Assessment of challenges in developing self-instructional course materials at the National Open University of Nigeria
The National Open University of Nigeria (NOUN) is Nigeria’s only university dedicated to providing education through the use of distance instructional methods. So far, however, the lack of availability and poor distribution of course materials, which underpin instructional delivery at NOUN, continue to be hindrances to achieving the university’s vision and mission. There are delays and difficulties in developing and distributing materials to students and Study Centres. Many pioneer students cannot graduate because of this challenge. This paper examines the process of developing self-instructional course materials at NOUN. It reflects on the challenges associated with the quantity, quality, and timely production of course materials, labelled “the hills, the wills, and the skills” obstacles. The paper concludes that there is a need for better professional development in order to provide efficient ODL delivery.
School-Related Determinants of School Completion in Public Primary Schools in Kenya: A Case of North Sub-County, County,
The rapid increase in enrolment in public primary schools has strained the facilities, resulting in low standards of sanitation and inadequate physical resources due to the rising population of pupils. The supply of drinking water to pupils is of questionable quality and has been indicated as a possible causal factor to escalating incidences of sickness among children. The combined effect of these factors has been, inconsistent school attendance, low school completion and in extreme cases dropout from school. This situation has presented challenges in relation to learners’ school completion of the primary school cycle. This study sought to find out school related determinants of school completion among pupils in public primary schools in Kajiado North Sub-County, Kenya. Therefore the aim of this study was to evaluate the influence of sanitation facilities on dropout among pupils and identify physical resources influences on dropout among pupils in public primary schools in Kajiado North Sub-County in Kenya. Descriptive survey research design informed by the persistence, progression, retention, completion model as advanced by Levitz and Noel was used. The target population of this study consisted of 93 head teachers, 701 teachers in the 93 primary schools in five (5) educational zones in Kajiado North Sub-County. The study applied stratified random sampling technique to select the respondents to be included in this study. The sample size was determined using Gay’s principle which yielded a sample of 141 teachers and 19 head teachers. Questionnaires were used to collect the data. Collected data was analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS). The study established that sanitation facilities and school infrastructure contributed to pupil school dropout among pupils in public primary schools in the Sub-County. From the findings it can be concluded that the school-based factors were significant influences of educational dropout and should be put into account while dealing with wastage. Schools should have adequate sanitation and teaching learning facilities in order to actualize pupil completion in primary schools. These findings enhanced the understanding that school-based factors influenced wastage in public primary schools in Kajiado Sub-County.
How Students Use Distance Teaching Materials: An Institutional Study.
Despite the growth of distance education, little systematic knowledge is available concerning the ways in which students use the distance teaching materials provided to them. Using the diary as the data‐gathering instrument and a sample of twenty‐five students, answers were sought to several questions on the ways in which students use the materials, especially in relation to use of time, the range of materials consulted, the self‐assessment activities undertaken, and the sequence in which materials are studied. The results are summarised and discussed. While these have an interest specific to the Institute of Advanced Education at James Cook University, it is felt that they may also be of interest to the wider distance‐teaching community, since this was an A.S.P.ES.A.‐sponsored project.