaching and Hearing, Bieling and Sons. Fafunwa, A. B. (1 974). Histow of Education in Nigeria. London: George Allen and Urwin. Federal Ministry of Information (1998). National Policy on Education. Meedies and Knapp (1994). Teaching .writing to Children who are underserved ~ournalof Educational Psychology. Vol. 80. No 3. ~bemeataJ,. 0. (1 995). Education:.An Unpmfitable Industry in Nigeria; Postgraduate School Interdisciplinary Discourse, Ibadan. University Press. Mimeograph. . .,- - . P.r o.c ee., d. in. gs. .o.. f. t h q ~ a k e $ q r ~ t . ~ ~ (h1-o95j8))., ( ed) ~ . i. . _i,~ . uaat, i.l . , ~baurn, . . . - ~ e w ' y o r k~. a t i ~ i~;sa&~c iationof ~kidwo rk&: Skidmore, R. A; Thackeray, M. G md Fprley, 0.W . (1991) Introduction to Social Work.New Jersey: Prentice Hall Inc. ' I UNIVERSITY OF IBADAN LIBRARY