Abstract The growing rate of unemployment among the university graduates in Nigeria has become a serious social problem and it has given birth to various social menace in the society. This study investigated the lecturers’ perspectives on enhancing university graduates’ employability in Nigeria. The respondents comprised 120 lecturers drawn from six (6) universities in south -west, Nigeria. One research question was raised to guide the study and two hypotheses were formulated for the study. Researchers –constructed questionnaire titled “Lecturers Perspectives on enhancing university graduates’ employability” was used for data collection for the study. The instrument was validated by five experts in the Department of Arts and Social Science Education. The split halt reliability method was used to measure the internal consistency of the instrument. The reliability co-efficient was calculated and value of 0.78 was obtained. Data collected were analyzed using simple percentage, mean scores and t-test statistical analysis. The findings of the study revealed that majority of the lecturers agreed thatthere is need for the undergraduates to acquire transferable skills and a broad-based experience, The findings of the study also revealed that majority of the lecturers agreed that the undergraduates need to be exposed to internship and work experience irrespective of their field of study. In addition, majority of the lecturers agreed thatguidance and counseling services should be vigorously pursued and revived in our institutions of learning. Based on the findings of this study, some recommendations were made; School authority should expose the undergraduates to internship and work experience scheme irrespective of their field of study. School authority should establish guidance and counselling unit to provide supportive service for the students especially on career related issues. Government should improve the school environment by providing adequate infrastructural facilities, instructional materials that will enhance broad based experience among the undergraduates.
The study adopted the descriptive survey research design. Two hundred (200) undergraduates were randomly selected from four (4) randomly selected universities in Osun state. A structured questionnaire entitled Factors Affecting Students’ Academic Performance Questionnaire (FASAPQ) which had four sections was developed and validated. Frequency counts, simple and percentage and Analysis of Variance (ANOVA) were used to analyse the data collected. The findings of the study show that age had influence on students’ academic performance in tertiary institutions. The findings also revealed that the peer group had influence on students’ academic performance in tertiary institutions. The results also supported the idea that learning environment had influence on students’ academic performance in tertiary institutions. Furthermore, the difference in the students’ across institutions perception on factors affecting the academic performance of students in tertiary institutions was found insignificant (F(3,196) = 1.138, p>0.05).Based on the findings of the study, the following recommendations were made: the school counsellors should be organizing orientation programmes for new undergraduates to get them familiar with the new environment and to understand the university.
The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead. Keywords: challenges, solutions, experiences, newly qualified counsellors
Higher-order thinking is as an important skill needed to function effectively in 21st century classrooms. Consequently, teacher professional development should be geared towards assisting teachers in acquiring skills needed to plan intellectually demanding classroom activities for their students. Engaging teachers in activities such as inquiry-oriented discussion, investigation, experimentation with new classroom practices, expansion of pedagogical knowledge, and acquisition of new teaching skills and development of innovative approaches to teaching is an effective way of promoting higher-order cognitive skills. However, information about the quality of the teacher training manual in terms of its intellectual demands are lacking. Hence, the need for this study becomes imperative. Existing prescribed learning objectives for Mathematics and Science components of the manual which served as the data source were analyzed by using qualitative content analysis method. The findings showed that the majority of the learning objectives prescribed in the teacher training manual clustered around lower-order cognitive skills. In addition, reasonable proportion of learning objectives prescribed for the Mathematics component emphasized higher-order cognitive skills more than the Science component. Further results revealed that the subject-matter content is more intellectually demanding than the aspect of the manual focusing on pedagogical knowledge. These have implications for the prescription of learning objectives in teacher training manual and planning of high-quality teacher professional development programme.
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