
The Nigerian Education and the Opportunities ahead for Mobile Learning
PROCEEDING
Eloho Ifinedo, Marja Kankaanranta, University of Jyvaskyla, Finland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Information technology is providing opportunities to improve education and therefore, research is needed to identify what gaps exist and how these gaps can become opportunities for technology integration such as mobile learning. This paper suggests that successful integration of technology towards improving quality education should be driven by the existing challenges which are contextually peculiar for every country. The case of the Nigerian education was examined alongside practices and policies. The study used secondary data from Nigeria Education Data Survey (NEDS). This paper highlights three major problems that Nigeria faces in basic education, namely: large number of out of school children, high dropout rate, and low literacy rates. It also forms a basis for further research in advancing mobile learning.
Citation
Ifinedo, E. & Kankaanranta, M. (2018). The Nigerian Education and the Opportunities ahead for Mobile Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 246-251). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 1, 2021 from https://www.learntechlib.org/primary/p/184967/.
© 2018 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Byungura, J.C., Hansson, H., Masengesho, K., & Kaunaratne, T. (2016). ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective. European Journal of Open, Distance and E-learning. Retrieved from http://www.eurodl.org/?p=current & Sp=full & Article=719
- Howie, S.J. (2010). ICT – Supported Pedagogical Policies and Practices in South Africa and Chile: Emerging Economies and Realities. Journal of Computer Assisted Learning, 26, 507 – 522. Retrieved from DOI:10.1111/J.1365-2729.2010.00377.x
- Ifinedo, E., Kankaanranta, M., Neittaanmäki, P. & Hämäläinen, T. (2017). Exploring Nigerian University Students’ Perception Towards Mobile Learning. In J. Johnson (Ed.), Proceedings of EdMedia 2017, 833 – 842.Washinton DC.
- Kozma R.B. (2005). National Policies That Connect ICT-Based Education Reform to Economic and Social Development. Human Technology, 1, 2, 117-156.
- Kozma, R., & Wagner, D.A. (2006). Reaching the Most Disadvantaged with ICT: What Works? In Sweet R. And Wagner (Eds.), ICT in non-formal and Adult Education: Supporting Out-Of-School Youth and Adults. Paris: OECD. 97-120. Retrieved from http://robertkozma.com/images/kozma_wagner_oecd.pdf
- National Bureau of Statistics. (2015). Nigerian Formal Education Sector, Summary Report: 2010-2012. Retrieved from http://www.nigerianstat.gov.ng/pdfuploads/Education%20Sector%20summary%20report%202010_12.pdf
- National Policy on Education (2013). Retrieved from http://www.education.gov.ng/images/bulletin/natedupolicy2013.pdf
- National Population Commission (Nigeria) and RTI International. (2016). 2015 Nigeria Education Data Survey (NEDS) National Report. Washington, DC: United States Agency for International Development. Retrieved from https://globalreadingnetwork.net/eddata/nigeria-2015-education-data-survey-national-report
- Oluwatobi, S.O., Olurinola, I.O., & Taiwo, O. (2016). Human Capital Development in Sub-Saharan Africa: The Role of ICT. Journal of Economics Studies and Research. Retrieved from
- Oye, N.D., Salleh, M., & Iahad, N.A. (2011). Challenges of E-Learning in Nigerian University Education Based on the Experience of Developed Countries. International Journal of Managing Information Technology 3 (2). Retrieved from .
- Pruet, P., Ang, C.S., & Farzin, D. (2016). Understanding Tablet Computer Usage Among Primary School Students in Underdeveloped Areas: Students’ Technology Experience, Learning Styles and Attitudes. Computers in Human Behaviour, 55, Part B, 1131 – 1144. Retrieved from
- UNESCO (2015). EFA Global Monitoring Report, Education for All 2001 – 2015: Achievements and Challenges. (2nd ed.). Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
- UNESCOInstitutefor Statistics. (2012). Global Initiatives on Out of School Children. Retrieved http://www.uis.unesco.org/Library/Documents/out-of-school-children-nigeria-country-study-2012-en.pdf
- UNESCO Institute for Statistics (2015). Information and Communication Technology (ICT) in Education in Sub-Saharan Africa: A Comparative Analysis of Basic E-Readiness in Schools. Retrieved from http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharanafrica-2015-en.pdf
- Watanabe, C., Naveed, K., & Neittaanmäki, P. (2017). Co-evolution between trust in teachers and higher education toward digitally-rich learning environments. Technology in Society, 48, 70-96.
- World Bank (2017). Retrieved from http://www.worldbank.org/en/country/nigeria/overview
- World Education News and Review. (2017). Retrieved from http://wenr.wes.org/2017/03/education-in-nigeria
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References