Sustainable development and good living condition in the modern world are determined by people who possess more than normal reasoning abilities. The present Nigerian socio-political, economic and technological dilemma therefore results from the redundancy of mind paved by gross deficiency in logic and critical thinking competencies. This deficiency broadly stems from Nigerian poor educational system which has neglected acquisition of reflective and critical reasoning skills in theoretical and practical terms. This hampers critical competence, and results to irrational judgments, biased policies and dishonest governance. Consequently, problem solving and critical competence in various sectors of Nigerian existence have remained a mirage resulting to unsustainable development. This paper analytically investigates the meaning, cradle, essence, relevance and state of logic and critical thinking in Nigerian higher education and existence. The research finds that logic and critical thinking has been negligently relegated to one of those optional General Studies’ courses rarely needed to make up the required credit load. As such, not every department of education in Nigeria offers logic and critical thinking. This is coupled with the fact that in some Nigerian Higher Institutions, logic and critical thinking is managed by unqualified staff. The paper as well finds that knowledge of logic and critical thinking is indispensable in the daily human expressions, decisions, right choices and actions. For deficiency in reasoning skills paves way for errors, deceptions, violence and false democracy. The paper concludes that for Nigeria to initiate and sustain true democracy and development, logic and critical thinking should be centrally paramount in her education system because of its quality of impacting critical reasoning skills and competency in the students and citizenry.
Critical Areas of Measurement and Evaluation in Education, Where Final Year NCE Students in the South-East Nigeria Experience Difficulties (Published)
This study aimed at investigating the critical areas of measurement and evaluation in education, where Final year NCE Students experience difficulties in the South East, Nigeria. Two research questions guided the study. A sample of 1250 NCE Final year students selected through stratified proportionate(10%) random sampling technique from five (5) Colleges of Education in the five (5) states of South East, Nigeria was used for the study. Questionnaire instrument developed by the researchers was used for data collection . The instrument was validated by three experts, one from Science Education and two from Educational Measurement and Evaluation. The data collected were analyzed using Mean and Improvement Required Index (IRI). The results show that the Final Year NCE Students require improvement in all the thirty (30) items of measurement and evaluation. Also the students rated that they require improvement in all the aspect of test development process. Based on these findings the following recommendations were made: Colleges of Education in the South East Nigeria , should collaborate with experts in Educational Measurement and Evaluation to organize intensive lectures, workshops, seminars and short courses for the Final Year NCE Students in those areas under study, in order to upgrade their competencies. Equally, Lecturers in measurement and evaluation should spend more time in teaching the course, giving special assignments to NCE students on those critical areas/topics in the South-East, Nigeria.
Critical Administrative Competences Required For Effective Administration of Technology and Vocational Education in Nigeria (Published)
This study investigated the most critical administrative competences required for effective administration of technology and vocational education (TVE) in Nigeria. Two research questions and two null hypotheses guided the study. The research design adopted was descriptive survey. The population of the study was 52 respondents from Enugu and Ebonyi States of Nigeria. The population consisted of 13 TVE lecturers and 04 TVE technologists from Enugu State University of Science and Technology; 22 TVE lecturers and 13 TVE technologists from Ebonyi State University. No sampling was carried out because the population was not too big to be studied. The instrument for data collection was structured, validated and reliable questionnaire. The research questions were answered with mean and standard deviations while, the hypotheses were tested with student t-test statistic at 0.05 level of significance. Fifty critical administrative competences were found to be required for effective administration of technology and vocational Education (TVE) in Nigeria. Thirty one of the findings were for human resources administrative competences while nineteen were for TVE material resources administrative competences. Five recommendations were floated of which one of them was that Nigerian government should train both old and young TVE administrators to acquire the found fifty critical administrative competences required for the eradication of administrative malady among TVE administrators.