iosr-JRME   Volume-4 ~ Issue-6 ~ Nov-Dec 2014

Abstract: This research study was undertaken to identify problems and negative effects of the use of National Youths Service Corp (NYSC) members as ad-hoc teaching staff in Nigeria with particular reference to Kalgo Local Government Area of Kebbi State. A descriptive research design was adopted. Four secondary schools exist in Kalgo Local Government Area, all of which were sampled. Data collection was mainly through the use of inventory, oral interviews and questionnaires. Ineffective curriculum implementation, superficial knowledge of subject matter, lack of commitment, as well as inadequate knowledge of the culture and traditions of the host community have been identified as the problems and negative effects of the use of corp members as ad-hoc teaching staff. The study recommends the employment of qualified teaching staff, strengthening of the Teachers' Registration Council of Nigeria (TRCN) and effective inspection and supervision of schools as the panacea for stemming the falling standard of education in Nigeria.

Keywords: corp members, national youth service corp, pedagogical skills, standard of education, teaching methodology

[1]. National Youths Service Corp establishement, Decree 24, 22nd May, 1973, Federal Military Government.
[2]. National Youths Service Corp Law Amendment, Decree 21, 1985, Federal Military Government.
[3]. National Youths Service Corp Law Amendment, Decree 51, 6th June, 1993, Federal Military Government..
[4]. National Youths Service Corp Act, Section 315, Constitution of the Federal Republic of Nigeria, 1999, as amended.
[5]. Objectives of the National Youths Service Corp, www.nysc.gov.ng, Accessed 7th August, 2014.
[6]. Iroh, E., Reconstructing the National Youths Service Corp, www.thisdaylive.com, Access 6th September, 2011.

Abstract: The study investigated the determining factors that account for different types of breastfeeding methods among Women in South West Nigeria. The research design used was the descriptive research design of the survey type. The population for the study was made up of women with breastfeeding experience. The sample consisted of 1,385 women selected from three states in South West Nigeria. Multistage random sampling technique was used. The research instrument used was titled Determinants of Breastfeeding Pattern among Women (DBPW). The instrument was valid and reliable; it was construct validated and a split half reliability coefficient of 0.87 was obtained. The study was carried out to exposed mothers to the realistic expectation of their infant's breastfeeding behavior to support the decision to breastfeed and avoid unnecessary supplementation. Specifically, the study examined the different breastfeeding methods adopted with respect to mothers' education and employment status. From literature it was observed that despite exclusive breastfeeding being the optimal way of feeding an infant, the percentage of mothers who exclusively breastfed drop from over 75% who initiate to less than 11% at six months, well short of the Healthy People 2010 initiative goal of 50% of infants being exclusively breastfed for six months. The result of the findings revealed that women with high level of education were not well disposed to exclusive breastfeeding; so also, women that are government and private company employees found it very difficult to engage in full breastfeeding. It was concluded that unfriendly working environment can make it difficult to breastfeed on demand. Hence it was recommended among others that the present level of public campaign is stepped up.

Key words: Breastfeeding Patterns, Determinants, South West Nigeria.

[1]. Bellagio Consensus (1995) Breastfeeding as a Family Planning Method, The Lancet; 205(52 42): 1221-1231.
[2]. Duncan J F (2004) Women's Decision About Breastfeeding and Maternal Employment. Journal of Marriage and the Family, 58: 239-251
[3]. Flores-Quijano ME, Cordova A, Contreras-Ramirez V, Farias-Hernandez L, Cruz TM, Casanueva E. (2008) Risk for postpartum depression, breastfeeding practices, and mammary gland permeability. J Hum Lact, 24:50-57.
[4]. Hauck YL, Fenwick F, Dhaliwal SS, Butt J. (2011) A western Australian survey of breastfeeding initiation, prevalence and early cessation patterns. Matern Child Health J 15:260-268.
[5]. Hoffman E F (2009) Peer Counsellor Program increasing breastfeeding rates in Utah Native American WIC Population. Journal of Human Lactation, 11(4): 279-284

Abstract: The increasing number of Vocational High Schools (VHS), as the government policy to VHS increasing ratio and high school teachers led to claim the higher vocational education. However, on the side must also be quality, such as the professionalism of teachers. A vocational teacher who is able to adapt to professional students, are able to transfer knowledge and skills. Vocational teachers are productive Program teachers. So that vocational teacher professionalism can be enhanced, of course there are many ways that can be applied, among other lesson study. Lesson Study is a model of professional development of teachers through the collaborative learning and development based on principles colleagues and mutual learning to build a learning community; Implemented with lesson study in SMK, and vocational teachers can share knowledge and skills of teachers and other, and even can be used as media for continuing education. Lesson study is carried out consists of 3 main phases, namely: Plan of the excavation on academic topics, and learning tools that are used; Implementing a learning plan based on lessons learned and tools provided, and invite colleagues to observe same of the level; Implementing reflection through the various opinions and discussion with the observer.

Keywords: Professionalism, Vocational Teacher, Lesson Study

[1]. Gumilang, Gumilar Wahyu. (2008). Kajian Penerapan Kebijakan Pengembangan Sekolah Menengah untuk Mendukung Kegiatan Ekonomi di Provinsi DKI Jakarta. Bandung: ITB
[2]. Indonesia (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru dan Dosen
[3]. Saito, E., Imansyah, H. dan Ibrohim. 2005. Penerapan Studi Pembelajaran di Indonesia: Studi Kasus dari IMSTEP . Jurnal Pendidikan "Mimbar Pendidikan", No.3. Th. XXIV: 24-32.
[4]. Takashi A. (2006). Implementing lesson study in North American schools and school (makalah yang dipresentasikan pada seminar "APEC International)
[5]. Jica FPMIPA UPI (2006) Lesson Study Suatu strategi untuk meningkatkan keprofesionalan pendidik. UPI Press

Abstract: Young Farmers' Club (YFC) activities are vital in the mastery and attainment of skills in the agriculture subject since it is best found out by practicing. Increased youth participation in agricultural production is necessary and vital in facilitating food and nutritional security. The primary objective of YFCK is to train young people to be productive future farmers. Since secondary school education is terminal to the majority of the youth, non-attainment of lifelong skills in agriculture may lead to low standards of living and a decline in agricultural productivity. The study sought to demonstrate the influence of YFCK activities on secondary school students' performance in KCSE Agriculture in Rongai Sub-County. It employed a cross-sectional survey design to collect data from a target population of 1,506 YFCK members in 30 public secondary schools. Purposive sampling method was used to select eight secondary schools to represent all the types and categories of schools in the four Divisions of the Rongai Sub-County. Proportionate sampling method was then used to obtain a sample of 175 YFCK members. All the 13 Agriculture teachers were used for data analysis. Questionnaires validated by two experts from the Department of Agricultural Education and Extension of Egerton University were used to collect data.

Key Words: Academic performance, Agriculture teacher, Young Farmer, Young Farmers' Club

[1]. Adebo, M. (2009). Youth Organization in Agriculture. National Open University of Nigeria 14/16 Ahmadu Bello Way. Victoria Island, Lagos. Retrieved January 20, 2012,from URL.www.nou.edu.ng.
[2]. Agili, A. (2007). Expert consultation on extension, rural and sustainable agriculture. A paper on Educational content and delivery systems related to the youth Agricultural Society of Kenya (2010). Historical perspective. Retrieved Septembr 17, 2011, from http://www.ask.co.ke/.
[3]. Amiran Kenya, (2010). Face Book Farmers. Retrieved February 2nd, 2012, from http://ww w.amirankenya.com/index.php
[4]. Atherton, J. S. (2010). Experiential Learning Cycle. Learning and Teaching. Retrieved on 9th February, 2011 from http://www.learningandteaching.info/ learning/ experience. htm
[5]. Baker, A. M. & Robinson, S. J. (2012). Aligning Kolb‟s Experiential Learning Theory with a Comprehensive Agricultural Education Model. Journal of Agricultural Education, 53 (4): 1-16. Retrieved on 10th March, 2011 from Dio: 10.5032/Jae. 2012.04001

Abstract: Illiteracy and poverty are predicament which put women at high risk of exploitation and violation of rights. Yet, women are expected to grow into the good mother of tomorrow even in the face of these disadvantages. women are integral part of national development, hence, efforts should be geared towards their empowerment. If this is achieved, it can have positive effect on the socio-cultural peaceful co existence in Nothern Nigeria. This paper advocates for Purdahrian Self-Reliance(PSR) education curriculum for women, to secure lasting culture of peace through: proliferation of women centers and adult literacy classes.

Keywords: self-reliance,Women, peace, Nigeria

[1]. A. Ahmad, (2003): "Gender Education in Nigeria: implication for Curriculum Implementation". Kano Journal of Education Studies.
[2]. K AJEST VOL. 2 NO: 1, The Journal of the Department of Education, Bayero University Kano, pp. 81-84.
[3]. A. Rufai, (3003): ""Gender Education in Nigeria: implication for Curriculum Implementation". Kano Journal of Education Studies.
[4]. JEST VOL. 2 NO: 1, The Journal of the Department of Education, Bayero University Kano, pp. 81-84.
[5]. F.G. Dantata, (2005): "Accelaration of the Girl-child education in northern nigeria".Kano Journal of Education Studies. KAJEST
[6]. VOL. 2 NO: 1, The Journal of the Department of Education, Bayero University Kano, pp. 81-84.
[7]. Okafor, E.C. (2011) The role of Vocational and Technical Education in Manpower Development and Job creation in Nigeria. Awka, Nigeria:

Abstract: This research work sought to establish the effect of creative teaching on science pupil's academic performance as well as encourage primary science teachers in public schools to adopt creative methods of teaching primary science in order to make science interesting and engaging for the pupils. Experimental research design was used in carrying out the investigation. The hypotheses to be tested, using Z-test in this research work are: Creative teaching is not significantly related to academic performance of primary science pupils and usage of instructional material cannot affect creative teaching of primary science. A sample of 75 pupils from Phase III primary school, Gwagwalada Area Council, Federal Capital Teritory (FCT) Abuja, Nigeria were selected for the study. The pupils' were grouped into an experimental and two control groups.

[1]. Ajeyalemi, D. (2008), Teaching Expertise: The Road to a Creative Curriculum. Curriculum Reforms and the Nigerian Educational System. Lagos: Jaja, p.147-159.
[2]. Ali H. (2011), "Drinking water health linkage: Implication for Educational Development" Journal of Educational innovators 4 (1) pp 163.
[3]. Babalola, J.B. (2008), "Educational Policy and Planning in Nigeria: Problems and Prospects. In Development and Sustainability in Nigerian Educational System." Proceedings of 2nd National Conference of the Institute of Education, Olabisi Onabanjo University Ago Iwoye. Pp.8-26.
[4]. Banaji S., Burn A. and Buckingham D. (2006), The Rhetoric of Creativity: A Review Of the Literature. London: Centre for the Study of Children, Youth and Media; 2006 (www.creativepartnerships.com/data/files/rhetories-of-creativity-12.pdf, accessed Sept. (10 - 2010)
[5]. Balogun, T.A. and Taiwo, A. A. (1983). Science Activities for Primary Schools, Ibadan: University Press.
[6]. Ehibe S. O. (1999). "Creativity, Science & Technology and National Development". Paper presented at the conference on actions for Gifted and Talented Children in Nigeria, Suleja, Nigeria.

Abstract: Increasingly, aspects of teaching and learning are being mediated through information and communication technologies, both on and off campuses, partly driven by the changes in student characteristics. Thus the delivery of secondary education is changing both in perception and implementation. However, the rate at which technology is made use of in classroom instruction is still wanting. The specific objective of the study was to examine teachers' preparedness in integrating information and communication technology in teaching and learning of Biology in secondary school in Uasin Gishu County. Descriptive survey research design was used in the study. The target population for the study was 123 secondary schools. The study used stratified sampling to select a sample of 114 teachers.

[1]. Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers perceptions of the effectiveness of ICT-competence training. Computers & Education, 43, 63–79.
[2]. Fiszer, E. P. (2004). How Teachers Learn Best: an ongoing professional development model. Maryland: ScarecrowEducation.
[3]. Lewis, A. C. (1998). A New Consensus Emerges on the Characteristics of Good Professional Development. In R. Tovey (Ed.), Harvard Education Letter Focus series 4: Professional Development (pp. 12-16). Cambridge, MA: Gutman Library.
[4]. Cuckle, P., Clarke, S., AND Jenkins, I. (2000). Students' information and communications technology skills and their use during teacher training. Journal of Information Technology for Teacher Education, 9(1), 9-22.
[5]. Jegede, P.O. (2009). Issues in Informing Science and Information Technology Volume 6, 2009 Assessment of Nigerian Teacher Educators' ICT Training Obafemi Awolowo University.
[6]. World Bank. (2002). Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries. Washington DC: World Bank.
[7]. Anderson, J. (1997). Information Technology Options for Educational Management: Challenges and Responses. Managing Educational Realities in Asia and the Pacific: A Report of South East Asia and Pacific Region Educational Administrators' and Managers' Symposium (Vol. II), SEAPREAMS, Darwin.

Abstract: The present study investigates the influenceof teaching English subject using drama on the development of intermediate students' creative thinking. The sample population of the study comprises two randomly selected first year intermediate classes of the 33 intermediate female school in Tabuk. One class of 24 students has been assigned to be control group. The other class of 23 students has been assigned to be experimental. Upon review of related literature and previous studies, 4 dramatic teaching scenes were prepared in the light of drama for each lesson in unit 10 (the body) of first year intermediate English subject. Tool (Torrance creative thinking test) was adopted upon review of literature and related studies. Validity and reliability of the tools have been measured.

[1]. Alesaoy, S.A. (2004) "The effect of dramatization of Arabic language on developing some topics of language and social skills among mentally retarded students". A research paper. Ain Shams University, Childhood High Studies Institute.
[2]. Baraldi, Sara. Margarita. (2009) "Drama and theater practices in the elementary classroom that create conductive environments for non-english speakers' English language acquisition". PHD Dissertation, Arizona state university. UMI Number: 3380660.
[3]. Barreto, E.A. (2014) "Educational drama and language acquisition for English proficiency". California State University, Los Angeles, ProQuest, UMI Dissertations Publishing 1554673.
[4]. Blanch, E. (1974) "Dramatics in the Foreign-Language Classroom. ERIC Focus Reports on the Teaching of Foreign Languages", No. 23. ERIC Clearinghouse on Languages and Linguistics, New York, NY.. MLA Publications Center; 62 Fifth Avenue, New York, N. Y. 10011
[5]. Burke, A. & O'Sullivan, J. (2002). "Stage by Stage: A Handbook for Using Drama in the Second Language Classroom": PP. 192. Web site:http://www.heinemann.com.
[6]. Campbell, Margaret P. (2008). "The Infusion ofTheater Arts in the Teaching ofLanguage Arts:Its Impact on the Academic Achievement ofFifth Grade Students". PHE Dissertation, College ofEducation and Human Services, Seton Hall University. UMI Number: 3448171
[7]. Culham, Cameron. R. (2003). "Making the conversations possible: Drama as a methodology in developing the language of the everyday in ESL classrooms". University of Victoria.

Abstract: This paper outlines an importance for introducing Peace Education programmes in Kashmir. Peace Education programmes addresses the forms of violence and the systems sustaining the presence of that violence. Peace Education is a process of developing knowledge, skills, attitudes, behaviours and values that enable learners to resolve conflicts through non- violent way and mutually beneficial, harmonious relationships. The author highlights the significance of Peace Education programmes in relation to different parameters like its relevance, internal conflict resolution, and problems of youth and overall development of Kashmir. Implications for practice include recommendations for policy makers to implement an initiative of peace programmes in schools as a means of reduce violence in Kashmir.

[1]. Rajagopalan, Priyadarshini (2009): "From Agenda to Action: Interpreting and Implementing the NCF Peace Education Guidelines",Educational Policy Research Series, Volume I, Number 3.
[2]. Najjuma, Rovincer (2011): Peace Education in the Context of Post-Conflict Formal Schooling: The Effectiveness of the Revitalising Education Participation and Learning in Conflict Affected Areas-Peace Education Programme in Northern Uganda, Unpublished Doctoral dissertation, School of Education University Of Birmingham, http://etheses.bham.ac.uk/3083/1/Najjuma11PhD.pdf, accessed on February 3, 2013.
[3]. Fountain, S (1999): Peace Education in UNICEF: Programme Publications 3 UN Plaza New York, NY 10017 USA, www.unicef.org , accessed on November 23, 2012
[4]. WWW.UNESCO.COM
[5]. UNESCO (1999): The Hague Appeal for Peace, Hague: UNESCO, www.unesco.com , accessed on December 2, 2012.
[6]. Bajaj, Monisha (2010): "Conjectures on peace education and Gandhian studies: method, institutional development and globalization", Journal of Peace Education, Vol.7, No 1, pp.47-63.