AFTRA Management Team
AFTRA holds 10th Teaching and Learning Conference & 12th Roundtable in Windhoek, Namibia, May 9-12, 2023.
Africa Federation of Teaching Regulatory Authorities (AFTRA) is the intergovernmental umbrealla of the Ministries of Education and National Teaching Council whose mandate is to coordinate the regulation and professionalisation of teaching in Africa. It is the key Education Partner of the African Union which leads the development of the continental teacher policies and frameworks. It […]
TEACHERS’ PEDAGOGICAL DISPLAY IN IMPLEMENTING THE JUNIORSECONDARY CIVIC EDUCATION CURRICULUM FOR NATIONAL DEVELOPMENT IN COVID-19 ERA IN OYO, OYO STATE, NIGERIA
ABSTRACT
Implementation of a school curriculum is all encompassing in that the teacher, the curriculum and the students are the major elements to make learning take place. This study examined the pedagogy employed in the teaching and learning of Civic Education (CE) in junior secondary schools in Oyo State, Nigeria. This was with the view to ensuring effective Civic Education curriculum implementation. The population of the study consisted of all Civic education teachers in Oyo State and the sample comprised 60 teachers who were purposively selected because they specifically teach Civic Education using multistage sampling technique. Simple random sampling technique was used in selecting three Local Government Areas out of the six in Oyo town. Ten schools were selected from the three LGAs each, using simple random sampling technique totalling 30 schools in all. Two Civic Education teachers in each of the 30 schools totalling 60 teachers were selected. The study adopted a survey research design. A research instrument titled: Civic Education Teaching Pedagogy Assessment Scale (CETPAS) was used for data collection. Descriptive statistics using percentages were used for data analysis. The teaching pedagogies extracted factors, underlining methods commonly adopted in the teaching and learning of Civic Education were found to be 69.82% of the observed variance. The study concluded that, there were available teachers of Civic Education in terms of certificate in the study area. However, teaching methods were employed based on the available facilities. Recommendations were made as follows: Teachers should use varied pedagogies of teaching to show level of creativity and mastery of subject matter; government should see to thorough school supervision and inspection in order to achieve effective curriculum implementation through the use of relevant and varied teaching pedagogies
ASSESSMENT OF KNOWLEDGE REGARDING CURRICULUM OF LIFESKILLS FOR DEVELOPMENT OF QUALITY EDUCATION AMONG TEACHERS IN NORTH CENTRAL NIGERIA
ABSTRACT
These papers examine secondary school teachers’ knowledge of life skills curriculum for quality education in North-central Nigeria. This study identified area that the secondary schools teacher requires techniques in training for life skills that are in the curriculum. These include brain storming, storytelling, debates, discussion, role playing, buzz group, games and situation analysis. The population of the study consisted of 446 N.C.E and graduate teachers from the six states of Northcentral Nigeria. A sample size of 223 respondents was drawn from all the secondary school in the North-Central Nigeria, which represented 50% of the population using the proportionate sampling technique. Three research questions were raised to guide the study. A structured questionnaire titled “Assessment of knowledge regarding curriculum of life skills(r=0.89) was used for data collection. Descriptive statistics was used and Data collected were analyzed with frequency and percentage. Finding from the result shows that Secondary School teachers in the North Central Nigeria are professional and qualified with knowledge regarding curriculum of life skills to develop quality education in secondary schools and NCE teachers are not qualified to teach in senior secondary school. Among the recommendations isthat academic qualifications, and the development programme obtained by secondary school teacher should be used to assess knowledge about curriculum of life skills.
DETERMINATION OF TEACHERS’ CAPACITY-BUILDING NEEDS FOR DIGITAL LEARNING IN GHANA
ABSTRACT
This study determines teachers’ capacity-building needs for digital learning in Ghana. As part of the National Teaching Council (NTC) Ghana’s agreement with the Commonwealth of Learning (COL) project on Integration of Technology in Teaching, Learning and Assessment (ITTLA), teachers’ capacity-building needs were determined. The study adopted the descriptive research design with a population consisting of educational professionals and experts in Ghana. The convenience sampling technique was adopted to collect data using a questionnaire that was designed with online Google Forms with a Cronbach’s alpha value of 0.87. A total of 466 questionnaires were completed and submitted online. It was found that the key contents needed for providing capacity-building for teachers were learning material development, digital skills, methods of teaching, effective content delivery, generating interest among students, providing learner support, choosing appropriate media, among others. Furthermore, it was identified that the resources needed for providing capacity building for teachers were android/smart mobile phone, laptop/PC, iPad/tablet, internet data, and internet access. The study, therefore, concluded that there are needs for contents and resources for the teacher capacity-building on digital learning in Ghana, and recommended the use of the identified content and resources for building the capacity of teachers in digital application in teaching and learning.