The main objective of this study was to examine the perceptions of teachers, school administrators, faculty members, and department chairs on the strategic aspects of the Taiwanese educational system lessons for Nigeria. The study sifted through the debates surrounding the Nigerian education system. Compulsory 12-year schooling, higher education, teacher education, special education, arts education, supplementary, and continuing education were also examined as strategic aspects of the Taiwanese education system.
Because the study sought to view only Taiwanese teachers, school administrators, faculty members, and department chairs about the strategic aspects of the Taiwanese education system, an ex-post facto research design was deemed most appropriate for the study. A questionnaire checklist was used in the study to elicit the perceptions of 179 teachers, school administrators, faculty members, and department chairs in public institutions in Taiwan. The instrument was reviewed by experts for content validity. Based on the judge’s understanding of the strategic aspects of the Taiwanese education system, their views and opinions were sufficiently qualified to provide insight into the reliability of the instrument. Data were analyzed using percent frequency, means, standard deviation, and Pearson Product Moment Correlation Coefficient (PPMC).
Table of Contents
1. CHAPTER 1 INTRODUCTION
1.1 Background to the Problem
1.2 Problem Statement
1.3 Objective of the Study
1.4 Research Questions
1.5 Assumptions
1.6 Theoretical Framework
1.7 Nature of Study
1.8 Significance of the Study
1.9 Limitations
1.10 Scope/Delimitations
1.11 Organization of the Study
2. CHAPTER 2 LITERATURE REVIEW
2.1 Source Strategy
2.2 Conceptual Review
2.2.1 Nigeria Education System
2.3 Conceptual Review of Key concepts
2.3.1 Challenges of Nigeria’s Education System
2.3.1.1 Funding
2.3.1.2 Teachers Quality
2.3.1.3 Teachers Remuneration
2.3.1.4 Instructional Materials
2.3.1.5 Infrastructural Facilities
2.3.1.6 Lack of Equip Library and Laboratories
2.3.1.7 Class Size and Teacher-Students Ratio
2.3.1.8 Enrolment
2.3.1.9 Parent Teacher Involvement
2.3.1.10 Supervision
2.3.1.11 School Feeding
2.3.1.12 Corruption
2.3.1.13 Examination Malpractice
2.3.1.14 Political Will
2.3.1.15 Insurgency
2.3.1.16 Planning
2.4 Summary of the Debate Related to Quality Education in Nigeria
2.5 Taiwanese Education System
2.6 Review of Strategic Aspects of Taiwanese Education Reform
2.6.1 Compulsory Education Reform
2.6.2 Higher Education Reform
2.6.3 Teacher Education Reform
2.6.4 Special Education Reform
2.6.5 Art Education Reform
2.6.6 Supplementary and Continue Education Reform
2.7 Summary of the Strategic Aspects of Taiwanese Educational System
2.8 Gap in Literature
2.9 Summary of Literature Review
3. CHAPTER 3 METHODOLOGY
3.1 Research Design
3.1.1 Participants Selection
3.2 Instrumentation
3.3 Data Collection Procedures
3.3.1 Informed Consent
3.3.2 Procedures for Participation
3.3.3 Procedures for Recruitments
3.4 Statement of Hypotheses
3.5 Trustworthiness
3.5.1 Internal Validity
3.5.2 Control of Extraneous Variables
3.5.3 External Validity
3.5.4 Ethical Consideration
3.6 Estimate of Validity and Reliability
3.6.1 Estimate of Validity
3.6.2 Estimate of Reliability
3.7 Method of Data Analysis
3.8 Summary of Methodology
4. CHAPTER 4 FINDINGS
4.1 Analysis Setting
4.2 Demographics Setting
4.2.1 School Type
4.2.2 Participants Age Distribution
4.2.3 Gender Distribution
4.2.4 Distribution by School Location
4.2.5 Participants Education Qualification
4.2.6 Participants’ Years of Teaching Experience
4.2.7 Participants Ethnicity
4.2.8 Participants Religion
4.2.9 Participants Language
4.2.10 Participants Subject/Course Taught
4.3 Analysis of Research Questions
4.4 Hypotheses Testing
4.4.1 Pearson Correlation Analysis
4.5 Summary of Results
4.6 Summary of the Findings
4.6.1 Results of Research Question 1
4.6.2 Results of Research Question 2
4.6.3 Results of Research Question 3
4.6.4 Results of Research Question 4
4.6.5 Results of Research Question 5
4.6.6 Results of Research Question 6
4.7 Interpretation and Discussion of Results
4.7.1 Interpretation and Discussion of Research Question 1
4.7.2 Interpretation and Discussion for Research Question 2
4.7.3 Interpretation and Discussion for Research Question 3
4.7.4 Interpretation and Discussion for Research Question 4
4.7.5 Interpretation and Discussion for Research Question 5
4.7.6 Interpretation and Discussion for Research Question 6
4.8 Recommendations for Practice
4.9 Contributions to Knowledge
4.10 Limitations of the Study
4.11 Recommendations for Further Studies
4.12 Conclusion
Objectives and Research Themes
This study aims to investigate the perceptions of teachers, school administrators, faculty members, and department chairs regarding the strategic components of the Taiwanese educational system as potential lessons for Nigeria's educational reform. The central research question seeks to understand how these stakeholders perceive elements such as compulsory 12-year schooling, higher education, teacher training, special education, art education, and supplementary/continuing education, and to determine if there is a significant correlation between these Taiwanese strategies and the perception of their applicability to the Nigerian context.
- Analysis of the strategic aspects of Taiwan's 12-year compulsory and higher education systems.
- Evaluation of teacher education and professional development models in Taiwan.
- Assessment of special education and art education strategies as inclusive pillars of the curriculum.
- Examination of supplementary and continuing education as tools for lifelong learning.
- Correlation analysis between Taiwanese educational practices and the potential for educational advancement in Nigeria.
Excerpt from the Book
CHAPTER 1 INTRODUCTION
The first indigenous curriculum conference in Nigeria was held in 1969. Four years later several meetings, seminars, and workshops were organized in collaboration with international organizations to develop a policy framework for the education system in Nigeria (Federal Republic of Nigeria, (FRN), 2013). The results of these meetings led to the first draft of Nigeria’s national education policy in 1977. In 1981, 1998, 2004, 2007, and 2013, the document was amended in its second, third, fourth, fifth, and sixth editions respectively (FRN, 2013). The amendment was intended to fill an apparent gap that had arisen in the implantation of the policy (FRN, 2013). Despite these laudable plans to create an effective and efficient education system in Nigeria, Obioma (2013) cited in FRN (2013) noted that the major constraints are successfully organizing the participation of all stakeholders to support and intensify collaboration through proper policy guidance, monitoring, and quality governance.
United Nations International Children Emergency Fund, (UNICEF), 2022) Reported that at least 10.5 million Nigerian children are out of school at the primary level. In 2011, the World Bank projected its education policy plan for 2020 promising education for all, meaning that every learner of school age is expected to live a happy and productive life through the acquisition of requisite knowledge and proficiency to function effectively (World Bank, 2011). Economist’s (2015); Guardian’s (2015); United Nations Educational Scientific and Cultural Organization (UNESCO, 2015a) on the Education for All Monitoring reported that some of the targets set for Nigeria from 2015 to 2030 are unlikely to be achieved by the end of the century. UNESCO (2015a) further reported that Nigeria records only about 66% adjustment in the net primary school enrolment ratio. The total annual budget for the education sector in Nigeria for six years is 5.4 percent in 2022, 5.6 percent in 2021, 6.7 percent in 2020, 7.05 percent in 2019, 7.04 percent in 2018, 7.41 percent in 2017, and 7.9 percent in 2016.
Summary of Chapters
CHAPTER 1 INTRODUCTION: Outlines the historical context of Nigerian education policy, the ongoing challenges to achieving global standards, and the rationale for investigating Taiwanese educational strategies to address these local issues.
CHAPTER 2 LITERATURE REVIEW: Provides a comprehensive conceptual review of the Nigerian education system, its persistent challenges, and explores the strategic aspects of the Taiwanese education system, including compulsory, higher, special, and art education.
CHAPTER 3 METHODOLOGY: Details the ex-post facto research design, participant selection, instrumentation via questionnaire checklists, and the analytical approach used to validate the study's hypotheses through statistical correlation.
CHAPTER 4 FINDINGS: Presents data collected from Taiwanese educational stakeholders, including demographic analysis and hypothesis testing via Pearson correlation, demonstrating how these stakeholders perceive the effectiveness and strategic value of the Taiwanese model.
CHAPTER 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS: Synthesizes the core findings, concludes that the investigated Taiwanese educational aspects are statistically correlated and could serve as viable lessons for Nigeria, and provides strategic recommendations for Nigerian policymakers to implement similar reforms.
Keywords
Taiwan-Nigeria Education Systems, 12-Year Compulsory Education, Higher Education, Teacher Education, Special Education, Art Education, Supplementary Education, Continued Education, Educational Policy, Curriculum Reform, Quality Governance, Bilateral Educational Cooperation, Diffusion of Innovation, Educational Administration.
Frequently Asked Questions
What is the core focus of this research study?
The study primarily focuses on examining the perceptions of Taiwanese educational stakeholders regarding their own national education system to derive lessons that could potentially improve the Nigerian education sector.
What are the main thematic areas investigated?
The research investigates several strategic pillars: 12-year compulsory education, higher education, teacher training, special education, art education, and supplementary/continued education systems.
What is the primary objective of the research?
The primary aim is to identify and analyze strategic aspects of the Taiwanese model that could address the recurrent debates and implementation gaps within the Nigerian educational policy framework.
Which research methodology was utilized?
The study employed an ex-post facto research design and gathered data using a structured online questionnaire checklist, which was then analyzed using descriptive statistics and the Pearson Product Moment Correlation technique.
What does the main body of the research address?
The body of the work covers the background of Nigerian educational challenges, an extensive literature review on both nations' systems, the methodology for this specific investigation, an analysis of collected data, and finally, conclusions and policy recommendations.
Which keywords best characterize this work?
Core terms include Taiwan-Nigeria Education Systems, 12-year Compulsory Education, Higher Education, Educational Policy, and Curriculum Reform.
How does the study link Taiwan and Nigeria?
The study treats the Taiwanese education model as a potential source for innovation and strategy, evaluating how its systems (like the "New Southbound Policy") promote cross-border academic cooperation and modern educational management principles that might resolve Nigerian schooling issues.
What role does the "Diffusion of Innovation" theory play?
This theory serves as the theoretical framework, explaining how innovative educational practices and policies (the strategic aspects of Taiwan's system) are transmitted and adopted by other nations to foster improvement and development.
- Citar trabajo
- Dr. Timothy Oziegbe Okpeku (Autor), 2022, Strategic Aspects of the Taiwanese Educational System and Lessons for Nigeria, Múnich, GRIN Verlag, https://www.grin.com/document/1307444
