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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="colleges of education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7360</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: colleges of education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7360</span> Challenges in the Use of Information and Communication Technology in Agricultural Education and Training in Colleges of Education in Adamawa State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harrison%20Gideon%20Maghra">Harrison Gideon Maghra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted on the challenges in the use of ICT in Agricultural Education and Training in Colleges of Education in Adamawa State. Three objectives guided the study, and the objectives were translated into three research questions and the research questions translated into two null hypotheses. Frequency and percentage were used to answer research question one, mean and standard deviation were used to answer research questions two and three, and t-test statistic was used to test the null hypotheses at 0.05 level of significance. The study was descriptive research and a questionnaire was used to solicit responses from the respondent. The instrument for data collection was subjected to face and content validity by 1 expert in the Department of Vocational Education, Modibbo Adama University, Yola and 3 experts from the Department of Vocational and Technical Education, Adamawa State University, Mubi. Pearson Product Moment Correlation Coefficient was used to test the reliability of the instrument and a reliability coefficient of 0.76 was obtained through the test re-test test method. Results from the study revealed that ICT facilities are not available in state-owned colleges of education. Agricultural Education lecturers have a positive attitude toward the use of ICT in teaching agricultural education and training. Based on the findings of the study, recommendations were made, among which: Colleges of Education in the state should organize training on the use of ICT for all lecturers, including those in the Agricultural Education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20education" title=" agricultural education"> agricultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a> </p> <a href="https://publications.waset.org/abstracts/161823/challenges-in-the-use-of-information-and-communication-technology-in-agricultural-education-and-training-in-colleges-of-education-in-adamawa-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7359</span> Multimedia Technologies Utilisation as Predictors of Lecturers’ Teaching Effectiveness in Colleges of Education in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abel%20Olusegun%20Egunjobi">Abel Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Oyeleye%20Adesanya"> Olusegun Oyeleye Adesanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching effectiveness of lecturers in a tertiary institution in Nigeria is one of the determinants of the lecturer’s productivity. In this study, therefore, lecturers’ teaching effectiveness was examined vis-à-vis their multimedia technologies utilisation in Colleges of Education (CoE) in South-West, Nigeria. This is for the purpose of ascertaining the relationship and contribution of multimedia technologies utilisation to lecturers’ teaching effectiveness in Nigerian colleges of education. The descriptive survey research design was adopted in the study, while a multi-stage sampling procedure was used in the study. A stratified sampling technique was used to select colleges of education, and a simple random sampling method was employed to select lecturers from the selected colleges of education. A total of 862 lecturers (627 males and 235 females) were selected from the colleges of education used for the study. The instrument used was lecturers’ questionnaire on multimedia technologies utilisation and teaching effectiveness with a reliability coefficient of 0.85 at 0.05 level of significance. The data collected were analysed using descriptive statistics, multiple regression, and t-test. The findings showed that the level of multimedia technologies utilisation in colleges of education was low, whereas lecturers’ teaching effectiveness was high. Findings also revealed that the lecturers used multimedia technologies purposely for personal and professional developments, so also for up to date news on economic and political matters. Also, findings indicated that laptop, Ipad, CD-ROMs, and computer instructional software were the multimedia technologies frequently utilised by the lecturers. There was also a significant difference in the teaching effectiveness between lecturers in the Federal and State COE. The government should, therefore, make adequate provision for multimedia technologies in the COE in Nigeria for lecturers’ utilisation in their instructions so as to boost their students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20teaching%20effectiveness" title=" lecturers’ teaching effectiveness"> lecturers’ teaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technologies%20utilisation" title=" multimedia technologies utilisation"> multimedia technologies utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Southwest%20Nigeria" title=" Southwest Nigeria"> Southwest Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/112117/multimedia-technologies-utilisation-as-predictors-of-lecturers-teaching-effectiveness-in-colleges-of-education-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7358</span> Students' Perception of Their Reliable Alliance through Participation in Intramural Sports in Colleges of Education in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waziri%20Habsatu%20Dahiru">Waziri Habsatu Dahiru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated students’ perception of their reliable alliance through participation in intramural sports in Colleges of Education in Nigeria. One research question and one null hypothesis were set to achieve this objective. Nine hundred (900) copies of structured questionnaire were distributed to 15 Colleges of Education based on stratified random sampling. One sample t test was used to determine positive perception of significant reliable alliance benefits. An alpha level of 0.05 was used to either retain or reject the hypothesis postulated. It was found that, students in Colleges of Education in Nigeria do not have significant positive perception of the reliable alliance benefits through their participation in intramural sport. However, the students perceived that participation in intramural sports help in increases trust and respect for peer groups and encouraging strong attachment with team members. The researcher recommended among others that awareness programs such as workshops and seminars on students' perception of the benefits of participation in intramural sport should be regularly organized in order to boost intellectual growth, personality development, social responsibility, and appreciation of diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benefits" title="benefits">benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=intramural%20sports" title=" intramural sports"> intramural sports</a>, <a href="https://publications.waset.org/abstracts/search?q=reliable%20alliance" title=" reliable alliance"> reliable alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a> </p> <a href="https://publications.waset.org/abstracts/47302/students-perception-of-their-reliable-alliance-through-participation-in-intramural-sports-in-colleges-of-education-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7357</span> Library Technologies and the Place of College Libraries in Teacher Training: Present Realities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tony%20Ikponmwosa%20Obaseki">Tony Ikponmwosa Obaseki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper studied Colleges of education environments with specific insight at available technologies in college libraries with the objective of ascertaining the services rendered and the impact of information services on teacher trainings in the overall development and benefit of the educational ecosystem. Problems were situated and assumptions formulated made to guide the study proper. Twelve (12) Colleges of education environment from the six geopolitical zones in Nigeria were comparatively studied, using twelve (12) librarians and six hundred (600) randomly selected training teachers. Analysis and presentation of findings will be done using well stated scientific procedures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=library" title="library">library</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title=" digital library"> digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20ecosystem" title=" education ecosystem"> education ecosystem</a> </p> <a href="https://publications.waset.org/abstracts/167948/library-technologies-and-the-place-of-college-libraries-in-teacher-training-present-realities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7356</span> Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edo%20O.%20Ekanem">Edo O. Ekanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Eme%20S.%20Ndeh"> Eme S. Ndeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubong%20M.%20Nkok"> Ubong M. Nkok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/59882/effective-use-of-educational-technology-for-teaching-in-nigerian-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7355</span> Impediments to Female Sports Management and Participation: The Experience in the Selected Nigeria South West Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saseyi%20Olaitan%20Olaoluwa">Saseyi Olaitan Olaoluwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Osifeko%20Olalekan%20Remigious"> Osifeko Olalekan Remigious</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was meant to identify the impediments to female sports management and participation in the selected colleges. Seven colleges of education in the south west parts of the country were selected for the study. A total of one hundred and five subjects were sampled to supply data. Only one hundred adequately completed and returned, copies of the questionnaire were used for data analysis. The collected data were analysed descriptively. The result of the study showed that inadequate fund, personnel, facilities equipment, supplies, management of sports, supervision and coaching were some of the impediments to female sports management and participation. Athletes were not encouraged to participate. Based on the findings, it was recommended that the government should come to the aid of the colleges by providing fund and other needs that will make sports attractive for enhanced participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20sports" title="female sports">female sports</a>, <a href="https://publications.waset.org/abstracts/search?q=impediments" title=" impediments"> impediments</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=south%20west" title=" south west"> south west</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges" title=" colleges"> colleges</a> </p> <a href="https://publications.waset.org/abstracts/36226/impediments-to-female-sports-management-and-participation-the-experience-in-the-selected-nigeria-south-west-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7354</span> Truancy and Academic Performance of Colleges of Education Students in South Western Nigeria: Implication for Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oloyede%20Akinniyi%20Ojo">Oloyede Akinniyi Ojo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between truancy and academic performance of Colleges of Education students in southwestern, Nigeria. It also examined the relationship between College Physical environment and truancy behavior among students. Furthermore, it examined the relationship between male and female students involvement in truancy behavior. Purposive sampling was used to select four colleges of education in south-western Nigeria and 120 students per college were selected from year 3 while stratified sampling was used to select schools and courses. A total of 480 students participated in the study. Three research instruments were used for this study namely: Lecturers Attendance Record, Students Statement of Result and ‘College Environment Questionnaires’ (CEQ). Four research questions guided the study. Data was analyzed using descriptive, Chi-square and T-Test. CEQ was validated by a team of experts in the field of educational evaluation. Test reliability was established at an r=0-74. The study concluded that truancy exist in colleges of education and that there was a significant relationship between truancy and academic performance of male and female truants, the study also revealed that physical environment has so much effect on the truancy behavior of the students, hence the study recommended that effort should be made to provide attractive college environment for effective learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=truancy" title=" truancy"> truancy</a> </p> <a href="https://publications.waset.org/abstracts/37785/truancy-and-academic-performance-of-colleges-of-education-students-in-south-western-nigeria-implication-for-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7353</span> Perceptions of Senior Academics in Teacher Education Colleges Regarding the Integration of Digital Games during the Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merav%20Hayakac">Merav Hayakac</a>, <a href="https://publications.waset.org/abstracts/search?q=Orit%20Avidov-Ungarab"> Orit Avidov-Ungarab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study adopted an interpretive-constructivist approach to examine how senior academics from a large sample of Israeli teacher education colleges serving general or religious populations perceived the integration of digital games into their teacher instruction and what their policy and vision were in this regard in the context of the COVID-19 pandemic. Half the participants expressed a desire to integrate digital games into their teaching and learning but acknowledged that this practice was uncommon. Only a small minority believed they had achieved successful integration, with doubt and skepticism expressed by some religious colleges. Most colleges had policies encouraging technology integration supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having accelerated the integration of digital games into pre-service teacher instruction. The findings suggest that discussions around technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education%20colleges" title=" teacher education colleges"> teacher education colleges</a> </p> <a href="https://publications.waset.org/abstracts/150553/perceptions-of-senior-academics-in-teacher-education-colleges-regarding-the-integration-of-digital-games-during-the-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7352</span> Implementation of the Science Curriculum of the Colleges of Education: Successes and Challenges </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Boakye">Cecilia Boakye</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Ghartey%20Ampiah"> Joseph Ghartey Ampiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we present a case study in which we explored how the 2007 science curriculum of the colleges of education in Ghana was implemented at W College of Education. Purposive sampling was used to select 13 participants, comprising 2 tutors and 6 teacher trainees from W College of Education and, 5 newly qualified Junior High School (JHS) science teachers who were products of W College. Interviews, observations and content analysis were used to collect data. Using the deductive and inductive analytic approaches, the findings showed that although upgraded laboratories have provided for teaching authentic science at W College of Education, they are rather used to accommodate large classes at the expense of practical activities. The teaching and learning methods used by the tutors do not mirror effectively the objectives of the 2007 science curriculum of the colleges of education. There are challenges such as: (a) lack/inadequate equipment and materials, (b) time constraint, and (c) an examination- oriented curriculum that influence the implementation of the curriculum. Some of the suggestions that were made are that: (a) equipment and materials should be supplied to the colleges to facilitate the proper implementation of the curriculum, and (b) class sizes should be reduced to provide enough room for practical activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20size" title="class size">class size</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=examination-oriented%20curriculum" title=" examination-oriented curriculum"> examination-oriented curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20time-constraint" title=" teaching and time-constraint"> teaching and time-constraint</a> </p> <a href="https://publications.waset.org/abstracts/48550/implementation-of-the-science-curriculum-of-the-colleges-of-education-successes-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7351</span> Information Construction of Higher Education in Teaching Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Meng">Yang Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20L.%20Patnao"> James L. Patnao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of information technology and the impact of the epidemic environment, the traditional teaching model can’t longer meet the requirements of the development of the times. The development of teaching mechanism is the inevitable trend of the future development of higher education. We must further promote the informatization of higher education in teaching practice, let modern information technology penetrate and practice in classroom teaching, and provide promising opportunities for the high-quality development of higher education. This article mainly through the distribution of questionnaires to teachers of colleges and universities, so as to understand the degree of informatization in the teaching of colleges and universities. And on the basis of domestic and foreign scholars' research on higher education informatization, it analyzes the existing problems, and finds the optimal solution based on the needs of education and teaching development. According to the survey results, most college teachers will use information technology in teaching practice, but the information technology teaching tools used by teachers are relatively simple, and most of them only use slides. In addition, backward informatization infrastructure and less informatization training are the main challenges facing the current teaching informatization construction. If colleges and universities can make good use of information technology and multimedia technology and combine it with traditional teaching, it will definitely promote the development of college education and further promote the modernization and informatization of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=informatization%20construction" title=" informatization construction"> informatization construction</a>, <a href="https://publications.waset.org/abstracts/search?q=e-education" title=" e-education"> e-education</a> </p> <a href="https://publications.waset.org/abstracts/158573/information-construction-of-higher-education-in-teaching-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7350</span> Assessment of the Implementation of Recommended Teaching and Evaluation Methods of NCE Arabic Language Curriculum in Colleges of Education in North Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzat%20Shittu%20Atunnise">Hamzat Shittu Atunnise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study on Assessment of the Implementation of Recommended Teaching and Evaluation Methods of the Nigeria Certificate in Education (NCE) Arabic Language Curriculum in Colleges of Education in North Western Nigeria was conducted with four objectives, four research questions and four null hypotheses. Descriptive survey design was used and the multistage sampling procedure adopted. Frequency count and percentage were used to answer research questions and chi-square was used to test all the null hypotheses at an Alpha 0.05 level of significance. Two hundred and ninety one subjects were drawn as sample. Questionnaires were used for data collection. The Context, Input, Process and Product (CIPP) model of evaluation was employed. The study findings indicated that: there were no significant difference in the perceptions of lecturers and students from Federal and State Colleges of Education on the following: extent of which lecturers employ appropriate methods in teaching the language and extent of which recommended evaluation methods are utilized for the implementation of Arabic Curriculum. Based on these findings, it was recommended among other things that: lecturers should adopt teaching methodologies that promote interactive learning; Governments should ensure that information and communication technology facilities are made available and usable in all Colleges of Education; Lecturers should vary their evaluation methods because other methods of evaluation can meet and surpass the level of learning and understanding which essay type questions are believed to create and that language labs should be used in teaching Arabic in Colleges of Education because comprehensive language learning is possible through both classroom and language lab teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic%20language" title=" arabic language"> arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching" title=" methods of teaching"> methods of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20methods" title=" evaluation methods"> evaluation methods</a>, <a href="https://publications.waset.org/abstracts/search?q=NCE" title=" NCE"> NCE</a> </p> <a href="https://publications.waset.org/abstracts/180661/assessment-of-the-implementation-of-recommended-teaching-and-evaluation-methods-of-nce-arabic-language-curriculum-in-colleges-of-education-in-north-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7349</span> Availability, Accessibility and Utilization of Information and Communication Technology in Teaching and Learning Islamic Studies in Colleges of Education, North-Eastern, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello%20Ali">Bello Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of Information and Communication Technology (ICT) in tertiary institutions by lecturers and students has become a necessity for the enhancement of quality teaching and learning. This study examined availability, accessibility and utilization of ICT in Teaching-Learning Islamic Studies in Colleges of Education, North-East, Nigeria. The study adopted multi-stage sampling technique, in which, five out of the eleven Colleges of Education (both Federal and State owned) were purposively selected for the study. Primary data was drawn from the respondents by the use of questionnaire, interviews and observations. The results of the study, generally, indicate that the availability and accessibility to ICT facilities in Colleges of Education in North-East, Nigeria, especially in teaching/learning delivery of Islamic studies were relatively inadequate and rare to lecturers and students. The study further reveals that the respondents’ level of utilization of ICT is low and only few computer packages and internet services were involved in the ICT utilization, which is yet to reach the real expected situation of the globalization and advancement in the application of ICT if compared to other parts of the world, as far as the teaching and learning of Islamic studies is concerned. Observations and conclusion were drawn from the findings and finally, recommendations on how to improve on ICT availability, accessibility and utilization in teaching/ learning were suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=availability" title=" availability"> availability</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20of%20education" title=" college of education"> college of education</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20studies" title=" Islamic studies"> Islamic studies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=North-East" title=" North-East"> North-East</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=utilization" title=" utilization"> utilization</a> </p> <a href="https://publications.waset.org/abstracts/81953/availability-accessibility-and-utilization-of-information-and-communication-technology-in-teaching-and-learning-islamic-studies-in-colleges-of-education-north-eastern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7348</span> Reflections on Mechanism of Foreign Teachers’ Administration in Colleges and Universities in China </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=YangHui">YangHui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign teachers play an important role in the process of internationalization of higher education in China. Based on the method of literature analysis, firstly study the contents about the mechanism of the foreign teachers’ administration in our country, then secondly analyze the main barriers of the foreign teacher’s administration mechanism. Finally, it is suggested that the international exchange department in universities should constantly improve the employment mechanism, training mechanism, appraisal mechanism and incentive mechanism to promote the internationalization of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization%20of%20higher%20education" title="internationalization of higher education">internationalization of higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanism" title=" mechanism"> mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=administration%20of%20foreign%20teachers" title=" administration of foreign teachers"> administration of foreign teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20and%20universities" title=" colleges and universities"> colleges and universities</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/3059/reflections-on-mechanism-of-foreign-teachers-administration-in-colleges-and-universities-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7347</span> Effects of Web-Enabled Sculpture Package on Colleges of Education Students’ Psychomotor Ability in Fine Arts in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20A.%20Kareem">Ibrahim A. Kareem</a>, <a href="https://publications.waset.org/abstracts/search?q=Sina%20O.%20Ayelaagbe"> Sina O. Ayelaagbe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of web-enabled Sculpture package on Colleges of Education students’ psychomotor level in Fine Arts in South-west, Nigeria. The objectives of this study were to: (i) determine the effect of web-enabled Sculpture package on Fine Arts Students’ performance; (ii) find out the effect of ability levels on Fine Arts Students’ performance and (iii) ascertain the interaction effect of treatment and ability levels on Fine Arts Students’ performance. The study was quasi-experimental design. A total of 48 Fine Arts Students participated in the study. There were 26 students in experimental and 22 for the control. The respondents were purposively sampled from Adeyemi College of Education, Ondo and Federal College of Education (Special) Oyo. Sculpture Achievement Test, Sculpture Skill Test and Sculpture ‘on the Spot’ Skill Assessment Instrument were validated by experts while Pearson’s Product Moment Correlation (PPMC) statistics was used to analyse the instrument while the remaining two instruments were subjected to Cronbach alpha statistics. Data were analysed using t-test and ANCOVA were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that: (i) Fine Arts Students’ in the experimental group performed significantly better than the control group; (ii) there was a significant difference among high, medium and low ability levels mean scores of Fine Arts Students’ performance in Colleges of Education; (iii) there was no significant interaction effect of treatment and ability levels on the mean scores of Fine Arts Students’ performance in Colleges of Education and. The study concluded that Fine Arts Students exposed to web-enabled Sculpture package performed better than those taught using the conventional method. Based on the study it was recommended that lecturers in Colleges of Education should endeavour to adapt and utilise web-enabled Sculpture package for teaching sculpture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fine%20art" title="fine art">fine art</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor" title=" psychomotor"> psychomotor</a>, <a href="https://publications.waset.org/abstracts/search?q=sculpture" title=" sculpture"> sculpture</a>, <a href="https://publications.waset.org/abstracts/search?q=web-enabled" title=" web-enabled"> web-enabled</a> </p> <a href="https://publications.waset.org/abstracts/89403/effects-of-web-enabled-sculpture-package-on-colleges-of-education-students-psychomotor-ability-in-fine-arts-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7346</span> Job Satisfaction and Commitment among Academic Staff of Selected Colleges of Education in Kano and Kaduna States of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Okonkwo%20Ekwy">Mary Okonkwo Ekwy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problem of the growing disillusionment of College of Education teachers with academic life vis-à-vis their job satisfaction and commitment was investigated in this study with a view to finding out if both their job satisfaction and commitment have suffered, and to find out if there was a relationship between job satisfaction and commitment among these College of Education teachers. Due consideration was also given in the study to the possible effects of demographic variables on attitudes to their job. To carry out a study of job satisfaction and commitment among the College of Education teachers and to explore the relationship between them, research instruments were used for measuring the levels of job satisfaction and commitment among them. A sample of 200 Colleges of Education teachers, comprising 15 Professors, 9 Principal Lecturers, 70 Senior Lecturer and 106 Lecturers was used for the study. Five major hypothesis were tested with regard to the relationship between job satisfaction and commitment among the teachers. The Pearson correlation, the F-ratio, and regression analysis were used for data analysis and hypothesis testing. The result of this investigation suggests that, perhaps the best way to secure the commitment of teachers is to ensure their job satisfaction. Future investigations will further enrich our knowledge about these very important themes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title="job satisfaction">job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=commitment" title=" commitment"> commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20staff" title=" academic staff"> academic staff</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20of%20education" title=" college of education"> college of education</a> </p> <a href="https://publications.waset.org/abstracts/22935/job-satisfaction-and-commitment-among-academic-staff-of-selected-colleges-of-education-in-kano-and-kaduna-states-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">552</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7345</span> Online Consortium of Independent Colleges and Universities (OCICU): Using Cluster Analysis to Grasp Student and Institutional Value of Consolidated Online Offerings in Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alex%20Rodriguez">Alex Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Guerrero"> Adam Guerrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study is designed to examine the institutions that comprise the Online Consortium of Independent Colleges and Universities (OCICU) to understand better the types of higher education institutions that comprise their membership. The literature on this topic is extensive in analyzing the current economic environment around higher education, which is largely considered to be negative for independent, tuition-driven institutions, and is forcing colleges and universities to reexamine how the college-attending population defines value and how institutions can best utilize their existing resources (and those of other institutions) to meet that value expectation. The results from this analysis are intended to give OCICU the ability to target their current customer base better, based on their most notable differences, and other institutions to see how to best approach consolidation within higher education. Design/Methodology: This study utilized k-means cluster analysis in order to explore the possibility that different segments exist within the seventy-one colleges and universities that have comprised OCICU. It analyzed fifty different variables, whose selection was based on the previous literature, collected by the Integrated Postsecondary Education Data System (IPEDS), whose data is self-reported by individual institutions. Findings: OCICU member institutions are partitioned into two clusters: "access institutions" and "conventional institutions” based largely on the student profile they target. Value: The methodology of the study is relatively unique as there are not many studies within the field of higher education marketing that have employed cluster analysis, and this type of analysis has never been conducted on OCICU members, specifically, or that of any higher education consolidated offering. OCICU can use the findings of this study to obtain a better grasp as to the specific needs of the two market segments OCICU currently serves and develop measurable marketing programs around how those segments are defined that communicate the value sought by current and potential OCICU members or those of similar institutions. Other consolidation efforts within higher education can also employ the same methodology to determine their own market segments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Consolidation" title="Consolidation">Consolidation</a>, <a href="https://publications.waset.org/abstracts/search?q=Colleges" title=" Colleges"> Colleges</a>, <a href="https://publications.waset.org/abstracts/search?q=Enrollment" title=" Enrollment"> Enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=Higher%20Education" title=" Higher Education"> Higher Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Marketing" title=" Marketing"> Marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=Strategy" title=" Strategy"> Strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Universities" title=" Universities"> Universities</a> </p> <a href="https://publications.waset.org/abstracts/122399/online-consortium-of-independent-colleges-and-universities-ocicu-using-cluster-analysis-to-grasp-student-and-institutional-value-of-consolidated-online-offerings-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7344</span> Improving Internal Efficiency of Local Universities and Colleges: Asseessing the Impact of the 085 Project in Shanghai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qing%20Hui%20Wang">Qing Hui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=You%20Lin%20Fang"> You Lin Fang</a>, <a href="https://publications.waset.org/abstracts/search?q=Min%20Chen"> Min Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2003 the percentage of students in Shanghai taking part in tertiary education reached 53% of the age cohort, which is at the universal level according to Trow's typology. This achievement led to a conscientious effort by the government to improve internal efficiency of local universities and colleges through a series of programs, the most important of which is the 085 Project. This paper considers the effects of the 085 Project- the 5 initiatives launched in 2008 on increasing the investment to improve institutional overall visibilities, teaching excellence, knowledge innovation, faculty development as well as internationalization. Using the approach of ERC (a theory of equality, reciprocity, and competition) model, it was found that the initiatives helped the lower tier universities and colleges make full play in the aspects of strategic planning and identifying themselves. It was also found that the rate of growth of social resources for universities as a whole increased more quickly after the implementation of the 085 Project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=085%20Project" title="085 Project">085 Project</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20efficiency" title=" internal efficiency"> internal efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20universities%20and%20colleges" title=" local universities and colleges"> local universities and colleges</a> </p> <a href="https://publications.waset.org/abstracts/23659/improving-internal-efficiency-of-local-universities-and-colleges-asseessing-the-impact-of-the-085-project-in-shanghai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7343</span> From Proficiency to High Accomplishment: Transformative Inquiry and Institutionalization of Mentoring Practices in Teacher Education in South-Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20A.%20Ifarajimi">Michael A. Ifarajimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The transition from being a graduate teacher to a highly accomplished teacher has been widely portrayed in literature as challenging. Pre-service teachers are troubled with complex issues such as implementing, assessment, meeting prescribed learning outcomes, taking risks, supporting eco sustainability, etc. This list is not exhaustive as they are further complicated when the concerns extend beyond the classroom into the broader school setting and community. Meanwhile, the pre-service teacher education programme as is currently run in Nigeria, cannot adequately prepare newly trained teachers for the realities of classroom teaching. And there appears to be no formal structure in place for mentoring such teachers by the more seasoned teachers in schools. The central research question of the study, therefore, is which institutional framework can be distinguished for enactment in mentoring practices in teacher education? The study was conducted in five colleges of education in South-West Nigeria, and a sample of 1000 pre-service teachers on their final year practicum was randomly selected from the colleges of education. A pre-service teacher mentorship programme (PTMP) framework was designed and implemented, with a focus on the impact of transformative inquiry on the pre-service teacher support system. The study discovered a significant impact of mentoring on pre-service teacher’s professional transformation. The study concluded that institutionalizing mentorship through transformative inquiry is a means to sustainable teacher education, professional growth, and effective classroom practice. The study recommended that the government should enact policies that will promote mentoring in teacher education and establish a framework for the implementation of mentoring practices in the colleges of education in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title="institutionalization">institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%20teacher%20education" title=" pre-service teachers teacher education"> pre-service teachers teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20inquiry" title=" transformative inquiry"> transformative inquiry</a> </p> <a href="https://publications.waset.org/abstracts/113360/from-proficiency-to-high-accomplishment-transformative-inquiry-and-institutionalization-of-mentoring-practices-in-teacher-education-in-south-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7342</span> Functional English: Enhancing Competencies at the Undergraduate Level in Nagaland, India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arenkala%20Kichu">Arenkala Kichu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper consolidates and tries to bring out the findings that investigated in Kohima and Mokokchung districts in Nagaland, which is in the northeastern part of India. The aim of this paper is to test the speaking and writing skills of the undergraduate learners who opt functional English as one of their papers. functional English is taught in just two colleges; Fazl Ali College and Kohima Colleges, out of 15 government and 36 private colleges in the state. This research (based on several observations made by Naga researchers) hypothesizes that functional English enhances competencies at the undergraduate level, which would open doors to work, learn more and better prospects. It is expected that learners in Functional English class, which follows the communicative language teaching method, might be the answers to those problems, as to why proficiency level still leaves much to be desired, in spite of the advent of the education over a hundred years ago. This type of teaching follows only in functional English class in these two colleges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enhancing%20competencies" title="enhancing competencies">enhancing competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20level" title=" undergraduate level"> undergraduate level</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a> </p> <a href="https://publications.waset.org/abstracts/27824/functional-english-enhancing-competencies-at-the-undergraduate-level-in-nagaland-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7341</span> Use of Information and Communication Technology (ICT) Among Nigerian Colleges of Education Lecturers: A Gender Analysis Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasheed%20A.%20Saliu">Rasheed A. Saliu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunday%20E.%20Ogundipe"> Sunday E. Ogundipe</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwaseun%20A.%20Adefila"> Oluwaseun A. Adefila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology (ICT) in recent time has transformed the means by which we inform ourselves, with world events and areas of personal interests, and further our learning. Today, for many, books and journals are no longer the first or primary source of information or learning. We now regularly rely on images, video, animations and sound to acquire information and to learn. Increased and improved access to the internet has accelerated this phenomenon. We now acquire and access information in ways fundamentally different from the pre-ICT era. But to what extent is academic staff in colleges of education, having access to and the utilising of ICT devices in their lecture deliveries especially in School of Science and Vocational and Technical? The main focus of this paper is to proffer solution to this salient question. It is essentially an empirical study carried out in five colleges of education in south-west zone of Nigeria. The target population was the academic staff in the selected institution. A total number of 150 male and female lecturers were contacted for the study. The main instrument was questionnaire. The finding reveals that male lecturers are much more ICT inclined than women folk in the academics. Some recommendations were made to endear academics to utilizing ICT at their disposal to foster qualitative delivery in this digital era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/1925/use-of-information-and-communication-technology-ict-among-nigerian-colleges-of-education-lecturers-a-gender-analysis-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7340</span> Evaluation of Social Studies Curriculum Implementation of Bachelor of Education Degree in Colleges of Education in Southwestern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20A.%20Adesoji">F. A. Adesoji</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Ayandele"> A. A. Ayandele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been a concern over non-responsiveness of educational programme in Nigeria’s higher institutions to adequately meet social needs. The study, therefore, investigated the effectiveness of basic elements of the Social Studies Curriculum, the contributions of the Teacher–Related Variables (TRV) such as qualification, area of specialization, teaching experience, teaching methods, gender and teaching facilities to the implementation of the curriculum (IOC) in the Colleges of Education (COEs). The study adopted the descriptive survey design. Four COEs in Oyo, Osun, Ondo and Lagos States were purposively selected. Stratified sampling technique was used to select 455 Social Studies students and 47 Social Studies lecturers. Stakeholders’ Perception of Social Studies Curriculum (r = 0.86), Social Studies Curriculum Resources scale (r = 0.78) and Social Studies Basic Concepts Test (r = 0.78) were used for data collection. Data were analysed using descriptive statistics, multiple regression, and t-test at 0.05 level of significance. COEs teachers and students rated the elements of the curriculum to be effective with mean scores x̄ =3.02 and x̄ =2.80 respectively; x̄ =5.00 and x̄ = 2.50 being the maximum and minimum mean scores. The finding showed average level of availability (x̄ =1.60), adequacy (x̄ =1.55) and utilization (x̄ =1.64) of teaching materials, x̄ =3.00 and x̄ =1.50 being maximum and minimum mean scores respectively. Academic performance of the students is on average with the mean score of x̄ =51.4775 out of maximum mean score of x̄ =100. The TRV and teaching facilities had significant composite contribution to IOC (F (6,45) = 3.92:R² = 0.26) with 39% contributions to the variance of IOC. Area of specialization (β= 29, t = 2.05) and teaching facilities (β = -25, t = 1.181) contributed significantly. The implementation of bachelor degree in Social Studies curriculum was effective in the colleges of education. There is the need to beef-up the provision of facilities to improve the implementation of the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bachelor%20degree%20in%20social%20studies" title="bachelor degree in social studies">bachelor degree in social studies</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education%20in%20southwestern%20Nigeria" title=" colleges of education in southwestern Nigeria"> colleges of education in southwestern Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20studies%20curriculum" title=" social studies curriculum"> social studies curriculum</a> </p> <a href="https://publications.waset.org/abstracts/73006/evaluation-of-social-studies-curriculum-implementation-of-bachelor-of-education-degree-in-colleges-of-education-in-southwestern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7339</span> Development and Optimization of German Diagnostical Tests in Mathematics for Vocational Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Thiele">J. Thiele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers working at vocational Colleges are often confronted with the problem, that many students graduated from different schools and therefore each had a different education. Especially in mathematics many students lack fundamentals or had different priorities at their previous schools. Furthermore, these vocational Colleges have to provide Graduations for many different working-fields, with different core themes. The Colleges are interested in measuring the different Education levels of their students and providing assistance for those who need to catch up. The Project mathe-meistern was initiated to remedy this problem at vocational Colleges. For this purpose, online-tests were developed. The aim of these tests is to evaluate basic mathematical abilities of the students. The tests are online Multiple-Choice-Tests with a total of 65 Items. They are accessed online with a unique Transaction-Number (TAN) for each participant. The content is divided in several Categories (Arithmetic, Algebra, Fractions, Geometry, etc.). After each test, the student gets a personalized summary depicting their strengths and weaknesses in mathematical Basics. Teachers can visit a special website to examine the results of their classes or single students. In total 5830 students did participate so far. For standardization and optimization purposes the tests are being evaluated, using the classic and probabilistic Test-Theory regarding Objectivity, Reliability and Validity, annually since 2015. This Paper is about the Optimization process considering the Rasch-scaling and Standardization of the tests. Additionally, current results using standardized tests will be discussed. To achieve this Competence levels and Types of errors of students attending vocational Colleges in Nordrheinwestfalen, Germany, were determined, using descriptive Data and Distractorevaluations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostical%20tests%20in%20mathematics" title="diagnostical tests in mathematics">diagnostical tests in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=distractor%20devaluation" title=" distractor devaluation"> distractor devaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=test-optimization" title=" test-optimization"> test-optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=test-theory" title=" test-theory"> test-theory</a> </p> <a href="https://publications.waset.org/abstracts/97362/development-and-optimization-of-german-diagnostical-tests-in-mathematics-for-vocational-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7338</span> Teacher Training in Saudi Arabia: A Blend of Old and New</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Kuzio">Ivan Kuzio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The GIZ/TTC project is the first of its kind in the Middle East, which allows the development of a teaching training programme to degree level based on modern methodologies. The graduates from this college are part of the Saudization programme and will, over the next four years be part of and eventually run the new Colleges of Excellence. The new Colleges of Excellence are being developed to create a local vocationally trained workforce and will run initially alongside the current Colleges of Technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20competencies" title=" key competencies"> key competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/18203/teacher-training-in-saudi-arabia-a-blend-of-old-and-new" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7337</span> Environmental Literacy of Teacher Educators in Colleges of Teacher Education in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tzipi%20Eshet">Tzipi Eshet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of environmental education as part of a national strategy to promote the environment is recognized around the world. Lecturers at colleges of teacher education have considerable responsibility, directly and indirectly, for the environmental literacy of students who will end up teaching in the school system. This study examined whether lecturers in colleges of teacher education and teacher training in Israel, are able and willing to develop among the students, environmental literacy. Capability and readiness is assessed by evaluating the level of environmental literacy dimensions that include knowledge on environmental issues, positions related to the environmental agenda and "green" patterns of behavior in everyday life. The survey included 230 lecturers from 22 state colleges coming from various sectors (secular, religious, and Arab), from different academic fields and different personal backgrounds. Firstly, the results show that the higher the commitment to environmental issues, the lower the satisfaction with the current situation. In general, the respondents show positive environmental attitudes in all categories examined, they feel that they can personally influence responsible environmental behavior of others and are able to internalize environmental education in schools and colleges; they also report positive environmental behavior. There are no significant differences between teachers of different background characteristics when it comes to behavior patterns that generate personal income funds (e.g. returning bottles for deposit). Women show a more responsible environmental behavior than men. Jewish lecturers, in most categories, show more responsible behavior than Druze and Arab lecturers; however, when referring to positions, Arabs and Druze have a better sense in their ability to influence the environmental agenda. The Knowledge test, which included 15 questions, was mostly based on basic environmental issues. The average score was adequate - 83.6. Science lecturers' environmental literacy is higher than the other lecturers significantly. The larger the environmental knowledge base is, they are more environmental in their attitudes, and they feel more responsible toward the environment. It can be concluded from the research findings, that knowledge is a fundamental basis for developing environmental literacy. Environmental knowledge has a positive effect on the development of environmental commitment that is reflected in attitudes and behavior. This conclusion is probably also true of the general public. Hence, there is a great importance to the expansion of knowledge among the general public and teacher educators in particular on environmental. From the open questions in the survey, it is evident that most of the lecturers are interested in the subject and understand the need to integrate environmental issues in the colleges, either directly by teaching courses on the environment or indirectly by integrating environmental issues in different professions as well as asking the students to set an example (such as, avoid unnecessary printing, keeping the environment clean). The curriculum at colleges should include a variety of options for the development and enhancement of environmental literacy of student teachers, but first there must be a focus on bringing their teachers to a high literacy level so they can meet the difficult and important task they face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20teacher%20education" title="colleges of teacher education">colleges of teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20literacy" title=" environmental literacy"> environmental literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20teachers" title=" teacher's teachers "> teacher's teachers </a> </p> <a href="https://publications.waset.org/abstracts/30625/environmental-literacy-of-teacher-educators-in-colleges-of-teacher-education-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30625.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7336</span> Buddhism and Society: The History and Contribution of Buddhist Education in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meilee%20Shen">Meilee Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Buddhist monks and nuns have changed within the dynamic culture of Taiwan that they find themselves in. The diverse cultures, economic development, and advanced educational levels of the island are all part of this. Buddhist education has become an interesting aspect in the history of Taiwanese Buddhism. In recent years, Buddhists in Taiwan have made significant contributions to both academic and religious studies. This paper will focus on the following questions: What is Buddhist education? How does a Buddhist education change monastic role in Taiwanese Buddhism? Finally, how has Buddhist education benefited Taiwanese society? Research indicates that Buddhist education in Taiwan possesses four features: 1. Master teaching disciple: Buddhist masters teach monastic rules to monastic disciples only. 2. Monastic education: It is mainly focused on Buddhist doctrines and sangha rules. 3. From Buddhist education to secular education: Buddhist studies were introduced into secular educational environments that were the beginning for outsiders to study Buddhism. It also opened a door to recruit young college students to enter the monastery. 4. Academic Buddhist training: Buddhist monks and nuns have begun to study at secular colleges in various programs besides Buddhist studies. In recent years, Buddhist colleges and secular universities’ religious studies programs have begun to admit overseas students due to the low birth-rate in Taiwan. Therefore, the relationship between Buddhism and Taiwanese society is dynamic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buddhist%20college%20and%20university%20in%20Taiwan" title="Buddhist college and university in Taiwan">Buddhist college and university in Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddhist%20education" title=" Buddhist education"> Buddhist education</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization%20in%20Taiwanese%20Buddhism" title=" institutionalization in Taiwanese Buddhism"> institutionalization in Taiwanese Buddhism</a>, <a href="https://publications.waset.org/abstracts/search?q=monastic%20and%20secular%20education" title=" monastic and secular education"> monastic and secular education</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwanese%20Buddhist%20monks%20and%20nuns" title=" Taiwanese Buddhist monks and nuns"> Taiwanese Buddhist monks and nuns</a> </p> <a href="https://publications.waset.org/abstracts/94537/buddhism-and-society-the-history-and-contribution-of-buddhist-education-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7335</span> Expectations and Perceptions of Students of English Department at the University of Halabja as Future Teachers regarding Viewing and Practicing Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, an increasing number of faculties and colleges of basic education are established by the universities and ministry of Higher Education and Scientific Research of Iraqi Kurdistan to graduate English teachers to teach in the basic and high schools. One central consideration of this study is to what extent graduate teachers receive adequate preparation from these faculties and college of basic education. An important program which is offered in the department of English language in these colleges and faculties is Viewing and Practicing. The purpose of this research is to explore how students of basic education colleges and faculties are using the program of Viewing and Practicing to support the educational process. This study provides a general framework about educational uses of the program as a pedagogical tool to teach English Language in the basic schools and describes the different perceptions of the students at the final stage of their education. A survey is used to collect responses from a group of students to determine their expectations and perceptions about the program. The results display that the program has several aspects of strengths, such as improving English teaching and speaking proficiency, cultivating subject knowledge related to applied linguistics and promoting research engagement. The findings of the study address the following questions: Is Viewing and Practicing Program beneficial for students to experience English language for future career at schools? To what extent do the students prefer teaching English Language in the schools? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20experience" title="teaching experience">teaching experience</a>, <a href="https://publications.waset.org/abstracts/search?q=viewing%20and%20practicing" title=" viewing and practicing"> viewing and practicing</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation" title=" expectation"> expectation</a> </p> <a href="https://publications.waset.org/abstracts/38520/expectations-and-perceptions-of-students-of-english-department-at-the-university-of-halabja-as-future-teachers-regarding-viewing-and-practicing-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7334</span> Impact of Social Distancing on the Correlation Between Adults’ Participation in Learning and Acceptance of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liu%20Yi%20Hui">Liu Yi Hui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic in 2020 has globally affected all aspects of life, with social distancing and quarantine orders causing turmoil and learning in community colleges being temporarily paused. In fact, this is the first time that adult education has faced such a severe challenge. It forces researchers to reflect on the impact of pandemics on adult education and ways to respond. Distance learning appears to be one of the pedagogical tools capable of dealing with interpersonal isolation and social distancing caused by the pandemic. This research aims to examine whether the impact of social distancing during COVID-19 will lead to increased acceptance of technology and, subsequently, an increase in adults ’ willingness to participate in distance learning. The hypothesis that social distancing and the desire to participate in distance learning affects learners’ tendency to accept technology is investigated. Teachers ’ participation in distance education and acceptance of technology are used as adjustment variables with the relationship to “social distancing,” “participation in distance learning,” and “acceptance of technology” of learners. A questionnaire survey was conducted over a period of twelve months for teachers and learners at all community colleges in Taiwan who enrolled in a basic unit course. Community colleges were separated using multi-stage cluster sampling, with their locations being metropolitan, non-urban, south, and east as criteria. Using the G*power software, 660 samples were selected and analyzed. The results show that through appropriate pedagogical strategies or teachers ’ own acceptance of technology, adult learners’ willingness to participate in distance learning could be influenced. A diverse model of participation can be developed, improving adult education institutions’ ability to plan curricula to be flexible to avoid the risk associated with epidemic diseases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20distancing" title="social distancing">social distancing</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learning" title=" adult learning"> adult learning</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20colleges" title=" community colleges"> community colleges</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a> </p> <a href="https://publications.waset.org/abstracts/149995/impact-of-social-distancing-on-the-correlation-between-adults-participation-in-learning-and-acceptance-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7333</span> Privatising Higher Education: Imparting Quality in Academics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manish%20Khanna">Manish Khanna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education seeks to preserve, transmit and advance knowledge. It is one of the most important instruments of change and progress. The observation of Kothari Commission (1964-66) is true even today; The destiny of India is now being shaped in her classrooms. This, we believe, is no more rhetoric. In the world based on science and technology it is education that determines the level of prosperity, welfare, and security of the people. On the quality and number of persons coming out of our schools and colleges will depend our success in the great enterprise of national reconstruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20in%20academics" title=" quality in academics"> quality in academics</a>, <a href="https://publications.waset.org/abstracts/search?q=Kothari%20commission" title=" Kothari commission"> Kothari commission</a>, <a href="https://publications.waset.org/abstracts/search?q=privatising%20higher%20education" title=" privatising higher education"> privatising higher education</a> </p> <a href="https://publications.waset.org/abstracts/30135/privatising-higher-education-imparting-quality-in-academics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30135.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">481</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7332</span> Determining the Target Level of Knowledge of English as a Foreign Language in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zorana%20Z.%20Jurinjak">Zorana Z. Jurinjak</a>, <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20B.%20Luki%C4%87"> Nataša B. Lukić</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20G.%20Alexopoulos"> Christos G. Alexopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although in the last few decades, English as a foreign language has been a compulsory subject in almost all colleges and universities in Serbia, students who enter the first year come with different levels of knowledge, which is immense task and a burden on teachers not only which literature and how to conduct classes in heterogeneous groups but also how to evaluate and assess the progress.This paper aims to discuss the issue of determining the target level of knowledge of English as a foreign language in higher education in Serbia due to the great need for these levels to equalize. The research was conducted at several colleges and universities where first-year students took a placement test, and we also carried out a review and comparison of the literature used in teaching English in those schools. We hope that this research will not only raise the awareness of those in charge when making curriculums, but also that ways will be found to assimilate these differences in knowledge and establish the criteria in assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=levels%20of%20knowledge" title=" levels of knowledge"> levels of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/193446/determining-the-target-level-of-knowledge-of-english-as-a-foreign-language-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7331</span> The Barriers That ESOL Learners Face Accessing Further Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20David%20Hopkin">Jamie David Hopkin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to contribute uniquely to help colleges and community learning and development institutes to help aid progression within ESOL learning. The study investigates the barriers that migrant and displaced learners face accessing further education in Scotland. The study also includes a set of recommendations both for colleges and CLD institutes to help ESOL learners in their journey to further education. The research found that integration into Scottish society is one of the biggest motivators for ESOL students to learn English. It also found that the place of gender and “gender roles” contribute to the barriers that learners face in terms of progression and learning. The study also reviews all literature related to ESOL learning in Scotland and found that there are only two main policies that support ESOL learning, and both are slightly outdated in terms of supporting progression. This study aims to help bridge the gap in knowledge around the progression from informal learning to formal education. The recommendations that are made in this study are aimed to help institutes and learners on their journey to a positive destination. The main beneficiaries of this research are current and future ESOL learners in Scotland, ESOL institutes, and TESOL professionals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20learning%20and%20development" title="community learning and development">community learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20speakers%20of%20other%20languages" title=" English for speakers of other languages"> English for speakers of other languages</a>, <a href="https://publications.waset.org/abstracts/search?q=further%20education" title=" further education"> further education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20TESOL" title=" higher education TESOL"> higher education TESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20English%20as%20a%20second%20language" title=" teaching English as a second language"> teaching English as a second language</a> </p> <a href="https://publications.waset.org/abstracts/166836/the-barriers-that-esol-learners-face-accessing-further-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" 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