Issues in Digital Technology in Education/Blended Learning

Posted on by jcsai

The Concept of Blended Learning

The definition of blended learning

With the advent of digital technology blended learning takes on new dimensions and merges the best features of conventional face-to-face instruction and online learning (Graham, 2006). Today’s framework of blended learning replete with various blends and models that makes it difficult for educators to concur with a single definition of blended learning (Graham, 2006; Procter, 2003). The most common definition of blended learning is a combination of face-to-face instruction combined with computer-mediated instruction to facilitate interactive and reflective higher-order learning (Graham, 2006).

The types of blends

Blended learning is about a mixture of instructional modalities, delivery media, instructional methods, and web-based technologies (Graham, 2006). Blends of instructional modalities usually include a balanced mixture of onsite, web-based, and self-paced learning (Martyn, 2004; Picciano, 2006; Rossett, Douglis, & Frazee, 2003). To make blended learning more powerful, educators can blend various media delivery types, for instance, classroom trainings, seminars, web-based courses, CD-ROMs, video, computer simulations, books, study guides, the Internet, PowerPoint slides, etc. (Bersin, 2003). In most cases, blended learning is designed with the use of synchronous and asynchronous web-based technologies, such as chat rooms, wikis, threaded discussions, virtual classrooms, instant messaging, conferencing tools, bulletin boards, computer conferencing, blogs, etc. (Graham, 2006). Some researchers believe that incorporation of new pedagogies, learning theories, and instructional methods transform conceptually models of teaching and learning in blended learning environments (Carman, 2005). The choice of a blend is usually determined by several factors: the nature of the course content and instructional goals, student characteristics and learning preferences, instructor experience and teaching style, online resources and others (Dziuban, Hartman, Moskal, 2005).

The principles of blended learning methodology

Through the literature review, four main principles of educational design for blended learning are identified: (a) a thoughtful integration of face-to-face and fully online instructional components; (b) innovative use of technology; (c) reconceptualization of the learning paradigm; and (d) sustained assessment and evaluation of blended learning . The first principle is intended to maximize the advantages of both environments and better address the diverse students’ needs and preferences (Carman, 2005; Martyn, 2003). The innovative use of technology means that any technology should be applied in a pedagogically appropriate way and used for creating and maintaining socially situated and highly interactive learning (Vaughan, 2007). A reconceptualization of the learning paradigm entails the incorporation of new pedagogies and learning theories (e.g., student-centered, social constructivism), the development of new understandings and knowledge through students’ social interactions with a community of peers, and new roles of students (e.g., active author of content, self-paced learner) and teachers (e.g., mentors, coaches) (Dziuban, Moskal, & Hartman, 2004). And, the fourth principle of sustained assessment and evaluation of blended learning solutions is aimed to ensure the quality of education (Graham, 2006).

Benefits and challenges posed by blended learning

Potential benefits of blended learning include pedagogical richness (shifting from a presentational format to active learning); greater access to personalized learning, to resources and experts; greater flexibility and persona agency; greater accommodation for learners and teachers of diverse backgrounds; increased interaction and sense of community; and increased cost-effectiveness (e.g., reduced seat time, decreased costs)(Albrecht, 2006; Dziuban, Moskal, & Hartman, 2004; Moore, 2004; Owston, Wideman, & Murphy, 2008; Picciano, 2006; Vaughan, 2007)

Most universities face challenges to transform their instruction into a blended learning format. The four main barriers are identified: administrative challenges (lack of awareness, policies, plans, goals, support related to blended learning), re-designing courses and/or programs, faculty preparedness, and quality assurance (Cook, Owston, & Garrison, 2004; Dziuban, Moskal, & Hartman, 2004).

In conclusion, it needs to be stressed that blended learning is not just a mixture of strategies and technologies, but a holistic didactical method that combines “the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than ratio of delivery modalities” (Dziuban, Hartman, Moskal, 2004).

References

Albrecht, B. (2006). Enriching student experience through blended learning. ECAR Research Bulletin, 12.

Bersin, J. (2003). What works in blended learning. Retrieved April 27, 2008 from http://www.learningcircuits.org/2003/jul2003/bersin.htm

Carman, J. M. (2005). Blended learning design: Five key ingredients. Retrieved April 27, 2008 from http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf

Cook, K., Owston, R. D., & Garrison, D. R. (2004). Blended Learning Practices at COHERE Universities. (Institute for Research on Learning Technologies Technical Report No. 2004-5). Toronto, ON: York University.

Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. ECAR Research Bulletin, 7. Retrieved April 27, 2008 from http://net.educause.edu/ir/library/pdf/erb0407.pdf

Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2005). Higher education, blended learning and the generations: Knowledge is power – no more. In J. Bourne and J. C. Moore (Eds.), Elements of Quality Online Education: Engaging Communities. Needham, MA: Sloan Center for Online Education.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk and C. R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.

Martyn, M. (2003). The hybrid online model: Good practice. Educause Quartely, 1, 18-23.

Moore, J. C. (2004). ALN principles for blended environments: A collaboration. The Sloan Consortium. Retrieved April 27, 2008 from http://www.sloan-c.org/publications/books/alnprinciples2.pdf

Picciano, A. G. (2006). Blended learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 10(3).

Procter, C. (2003). Blended learning in practice. Proceedings of Conference on Education in a Changing Environment 2003. Salford, UK: The University of Salford.

Rossett, A., Douglis, F., & Frazee, R. V. (2003). Strategies for building blended learning. Retrieved April 27, 2008 from http://www.learningcircuits.org/2003/jul2003/rossett.htm

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.

Blended Learning in the Workplace

Adult Learning Theories

Adult learners in the workplace have very specific learning needs. Knowles, the father of adult learning, posited that adults preferred learning when learning is relevant, self-directed, experienced based, problem based (rather than subject based) and delivered in a social context. (Knowles, 1990) Experiential learning theorist Kolb, postulated that adult learning occurs in a cyclical pattern, where the learning takes place through the steps of experience, reflection, conceptualization and then application in the workplace. (Kolb, 1984) Finally, research by Wenger on learning as social participation, suggests that the social context of learning is important to adults. (Wenger, 1998) These three theories establish the backbone of workplace course design today and are the basis for the interest in blended learning.

Organizational Drivers and Needs for Blended Learning

Workplace training evolves as employers continuously seek ways to optimize their training investments. In the development of his Learning Management Maturity Model, Moore noted that companies mature through the stages of the learning management process. Least mature companies are at an ad hoc level, and develop through managed-learning, competency-driven learning, integrated-performance and end at the highest level of maturity, an optimized-workforce. He explained that organizations have various degrees of sophistication in how they plan, direct, and account for resources, participants and outcomes of learning activities within their learning management systems.(Moore, 2003) Because organizations are at different maturity levels they require different learning solutions. Workforce size, budget, geographical location, organizational performance objectives, learning content and learners’ individual needs dictate learning design.(Singh and Reed, 2001) Benefits of Blended Learning

Adult learning principles, organizational maturity and advances in technology collectively point to blended learning as in increasingly optimal method for workplace learning. Numerous studies have demonstrated that blended learning can outperformed instructor-led and e-learning programs in accuracy and speed of job performance. (Thompson Job Impact Study, 2003) Blended learning can capitalize on adult learning needs and workplace maturity by providing self-directed, relevant experiential learning, social interaction, and access to knowledge, at the same time as being cost effective and efficient. For the organization, blended learning can also extend the reach of the program, optimize development costs and time and accelerate the dissemination to knowledge to vital channels.(Singh and Reed, 2001) Basically, blended learning can deliver workplace learning to the organization and the learner in a highly flexible and customized manner.

Strategic Blending: A conceptual framework

In the context of optimizing organizational performance while engaging the learner, Yoon and Lim redefine blended learning as Strategic Blended-Learning and Performance Solutions. They suggest that this type of blended learning is: “…a purposeful mix of delivery media (particularly face-to-face and various forms of technologies) to improve learning/performance solutions which are derived from the goals and needs of an organization.” (Yoon and Lim, 2007)

Yoon and Lim design a conceptual framework that considers five interrelated phases that form a strategic connection between the goals and needs of an organization, performance solutions and delivery methods (instructional and non-instructional).

The five procedural phases include:

1) Strategy and needs analysis – In this phase long term business and human resource strategies are reviewed, along with tasks, employee needs, work systems, costs and benefits and existing technology infrastructure.

2) Performance solutions – Both instructional and non-instructions modes of learning reinforcement are considered at this phase. Non-instructional techniques might include feedback, reward systems, resources or institutional support. Based on the performance objectives of the organization; learning theories and component display theory point to the balance of face-to-face vs technology that should be employed in the blended learning strategy.

3) Delivery media – It is at this point of the process that the specific e-learning technologies and face-to- face learning design techniques are identified. The authors use the e-learning structures identified by Driscoll (Driscoll, 2002) and Rossett (Rossett et al., 2003) to determine the right mix of approaches.

4) Strategic blending – Instructional effectiveness, budget, frequency of need, and learner expectations are considered at this phase in the context of the organization’s performance goals.

5) Evaluation and improvement – In this phase, the inputs and outputs of the strategic blended learning activity are evaluated. The solution would be evaluated on efficiency, effectiveness, cost and the ultimate achievement of the performance outcomes. (Yoon and Lim, 2007)

Practical Application

According to a 2003 survey of “Blended Learning Best Practices” by The Learning Guild, over 85% of organizations are using blended learning for the creation and/or delivery of educational content. The experience of respondents has been positive, with more than 76% saying blended learning was more effective than classroom training, and 73% suggesting that blended learning had a higher learner value/impact than non-blended processes. Over 36% of the respondents used 6 to 10 different components in their blended program. The top five components were classroom instruction, interactive web-based training, email communication, self-paced content, and threaded discussion. (The Learning Guild, 2003)

Conversely, survey respondents indicated that their top five obstacles to implementing blended learning were lack of budget, choosing the right strategy, lack of senior management buy-in, inability of developers and/or trainers, and inadequate technical infrastructure.

Summary

Blended learning is a widely used and effective method of workplace training in companies with mature learning management systems. It is more effective than classroom training and meets the needs of adult learning styles. To optimize its impact it should be tied to the organization’s strategic performance goals. Over time, as costs decrease and awareness of these systems increase, it is likely that blended learning will become the mainstay for workplace training.

Bibliography

Driscoll, M. (2002). Web-based training: Creating e-learning experiences. 2nd Edition. San Francisco: Jossey-Bass.

Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Eaglewood Cliffs, NJ: Prentice Hall.

Knowles, M.S. (1990). The adult learner. A neglected species. 4th edition. Houston, Texas:Gulf Publishing.

Moore, C. (2004). Using models to manage strategic learning investmens. Retrieved May 19, 2008 from http://www.clomedia.com/content/templates/clo_feature.asp?articleid=579&zoneid=31

Rossett, A., Douglis, F., & Frazee, R. (2003). Strategies for building blended learning. ASTD Learning Circuits Retrieved May 5, 2008, from http://www.learningcircuits.org/2003/jul2003/rossett.htm

The Learning Guild (2003). The Blended Learning Best Practices Survey. Retrieved May 19, 2008 from http://www.elearningguild.com/research/archives/index.cfm?action=viewonly2&id=10&referer=http%3A%2F%2Fwww%2Eelearningguild%2Ecom%2Fsearch%2Ecfm

Thomson Job Impact Study (2003). The next generation of corporate learning. Training and Development, 57 (6), 47.

Singh, H. and Reed, C. (2001). A White Paper: Achieving Success with Blended Learning. Centra Software White Paper Series. Retrieved May 19, 2008 from http://www.centra.com/download/whitepapers/blendedlearning.pdf

Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge, UK: Cambridge University Press.

Yoon, S-W and Lim, D.H. (2007). Strategic blending: a conceptual framework to improve learning and performance International Journal on E-Learning, 6(3), 475-489.

Blended Learning in the EFL Setting

Blended Learning Definitions for EFL

Blended learning is a relatively new ‘pedagogical’ approach to instruction. In the English as a foreign language (EFL) setting blended learning (BL) is only just beginning to take stride. There are many definitions of BL but at the core of all the BL definitions implies a combination of face-to-face and online as components of the pedagogy (Graham, 2006). In the EFL setting social interaction is needed to facilitate language outcomes (Vygotsky, 1987). Therefore, blended learning in the EFL setting can be defined as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment (Dziuban, Hartman, Moskal, 2004). What are the learners’ needs teachers should be aware of when implementing BL in the EFL setting? What are some constraints of BL that teachers need to understanding? How does the methodology enhance the learning and thus facilitate the students overcoming the constraints of the EFL setting?

The Needs of the EFL Setting

The EFL setting differs from the ESL setting in that most EFL countries the students have little or no access to the target language community (Cummins, 2001; Baker, 2000; Graddol, 2006). This means understanding of socio-pragmatic discourse, cultural understanding (Duff, P. & Uchida, Y. 1997) which affects literacy, speaking and listening, and exposure to literacy genres is limited or non-existent (Al-Jarf, 2006). Therefore, students’ who may be grammatically correct when speaking lacks experience with the proper meaning and context of the language. The EFL learner differs from the ESL learner in three important aspects: a) a lack of socio-cultural exposure b) the lack of chance to practice meaningfully (Oxford, 1990; Spada & Lightbown, 1996) c) the lack of high frequency exposure of English (Lee, K., 2000, O’Donnell, T.). As we will see later BL can eliminate or at least diminish many of these constraints. First, teacher awareness within this new pedagogy will be examined.

Constraints for the Learners

There are three areas that can constrain the learner and they are; the design and content of the program, the teacher training, and awareness of how the student is processing the new language learning environment. When designing a program the teacher should remember that the context of learning might not always be culturally appropriate for the students (Duff, P. & Uchida, Y., 1997). Another factor in the design of the program that needs consideration is for the standardizing of content and testing. The teacher needs to upgrade and learn technology skills. This is so they are aware of how to properly utilize the tolls so to avoid a mismatch of the learning content and technology. A big mistake teachers should avoid is using technology for non-target reasons (das Neves Seesink, T., Dissertation, 2007). Finally teacher must become aware to check in with the students feelings about the programs (das Neves Seesink, T., Dissertation, 2007). Research has shown that sometimes e-learning produces anxiety in students (das Neves Seesink, T., Dissertation, 2007). Language learning is ultimately about communication therefore the teachers need to balance face-to-face with online so to avoid anxiety (Al-Jarf, 2006).

Benefits of Blended Learning for the EFL learner

One thing absent in the EFL setting is the target language culture. E-learning can allow access to target language culture through the use of YouTube videos, meaningful situational interacting videos, blogs, chat rooms etc. (Duff, P. & Uchida, Y. 1997). These ‘tools’ enable the EFL student to have more access to native speakers. Using tools such as blogging, wiki pages, and brainstorming aid the student with overcoming academic literacy issues (Al-Jarf, 2006).Not only can blended learning provide safe way to practice chatting without the fear of the native speaker presence. The distance created from the online atmosphere helps to relax the student’s research has found (Al-Jarf, 2006). This real life online exposure can enables strategy use in the process of reading and writing (Al-Jarf, 2006). Strategy use to solve a problem facilitates the increase in self-direct learning (Barenfanger, O., 2007). The 24 access nature of online learning coupled with the reality practice of face-to-face allows for more practice (O’Donnell, 2006). Researchers have found that the e-learning component of the blended course gives the student a chance to revisit lectures (Graham, C.,). Overall blended learning offers more affordances than constraints.

References:I took some Excerpts from https://en.wikibooks.org/wiki/Issues_in_Digital_Technology_in_Education/Blended_Learning

THE ROLE OF ICT IN EDUCATION SECTOR

Posted on by jcsai

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THE ROLE OF ICT IN EDUCATION SECTOR

 

THE ROLE OF ICT IN EDUCATION SECTOR

jh

 

Nowadays the role of Information and Communication Technology (ICT), especially internet in the education sector plays an important role, especially in the process of empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge.

Being aware of the significant role of ICT (internet) in our life, especially in the educational activities, education authorities should be wise enough in implementing the strategies to empower ICT in supporting the teaching and learning process in the classroom. ICT is not just the bloom of the educational activities, but also it will be the secondary option to improve the effective and meaningful educational process.

The main purpose of the Strategy for Information and Communication Technology Implementation in Education is to provide the prospects and trends of integrating information and communication technology (ICT) into the general educational activities.

There are some unavoidable facts in the modern education; First, the ICT has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and ICT should be integrated into educational activities.

Second, the influence of ICT, especially internet (open source tool) cannot be ignored in our student’s lives. So, the learning activities should be reoriented and reformulated, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities.

Third, the presence of multimedia games and online games by internet has been another serious problem that should be wisely handled by the educational institutions. The students cannot be exterminated from this case. They can have and do with it wherever and whenever they want. Schools, as a matter of fact, do not have enough power and time to prevent or stop it after school times. Meanwhile, most parents do not have enough times to accompany and control their children. So, the students have large opportunities to do with multimedia games or online games or browsing the negative and porn sites. Having been addicted, the students will have too little time to study, and even do not want to attend classes.

In such situation, education institutions play an important role to eradicate these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed.

By doing so, I think our young generation will get more and more information and knowledge by browsing in the internet. They can also create innovation in web design that it may be out of the formal curriculum content, but it will be useful for their future.

Fourth, the implementation of ICT in education has not been a priority trend of educational reform and the state paid little attention to it. Therefore, there should be an active participation, initiative and good will of the schools and the government institutions to enhance ICT implementation at school.

Fifth, the teachers should be the main motivator and initiator of the ICT implementation at schools. The teachers should be aware of the social change in their teaching activities. They should be the agent of change from the classical method into the modern one. They must also be the part of the global change in learning and teaching modification.

The followings are the aim and objectives of ICT implementation in education:

  1. To implement the principle of life-long learning / education.
  2. to increase a variety of educational services and medium / method.
  3. to promote equal opportunities to obtain education and information.
  4. to develop a system of collecting and disseminating educational information.
  5. to promote technology literacy of all citizens, especially for students.
  6. to develop distance education with national contents.
  7. to promote the culture of learning at school (development of learning skills, expansion of optional education, open source of education, etc.)
  8. to support schools in sharing experience and information with others.

 

Education and its value

Posted on by Sember Terry

 

Education
Investing in education is the single most effective way of reducing poverty.

Education is more than reading, writing, and arithmetic. It is one of the most important investments a country can make in its people and its future, and is critical to reducing poverty and inequality. If all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty.

INFOGRAPHIC
Education and the Global Goals
Education and the Global Goals
PHOTO ALBUM
Girls in a Classroom - (C) GPE/ Tabassy Baro
Why education?

  • Education gives people critical skills and tools to help them better provide for themselves and their children
  • Education helps people work better and can create opportunities for sustainable and viable economic growth now and in the future
  • Education helps fight the spread of HIV/AIDS and other diseases, reduces mother and child mortality and helps improve health
  • Education encourages transparency, good governance, stability and helps fight against graft and corruption.

Global Education Goals

During the World Education Forum in Dakar, Senegal, in 2000, 164 governments pledged to achieve Education for All and identified six goals to meet the learning needs of children, youth, and adults by 2015.

In the same year, the Millennium Development Goals were adopted at the UN summit in New York, where world leaders agreed that all boys and girls should complete a full cycle of primary education by 2015.

The Global Goals for Sustainable Development were formally adopted at the UN General Assembly in September 2015. This new set of 17 goals frame the global development agenda for 2016-2030. The Global Goal 4 on education aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Education is a fundamental right. Despite great progress in the last 15 years, millions of children are still denied their right to education. This is because there are many barriers and obstacles that are hindering children’s access to and completion of education.

Access and learning

Learn more about GPE's work to improve learning outcomes

Great progress has been achieved in enrolling children in school. However, it’s not enough to get children in school, we also need to ensure that they are learning.

250 million children around the world fail to reach Grade 4 or reach it without learning to read or write.

Many of them are children in fragile and conflict-affected countries, children in rural areas, children with disabilities, and girls, who are the hardest to reach. The global learning crisis is affecting the poorest and most marginalized children, which hampers their ability to have meaningful employment and lead productive lives.

Education in conflict-affected and fragile countries

Learn more about GPE's work in conflict-affected and fragile states

Children in fragile, conflict-affected countries are more than twice as likely to be out of school compared with those in countries not affected by conflict; similarly, adolescents are more than two-thirds more likely to be out of school. (EFA GMR, Policy Paper)

Conflict-affected countries face weak institutional capacity, poor governance, political instability and, in many cases, ongoing violence or the legacy of past conflict. Having a strong focus on education in these countries is critical, since education promotes stability, good governance, and peace. In addition, the re-establishment of education systems in fragile states can provide a visible sign of a return to normalcy.

 

Girls’ education

Learn more about GPE’s work in addressing gender inequality

Despite remarkable progress towards achieving gender equality in education, gender disparities remain in many countries. 63 million girls are still out of school around the world. There are many obstacles that prevent girls from getting an education such as poverty, geographical isolation, early marriage, cultural values, and gender-based violence. Investing in education brings high returns. Girls’ education is fundamental to a country’s social and economic well-being as it promotes the health and welfare of the next generation.

Education and children with disabilities

Learn more about GPE's work in promoting inclusive education

Approximately 1 billion people in the world live with a disability. In many countries, children with disabilities are marginalized and excluded from the education systems. There are many barriers that prevent children with disabilities from getting a quality of education such as social attitudes, poverty, lack of political will, non-availability and quality of human and material resources, among others.

According to the World Report on Disability, the inclusion of children with disabilities in mainstream schools promotes universal primary completion. It can be cost-effective and helps to eliminate discrimination. It’s critical that children with disabilities have access to inclusive education systems.

CHRISTIANITY IN THE 21ST CENTURY

Posted on by jcsai

To begin with, now that we are well into the new millennium I guess I can accept the assumption that we will have at least part of a twenty-first century!

The second and third implied assumptions, however were not as easily dismised: that Christianity has a future and that the Church is also assured another century. It is these two assumptions that, of course, underlie the thrust of any discussion of the future of the “Christian” “Church.”

So, does Christianity and the Church have a future in twenty-first century? To such a question many would ask “Aren’t Christianity and the Church one and the same? For some these two entities may be interchangeable. I, however, do not believe they are.

Although both the word “Christianity” and the word “Church” have a particular history, the word Christianity as used today

simply refers to a system of faith grounded among those who are adherents of Jesus Christ.1 The Church, on the other hand, is a word which refers to people gathered together, particularly in Jesus’ name, an assembly.

Do both Christianity and the Church have a future? The answer, in both cases is “Yes,” though that “Yes” must be qualified. Let me deal with Christianity first because it is, I think, the easier one. And it is easy for the believer, at least, because Jesus basically answers it for us.

Consider, for example, the parables taught by Jesus which have to do specifically with the Kingdom of God. The collection of parables that appear in Matthew 13 are typical. There is the parable of the good seed and bad seed (verses 24-30), the mustard seed (verses 31, 32), the yeast (verse 33), the treasure, once hidden but then found (44), a pearl of great value (45, 46) and of a net bringing in all kinds of fish (47-50). Then in chapter 23 there is the parable of the wedding banquet (22:2-14).

The thrust of each and all of these parables clearly suggests the conclusion that in Christianity, we have God’s permanent reign breaking in and continuing to expand until one day it takes over everything. So, according to Jesus, it is certain that Christianity has a future. Of course, many dominant world powers over the centuries have done their best to disprove Jesus’ words. Along with this, many of these same powers have given the persuasive appearance of outdoing and even destroying God’s Kingdom. A mere 30 years after the crucifixion of Jesus, the Roman emperor Nero initiated the first intentional Christian persecution which, although limited to Rome, resulted in a vast number of Christians experiencing unspeakable cruelty and death.2 In the midst of this and other persecutions it has seemed, sometimes for extended periods, that Christianity would fade away.

One hundred fifty years after this, the Roman emperor Decius put to death yet more Christians; and a few decades later Diocletian initiated the most severe of persecutions with possibly thousands of believers perishing, churches being razed, Bible Scriptures being destroyed, and Christians losing all civil rights.3 Despite or perhaps because of this, Christianity continued to grow and spread.

Aside from the pressures that came from outside the Church, there were those that came from within, threatening the survival of Christianity even more seriously. The emperor Constantine, for example, blurred whatever distinction existed between Church and State, which resulted in an arrogance not found in Christianity until that time. Both the moral and spiritual quality of the Christian community suffered. Charlemagne, the first emperor of what became known as the Holy Roman Empire actually forced people to profess Christianity or face the consequences. His motto of “converting the Saxons by the Word and the sword” is surely a corrupted blot on the history of Christianity. Serious as these blots were, we can hardly begin to enumerate all the other internally corruptive influences that Christianity has survived across the centuries of its existence. Despite this, Christianity has survived and even thrived. Thus, it is by all means reasonable and persuasive to project that Christianity does have a future.

WHAT OF THE FUTURE OF THE CHURCH?

But what about the Church? Does what we have just seen of the survival of Christianity necessarily imply that the future of the Church itself is likewise assured? Does the survival of the teachings automatically imply the survival of the congregation of the taught? I don’t believe it does, yet at the same time I believe the Church has a triumphant future, and again I believe that because I believe Jesus saw it to be true.

Jesus Himself made a stupendous claim for His Church, which was in itself a far-reaching prophecy: “On this rock I will build my church, and the gates of Hades will not prevail against it” (Matt. 16:18).

Eugene Peterson’s paraphrase translation of Jesus’ proclamation says: “This is the rock on which I will put together my church, a church so expansive with energy that not even the gates of hell will be able to keep it out.”4 Jesus described what, or upon whom the Church was built and that there was nothing that could extinguish such a light.

WHAT FORMS WILL THE CHURCH TAKE?

But there is an even larger question; a practical one: What will be the form or forms of the Church? In what types of ministry will it (we) be involved? What will the Church (we) look like? What will church leadership look like?

These are fascinating questions which we must, and will continually have to answer. God ensures the future but we, under Him, are called to flesh out the specific forms of His church’s future. In recent years Christian denominations of all kinds have experienced numerous and far-reaching changes in form. Just the advent of huge population explosions around the globe has necessitated a new phenomenon that of necessity breeds all kinds of further changes in congregational form. There is such proliferation and variation that it is almost foolish to attempt to name a few by way of example.

A Christian time traveler, even from the comparatively recent 1950s, suddenly transported to the present day, would stand in mute confusion were they to suddenly walk into the usual “contemporary worship” service found in many churches today. Worship styles have changed dramatically of late and continue to be reformulated. While we may yet have a relatively consistent definition of what it means to worship God, we still tend to radically disagree with one another as to how our definition translates into practice on a weekly worship basis. Certainly worship manifests itself in a vastly different way from what it did in my teenage years (the 1970s).

Worship is a (if not the) volatile issue among many Christians. Forms of worship and worship music can be seen to be representative factors as one attempts to project the future of the church. A major survey of Australian churches in 1996, conducted by the National Church Life Survey, found that worship, particularly worship music, is causing a serious schism.5 Many of us don’t need a survey to tell us such things. We consistently experience them firsthand. But some specifics may be useful.

The National Church Life Survey revealed that some 46 percent of respondents considered traditional hymns most helpful to them while 48 percent found choruses or other contemporary music most helpful.6 Further, if an average Australian congregation was polled, it would reveal that 24 percent of them want “church” to be more contemporary, while 15 percent want things to be kept more traditional.7

It is not surprising that the survey also found that musical preferences are strongly linked to age. “Generational differences are expressed in musical preferences.”8 The survey also revealed that age 50 seems to be the crucial age in church life where musical tastes divide. This seems to imply that future generations might be more instrumental in introducing changes in significant aspects of worship.

DO DENOMINATIONS HAVE A FUTURE?

Denominations, while being redefined will continue to exist and make a contribution. Princeton-based sociologist Robert Wuthnow believes strongly that denominations are not a thing of the past.9 They serve a purpose and will continue to serve a purpose. As an example, denominations allow us to be connected, to plug into something greater than our local congregation. It has been said that “through [denominations we] expand [our] own culturally bound concerns.”10

Denominations “multiply the conversations” in which churches participate. In other words, they amplify our concerns, projecting them into venues that transcend the local church. Hence, as a leading sociologist of religion has said, “Efforts to save souls and protect the planet gain clout when supported by dozens or even thousands of congregations bound together.”11 Our experience confirms that. Denominations help us to connect, in view of the truth that there really is strength in numbers.

It is also true, however, that the role and function of denominations will continue to change; indeed, they are already changing. Traditional denominations and denominational leaders are finding that their old “tried and true” methods are not working, nor are they being readily accepted by up-and-coming pastors. At the same time mega-churches are taking over many of the traditional denominational roles and are thus becoming more like denominations themselves. This in itself is an exciting challenge to all involved in Christian ministry.

SO WHAT OF THE FUTURE?

The future, I believe is not predetermined. We are not God-created automatons who have been divinely programmed to act without thought. God has created within us the capacity, and the ability to “work out our own salvation” (Phil. 2:12).

A few years ago I was taken with the title of a National Church Life Survey publication: “Shaping a Future.”12 This title was deliberately forged or chosen to reflect the ambiguity that is still before us. Of course, Missiologist David Barrett is even more blatant. In his book, “Seven Hundred Plans to Evangelize the World,” Barrett proposes numerous scenarios for church growth through to the year four billion A.D., when he postulates the ultimate size of the church of Jesus Christ to be 1 decillion believers (1 followed by 33 zeros).13 Barrett’s plans, found on pages 789-811, suggest ways such a scenario might be achieved.14 The point is, as Barrett himself realizes, that the possibilities are endless when it comes to how we might arrange the church and the church’s mission in the days to come. The variables determining our future direction are almost infinite.

For example, what will the Church look like in the future as multiculturalism becomes more pronounced and as the church more accurately reflects this growing phenomenon? We are already facing this issue in Australia where, according to the 1996 census, only 75 percent of Australians were actually born in Australia. While 25 percent of the Australian population only translates to a mere 4.5 million, enough to warrant significant proportions of our attention. Significant parts of the world are facing similar changes and challenges.

Yet again according to the National Church Life Survey people with non- English speaking backgrounds are under-represented in Australian church life. People from non-English speaking countries comprise 12 percent of population, but represent only 8 percent of church attendees. It appears our best efforts to provide a spiritual home for these disparate people seems to lie down the road of creating exclusively ethnic churches. Efforts at assimilating them into our own Australian congregations do not seem to be working at this time.

This is just one issue among many. What will Christian ministry look like as we wake up to the fact that AIDS, suicide, homelessness, unemployment, and the search for meaning, to name just a few, are matters that refuse to go away? What’s more, other philosophies and ideologies are addressing these issues, leaving the poor old church in their wake! What will it mean as, more and more, denominations embrace interfaith dialogue?

What might Christian education look like as we continue to train our young people, and our not so young people in organizations like Campus Crusade and other organizations designed to deal specifically with the young? When might we learn that training such leaders is worthwhile not just as something to do, but because we believe a person must be equipped to minister effectively to those they encounter?

What will be the shape of theological education in the days to come? Will we continue to press on under the old overworked models, or will we be prepared to take risks, to begin to train people differently, more experientially. Will such training include areas pertaining more to what pastors and potential ministers actually need as they pastor, rather than to what some have always thought is needed? I have written elsewhere that theological education is at a crucial crossroad. It needs to be more than simply imparting and measuring knowledge. Theological education needs to prepare Christian leaders so that they become better equipped to face and cope with a plethora of needs and expectations such as those defined by the social changes in our congregations and societies.15

THE FUTURE OF CHRISTIAN LEADERSHIP

What will Christian leadership look like as, God willing, we eventually deliberately allow younger persons to contribute? Will we in the church catch up to what many in the secular and corporate world have known for years: that younger people have a major contribution to make to our organizations and institutions and that by keeping them on the fringes, we are all impoverished? Will we begin to change our structures to reflect how younger persons think, rather than forcing them to transform their structures into an existing mold?

Will ministers and pastors look the same, or will we break away from the well-worn standards? The average Australian pastor is probably not very different from pastors in many other countries. The average Australian pastor has the following thumbnail profile: He is 47. He may or may not have a theology degree.

There is about a 50 percent chance he feels called to the church in which he is ministering. He has been there for about four years. This means this is about his fourth church. It also means he will shortly move somewhere else.16

Management guru Peter Drucker says that every time an organization doubles in size, half of the leadership becomes obsolete. As we in churches around the world pray for church growth, do we ever stop and think about what the impact that our answered prayers might look and feel like? How drastically different might the church of the future be as God chooses to answer our prayers in the affirmative and how that might affect the future of Christian leadership? If these answered prayers created our redundancy would we still pray so fervently for church growth?

AN EXCITING, HOPEFUL FUTURE

It is my firm conviction that we avoid these questions and other related issues to our peril. Perhaps the question each of us must ask is: What must I do to spread the gospel of Jesus Christ? What am I actually prepared to do? What am I prepared to let go? What can I do even though I may never have done it this way before?

An exciting future lies ahead. Exciting yes, but also quite gray and cloudy. But as German theologian Wolfhart Pannenberg reminds us: “As a result of Jesus’ coming, the Christian community is to be a people of hope. We live in hopeful expectation of the final consummation of God’s rule over the entire world . . . [therefore] the calling of the church is to remain in the world, for this is where the struggle for truth occurs.”17

People of hope. That is what we are and what we are called to be. Therefore, Pannenberg adds: “Human behavior is shaped as much by anticipation as by the weight of the past.”18

I began by asking two questions: Does Christianity have a future in the twenty-first century, and Does the Church have a future in the twenty-first century? Let me simply close with two words: Yes, Yes.

Being Part of God’s FamilyTHE CHURCHMARCH

IMPORTANCE OF BOOK READING

Posted on by jcsai

Books plays an important role in in our life. It is said that books are our best companions. Books are our friends in a real sense. They demand nothing from us. They give us plenty of joy. We also learn a lot from them. They take us into a different world of imagination.

A books consists of long written work. It may be published form either in physical form or in electronic form.

Good books improve our standard of living. They tone up our intellectual taste they make our outlook broad. They console us when we are depressed.

Books encourage us when we are defeated. They inspire us to work hard with hope and courage. They remove our ignorance and add to our knowledge. Books enrich our experience and sharpen our intellect. Thus a good book is our true friend.

A man must avoid reading bad books. They may make our life miserable. We may have to suffer because of bad books. They develop in us bad habits. They mislead and misguide. Bad books ruin our intellect. They spoil our interest in reading good and serious books. We must avoid reading such bad and cheap books because they waste our time and energy.

We should develop a healthy habit of reading books. We must select the books carefully. We should read only good books. Reading good books has many advantages. Bad books spoil our character. They develop unhealthy habits in us. We should follow children and young men to read only good books. They should act upon the lessons they learn from such books. A good book is our ‘friend, philosopher and guide’.

Everybody wants pleasure in life. Man wants wealth and power for the sake of pleasure. He wants to have good health so that he may enjoy life more and more. In the modern age man seeks pleasure everywhere. All the discoveries and inventions of science are made for human happiness. Even saints and sanyasis live a life of suffering in this world for divine pleasure in the other world.

We can get pleasure from various things. Spots, games and films are some of them. But the reading of books gives us the real pleasure of life. When we read good book, we forget ourselves. We do not remember the care and anxieties of the world. We are sent into a land of beauty, imagination and happiness. So, books are the source of the greatest pleasure in life.

Well-read man is loved by all. He is a store house of information. He knows something of everything. A well read man can be very good talker. He can entertain us with his good talks. He shows his worth at a social function. He can talk about many things. So, we do not feel dullness and boredom in the company of such persons. This is another advantage of reading books.

Books are of different kinds. Some books deal with topics of general nature. Everybody likes to read those books. There are also some books on certain topics. Such books are written for a particular set of readers. A general reader likes to read books of general nature. They give us knowledge and pleasure.

Conclusion

We should be very careful while we select books. Good books develop in us many qualities. A man of wide reading is a man of culture. Books, magazines and journals do not bore us. They make our life happy. But bad books spoil our taste. Only a sincere reader of good books knows what divine pleasure he gets from reading books.

THE ROLE OF ICT IN EDUCATIONAL SECTOR OF NIGERIA

Posted on by jcsai

Nowadays the role of Information and Communication Technology (ICT), especially internet in the education sector plays an important role, especially in the process of empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge.
Being aware of the significant role of ICT (internet) in our life, especially in the educational activities, education authorities should be wise enough in implementing the strategies to empower ICT in supporting the teaching and learning process in the classroom. ICT is not just the bloom of the educational activities, but also it will be the secondary option to improve the effective and meaningful educational process.
The main purpose of the Strategy for Information and Communication Technology Implementation in Education is to provide the prospects and trends of integrating information and communication technology (ICT) into the general educational activities.
There are some unavoidable facts in the modern education; First, the ICT has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and ICT should be integrated into educational activities.
Second, the influence of ICT, especially internet (open source tool) cannot be ignored in our student’s lives. So, the learning activities should be reoriented and reformulated, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities.

Third, the presence of multimedia games and online games by internet has been another serious problem that should be wisely handled by the educational institutions. The students cannot be exterminated from this case. They can have and do with it wherever and whenever they want. Schools, as a matter of fact, do not have enough power and time to prevent or stop it after school times. Meanwhile, most parents do not have enough times to accompany and control their children. So, the students have large opportunities to do with multimedia games or online games or browsing the negative and porn sites. Having been addicted, the students will have too little time to study, and even do not want to attend classes.
In such situation, education institutions play an important role to eradicate these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed.
By doing so, I think our young generation will get more and more information and knowledge by browsing in the internet. They can also create innovation in web design that it may be out of the formal curriculum content, but it will be useful for their future.
Fourth, the implementation of ICT in education has not been a priority trend of educational reform and the state paid little attention to it. Therefore, there should be an active participation, initiative and good will of the schools and the government institutions to enhance ICT implementation at school.
Fifth, the teachers should be the main motivator and initiator of the ICT implementation at schools. The teachers should be aware of the social change in their teaching activities. They should be the agent of change from the classical method into the modern one. They must also be the part of the global change in learning and teaching modification.
The followings are the aim and objectives of ICT implementation in education:
1. To implement the principle of life-long learning / education.
2. to increase a variety of educational services and medium / method.
3. to promote equal opportunities to obtain education and information.
4. to develop a system of collecting and disseminating educational information.
5. to promote technology literacy of all citizens, especially for students.
6. to develop distance education with national contents.
7. to promote the culture of learning at school (development of learning skills, expansion of optional education, open source of education, etc.)
8. to support schools in sharing experience and information with others.
@ This article has already been published in Inside Magazine Vol. 02 Juli 2008, The writer is the Headmaster of SMA Tarsisius II and the director of Sandlewood International English Course.

You shouldn’t be Afraid of chemicals

Posted on by jcsai

When I was walking through what should remain an unnamed large shopping centre in East London the other day, I was approached by a lovely lady selling lotions and cosmetics. She asked me if I wanted to try out their new hand lotion. She didn’t need to ask twice: long lab hours wearing different types of gloves don’t make for baby-soft skin. While going through her speech, the sales lady put particular emphasis on the fact that all her products were completely “chemical-free”. I was taken aback: what did that mean? Was she putting the complete and utter void on my hands in front of my very eyes? Because that was the only thing I could imagine in the world that wasn’t made of chemicals, i.e. atoms, molecules, matter of some sort.

Banana

A few years back, the Royal Society of Chemistry (RSC) had offered a £1 million bounty for any product that the RSC could consider to be 100% chemical-free. I could almost picture myself receiving an oversized cheque, triumphantly raising my pot of hand lotion. But a quick glance at the ingredients of the hand lotion confirmed: full of chemicals. Water, fatty alcohols, glycerol, citric and lactic acids, glucose and a whole array of compounds like citronellol, geraniol and benzaldehyde that made it smell fantastically like rose petals. So why deny all those beautiful chemicals and claim it “chemical-free”? I diagnosed a case of chemophobia. Not necessarily the sales lady’s fault but probably a problem of many of her customers.

What the heck is chemophobia?

The IUPAC, the International Union for Pure and Applied Chemistry, defines chemophobia as “irrational fear of chemicals”. Why is it that “synthetic” chemicals get a bad rep while everything natural is the latest fashion? After all, there is a whole branch of chemistry, called total synthesis, entirely dedicated to making chemicals in the lab that are naturally produced by plants and animals. Usually this comes from the need to make large amounts of those chemicals that are difficult to get from biological sources.

Deers can be creepy.

Take the perfume industry for example, which relies heavily on musk odours. Musks are chemicals produced in nature by a slightly creepy looking deer (it has tusks, like a sabre-toothed tiger). If the perfume industry would take all the musk they use from “natural” resources, there wouldn’t be any of those already endangered animals left in the world. Instead they use synthetic musks, made all cruelty-free in the lab.

 

Origins of chemophobia

But where does chemophobia come from and why does it affect so many people? The chemical industry certainly had its fair share of disasters, one of the largest being the release of a toxic gas from a chemical plant in Bhopal, India, that killed thousands of people in 1984. Every industry, however, seem to have their tragedies. Looking at pictures of the collapse of a garment factory in Bangladesh last year is certainly as horrible.

Maybe the rise of food additives gave chemophobia a push. While 100 years ago bread consisted only of flour and water, nowadays you can buy bread with a whole bunch of additives like preservatives, softening and flavouring agents. But then again, life in the 21st century is unthinkable without all those synthetic chemicals we’re so particularly fond of: from painkillers to plastics, from sunscreen to the liquid crystals in mobile phone screens.

Some people argue that it is specifically the use of the word “chemical”. For most chemists, every substance in the universe, every piece of living organisms and the world around us is made of atoms and molecules which are nothing else but chemicals. For others, the world chemical means something that has been made in the lab and is potentially harmful, such as strong acids and chlorine gas. However, I think most people have experienced at some point in their lives the similarly harmful effects of the strong acid produced in the human stomach. All “natural”, this acid is really good for digesting food but really unpleasant in the upper regions of the throat.

 

How not to be afraid of chemicals

Regardless of the origin of chemophobia, concerns about harmful chemicals are not entirely irrational. Many shampoos contain formaldehyde, a potentially toxic chemical. But that is also the case with most living organisms. The amount in one shampoo bottle is so tiny that you would have to drink 14 of them (who the heck would do that anyway?) to get the same amount as you would get eating an apple.

Early to bed Early to rise

The importance of improving reading culture in nigerian students

Posted on by jcsai

Recent developments have revealed that the reading culture among Nigerians, particularly the youth and students, has waned significantly. The rate of failure recorded by students in the WAEC, NECO and other examinations are clear indications to that. How then do we improve the reading culture?

This mission was what led Ovuomarhoma, Godfrey Ejovwo, a writer, trainer, youth consultant, and Education Philanthropist to  initiate Restore Hope for Nigerian Youths Foundation (RHNYF).

The young graduate of Economics   who has tried his hand in teaching job for years said that his experiences as a teacher exposed him to the dangers of poor reading skills, hence the need to use every available opportunity to promote it. In this interview, he bares his mind on a wide range of issues about the NGO and others. Excerpts.

What is RHNYF?

Participants receiving certificate from the facilitator during a workshop organised by Restore Hope.

Restore Hope for Nigerian Youths Foundation (RHNYF) is an NGO committed to the promotion of better education philosophy and restoration of reading culture as a way to eradicate the menace of examination malpractices in our schools.  With headquarters at Soetan Crescent, Asero Estate, Abeokuta, Ogun State, the fast growing NGO has within its short span affected many lives through its projects.

Your main target is restoring the reading culture, how do you intend to carry out this all important issue?

You know I studied Economics in the University and it is a social science subject that deals with human behavior and strategically sourcing for ways to handle basic problems. Having that at the back of my mind, we organise trainings and workshops for students. RHNYF has organized series of programs on reading culture, entrepreneurship training, employment counseling, Parents-Teachers training, and child development workshops across Cross River, Delta, and Ogun states.

For example, recently we hosted students of public and private secondary schools across three selected Local Government Areas of Abeokuta North, Abeokuta South, and Odeda in Ogun state.

We also organised Inter-school essay writing competition and debate, cum workshop training where prizes were given to many participated schools.

We are equally running a regular campaign programs  under which we donate free books to students. Apart from that we are looking forward to donate  food and cash  to indigent students across the country which will also extend to  Internally Displaced Person(s) (IDPs). The above agenda when properly funded will help to eradicate child labor and promote a peaceful environment for our society.

We will partner withUNESCO, educational Stakeholders,  State Government,  Local Government Chairmen, Private Investors, Administrators and  Principals of Schools,  Community leaders, Churches, Corporate Organizations’, etc. to achieve our goal.

We really commend the effort of the Administration of Senator Ibikunle Amosun through the Commissioner for Education, Barr. Olusegun Odubela who has strong passion for reading and gave us an approval for the Foundation to contribute  its  quota to the restoration of reading culture among students in Ogun State.

You read economics, how come you are into the project of reading culture?

My growing up in the slum rural community where I faced problem of poor reading culture stemmed that. Even when a child is ready to read, there is no encouragement   because of environmental factor.

Apart from that,  I have been  a classroom teacher most part of my life where I saw high level of poor reading culture among students. I believe a student do not need to read streneously before he can earn a good grade in examinations.

I am equally privileged to lecture in one of the prestigious private universities with modern library facilities equipped with books that promotes reading culture and research but students are carried away with Facebook, Whatsapp, Twitter, and other social media platforms that distracts them. Some students of influential parents believes that even when they don’t read to have a good grades, jobs awaits them after graduation.

I discovered that many students, parents, teachers, schools, and even the society do not  realize the  benefits of reading. All these factors made me to look for how I can contribute my own quota, hence the formation of the NGO.

Are there plans to take the operations of the Foundation to other states?

Yes, there’s work in progress, our next point of call is Delta State. We chose the state to organize a reading culture and literacy campaign to sensitize the masses so that the problem of examination malpractice can be eradicated.

We propose to have an open campaign holding in Warri, Delta State on September 8  2015 with the theme “Our Students are genius: Say no to examination malpractices” where we will discuss the role of stakeholders investing to eradicate examination malpractices in  Nigeria.

The aim is to sensitize the Nigeria public on how our collective effort can assist to compliment the government to eradicate examination malpractices, promote reading culture and as  we mark the World Literacy Day Campaign, 2015. It will be open to both public, private secondary schools and general public.

What are the challenges and how do you plan to meet up?

The major challenge we are facing his funding because we are yet to establish strong relationship and trust with donors.

Apart from the that, many donors are scared of false NGOs who collect money dubiously and don’t utilise it for genueine purpose.

But despite that, RHNYF is optimistic with some donors who have shown interest to support our laudable course such as Indomie Food Noodle, and Peak-Olam suite Abeokuta. Apart from the few donors, volunteers and our own effort, we will use this medium to seek  donation  from well meaning Nigerians, corporate organizations that believe in our dream to come to our aid.

Looking at the NGO, where will you be in the next 5 years.

RHNYF is looking forward to establish libraries across different states of Nigeria, promote standard Reading Clubs in rural Schools, have a  publishing firm to print  books and distribute to Nigerian students for free and also hope to operate Youth Television Studio for educational purpose and reading culture.

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How do we rate Nigerian style of Education

Posted on by jcsai

Over the last decade, Nigeria’s exponential growth in population has put immense pressure on the country’s resources and on already overstretched public services and infrastructure. With children under 15 years of age accounting for about 45 per cent of the country’s population, the burden on education and other sectors has become overwhelming.

Forty per cent of Nigerian children aged 6-11 do not attend any primary school with the Northern region recording the lowest school attendance rate in the country, particularly for girls. Despite a significant increase in net enrollment rates in recent years, it is estimated that about 4.7 million children of primary school age are still not in school.

Increased enrollment rates have also created challenges in ensuring quality education and satisfactory learning achievement as resources are spread more thinly across a growing number of students. It is not rare to see cases of 100 pupils per teacher or students sitting under trees outside the school building because of the lack of classrooms.

This situation is being addressed by current efforts of the Nigerian Government with the implementation of the Basic Education scheme. The compulsory, free Universal Basic Education (UBE) Act was passed into law in 2004 and represents the Government’s strategy to fight illiteracy and extend basic education opportunities to all children in the country.

However the number of schools, facilities and teachers available for basic education remain inadequate for the eligible number of children and youths. This is more so in urban areas where there is population pressure. Under these conditions, teaching and learning cannot be effective; hence the outcomes are usually below expectation.

Another challenge in Nigeria is the issue of girls’ education. In the North particularly, the gender gap remains particularly wide and the proportion of girls to boys in school ranges from 1 girl to 2 boys to 1 to 3 in some States.

Many children do not attend school because their labour is needed to either help at home or to bring additional income into the family. Many families cannot afford the associated costs of sending their children to school such as uniforms and textbooks. For others, the distance to the nearest school is a major hindrance. Another cause of low enrolment, especially in the North, is cultural bias. Most parents do not send their children, especially girls, to school and prefer to send them to Qur’anic schools rather than formal schools.

Even when children enrol in schools, many do not complete the primary cycle.  According to current data, 30% of pupils drop out of primary school and only 54% transit to Junior Secondary Schools. Reasons for this low completion rate include child labour, economic hardship and early marriage for girls.

In the last few years, especially since the launching of the Universal Basic Education Act, much has been achieved in the reconstruction of dilapidated school buildings and construction of new ones, supply of desks and other needed furniture as well as the provision of toilet facilities.

However, the child friendly school concept, which UNICEF is advocating for, is not comprehensively adopted by the various States in Nigeria. A majority of primary schools, especially in rural areas, lack water, electricity and toilet facilities. For example, on average, there is only one toilet for 600 pupils in the primary school system. Despite political commitment to trying to reverse years of neglect in the education sector and a significant increase of the Federal funding, investment in basic education is still low compared to other Sub-Saharan countries.

For all these reasons, prospects of Nigeria achieving Education For All by 2015 remain frail.

The importance of Extra curricular activities in school

Posted on by jcsai

Extra-curricular Activities Are Important For Students

Extracurricular activities?

Extracurricular activities? (Photo credit: ksevik)

26/8/13

Many parents and students do not understand the importance of extra-curricular activities.  Over the years I have had to persuade a number of parents to allow their children to continue participating in extra-curricular activities, because they felt that these activities distracted their offspring from their academic work.  This scenario tended to unfold either when a student was struggling academically or when the student wanted to focus totally on academics, to the exclusion of everything else.  They felt that extra-curricular involvement was a waste of precious time and that it caused their children to get home too late in the evening.

Nothing could be further from the truth than this notion of wasting time.  Academic subjects and extra-curricular activities complement each other and develop a well-rounded, socially skilled, and healthier student.  There are so many possible extra-curricular activities that each student can choose one that appeals to him or her personally.  Activities range from athletics, various sports, scouts, girl guides, debating, music and  chess to paramilitary groups like the cadets.  This list is not even exhaustive.  Some students choose more than one pursuit.

Extra-curricular activities help to develop the whole student.  We cannot just produce one-dimensional students in our schools.  Many students use their skills in extra-curricular activities like athletics or sports and their academic ability to gain athletic or sports scholarships to various universities.  Numerous students from my former school are granted athletic scholarships to American universities in this way.

Researchers like Massoni, Erin ( 2011 ) and others have listed many benefits derived from participation in extra-curricular activities at school.  I have seen the same benefits among my former students.  Let us consider some of them.

Students who are involved in extra-curricular pursuits tend to improve their academic grades as well.  This may be due to increased self-esteem, motivation and better time management.  They become better organized in the classroom.  They demonstrate a reduction of at-risk behavior and a heightened sense of belonging, resulting in better behaviour.

They learn useful new skills from their chosen activity, and in integrating these activities into their everyday school lives, they learn time management, critical thinking, teamwork and social skills.  They develop life-long relationships with their peers and learn how to lead others.  These skills will be beneficial in later life and in the workplace.

Extra-curricular activities also foster a sense of commitment to a cause or purpose and they reduce selfish behaviour.  Students become more marketable in the workplace.

Through the avenue of extra-curricular activities students find it much easier to gain admission into universities.  Modern universities are more interested in recruiting students who have something to offer besides academic qualifications.  They seek out students who can make a contribution in other areas to the university and the society at large.  Many universities and some schools make money and gain prestige through their extra-curricular engagement in various arenas.

Hopefully, more parents and students will see the importance of extra-curricular activities and diversify and deepen their interests and hobbies.  The whole society will benefit.  Finally, as one of my readers, AKGM, commented below: “A lot of careers are built directly from hobbies.”

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