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Table 1 Federal Government Allocation (Naira) to Federal HEIs (2006-2008) Institution Year Year Personnel Personnel Cost Goods & Services Capital Projects Allocation Universities 2006 69,952,108,028 3,175,567,183 6,412,015,000 79,539,690,211 2007 70,600,358,870 5,584,703,445 8,285,015,000 84,470,077,315 2008 86,078,825,055 3,551,429,669 13,958,579,185 103,588,833,909 Polytechnics 2006 18,990,972,823 1,715,916,763 2,164,746,264 22,871,635,850 2007 19,443,972,823 1,895,916,763 2,424,746,264 23,764,635,850 2008 22,024,993,058 2,149,712,599 3,578,057,860 27,752,763,517 Colleges of Education 2006 10,911,206,151 1,067,435,864 3,063,175,000 15,041,817,015 2007 11,401,898,534 1,207,989,217 4,991,020,000 17,600,907,751 2008 14,088,802,102 1,279,807,659 2,883,329,309 18,251,939,070 Total 2006 99,854,287,002 5,958,919,810 11,639,936,264 117,453,143,076 2007 101,446,230,227 8,688,609,425 15,700,781,264 125,835,620,916 2008 122,192,620,215 6,980,949,927 20,419,966,354 149,593,536,496
Preparing the unit introduction and overview is a relatively easy task as, essentially, they are a summary of the unit and the work you have done on it. Six steps for lesson planning Dividing the unit into lessons and writing lesson notes for each one is a detailed task involving at least six steps. STEP 1:Divide the unit into the required number of lessons. Remember to take account of the many school activities that reduce the time theoretically available for teaching a unit. Thus, a six week unit for a class that has geography three times a week is not an eighteen period unit. For example, an athletics carnival and a biology field trip for some students during the period of the unit coupled with the time needed for assessment, could effectively reduce the number of lessons available for teaching the unit to fourteen or less. STEP 2:Allow for the realities of school and classroom life. This step involves a consideration of the many problems that could arise during the unit and interrupt student learning. There is a need to consider at least the following questions in this early stage of lesson planning: Where have students been, and what activities have they been doing, before the lesson? Will any arrive late to class? Why? Do you expect students to be boisterous or calm, eager to work or intellectually drained when they arrive? What sort of lesson introduction will match their mood? What facilities are available for reproducing the Resource and Student Exercise Sheets necessary for the lesson? Will there be sufficient textbooks and other commercially prepared resources?
UNIT PLAN 1 C CONCEPT NO OF SCOPE OF CONCEPT OBJECTIVES PROCEDURE (ACTIVITY) PUPILS World settlement Settlement 1 Concept of settlement and its classification 1 Students should be able to explain settlements and its classification By explaining through demonstration to students the concept of settlements Define the term settlement and explain. of settlement and urban settlement 2 The difference between urban and rural settlement 2 Students should be able to know the difference between urban and rural settlement By demonstration i.e. demonstrating and showing the differences between and rural settlement Differentiate between urban and rural settlement Urban settlement and its Urban settlement according to location, 3 Towns, cities and also classification of settlements, according to location, 2 Students should know and understand what is meant by urban settlement and By explaining to students the meaning of urban settlement and the classification of urban Briefly explain the classification of settlement according to location, function, and size What is urban settlement? T
fishing, religious function rural settlement rural settlement 3rd Definition of phases of and the problems of as rock 2 The concept of urbanization and its problems 2 Students should be able to know the concept of urbanization, differentiate the and rural cities By explaining the concept of urbanization, stating the phases and problems of urbanization What do you understand by the word, urbanization and it influence in Nigeria What are the phases of urbanization in Nigeria 4th World population and factors that influence population growth 2 Population statistic and pictorial presentation of dense population center 1 The students should be able to define the term population and state the factors of increase I n population High population optimum and low population I. What is the term population ii. identify and outline the basic types of population With relevant examples, evaluate the function of each type of population center
Chase, C.I. (1999). Contemporary assessment for educators. New York: Longman. Index A A Science Scholar, 14 Academic Staff Training, 10 B Behaviourism, 15, 16 Biological Issues, 1 C Charts and Diagram, 4 Classroom Experiences, 27 Classroom Teaching, 17 Cognitive Strategies, 15 Cognitivism, 15 Comprehensive research, 23 Computer Assisted Instruction (C.A.I), 4 Conference Papers, 23 Conferencing, 3 Current Science Reform, 19 Curriculum Guidelines, 21 Curriculum Unit- Objectives, 27 E ecology, 34 Education reforms researchers, 18 Education Trust Fund, 13 empirical approach, 3 empirical data, 4 empirical field data, 54 expectancy theory, 16 F Federal Government, 3, 8, 9, 13 Federal University, 5 Formative Assessment, 17, 56, 61, 66 G Geography Teachers, 25 H HEIs, 5, 6, 7, 8, 9, 12, 13 Hierarchical Model for Learning, 15
Higher Education Institutions (HELS), 11 Hypotheses, 16, 17, 23, 24 I Individual Learner, 18 Instructional Materials, iii, 4, 14 Intellectual Skills, 15 ISBN, 14 ISSN, 14 J Journal, 23, 55, 57, 58, 60, 62, 63, 64, 65, 66, 67 K Kaysar, 1 L Lesson Planning, iii, 25, 27, 33, 34, 37, 39, 40 Lesson Planning, 39 M Matriculation Examinations, 11 Methodologically Scientific, 4 Missing Data, 13 modern technologies, 1 monotechnics, 5 Monotechnics, Polytechnics & Colleges of Education (MPCE), 11 N NAFDAC No, 14 O Obsolete Data, 13 P Pasquale, 1, 63 pedagogy of Science, 1, 14, 54 peer Group, 16 Petroleum Development Fund, 14 Philosophical Thoughts, iii, 4, 14 Planning Matrix, 31 Political Will, 3, 53 Politicized Data, 13 Polytechnics, 5, 7, 12 Poor deployment of ICT, 13 Provision of ICT infrastructure, 10 Psychomotor domain, 22 R Regulatory Agencies, 13 Researchers and Seminar, 4 Resource Sheets, 32, 33 Robert Gagne, 15 S Science and Technology, 3, 53, 62, 64, 65
Science Teachers, 1 Science Technology society (STIS), 4 Scientific Maps, 4 Scientific Methods of Instruction, 3 Scientific Task, 1 Seminar, 3, 4, 24, 54 social learning, 16 Stimulus Response (SR), 16 Student Exercise Sheets, 32, 33, 34 Systemic Failure, 13 Taxonomy of Learning, 15 Teacher’s 33 Teaching Research, 3 Teaching Strategies, 30, 39 Tertiary Institutions, 3, 10, 53 Tertiary Level, 1, 3, 4, 14, 22, 53, 54 tertiary level in Nigeria, 54 Test Blue Print, 17, 21 TETFUND’s, 10 Theoretical Framework, 4, 14 Traditional Learning, 15 U UNESCO, 3, 68 Unit Plan, 3 University Education, 53 W Weak data collection, 13 Weak data management, 13 workshop, 23, 24