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.
Analysis of Open Data in Courseware of Universities in Nigeria
In the context of curriculum delivery, data can range from the course outline to detailed course notes for the benefit of the learner, which in turn is referred to as courseware. When this content is open to the public, it is often referred to as open courseware which in this study is framed as open data in courseware. Properly harnessed, open courseware which is necessary for e-learning, can be a driver for sustainable development. This study investigated the quantity and quality of open data in the online courseware of universities in Nigeria. The courseware of 30 universities in Nigeria were examined through qualitative content analysis of their websites. The major finding of the study is that only two universities (7%) have comprehensive courseware available on the Internet – National Open University of Nigeria (NOUN) and the University of Ilorin. However, 27% of the sampled universities published the course codes for their programmes online while 23% had course titles and 13% had course contents, published. The results were at variance with the established variations in education indicators across the country suggesting the positive role played by ICTs such as the Internet in bridging developmental divides. The quality of the open courseware of the two universities are examined and weaknesses such as inappropriate license for open courseware and limitations to reusability and remixing are identified.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.