Changes That Must Be Introduced In Our Education System

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When a country introduces its educational plan it must see that it applies and caters to the local needs and aspirations of the country at large. In India the tragic appearance of education is clear because it does not really mean to our local needs.

The Education system that we are following today is the same system the English framed for Indians in the 19th century. They had planned it for us from their point of view as they needed a lot of babus for their offices in India. They never wanted to give Indians the education that would make them something higher than the babu. Now, from their point of view, the system was correct and viable. However, tredegy is that even after 50 years of independence, we still continue to follow the system of education framed by the English for us. We have never bothered to study the application and utility of the education we are imparting to our children.

After independence there has been a mushroom growth of schools and colleges but education remained at the level of 50% of the population. Then the moot point now is what has been the utility of these myriads of education homes that have grown in the last 50 years? The growth of these institutions has also been sporadic. Most cities and town have seen growth in the number of schools and colleges but the rural areas which consist of 70 80% of Indias population could not share with this growth.

This has resulted in the present precarious scenario. The cities and towns are producing millions of graduates and post graduates and even literacy is a matter of the future in our villages. What a huge gap in the progress of urban and rural areas. Besides this, what the towns are producing are also graduates and post graduates good nor nothing. Why because even after 5 years, a post graduate comes out of Institution he does not get employment.

It appears as if we have never studied the requirements of our country when we planned and changed our education system. We have never cared to understand what are we trying to produce? We are only producing an unemployable, disgruntled, unhappy generation. In a way I would say their disillusionment after education is quite understandable when, after 5 years of work and spending lot money they come out of the college and stand at the crossroads not knowing what to do next. We could not understand what we plan to give children by way of education?

Our education system needs a thorough overhaul which would relate to the requirement of our own country and not of the other countries. The first and foremost objective of education is to get a decent employment, if this is also not available then what have we done? We must instead of opening colleges for graduation open more institutions for vocational training. This, I suggest could very well take its birth at the school stage only. Instead of first memorizing subjects, more stress should be laid on extra curricular activities, which will automatically generate interest in the children for the fun they like. This fun of the school will further bloom into a vocation, when they enter a college of vocation or general studies as they like.

General studies should be compulsory till standard XII and after that, I feel vocation should be the training ground to prepare the children for jobs and assignments of employment.

Besides this, it is more important to lay greater stress on school education rather than on higher education. This is because, it is at the school level the child learns all his human behaviours which last him a lifetime. Higher education must be limited to those who are really interested in higher studies and who like to go to the teaching profession, all others should be diverted to centres of vocational training. This would help them in their profession after they complete their education.

The engineering and medical colleges should be only for meritorious students who can work and gain name and fame for themselves and do India proud.

So much for education in urban areas, let us not forget our rural areas because, India lives in villages. Unless we spread the fruits of progress to our villages the progress will be lop-sided and incomplete. In rural areas, literacy should be the target though at the same time, encouragement should be given to some brilliant children there also,m to enter the mainstream of urban development. In this way we will spread progress to villages instead of bringing villages to urban areas.

Thus, education, as it stands today is cumbersome and tiring for the children, and then frustrating and suicidal when they develop into adults. The world stands in front of them as a vacuum with nothing to offer. If we adapt our education asp per the needs of our countryment and our country, we will make a better turnout and create a better tomorrow.

AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO

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ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.

INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.

HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.

DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200

Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material

VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.

REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.

Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.

Top East Coast Education Schools

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An example of a technology company that has headquarters in Ashburn, Virginia, is the Verizon Business, which is a leading internet service provider in the United States.

Nature lovers also have a place in Ashburn since this is the place where you can find the Washington and Old Dominion Railroad Regional Park. This park is perfect for jogging, walking, cycling, and even horseback riding. For golfers, the Brambleton Regional Park is the right place for them, located near the Beaverdam Reservoir.ir.

If you are a history buff, living in Ashburn homes for sale will be a dream come true for you, as Ashburn is home to four historical landmarks, namely the Janelia Farm, Belmont Manor House, Ashburn Presbyterian Church, and Broad Run Bridge and Toll House. Since there are many different types with various areas of specialty, it’s important you choose one who can at least handle the dental work you know you have in the short term. It’s also important that you consider the dental needs of your family if you are choosing a dentist for more than just yourself. Since I was choosing a dentist for myself and my family, which included young children, I wanted to choose a dental office that could handle all of us.

Next, I wanted to make sure they were covered by my insurance. This can be a complicated affair, but I found the easiest approach was to use my insurance company’s website to do my initial searching for an Ashburn dentist. Since I knew everyone in their listings was covered by my insurance, this took care of this aspect of my search. However since many insurance websites don’t have dental listings, this is a criteria you may have to double check with each dentist on your short list.

Making sure the dentist I chose had the right accreditations was also important. This includes making sure they have the proper degrees and are affiliated with the proper dental institutions. The main dental institution for dentist is the American Dental Association (ADA).

Proximity to where you live obviously is important to choosing any service provider. Now what exactly defines ‘proximity’ really depends on the area you live in, but in my particular case, there are plenty of dentists in Ashburn, VA so I had plenty to choose from. If you live in a more rural area you’ll need to decide how far you are really willing to drive to visit the dentist. However given then importance of dental work and the infrequency of the visits, many people are willing to drive a little farther to visit the right dentist.

You can check local area web listings to find dentists in your area. “Yellow Pages” has virtually been replaced by larger online business directories as well has more accurate local ones. Many business directories for your town or community will have listings for dentists, and you can also use Google Maps to see how close they are to where you live.

Finally, once I had a list of dentist that met all the specifications described, we turned to checking references. We have lots of neighbors with kids, and it was easy to ask around to see if any were current patients of the dentists we were considering. The dentist we ended up choosing was actual a very popular dentist with many of our friends.

Education Prohibited In Meles Zenawi’s Tyrannical, Fake ‘ethiopia’

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We cannot accept anymore the myth that nobody can be worse than Hitler, Stalin, and Pot Pot; the reason we cannot is simple: the worse already exists, and if we do not see it in all its aspects, dimensions and activities, we simply let it expand. Even if an impotent and marginal state like pariah, bogus-Ethiopia, can generate nightmares of incredible extent. If not by itself, by the justified reactions it can provoke to its inhuman practices.

Amhara and Tigray ruled Abyssinia: the realm of ignorance and barbarism

Parochial and iniquitous relic of eras bygone for Europeans and unknown to Americans, Meles Zenawi’s tyranny has more in parallel and common with the Medieval times of Sigeric, Geiseric, Hilderic, and Athalaric than with 19th century despotisms and 20th century dictatorships.

Ruled by quasi-analphabetic monks, whose heretic Christianity had been refuted by Constantinople and Rome, the Amharas and the Tigrays based their society on fear and blind, unquestioned faith. Their hatred of Catholic and Protestant missionaries and European explorers of Gueze, their own old and liturgical language, caused torture and death to many willing to expand Lights and Knowledge in that part of the world.

Literacy was traditionally viewed very suspiciously by the debteras, these heretic and mostly illiterate monks, who read their Scriptures with the utmost difficulty; to cover their ignorance, they order their servants to hide manuscripts and to kill Westerners who attempt to take them for study and publication in Europe and America. In a place like this, ‘public school’ is never an institution truly accepted and irreversibly adopted by the local, anachronistic establishment.

It goes without saying that, with the expansion of the Amhara kingdom at the end of the 19th and the beginning of the 20th century, the enslaved peoples, the Oromos, the Sidamas, the Afars, and the Ogadenis became the object of unprecedented genocide. The genocide had a definitely cultural educational dimension; they could not let them preserve their national and cultural identity because this would soon create liberation struggles as it did. For a moment, the Abyssinian tyranny decided to export Amhara culture and education to the enslaved peoples. This was Pandora’s box.

With their national languages written in Latin, thank to the educational efforts of European missionaries and academia, the Oromos, the Ogadenis, the Sidamas and the other enslaved peoples learnt to great extent Amharic as a foreign language, and this helped them understand better their invaders, their brutal and barbaric culture, and their totalitarian and anachronistic mentality. As a matter of fact, it became easier to the oppressed peoples of Abyssinia to differentiate themselves from the oppressors.

The problem was ‘solved’ in another way at the times of the pro-Communist Mengistu tyranny; Amharic would become in Abyssinia what Russian was in the Soviet Union. This effort lasted almost two decades, and generated among the oppressed peoples an even stronger feeling of refutation of the oppressors. In today’s Abyssinia, the majority of those who can speak Amharic hate, despise and detest Amharic as language of their oppressors and tyrants. Useless for them, except when in contact with the tyrannical administration, Amharic will become even more insignificant, when the Oromos, the Sidamas, the Afars, and the Ogadenis achieve their independence and statehood. The reason is simple: if for the entire country, the literacy rate is approximately 43%, literacy among Amharas does not exceed 20%.

Today, with Meles Zenawi’s effort to embellish the Abyssinian tyranny and make resemble a democracy, police practices are pursued in most of the provinces trying to turn children originating from the oppressed peoples away from the schools. The totalitarian Zenawi administration realized that the only way for fake ‘Ethiopia’ to survive is to resemble a mortuary; either they butcher of they kick out of the school without pretext. UNESCO and the other international bodies, world academia and NGOs should focus on the following document issued before some days by the Oromo Liberation Front.

A 2007 Mortuary called ‘Ethiopia’

It bears witness to an obscurantism far worse than that of Hitler and Stalin; and this is not an exaggeration or a figure of speech, but the tragic reality of a 2007 Mortuary called ‘Ethiopia’.

Expulsion of Oromo students form schools continued

Since its ascendance to power the Ethiopian minority regime has been bent on campaigns of terror on anything Oromo well across the board. In recent past, it focused on expulsion of Oromo professionals from their jobs and deriving Oromo kids their rights to education. Accordingly, this month alone, 9 Oromo students were expelled from schools in West Shawa zone of Oromia for no known reasons.

The names of the victimized students are:

1. Girma Nagassa (previously imprisoned for 8 months and later released without charges),

2. Getacho Idoosaa (also been suspended from school for a year before)

3. Dagitu Tashome

4. Anbassa Tariku

5. Tadassa Tasu

6. Dajane Ababiyaa

7. Tamira Tarafa

8. Garado Asafaa

9. DajaneAduyna

Residents of the areas have identified the following under cover government security officials who are behind the crime against Oromo kids in the area:

1. Shanbal Nagassa (works for district administration office)

2. Baqale Banti (vice administrator of the district)

3. Sichala Dheressaa

4. Balate kumaa (member of school board)

5. Ababa Lelisa (works for rural development office)

6. Alamayo Tafaa

We would like to alert Oromos in the region to be aware of the covert operations of these individuals and take necessary precautionary measures.

Victory for the Oromo People!

Connecting To University Delegates For Overseas Education

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High demand for excellent colleges, less seats and intense competition lead to students opting for studying in top-notch colleges abroad. It is seen over the years that bright students too aim for renowned universities abroad as they are well aware of the fact that overseas education can give them an edge over others when applying for jobs in any part of the globe.

There is a lot of research involved in studying abroad as it is a matter of your career and life. There are many education portals like connectuniversities etc that give complete information about the best colleges abroad. If doing research on your own is tedious and confusing, then it is best to take help from the associated counsellors working for these education portals or some renowned global education consultancy. The experts can even check your aptitude and tell you more about a course suitable for you.

Informed and thought-over decisions are the best way to proceed further in case of overseas education. It is essential to ascertain first that the college has the course you are looking for. Only after knowing that it will be lucrative in the long run, one should go forward and apply.
The exposure that one gets while staying in a foreign land is something that will aid in understanding yourself and others better. Once you step in to the job market, this will help to interact better with your clients/manager considering the enviable communication skills you will acquire while studying abroad.
Global education fairs are a good platform to meet delegates of various universities around the world and get specific answers directly from them about any question that may be bothering a student regarding overseas education, some university or a course. The Global Education Interact (GEI), a much-awaited education fair which opens the gates of opportunities for students who wish to study abroad, will be hosted by ‘The Chopras’ this year too.

GEI has been a blessing in disguise for a large number of students across different cities in India in deciding about their further education, overseas education journey, which university to choose, best degree program and numerous related avenues. The main aim of the delegates is to meet students who are interested in taking admission in the current or up-coming batches. There will be personal interactions with each student to discuss more about various countries’ processes, visas, scholarships, et al.
Delegates from renowned universities of US, UK, Singapore, Australia, Switzerland, Canada, New Zealand, Malaysia, etc along with expert counselors of ‘The Chopras’ will be there to help every student. The schedule of this event is as following:

Coimbatore – 28th Jan, 2014
Hyderabad – 30th Jan, 2014
Bangalore – 1st Feb, 2014
Chennai – 2nd Feb, 2014
Pune – 5th Feb, 2014
Mumbai – 7th Feb, 2014
Delhi – 9th Feb, 2014
Jaipur – 11th Feb, 2014
Chandigarh – 13th Feb, 2014
Lucknow – 15th Feb, 2014
Nepal – 24th Feb, 2014