NIGERIAN EDUCATION REFORM POLICY: IMPLICATION FOR CHALLENGED TEACHERS IN THE NEW MILLENNIUM DEVELOPMENT GOALS

N. N. Ezikpe, Sebastine A. Ugwuanyi, Cyril O. Uwaoma

Abstract


Education is a very powerful tool for every social progress and development. When a nation decides to make reforms in her education it means it is repositioning to attain higher heights. The Nigerian nation has remained a consumer nation without truly stimulating creative ingenuity  in her citizenry to re-position her for productivity.  The population for the study is 246 secondary school teachers. Stratified random sampling technique was used to compose the sample of the study. Through random sampling, 100 teachers were drawn from both urban and rural in Aba North, Obingwa and Ukwa East LGAs. Data was collected using questionnaire. Two hypotheses guided the study. The data collected were analyzed using mean scores while the null hypotheses were tested using t-test at 0.05 level of significance. The result of the study reveals that teachers in the sample are not computer literate and their handicap is that they have no access to computer, and cannot attest using uniformity in strategized teaching. Recommendations are made based on the findings, among which is that government should provide necessary infrastructure to support massive training and deployment of skill manpower into secondary schools in particular.


Keywords


Education Reform, Policy, Teachers and Millennium Development Goals

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References


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