Journal of Education and Vocational Research

Global Partnership in Achieving Sustainable Development Goals (SDGs) in Nigeria: The Role of Technology and Vocational Education and Training (TVET)

Mohammed Auta — 2022-11-06

The paper examined the need for a global partnership with TVET to ensure that the sustainable development goals set out by world leaders are convincingly achieved. The paper dwell on the three dimensions of SDGs identified during the declaration- economic, social and environmental. With respect to the economy, a case was made for adequate investment in the areas of agriculture and manufacturing. The need to establish a strong partnership with TVET institutions for the training of the unemployed without regard to sex, tribe, religion or physical challenges has been advocated as a panacea to some of the challenges facing Nigerian society. With regard to the environment, this paper advocates for a global partnership on sustainable green TVET.

Education and Economic Growth in the Economic Community of West African States (ECOWAS)

Olawumi Dele Awolusi — 2022-11-06

The declining level of economic growth in the Economic Community of West African States (ECOWAS) has been attributed to the poor level of educational development in the bloc. Consequently, this study aims to assess the effect of primary, secondary and tertiary educational development on economic growth in the ECOWAS bloc. The study adopted an extended literature review/ desktop research methodology to address three research questions. Findings based on the extended literature review indicated negative and insignificant relationships between primary educational development and economic growth in the ECOWAS bloc. Secondly, findings also established largely positive relationships between secondary educational development and economic growth in the bloc. Lastly, the relationship between tertiary educational development and economic growth was largely mixed in the ECOWAS bloc. The three specific conclusions were, therefore, validated by both the institutional fitness theory and the new theory of growth. Consequently, to improve the contributions of primary, secondary and tertiary educational development to economic growth in the ECOWAS bloc, the present study recommends the promotion of enhanced social programs, integration of existing policies and creation of societal culture executed within a sound institutional framework, reduction in unemployment, regional disparities, defining the active role of non-governmental organizations (NGOs) and other independent institutions, as well as even distribution of political and financial power, especially in Nigeria, the largest country in the bloc.

Efficacy of Constructivist’s Teaching Method in Proving Mensuration Theorem: Implications for Nigeria Senior Secondary School Students

Stanislus Sochima Unodiaku — 2022-11-06

The study was conducted to determine the efficacy of the constructivist’s teaching method (CTM) on teaching proof of mensuration theorem: a panacea for senior secondary school students’ interest and achievement. The population of the subjects was 3095 SSS II students composed of students in secondary schools in the Agbani Education zone of Enugu State. Four research questions and four null hypotheses guided the study. Multi-stage sampling technique was used for the study, based on which 197 students composed of 95 males and 102 females were randomly sampled. Data was collected using Mathematics Achievement Test (MAT) and Mathematics Interest Inventory Test (MIIT). The Cronbach alpha statistic and test-retest methods were used in determining the reliability estimates of the MAT and MIIT respectively which yielded 0.89 and 0.91 respectively. The data obtained with the instruments were analyzed with descriptive statistics (mean and standard deviation) in answering the research questions. The findings of the study clearly showed that CTM is effective in enhancing students’ achievement and interest in mathematics learning, especially in proving mensuration theorems. Those exposed to the treatment performed significantly higher than those exposed to the expository method after the treatment. Moreso, those in the experimental group showed a significant difference in mean interest rating in Mathematics than those in the control group after the treatment (post-test). These recorded significant mean differences in achievement and interest of the students after they were exposed to the treatment showing that CTM is responsible for such enhanced increase in performance of the students and their interest. The observed no significant mean difference in performance and interest between male and female subjects shows that CTM is capable of bridging the existing gap in performance and interest in mathematics between males and females.

Exploring the Values of Transformative Curriculum for Nation-Building: The Challenge of Curriculum Enactment in Citizenship Education

Ronke Iyabo ADEDUNTAN — 2022-11-06

The challenges to nation-building are overwhelming in Nigeria due to large withdrawal and lack of commitment to public issues with trust and unity decreasing daily among the citizens. The lack of skills and opportunities on how to effectively engage in providing solutions also slows down the task of nation-building which results in breeding irresponsible citizens. Hope therefore lies in an educational program that enhances students’ capacity for leadership, transforming students into agents of social change. This research employed a descriptive case study design through qualitative methods (observation, interview and content analysis). Multiple cases were used as the sample size (10 secondary school teachers and six student-interviewees from Case Study A & B). A purposive, non-probability sampling technique was used regarding the sample size. The content analysis findings revealed rich transformative qualities in citizenship education through Civics contents. The Civics contents investigated are intellectually stimulating. However, the required transformational components of motivation and ideal influence that will stir students’ actions through the teacher’s enactment were poorly delivered. The gaps discovered showed students were hindered from practical and responsible contributions to their immediate community as a result of disparity and disregard for curriculum-recommended activities by the teachers. Therefore, thorough supervision of the curriculum enactment process in the classroom was recommended. Teachers should also switch to innovative, practical activities emphasizing roles expected of students in real life. These will transform students’ mindsets as change agents in working solutions to observed challenges around them.