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.

I hope I am making sense here.
I hope this small contributions of mine can be seen, and be considered..
..
It pains me so badly that we have lots of graduates that have absolutely nothing good to offer.

Also,, these methods of examinations would definitely minimise cheating in exams.


Like,, I came to realise that the methods of examinations employed are the reasons we cheat in exams.
And thus, the examiners might not get to know the exact areas where the students needed more help in the future..
The exams only cared to test their retentive memories, (and not even their knowledge, not to talk about the real reasons for education - which is: “Solvong the problems in the society through the application of knowledge”

I agree 100% but what about the stress of those teachers marking external exams like neco and waec

Chaos14:
I agree 100% but what about the stress of those teachers marking external exams like neco and waec

Exams are supposed to be more concerned about the persons who would mark them??
Examiners should be paid whatever it takes to get them to do their work. Thus, our main concern in examinations shouldn't be the comfort of the examiners, but to use the exams to get the best out in the students

On point

BluntCrazeMan:
Exams are supposed to be more concerned about the persons who would mark them??
Examiners should be paid whatever it takes to get them to do their work. Thus, our main concern in examinations shouldn't be the comfort of the examiners, but to use the exams to get the best out in the students

BluntCrazeMan:
Exams are supposed to be more concerned about the persons who would mark them??
Examiners should be paid whatever it takes to get them to do their work. Thus, our main concern in examinations shouldn't be the comfort of the examiners, but to use the exams to get the best out in the students

you're right. The reason students cheat is because the system cares about what they can put down on paper rather than what they learnt

This plan is a good one. I just dey learn how to speak and write English. English in my sec school wasn't treated well at all. This applies to all courses/subjects.

Chaos14:
you're right. The reason students cheat is because the system cares about what they can put down on paper rather than what they learnt

That's it.



The system only cares about Copy-And-Paste Examinations

HarlequinLekex:
This plan is a good one. I just dey learn how to speak and write English. English in my sec school wasn't treated well at all. This applies to all courses/subjects.

For Sure.



Including courses that we think are “useless”.

No course is actually useless, so far the knowledge of the course can be used to solve some problems and/or make life easier and better.

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".

Chaos14:
I agree 100% but what about the stress of those teachers marking external exams like neco and waec

You are correct. They have to be considered and the matter is actually connected with other factors.

The current crop of exam markers are largely teachers, people who are already burdened with so much task from their primary places of work, but, who, need extra cash, because they aren't getting paid enough.

In my opinion, for OP's submissions to work, teachers, both in the public or private schools have to be paid and rewarded better than what they currently get. 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.

I think that will make things easier.

I agree with the OP on this. When I was teaching a school, I looked at the scheme of work for primary pupils, and I was like "all these shit in the head of a child?" No wonder schools nowadays churn out shitty children with shitty certificate and a shitty orientation of life and principles.

We need to go back to the African way of learning: Skills acquisition with general life principles. This Western education system no follow.

You'll see big private schools boasting with foreign curriculum such as "British- Montessori" "Chinese- American" British- American"

Aaaaaaaaahhhh! For small pikin brain again?

Using boasting to be ripping stupid parents off, turning bright and intelligent kids to zombies and impacting half baked and trashy knowledge. Issue them certificates and smiling taking photographs on "graduation day". What nonsense graduation? Graduating to where? Them dey graduate from life issues? Them dey graduate from problem solving?

OP, if I tell you more, I fit scatter this thread.

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".

You understood my point very well.





Starting from first year of the higher institutions, everything thought should be the applications of the knowledge..
And not just quoting theories from textbooks, and be waiting until final year.

LagosIsForIgbos:
I agree with the OP on this. When I was teaching a school, I looked at the scheme of work for primary pupils, and I was like "all these shit in the head of a child?" No wonder schools nowadays churn out shitty children with shitty certificate and a shitty orientation of life and principles.

We need to go back to the African way of learning: Skills acquisition with general life principles. This Western education system no follow.

You'll see big private schools boasting with foreign curriculum such as "British- Montessori" "Chinese- American" British- American"

Aaaaaaaaahhhh! For small pikin brain again?

Using boasting to be ripping stupid parents off, turning bright and intelligent kids to zombies and impacting half baked and trashy knowledge. Issue them certificates and smiling taking photographs on "graduation day". What nonsense graduation? Graduating to where? Them dey graduate from life issues? Them dey graduate from problem solving?

OP, if I tell you more, I fit scatter this thread.

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.

It will come when lecturers are paid well. Who will assess such rigorous tasks and be paid peanuts!

LordIsaac:
It will come when lecturers are paid well. Who will assess such rigorous tasks and be paid peanuts!

Do we continue to churn out morons from our higher institutions as “Graduates”, just because of the “money” factor??

BluntCrazeMan:
Do we continue to churn out morons from our higher institutions as “Graduates”, just because of the “money” factor??

The so-called "morons", especially the ones that graduated with First Class, are not just admitted for direct PhD abroad, but they are also breaking records over there.

LordIsaac:

The so-called "morons", especially the ones that graduated with First Class, are not just admitted for direct PhD abroad, but they are also breaking records over there.

Mista-man, don't digress from the point.
Did I mention abroad here??
..
Anyways,, according to the records....
47% of the Graduates of the Nigerian Universities are UNEMPLOYED...
(This particular report was done at about October 2021.)
And the main reason that was given for such outcome was that: “Most of the Graduates of The Nigerian Universities are “Unemployable”



So, you were saying something before.??

Then, what caused such reasons and excuses above to ever come to play??
(If not - of course - the faulty education and examinations systems)

BluntCrazeMan:
Mista-man, don't digress from the point.
Did I mention abroad here??
..
Anyways,, according to the records....
47% of the Graduates of the Nigerian Universities are UNEMPLOYED...
(This particular report was done at about October 2021.)
And the main reason that was given for such outcome was that: “Most of the Graduates of The Nigerian Universities are “Unemployable”



So, you were saying something before.??

Then, what caused such reasons and excuses above to ever come to play??
(If not - of course - the faulty education and examinations systems)

Pay Nigerian lecturers well and they will churn out "productive graduates." Simple!

LordIsaac:

Pay Nigerian lecturers well and they will churn out "productive graduates." Simple!

So, I ask again.
Are you saying that the Nigerian Higher Institutions are configured at some certain “default settings” not to ever do well...
....and to Never set examinations that would aim towards bringing out the best results in students........
Just because the lecturers are not paid well?

BluntCrazeMan:
So, I ask again.
Are you saying that the Nigerian Higher Institutions are configured at some certain “default settings” not to ever do well...
....and to Never set examinations that would aim towards bringing out the best results in students........
Just because the lecturers are not paid well?

I know universities that set applied questions. Stop generalising.

BluntCrazeMan:
I will go straight to the point.

Hi! I don't agree with testing pre-primary pupils or grading them. At that stage, what they need is to be exposed to several knowledge and skills for their age but not to be graded or tested. Yea they can have classwork but not to be graded.

I agree a little on senior secondary education but I'd add primary and junior secondary school too. There are some subjects that require the students to give answers based on what was taught or in the textbook...like mathematics or languages or other subjects but I get your point. Your point is that for some subjects probably like government or history or some other ones that have to do with definitions or stories or discussions, students should be able to give answers in their own words (of course it has to be also correct) and not the exact words written in the textbook.

For higher institutions, I completely agree. I was also given "German questions" in the university to fill in the gaps and to write exactly what was written in our books or when the lecturers dictated. And yea, imagine lecturers dictating notes or writing on the board in the university lol. I don't even like teachers dictating notes in secondary school or writing on the board as I see it as a waste of teaching time, not to talk of university. Problem solving questions? Yea I agree and I believe practical is almost dead in our education system both in primary and secondary school as well as university. All we know is theory and "la cram la pour".

LordIsaac:

I know universities that set applied questions. Stop generalising.

Who generalised??
Just point out the places where I generalised..

I dropped an opinion on Nairaland based on the things I am seeing., And you on your side, you couldn't relate properly with the opinion, instead of you to skip, you still jumped into the thread and be saying things that are not adding up.



With all due respect,,
I humbly suggest you quit this thread..
I am not here to argue with you.

As for the payment to lecturers which you mentioned, even if their current pay is tripled, the ones that usually set those poorly-constructed exams would Never change their pattern of setting exams.

There is need for a foundational change as well as a systemic change which should compulsorily cut across the whole educational system in Nigeria


You can continue to stay there and be saying “Some students did this, some lecturers did that, some Universities did this-and-that”

BluntCrazeMan:
Who generalised??
Just point out the places where I generalised..

I dropped an opinion on Nairaland based on the things I am seeing., And you on your side, you couldn't relate properly with the opinion, instead of you to skip, you still jumped into the thread and be saying things that are not adding up.



With all due respect,,
I humbly suggest you quit this thread..
I am not here to argue with you.

As for the payment to lecturers which you mentioned, even if their current pay is tripled, the ones that usually set those poorly-constructed exams would Never change[color=#006600][/color] their pattern of setting exams.

There is need for a foundational change as well as a systemic change which should compulsorily cut across the whole educational system in Nigeria


You can continue to stay there and be saying “Some students did this, some lecturers did that, some Universities did this-and-that”

Humans can change. Never say never. Besides, the whole point of your advocacy revolves around your desire for change.

LordIsaac:

Humans can change. Never say never. Besides, the whole point of your advocacy revolves around your desire for change.

Ok.

No Wahalla

BluntCrazeMan:
Ok.

No Wahalla

I get your point though.

Thattallgirl:
Hi! I don't agree with testing pre-primary pupils or grading them. At that stage, what they need is to be exposed to several knowledge and skills for their age but not to be graded or tested. Yea they can have classwork but not to be graded.

I agree a little on senior secondary education but I'd add primary and junior secondary school too. There are some subjects that require the students to give answers based on what was taught or in the textbook...like mathematics or languages or other subjects but I get your point. Your point is that for some subjects probably like government or history or some other ones that have to do with definitions or stories or discussions, students should be able to give answers in their own words (of course it has to be also correct) and not the exact words written in the textbook.

For higher institutions, I completely agree. I was also given "German questions" in the university to fill in the gaps and to write exactly what was written in our books or when the lecturers dictated. And yea, imagine lecturers dictating notes or writing on the board in the university lol. I don't even like teachers dictating notes in secondary school or writing on the board as I see it as a waste of teaching time, not to talk of university. Problem solving questions? Yea I agree and I believe practical is almost dead in our education system both in primary and secondary school as well as university. All we know is theory and "la cram la pour".

I flow very well with what you're saying..
Although, didn't mention anything about grading inside my write-up..

Anyways, as for the grading system, I am not against grading..
(By the Grading System, I mean, representing the performances of the pupils or the students in the various subjects with grades such as: A, B, B1, B2, C, C1, C2 and so on);
Also, some other important information which the results booklet should contain are:
1. The number of pupils/students in the class,
2. The average class performance
3. The highest class performance
4. The lowest class performance.

I am totally against the “Class-Positioning” System at any stage of education... Be it in the Basic Classes, or in the College Classes.

The class-positioning system breeds envy and segregation among the pupils/students, instead of building the spirit of competition in them.

BluntCrazeMan:
I flow with what you're saying..
Although, didn't mention anything about grading inside my write-up..

Anyways, as for grading, I am not against grading..
That is, representing the performance of the pupil or the student with the grading system (that is: A, B, B1, B2, C, C1, C2 and so on);
Also, some other important information which the results booklet should contain are:
1. The number of pupils/students in the class,
2. The average class performance
3. The highest class performance
4. The lowest class performance.

I am totally against the “Class-Positioning” System at any stage of education... Be it in the Basic Classes, or in the College Classes.

The class-positioning system breeds envy and segregation among the pupils/students, instead of building the spirit of competition in them.

I meant examination actually which also results in grading. I don't believe pre-primary pupils should be "tested" in examinations or tests which will definitely lead to grading.

I support what you said about grading "A, B, C ...etc" but from primary school upward. I don't support class positioning either in any level of education.

Thattallgirl:
I meant examination actually which also results in grading. I don't believe pre-primary pupils should be "tested" in examinations or tests which will definitely lead to grading.

I support what you said about grading "A, B, C ...etc" but from primary school upward. I don't support class positioning either in any level of education.

Ok..
I get it now.

Yess.
All Pre-Primary stages are developmental stages., and thus, the kids at this stage shouldn't be stressed unnecessarily in order to meet some certain standards, or to feel some form of comparisons with the development of the other kids in the same class.

Just like I earlier mentioned inside this very thread about the Norwegian Methods of Pre-School learning.
They don't stress the kids with formal/standard education systems until they are 6years., then the kids would start with Primary-1.

BluntCrazeMan:
Ok..
I get it now.

Yess.
All Pre-Primary stages are developmental stages., and thus, the kids at this stage shouldn't be stressed unnecessarily in order to meet some certain standards, or to feel some form of comparisons with the development of the other kids in the same class.

Just like I earlier mentioned inside this very thread about the Norwegian Methods of Pre-School learning.
They don't stress the kids with formal/standard education systems until they are 6years., then the kids would start with Primary-1.

Yea that's right!