Language, Literacy and Learning in Primary Schools

How to Improve Teacher Education Programs in Nigeria
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  • Lectures 11
  • Length 35 mins
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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About This Course

Published 5/2015 English

Course Description

This course, based on Dr. Adekola's book of the same name, focuses on factors that are responsible for low learning outcomes and requirements for improvement in Nigeria primary schools. The course discusses three important conclusions from the research:

(1) Teachers' performance needs to be improved through effective teaching and operationalization of the Nigeria education language policy in the classroom.

(2) Teacher preparation needs to be improved or overhauled particularly at the primary level so as to help children learn effectively; and teachers should be given more opportunities for additional in-service training or incentives ti improve their teaching performance.

(3) An incentive systems needs to be put in place that rewards performance as measured by what teacher know and able to do in classroom and one that demands a higher level of performance in the classroom as a result of having attained higher qualifications.

In a nutshell, this course identifies major shortcomings in teaching practices that impact student learning. It suggests strategies for reform of teacher professional development that would begin to address inadequacy of teaching and learning.

What are the requirements?

  • None

What am I going to get from this course?

  • In this course you will learn about the current struggles of the Nigerian teacher preparation system
  • By the end of this course, you will have an idea the actions necessary to improve learning outcomes for Nigerian primary school students

What is the target audience?

  • Nigerian stakeholders within the education sectors at the federal and state level, including state and non-state actors.
  • Government officials at the Nigerian Federal and State Ministry of Education
  • The National Teacher Institute (NTI), National Colleges of Education (NCCE), and Nigeria Education Research and Development Council (NERDC)
  • Civil Society and non-governmental organizations
  • Academics

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.


Section 1: Learning and Teaching in Primary Schools
Section Introduction
Assessing Learning Achievement
Importance of Language, Literacy, & Learning
Teaching & Learning Interaction
Section 2: The Professional Development of Primary School Teachers
Structure and Organization of Teacher Education Programs
Quality of Teacher Education Programs
Professional Development for Primary School Teachers
Section 3: Policy Issues in Reform of Teacher Development and Recommendations
Policy Issues

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Instructor Biography

The World Bank Group has set two goals for the world to achieve by 2030:

  • End extreme poverty by decreasing the percentage of people living on less than $1.25 a day to no more than 3%
  • Promote shared prosperity by fostering the income growth of the bottom 40% for every country

The World Bank is a vital source of financial and technical assistance to developing countries around the world. They are not a bank in the ordinary sense but a unique partnership to reduce poverty and support development. The World Bank Group comprises five institutions managed by their member countries.

Established in 1944, the World Bank Group is headquartered in Washington, D.C. The Bank has more than 10,000 employees in more than 120 offices worldwide.

Instructor Biography

Dr. Olatunde Adekola, Senior Education Specialist, World Bank

Olatunde Adekola is senior education specialist in the Africa Regional Department of the World Bank based at the Nigeria Country Office.

Olatunde had a First class Honours in statistics in 1981 at University of Ilorin , Nigeria before proceeding to England on federal government scholarship to obtain Master of Science degree (1984) in Operational Research at University of Lancaster and PhD degree (1987) at University of Surrey ( both in United Kingdom) .

He was a Federal Government Merit Award Scholar from 1979-1981 and best graduating students in statistics 1981. He is Fellow of Royal Statistics Society (FRSS), Fellow Operational Research Society (FORS), and a Chartered Statistician, Honorary Fellow Science Teachers Association Nigeria (FTAN). Member of Presidential Technical Committee on Education for Vision 20 -2020 that was constituted in 2011.

Before joining the Bank in 2001, he worked as an academic in Nigeria ( at Federal University of Technology, Yola and University of Lagos ) , and later joined the federal civil service as the Head of Planning , Research and Statistics ( Nigerian Education Bank , former Nigerian Students loans Board) , and also worked as an occasional consultant to international development agencies, national and state governments.

He has been consulting with other international development partners before joining the Bank in 2001 and later, became, the task team leader of the World Bank Assisted Second Primary Education in Nigeria (PEPII ( with estimated cost project of $55million), an implementation team member of the World Bank Assisted Universal Basic Education Project (UBEP) , Task Team Leader of State Education Sector Project (SESP) involving three states namely, Kano, Kaduna and Kwara ( estimated cost of the project : $65million). He is a team member and currently involved in the preparation of State Programmatic Investment Lending (Education) in four States namely Anambra, Bauchi , Ekiti and Edo ( estimated cost of the project : $200 million)

Dr. Adekola is a member of World Bank education sector, governance and social protection team in Nigeria and currently, Task Team leader for Lagos State Secondary Education (EKO) Project (with estimated cost project of $95million), Co-Task Team Leader of Science and Technology Education Post Basic Project (STEP-B with estimated cost project of $180 million), and responsible for the development a National Post Basic Education Strategic plan for Nigeria.

He is has been very active in Science and Technical Education Program, Skills and Youth Empowerment and Early Childhood and Care Development Program in Nigeria and in the context of World Bank Assisted Basic Education Program and now, an Adjunct Professor of Department of Child and Youth Care at the University of Victoria, British Columbia, Canada.

Olatunde has contributed to many books and published a substantial number of articles in professional and international journals in statistics, operational research and education including the study on the Labour Market Prospects for University Graduates in Nigeria published in Higher Education Policy 14 (2001) pp141-159. More recently and in 2007, published a working paper within the World Bank Africa Human Development Series titled “Language, Literacy, and Learning in Primary Schools: Implication for Teacher Development Programs in Nigeria”.

Dr. Adekola is well travelled to all continent of the world with several visits and attendance of conference, seminars etc to USA, South Africa, Chile, Philippine, Mexico, Columbia, India , United Kingdom, France , Holland , South Korea etc and most of Africa Countries.

He is happily married with two boys and a girl.

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