Hadassahly:
Good submissions OP. Especially, in the tertiary education stage.


Graduating from the higher institution with no idea of how to apply your course of study to real life situation is such a waste of time and money
The courses I really enjoyed and passed well in school were the practical and applicable ones. For instance, this course where we had paternity dispute case studies, or the one we learnt about genetic modification or the one where we learnt about population nutrition and designing healthy nutrition plan. Totally enjoyable courses. These were courses that could give a student a sense of career direction but sadly, they didn't come until final year.

Sad when I see students of really practicable courses oblivious of the ways they can maximize their knowledge, even as students. For instance, imagine a student of International Relations or something that has to do with people, who doesn't like attending conferences and formal events or has no idea he should be actively involved in organizations like AIESEC and others that will build their diplomacy skills and give them experience and exposure. But you can't totally blame them, they are just victims of a system that hasn't exposed their minds to reality.


That's why the advice for young people to study relevant and in-demand courses is good but not enough, people have to learn to use their knowledge for the real world.
I'll give it up for a UI lecturer who made it essential for many of his students to watch the just concluded Kadaria Ahmed's Presidential Debate. Some of them felt he was being extra but boyy, if only they knew how he was helping them.

So, true, higher institutions have to include practicality to their courses, right from year one to final year. Not that scam of final year project More platforms for students to gain experience and be able to offer value to organizations and the society even as fresh graduates. Also, students have to be intentional about adding values to themselves, thank goodness the internet is now there.

No, we all don't have to be techies but we all can be innovative in whatever field we have chosen or "gotten".

sirgalahad26:
I so much stan these submissions OP!!!
I wish I can make a voicenote rn
These are what I've been shouting about in my department since 2019.
Like someone said up there, the only courses that I find enjoyable and passed well are the practice-able courses, the rest are a disaster.
I'm not sure of a positive reception if you show the so-called professors of educations these out of the box submissions because I've realized that they are not open to new ideas, COVID virtual classes exposed them.


I'm wiling to volunteer in promoting this idea (if there are plans for that)

Chaos14:
I agree 100% but what about the stress of those teachers marking external exams like neco and ]⁰00⁰00qp]l00p0p0p0l0l0⁰]l0waec

HomeTutorsPro:
Recently, there have been claims and counterclaims of the suitability or otherwise of presidential candidates of the different political parties in Nigeria.
Exhibited, perceived and sometimes concocted inadequacies and alleged inadequacies have been the hinges of personality attacks, especially in the social media space.
Critically examine the implications of the aforementioned cases on the buildup, conduct and consequence of the 2023 presidential election, identify its possible impact on the overall democratic system and suggest solutions that could be applied to reestablish democratic fluidity in Nigeria.

Sample question for political science students.

All rights reserved.
No part of this question may be reproduced, transmitted, copied or used in any way without the prior permission of the author.

kkins25:
It sha depends on the course of study. I read biology, and to be honest, i can't come and say i can't apply what i learnt.

boluwatife122:
But what applied question did you expect a lecturer that was brought up with the same system That's aw dey are also taught and datz wot they are giving out... there should be a complete overhaul of the system because you are very right... education in Nigeria is just a waste of time and money, imagine I will finish exam now and will hardly remember what I read the next day...don't blame the lecturers,they are also brought up by the system

BluntCrazeMan:
I will go straight to the point.
..
..

1. At earliest stages (Nursery, and Early Basic Stages), pupils should be tested with examinations that ascertain their motor skills, and every other basic skills and basic abilities..

2. At mid stages (Basic Classes, and Junior Collage Classes), The students should be tested with examinations that dwell more on ascertaining the strength of their retentive memories.

(2b. Then, at Senior Collage, the students should be gradually introduced to “knowledge-based examinations”, which test the residual and acquired knowledge of the students on the subject, and not necessarily what the students remember. Thus, the exams should be in forms that allow and encourage the students to give their answers in their very own words, and not necessarily the way it was presented inside the textbooks.. In fact, anybody who presents an answer similar to what was contained inside the textbooks shouldn't have any score.)

3. At later stages (Higher Institutions), the students should be tested with examinations that ascertain the “Applied Knowledge” of the students (Starting from their First Year in the Institutions). This type of examination is known as “Application-based Examination”, and it tests the “Problem-Solving Skills” of the students.
At this stage, examinations should be more of “solving” real-life situations, and the students are even allowed to use textbooks if they wish - because the answers are not even inside the textbooks to start with - the answers to such examinations are in the internal ability of the students to apply their knowledge.
For Instance, an examination that contains a “problem” that was well described, and the students were required to provide a solution to the problem based on their knowledge of the subject in question - is an “Application-based Examination”.
Thus, no two answers are supposed to be the same.




..
..
***WITH ALL THESE SAID...
Nobody can leave the Higher Institutions of learning, and still be feeling like he has absolutely nothing inside him.


It pains me deeply whenever I see University Examination Papers with Objective Questions, and such examinations would be expecting the so-called University Students to fill in the gaps or blank-spaces with the required missing words or phrases or sentences..
Meaning that, they are still testing the retentive memories of such students of higher institutions??

It even pains more when one sees a so-called “graduate” of a higher institution of learning, who doesn't even know the practicability of the course he read and graduated from.

JAGS001:
Lecturers in Nigeria won't have reason to collect rice and prices for catching exam malpractice if that is introduced and it pain the werey lecturers because deep down I want this kind of exam

BluntCrazeMan:
I will go straight to the point.
..
..

1. At earliest stages (Nursery, and Early Basic Stages), pupils should be tested with examinations that ascertain their motor skills, and every other basic skills and basic abilities..

2. At mid stages (Basic Classes, and Junior Collage Classes), The students should be tested with examinations that dwell more on ascertaining the strength of their retentive memories.

(2b. Then, at Senior Collage, the students should be gradually introduced to “knowledge-based examinations”, which test the residual and acquired knowledge of the students on the subject, and not necessarily what the students remember. Thus, the exams should be in forms that allow and encourage the students to give their answers in their very own words, and not necessarily the way it was presented inside the textbooks.. In fact, anybody who presents an answer similar to what was contained inside the textbooks shouldn't have any score.)

3. At later stages (Higher Institutions), the students should be tested with examinations that ascertain the “Applied Knowledge” of the students (Starting from their First Year in the Institutions). This type of examination is known as “Application-based Examination”, and it tests the “Problem-Solving Skills” of the students.
At this stage, examinations should be more of “solving” real-life situations, and the students are even allowed to use textbooks if they wish - because the answers are not even inside the textbooks to start with - the answers to such examinations are in the internal ability of the students to apply their knowledge.
For Instance, an examination that contains a “problem” that was well described, and the students were required to provide a solution to the problem based on their knowledge of the subject in question - is an “Application-based Examination”.
Thus, no two answers are supposed to be the same.




..
..
***WITH ALL THESE SAID...
Nobody can leave the Higher Institutions of learning, and still be feeling like he has absolutely nothing inside him.


It pains me deeply whenever I see University Examination Papers with Objective Questions, and such examinations would be expecting the so-called University Students to fill in the gaps or blank-spaces with the required missing words or phrases or sentences..
Meaning that, they are still testing the retentive memories of such students of higher institutions??

It even pains more when one sees a so-called “graduate” of a higher institution of learning, who doesn't even know the practicability of the course he read and graduated from.

BluntCrazeMan:
I will go straight to the point.
..
..

1. At earliest stages (Nursery, and Early Basic Stages), pupils should be tested with examinations that ascertain their motor skills, and every other basic skills and basic abilities..

2. At mid stages (Basic Classes, and Junior Collage Classes), The students should be tested with examinations that dwell more on ascertaining the strength of their retentive memories.

(2b. Then, at Senior Collage, the students should be gradually introduced to “knowledge-based examinations”, which test the residual and acquired knowledge of the students on the subject, and not necessarily what the students remember. Thus, the exams should be in forms that allow and encourage the students to give their answers in their very own words, and not necessarily the way it was presented inside the textbooks.. In fact, anybody who presents an answer similar to what was contained inside the textbooks shouldn't have any score.)

3. At later stages (Higher Institutions), the students should be tested with examinations that ascertain the “Applied Knowledge” of the students (Starting from their First Year in the Institutions). This type of examination is known as “Application-based Examination”, and it tests the “Problem-Solving Skills” of the students.
At this stage, examinations should be more of “solving” real-life situations, and the students are even allowed to use textbooks if they wish - because the answers are not even inside the textbooks to start with - the answers to such examinations are in the internal ability of the students to apply their knowledge.
For Instance, an examination that contains a “problem” that was well described, and the students were required to provide a solution to the problem based on their knowledge of the subject in question - is an “Application-based Examination”.
Thus, no two answers are supposed to be the same.




..
..
***WITH ALL THESE SAID...
Nobody can leave the Higher Institutions of learning, and still be feeling like he has absolutely nothing inside him.


It pains me deeply whenever I see University Examination Papers with Objective Questions, and such examinations would be expecting the so-called University Students to fill in the gaps or blank-spaces with the required missing words or phrases or sentences..
Meaning that, they are still testing the retentive memories of such students of higher institutions??

It even pains more when one sees a so-called “graduate” of a higher institution of learning, who doesn't even know the practicability of the course he read and graduated from.

Gabangel:
I think you should read this and realize that you are not even half-way to thinking how badly or better our system can be.

https://www.weforum.org/agenda/2018/09/10-reasons-why-finlands-education-system-is-the-best-in-the-world

before then someone or somewhere i had heard of how in the Finnish university system, you dont really study courses. You are an engineer, they give you a problem to solve. You use your four years learning/reading/understanding/practicing things that would give you total understanding/solution to that problem. It reminds me where people say, more than half of the things we learn in the university, we dont use them... (in their school system - you wish, also as a computer scientist, you wish more)... Or maybe this is hearsay, but their system far outclasses UK/US ed systems. They are the brothers to Norway who turned their below sea-level living area to a place where they can use the flood for swimming pool when it comes (joking but they solved flooding in an extra-ordinary way). Cheers.

Emeka71:
Examination is supposed to be a practical-based and not cram and pour because I can remember last week; I wrote the last diet of ICAN examination and I went more of practical than relying on what is in the book.

Hadassahly:
Good submissions OP. Especially, in the tertiary education stage.


Graduating from the higher institution with no idea of how to apply your course of study to real life situation is such a waste of time and money
The courses I really enjoyed and passed well in school were the practical and applicable ones. For instance, this course where we had paternity dispute case studies, or the one we learnt about genetic modification or the one where we learnt about population nutrition and designing healthy nutrition plan. Totally enjoyable courses. These were courses that could give a student a sense of career direction but sadly, they didn't come until final year.

Sad when I see students of really practicable courses oblivious of the ways they can maximize their knowledge, even as students. For instance, imagine a student of International Relations or something that has to do with people, who doesn't like attending conferences and formal events or has no idea he should be actively involved in organizations like AIESEC and others that will build their diplomacy skills and give them experience and exposure. But you can't totally blame them, they are just victims of a system that hasn't exposed their minds to reality.


That's why the advice for young people to study relevant and in-demand courses is good but not enough, people have to learn to use their knowledge for the real world.
I'll give it up for a UI lecturer who made it essential for many of his students to watch the just concluded Kadaria Ahmed's Presidential Debate. Some of them felt he was being extra but boyy, if only they knew how he was helping them.

So, true, higher institutions have to include practicality to their courses, right from year one to final year. Not that scam of final year project More platforms for students to gain experience and be able to offer value to organizations and the society even as fresh graduates. Also, students have to be intentional about adding values to themselves, thank goodness the internet is now there.

No, we all don't have to be techies but we all can be innovative in whatever field we have chosen or "gotten".

muyico:
Illeterate northerner cant stimulate wot u wrote here. And were under they re empire.they rule us. Plz guys? We need someone like late awolowo, yoruba graduate. Not northern graduate. Tinuthief wil b worst dan bubu

Originalsly:
On point. I'm more concerned about our higher institutions of learning that do not know their main purpose .... innovation. Of the thousandsss of graduates..... what innovation has they come up with to solve a problem or make it less problematic? The one for technology be boasting and people showering them with praise for engineering a 20th century stage one robot when the world is at stage 15 in the 21st century.

I just hope a new government comes to power to lay the foundation for 21st century education.

BluntCrazeMan:
This thread is not a Political thread bikooo..


Asides Politics,, our dear Nigeria is still out there waiting for all of us

BluntCrazeMan:
This one wants to be carrying textbooks into the exam hall??
Believe me, if you don't know it, you don't know it.

No matter the type of textbook you carry

BluntCrazeMan:
Please don't scatter the thread yet.



Even the Westerners themselves have changed their pattern.
They have evolved.
For instance, the Norwegian kids start Primary School at the age of 6., And that means, before the age of six, their parents can choose to keep them in their custodies and teach them by themselves, or they can attend pre-school education centers where there learn through Montessori methods.

But down here, we are still stuck with those old education methods which the old missionaries handed down to us.

Delicious22:
Shut up and face your thread please.

BluntCrazeMan:
This one wants to be carrying textbooks into the exam hall??
Believe me, if you don't know it, you don't know it.

No matter the type of textbook you carry

saintopus:


Very correct.

You can imagine what will happen if our Local Languages were used to teach let's say Science from the Nursery to the University.

We would have been probably producing NOBEL PRIZE winners.!!!

RenerdLiam:
You are right. But this approach is only appreciated if the student roles demands being practical (Think STEM and Social Science).

But I will also agree that very few discipline doesn’t require this approach. Nevertheless, we cannot overlook the few.

I think our colonial masters are to be faulted. They invented this education system to take away our critical thinking ability.

Last last, it’s our duty as a nation to right the wrong that has been done to us.

highbee02:



In addition, there has to be massive and transparent recruitment of graduates, for the sole purpose of examination marking. Say, graduates of agricultural science in a state, employed to mark only agricultural science, Animal husbandry etc.

Do u think the fresh graduates will have the requisite knowledge to mark WAEC and NECO?Where do you want the old examiners/teachers to keep or gain the classroom experience? Do u know the cost of training these examiners?


We should be more concerned about the restricted curriculum.

Hadassahly:


Hahaha! Not as easy as you have put it o . I taught Chemistry in a public school in South-West where many students could barely express themselves in English language and Omo, I did try to use Yoruba as much as possible but how do you say 'Electrolysis' in Yoruba naa? Let alone explain the whole concept. Me that my normal use of Yoruba is wack.

What I did was to ensure I did some little class practicals and also used very relatable examples, most of the time. For example, I remember mentioning how people who fry akara in large quantities add pieces of charcoal to slow down the rate of fermentation of the grinded beans while frying... To explain rate of reactions and effect of catalysts. I made analogies, mnemonics etc and it helped.

While I think teaching in local languages is great and has positive effects, I feel the issue of multiple languages might be limiting. Say, a child born in Enugu, being taught in Igbo through his early years, now has to relocate to Delta at age 10, where they don't speak his language... How will he cope? Or states like Lagos with much diversity, what local language will be the language of instruction. Those are my thoughts.

The whole Education sector in Nigeria needs myriad of solutions jare