Browsing by Author "Abdulwahab, Rafiu"

Now showing 1 - 5 of 5
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    An Investigation on Synthetic Jolly Ponics and the Development of Literacy Skills among Pre-Schoolers in Ilorin West LGA, Kwara State, Nigeria
    (Department of Counselling Psychology, 2023-12) Lawan, Hadiza Mohammed; Abdulwahab, Rafiu
    The study investigated the synthetic jolly phonics and the development of literacy skills among pre-schoolers in Ilorin West Local Government Area, Kwara State. The study adopted a descriptive survey research design where one research question was raised and three hypotheses were formulated. The population of the study consisted of 100 teachers randomly selected across the schools. A researcher self-constructed questionnaire titled teachers' perceived influence of synthetic jolly phonics on pre-schoolers' literacy skills development (TPISJP) was used for data collection. The validity of the instrument was conducted by two experts in Childhood Education and Psychology, University of Ilorin respectively, while Cronbach Alpha reliability method used yielded an index of 0.67. Mean and Standard Deviation was used to answer the research questions raised, while t-test and ANOVA were used to test the hypotheses. The findings revealed that pre-school teachers have positive perception towards synthetic jolly phonics on pre-schoolers' literacy skills development in Ilorin West, Kwara State. Also, it was revealed that there is no significant difference in teachers' perceived influence of synthetics jolly phonics on pre-schoolers' literacy skills development based on gender and qualification but there was significant difference in teachers' perceived influence of synthetic jolly phonics on pre-schoolers' literacy skills development based on experience. It was recommended that preschool teachers should be enlightened on the significnace of synthetic jolly phonics on literacy skills development on the children, school management should ensure that teachers' usage of synthetic jolly phonics in literacy skills development in the child is not gender, qualification or experience based.
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    Assessing the Implementation of Nomadic Education Curriculum in Nomadic Education Centers in Kwara state, Nigeria.
    (Published by Faculty of Education, University of Ilesa, 2025) KAYODE, Sadiq Toyin; Abdulsalam, Oladimeji Sholagberu; Abdulwahab, Rafiu
    This paper examined the implementation of the nomadic education curriculum in nomadic education centres in Kwara State, Nigeria. The nomadic education programme was established to extend educational opportunities to nomadic learners of mobile populations; its impact has been hindered. The paper argues that the implementation of the curriculum remains largely ineffective due to inadequate teaching and learning resources, insufficiently trained facilitators, low learners participation, weak communities’ participation and poor alignment of curriculum content with the cultural and economic realities of nomadic communities. Evidence suggests that these challenges continue to hinder the goals of inclusiveness and educational qualities. The Paper therefore, takes the position that unless urgent reforms are made such as improving facilitators’ participation, redesigning curriculum content to reflect nomadic livelihood and increasing government and stakeholders support, nomadic education programme will remain unable to achieve the intended objectives. Recommendations are provided to strengthen implementation strategies and provide sustainable educational outcomes for nomadic education in Kwara State, Nigeria.
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    Assessment of the Challenges Facing the Implementation of Nomadic Education Programme in Kwara State, Nigeria
    (Department of Arts and Science Education, Kwara State University Malete, 2025) Kayode, Sadiq Toyin; Abdulwahab, Rafiu
    The study investigated the challenges facing the implementation of Nomadic education programme in Kwara State,Nigeria. This was with the view to providing information on what the nomadic education has contributed to sustainable development in Kwara State, Nigeria. A descriptive research design was adopted for the study. The population for the study consisted of 1,680 adult education learners and 101 adult education facilitators (as of 2024) in Kwara State. The sample for the study comprised a selection of 378 nomadic education learners and 54 adult education facilitators from 18 nomadic education centres using a multistage sampling technique. Two research instruments were used to collect information from the respondents: the learners' Questionnaire (LQ) and the Interview Guide (IG). The (LQ) with a reliability Coefficient of 0.85 was used to elicit information from learners while the (IG) was used to elicit information from the facilitators. One object , one research question and one hypothesis were formulated to guide the study. Literature was reviewed under the conceptual framework and theoretical and empirical review. (x̅= 2.73±0.76) across the educational centres. Furthermore, availability of educational infrastructure (F= 87.325; p= 0.000), curricula implementation (F= 36.900; p= 0.000), availability of trained facilitators (F= 26.822; p= 0.000), and constraints to nomadic education (F= 83.212; p= 0.000) significantly influenced nomads’ participation in nomadic educational programmes in the study area. Also, participation in nomadic education significantly influenced. It was therefore recommended that the government should provide incentives that would encourage and motivate nomads to enrol and actively participate in nomadic education.
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    Educating Almajiri Children for Global Citizenship: Issues, Prospects and Challenges
    (Institute of Education, University of Ilorin, 2018-11) Abdulwahab, Rafiu; Y. A. Kuranga; Kayode, S. T.
    One of the fundamental and alienable rights of every citizen is the provision of interrupted basic education for every category of Nigerian child. Therefore, educating Alimanjiri children for global citizenship is a veritable tool towards eradicating out of school social phenomenon which is a national threat. This paper examined conceptual framework of Alimajiri education bearing in mind its laudable objectives. It equally spelt out the needs to educate Alimanjiri issues involved, prospect and challenges. The paper further gives working suggesions on how Alimanjiri programme would bring about school reform geared towards sustaining desirable growth and development.
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    LIFELONG SKILLS A TOOL FOR ADULT DEVELOPMENT IN KWARA STATE, NIGERIA
    (Attarbawiy University, Malaysia, 2025-06-29) Kayode, Sadiq Toyin; Oji, Emmanuel W.; Abdulsalam Oladimeji Sholagberu; Abdulwahab, Rafiu
    The paper examined the lifelong skills as a tool for adult development in Kwara State, Nigeria. The acquisition and refinement of lifelong skills are pivotal in the continuous development of adults, fostering both personal and professional growth. Lifelong learning encompasses a broad spectrum of skills, including cognitive, technical, social, and emotional competencies, which are essential for adapting to the ever-evolving demands of the modern world. This paper explores the significance of lifelong skills as fundamental tools for adult development, examining their impact on career advancement. The paper recommended among other things, the government at all levels should expand access to adult education programmes, including literacy, numeracy, and vocational training, particularly in underserved, areas, Provide flexible learning opportunities such as part-time courses, evening classes, and online education to accommodate working adults and those with family responsibilities,