VOLUME 3 NUMBER 1 JUNE 2006 ? f ‘ 4 i aTi DEVELOPMENT UNIVERSAL CONSORTIA UNIVERSITY OF IBADAN LIBRARY INT3RNATK UHL JOURNAL MSIARCH IN IBUCATION VOLUME 3 NUMBER 1 JUNE 2006 CONTENTS Metacognitive Inclination in the Study Habit Patterns of Highly Intellectually Endowed Nigerian Secondary School Students 1 - 9 Ibrahim A. Kolo Developing Paradigms for Solving Musical Arts Education Problems in Nigerian Secondary Schools: A Study of the Adoption of Pasmae’s Mat Cell Initiatives in Oyo Geographical Zone io -19 Sam uel, Kayode M. Life Long Education in the Age of Information Technology: The Need for A Review of the Library Studies Course in the NCCE Minimum Standards 20-28 Abiduna Abubakar Protecting Nigerian Children from Psychological Harms: A Neglected Function of the Family and the School 29-39 Tony O. Ekwe Grace C. Dom ike The Multimedia in Education 40-46 Fanny O. Egwim Incidence of Substance Abuse among the Hearing Impaired Adolescents in Secondary Schodls in Ibadan, Nigeria 47-5 9 Adelola Falase Adebom i Oyewumi The Role of Library in the Sustenance of Functional Literacy and Community Development 60 - 65 Onohwakpor, J. E. Repositioning English Language Education in Nigeria 66-71 Akinbode, J. Oluwole Low-level of Software Development among Nigeria’s Computer Science Graduates 72-77 Ogunnusi, O. S. Adedara, O. G. Ibijola, G. K. III UNIVERSITY OF IBADAN LIBRARY Physics Students’ Cognitive Preferences in Electromagnetism 78-85 Fasanya A. Gabriel Applications of Operations Research (OR) in Nigeria 86-95 Ahmad A. Maidam' i'*■s a ' v *r >'• *?, '‘;v Modernisation of Secretarial Education Curriculum for . Meeting the Challenges of 21st Century’s Technology 96 -103 Ibrahim A. Batagarawa V\- f: The Impact of NUC Accreditation Exercise on Academic Programmes of Selected Nigerian Universities 103 -111 Oribabor, O. A. Adesina, A. D. O. The Influence of Drug Abuse on Students’ Academic Performance in Tertiary Institutions: A Case Study of College of Education Waka-Biu, Nigeria 112-122 Adamu, H assan M oham m ed, Saidu Abdu, Ibrahim Musa, Abdullahi English Language Teaching/Testing for Effective Communication 123 -130 Joy O. Ale The Teaching and Assessment Strategies in the Preparation of Secondary School Chemistry Teachers in Benue State, Nigeria 131 -135 Ochu, A. N. O. - Impact of Science Education on NIgerian Economy: The Northern Nigeria Focus 136 -144 Adamu, H assan Umar, M. Madachi Abdu, Ibrahim Musa, Abdullahi Vocational Education and Skill Development: Challenges for Educational Administrators and Planners in Nigeria 145 -149 Ikwuegbu, P. N. Management of Information Communication Technology and Vocational Education in Imo State, Nigeria 150 -156 Ike-obioha B. Uzo Towards Effective Teaching of Music in Nigerian Schools 157-163 Angelina Okpala IV UNIVERSITY OF IBADAN LIBRARY Technical and Business Education for Socio-economic and Political Stability in Nigeria :: :: 164-168 Iheanacho, E. N. O. Information Technology in Nigeria: The Challenges of the Teacher in the 21st Century :: :: 169 -173 H assan Bello The Role of Teachers in Stimulating Students’ Mathematics’ Learning through Cognitive and Affective Methods at the Colleges of Agriculture in Nigeria :: :: 174 -184 Popoola , F. R. Olarewaju, R. R. Weaknesses of ICT in the Imparting of Knowledge :: :: 185-192 and Educational Inquiry Friday Nwidum ¥ ' Reinventing Secretarial Functionality in Selected Rivers State Hostpitality Firms, Nigeria :: :: 19 3-2 0 1 Agundu, P. U. C. Ofoegbu , J. N. 0 Onduku, F. Agundu , M. Relationship Between Junior Secondary Certificate Examination and Senior Secondary Certificate Examination Results in Ekiti State, Nigeria :: :: 202-206 M. S. Omirin Academic Performance and Cheating: Moderating Role of Self-Efficacy :: :: 207-214 Olaleye, F. O. The Rights of the Nigerian Child: Poverty and Socio-Cultural Impediments to Education :: :: 2 15-219 M. B. Aliyu H assan Bello Ladies and their Mode of Dressing in Nigerian Higher Institutions: The Challenges Facing a Feminist Theologian :: :: 220-227 Taiye Aluko Teachers Job Satisfaction and Students Academic Achievement in Gombe State Senior Secondary Schools, Nigeria :: :: 228-234 K. Bukar S. D. Buba Effects of Enhanced Collaborative Group Strategy on College Students’ Achievement in Population Education :: :: 235-239 Adedigba, T. Adewole v UNIVERSITY OF IBADAN LIBRARY DEVELOPING PAR AD IG M S FOR SOLVING M U SICAL A R T S EDUCATION PROBLEMS IN NIGERIAN SECO NDARY SCHOOLS: A STUDY OF THE ADOPTION OF PASMAE S MAT CELL INITIATIVES IN OYO GEOGRAPHICAL ZONE SAM UEL, KAYODE M. ABSTRACT: The state o f musical arts education in Nigerian schools is worsening despite considerable attention by numerous concerned scholars. Appraisal o f conclusions fro m available literature shows very little empirical evidences to back up scholars’assertions as well as lack o f strategic models to critically assess level o f severity o f the problem s confronting m usic education at different educational levels. Using PASMAE”sM A T cell project guidelines, this paper uses case studies o f secondary schools in Oyo geographical zone to critica lly assess the problems associated with musical arts education in Nigerian institutions. I t also offers some suggestions to tackle them and advocates fo r the developm ent o f organized a sse ssm e n t/ analytica l fra m ew o rk (possibly an adoption or contextual adaptation o f the M AT cell guidelines) as a vital step towards developing paradigm s fo r purposeful interventions. I N T R O D U C T I O N Musical arts education is an important programme in the development o f the social and cultural aspect o f a nation. Through it, a nation can fully realize and utilize her human resources in terms o f norms, customs, folklore and generally her traditions. The inclusion o f music in the Nigerian school curriculum is a testimony o f the recognition of its potential in national development by educational policy makers. According to Nwadukwe (1995), music education aims at the vocational, intellectual, emotional, physical and social development o f the learner with the aid o f equipment and materials. Vocationally, music education equips the child with a career. Furthermore, intellectually, it combines with other subjects to help the child conquer obstacles in his environment. Socially, music introduces the child to team work during music performances. Emotionally, music helps the child to express his feelings through numerous activities and physically, Samuel, Kayode M. is a Lecturer, Music Department, Oyo State College of Education, Oyo, Nigeria. In ternatio n a l Journal o f Research in Education Vol. 3, No. 1. 200 5 by The Development Universal Consortia. A ll Rights Reserved. 10 UNIVERSITY OF IBADAN LIBRARY International Journal o f (Research in (Education 'Uol. 3. Wo. 1. music exercises and trains the body of the child through different activities. Okafor (1988) also stated that the general aim of music education is to equip the individual to perform music in the society and to contribute to the economy. The person so prepared is to perform either as an artist or as a teacher. In view o f this, Okafor examined what outlets there have been, and are, for the products o f Nigerian colleges o f education to practise as musicians and teachers. Broadly, these include the public service (e.g. broadcast media, council o f arts and culture, etc), the entertainment industry and educational institutions. Faseun (1993) traced the historical development o f academic music education in Nigeria to the introduction o f western education by the missionaries. This took the form ofhymn singing as a subject in the mission schools with the primary aim o f developing a repertoire o f songs for worship and to correct the African pattern o f singing. The preference, according to Omibiyi-Obidike (1979) therefore was western classical music between 1844 and 1890. As she noted: The main objective then, was to proselytize the muslim and pagan communities through education. Hence the missionaries in early concerts were concerned with the problem o f comprehension o f their musical programme by their audience (Omibiyi-Obidike, 1979:13). It has since the years gone through various changes and modifications as reflected in the changing patterns o f the Nigerian society. An unprecedented event, which had negatively reshaped the future of music education in Nigeria, was the enactment o f the Education Ordinance o f 1926, which excluded music from the syllabus o f secondary and teacher training colleges. Another setback according to Omibiyi-Obidike (1987) came in 1948 when the content of music instruction was circumscribed to singing in the elementary schools, thus turning music to an extra-curricula activity. Today, the structure and content o f music education in Nigeria provides that music comes under the auspices o f culture. The curriculum for primary education in Nigeria provides among others for eight (8) Cultural and Creative Arts subj ects comprising o f Drawing, Handcraft, Music and cultural activities etc. Consequently, there has been the recurrent problem of what to select as well as how to implement the pupil’s choice, goals and opportunities. In the junior secondary school (JSS), pupils are expected to have a minimum of 10 and maximum o f 13 subjects. These must include 8 core subjects, 5 pre-vocational electives and 5 non-prevocational electives to make a total o f 18 subjects in all. The document prescribes that only one o f the non-prevocational subjects shall be offered. The possibility that the pupil would pick music, which is listed as the fourth out of the five non-prevocational electives is very remote. The senior secondary school (SSS) programme is stringently planned in such a way to have ‘comprehensive core curriculum designed to broaden pupil’s knowledge and out-look’. It therefore prescribes that the 11 UNIVERSITY OF IBADAN LIBRARY SamueC student shall offer 7 core subjects provided and a minimum o f one and a maximum of two o f the listed 18 vocational electives (of which music is one) and 17 non-vocational electives. It further gives room for the dropping o f one o f the 3 elective subjects in the last year o f senior secondary school course (FRN, 1998:19-21). Statement of the Problem Although musical arts education is meant to be a vehicle o f development, there are now more lamentations and incessant cries about its worsening situation from many quarters within and outside the education system. Low enrolment in music subject by pupils right from the primary through secondary level and the consequent decline in students’ choice o f it as a course o f study in higher institutions, poor performances o f students at examinations conducted by various examination bodies, inability o f graduates o f music to live up to the challenges ahead are some o f the reasons often been cited to buttress this assertion. Judging from available literature, there have been persistent calls from various music scholars in the last two decades or so on problems associated with music education in Nigeria. Numerous meetings, conferences and fora under diverse music association names are conveyed from time to time to discuss the way forward. For instance, Nwadukwe (1995) mentioned family and community career preference (which influences learner interest), unsuitable music curriculum, poor physical setting, teachers’ poor teaching methods, poor/wrong evaluation system, learner’s limitations, inadequate textbooks and materials as well as disinterestedness o f school heads as some o f the problems at the junior secondary school level, where she teaches. She however did not provide any observed data to support her claims. So also, A desokan’s (1999) and Joel’s (2000) submissions oft he problems militating against music education in the country were not supported with empirical data. There is therefore the need to provide evidence in concrete terms to serve as a scientific baseline for further research, intervention actions and evaluation activity. A major initiative in this regard by the executive officers o f the Pan African Society for Musical Arts Education (PASMAE) was a call on interested music educators from different parts o f Africa living in contiguous zone/area to organize into Musical Arts Education Action Teams (MAT) cells, where they could meet regularly as the grassroots educators’ voices to interrogate, identify, discuss and document the real problems in classroom locations as well as any far fetched solutions/ideas with local classroom/ community experiences and possibilities. This recognizes the fact that investigative framework o f the musical arts education problems must be specific to the local context, and indeed be truly African. In line with this, Nzewi (2003) suggested and rightly too that the solutions to African musical arts education require true African sensitive approach. 12 UNIVERSITY OF IBADAN LIBRARY International Journal o f (Research in education Vol. 3. No. 1. Objectives and Methodology The objective o f this paper is to highlight some o f the problems militating against musical arts education in Nigeria and some efforts taken so far in addressing them through a presentation o f the findings of Oyo MAT cell. The intent also include to reinforce the clarion call to fellow African scholars who are tired o f going round in circles and who long for the end o f the era o f paying lip service to issues negatively touching on our noble profession. The time has come for all to wake up to our responsibility, promote well- cultured and true research oriented approach to the problems o f musical arts education in Africa as a whole. Following the invitation from PASMAE to form Musical Arts Education Action Teams (MAT), a MAT cell was formed in Oyo town, Oyo State o f Nigeria on the 4th o f July, 2002. Membership was drawn from primary, secondary and tertiaiy institutions in and around Oyo town, representing the three levels o f academic education in Nigeria. Working with the MAT Project manuscript containing guidelines, which PASMAE prepared and supplied, the group met as a Focus Group to discuss strategies to facilitate thorough data collection on situation and problems encountered in modern music education in Oyo locality and its environs. Each member of the MAT cell thereafter went out to observe and conduct personal interviews with stakeholders in schools/institutions offering music, which they were assigned to. The findings were then discussed extensively as members o f the group thoroughly assessed the situation at our subsequent meetings. All these were documented and forwarded to the MAT cell coordinator with a number o f proffered workable solutions, which were further discussed at PASMAE biennial regional conference held at Maseno University, Kisumu in July 2003. Results and Discussion: Issues observed, discussed and documented in Oyo MAT cell, which was forwarded to PASMAE MAT cell coordinator covered all the levels o f education. However, a brief summary of what obtained in the secondary level is presented in this paper. The findings are presented under the following subheadings: (i) School particulars, (ii) Factors that encourage and discourage music instruction/activities in the secondary schools (iii) Society’s perception o f the profession/ administrators’ insincerity, (iv) Assessment o f available facilities and resources 13 UNIVERSITY OF IBADAN LIBRARY SarmieC School Particulars: Table 1: Type o f schools and location, Personnel: N a m e a n d L o ca tio n T y p e o f S ch o o l E n r o llm e n t N u m b e r o f Q u a lif ic a t io n s o f o f S c h o o l S c h o o l P o p u la tio n fo r M u sic M u sic M u s ic P e r so n n e l ( J S S 1 - 3 ) P e r s o n n e l N e s to C o lle g e , O y o P r iv a te 393 174 1 N C E (M u s ic ) S P E D , In te rn a tio n a l P r iv a te 815 2 8 4 1 N C E (M u s ic ) , B .E d S e c o n d a ry S c h o o l, N u r., & P r im a ry O y o E d u c a tio n St. A n d re w ’s M o d e l P r iv a te 806 4 2 2 2 N C E (M u s ic ) H ig h S c h o o l, O y o N C E (M u s ic ) O liv e t B a p tis t H ig h G o v t. 2 1 5 3 691 3 B .E d (M u s ic ) , N C E S c h o o l, O y o (M u s ic ) , N C E (M u s ic ) In te rn a tio n a l S c h o o l, G ov t. 1750 6 2 6 N C E (M u s ic ) , Ib a d a n B .E d . (M u s ic ) , B .A . (M u s ic ) & M .A . A fr ic a n S tu d ie s Source: Author s Fieldwork, 2003. As it is presently, only the International School, Ibadan continues music beyond the junior secondary school level. This is because music as a subject becomes optional after this level and most students would have lost interest in it at this stage. Another pathetic picture that also emerged from the above table is the teacher: student ratio. The implication therefore is no amount or the level o f motivation; there is little the teacher (who is faced with such Herculean task) could achieve especially under the heavy workload burden. Factors that Encourage and Discourage Music Instruction!Activities in the Secondary Schools: Some o f the factors mentioned as encouraging music instruction and activities in the schools studied include: very few enlightened and interested parents who are willing to buy personal musical instruments for their wards’ private practice, occasional special school programmes such as valedictory services, annual Christmas carol programmes and donations o f some musical equipment by musically inclined and interested parents. On the other hand, factors, which discourage music instruction and activities both within school environment and as extra curricular activities far out number the encouragement mentioned earlier. They include inadequate time allocation to the teaching o f an interesting and a living art as music in all the schools. Consequently, most ill equipped teachers struggle to teach the theoretical aspects, with its attendant Western orientation. Coupled 14 UNIVERSITY OF IBADAN LIBRARY International Journal o f ‘Research in ‘Education Vol. 3. No. 1. with these is the undue emphasis on instrumental tuitions that have little or no relevance to pupils’ natural experience. All these, among others were identified as ‘killing the system’. The hard position o f the government o f Nigeria, which lays great emphasis on Science and Technology and consequent restriction on the candidates’ choice o f number o f subjects to enter for at both junior and senior secondary school examination is a factor worsening the matter. Music teachers’ inventiveness at organizing music clubs to provide awareness among the student populace as well as their efforts at inviting local master musicians as facilitators/instmctors on traditional musical instruments to stimulate learning have become ‘mountains to the promised land’. Society’s perception of the profession/ administrators’ insincerity: Another factor found discouraging music activities is society’s perception o f the profession, parental disapproval as well as administrators’ insincerity. It emerged from our findings that many parents would never approve o f their ward’s choice o f music as a subject to be studied. This is sometimes based on religious ground. Parents’ intolerant attitude against the teaching o f music in Nigerian institutions has rubbed off the pupils themselves with many dubbing an acronym for music as Most Useless Subject In Class. Some o f them also raised the fears that musicians in the society are ‘never do wells’, while most of the principals of schools covered in this study did not show enough sincerity in terms o f support and provision o f facilities to effective run the programme. Problem of Facilities and Resources: Lack o f facilities and resources remained a major bane o f effective musical arts education as observed in these schools. The table below further exemplifies the point: There is a general inadequacy o f audio and audiovisual equipment for learning. In all the secondary schools situated in Oyo, these are virtually non-existent. The music teachers once in a while bring along their personal property to help the students as a strategy to get around the problem. There are no music studio or practising rooms and in most cases, lessons take place in the general classrooms. Most secondary schools do not even have a single Keyboard in any form as music teachers are required to adhere strictly to the contents o f the curriculum, with few more demands and inputs to carry out musical renditions during special programmes. Both African traditional and Western musical instruments are grossly inadequate in all schools. This is not unconnected with poor attitude o f the government to funding of education at all levels. As a result, music in schools (which is capital intensive in nature), is badly hit. Ekwueme (2000) sees this as a sign of government’s negative regard for the music profession. She further identified lack o f policy statement by the government, which would have assisted in determining the philosophy, goals, standards and quality of 15 UNIVERSITY OF IBADAN LIBRARY SamneC Table 2: Inventory o f Available Facilities and Resources: S ch o o l A u d io a n d W e s te rn M u s ic a l A f r ic a n T ra d i t io n a l P h y s ic a l S p a c e a u d io v i s u a l I n s t r u m e n ts M u s ic a l I n s t r u m e n ts & F a c il i t ie s e q u ip m e n t f o r L e a r n in g N e s to C o lle g e , N il 1 U p rig h t P ian o , S e k e r e (R a ttle ) C h a lk b o a rd , a O y o 1 A c o u s tic G u ita r , A g o g o (B e ll) p a r t ly fu m ish ec 2 T ru m p e ts , S o m e sm all ro o m R e c o rd e rs d e s ig n a te d as H a rm o n iu m an d a m u s ic ro o m se t o f d ru m . S P E D , In t’l N il N il S e k e r e (R a ttle ) R e g u la r S ec S c h o o l, c la s s ro o m O y o St. A n d re w ’s M .H S ch l O y o N il R e c o rd e rs N il R e g u la r c la s s ro o m O .B .H . S ch o o l O y o N il N il N il R e g u la r c la s s ro o m In te rn a tio n a l S c h o o l, Ib a d a n Y es 3 P ia n o s , 1 E k w e (w o o d e n s lit W e ll-fu rn ish e d E le c tro n ic K e y b o a rd d ru m ), D u n d u i t & & c o n d u c iv e 2 T ru m p e ts , T u b a , K a n a n g o (h o u rg la s s D e p t, o f M u sic , F re n c h h o rn s G u ita rs , d ru m s) , O g e n e a m p lif ie rs a n d lo u d (b ig m e ta l g o n g ) sp e a k e rs fo r P o p A g i d i g b o , S e k e r e B a n d m u s ic . Source: Author’s Fieldwork, 2003. music at every level o f education. Private individuals’ complimentary efforts at providing qualitative education have not yielded much positive result as seen in the table above. International School, Ibadan happens to be the only school that tries to keep its head above the water. This is explicable in the light that its department o f music is the examination centre for the Music Society o f Nigeria (MUSON) for candidates in and around Oyo/Ibadan area. It is also on record that the school frequently enrolls and presents some o f its pupils especially those that show considerable sign o f seriousness to both M USON’s theory and practical graded examinations, which is very similar to ABRSM, London. i 16 UNIVERSITY OF IBADAN LIBRARY International Journal o f (Research in (Education V o l 3. Jlo. 1. S O L U T IO N S A N D R E C O M M E N D A T IO N S : There is the need to overhaul the entire Nigerian educational system, which has hitherto been unfairly tilted in favour of Science and Technology and reposition it for the challenges of now and the future. The International Society for Music Education (ISME), the International Music Council in conjunction with the UNESCO is hereby enjoined to take major stride in ensuring that the Nigerian government implements the Cultural Policy for Nigeria o f 1988. This would no doubt be the bedrock o f redressing the unjustifiable imbalance against the cultural and creative arts. Another foremost step in curtailing one of the problems identified in this paper, which is bad curricula is the immediate review of the entire curriculum on which Nigerian music education is built. It is no longer pardonable to retain the content o f music (as contained in different levels o f academic education in Nigeria), which is been studied by the young and upcoming ones with its lopsided nature in favour o f Western oriented values and to the detriment o f the African traditional ideals. We wish to ask further is it not an irony that the consultant developers and planners of the music curriculum are our well known learned and respected Nigerian musicologists and music educationists? We wish to state unequivocally that it is time to evolve a more African sensitive and oriented programme in view o f the challenges before us all. Another opportunity would soon present itself (since these curricula are periodically reviewed). When it does, it is our expectations that colleagues would courageously rise up to the occasion by ensuring that right from the primary school curriculum, the Nigerian child is introduced to music education early enough in order to inculcate musical virtues/values into them. Traditionally, the enculturative role of parents in setting a child on the right musical strand in Africa is never in doubt. We hereby make a call on all parents/guardians to ‘Return to the root’, For the home is the foundation agent of education and as the cradle o f all developmental processes, which take place in the life o f a child before he gets to school. Conducive environment must therefore be provided by the home through the parents to encourage the growth and development of children’s musicianship. One major way parents could realize this obj ective is to provide musical toys such as local materials with which children could make music. This is not to exclude toy piano and guitars, recorders and the likes for the use and practice o f the child. That way, his innate musical potential would be cultivated and sustained for further development especially when he gets to school. With regards to funding, it is hereby suggested that various music departments need a re-engineered approach in getting funds to run their programmes especially the provision o f musical instruments etc. One positive way is for the departments to raise funds through musical concerts regularly organized in their various communities with the available facilities. Invitations should be extended to genuinely interested philanthropic individuals, bodies and organizations. They could also explore the possibilities of wilting 17 UNIVERSITY OF IBADAN LIBRARY SamueC well focused proposals to funding bodies to solicit for assistance as well as mounting pressure on their various institutional management teams to ensure allocation of resources both human and materials to all the various music departments. Traditional professional music artistes in particular should be appointed in the schools to teach those aspects that would ensure pupils and students acquire the desired skills and are also well grounded in practical African musical knowledge. At the meetings o f the MAT cell leaders in Kisumu, five major areas o f concern were identified and mapped for action one o f which includes the need to be more aggressive in developing appropriate music technology. The time has come for various music departments to enter into collaborative researches with the Departments of Music Technology such as The Polytechnic, Ibadan and the College of Education in Eha Arnufu with a view to constructing locally made musical instruments as ready alternatives would also be a positive way in ameliorating this perennial problem o f facilities. One is pleased to note here that positive action on this has since commenced with some schools in Oyo. We further wish to advocate for the development o f organized assessment/analytical framework and possibly an adoption or contextual adaptation of the MAT cell guidelines; which having experimented with, we are convinced is geared towards providing insight into the state o f musical arts education in Africa as well as proffering far reaching and workable solutions to our multifarious problems. The premise is that correct and organized assessment is a right step in the direction o f effective and purposeful well-targeted intervention activities. Another advantage o f such a framework is its usefulness for evaluation o f intervention based of the concept o f Triple A cycle: Assessment, Analysis, Action. C O N C L U S IO N As many committed African scholars living in contiguous area take up the challenge provided by this PASMAE initiative, we are strongly convinced that no one would be able to underscore the value of information derivable from reports o f numerous MAT cells spread all over Africa in providing the much-needed databank which would assist in adopting a more holistic and appropriate approach towards finding solutions to the multifaceted problems confronting musical arts education in Africa as a whole. R E F E R E N C E S Adesokan, Z. A. (1999), Music Teacher Education in Contemporaiy Nigerian Society. Unpublished Paper Presented at the National Conference on Nigeria Teacher Education of the 21 st century: Attractions and Distractions. College o f Education, Ilorin. Sept. 8-10. 18 UNIVERSITY OF IBADAN LIBRARY International Journal o f (Research in (Education V o l 3. No. 1. Ekwueme, L.U. (2000), Strategies for Effective Teaching o f Music in Schools and Teachers’ Colleges” Journal o f Conference o f Music Educators o f Nigeria. 1(1) 4-17pp. Faseun, F. (1993), The Status o f Music in Contemporary Nigerian School Programmes, in Issues in Contemporary Nigerian Music, Nsukka: Hallmon Publishers (Nig) Ltd. Federal Republic of Nigeria (1988), National Policy on Education. (3rd ed.). Abuja: Federal Government Press --------------------------- (1998), Cultural Policy fo r Nigeria. Lagos: FGP. Joel, S.A. (2000), Music Education in Contemporary Nigerian Society: A Review of Problems and Prospects. Journal o f Conference o f Music Educators o f Nigeria. 1(1): 77-85pp. Nwadukwe, A. N. (1995), Junior Secondary School Music Education - The Way Forward. Unpublished Paper Presented at the 3 rd National Conference on Nigerian Music at Obafemi Awolowo University, Ile-Ife. Nzewi, M. (2003), Acquiring Knowledge ofthe Musical Arts in Traditional Society, in Musical arts in Africa: Theory, Practice and Education, A.Herbst et.al (eds) Pretoria: UNISA Press. Okafor, R.C. (2001), Music and Nation Building. Nigerian Journal o fC urriculum and Instruction, Vol. 10(1) Dec. --------------------------- (1988), Focus on Music Education in Nigeria. International Journal o f Music Education, 4 (8). Omibiyi-Obidike, M. (1987), Whither Music Education in Nigeria. Unpublished Paper Presented at Conference o f Music Educators. College o f Education, Akwa. July 2 3 -2 6 . --------------------------- (1979), The Process o f Education and the Search fo r Identity in Contemporary African Music. African Musicology: Current Trends, Vol.II A Festrichft presented to J.K. Nketia, J.C. Djedje and W. Carter (eds.) African Studies Centre, UCLA. 27-44pp. 19 UNIVERSITY OF IBADAN LIBRARY