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BASIC OF EDUCATION: THE MEANING AND SCOPE OF EDUCATION
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BASIC
OF
EDUCATION
Edited by
P. O. ADESEMOWO
BASIC
OF
EDUCATION
Edited by
P. O. ADESEMOWO
CONTENTS
Dedication …………………………………………………………………………………………………………………
Page
iii
Preface………………………………………………………………………………………………………………………
vi
List of Contributors……………………………………………………………………………………………………
vii
Chapter
1. The Meaning and Scope of Education……………………………………………………………….
- P. O. Adesemowo, & Sotonade O. A. T
1
2.
Introduction to Educational Psychology…………………………………………………………….
- Niyi Adekoya
10
3.
Introduction to Philosophy of Education………………………………………………………….
- Ichado S. M.
19
4.
A Sociological Perspective of Education…………………………………………………………….
- Taiwo Edun
34
5.
Introduction to Educational Administration…………………………………………………….
- Taiwo Ajayi, Lasun Gbadamosi, Lasisi Fatola
43
6.
The Role of Language in Education…….…………………………………………………………….
- Awodele Y. O. & Ojuola M. A.
54
7.
Introduction to Educational Technology…..……………………………………………………….
- Tayo Omoniyi
65
8.
The Place of Guidance and Counselling in……………………………………………………….
- P. O. Adesemowo & M. A. Ogunsanwo
82
9.
The Role of Continuous Assessment in Education..………………………………………….
- Ogunkola B. J.
90
10. Improving Teachers’ Productivity in Nigeria………....………………………………………….
- M. Olalekan Arikewuyo
102
11. Towards Effective Supervision of Instruction………...………………………………………….
- Adeyinka Adeniji
113
12. The Place of Discipline in Education………….. ………...………………………………………….
- P. O. Adesemowo & Yomi Akindele-Oscar
127
iv
Page
Chapter
13. The Place of Library in Schools………………………………………………………………………….
- O. K. Odusanya
135
14. The Basic of Adult Education…………………………………………………………………………….
- Rosemary Nwangwu
148
15. The Relevance of Value and Moral Education to the School
Child…………………………………………………………………………………………………………………..
- Francis Mbudiche Isichei, O. P. & M. Bassey Ubangha
156
16. Introduction to Curriculum Studies in Education……………………………………………….
- J. B. Bilesanmi-Awoderu
171
17. Concepts of Distance Education…………………………………………………………………………
- Oguntimehin Y. A. & Adeyemi O. B.
186
18. The Role of Social Work Services in the School………………………………………………….
- H. Titilola Benedict
195
19. The Teaching and Learning of English as a Second Language:
Problems and Insights for the 21st Century Education……………………………………….
- Tunji Adepoju
203
20. Towards Greater Efficiency in Educational Administration in
The 21st Century……………………………………………………………………………………………….
- Mon Nwadiani & O. A. Sokefun
212
21. Educational Technology and the Teaching-Learning Process
In the 21st Century…………………………………………………………………………………………….
- Biodun Akinpelu
221
v
LIST OF CONTRIBUTORS
Dr. (Mrs.) P. O. Adesemowo, Associate Professor in Guidance and Counselling,
and current the Acting Director, Institute of Education, Ogun State
University, Ago-Iwoye. Principal Contributor and Editor.
Dr. (Mrs.) O. A. T. Sotonade, Senior Lecturer in Guidance and Counseling,
Sub-Dean (Undergraduate), Faculty of Education, Ogun State
University, Ago-Iwoye.
Dr. Niyi Adekoya, a Researcher Fellow in Psychology, Institute of Education,
State University, Ago-Iwoye.
Mr. S. M. Ichado¸ a Researcher Fellow in Philosophy of Education, Institute of
Education, Ogun State University, Ago-Iwoye.
Mr. Taiwo Edun¸ a Lecturer in Sociology of Education, Faculty of Education,
Ogun State University, Ago-Iwoye.
Professor Taiwo Ajayi¸ the Dean of Education, Ogun State University,
Ago-Iwoye.
Mr. Lasun Gbadamosi¸ a Lecturer in Educational Management, Faculty of
Education, Ogun State University, Ago-Iwoye.
Mr. F. O. Lasisi¸ an Assistant Lecturer in Educational Management, Faculty of
Education, Ogun State University, Ago-Iwoye.
Mr. Y. O. Awodele¸ a Lecturer in English Education and Acting Head of
Teacher Education Unit, Institute of Education, Lagos State
University, Epe Campus.
Mr. M. A. Ojuola¸ a Lecturer, English Education, Institute of Education, Lagos
State University, Epe Campus.
Mr. Tayo Omoniyi¸ a Lecturer in Instructional Technology, Faculty of
Education,
Ogun State University, Ago-Iwoye.
Mrs. M. A. Ogunsanwo, a Junior Research Fellow in Guidance and Counselling,
Institute of Education, Ogun State University, Ago-Iwoye.
vii
Mr. B. J. Ogunkola, A Research Fellow in Evaluation, Institute of Education,
Ogun State University, Ago-Iwoye.
Mr. M. Olalekan Arikewuyo, A Research Fellow in Education Management,
Faculty of Education, Ogun State University, Ago-Iwoye.
Mr. Adeyinka Adeniji, a Lecturer in Educational Management, Faculty of
Education,
Ogun State University, Ago-Iwoye.
Mr. Yomi Akindele-Oscar, an Assistant Lecturer in Guidance and
Counselling, Faculty of Education, Ogun State University, Ago-Iwoye.
Mr. O. K. Odusanya, the Deputy University Librarian, Ogun State University,
Ago-Iwoye.
Dr. (Mrs.) Rosemary Nwangwu, Lecturer, Faculty of Education, University of
Lagos.
Dr. (Mrs.) J. B. Bilesanmi-Awoderu, Lecturer Department of Curriculum
Studies
and Instructional Technology, Ogun State
University, Ago-Iwoye.
Mr. Y. A. Oguntimehin, Junior Research Fellow, Institute of Education,
Ogun State.
Mr. O. B. Adeyemi, Assistant Lecturer, Faculty of Education, Ogun State
University, Ago-Iwoye.
Dr. Francis Mbudiche Isichei, a Lecturer, Faculty of Education, University of
Lagos.
Dr. Tunji Adepoju, a Lecturer, Department of Adult Education, University of
Ibadan, Ibadan.
Dr. (Mrs.) H. Titilola Benedict, the Head Mistress of Ogun State University
Staff School, Ago-Iwoye.
Dr. Mon Nwadiani, a Senior Lecturer, Department of Educational
Administration, University of Benin, Benin City.
Mrs. Olubunmi A. Sokefun, a Junior Research Fellow in the Institute of
Education, Ogun State University, Ago-Iwoye.
Dr. Biodun Akinpelu, a Lecturer, Faculty of Education, Lagos State University,
Lagos.
viii
Chapter One
THE MEANING AND SCOPE OF EDUCATION
By
Adesemowo, P. Oluremi Ph.D
and
Sotonade, Olufunmilayo A. T. Ph.D
WHAT IS EDUCATION?
Education is an essential process in human development. It is
different from schooling. Schooling is just one of the ways in which
education is provided, whereas education deals with the total process of
human learning by which knowledge is imparted, faculties are trained and
different skills are developed. Education is also defined as the act or
process of educating or applying discipline on the mind or a process of
character training.
It is a dynamic instrument of change. Education is expected to
affect or condition the social behaviour of the person being educated.
Education is a life-long process which is always used to imply a
positive state of mind. According to Bamisaiye (1989), Education is
“ a cumulative process of development of intellectual abilities,
Skills and attitudes, all of which form our various outlooks
and dispositions to action in life generally” (p. 9)
education is the pristine essence of learning which makes us permanently
able and disposed to benefit ourselves and other members of the society
in the use we make of such learning.
Schooling may lead to negative behaviour, knowledge can be
negatively used, learning too can also be negative, but education must be
positive. The type of school attended do influence one’s behaviour.
One can succeed in carrying out a negative, anti-social behaviour like
“pen-robbery”, armed robbery, examination malpractices, raping, or
activities of secret cult members in higher institutions which are acquired
1
through negative learning, but for one’s behaviour to have educational
worth, it must be positive.
The various stages of learning which one goes through in school do
not in themselves constitute education. However, each of the stages plays
significant roles in making one educated.
Education, broadly speaking consists of all the influence involved in
shaping the development of an individual. The whole life of an individual
is education and it ceases when one die. Education can be given at
home, in school, church or mosque, community village or town. Only the
literacy aspect of education is best given at school. There are many
types of education, viz:- literacy education, mental education, social or
moral education. Mental education is the development of a child mentally
while in literacy education, the child must be able to develop a sound life.
Mind and be God-fearing in all aspects of life. The educated person must
adjust himself to any environment.
Education is sometimes referred to as imitation in the sense that
anybody that comes into society does not know the norms and the other
essential things to be known in a society. The only way to do this is by
imitation. Education is also the means by which we transmit culture,
norms, tradition, rules from one generation to the other and this is done
so that the society can continue to exist.
The idea of education in any developing country which has undergone
a colonial experience in terms of the transmission of culture should be
different from that of a country that has not got this experience. Hence
in the transmission of culture in the developing country, it must not
constitute only the alien culture but also the indigenous culture. Education
is being regarded therefore as a veritable tool for inculcating in the
individual the skills, abilities, aptitudes, attitudes, interest, values and skills
which are necessary for functioning effectively in the society. Education
is also essential for salvaging virtues of all shades in a way that is
beneficial to the society.
It is a known fact that not all learning can be defined as education.
Farrant (1982) identified three characteristics that distinguish true education
from such things as role learning, purely mechanical training, indoctrination
or brainwashing. According to him, true education:
Deals with knowledge that is recognisably worthwhile and capable
of achieving a voluntary and committed response from the learner.
2
-
Leads to a quality of understanding that gives rise to new mental
perspectives in the learner.
Uses methods that encourage the exercise of judgement by the
learner and the use of his critical faculties.
As a matter of fact, education can be regarded as the society’s cultural
reproductive system. Through education, society reproduces itself, passing
on its main characteristics to the next generation, though the process
becomes complicated as time goes on due to the influence of philosophical,
economical, political and social forces acting on the mechanism. On the
long run, each generation is different from where it sprang, yet it
has been responsible for keeping the society alive.
Education can be provided in three different ways: - forma, nonformal and informal.
TYPES OF EDUCATION
Formal Education
In our present day society, the saying that education is a fundamental
human right is no more news to the hearers. However not all parents
would agree that their children are entitled to schooling. In some of the
tribes of Nigeria, most especially where superstition is strong, they see
formal education as the enemy of superstition. The educated people
sometimes feel reluctant to accept the authority of elders who are
illiterates.
A lot of obstacles have befallen universal formal education. Some
thought that informal system of education is enough: that all necessary
education can be obtained from the family and that one can live a
satisfactory life through the knowledge acquired from the traditions,
customs and folk-love of the community, and also through the ability to
perform elementary skills to gain a livelihood. In a society where priority
is not given to formal education, a high educated minority has been seen
to rule the illiterate majority. The illiterate ones engage in manual or
unskilled work where formal education is unnecessary for them. In view
of the need for development these days, the training of people through
formal education calls for priority.
3
What Then is Formal Education?
Formal education is a planned and structured type of education.
Learning is carried out in specially built, purposely designed institutions
such as schools especially primary, secondary schools (private and
public), special schools’ for the handicapped, Colleges, Colleges of
Education, Colleges of Technology and universities.
The instructions to be taught are carefully planned and well structured
through the use of syllabuses, scheme of work, course outline, lesson plan
and time-tables. The instructor is a certificated and qualified personnel
who provided his teaching under the supervision of both internal and
external administrative bodies. At the end of each stage of formal
education, certificate is awarded to recognise the achievements of the
trainees.
Formal education is also characterised by its special features which
are highly structured programmes with prescriptive content to the
curriculum. This is provided by both private and public primary and
secondary schools, colleges and the universities. Its other side consists of
moderate by structured programme with prescriptive content to the
curriculum and some flexibility in method. This is also provided by special
schools, Arabic Schools and demonstration schools. Formal education is
also referred to as Western Education.
Non Formal Education
Non-formal education is different from formal education. It is
without a specific teacher, no written syllabus, no examination at any
specific period. It is not industrialised, but used in a simple society.
Non-formal education depicts any organised learning activity outside
the structure of the formal education system. This type of education is
purposively meant to meet specific learning needs of particular groups of
children, youths or adults in the community.
It includes various types of vocational, educational and sociopersonal activities such as remedial, continuing; skill training, ante-natal
care, health and family planning, apprenticeship to vocational work like
tailoring, hair-dressing, tie and dye, barbering, automobile engineering,
painting, carpentry, so also agricultural extension; functional cultural and
civic education, literacy programmes for youths and adults outside the
4
formal school system.
Under this mode of education, what is learned is structured but not
as strict as that of formal education, more so there is more flexibility to
the venue, methods of learning and the instructor or trainer. Non-formal
education is characterized by being loosely structure programmes in which
the public is free to participate as they desire. The types include
government information units, extension services, social development
programmes and rural development programmes. The other types are
moderately structured learning programmes conducted by institutions
which may have only scheduled contact links with the students. Examples
where these take place are correspondence schools, adult education
programmes, community centres where vocational training take place, for
example, social Development Centre, Iperu, Ogun State.
Informal Education
In a non-literate society what is being practised is informal education.
This is so because it does not have the formal education system and the
characteristic features of formal educational system. For instance, there
is no specially trained teacher as in a formalised situation or classroom or
curriculum specially drawn out for particular subject. However, the child
learns as he grows from one stage to the other. Sometimes it is referred
to as traditional educational system.
Informal education involves type of education that comes naturally.
It is neither planned nor structured. There is no specific trainer/instructor.
Supervision is not required; most of the learning is unconscious and
involuntary. Examples are the various types of learning the child
experiences from his family, religious affiliation, peer groups, friends,
association’s experience, mass media, cooperative and environment.
Most of the learning are completely unstructured learning which
individuals are free to follow out of their own free will once they are
interested whereas the learning from the cooperatives, societies, religious,
application, associations are learning organised by established bodies in
order to further their aims and interests. Informal education evolved as early
as creation.
Even when a society becomes literate, informal system of education
still exists. Education in non-literate society is different from that of
5
Literate society because of the following reasons: 1. Informal education has a collective social nature.
2. It is intimately related to the social life of people and the economic
development of the community.
3. It has at its centre-piece the teaching of morals.
4. It is utilitarian and functional in the sense that the society knows its
means and the products of informal education system were never
jobless. They produce exactly for their needs since they believe
more in practical rather than in theory.
5. It is also based on the successive stages of the physical, emotional
and mental development of a child.
Though informal education is not associated with the award of
certificates, its effects tend to be more permanent on the individual. This
is so because unlike formal and non-formal education which are confined
to learning experiences that are planned and structured in a specific
context for a particular time, informal education pursues its own course
at its own pace, by its own means throughout each person’s life.
Under informal education, children are divided into age-groups:(a) 0-6 years: The education received here is family-based and it is
dominated by the mother.
(b) 6-10 years: The children are separated into various services and
are made to do duties relating to their sexes. The female child
follows the mother while the male child follows the father.
(c)
10-15 years: This is a stage tagged as preparation for adult,
going to puberty stage. The “child” is equally engaged at the
learning stage. He is regarded as an adult and he is given an adult
job to do.
(d) 16 years plus: Adult stage. By the child becomes sixteen
years, initiation ceremony is performed for him to welcome him into
adulthood.
6
Aims of Education
When one discusses or mentions aims of education, what promptly
comes to mind is either the goals or the objectives of education. These
two words have been used as mixed up sometimes causing confusion to
either the instructor or the learner.
“Aim” according to Webster
International Dictionary (p. 19) means to point, direct a missile, or a
weapon that propels a missile towards an object or spot with intent to hit
it; or to direct one’s endeavour or effort to the achievement of a purpose.
Educational aims are more or less the targets as used by military
personnel in shooting practice, because they indicate the precise direction
that educators must follow in all or part of the educational system. Aims
express one’s goals in narrower and move specific terms.
Goals can be induced to mean the end to which a design tends to.
Educational goals are the ends that society sets for the education system
it operates. The goals are sometime expressed in broad political,
cultural and economic terms such as citizenship, democracy or national
unit or equal opportunity.
Objective means the desired end to an action purpose in mind or
desired end to be reached. Educational objectives are the intended
outcomes of the process of education. They depict what individuals will
be able to achieve as a result of the teaching received. Objectives which
are either stated in specific terms or general terms try to spell out in some
detail exactly what is intended.
Educational aims can be perceived differently by different people at
different levels. Parents tend to think in terms of career prospects as the
aim of education, the religious leaders think that education should be for
the moral growth of the children. The politicians tend to look for
developments that have national significance, whereas the pupils and the
teachers that are directly involved may have different aims entirely from
the ones stated.
Educational aims, according to Farrant (1982), can be considered in
terms of:
- Personal development including intellectual and spiritual growth.
- Vocational preparation in terms of necessary practical skills and
character qualities.
- Social training in which young people are initiated into society at
7
local and national levels.
The aims of education therefore involve a number of tasks at the
level of the individual which must include helping each individual discover
a philosophy in which he himself has a significance; at the level of the
community which assist the young individual to be fit to cope with the
future. This includes the ability to be independent through growing of
their own food, building their own homes and living a life that is largely
independent of the world outside.
The greatest and most essential aim of education is seeking to
integrate each new generation into its own society. Each generation must
not be cut off completely from the heritage of its past, there is need for
continuity, hence the great need for education.
In summary, education should entail the following:
(a) Making a child grow to the full status of a man in sound, mind and
body;
(b) Helping a child, based on his ability to acquire the necessary
knowledge and skill that will enable him to lead a good and useful life,
enjoyable to himself and useful to his fellows.
(c) Making a man to develop high standard of conduct and integrity,
which would enable him to develop a high sense of value which,
in turn, will make him an honourable man, trusted and respected by
his fellow men.
(d) Building up a man to be of courage and sound judgement, not easily
depleted by the emotion of the moment, so as to be able to take his
rightful place in the affairs of the country and his people.
(e) Equipping a man to earn his living, to adjust reasonably to his
and environment, to be at peace with himself, his fellows and his
creator.
8
REFERENCES
Awoniyi, T. A. (1976): Principles and Practice of Education.
Great Britain: Hodder and Stoughton Ltd.
Bamisaiye, R. (1989): A Practical Approach to Philosophy of Education,
Ibadan: AMD Publishers.
Bayne, H. J. (1977): The Teacher and His Pupils. London:
Oxford University Press.
Farrant, J. S. (1982): Principles and Practice of Education
England: Longman Group Ltd.
Federal Republic of Nigeria (1981):
Education (Revised). Yaba, Lagos: NERC Press.
Wilkins,
Brothers Ltd.
E.
(1979):
Education
in
9
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