. -.

Restricted UNDP/NIR/72/04 1 Terminal Report NIGERIA

e-

-.

'Teacher Education and Curriculum Development, Rivers State

i

.

Project Findings

Recommendations r - ' and - --

. .

. . . .

. .

. . . _

. .

. . Serial No.: FMR/ED/OPS/8 1 /284(UNDP) . . . .. United Nations Educational,

Organization . Scientific and Cultural

. . . .

. . . - . . .

. .

. . . .

. . ,' '. . . . .

United Nations Development Programme

Paris, 1 98 1

N I G E R I A

t

Teacher Education and Curriculum Development , Rivers State Project Findings and Recommendations

.

Report prepared for the Government of Nigeria by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

1

. .

United Nations Educational, Scientific and Cultural Organization

. .

. .

.. . . .

. United Nations ' Development Programme

e

. .

,

.

. . ,

. .

. .

. . . .

. . . . . .

. . , .

I ,

I . .

. .

. . . .

UNDP/NIR/72/041..

Paris, 16 December 1981 . ,

. . Terminal Re ort , -' FMR/ED/OPS/t;l/284, (UNDP) ' . ,

. . . .

-c . (8 . Unesco 1981

Printed.in.France . .*

1

. .

, .

, , . L . .

. .

JsE OF CONTENTS

; .

I. INTRODUCTION

11. OBJECTIVES

111. ACTIVITIES AND OUTPUTS

A. Primary School Curriculum Development

B. Curriculum Development

C. Teacher Education

D. Fellowships

IV. ACHIEVEMENT OF OBJECTIVES . .

vi FINDINGS

VI. . RECOMMENDATIONS

c APPENDICES

b Appendix A - Unesco Expert

Appendix B - Fellowships

Appendix C - Activities at Project

. .

Paragraph NO

I 1 - 4) (5 - 7)

(26 - 32) (33 - 37) . '

(38)

. .

. .

. NIR/72/041 - Teacher Education and Curriculum Development

Terminal Report

8 I. INTRODET1 ON

1. . specialized assistance from Unesco, and drawing on funds provided by UNDP (Project NIR/70/007), mounted a programme of massive assistance in the areas of primary and secondary education, teacher-training and supervisory and educational planning. These efforts came within the framework of the overall rehabilitation plans of the Federal and State Governments.

2. As a result of these intensive rehabilitation efforts, the Rivers State of Nigeria reached the point where it could envisage puttin new long-term development plan for its educational system. A UNDPyUnesco expert in educational planning was dispatched to the Rivers State for short periods in 1972 and 1973 to provide assistance with this goal in view.

3. In its plans, the Ministry of Education gave high priority to expanding and improving facilities for primary and secondary education in the Rivers State, as well as to improving and developing its teacher-training programmes for the primary and secondary sectors and drawing up suitable curricula.

Immediately following the end of civil war in Nigeria, UNICEF, with

into effect a

,-

4. vigorous external assistance in view of the urgent need to accelerate educational development without sacrificing qualitative progress. A formal request for aid was, therefore, made by the Ni Document (NIR/72/041/A/OlZ3), submitted on 12 January 1974, was signed by the Rivers State Government on 19 December 1973, by the Federal Military Government on 12 January 1974, by UNDP on 11 February 1974, and by Unesco on 28 March 1974. The total UNDP contribution envisaged was US$ 92,400, with'a Government input in kind set at N.41,OOO. At the outset, the project, which was scheduled. to begin on 1 November 1974, was to be of two years' duration. However, it was subsequently expanded (NIR/72/041/E/01/13) in the light of the need to expand the Rivers State College and provide the help of international experts in key areas of the curriculum (home economics , English, mathematics, education and science) and the .Project Revision Form, signed by Unesco on 11 May 1978 and by UNDP on 30 June 1978, records a total revised budget for 1975 to 1979 of US$ 231,783, representing the overall UNDP contribution to the project during that period.

I1 . OBJECTIVES

5. State of Nigeria in developing its educational system through teacher-training programmes and revised school curricula better adapted to its needs.

6. objective of introducing universal primary education during the 1970'8, the Ministry of Education attached great importance to the qualitative aspects of education. These qualitative criteria were to be met in part by undertaking curriculum reform. The first step in this respect was to strengthen the staff of the Ministry and its teaching personnel by training curriculum development specialists, particularly in teacher education at the primary and secondary levels.

Implementation of these ambitious, yet essential plans, called for

rian authorities concerned, and the original Project

The long-range objectives of the project were-to assist the Rivers

While quantitative expansion of the education system was the fundamental

- 2 -

7. The immediate objectives of- the project were:

(i) to work with the Advanced Teacher Training College and the Grade I1 Teachers' Colleges in upgrading the overall educational programme in the Rivers State, by planning and developing and applying new teaching methods and techniques; to mobilize teachers, tutors, lecturers and other experts to establish a continual process of curriculum development in the Rivdrs State, to renew, adapt and improve these curricula;

(iii) to assist in the co-ordination of curriculum development in all major subjects taugbt at both primary and secondary levels;

(ii)

,

(iv) to organize and assist, with in-service training of teacher educators and insufficiently-trained primary teachers;

(v) to assist with the preparation and implementation of projects to be financed from external resources( mainly UNICEF) .

I11 . ACTIVITIES AND OUTPUTS

A. Primary School Curriculum Development

a. permit the drawing up of a primary school syllabus and preparation of accompanying instructional materials. This was intended to illustrate the way in which a primary curriculum can be developed and put into effect. It was also felt that it would serve as a basis for the secondary school curriculum development to follow. Similarly, the second extension of the project by a further year was granted so that the writing of primary school textbooks which were completed up to elementary class three could be completed up to class six, thus making a complete set of elementary school work.

9. After the initial two years of the project, a new primary school syllabus of 180 printed pages was drawn up and distributed to all primary schools in the State. The syllabus dealt with languages which included English as well as local languages; basic science which included science, mathematics , nature study, health, physical education, agricultural education, home economics, social science,

. including social studies, civics, Bible knowledge, and culture, creative and industrial arts, which also included woodwork, metal work, music art and drama. In addition, the syllabus made provision for a comprehensive list of goals and guide- lines for primary education, broad subject area correlation; allocation of periods for junior and senior primary classes, as well as a daily time schedule.

10. . In drawing up the new primary syllabus, and in order to assist revision of past curriculum development work and make further recommendations possible, a

. conceptual scheme was devised. The scheme aimed at launching the required curriculum development by mobilizing all concerned. As a result, 12 subject area panels and a steering committee of 18 were formed. The steering committee represented governmental, industrial, business, religious and educational agencies. Also, subject area panelists averaging about 14 members each were drawn from primary and secondary schools, teacher training colleges, universities, ministries and other specialized agencies. Both the steering committee and the subject panels were systematically organized to engage in activities in which problems were jointly defined. Surveys were conducted to ascertain the status quo and related literature was examined, and alternative solutions explored. With the scheme functioning as a guide, the work of drawing up a new primary school syllabus was completed, and a copy of the syllabus made available to schools. In all the writing and distribution covered a

A first extension of the project for two years was agreed upon in order to

,

',

.

'. - 3 -

period of sixteen months. This was followed by orientation courses in how to apply the new syllabus, which were conducted for a period of four months during school vacat ions

11 . problems of primary schools, and how primary school curriculum development could be managed as an on-going process. This whole exercise, conducted Over a period of 24 months and culminating in the drawing up of a new primary syllabus and the orientation programme, was conceived as the applied research aspect of curriculum development in the conceptual scheme designed. The activities pursued were considered as applied research in the sense that all those concerned with primary education were mobilized and organized to deal systematically with the identific- ation of problems and the devising of alternative solutions with the aid of a conceptual franework.

In drawing up the new syllabus, participants gained an insight into the

> .

12. selected subject areas in accordance with the provisions made in the new syllabus. Some selected subjects on the new syllabus needed special treatment. Hence, the books written were intended to illustrate the special treatment &nd stress laid on the subject areas selected. They were also designed to provide practical experience in the writing of instructional materials needed as a further follow-up to the new syllabus. The subject areas calling for special attention were arts and crafts, social studies, civics and mathematics.

13 taught as an examination and textbook-oriented subject when, in fact, it should have served as a means of providing free expression. Social studies were also taught in terms of the separate subjects of history and geography. Again, civics had to be specifically amplified given the change-uver from military to civilian rule. The particular need to write mathematics books arose from a declaration made at the time to abolish modern mathematics and re-institute what was referred to as tradit- ional mathematics. The declaration meant discarding virtually all books used in the past and writing new ones.

14 and crafts had only a comprehensive teachers' guide. Mathematics. required pupil work- books and teachers' manuals. Social studies and civics were provided with textbooks,

The next phase 'of this curriculum work entailed writing textbooks in

Arts and crafts required special attention because it had been previously

The types of books written varied with the subject areas dealt with. Arts

.

. ..

. .

. .

a3 well as accompanying pupil workbooks and teachers' guides. All books written were in sets of six, covering the work to be done in elementary classes 1-6. In this way a total of 50 manuscripts,of an average of 120 pages,were prepared in the subjects referred to, in a period of three years. These made provision for a complete set of. elementary 1-6 books. All of these books prepared for elementary classes 1-3, numb- ering 24 manuscripts, were published in sufficient quantities and made available to Schools

15. ten members, was selected. These took part in writing-workshops . Panelists were scheduled to meet twice a week for ten months to produce a book needed in a subject area for a class. To do that, schemes of lessons were drawn up based on the new primary syllabus, covering a year's work term-by-term, and these were shared among panelists following a typical school timetable. Each day's work was carefully scrutinized and tested by the panel before it was considered acceptable. The resulting work was then further revised 'by language child development and publishing experts. Members of subject area panels were drawn from primary teachers, head- masters, secondary school special subject area teachers, T.T.C. tutors, university

For the writing of these books a panel of four writers, consisting each of '

. . .

- 4 -

lecturers, school inspectors and other personnel with relevant expertise.

16 was going on, demonstration workshops in the use of the new syllabus and teaching materials were simultaneously held. This made up Phase Three of primary school curr- iculum development. Workshops were specifically conducted for primary school head- masters and their leading subject area leaders who numbered more than two hundred. The demonstration consisted of participatory displays and rehearsals related to the objectives, content, methods and materials of the new syllabus, in particular of those new subject areas introduced into the new syllabus. Experts selected from all over Nigeria, as well as able members from among the participants, assisted in leading the workshops. Headmasters, assisted by their leading teachers, were made to conduct in their respective schools workshops similar to the one they had attended. Having oriented the headmasters in relation to the new syllabus and materials, the next step was to identify ideal schools and proceed with actual demonstration in classroom situations. This, however, could not be carried out as the project had to be phased out due to shortage of funds.

B. Secondary School Curriculum Development

17 The development of secondary school curriculum consisted, as with the primary, of first identifying tutors of training colleges, university lecturers,' subject specialists, principals and teachers who were involved in secondary educ- ation work. This initial secondary school curriculum development group was mobilized in order to make use of survey guide instruments to determine prevailing conditions, practices and facilities. The group was requested to participate in developments which were to take place at a later stage. With the assistance of the group, a survey guide was prepared and distributed to seventy secondary schools. This survey was primarily intended to determine the causes of poor performances among secondary schools in the West African School Certificate examinations in the previous three years . 18. were in mathematics and the physical sciences. The reasons identified for the poor performance in secondary schools were: inadequate student preparation of those

In the fourth year of the project, while Phase Two of curriculum development

s

The result of the survey conducted indicatedthat the poorest performances

-passing from primary to secondary level; inappropriate schemes of work and teaching materials used by teachers; and lack of experienced and qualified teachers. It was also noted that there was a high turnover rate and absenteeism among secondary school teachers. In the light of-the background data of survey returns, it was felt that a series of actions should be taken on an experimental basis in order to remedy the situation. These consisted of: first, improving the teaching of mathematics;secondly, capitalizing on the testing carried on as in mathematics; and thirdly, improving the teaching of physics and chemistry. To do this, preparatory work of ten months' duration was needed to improve the teaching of mathematics alone. This was to be followed up by another ten months of actual classroom tryouts. The preparatory work meant mobilizing most secondary school mathematics teachers and organizing them to draw up a common scheme of work for secondary classes 1-5. Moreover, the scheme was drawn up to reflect the requirements set by the West African School Certificate examination syllabus and the teachers involved were further requested to make detailed monthly and weekly outlines for secondary class 1. They were also asked to work in pairs to develop two self-teaching materials for the monthly lesson outline developed. In addition, pre-tests and post-tests were prepared for administration at. the beginning and end of each month's lessons. In this way, the preparation of eight series of booklets, each of about 25 pages, and accompanying pre-test and post-test materials, were completed in a period of 12 months.

4

19 classrooms in six secondary schools were selected at random to try out the new self- teaching material developed on an experimental basis. To this end, all experimental classes were further subdvided into smaller teams of ten students each. Each team carried on its respective learning tasks under the leadership of a,peer leader. A peer leader of a group of ten was selected on the basis of his or her mathematical achievement and aptitude test results shown in the Common Entrance Examination. Also, for each participating experimental class, two other control classes were identified in twelve secondary schools. These control classes carried on their teaching and learning as they always did in the past. However, at the end of each month, control classes took the pre-tests and post-tests that were administered to experimental classes. In all, the testing of the newly devised self-instructional materials extended Over a period of ten months.

Teacher Educat ion

Once the new self-instructional materials were ready, 720 students in 18

,

(i) Primary Teacher Pre-service and In-service Training

20 . During the initial three months of the project, after a familiarization tour of all schools in the State, a standard committee of all principals of primary-. . teachers' training colleges in the State was formed. The committee was created'in order to bring about improvement in the performance of member colleges on a con- tinuing basis. In addition to principalsof TTC's, there were also officials of the Ministry of Education and other government agencies, such as members of the Ministry of Finance and Community Development in the standard committee formed. The committee co-opted sub-committee members, when the'need arose, to handle specific tasks requiring specialized competencies. EStamples of these were examination, curriculum development and student discipline sub-committees. The principals' standing committee meetings were held regularly every month. Sometimes, they were held two or three times a month, depending upon the urgency of the matter at hand.

21 . In the initial meetings of the TTC Principals' Committee, it was agreed that annual plans of work should be drawn up to guide their activities. Thus, for its first year it drew up a work.plan which made it possible for all principals to go through the major components of a standardized teacher training college month- by-month. This was intended to help make necessary comparisons with a view to rectifying abnormalities. To do this, a common check list of conditions, facilities and practices for Grade I1 Teachers' Training Colleges was prepared in 32 pages. The major elements in this check list consisted of eight items, namely, history, objectives, student body, staff, programme of instruction, instructional material support and plant, administration, leadership and supervision of a grade II TPC. Each month before the coming together of principalsfor their standing monthly meeting, individual colleges went through the items on the check list first with their own staff. As a result of this kind of self-accreditation exercise, it became possible to deal systematically with significant aspects of college perform- ance and bring about improvements. For instance, a sub-cbmmittee was formed to study student admission practices and student code of behaviour and .its recommendations were adopted. Projections of teacher requirements covering a five-year period were made. Common practical guides were formulated. Lists of common textbooks, supple- mentary and reference books needed for a TTC were also made.

22 . courses and leaving for a year of practical teaching in a primary school after the first two years of their training, should be given two months of induction courses, duringthe long vacation, in order to better prepare them for their assignment.

.

*

.

.

In addition, principals recommended that TTC students following five-year

. .

. .

. . .

. .

. .

. . ..

.- z .

. .

.. ..

- 6 -

This was because training college provisions varied greatly in the different institutions. A clear need to standardize teaching practices also emerged.

(ii)

In line with a recommendation of the principals of the TTC's, a centre

The Centre for Educational Development

23 was established as an arm of the Ministry to look after matters related to pre- service induction courses and teacher refresher courses. In the long term, it was also intended that the centre would look after curriculum development. Later, it came to be h o w n as the Centre for Education Development and Introduction (CEDI). The 0 1 linked up with the National Teacher Training Institute, as well as with other innovative teacher training education ventures going on in the countrg. More- over, in the third year of the project, CEDI instituted a programme of in-service training for uncertified elementary school teachers with many years' teaching experience. This involved three months of vacation courses in English, mathematics, and two months of education courses in the long school vacation. Participants had to do a term of residence in a Tllc and take a final examination of practical teach- ing with the regular grade 1I.teachers under training. The course was known as the Honorary Grade 11, and about 800 teachers have participated in it since its

I . inception. I

24.. One year after the review of the TTC and primary school syllabus, the preparation of a UNDP project for the expansion of the Rivers State College was undertaken. The first provision. of the project was to make three international experts available as additional staff members of-the College, which trained secondary school teachers only. These experts were for the teaching of home economics, English and mathematics. In the light of the needs observed in primary schools and their TIC'S, it became necessary to recast the project in its entirety in order to make it reflect current concerns. This iwolved building a new primary school department within the existing college of education. One objective of the project was to prepare about 1000 NCE and 600 ACE graduates in a period of five years to serve as primary school supervisory headmasters and TTC tutors. Another was to bring about improvements in primary education currently going on through short refresher vacation courses. To achieve these objectives, a request was made for four international experts in the areas of the teaching of education, science, mathematics and the English language. These experts were to serve as core catalytic agents of the departments to be newly started. But the writing and re- writing of the project, as well as other difficulties, delayed implementation for a period of two years.

.. I

25. The project made available two fellowships for graduate studies in the field .of curriculum development and teacher education. Within three months of its launching, two dynamic principal education officers in the Inspectorate Division of the State Ministry were selected and approved to serve as counterparts to the international expert. Having participated for over one year' in the development of

.

. . Fellowships

the project , both of the counterparts nominated received post-graduate overseas and returned with advanced qualifications.

. .

.a . . . .

. . . . .

, .

.. .. .

. . .. . .

. . . . . .

. ...

training.

. . . .

I . '. . . 1 .

. ..a

. .

. . i . .

. .- , .. - -:.,

..

26. In July 1975 the Inspectorate Division of the State Ministry of Education had only five of its twenty-five professional vacant posts occupied. These were the posts of the Chief Inspector,and Principal Officers of Teacher Education, Secondary Education, Ekamination and Planning. Moreover, only the Chief Inspector and planning posts had the qualified and experienced personnel needed for the job. The posts of Primary Education, which dealt with seventy to eigbty percent of the school popul- ation, were simply lumped together with Teacher Education. Curriculum and instruct- ional materials' development were not considered at all. However, four years later, the Inspectorate Division was almost fully staffed. In addition, new and special- ized units were beginning to emerge within the Inspectorate Division. The new units were specifically designed to deal with in-service teacher education and curriculum development programmes on a wider and continuous scale.

27 Inspectorate Division of the Ministry of Education, were also inadequately planned, organized and staffed. After the civil strife in the country, the State felt it had to make a special effort to reconstruct and rehabilitate its school system in the shortest possible time. To achieve its objectives of improving and expanding its school system rapidly, the State Ministry greatly increased the number of Primary Teachers' Training Colleges it had from three to twenty. This resulted in problems of unequal student distribution, and a very acute shortage of staff and material provisions. It also made it necessary to have some colleges with one-and two-year programmes at the same time that others had three-and five-year programmes. In addition, a number of primary teacher training graduates had to be drafted as tutors in the Training Colleges. As a rule, tutors in the Training Colleges should possess a higher qualification as well as extensive experience. Moreover, a large part of. the student intake into the various TTC's consisted of over-aged or under-aged persons who had barely completed their elementary school education. However, four years later, the number of training colleges was reduced and consolidated from' twenty to twelve. All TTC's with five-year programmes were phased out. This made - it possible to have better student intake. Furthermore, plans were prepared to convert three of the twenty already reduced WC's into National Certificate of

masters. In addition, the existing Advanced Teachers' Training College ead- ATTC) in Education (NCE) I Programme College to. produce primary school supervisin

' Port Harcourt, which prepared secondary school teachers, was expanded with uNDp/ Unesco assistance to include another. major department for primary education. The expansion provided for an annual intake of no less than one hundred qualified and experienced primary school teachers as students for a three-year advanced primary schsol education course. Moreover, a unit was created within the organizational structure of the State Ministry Inspectorate Division to deal systematically with upgrading meritorious primary school te &hers with long-standing experience.

28 . Also in 1975, there were no provisions made, as such, for curriculum and instructional materials' development. Since Over eighty percent of the teachers in elementary schools were unqualified, they were-unable to develop schemes of work and lesson 'notes needed for their respective schools. Instead,most teachers .

followed syllabuses and textbooks that were designed for use in other sister states of Nigeria. However, the syllabuses and textbooks of other states took into account the training background and ekperience of teachers of their elementary schools. Unlike the Rivers State, most of these states had Over ninety percent of their teachers qualified and experienced. Moreover, provisions made for syllabuses and textbooks developed in these other states were accompanied by a series of orientation and in-service, as well as evaluation courses'. These were completely

Again, in 1975, teacher training institutions of the State, like the

.

. . ... . . .

. . ..

. .

. I . . . .

unusable in the Rivers State. In addition, annual inspections of schools in the State were hardly ever conducted. The Inspectorate was preoccupied with the problem of solving student strikes and dealing with student feeding problems, as well as coping with community pressure to provide scholarships, expand existing schools or build new ones. In rare cases, where inspection of schools m attempted, headmasters and teachers lacked a common syllabus and teaching materials specified by the State, which would have served as a basic reference on the basis of which such inspections could have been carried out. However, four years later, in 1979, the State Ministry devel- oped its own syllabus and instructional materials. Furthermore, in-service courses were planned and conducted on a regular basis. School Inspectors/Superoisors, IT tutors, primary and secondary school teachers were mobilized and involved in curriculum and instructional materials' development. Most of those ikolved gained new insight into their work and came to be looked upon as instructional leaders in their respective institutions. Hence, the curriculum developmen+ launched with a nuclear &roup became instrumental in generating a new enthusiasm in the instructional programmes of schools.

29 pointed out that, as a result of the courses organized'within the frzmework of the project, over 6000 trainees worked to improve their teaching proficiency in vacation periods. The course dealt in particular with orientation problems concerning the new primary school syllabus and teaching methods . They also involved 'group-organized child-and-community studies of the area in which a particular school was located. Similar courses were also set up for 1000 primary school teachers, about 600 head- masters and 80 primary TTC tutors. Of the 800 teachers who participated in the Honoary Grade I1 Programme of In-service Training, 400 have already graduated as certified elementary school teachers.

30 1s related to development ,of the secondary school curriculum showed that those students who taught themselves in groups taught themselves significantly better than other groups, and the experimental materials were better used by older students. Plans were made to continue the experiment undertaken in the field of mathematics by extending it to the teaching . of physics and chemistry, but these were abandoned in the second year because it became national policy to convert all 5-year secondary grammar schools into 6-year

was diverted to setting up study committees to examin policy with respect to curriculum development.

31 * ed as originally conceived in the project document. The Principal Education Officers selected as fellowship holders were re-integrated in their former positions and promoted before the termination of the project.

32. reczpitulation and inventory of the progress made in realizing the long-range and short-term objectives of the project . Teachertraining programmes and revised school. curricula better adapted to the needs of the Rivers State have been introduced. Curriculum reform and the strengthenin

. of curriculum development specialists f in particular, the Fellowship P r o m e ) have laid the basis for a necessary qualitative advancement. In addition, the work accomplished with the Advanced Teacher Training College and the Grade I1 Teachers' Colleges in planning and developing and applying new teaching methods and techniques has helped upgrade the overall educational programme in the State, while the more specific items covered in paragraphs 26 to 29 of this report evidence the sub-

4

In the field of primary in-service and pre-service training it should be.

The testing of new self-instructional mater

.... comprehensive high

.

schools, with a newly devised syllabus. As a result, assistance the implication of the new

. . .

Lastly, the fellowship component of the project was successfully implement-

.

-.

The achievements smkrized in the foregoing paragraphs constitute a brief. '

of the staff of the Ministry throu& training

' stantial progress made in respect of the other immediate objectives.

- 9 -

- v. FINDINGS

33. guidance unit within the Inspectorate Division of the State Ministry of Education. At the present time exanination and guidance do not appear to be seen as complemen- tary aspects of education, designed to assist in bringing about improved development of institutional programmes. Moreover, the validity and reliability of the State Elementary School Leaving Examination, annually set, is not methodically analyzed and improved upon because the examination papers are set by the same examiners year after year. Examination question items framed reflect a lack of up-to-date training in testing and measurement. In addition, examination papers are marked by part-time vacation students and teacher employees. In the past, as the number of papers to be marked increased annually, the number of markers have also been increased. Despite the increase in the number of markers, however, examination results were announced one or two years behind schedule. Under the present arrangement, with the expansion of the school system, a stage will soon be reached whereby the process of marking papers will be almost unmanageable. Hence, to improve upon the quality of examination papers set and to mechanize the marking process'with the assistance of some kind of computer, there is an urgent need for training, reorganizing and strengthening the guidance and examination unit of the Inspectorate Divison of the State Ministry of Education.

34. Education to prepare specifically secondary school mathematics and science teachers required by the school system within the next five to six years. At the present time, the majority of secondary school mathematics and science teachers are ex- patriates. Moat nationals teaching mathematics and science are under-qualif ied. Likewise, the number of students taking mathematics and science subjects for their School Leaving Certificate examination is less than twenty percent. Gf these, only a small number pass their examinations. However, the secondary schools in the State need to produce a large number of mathematics and science students. These are - required in order to provide the middle-level technical, commercial and managerial manpower planned for the development of .Port Harcourt as a growing industrial and commercial centre. In addition, the two higher institutions of learning recently expanded, namely, the University of Port Harcourt and the College of Science and Technology, depend upon a supply of secondary school mathematics and science students for their continuity and expansion. The .College of Science and Technology, as well as the University of Port Harcourt, serve as essential functions in the future develop- ment of the State as well as the Federation.

3s. secondary school industrial arts, commerce and agriculture teachers. It is envisaged that .in the immediate future the secondary grammar school type, providing

six years of study. Moreover, the comprehensive high school envisaged will have a three-year junior level followed by a thee-year senior level in which new programmes in industrial arts, commerce, agriculture and home economics would be .offered. To provide the teachers, as well as the teaching materials needed for the courses that would be newly introduced in these comprehensive high schools, technical assistance and training of teachers is very essential. The technical assistance needed is to reorient the emphasis laid in secondary school leaving examinations and to integrate the new high school programme with higher institutions of learning, as well as employment agencies.

Assistance is needed to reorganize and strengthen the exami&tion and

Assistance is needed to expand the existing Rivers State College of

A third and somewhat related area of assistance is in the training of

. a five-year course, will be converted into a comprehensive high school providing

I . . . ..

. .

.. - . . .

. _. i ._ . .

. . ..

. .

,

- 10 - 36. Assistance is needed to convert three of the existing twelve primary teacher-training colleges into specialized short-term remedial course centres. These centres would be adequately staff and equipped. Moreover, the timing of such make-up courses provided in these centres would be arranged in such a manner that there would be no conflict with the normal teaching hours of schools. The purpose of setting up the centres is to cater for trained primary school teachers who have failed to pass their national certification examination after their initial train- ing. The compulsory certification examination papers are in Education, English Language and Mathematics. Over the last few years the number of trained teachers in the school system has increased from twenty to sixty percent. Taking into account the number of student teachers enrolled in the State Teacher-training Colleges, it is possible that more than eight percent of the primary school teachers can be trained in them in the near future. However, of all the trained teachers coming into the school system only less than half have passed their certification ejraminations. It, therefore, seems necessary that those primary school teachers who are trained, but not certified, are provided with an opportunity of resitting their examinations and undertaking the necessary remedial work. Such a large-scale and continuous training provision would boost the morale of primary school teachers and greatly enhance their contributions.

37 Assistance is needed to overhaul the managerial capacity, the planning, decision-making and communication processes, as well as the distribution of functions of the State Ministry 1nspect.ion Division and its branches. There are a number of units within the Inspectorate Division that could greatly benefit from practical on-the- job training in planning, budgeting, decision-making, communicating and evaluation processes. Some units seem to be vaguely aware of their roles; other units function as thought they are independent; still other units inadvertently 1 operate at cross purposes. Matters that could have been settled at the school or district levels are brought to the attention of the head office. Annual calendars of school activities ,and school census reports issued by the Ministry, are unduly delayed. Important national seminars and meetings are not followed up. Responses to urgent requests from State or Federal official communications received are not attended to on time. Communication even within the State Ministry and its branches is extremely slow. Priorities and co-ordination in programme activities to be carried out are not clearly established. To remedy the situation a start could be made in writing out a realistic schedule of duties of incumbents of all offices within the Inspectorate and its branches. Officers could then be guidFd to draw up annual work plans divided quarterly, with a clear distinction between ad hoc and standing tasks. The work plan should include annual leave of officers and important meetings that need to be announced in advance. Joint sessions on all officers' work plans submitted could be held to avoid unmnted overlap and ensure the necessary approval. This should be followed up by regular submission of quarterly progress reports of major accomplishments. In addition, there should be a monthly newsletter covering all offices to help crystallize programmes pursued.

VI. REXOMMENDATIONS

38.

,

1

t

&

It is hereby recommended that:

(i) steps b.e taken to train, re-orgdnize and strengthen the guidance and examination unit of the Inspectorate Division of the State Ministry of Education; assistance be made available to help expand the Rivers State College of Education so that it can prepare,and train secondary school mathematics and science teachers required by the school system over the next five to six years;

(ii)

- 11 -

. . . . c

.. .

. . .

(iii) efforts be made to train secondary school teachers in the specific areas of the industrial arts, commerce and agriculture; three of the existing twelve primary teacher-training colleges be converted into specialized short-term remedial course centres; various measures to be taken to improve the managerial capacity, the planning and the decision-making and comunication process within the State Ministry Inspection Division and its branches. Such measures could include practical on-the-job training, drawing up of a realistic schedule of duties of incumbents in different posts, elaboration of annual work plans by officers with a clear distinction between ad hoc and standing tasks, .

together with joint officer work-plan sessions, quarterly' progress reports and a gonthly newsletter.to inform those concerned of the current state of programmes pursued.

(iv)

. - . . . . . . .

-: . . . . . . , . .

. .

. . . . .. . . . .

. . . . . . -

. .

- 12 - APPENDIX A

Unesco Expert

. ..

Name of Expert Field of Specialization Duration of Contract From: To:

L

AYALEN, G.S. Teacher Education and. Curriculum Development

I _ 17.6.75 31.7.80

. . . .

. . . . , . .

- . . . . .

. .. , , . .

. .

..

. F

'. .

. .

. . . .

. .

. . . . I .

. .

. .

' I

- 13 - APPENDIX B

Fellowships.-.

Name of Expert

. Mr. BOROTULU .

. Mr.. AGBARU .

Field of. Studg Period of Study . .

Teacher Education 1.9.78 - 31.8.79 Curriculum Development 9.9.78 .- 803.80 '

. - . .

. . . .

. . . .

. .

.. '. . ..

. . I .

. .

._

. .

: .

..

*.

I ,'

I

..

I I

- rn & Q) E:

-; X w tn c -4 a

U0

uc

grn

ar

E:& 00

U3

.

. . . . . .

.

. 1 I

, . .

, . . .

. ,. -

. .

. .

.

U &'

..

,

. . . . . . . .

.

rn d

4

.&

a- .

+J m z * ..

I 0 3

W 0

'.

al 5 5 v1

I. I

.

rn 7

d

rl sr "

'2

m I :

m I'

tD E z

..

..

, .'

..

. .

.

..

.

.

..

.

.

..

.

H

w.

U n

%

a 2 g'

U

W "

..

*.

..