Teacher Education Through Flexible Learning in Africa Journal (Special edition), Vol. 2 No. 1 (2020)

Permanent URI for this collectionhttp://hdl.handle.net/2263/79893

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Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Oluwasayo, Oladele Esther; Olawumi, Adeniyi Comfort; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; eoladele@unilag.edu.ng
This study investigated the factors influencing enrolment of female learners in Science Education programmes of three Distance Learning Institutes in South-West, Nigeria. The objectives of the study were to explore socioeconomic, personal and cultural factors that influence the enrolment of women into Distance Learning Institute. The target population was all female learners in the Departments of Science Education. This study was guided by the facilitation theory using a questionnaire as the research instrument. The researchers sampled 280 female learners in Science Education programmes of these Distance Learning Institutes. Three research questions were raised and analysed. The data obtained were analysed using mean, standard deviation and also presented in percentages. Findings revealed that socioeconomic factors such as finance as well as personal factors, including attaining social and academic satisfaction could influence the enrolment of women in Science Education programmes. The study revealed that majority of the women are employed, though faced with several challenges that hinder their studies. The study recommended ways of overcoming these challenges and urged the government and stakeholders to implement these recommendations for the development of Distance Education.
Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Omidire, Margaret Funke; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; Funke.omidire@up.ac.za
Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resourceconstrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.
Editorial
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Aluko, Folake Ruth; Nzabalirwa, Wenceslas; ruth.aluko@up.ac.za
Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Niyibizi, Epimaque; Niyomugabo, Cyprien; Ngarukiye, Valens; Uwizeyemariya, Aloysie; Yanzigiye, Beatrice; Tabaro, Cyprien; Mukamana, Helene; Mutarutinya, Vedaste; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; niyibizi.epimaque1973@gmail.com; eniyibizi@yahoo.fr
Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.
Competency-Based Education in Africa: Exploring Teachers’ Perceptions, Understanding, and Practices
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Akinrinola, Fatimah; Ogegbo,; Emmanuel,; Adewusi,; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; tijanifatima.tf@gmail.com
This study explored teachers’ knowledge and integration of competency-based practices in schools. One hundred and fifty in-service secondary school teachers were sampled across three African countries using a survey research design. A combination of both closed and open-ended questions was used to elicit responses from respondents via an online system. Responses from the open-ended questions were analysed using thematic analysis, and data received from the structured questions were analysed using percentage distribution. The theoretical lens through which this study was viewed was the Human capital theory and social constructivism theory. Findings revealed that teachers across the three countries have a positive perception of the usage of competency-based approaches but lack professional training and support, which in turn affects the quality of their teaching and assessment practices in classrooms. The implications and recommendations from this study offer teachers as well as education stakeholders in Africa valuable consideration to move beyond the traditional level of assessment and integrate good proxies of academic skills that support learners’ acquisition of 21stcentury skills such as problemsolving, creativity and critical thinking in assessing learners’ competencies.
Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Robert, Kisalama; Kibedi, Abdul-Majid; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; robert.kisalama@enabel.be
The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an online questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teachertrainers appreciate the contribution of college-based mentors towards the adoption of learnercentred pedagogy. It also revealed that the opportunity for self-reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher-trainers expressed the need to broaden mentorship activities to include subject-specific pedagogical support.
Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Ememe P.I.; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; pememe@unilag.edu.ng
Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.
Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Ahimie, B.; Ikuburuju-Orola, A; Oizimende, P.; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; bahimie@yahoo.com
Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.
Level of Incorporation of Environmental Awareness into Skill Acquisition Programmes in Lagos, Nigeria
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Bakare, Tewo V.; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; tbakare@unilag.edu.ng
Skill acquisition is a growing concern in Nigeria due to socio-economic circumstances and a glut in the labour market which predisposes people to alternatives such as self-employment and a refocus on the care for the environment. Diverse by-products of the self-employed artisans have varied effects on the environment, hence the need to establish how their training affects their environmental practices. The study is a descriptive survey of learners and facilitators in five skill set areas from different skill acquisition programmes in Lagos. The research set out to document the nature of waste output and level of environmental awareness of the participants and facilitators, as well as the effect of training on environmental practices. The study was premised on Botha and Atkins’ (2005) theory of adoption of innovation. Three research questions on artisans’ typical output, disposal practices, and effect on the environment, along with the influence of facilitators’ training guided the study. A total of 250 participants were selected using stratified and proportionate random sampling techniques. The Questionnaire, Key Informant Interview sessions, and Observation Schedule were used for data collection and analysed quantitatively and qualitatively using descriptive statistics and content analysis. Findings revealed a low level of incorporation of environmental awareness into skill training programmes and the gap in teacher training. It was recommended that both adult learners and facilitators be appropriately trained and equipped to effectively tackle 21st-century problems.
A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria
(Teacher Education Through Flexible Learning in Africa (TETFLE), 2021) Babalola, Samuel Olatunde; Aluko, Folake Ruth; Nzabalirwa, Wenceslas; so.babalola@mail.ui.edu.ng
Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

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