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The gap between the levels of learning that education systems are providing and what children, communities and economies need, is growing. The breadth and depthof this learning crisis provides the greatest global challenge to preparing children and adolescents for life, work and active citizenship.
PLUG 1:
Creativity in the classroom goes hand in hand with exceptional student learning.
The Nigerian primary, secondary and higher education finds itself on the horns of a dilemma. On the one hand, it accepts droves of freshmen who equate learning with rote memorization and who correlate achievement with the ability to pass narrowly focused standardized tests. On the other hand, it is expected to contribute to the country’s cultural and economic vibrancy by graduating engaged citizens and creative professionals.
Supportive school culture is one that is open to change and new ways of doing things; gives teachers autonomy to try new things; embraces students’ use of technology; has parents who are supportive of teacher innovation; and is not focused primarily on test scores.*
PLUG:2
“We have a 19th century education system that does not facilitate 21st century learning.”
We need a new generation of professionals that think and take decisions within this new perspective and it is necessary to modernise higher education structures towards sustainability.
Transformative learning can benefit these approximations by stimulating students to critically reflect and question their assumptions and beliefs.
A shift from conformative or even reformative learning to transformative learning will involve personal, institutional and political resistance by students that then poses a challenge to their beliefs and ideas, and a whole reconstruction of meaning.
PLUG 3:
“There is a large gap between what students are learning and what the job market is looking for.The current curricula are outdated.”
To drive this viable points home, I would like to highlight Three types of reflection exist.
_Content reflection that is an examination of the content or description of a problem._
_Process reflection that involves checking on the problem-solving strategies being used and.,_
_premise reflection that takes place when the problem itself is questioned._
Hence, In this new reality, schools should operate as knowledge and reflection institutions developing critical thinking and not only as teaching institutions that transfer knowledge.
First, systems strengthening will be (further) enhanced in partnership with governments, non-governmental organizations and other non-state providers.This will include enhanced support to sector-wide analysis, planning, implementation and accountability, with a clear focus on promoting learning and greater equity.
Education systems will be supported to further promote and realize their potential as a tool for transforming societies and economies challenging, rather than replicating, harmful gender and social norms.
The lesson of the learning crisis is clear: the conventional assembly of education inputs is not improving learning outcomes. This presents a fundamental challenge to the way that governments, development partners and communities are managing and supporting education systems.
A new, more radical approach that focusses on enhancing learning outcomes is long overdue and forms the basis for this new Strategy.
PLUG 4:
“Capacity development of human resources in the education sector
(teachers, school directors, Ministry of Education officials, Teacher Training Institute trainers, pedagogical university professors, etc.) needs to be prioritized.”
The vision of the Strategy is that, ‘every child learns’. In support of this vision, the Strategy adopts the following three goals:
*(A) equitable access to learning opportunities;*
*(B) improved learning and skills for all; and*
*(C) improved learning in emergencies and fragile contexts.*
The Strategy outlines the shift towards a greater focus on improving learning outcomes, including supporting the development of the breadth of skills that allow young people to become agile, adaptive learners and citizens, equipped to navigate personal, social, academic, economic and environmental challenges.
The success of any educational system hinges on proper planning, efficient administration, adequate funding and motivation. The Government needs to provide an enabling environment for teaching and learning for Nigerian Education to have its pride of play in the commity of nations. All stakeholders must contribute their quota.
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