AMAECHI’S SUSPENSION…IS GOV AKPABIO’S CLOSENESS TO ASO ROCK GIVING OUR PREZ A GOOD NAME? IF AN ANTI-DEMOCRACY COUP D’ETAT OR CIVIL UNREST TAKES PLACE TOMORROW WILL THIS MAN BE SPARED?

Why Amaechi remains suspended- By Akpabio

Abuja – The National Caucus of the ruling PDP has explained that the suspension of Gov. Rotimi Amaechi of Rivers was not lifted because of a pending case challenging the action.

The party organ gave the explanation late on Tuesday after a meeting, presided over by President Goodluck Jonathan at the Banquet Hall of the Presidential Villa, Abuja.

In an interview with State House correspondents after the closed-door meeting which ended at about 11 p.m., the Chairman of the  PDP Governors Forum, Mr Godswill Akpabio of Akwa Ibom, said the body was briefed on Amaechi’s suspension.

Akpabio explained that reversing Amaechi’s suspension from the party would amount to over-reaching the decision of a competent court, sitting on the case challenging the action.

READ MORE HERE

http://www.vanguardngr.com/2013/06/why-amaechi-remains-suspended-by-akpabio/

…………………………………………………………………………………………………………………………………………

10 REASONS WHY YOU SHOULD JOIN THE LAGOS BOOKS CLUB TODAY!

Libraries are the wardrobes of literature, whence men, properly informed, might bring forth something for ornament, much for curiosity, and more for use.
- James Dyer

1.LBC is one of the most experienced (almost 20 yrs) largest private libraries for novels in lagos if not in Nigeria!

2.No registration fees.No hassles and no subscription payment for hire after 12 months i.e reading services become free!

3. No due dates and no late fees.

4. SIMPLY,BUY OR HIRE AND READ…you can never enjoy a KINDLE like a real book!

5. You can even SWAP your books with ours if you want

6. READ EASY and RETURN at LEISURE without PRESSURE

7. Great titles and Authors for less …bargain hire charges for first 12 months and free readership thereafter!!!…incredible news,not so?…u better believe it cos we are not joking!… (see links for book lists and service plans below)

8. We can deliver to and collect from any location in the Lagos Metropolis whether home or office depending on size of order

9. We are open on Saturdays and Sundays too!

10. Seamless cash or banking transactions from behind your desk,lappy or phone.

HOW IT WORKS/ HOW TO JOIN/WHAT TO DO

Three simple steps actually.

1.See our lists of books/plans and charges.

BOOK LIST...
http://edupedianigeria.wordpress.com/?s=RUBIES&submit=Search

PLANS...
http://edupedianigeria.wordpress.com/2013/06/07/diamonds-of-mason-college-festacreminiscences-128-and-our-saleshire-or-swap-plans-at-lbc/

2.Select a plan .

3.Create your account  by

A…visiting our location at 5TH AVENUE M CLOSE,HOUSE 27 FESTAC TOWN LAGOS  or

B…sending  a contact e-mail or gsm  number through the following channels for follow up by us

…through the comment section below

… by e-mail:lagosbooksclub@yahoo.com  or edupedianigeria@yahoo.com….

… by calling one of these  lines:08033010872 ,08027853025

THEN LEAVE THE REST TO US

SO,SHALL WE SEE,READ OR HEAR FROM YOU,YOUR FAMILY OR FRIENDS TODAY?…PLEASE CALL US IF U LIVE TOO FAR AWAY FROM OUR LOCATION IN FESTAC AND WE WILL DELIVER OUR SERVICES DAILY AT YOUR DOORSTEPS WHETHER HOME OR OFFICE!

JAMB 2013…GOOD TIMES ARE HERE!… CUTOFF MARKS FOR POST-UTME FOR UNIVERSITIES AND POLYTECHNICS REDUCED TO 180 AND 150 RESPECTIVELY,NUMBER OF STUDENTS TO BE ADMITTED TO INCREASE BY 40%

Dibu_Ojerinde-JAMB’s Oga On Top…

Read all from here

1.http://www.vanguardngr.com/2013/06/utme-institutions-review-admission-slots-to-704000/

2.http://lagosbooksclub.wordpress.com/2013/05/31/over-5000-post-utme-questions-now-available-from-us-for-free-as-promised/comment-page-1/#comment-20815

NOW THAT I HAVE LUMIA 800,MY BEAUTIFUL NOKIA 710 WHICH IS LESS THAN 30 DAYS OLD IS AVAILABLE FOR SALE AT A DISCOUNTED PRICE TO A FAIR BIDDER IN NIGERIA!..ANY OFFER?

Nokia Lumia 710 Windows Mobile smartphone.  Features 3G, 3.7″ TFT capacitive touchscreen, 5 MP camera, Wi-Fi, GPS, Bluetooth For Sale

CALL,CONTACT OR SEND OFFER TO ME AT (MR O.O.ODUMOSU ,08033010872,08027853025)

OR THROUGH lagosbooksclub@yahoo.com

OR THROUGH THE COMMENT SECTIONS OF OUR THREE BLOGS AS FOLLOWS

1.http://lagosbooksclub.com,

2.http://lagosbooksclub.wordpress.com

3.http://edupedianigeria.wordpress.com

Nokia Lumia 710 gallery

Description

The Nokia Lumia 710 is the second Nokia Windows Phone and what makes it different is its affordability paired with nearly the same guts as the Nokia Lumia 800. The Lumia 710 also comes with a 3.7″ display, exchangeable back covers for distinct looks, but the body itself will come in black and white. The processor is clocked at 1.4GHz, but you also have hardware acceleration and the very same GPU as the one in the Lumia 800.

Nokia Lumia 710 Features, Specs & Prices

The Nokia Lumia 710 is one of the most exciting gadgets in the market for some time now. The gadget introduces you to a wide array of stylish features, and you are facilitated with the wonderful opportunity of changing covers. The covers are changeable and you can suit them to the essence of your dressing style. The home page has plenty of options for customization, and the touch sensitivity and clarity of the glass screen is worth looking forward to.

If you are all too keen on networking and speed, the smartly designed 710 is sure to fit into your scheme of things. As far as the choice of applications is concerned, you just need to decide on your priorities. That’s because Lumia is equipped with the requisite technology for accommodating quite a number of applications. From syncing an official document of grave seriousness to involving in light prattles across twitter or Facebook; the gadget serves as your constant companion. Depending on the range and extent of your choice, you can set the home page in such a way that it focuses only on the leading bracket of your priority.

Nokia Lumia 710

Nokia Lumia 710 Features & Specifications

Features	Nokia Lumia 710
OS	Microsoft Windows Phone 7.5 Mango
Display Size	3.7 inches
Display Resolution	480 x 800 pixels
Internal Storage	8 GB
Expandable Storage	—-
RAM	512 MB
Processor	1.4 GHz
SIM	Micro-SIM
Primary Camera	6.1 MP, 2848 x 2144 pixels
Secondary Camera	5 MP
Video Recording	Yes
Other Camera Features	Geo-tagging
3G/WiFi/GPS	Yes/Yes/Yes
USB/Bluetooth/HDMI	Yes/Yes/Yes
Size	119 x 62.4 x 12.5 mm

TODAY,THERE ARE FAR TOO MANY STUDENTS IN OUR SECONDARY SCHOOLS WITH ATTENTION DEFICIT DISORDERS!..BUT HERE IS ONE SOLUTION

KINDLY BEAR WITH US AS WE TRANSFER OUR ORIGINAL WRITE-UPS LIKE THE ONE BELOW FROM LAGOSBOOKSCLUB.COM TO LAGOSBOOKSCLUB.WORDPRESS.COM FOR SAFETY

 

ejiro was senior prefect girls in mason college festac…she was among the first set of students from mason college to attend covenant university when it opened…as a student she received the university’s scholarship,came out with a degree in computer engineering…and i was proudly the chairman at her wedding ceremony in 2010!

 

SHOULD NIGERIAN SECONDARY SCHOOL STUDENTS RESEARCH AND WRITE PROJECTS?…WHY NOT?

WHY RESEARCH PROJECTS FOR OUR SECONDARY SCHOOL STUDENTS IS GOOD,,,MASON COLLEGE FESTAC AS CASE STUDY

When Covenant University,Ota opened its doors it shocked many of its first set of students by giving them projects to write.Many of the students spent  most of their Christmas holidays researching and gathering information for their projects.But some students had an advantage over others.While some of their colleagues did not know what to do others who attended schools like Mason College settled down to business quickly.In fact they also became tutors to their colleagues on how to conduct researches  and write relevant reports.

In Mason College preparing a researched report was mandatory for all students from JSS1 to SS3. Students were given a list containing over 100 topics and asked to choose 3 to write on for each year.In addition to the list they were given lectures and handouts on how to conduct researches and how write relevant reports.They were then allocated graduate staff mentors for additional guidance and supervision of their finished work. None of them could submit theirs without approval of the staff mentor.Apart from essay-writing benefits the projects kept students busy especially on topics which they loved and freely chose.

Believe it or not. many Nigerian students now have ATTENTION DEFICIT DISORDERS (ADD). Unfortunately most of these cases are not officially diagonised  Above all, many educators fail to see or understand that the situation is  epidemic.Today  the only attention-grabber for students is the English Premier League.To many of them any other matter different from Maltina Dance,Big Brother Africa , Nigerian Idol or surfing on their phones  is a mere waste of time.

Our proposal therefore is that many schools should keep their students on busy and narrow paths through such schemes as RESEARCH PROJECTS AND NOVEL SUMMARIZATION SCHEMES. Many of these students will later look back at their schools with love and joy.No matter how difficult or expensive it may seem (mentors will have to be paid extra allowance to do the job well) the end result will make both the school and parents bond more together.Above all the school would have produced  more confident students ready to face  demands at higher level of studies as was faced by the first set of students of the Covenant University Ota!

ejiro was senior prefect girls in mason college festac…she was among the first set of students from mason college to attend covenant university when it opened…as a student she received the university’s scholarship,came out with a degree in computer engineering…and i was proudly the chairman at her wedding ceremony in 2010!

Please find below an example of handouts given to students of Mason College for their research project.It was a panacea against ADD and idleness.

STUDENTS’ PROJECTS – SUMMARY OF HOW TO CONDUCT RESEARCHES.

SOURCES OF RESEARCH  MATERIALS

BROWSING- Wikipedia, Encarta online (phasing or fading out but materials on available CDs still useful) Britannica online, Study.org and other student – friendly sites. (Check also other online reference books or online reference books or online periodicals such as magazines and newspapers)

COMPUTER CDS- Encarta/Britannica CDS distributed by the school from suppliers or available at the computer department of the school

LIBRARY- Texts/Magazines/Newspapers/Dictionaries/Encyclopedia/Periodicals/Almanacs/Atlases & other maps.

VCDS/DVDS- VCD/DVD lists available at Bookends(external library)/internal  library

BRAINSTORMING- Generation of creative ideas about the topic can be done individually or with a group.

FREE WRITING- Write about a topic for 15 minutes without stopping or reference to a book.  Don’t worry about organization. When finished examine what you have written. Thereafter review by adding or subtracting materials as you think relevant.

COLLECTING AND COLLATING INFORMATION GATHERED FROM SOURCES LISTED ABOVE

REVIEW YOUR SOURCES- Are they enough? If not locate or look for more sources. Assess the reliability of the source if you can. Note that Wikipedia is already being criticized by some people for allowing its information to be amended by anyone who wishes to from any part of the world.

TAKE APPROPRIATE NOTES- Take notes relevant to your topics from the source. Remember to write down names of writers for citation as sources of information.  Decide how to organize your notes.

ORGANIZE YOUR NOTES- By using chronological outlines, spider or Venn diagrams to separate materials into different compartments. Make sure it supports the purpose of your report.

WHAT TO INCLUDE TO COMPLETE YOUR REPORT- A clear specific title/ ideas from your sources / your ideas or opinions or comments/ citation information (you must always give credit for sources used in your report)

 FORMAT OF PROJECT REPORT- Introduction made of background and thesis sentence/ notes on research methods / relation of evidence to thesis sentence / conclusion made up of how evidence fits together and restatement of thesis statement.

NOTES FOR MENTORS/STUDENTS:-

Note that not all projects require the format stated above. Other formats can be compared or contrasted on format or cost/benefit format basis

However there must always be introduction, body and conclusion.

In writing each section you can always use several techniques of writing. Think about what you are going to write in each section, then try one of the techniques of writing contained in another handout provided for your use.

(Extracted from Microsoft Encarta with a few changes made)

O.O.ODUMOSU

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Diamonds of Mason College Festac:reminiscences 120…and Why So Many Students May Continue to Fail Jamb (edupedianigeria.wordpress.com)

LIBRARY RULES AND REGULATIONS FOR REFERENCE AND USE BY NIGERIAN SECONDARY SCHOOLS (2)

VOCABULARY IMPROVEMENT,NOVELS SUMMARY SCHEME AND RELATED RULES FOR OPERATION

 PREAMBLE

 WHAT IS A NOVEL SUMMARY SCHEME?

 1. Simply put, it means lending novels to students from the school library for reading,  summarization and submission for marking. The major objective is to improve students’ usage of English Language by acclimatization with the written word and subsequent widening of their vocabulary. There are many formats for achieving these and they shall be made available in similar write-ups which are coming up after this.

 2. However, the aim of this write-up is to specify library-related rules for operating the novel summarization schemes in a situation where a school has the library and willingness to operate such a program..The write-up should be read vis-à-vis another write-up titled LIBRARY RULES AND REGULATIONS FOR REFERENCE AND USE BY NIGERIAN SECONDARY SCHOOLS (1).

 3. In using the rules below please note that they relate more to the circumstances at Mason College Festac. Each school should therefore modify them according to its local or special circumstances once it takes a decision to start the Novels scheme.

 HOW TO OPERATE A NOVEL SUMMARY SCHEME

 4. We suggest a novel summary scheme  to be operated  in two phases. The first phase shall include NEW AND POPULAR  novels  recommended by the school for purchase by students during the 1^st and 2^nd terms. The objective shall be to encourage students build up personal libraries in addition to novels collectible from the school library under the second phase The first phase made up mainly of new novels shall be subjected to an overall test during the mid-term examination of the 3^rd term and shall constitute part of the general paper examination (as in Mason College) for the year. The second phase shall be operated as indicated in subsequent paragraphs below.

 JS 1- SS2 (3 TERMS)+ SS3(1^ST TERM ONLY)

 5. Collection of novels shall take place once every fortnight (probably on Fridays)

 6. Novels shall be returned within two weeks with summaries in the FORMAT indicated by school management. The formats acceptable to the school (see more notes on formats in paragraph 1 above) shall be indicated in a subsequent write-up to this.

 7. Students shall be allowed to take additional novels for personal reading if requested by them (subject to a limit of one at a time) but all novels collected at any time shall be returnable to the library within a fortnight as indicated above. All such additional novels, on return, shall have their statuses renewed if requested

 8. The school’s Academic Group shall be present at each collection exercise to assist librarians and students

9.  It shall be the responsibility of the Academic Group to keep a ledger of books collected by each student to prevent repeated  collection of the same novel or non-collection by some lazy students. If any student by chance escapes due observation by the Academic Group and knowingly engages in repeated collections or non-collection such shall be punished in accordance with the school’s list of academic offenses.

 10. Only SS 1 to SS3 students shall be allowed to collect movie VHS, CDs or DVDs in lieu of novels. Such can be collected from the internal or external library of the school.An example of an external library is The academic-related content of the movie shall, however, be approved by the Academic Group if it can. If not references shall be made to the Director for approval. Librarians shall be expected to extract a list of educational   movies available at the external library so that students can make their choices from the library within the school premises. Librarians shall also review this list at the beginning of each term.

 11. Non-collection of novels by students are offenses under the school’s (Mason College) academic offenses schedule and shall be punishable as stated therein. This shall be pointed out to students from time to time. It shall however be the duty of the Academic Group as well as that of the Librarians to monitor students who have not collected novels. They should also ensure that this is done not later than the Tuesday following the Friday scheduled for collection.

 12. No JSS student shall be allowed to take a book or a movie from the external library for the novel summary scheme. However, they shall be allowed to do so for pleasure-reading  purposes.

 SS3 STUDENTS(2^ND/3^RD TERMS) + AFTER GRADUATION OR AS ALUMNI

 13. During the second and third terms SS3 students shall be allowed to collect novels or movies from both libraries without submitting any summary work. They shall also be allowed to keep such assets for 3 days (movies) and 7 days (novels) respectively. Any additional novel or movie collected by any of them from the external library shall be paid for according to the terms of rentals or lateness as operated at that library. Collections from the external library shall be initiated through a note given by the Academic Group after express permission by Management.

 14. No library services shall be available, however, from 1^st May of each year to SS3 students because of WAEC examinations. Such services shall not be available either after the NECO examinations in July. However they shall have the privilege of becoming automatic members of the external library without paying any registration fees as might be demanded. But they shall pay for  services like other public members of that library

DUTIES OF LIBRARIANS

 15. It shall be the duty of Librarians to secure the assets and keep the library neat and tidy at all times. It shall also be their responsibility to prevent or  put in check any form of noise, disturbance or distraction in the library They are permitted to raise appropriate penalties on students or staff members for any misdemeanor in the library. However on any issue leading to penalties to be raised on staff members such shall first be raised to  Management for confirmation through the official daily work done books.

MOVEMENT OF LIBRARY ASSETS

 16. All students and staff members are allowed to make reference to text books in the library only. They are not allowed to take text books away except if specially permitted by management through the Academic Group.

 17. Staff   members whose appointments have been confirmed by management are allowed to take a movie or a novel at the school or external library for a maximum 3 days for a movie and 7 days for a novel after which they shall be charged for late return on  any asset collected from the external library like other members of the public

 OTHER REGULATIONS

 18. The school libraries have more detailed sets of rules and regulations for reference purposes However, additional rules and regulations shall be made known to students and staff members through the usual channels such as this.

Related articles

Basic Notes on Administration of Nigerian Secondary Schools for Non-education Graduates and Intending Proprietors (3) (lagosbooksclub.wordpress.com)

LIBRARY RULES AND REGULATIONS FOR REFERENCE AND USE BY NIGERIAN SECONDARY SCHOOLS (1)

LIBRARY RULES AND REGULATIONS FOR REFERENCE AND USE BY NIGERIAN SECONDARY SCHOOLS (1)

RE-BLOGGED FROM LAGOSBOOKSCLUB.COM

A. LIBRARY OFFICIAL HOURS

1.The College library shall be opened every school day from 9:00am to 12 noon and from 1:20 pm to 4:00pm Mondays to Fridays only.

2. It shall be opened on Saturday for cleaning and arranging of its assets only. Specifically, no borrowing, reading or referencing  shall take place on Saturdays by students or staff members.

3. During daily lunch periods it shall be closed but school’s  Academic group shall create a Press Room mode outside the library ( in one of the special rooms) for reading of newspapers, magazines etc. by students and staff members.

4. Between 9:00am and 4:00pm daily librarians shall use their discretion to keep the library opened or closed in accordance to any inconvenience experienced by students or  staff members. However the library shall be closed if 2  generators installed by the school nearby are in use.

B.  GENERAL RULES

5. The Library is the BRAIN of the school and it plays an indispensable role in accomplishing its aims. In order to perform its functions to the satisfaction of students and staff members it needs their understanding and cooperation. The following rules of conduct are meant to spell out in practical terms what we consider as the GOLDEN RULES of the college Library.

6. Students or staff members must sign in and sign out at the librarians’ desk when entering or exiting the library.

7. Observe silence.Idle conversation, loud laughter and other unnecessary noise disturbs other library users and therefore should be avoided. Talking out of necessity must be done in subdued tones. The library atmosphere must be conducive for studying or referencing.

8. Keep the library clean. Do not litter tables with any waste and paper scraps. Use the trash baskets      provided for the purpose.

9.  Eating, drinking and sleeping in the library shall not be allowed.

10. Keep things in order. When you leave arrange/clear your table. Put your chair against the table and avoid obstruction of movement by other users.

11. Return all newspapers, magazines and other materials ( usually located on the central operational table) back to where they were collected from.

12. Handle both books and other library materials with care. They are intended to serve a great many users after you.

C. SCHOOL I.D. CARDS

13. Only students and staff with the school I.D card shall be allowed in the library. Where a student or staff is yet to be issued with such a card, a written authorization in the daily admin work done or the operational books of the library shall be obtained from school Management.

14. All I.D cards shall be properly counter–signed by authorised management staff and shall be laminated. Such cards shall not be transferable by students or staff members. All library assets taken out or used within the library through such cards shall make the owner liable for any inappropriate handling. Such cards shall be submitted to  librarians each day before library use by both students and staff members. They shall also be collectible when exiting the library. Torn, dirty or mutilated cards shall be rejected and shall not be honored until replaced by the school.

F. SECURITY OF ASSETS/DELINQUENT USAGE

15. No bag, envelope, briefcase or any sort of container (nylon or otherwise) shall be allowed in the library.If deposited anywhere outside the library it shall not be the responsibility of the Librarians for any loss of valuables or  disappearance.

16. Every library user shall subject himself or herself to a personal search on the request of any Librarian.

17. No delinquent borrower or user shall be allowed to use the library and its resources unless he/she has settled all debts due to the library for materials, lost, defaced, damaged, torn, etc.

 18. Any person who willfully or maliciously tear, deface, injure or destroy any print or non- print materials or carry away with intent to convert to his or her personal  use any of the library collections and assets shall be punished by suspension or expulsion by the school as the case may be or by a fine exceeding the current price of the library asset in question and shall be recommended by the Librarians to  Management for final disciplinary action.

19. A lost book must be reported immediately to the Librarians, and in the case of students, parents too. The student or staff responsible for the loss shall be expected to replace the lost book with a new one or pay an equivalent sum for a new acquisition within 7 days of such a report being made.

 G. HOME READING/NOVEL SUMMARY SCHEME

20. Library assets shall be allowed to be taken out/home as stated under the rules for Novel Summary Scheme. Any Librarian found  discouraging students from home reading shall be penalized. The maximum numbers of books allowed are stated in the write-up for the Novel Summary scheme (please see the relevant write-up on this).

21. The Alumni of the school shall be allowed to borrow books for use within the library too. The rules for this and the use of Bookends, our public external library(now known as LAGOS BOOKS CLUB), are also stated in the write-up for the Novel Summary scheme.

22. Students who were in PASS Tutorial College or Mason 6^th Form College shall be allowed after leaving the school only with express permission of the Director. Those of them who qualified/ collected testimonials of the school may however be authorized by the school management,who shall thereafter inform the Director.

H. GROUP LIBRARY USAGE /ACADEMIC PERIODS

23. No teacher, Management Staff or the Academic Group shall be allowed to send students or classes of students to the library for “study” or “research/reference” purposes as replacement for regular or remedial periods.

24. Where tutors or the Academic Group require that a class be engaged in group/class  research in the library notice shall be given in advance through the school requisition file or Academic Work Done at least 24 hours prior to the event . The Librarians shall also be informed about the requisition made. Once approved, the use of the library by other students and staff shall be blocked by Librarians for the class during the period covered by such a request

25. The library personnel are empowered to enforce the rules and regulations of the library as stated herein. They shall be accorded the courtesy and respect they deserve. The rules and regulations they enforce are not their own but those of the Mason College Group. They are permitted to report any uncooperative student or staff to school management.

26. No violation of any of these regulations by students or staff members shall lead to an exclusion or forgiveness on a plea of ignorance.

NIGERIAN EDUCATION ARTHRITIS:HERE ARE REASONS WHY STUDENTS FAIL WAEC,NECO AND JAMB MASSIVELY EACH YEAR…AND WHAT NEEDS TO BE DONE! (2)

 

…how do you learn in an environment such as this?…

RE-BLOG CONTINUED FROM PART 1
1.               The so-called after-school lessons are even worse. This is not because of lack of ability on the part of the tutors involved but because they are neither objective-based nor properly coordinated. Many tutors even use them as regular classes for filling gaps created from morning tutorials. Students’ personal problems are hardly ever identified and attended to.

2.          Public schools are however of different grades. There are still some with respectable age-old traditions, which they strive to keep to stay on the borderline in terms of students’ performances. Some of them are lucky to have old students of the school heading them as principals. Some students of public schools might also be found to be doing well at school.To these it does not matter what school you go to. A student who really wants to learn will learn in any school no matter how “bad” the school is. But unfortunately most of them are not doing so well. The likelihood is that the brilliant ones are naturally so and would have performed well under any given circumstance whether in private or public schools. Such students are not the focus of this write-up.

3.               But let us keep the laws of average in mind. The “average” student in both public and private school cannot distinguish between schooling and education. He cannot do quick “mental” arithmetic but will rather refer to his/her calculator or cell phone. He/she cannot recite poetry or even write them! Pidgin English is the lingua franca even up to the University level. To make matters worse, the girls are not better in these aspects! And what about the art and joy of a good public debate or speech? The manner of walking, poise, table manners have all gone to the dogs even for those in boarding houses.

4.               So what about students in private schools? Many private schools that are supposed to be good, have proprietors or proprietresses who are business men and women in the educational field. They have obtained loans, built mansions to dazzle parents, display laboratories that are not adequately utilized or computer rooms for showing that “facilities are available”. Perhaps parents should ask their children in these schools how many novels they have summarized in their own words and got marked by teachers. Or how much of Nigeria, Africa and the World affairs they know.

5.          As we pointed out in one of our recent posts, many private schools fail to recognize that a bus does not make a school. Neither do uniforms nor mighty mansions. A school is the determination of those appointed to administer the school to transform their students with Life 101 lessons.

6.               The advent of information technology (IT) has not improved what should be called the finer aspects of grooming either. Computers have become more of a distraction than a contribution to education. The web is the biggest and the best library for students yet its e-mails do not encourage the writing of English the way expected by WAEC or NECO. The advent of GSM has also encouraged non-adherence to punctuation rules. Nigeria has become part of the “global village”. This is not only through the internet but also through Nigerian and foreign television channels. So the Nigerian student of today is  a victim of many sources of distraction which are internal and external to him personally through the school,the society and his place of abode.

7.               The social and political conditions are not helping matters either. Many Nigerian graduates are not adequately employed to encourage those who are coming behind them. The conditions of the universities and the cult system syndrome have also had some effect on the way an average secondary school student sees his school and system of education.

WHAT CAN BE DONE? – ENCOURAGE EDUCATIONAL SUPPORT SERVICES!!!

8.                  The current policy on education actually provides the solution. It states  the following:-

(a)               Educational Support Services should facilitate the implementation of educational policy, the attainment of policy goals and the promotion of effectiveness of educational system.

(b)               The goals of educational support services shall be to:

-          Develop, assess and prove in a educational programmes.

-          Enhance learning experiences more meaningful for children.

-          Make education more cost-effective.

-          Develop and promote effective use of innovative materials in schools.

(c)                To achieve these goals Federal State and Local Government agencies were to encourage the establishment of educational resource centers to improve the study of science and mathematics. They were to emphasize guidance counseling for all primary and secondary school students. They were also to provide facilities and necessary infrastructure (ICT) at all levels of education.

9.                   The relevant questions to ask are:

(a)               Can educational support services improve standards if handled with enough care?

(b)               Are we handling educational services with enough care and seriousness as stated above?

(c)                Can educational Support services achieve specific objectives for non-performers in both public and private schools?

10.          Our submission is that after-school services as operated presently could have been a useful solution. But more effort need to be made in specifying broad objectives and activities  which would be followed by each school and coordinated by the Ministry of Education. After- school services is definitely part of the solution. This is our most cogent belief at Edupedia. In fact we have prepared a list of about 145 issues which can be used for management.Some of them have been published as articles on our three blogs.

11.          Since public schools have what is called “lessons” the choice will be whether to jettison what is going on as  lessons and replace them with a better coordinated system, or look for other available periods when students can be free, to implement more vigorous and better-suited learning techniques.

12.          Will education at public schools reach utopian heights we want? Probably not. Population and material resources available will always be hindrances. But should we fold our arms and continue to moan that things cannot be corrected?

13.          Can private schools be of the same standards? No. can public schools be as good as the best private schools? Probably not. But can the standards of public schools be raised from what they are presently? Yes they can. For this purpose, Edupedia has submitted to relevant authorities’ detailed proposals for solutions. These include states’ Ministries of Education, Federal Educational Parastatals and both Houses of the National Assembly. We received a thank you letter from the Federal Ministry of Education.But till today nothing has been done other than holding “stakeholders” meetings “on how to move forward”!

14.          If population and financial resources are limited factors to raising public school standards, is it not obvious that new approaches must be found? If the resources for doing work well are made up of equipment money and labor and the first two are limited is it not obvious that there is need to rely on labor? Labor here means manpower, intelligence, ability to plan and execute management techniques and the human spirit.

15.          Are we not told that there is nothing as potent as our intelligent quotient and the human spirit? In effect our Ministries of Education must start to look inwards at their educational support services departments, the arsenal of human capital and relevant organizations that are available outside such as Edupedia.
Thank you.

RELATED ARTICLE

http://lagosbooksclub.wordpress.com/2012/08/08/painful-arthritis-and-spasms-of-the-nigerian-secondary-school-educational-system-part-1/

NIGERIAN EDUCATION ARTHRITIS:HERE ARE REASONS WHY STUDENTS FAIL WAEC,NECO AND JAMB MASSIVELY EACH YEAR…AND WHAT NEEDS TO BE DONE! (1)

our children in poor state even at school!…and this pic is above the average!

THE BACKGROUND
1.                  The Nigeria government has vision “par excellence” about education as an instrument for effecting national development. So says the introduction of the current National Policy on Education.
2.                  Nigeria is also blessed with many specialists who definitely know what education is about. Whether at federal or state levels it must have the largest congregation of trained specialists on the continent of Africa.
3.                  Nigerian societies & families hold definite views about education as an engine of knowledge. It is also acknowledged for upward mobility of families in the society.
4.                  Theoretically state government staff in charge of education have what it takes to control schools and students. These are done through Inspectorate Departments, Policy and Control Departments, Planning and Research Departments etc. They coordinate programs through local education sub-setups too. They conduct tests and evaluations at the UBE levels and also monitor and ensure minimum standards for private schools.
ACADEMIC ARTHRITIS: STATING THE OBVIOUS
5.               Today education is no longer what it used to be. Everywhere the quality of the average student is unacceptable to most citizens. It seems the Nigerian learning process has developed an unusual curve which keeps mesmerizing students and other stakeholders in the sub-sector. Unfortunately government keeps looking elsewhere for solutions that are available within its own set-up. It has failed to realize that students of today can no longer be educated with ancient methods . It may therefore take a while before government makes a determined effort to clean up these inappropriate methods of teaching that are being used throughout the federation.
6.               Many parents also assume that schools and teachers would be the way they were in their “wonderful days of yore”. They also assume that aspirations, goal and motivations of their children should be contingent with their natural wishes for them. Unfortunately, many parents may one day realize that they were only dreaming and that the prevalent educational arthritis has hit them below the belt. How? Despite loads of money being paid by many of them the real truth is that many schools are using lotions, creams and make-up to cover what basically is bad education. Many parents actually look for financial breakthroughs to support these children instead of miraculous removals of symptoms of their academic arthritis.
7.               Many students think of school life and school management as academic ‘cork-stoppers” having nothing to offer than old polish or scary ingredients for their academic menu.  So what do they do? They hardly listen in class, take appropriate notes or learn how to speak correctly in public. They do not study or write properly for examination purposes either. The acceptable option is not to study smartly but to use cheating tools for academic successes.
8.               Today, educational administrators whether at federal, state or school levels definitely have a lot on their professional plates to contend with. While some have put up their hands in surrender or in supplication to God for a miracle others have continued to strive at doing their best at their allocated jobs or professional fields.
9.               Those of us who have been involved in private school education whether at secondary, adult, vocational or tertiary levels have not been left out of the mist either. We have interacted with student products of private and public schools. And we have observed  considerable levels of disinterestedness by these students in what they call “stressful” education. We have also observed many state schools (whose products in the past matched those of private schools) decline over the years.
10.          All these problems are well known by government officials, education specialists and owners of private schools. But then, how do they help their students to overcome these difficulties? Is the setting up of guidance counseling units or the presence of guidance –counselors enough? Do PTA meetings help to solve these problems or do they aggravate some of them? How many of the needs beyond classroom “lessons” do many so-called school management deeply understand? How many of them are well equipped to provide solutions? How many schools are involved in only panel-beating their students because of the fees paid by their parents? How many of them give their students life- long skills which are applicable and useful many years they might have left school? How many schools really provide solutions to the educational needs of their students?
11.          Many times one wished that the old great teachers were still around. Though there are still a few dedicated teachers the bulk of the “professionals” within our school system do not see teaching the way it used to be. Perhaps they should not be blamed. The societal “eye” about teaching or teachers is not very encouraging these days. In fact in some cases they are very derogatory. Even those trained to teach have “attitudes” generally about the job leaving the bulk of the real job to the few they call “efficos” i.e. those who love and are diligent at work.
CAUSES OF ARTHRITIS
12.          Why has the Nigerian educational progress developed into arthritis for parents, students and the nation in most schools?
13.          Why do many Nigerian students disrespect educational systems and institutions? Why do the average Nigerian students treat schooling  and especially public exams with so much disdain or mockery? Could this fault be from their homes, tutors, peer groups, schools or the society at large? Why do students spend less time in school or reading their books? Why do they refuse to keep appropriate notes? Why do they refuse to listen to their teachers?Why do they engage in school-to-school wars? Why are today’s students engaged in gangsterism, cult activities, armed robbery etc? Why do they resort to cheating modes most of the time for exam purposes?
14.          Were the problems to be found in the 6-3-3-4 system we ran? Experts have told us that though the system was beautifully mapped out the execution failed us. Many reasons have been advanced to support this. The focus of this write-up, however is to point out the foundation of some of the weaknesses found in students’ capacities, competencies and attitudes today. If the fault is not with the tutors or the educational system, what are the other reasons for the current situation?
15.          To understand the problem more, let us pay attention to the average Nigerian student in a public school. This is because there is a general belief that public school students have dyed-in-the-wool negative attitudes towards learning. So what do we find? We find a student who generally has no conducive environment or living space for serious academic thought or work process. From the home where housing is tight and where existence is a daily struggle to overcome lack of basic necessities of life such as electricity, water,  food, clothing, transportation, to tight and dirty classrooms without seats or windows. (There was a photograph recently of students taking exams sitting on the bare floor of a classroom). From this scenario he goes back to parents who are not educated enough to ask questions about his schooling. Even where the parent are half-educated or really educated they are themselves too worn out mentally to dig deep as necessary into what the child is having at school. In fact many ask questions more out of a sense of guilt than anything else. So what they do? Many parents look for what they call “lesson teacher” (Usually an unemployed graduate or less) to teach their children across boards combining subjects such as Maths, English, Economics, Physics or Chemistry! Often these tutorials and methods are not coordinated and often conflict with those given by formal subject teachers at school. In other cases the home tutors get amorous or too friendly with their female wards.

TO BE CONTINUED

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TO NIGERIAN PARENTS,WHEN LAST DID YOU CHECK THE LIBRARY IN YOUR CHILD’S SCHOOL?

A LIBRARY IS THE BRAIN BOX OF A SCHOOL! PARENTS, PLEASE READ THIS (re-blogged from lagosbooksclub.com)

Nothing sickens me more than the closed door of a library.
- Barbara Tuchman

Firstly we wish to quote from an earlier write-up as follows

” Today, we educators must come to terms with the realities of our info-tech age. The methods used in the past to educate us are in the main not relevant to our children. There are too many distractions calling for their attention within the limited time available for studies. Unfortunately many students are often mistakenly labeled as lazy or lacking needed concentration! But by the time you take out school hours, class assignments, home chores, family social  commitments, Premier/ Champions Leagues, Facebook/Twitters, Ipod/Ipad, Big Brother, Naija sings, Naija/American idols,  X-Factor, Bachelor/Bachelorette, hand-held phones and web roaming one is left to ponder when these children can read seriously or ever take their  studies seriously! Above all, we know they have different abilities and competencies. Don’t we? Unfortunately many parents are under the illusion that sending children to boarding houses will limit students’ propensities for some of these time-eaters . What  they seem to  forget is that the old dedicated boarding housemasters they knew in their days at school have faded away and that only a few of those left can be compared with the old masters. These days we have those who want to be bribed by parents for “taking care of their children” or “for organizing extra classes” for them. So what needs to be done?”

…what needs to be done is that schools must  plan and implement more remedial and after-school academic enhancement programmes for students…students should  stay longer in their classrooms with less brain-tasking but interesting programmes later in the day when their capacity to concentrate or  assimilate might have been reduced…but  no matter what their situation is they will be better off staying a bit longer in classrooms  than going home at 2pm as day students or their dormitories as boarding students…particularly,parents or school administrators might wish to look  closely at  what is shown below

a shelf of books in a library

  LIBRARY-BASED  ENHANCEMENT PROGRAMMES

…are school administrators and owners really aware of the importance of a school library for overall academic excellence?…are parents aware that some programs can be used to enhance the studies of their children or that a well-oiled school library can be strategically used for this?…in fact,our parents should ask themselves if they have thoroughly checked the library of their children’s school…no matter what is being hidden by school administrators there will always be tell-tale signs of the school’s pursuit for academic excellence or otherwise if parents look more closely at the school library…again u may need ask yourself or the school if it has ever used any of these programs for your child before?…they include…

a). Periodical integrity checks of JSS/SSS  class notebooks including practical notebooks and textbooks…former for appropriateness,completeness,proper diagrams and labeling etc…

b). Maths Clinic and English Language laboratories for those revealed by internal examinations as “weak” in those subjects…

c). Continuous Maths Practice Scheme / Maths Practicals…

d). Novel Summary Scheme…

e).Red Notes (Revision) Programme…

f). Business Studies/Intro-Tech Factory Tour…

g) .Educational Films (Tell me Why” series)…

h). Educational/Infotainment VHS  CDs and comics… 

i).Intelligence enhancing computer and video games 

j). Leadership Exercises 

k). Life-Skills and Self-Actualization Programmes…

l). Logic and Law for  stimulation of the reasoning process…

m). People and Places, Famous Person and Quotations, Nigerian Politics. Home First Aid Titbits, Oratory, Elocution and Poise sessions…

n). Foreign/Nigerian newspapers and magazine…

o).Research and Project Work by SSS students…

p) .Educational Materials for Notice Boards and school magazines (NOTAZINES)… 

q). The Complete Works of Shakespeare and need to actively wake up the interest of all students (whether

Arts or Science) in Literature, French and the arts…

r). Use of Students’ Companion and Guinness Book of Records…

s). Staff improvement workshops

books,books,books!…

…secondly, almost all these programs are based or linked  to using a library the proper way…we can not emphasize too

much the importance of a well-stocked library with highly motivated and adequately briefed school librarians…a school

library is the heart of its academic program…this we should have in mind at all times above any other consideration such as

taking students on visits to London or for safari in Kenya!…however,please call us if u need further briefing , insight or

implementation of any of the programs listed above… happy to let u know too that we have implemented all of them

before…thanking u….EDUPEDIA ASSOCIATES

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MENTORS IN NIGERIAN SECONDARY SCHOOLS MUST HAVE CLEAR OBJECTIVES AND DETAILED DAILY OPERATIONAL NOTES TO USE (2)

WHAT NIGERIAN SECONDARY STUDENTS NEED MOST ARE MENTORS/LIFE COACHES NOT “TEACHERS” (3)

…break period during a seminar for mentors at Mason College…..

NOTES COMPLETION / HAND WRITING / TEXT BOOK INTEGRITY CHECKS / OTHER ACADEMIC TOOLS CHECKS (WEDNESDAYS)

33.This is one of the most important parts of the mentoring work in the school and mentors are advised to do 3 things always before each Wednesday or the day fixed by management for any of these checks.

(a)   Having a record of the maximum number of expected notebooks per student and ensuring that their students have filled and submitted the relevant form previously (subject choices available to ss1 – ss3 form). In fact the mentor should keep a copy of these forms for each of their students in their operational files.
(b)   Continually encourage their wards to have tutors sign or initial their notebooks for completion throughout the week before the D-day for checking. But mentors have to watch out for possible trickery by students notebook covered with his own outer casing as evidence that his or her notes are complete.
(c)    Continually remind their students about weekly checks and the need to bring all notebooks to school on D-day.
34.Marks awarded or penalties deducted shall of course be related to the actual number of completed notes submitted. Although deductions shall be related logically to those not yet submitted, gross violation of expected rules shall lead to the award of zero to the student concerned. For instance completeness amounting to 25% or more of expected notes shall be treated as gross violation.
35.Mentors are to note that they shall be expected to provide appropriate comments whenever necessary on handwriting and other integrity checks such as on the availability of textbooks or other academic tools. This can be done in line with school calendars or according to random checks on their students but promptly agreed with management. Random checks mean a deviation from the checking of notes for completion. It does not imply that students shall not be informed in advance about what mentors intend to check.
36.All checks for textbooks and other academic tools shall however be expected to take place before the mid-term examinations.
37.Mentors are to please note that some integrity checks are usually included within the calendars prepared by management for each term. They should please work with these calendars in mind except if amended by management.

38.Mentors do have a very challenging job on their hands in relation to what is called the Notebook Integrity Project (NIP). The relevant write-up which converts the project into a tool for mentors and school management is to be found in the section of Eduguide for staff members. This check has to be planned carefully as substitute work for Notes Completion checks but the focus and length of time involved are different. Mentors are therefore advised to read this write-up carefully, because it is one of the most important ever prepared on the issue of notes completion for students anywhere in the world.\
39.Mentors are to note from the NIP that students who have spent more than one year in the school are expected to combine notes of the years gone by with those of their current classes in such a way that all notes of JS 1 – 3 or SS 1 – SS3 classes are bunched together.

NOVEL SUMMARY SCHEME / ORAL ENGLISH / PUBLIC SPEAKING (THURSDAYS)
40.Each student is basically expected to have a wide vocabulary of English words, understand lots of idiomatic expressions and ultimately be in good position to express himself/herself appropriately. It does not matter whether the school is in the private or public domain. In Mason College students are usually launched into orbit by being asked to give words of exhortation at the daily school assembly .
41.For this purpose also, there are write-ups to support mentors. There are write-ups covering public speaking, vocabulary improvement, spellings, idiomatic expressions,famous quotations etc in the students and staff sections of Eduguide. There are also library-related guidelines, and write-up related to modern retrieval and research methods to boost preparation of students and staff for this purpose. Even where public speeches are not required there are also write-ups on the techniques of writing reports which mentors can read and interpret or convert to acceptable levels of understanding for their wards.
42.The Academic Group shall determine the fortnight cycles or turnovers to be used for the Novel Summary Scheme. These shall be done through the calendars usually prepared at the beginning of each term. The operation of this scheme cannot be successful without keeping to the rules guiding the use of the school libraries (at  school location as well as at Bookends).
43.The objective of the scheme is to get each student show  in the first week of each cycle that he or she actually collected a novel for reading. By the end of the fortnight or even before its end the student must write at least a half page  summary of the novel based on certain guidelines of the Novel Summary which were divided into types A, B or C (these shall be specified in future posts)
44.Students shall be expected to seek audience with English Language/Literature tutors to have the type of summary chosen. It is important therefore that mentors and English Language tutors get to know the summary types and activities listed as types A,B and C. These are to be found under the students’ section of the Eduguide.
45. In the second week of the cycle mentors shall ensure that the students have their summaries marked by English Language/Literature tutors.They should  also have these scores transferred for their working papers.
46.Mentors are also expected to ensure that their wards prepare well for periods of exhortation during   daily school assemblies. It is expected that the Vice-Principal Admin shall comment on student’s performance daily on public exhortations and  mentors linked to such students shall be named, praised or called to order for their students’ oral deliveries.
47.Students who submit their summaries early are to be encouraged to read more novels for pleasure by mentors, the Academic Group and librarians. Students shall be encouraged with bonus marks where considered necessary by their mentors. Where a student fast-tracks or fast-forward all his/her possible submission dates for a term such student shall definitely be given bonus marks by the mentor in charge.
48.It is to be noted that senior students usually prefer novels from Bookends at 5th Avenue and that there are approved library rules for the operation and management of this. Mentors shall please ensure that they are aware of these rules.
49.Penalties for late submission or non-submission shall be the same as for assignments.
BEHAVIORAL CHECKS (FRIDAYS)
50.The areas of focus for behavioral checks are:
(a)Regularity    (b)    Punctuality     (c)      Appearance  (d)   Participation in Break Activities
(e) Oral English Expressions (Or use of Pidgin English).
51.Mentors have limited work or decisions to make on these. Most of the statistics in this section  shall normally be extracted  from Students Admin Records or from scores provided by Admin officials in charge of break periods. Mentors however might disagree with certain scores provided under Appearance and Oral English Expressions and discuss their opinions with the Vice Principal Admin before modifying the scores provided. If ,however, the Admin Department insists on its scores mentors must refrain from.
52..Each of the factors under behavioral checks has a maximum score of 20  and mentors have the simplest job of just adding each score to get the behavioral score  for the week.
53.In addition to this, they shall be expected to speak to students on regularity and punctuality as guidance counselors for these two shall always attract the attention and punishment by Management each week.
54.A student who makes an overall pass grade on behavior but failed woefully on punctuality should  have the matter either attended to publicly at the assembly or by the Director at 5th Avenue. The job of the mentors shall therefore be to ultimately reduce the numbers of wards who might become caught in the vicious web of not being punctual to school always.
MATHS / ENGLISH CLINIC STUDY / EXAMINATION / JAMB TECHNIQUES AND SEMINARS / MOTIVATIONAL DISCUSSIONS & FINISHING TECHNIQUES / NOTAZINE WORK / GP EXERCISES.
55.Write-ups on these are being posted on our websites for use of mentors.
CLASSROOM TOOLS AVAILABLE FOR MENTORS / STAFF FOR USE OR FOR REFERENCE
56.Mentors are advised to read or get to know how to use the following tools for their work in the school. They must always remember that the time fixed for checks are usually late in the day and are not the best of time for effective brain or memory work by them or their students. It is also important that clinics and checks are held / conducted in an atmosphere of friendliness that shall make students thankful for what our mentors specifically and the schools generally are doing for them
a.Director’s Overall Review Questions Covering Academic Related as Non- Academic modes in
  the school.
b.Students Projects – Summary of how to conduct researches.
c. Review Tests for Red Note Scheme Part 1 and 2.
d. The Notebook integrity Project.
e. Students’ Attitude Checklist.
f. Students’ Problem Inventory for SS 1-3 classes.
g. How to conduct research work for Students’ Projects (SS1 –SS3 only).
h. Techniques of Writing.Good luck
EDUPEDIA IS WILLING TO SET UP AND MAINTAIN A SIMPLE AND WORKABLE MENTORING SCHEME FOR ANY SCHOOL AS A PREMIUM-LEVEL SERVICE

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http://www.facebook.com/mason.collegefestac
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http://www.facebook.com/olukayode.odumosu1

Thank you.

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MENTORS IN NIGERIAN SECONDARY SCHOOLS MUST HAVE CLEAR OBJECTIVES AND DETAILED DAILY OPERATIONAL NOTES TO USE (1)

WHAT NIGERIAN SECONDARY STUDENTS NEED MOST ARE MENTORS/LIFE COACHES NOT “TEACHERS” (2)

…they obviously need life coaching more than their parents ever had…

B.GENERAL GUIDELINES FOR MENTORING WORK AT MASON COLLEGE

NOTE:SOME OF THE TERMS YOU MIGHT COME ACROSS IN THIS WRITE-UP WERE INTERNALLY GENERATED AT MASON GROUP OF SCHOOLS BUT YOU MAY ASK FOR FURTHER EXPLANATION IF NEEDED

1.Mentoring work includes classroom checks or compound searches whenever necessary. In some cases it should involve home visits by mentors as authorized and previously discussed with management.

2.The bulk of mentoring work however shall consist of integrity checks of students under each mentor to ensure that he/she is participating effectively in both academic and related programs of the school. The ultimate objectives are to contribute to their education and generally improve their academic performance as shall be reflected through mid-term or terminal reports.

3.For staff members, mentoring shall be the fastest way to progress in terms of promotion and increased salaries in the school. It is not likely that a tutor who is not a mentor can progress as fast as a mentor to a management position in the school.

4.Where there are obvious cases of dramatic positive changes observed on the part of the student which are traceable or attributed to a mentor such a mentor shall be due to a bonus at the end of the term equivalent to 50% of one month salary. This is a discretionary decision which can be taken by the Director only with or without recommendations from the school’s management. It shall also be in addition to any additional payment  that might be considered for mentors by management.

5.All mentors are expected to be aware of school rules for students and staff members that are available in the library. No mentor shall be allowed to punish students under them except through the Vice-Principals.

6.No mentor shall be allowed to contact parents of students under his or her care directly for any reason. Even if the parent makes the initial contact, he/she shall be directed to the Vice-Principal or the most senior staff in charge of Remedial studies. This is because mentoring is both academic and mainly remedial in nature. The work to be carried out is based on academic-related programs but the mentors’ job is mainly remedial. Every effort by the school staff need some overall coordination.

7.Any mentor found to be lacking in any respect or department of his/her job may not only be removed from mentoring job but might also have his/her overall appointment terminated especially where lack of self-motivation is found.

C. SPECIFIC GUIDELINES ON MENTORING WORK AT MASON COLLEGE (AMENDABLE FOR OTHER SCHOOLS)

8..Remedial work  is divided up as follows:

a.Maths Clinic / Maths Continuous Exercises/ Maths Foundation Exercises.

b.English Clinic/English Foundation Exercises

c.Study and Examination Techniques.

d.Motivational Discussions / Notazine Work/G.P. Exercises

e.Overall Review Exercises (including Seminars).

f. Integrity Checks in the following areas

- Assignments’ checks.

- Red notes checks/Salvation lines checks.

- Notes completion/Text book checks/NP checks.

- Novel summary checks.

- Behavioral records’ checks and observations.

What mentors are expected to do under Maths Clinic, English Clinic and Study and Examination Techniques are already covered by handouts included in Eduguide. These shall be modified by announcements and meetings when necessary.

9. Motivational Discussion covers what we know in Mason College as Life 101 & Life 102. Many of the topics for these are also covered by past handouts which are also to be found in the Eduguide for students or for staff members.

10.Overall reviews are usually conducted by the Director or by any of the VPs as shall be directed.

11.What mentors are expected to do under integrity checks are stated below under the ‘scoring  scheme’. There are also write-ups on Red Notes/Salvation Lines, N.I.P. Novel Summary Exercises which are also to be found in Eduguide for students or staff members.

D.SCORING  SCHEME/ASSIGNMENTS (MONDAYS)/SUBMISSION OF ASSIGNMENTS

12.Award 50 marks for total number. of assignments given and fully submitted by students according to the school’s schedule.

13.The V.P (Academics) shall tighten things up at the gate to ensure that there are no disputes to submission dates and that no student comes to school early in the morning to conclude his/her assignment within or without the school’s compound. Any student caught by clerks or by any other staff while making effort to conclude an assignment in school shall be treated as if the assignment was not submitted as scheduled.

14.50% of the available score for prompt submission shall be lost for late submission prorated over the number of assignments or subjects involved.

15.The whole of the 50% score shall be lost if submission takes place more than 24 hours after the expected hour/date of submission.
 MARKING OF ASSIGNMENTS

16.This is the second stage for scoring of assignments. The total maximum score for converted scores of all assignments shall also be 50%. This shall be by prorating the total score over the number of subjects/assignments given. Example: if only two assignments are given each subject shall have a maximum of 25marks. So a student with 60% score in one subject will have 60/100 × 25 = 15marks for the actual assignment in that particular subject.

17.For assignments not submitted at all the student shall obviously lose the maximum score available not only for submission but also for marking.

E. PERSONAL STUDY TABLES/REVISIONS/RED NOTES/SALVATION LINES/SALVATION QUESTIONS (TUESDAYS)

18.The historical links to the Red Book of the era of Chairman Mao in China was explained to mentors.

19.As graduates of higher institutions it was to be assumed that mentors were themselves conversant with how to prepare revision notes.

20.There is a write-up on Red Notes for reference by mentors under Eduguide for students. Mentors are also  to note that the preparation of Red Notes have links to write-ups in preparation of personal study time tables as well as study and exam techniques.

21.In fact Red Notes shall be prepared vis-à-vis students’ personal study time tables.

22.Mentors are however, to assist students decide or organize their reading hours at home remembering that each student shall essentially be required to spend  2 hours of study each day on three major activities which are Assignments, Red Notes and Novel Summary Scheme. A fourth dimension can be hand writing sessions for those identified as needing them. For this purpose mentors must obtain and sign the Daily Diary of their students. They are to note that the students’ Daily Diary is directly linked to the students’ personal time table on a daily basis.

23.Where student have incomplete notes they are to regard the completion of their assignments and notes most important during private studies each day.

24.Mentors have been warned that students have many tricks up their sleeves when it comes to   preparation of Red Notes as well as in completion of assignments. Specific examples of what have been done in the past and what can be done by students were enumerated to mentors. Many times students tend to forget that these Red Notes are meant to be used to support themselves and not school management when exams are near.

25.Red Notes are not to be confused with Salvation Lines and Salvation Questions. Mentors are to read the write-up on these three under Eduguide for the benefit of their students. They are all students’ tools to be prepared at the appropriate time or on relevant days as evidence of what they do when they are away from school.

26.In preparing their Red Notes any deviation from the personal study time tables agreed with the school shall lead to at least 25 marks being deducted for each occurrence.

27.Any gross violation such as complete deviation from and disregard for agreed study time tables shall also lead to a loss of at least 50 marks and appropriate comment made in the space provided in the mentors working papers.

28.Non-submission of Red Notes on an appointed date on the school calendar shall lead to 100 marks loss. There is no prorated loss as the Red Notes for all subjects are expected to be within inside one book. Even students’ salvation lines are expected to be at the back of their Red Notes. Writing of salvation lines from salvation questions is usually relevant a few weeks to mid-term and terminal examinations.

29.Mentors and management are to agree on the actual week salvation Lines shall be substituted for Red Notes as the focus of their checks. These shall be communicated to students in advance. Students shall also need to be regularly reminded about Salvation Lines.

30.Salvation Lines not drawn in accordance with the handout by the school need to be discouraged. Salvation Lines without collections of questions from the school’s Question Bank or from publications based on actual examinations from WAEC, NECO, JAMB or State Examination Board are also to be discouraged. Students should have evidence from Question Bank Records to show to the person in charge of statistics or mentors that past questions have been used in drawing up their Salvation Lines. They can also be tested to relate their actual Salvation Lines to actual questions used.

31.Students shall be given at least a week’s notice for checking of salvation lines. And the volume of what is written shall not cover more than 100 lines for each subject extracted from their notes, textbooks in order of importance.

32.The scoring/penalty system for Salvation Lines shall be the same as for Red Notes.
TO BE CONTINUED…..
EDUPEDIA IS WILLING TO SET UP AND MAINTAIN A SIMPLE AND WORKABLE MENTORING SCHEME FOR ANY SCHOOL AS A PREMIUM-LEVEL SERVICE

Kindly visit/comment/follow/like us on any of our pages below

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WHAT NIGERIAN SECONDARY STUDENTS NEED MOST ARE MENTORS/LIFE COACHES NOT “TEACHERS”

 

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our children in  poor state even at school!…and this pic is above the average!

A.INTRODUCTORY NOTES  TO  MENTORING OF STUDENTS AT MASON COLLEGE FESTAC

1.At one of our recent meetings it was stated that learning is no longer teacher-dependent. There are several ways students can be educated and these include

-Autonomous (Self) Studies or Independent Learning.

-Personalized learning supervised by a teacher.

-Guided self-studies or self-managed study based on certain guidelines provided by the school.
-Group studies managed by a teacher or the school with specific objectives covering individual students.

2.It was also stated that teachers need to see themselves as managers, facilitators, counselors or coaches for managing the time spent by students at school or even at home and not see themselves in the old images of their own teachers. As managers of students the following were identified as critical areas.
(a)   Reasoning skills (problem solving, critical thinking & reasoning)
(b)   Reflective skills
(c)    Self-appraisal skills
(d)   Social skills

3.Today our mentors have been given the job of managing students’ efforts on Assignments/Homework, Red or Revision Notes, Class Notes Completion, Novel Summaries as well as behavioral modes. They have been mandated to evaluate and provide scores that will further enhance the supervision of these students.
4.In doing these mentors cannot rely on just integrity checks/reports only. They need to be aware of techniques for Speedy Readings, Quick/Mental Tests, Reverse Learning Techniques, Seminar Techniques and Elements of Games Theory. It is when all these are put into consideration during remedial work that statistical review of reports can become more relevant for disciplinary purpose.

5.In order to assist our mentors, an introductory meeting was held and this was followed up with the distribution of a set of general and specific guidelines for scoring purposes. But to further enhance their work mentors need to be provided with some back-up information in relation to these tasks that will further make their evaluations more accurate. This is the reason for the collection of write-ups usually provided for their tasks.

The write-ups are made up as follows:
a.Notes on general remedial work which cover several topics from time management, career counseling and how to conduct research work for students’ projects etc.
b.Notes on Study and Exam Techniques, Red Notes Classroom Psychology, Home Work or Class Assignments, etc.
c.Notes about volume, binding and completion of class notebooks, textbooks and other academic tools which must be possessed and used properly by students.
d.Notes on Maths/English/Jamb Clinics or Seminars. It is, however, realized that not all mentors can participate actively in these sectors.
e.Notes on  related activities that could provide background information  for specialist counseling of students
Hopefully, mentors will not only see these notes as helpful for their roles but will mentally “tune-in” and become personal beneficiaries too.

The second and third parts of this write-up will follow within 24 hrs…please come back for more…

EDUPEDIA IS WILLING TO SET UP AND MAINTAIN A SIMPLE AND WORKABLE MENTORING SCHEME FOR ANY SCHOOL AS A PREMIUM-LEVEL SERVICE

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GO SHINE AT THAT EMPLOYMENT INTERVIEW OR WRITTEN TEST!…REFERENCE MATERIAL FOR PRINCIPAL OR MANAGER ABOUT TO BE EMPLOYED TO HEAD A NEW OR OLD PRIVATE SECONDARY SCHOOL

MR ODUMOSU…GROUP COMPANY SECRETARY CHRISTLIEB PLC AT AN AGM SHORTLY BEFORE STARTING PASS TUTORIAL COLLEGE AND MASON COLLEGE IN FESTAC…

HERE IS  A SHORT PROPOSAL BY THE FIRST CONSULTANT/PRINCIPAL OF MASON COLLEGE WHILE IT WAS STILL ON THE DRAWING BOARD.(20 YRS AGO!)

INTRODUCTION
The establishment and the day-to-day running of any enterprise must be firmly rooted in the time-tested principles of management. For Mason College  it therefore implies that this college of necessity must be an embodiment of sound management thinking both in conception and operational strategies.

PLANNING
At the core of the planning effort should be the purpose or objective for the existence of the college. This pivot on which everything else will turn, must be committed to writing. After establishing the objective, then the planning process should proceed on a SWOT approach. The reason for this being that the college is to spring from an existing similar enterprise – P.A.S.S.

The SWOT (an acronym for Strengths, Weakness, Opportunities & Threats) approach, appraises objectively the current level of performance in terms of internal environmental Strengths and Weaknesses in conjunction with an appraisal of external environmental factors which might affect the future of the college. These factors constitute Opportunities and Threats.

From the briefing I was given regarding the operations at P.A.S.S, I shall outline a few of these factors as pointers to others that may be thought of later.

Our Strengths: A considerable following in Festac based on:

(a) A high record of success with candidates

(b) A high level of discipline

(c) A personalized students’ service

(d) Location within Festac

(e) Ready infrastructure for the short term take-off of the College

(f) Staff know-how

(g) Staff commitment

Our Weaknesses:

(a) What percentage of student’s population does the out-of-Festac market constitute?

(b) The level of enthusiasm the Festac market would have towards a proposal of a re-location outside of Festac.

(c) The extreme high-cost base of a permanent location within Festac.

(d) The short-term lack of adequate laboratory facilities of our own.

(e) Inadequacy of internal fund-sourcing.

Our Opportunities:

(a) The laboratory-sharing arrangement with Festac Girls School

(b) The establishment of a books & stationery supply arm of the college for our needs (if none exists at present)

(c) The extension of the relationship with Festac Girls School and others to supply their books & stationery needs.

Our Threats:

(a) The number & quality of competitors springing up in Festac and immediate environs.

(b) The tenuous laboratory-sharing arrangement with Festac Girls School

(c) The social, economic & political vicissitudes of the macro external environment.

A realistic appraisal along these lines can furnish us with opportunities for brainstorming on how to make the most of our internal operational strengths, seize opportunities, deal with our weaknesses and cushion the effects of effects of external threats.

My propositions regarding some of the identified weaknesses and threats are as follows:

(a) We should take a documented random-sampling of parents’ view on our intended re-location using the present P.A.S.S. parents.

(b) If the distance involved is the concern of parents, we could provide transportation facilities in compensation. However, such a decision must be evaluated in terms of the cost-benefit vis-à-vis the cost f setting up a permanent location within Festac.

(c) Aggressive marketing of the college must commence so as to tap heavily into the market outside of Festac.

(d) A written agreement between the college and Festac Girls School as regards the exact terms of the laboratory –sharing relationship. This is to protect our interests in the event of a change in leadership at the Festac Girls School. The agreement should also state clearly what would happen if our laboratory equipment suffers any damage while being used by the Girls School.

(e) Contingency plans must be made to counter whatever dire challenges we get faced with.

STAFFING

The profitable administration of the college will be difficult to achieve without a competent and committed staff body. Without prejudice to the existing system of administration at P.A.S.S. and as much as hierarchy will be respected, the thrust of my tenure at the college shall be to view and relate to all staff as members of a team whose know-how and energies need to be harnessed toward the realization of the college’s objectives. Everyone is important to the system and must be deemed and treated as such.

CONTROL

This is of vital importance when talking of the profitability of the college. We must ensure that control measures apply not to cost-related items but to staff output as well. Control of materials and utilities usage will help to ensure cost control of staff performance (especially academic staff) which will facilitate the sustained growth of the student population and thus long-term profitability.

To this end, I propose that targets be set for each department to meet. There also must be in place formalized performance standards which will be used to evaluate departmental performance and which will be used to evaluate departmental performance and which must be communicated to all concerned. A two-weekly review of academic work done by each department is also proposed in order to monitor the progress made in respect of the set academic targets.

CONCLUSION

To realize our goal of profitability, our objective must be in constant view, every aspect of our operations – men, machines, money & materials – must be managed well. We must cultivate and maintain a highly motivating environment for our staff in order to get the best out of them. On my part, I shall put to use all the managerial and human relations skills at my disposal towards making Mason College everything the founders dreamed it to be

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TIME WASTERS MOST HATED BY SCHOOL OWNERS…A REMINDER TO TEACHERS/SCHOOL MANAGERS BEFORE YOU LOSE THE JOB!

TIME ROBBERS FOR PREVENTION BY NIGERIAN SECONDARY SCHOOL STAFF/MANAGERS

“Are you on top of your job or underneath?
Many men in the high-pressure world of Education
Business and Industry look on helplessly
While their responsibilities grow faster
Than they can handle”. – Auren Uris

1. An effective staff member must know how to use his time effectively. Planning is a tool which the staff member, has at his disposal for reducing the risk of unproductive utilization of time. However the most effective combat against the onslaught of unforgiving time is determination and commitment to get the best out of every flying second.
2. A good staff must realize that there are several competing forces against the use of time. More importantly, it must be recognized that time is one of the scarce commodities nature has bestowed on man. It is uncontrollable in its action but we can control ourselves in how it is used despite its uncontrollable state. Sometimes we say we are “playing for time.” That doesn’t mean we are manipulating time. We are only relying on the dictates of time to execute an action. If we miss that opportunity, we can never recall it. If we get another opportunity, it will be another time. It may be better; it may be worse. What we can predict accurately is that the outcome could be “fifty-fifty.”
3.Even with a good plan, on how to use time, there are a number of ruthless foes of time. They can be referred to as “time robbers”. Indeed they deprive a staff member of one of his most precious and possibly the most elusive commodity – time.
Let us examine these.
 a.Inefficiency ranks first among time robbers. A job done poorly, whether in haste or carelessness, that must be done over, is a monstrous thief of time. Work poorly done can include the following:
-         Uncompleted work
-         Work done without adequate relevant records or facts to support / recommendation
-         Work completed with omission of vital facts or data
-         Untidy work
-         Work generally below  set standard
b.Indecision also ranks high among time robbers. Indecision may arise from the following factors:
-         Fear of failure and  of school owners’ criticisms
-         Failure to make timely decision
-         Lack of courage, authority
-         Procrastination
c.Tension
-         Discontentment
-         Intelligent dissatisfaction with ways of doing things
-         Environment
-         Loss of control of situation
d.Long meetings and conferences ( or Over – Communication)
To avoid over-communication ensure that the following points are borne in mind.
-         Only those persons that are necessary should be present at a discussion (meeting)
-         Prepare an agenda and ensure participants understand the objective of the meeting
-         Present facts concisely and encourage those who are to attend the meeting to prepare their written reports, if any, in advance (these must be short).
-         Keep to the discussion and steer the meeting towards reaching a consensus.
-         Fix responsibilities for follow-up and ensure minutes of the meeting are finalized as soon as possible.
 e.Ineffective and inefficient administrative styles and habits:
-         Misplacing important items
-         Visitors  at work on “friendly visits” (drop -ins)
-         Unanticipated interruptions
-         Commuting and shunting in the office
-         Long letters
-         Waiting for people
-         Failure to delegate
-         Mediocre personnel
-         Lack of preparation for meetings
-         Correspondence delays (shuffling papers)
-         Reading materials not relevant to the job
-         Unnecessary out-going correspondence
-         Telephone/ GSM interruptions
-         Poor organization
-         Long Coffee/ Tea breaks (if any)
-         Routine detail

4.MORE NOTES FOR STAFF AND SCHOOL MANAGERS COMING UP SOON

5.MOST OF THE MATERIAL ABOVE WAS EXTRACTED FROM A SOURCE WHOSE NAME IS NO
LONGER AVAILABLE TO US.IF YOU ARE THE OWNER KINDLY PUT US ON NOTICE FOR
PROPER ACKNOWLEDGEMENT.

THANK YOU

WAEC/NECO SYLLABUS/PAST QUESTIONS/ANSWERS …ECONOMICS…SEE NOTES UNDER PAST QUESTIONS!

GET SMARTER!

 WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION-ECONOMICS

   SYLLABUS

PREAMBLE
This syllabus is designed to expose students to the basic economic principles as useful guide to rational decision-making relating to individuals, business, government and society in general; and to enhance their understanding and appreciation of economics not only as an academic field of study but also as a practical subject.
OBJECTIVES
At the end of the three-year course, students are expected to:
1.be  acquainted  with  basic  economic  principles,  concepts  and  the  tools  for  economic analysis.
2.be familiar with the structure and functioning of economic institutions – commercial, industrial and financial.
3.understand the basis for rational economic decisions.
4.understand and be able to explain the basis and structure of the West African economy, including the roles of agriculture, industry and mining and their contributions to the national income.
5.be able to follow the role and status of the West African countries  in international economic relationships.
6.appreciate   the   problems   West   African   countries   encounter   in   their   economic development.
RUBRICS OF THE PAPER;
There will be two papers;

-Paper 1 will be an objective test of 50 questions to be completed in 50 minutes, and

-Paper 2, an essay-type to be completed in 3 hours.  Paper 2 will be divided into 2 sections (A and B).  Section A will consist of two data-response questions and candidates must answer one of them.  Section B will consist of ten other questions and candidates will be required to answer any four of them.  All questions will carry equal marks.
Candidates will in all, be required to answer all questions in Paper 1 and five questions in Paper
2 as spelt out above.
DETAILED SYLLABUS
DEFINITION AND SCOPE OF ECONOMICS
Scarcity and Choice, Scale of preference, Opportunity cost, Economic activities – Production, Distribution and Consumption.   Classification of economic activities – Primary, Secondary and Tertiary and their relative contributions in terms of output/income, employment, savings and foreign exchange.
TYPES AND BASIC FEATURES OF ECONOMIC SYSTEMS
(a)       Types – capitalism, socialism, mixed economy, etc. (b)       Basic features of each.
(c)       Economic problems of society and the approaches for solving them under each of the systems.
BASIC TOOLS OF ECONOMIC ANALYSIS
Tables,  graphs  and  charts.    Some  basic  statistical  measures  and  representations  –
arithmetic mean, median, mode, and their simple applications.
THEORY OF CONSUMER BEHAVIOUR
Concept of utility (total and marginal utility).
Law of diminishing marginal utility; relation between marginal utility and the demand curve.
DEMAND
Concept of demand and laws of demand; types of demand (derived, composite, joint and competitive); factors determining demand for goods and services – price of the commodity, prices of other commodities, income, tastes, price expectations, etc. Distinction between a shift of and movement along a demand curve; concept of elasticity of demand.  Types of elasticity of demand and their measurement – price, income and cross elasticities of demand; importance of the concept of elasticity of demand to consumers, producers and government.
SUPPLY
Concept of supply and laws of supply; types of supply – composite, complementary and competitive.   Factors determining supply – input prices, technology,  prices of other commodities, climatic factors, etc.  Distinction between the shift of and movement along the supply curve.  Concept and measurement of elasticity of supply and its importance to producers and government.
 THEORY OF PRICE DETERMINATION
The concept of the market; interaction between demand and supply.  Price determination under free and regulated markets.  Equilibrium price and quantity in product and factor markets.   The effects of changes in supply and demand on equilibrium prices and quantities.  Price controls: maximum and minimum price regulations – meaning and their effects; rationing, black market (parallel market).
PRODUCTION, THEORY OF COST AND REVENUE
(a) Production – meaning, types: Factors of production (Land, Labour, Capital, Entrepreneurship).   Division of labour and specialization; scale of production (Internal  and  External  economies),  production  possibility  curve  or  frontier; concept of total, average and marginal productivity and law of variable proportions.
(b) (i) Cost concepts-total cost, average cost, marginal cost, variable cost;
fixed cost; short-run and long-run costs.
       (ii) Distinction between economist’s and accountant’s view of cost (opportunity cost
and money cost).
(iii) Revenue  concepts:  total,  average  and  marginal  revenue;  marginal  revenue product.
(c)  (i)   Factors affecting productivity.
        (ii) Factors determining the size of firms.

MARKET STRUCTURES

Determination of price and output under different structures (Perfect competition, imperfect competition, monopoly).   Review of cost and revenue concepts.   Price discrimination/dumping.

BUSINESS ORGANIZATIONS

Types and basic features of business enterprises – sole proprietorship; partnership, Joint- Stock companies (Private and Public), Co-operatives; Statutory Corporations, Joint ventures.   Sources of funds.   General and basic problems of business enterprises. Privatization and Commercialization as solutions to problems of public enterprises.

DISTRIBUTIVE TRADE

Process of distribution, role of wholesalers, retailers and co-operatives; the role of government agencies in product distribution and the problems of distribution.

POPULATION AND LABOUR MARKET

(a) Population – determination and implication of size and growth of population; theories of population – Malthusian,Demographic transition theories, etc.  Geographical, age,sex and occupational distribution.  Importance and problems of census.  Population and economic
development (under – population, optimum population and over-population).

(b) Labour Market -Concept of labour force, efficiency and mobility of labour, factors affecting the size of the labour force, particularly the population characteristics (age, sex, occupation, education, etc.); supply of and demand for labour; wage determination and concept of unemployment.  Trade Unions,Employers’ Associations, and Government policies on labour and wages.
AGRICULTURE

Structure (e.g. food crops, export crops, livestock, fisheries); systems of agriculture (peasant, commercial, co-operative and state farming); importance of agriculture to the national economy; marketing of agricultural products (commodity boards).  Agricultural policies (minimum agricultural prices) problems of agriculture and remedies.

INDUSTRIALIZATION

Meaning , types, location of industry, localization.  Role of industrialization in economic development.  Strategies of industrialization, problems of industrialization, indigenization policy.  Public policy towards industrial development.

NATIONAL INCOME

Meaning of major national income concepts e.g. Gross Domestic Product, Gross National Product, Net National Product, etc.   Different ways of measuring national income and their problems.   Uses and limitations of national income data; trends and structure of national income.

MONEY AND INFLATION

Money – definition, historical development, types, characteristics and functions.
Supply of and demand for money, value of money and the price level.

 Inflation- meaning, types, causes, effects and control.  Deflation.

FINANCIAL INSTITUTIONS

Types (traditional, Central Bank, Commercial Bank, Development Bank, Mortgage Bank, Merchant  Bank  ,  Insurance  Companies  and  building  societies);  development  and functions of financial institutions.

PUBLIC FINANCE

Fiscal policy and objectives of public finance; Sources of government revenue, direct and indirect taxation; incidence and effects of taxes, structure of public expenditure (recurrent and capital expenditure); effects of public expenditure.   Government budget and the national debt.

ECONOMIC DEVELOPMENT AND PLANNING

Meaning of economic development; distinction between economic growth and economic development; elements of development planning (reasons for planning, types of plans and problems of planning).

INTERNATIONAL TRADE AND BALANCE OF PAYMENTS

International Trade: differences between domestic and international trade, the basis of international trade, commodity terms of trade (definition and measurement), commercial policy (objectives) and instrument – tariffs and direct control.

Balance of Payments: role of money in international transactions, meaning and components of balance of payments, balance of payments disequilibrium, balance of payments adjustments (exchange rate policy, exchange control, monetary and fiscal policies) and financing (the use of reserves and international borrowing).

Economic  Integration  (objectives,  types  and  features.)     Development  and problems of economic integration in West Africa (ECOWAS): issues in the new international economic order, trend and structure of West African countries’ external trade.

INTERNATIONAL ECONOMIC ORGANIZATIONS

Development and role of Organization of Petroleum Exporting Countries (OPEC)

Economic Commission for Africa (ECA)

International Monetary Fund (IMF)

International Bank for Reconstruction and Development (IBRD)

European Economic Community (EEC)

African Development Bank (ADB)

United Nations Conference on Trade and Development (UNCTAD)

West African Clearing House, etc. Relevance of such organizations to West African countries.

MAJOR NATURAL RESOURCES

Development  of  major  natural  resources  (petroleum,  gold,  diamonds,  timber,  etc).;
contributions to West African economies (positive and negative).

PAST QUESTIONS/ANSWERS(2007-2010)

IF YOU CLICK ON THE SUB-HEADING ABOVE  YOU WILL GET THE ONE FOR  WAEC2010.THE OTHERS HAVE BEEN TEMPORARILY REMOVED UNTIL DIAGRAMS ARE AVAILABLE.(WE HAD POSTED THE CONTENT ABOVE BEFORE REALIZING THE PROBLEM WITH DIAGRAMS) BUT IF YOU WANT THEM ALL THE SAME PLEASE MAKE A REQUEST THROUGH OUR COMMENTS SECTION BELOW OR JUST SEND YOUR E-MAIL AND WE WILL SEND WHAT WE HAVE TO THR E-MAIL.THANKS

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A REFERENCE HANDBOOK OF SCHOOL RULES,REGULATIONS AND DISCIPLINARY MEASURES FOR NON-EDUCATION GRADUATES AND INTENDING PROPRIETORS (2)

CONTINUATION FROM PART 1

ballroom dancing by ex-students of Mason College

 RULES AND REGULATIONS FOR STUDENTS – LIST OF OFFENSES

THE FOLLOWING SHALL CONSTITUTE OFFENSE PUNISHABLE BY IMPOSITION OR AS OTHERWISE  SHOWN ON THE SCHEDULE OF PUNISHMENT ATTACHED

A.                  NON- ACADEMIC OFFENSES

1.       UNIFORMS:

(B) Torn/Dirty uniforms or uniforms with loose buttons (1)

(C) Incongruous color of uniforms with school specification (1)

(D) Shirts and blouses without school badges (1)

(E) Foot sandals and socks that are different from those specified in the school prospectus or by management (1)

(F) Irregular hairstyle e.g permed or stretched hair shall not be allowed. Low cut hairstyle which is even shall be preferred for boys (1) 

2.    ATTENDANCE/LATE COMING/ABSENCE FROM SCHOOL

(B) Default in signing the attendance register on entry in the morning and on exit later in the day(2)

(C) Late coming to school without authority of parents (3)

(D) Absence from the school for a day or more without the knowledge of the parent or/and without a letter from the parent in acknowledgement of such absence (4) 

3.    CONDUCT

(A)   Tampering with school records and notice boards (5)

(B)   Noise making/Restlessness in class/Disturbing other students (6)

(C)   Wandering and loitering around the school premises (6)

(D)   Eating or drinking in the classroom without lawful authority (7)

(E)    Rudeness to seniors / Wickedness to juniors (8)

(F)    Rudeness to tutors or school management (9)

(G)  Breakage or willful damage of school property (10/11)

(H)   Fighting or smoking (12)

(I)     Smearing of walls/Writing on walls (13)

 NOTE: Numbers in brackets refer to the schedule of offenses and punishment below.

B.      ACADEMIC OFFENSES

1.       NOTEBOOKS/TEXTBOOKS/PRACTICAL NOTEBOOKS/ ABSENCE FROM CLASS

(A)   Incomplete notebooks (18)

(B)   Torn/Dirty notebooks (18)

(C)   Incorrect notebooks without regard to dates, headings, punctuation marks etc (18)

(D)   Drawings in subject or practical notebooks not done in pencil or done illogically without heading and appropriate labeling on one side of the diagram

(E)    Notebooks and textbooks lost, misplaced carelessly by students and found within the premises of the school (19)

(F)    Absence from class lectures or practicals (19) 

2.       SUMMARY OF NOVELS

(A)   Default in submitting summary work on time (15)

(B)   Copying of previous or current summary work of classmates (16)

(C)   Lifting passages verbatim from books and misrepresenting these as personal summaries (16) 

3.       ASSIGNMENTS/TESTS/EXAMINATIONS/REMEDIAL CLASSES

(A)   Default in submitting assignments according to schedules given by school management (15)

(B)   Copying of solutions from classmates (15)

(C)   Tests and examination absenteeism without due clearance (18)

(D)   Cheating and other fraudulent practices during tests, examinations (19)

(E)    Tampering with performance records (5)

(F)    Absconding from remedial classes without permission (18)

(G)  Not keeping proper “RED NOTES” for remedial studies (20)

(H)   General nonchalance to studies (20)

 NOTE: Numbers in brackets refer to the schedule of offenses and punishment below

SCHEDULE OF OFFENSES AND CORRESPONDING PUNISHMENT

NON-ACADEMIC OFFENSES

1.    Improper Dressing (Hair, Uniform, Shoes)	Imposition after school (at least 200 lines).4(b)-(d) below  also apply for repeat offenses
2.    Non-signing of attendance Register/Signing register on behalf of another student dishonestly	Imposition (200 lines). 4(b)-(d) below  also apply for repeat offenses
3.    Lateness to school after discussion/warning	4 strokes of the cane or imposition of 200 lines for incorrigible offenders.4(b)-(d) below  also apply for repeat offenses
4.    Absence from school without clearance	(a)Imposition (200 lines) (1st time offender) (b)Imposition (500 lines) (2nd time offender) (c)Suspension (2 weeks) (3rd time offender (d)Expulsion (4th time offender)
5.    Tampering with school records, notice boards and performance reports.	Same as (4) above
6.    Restlessness in class/wandering aimlessly around school/disturbing other students/noise making	4 strokes of the cane for incorrigible offenders.4(a)-(d) below  also apply for repeat offenses
7.    Fighting/eating/chewing or drinking in classrooms without authority	Same as (4) above
8.    Rudeness to seniors/wickedness to juniors	Imposition (200 lines).4(b)-(d) below  also apply for repeat offenses
9.    Rudeness to tutors/management	As in (4) above
10.   Accidental breakage of school articles, equipment or assets.	Replacement or reimbursement to the school of broken or damaged article.
11.   Willful damage of school property	(a)Suspension (2 weeks) in addition to (10) above (1st time ) (b)  Expulsion (2nd time
12.   Stealing/Smoking/Drinking of liquor	(a)Suspension (2 weeks) (1st time ) + Return of stolen property (if any) (b) Expulsion (2nd time)
13.   Smearing of walls/writing on walls	4 strokes of the cane and purchase of paint for wall.
14.   Refusal to carry out impositions or outright disobedience to constituted authority.	(a) Suspension (2 weeks) (1st time) (b)  Expulsion (2nd time)

ACADEMIC OFFENSES

15.   Non-submission of assignments/related offenses on assignments	Detention at school to complete assignments properly.
16.   Non-submission of summaries of novels/related offenses on summaries.	Same as (15) above
17.   Not having good notes/incomplete notes or “Red notes”not prepared as instructed	Detention every day until all notes are completed. For students on remedial studies, detention shall take place after remedial classes (if any)
18.   Non-attendance of tests, examinations, practicals or remedial programs without parents clearance/loss of note books.	See (4) above.
19.   Cheating in examination hall/tests	(a)    4 strokes of the cane/cancellation of paper submitted and retaking of another with a report to parent (1st time)     (b)   Suspension (2 weeks) in addition to 19(a) above (2nd time)     (c)    Expulsion (3rd time)
20.   Nonchalance to studies/school programs (after one recorded conversation and warning)	(a)    Imposition (200 lines) (1st time)     (b)   500 lines (2nd time)     (c)    Suspension (2 weeks) (3rd time)     (d)   Expulsion (4th time).
21.   Use of “pidgin” English or vernacular as medium of conversation.	(a)    2 strokes of the cane (1st time)     (b)   Payment of N50.00 + 4 strokes of the cane (2nd time)     (c)    Suspension (2 weeks + 4 strokes of the cane) (3rd time).

REMARKS:

(a) All impositions and detentions given shall take place after school each day except decided otherwise by the Principal or the Director only. In Mason it shall take place after remedial classes if such student is not performing well.

(b)  Management shall not allow students to know the exact wordings of the imposition to be given before the close of school

(c)  Management shall ensure that every effort is made to prevent friends helping offenders to write impositions. And if management fails to observe such help/aid when impositions are submitted such manager shall be severely disciplined.

(d) Imposition for PASS students shall take place on Saturdays only.   

Related articles

School Rules,regulations and Schedule of Disciplinary Measures for for Non-education Graduates and Intending Proprietors (1) (lagosbooksclub.wordpress.com)

Basic Notes on Administration of Nigerian Secondary Schools for Non-education Graduates and Intending Proprietors (3) (lagosbooksclub.wordpress.com)

A REFERENCE HANDBOOK OF SCHOOL RULES,REGULATIONS AND DISCIPLINARY MEASURES FOR NON-EDUCATION GRADUATES AND INTENDING PROPRIETORS (1)

ex-students of Mason College,Festac

 

SCHOOL RULES AND REGULATIONS FOR STUDENTS(AS IMPLEMENTED AT MASON AND PASS TUTORIAL COLLEGES,FESTAC)

GENERAL CONDUCT AND BEHAVIOR

1.       Every student shall be expected to be obedient and respectful to tutors and management. Rudeness and insubordination by students shall be punishable offenses.

2.       Students shall also be expected to be attentive and orderly while lectures are in progress. Permission to ask questions or to excuse oneself shall be sought by raising of hand. Any flagrant violation of this procedure shall be punishable.

3.       Students shall be expected to maintain good culture of cleanliness within the school. Littering of the floor, writing on walls, blackboards, desks, benches, chairs, doors, etc are strictly prohibited.

4.       Wanton damage of school property is forbidden and punishable.

5.       Loitering and wandering aimlessly during regular class periods shall not be allowed.

EXAMINATIONS AND REGULAR TESTS

6.       Every student shall be expected to participate in all examinations and regular class tests involving his/her courses. Abstention or outright refusal to take examinations are serious and punishable offenses.

7.       All forms of cheating and other examination malpractices constitute indiscipline and are punishable.

VISITORS AND MODE OF VISITING

8.       Generally, students are not allowed to receive visitors without obtaining permission and clearance from the school management. Management shall decide whether such meeting shall be in its presence or not.

CLASSROOM CONDUCT / BEHAVIOR

9.       Noise making or any act of disturbance or distraction during lectures shall be punishable.

10.   Chewing, eating or drinking is not allowed during classes or in the classrooms.

11.   Absence from school or lateness to classes without clearance by parents or sponsors shall be punishable offenses. Such clearance shall be by way of correspondence or a verbal message delivered by the sponsor personally to the school management.

12.   Students shall be expected to conduct themselves properly during classes. Quarreling and fighting between students shall be punishable.

13.   Electronic gadgets such as cds, radio, cassette-recorders and other musical devices are not allowed in school. Only magazines available in the school Press Room or Library and cds available in the Computer Rooms or personal flash drives for computer tuition shall be allowed to be read or used by students.

MODE OF DRESSING

14.   Dressing shall be the approved uniform (MASON) or shall be formal (PASS). Transparent clothes and immodest jewellery are not allowed.

15.   Only low-heeled shoes, trainers and sandals shall be worn by students.

16.   Hair style for both male and female student shall be as prescribed by the school management. Permed hair shall definitely not be allowed in Mason College.

17.   Students are not permitted to wear sunshade or colored spectacles. Only medicated lenses are exempted.

18.   Mason students are not allowed to put school bags on classroom tables. Class prefects shall be held responsible and punished for cases found in future.

STAFF ROOM / SCHOOL NOTICE BOARDS

19.   The Staff Room is out of bounds to students unless invited.

20.   Students shall keep abreast with developments in the school by consulting the various notice boards everyday they get to school.

21.   It is an offense for any student to remove or tamper with any information on the notice boards.

22.   Any student or group of students who wish to communicate with the other student body via the notice board shall first seek permission from the management of Mason or the Coordinator (PASS). Such information as would be permitted shall be strictly academic and should be in the interest of the school and students.

LIST OF OFFENSES

23.   Most offenses arising out of school rules and regulations are divided into academic and non-academic offenses as shown in the next post

SCHEDULE OF OFFENSES / PUNISHMENT

24.A schedule of  corresponding punishment is also to be found on the post for reference by management and staff members who may find it useful in part or whole for inclusion in their disciplinary setup

TO BE CONTINUED

10 SIMPLE QUESTIONS TO HELP YOU KNOW WHAT KIND OF SECONDARY SCHOOL STUDENT YOU ARE.BE HONEST WITH YOUR ANSWERS IN OUR COMMENT SECTION.THANKS

Jambite?

What Kind of student are you?

Students’ attitudes to learning can decide whether they succeed or not. Test yourself on this simple questionnaire to discover your own attitudes. Mark only one answer.And don’t be deceived by what looks like a pattern!

1.What is the main reason for  sitting your next examination?

A.      My parents (or other authority) want me to

B.      All my friends are taking it

C.      It’s a step forward in my life

2.  Do you study in the same way now as you did when you were younger?

A.      Yes, I suppose so

B.      No, a bit differently

C.      I have changed a lot

3.   What do you feel about trying out new ways of studying?

A.      It is too dangerous

B.      I might try

C.      I will certainly try

4.  Which of these do you think is most important to the examiner?

A.      I have studied the correct books

B.      I have been a good obedient student

C.      I can answer his questions

5.  What will be your thought as you enter the examination room?

A.      I want to show the examiner I know a great deal

B.      I want to prove to him how hard I have worked

C.      I want the examiner to realize I can think and argue

6.Which of these statements do you think is true of an essay type question?

A.      There is a correct answer in the text book

B.      There is a secret correct answer the examiners have agreed on

C.      There are usually many correct answers to questions

7.  When faced with a complicated and difficult examination question do you:

A.      Use as many words from your textbooks as you can remember?

B.      Use words that are long and impressive

C.      Explain as clearly and as fully as possible

8.Does fear of failure ever stop you concentrating on your work?

A.      Sometimes it does

B.      No, it makes me work harder

C.      I stop worrying when I become interested

9. Do you enjoy sitting down with your books?

A.      No, it’s really hard work

B.      Sometimes I do

C.      Mostly, it can be very satisfying

10. Do you find learning new ideas exciting?

A.      Never

B.      Yes,occasionally

C.      Many times

JAMB 2013…HOW COME ONLY 192 CANDIDATES COMPLAINED OFFICIALLY TO JAMB?…AND THEY WERE ALL WRONG!..WHY? HOW?

RE-BLOGGED FROM LAGOSBOOKSCLUB.COM

Prof Dibu Ojerinde

JAMB clears doubt on 2013 UTME results

 

Bwari (FCT) -  The Joint Admission and Matriculation Board (JAMB) on Monday reacted to the 192 complaints received from candidates who sat for the 2013 Unified Tertiary Matriculation Examination (UTME).

The Registrar, Prof. Dibu Ojerinde, at a meeting in Abuja with some of the candidates who filed the complaints, said it was imperative to clear the doubt of the public about the UTME.

Ojerinde said that there was an open complaint from the media which amounted to a threat to the integrity of the organisation.

He said that out of the 192 candidates who filed their complaints, 132 candidates requested that their examination scripts be remarked, while 63 requested to see their examination scripts.

“We are sure of what they scored, we are sure of the situation and we are sure of the true position of things, even with those who claimed that we did not release their results.

“But in the final analysis, you can see that they did not shade their subjects correctly, how can we release a result that is not known to us?.

“That was why we told the candidates to come on June 10 to see their papers and here we are, together with the complainants.

“We have been showing them their papers and so far, nobody has won. I can bet you, the damage done to our integrity is what we have come to protect.’’

The registrar, who reiterated JAMB’s determination to ensure transparency and accountability in the conduct of its examinations, added that “we have to be able to tell the people how we conducted the exams and how we scored them.

The JAMB boss said the organisation was not responsible for the failure of any candidate in the 2013 UTME, stressing that rather, the failure was due to double shedding and not following proper instructions as required.

He commended the aggrieved candidates for their boldness in writing their complaints to JAMB.

He directed that any complainant who must have paid the requested amount for the verification should be refunded.

Meanwhile, some of the complainants told the News Agency of Nigeria (NAN) after the meeting that they were not pleased with the way and manner the UTME was conducted.

A complainant, Miss Chiamaka Nnadika, said she was not satisfied even after seeing her examination script.

Nnadika, however, commended JAMB for the steps taken to call for such an exercise.

“Such a meeting should also be held in the states, instead of people travelling from the east and the north to come to Abuja.

“It will be better if JAMB will organise such meetings in the 36 states of the federation so that people will understand their issues better.’’

Another complainant, Mrs Queen Wuhu, said she was not happy about the turnout of things.

“I was wondering why I failed my JAMB, that was why I wrote a complaint letter to JAMB that I wish to see my answer script but I was shocked with the findings that  I was actually the one who made the mistake by double shedding.

“That means I am going to lose this year again, I will work harder next year.’’

Also present at the meeting were representatives of the Public Complaints Commission and the Independent Corrupt Practices Commission (ICPC). (NAN)

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WHAT DO YOU REMEMBER ABOUT YOUR SECONDARY SCHOOL DAYS?..THREE OLD BOYS OF CHRIST’S SCHOOL ADO-EKITI REMEMBER THEIR ALMA MATER WITH LOVE…WHAT ABOUT YOURS?…PLEASE BE OUR GUEST!

ABOUT CHRIST’S SCHOOL, ADO-EKITI

famous middle road from the classrooms to the school gate

WHAT MADE CHRIST’S SCHOOL TICK? (OLD BOY1) 

Once you were admitted and checked into a house, a regiment of discipline began.

First of all, you are welcomed and granted a week of grace (O what an ass) during which no senior would punish you. Thereafter, you began to learn songs that would be had at morning devotions. You were given specific tasks. You had to know the first and last stanza of every popular hymn from ‘Christ Is Our Corner stone”, “O Jesus I have promised”, “Stand Up Stand Up For Jesus” etc. You would be supervised at these by form three students (Nothing like JSS or SSS. Only O and A levels).

Seniors would start testing you directly or indirectly at hostel level in Maths and English which would then give the seniors an idea of your potentials.

You were given books, teeru (baft) uniform and thereafter serious work started. Apart from the house work, there is compound work, supervised by the Labor Prefect through the class captains. No teacher came to supervise you at work. Prefects and seniors were allowed to run the school leaving the staff to concentrate on the serious work of academics.

School punishments were in grades:

-Imposition for light offenses like rudeness to seniors, absence from prep etc. This was administered by the Senior Prefect.It attracted a punishment that would take about an hour to execute.

-For more serious offenses like rudeness to a teacher, absence from lesson, you were sure to bag a Detention. This was one week of work either in the kitchen or working as a local tipper. This was administered and controlled by the Principal/School Matron (Iya Maty!)

-Very serious offenses would result in suspension or dismissal but these were very far in between. You were retained in the school to be “tamed”. There was no fence around the school but incidents of stealing was far in between because if you were caught, you were in real soup. But Some very daring fellows still went to Dallimore Street (Kafe) to buy food in the night!

There were very few day students hence it was very easy to spot any Christ’s School Student found in town. We did not have fantastic facilities but we had fantastic etiquette. You were taught to read and do your assignments. Time management was taught without our teachers reading THE HARVARD BUSINESS REVIEW.By the time you had spent a session in Christ’s School and if there was no change, then you could hardly change anywhere else.

Remember that Christ’s School admitted only the best of the best from all the schools around. When these rookies were drilled for at least five years, you can  understand why the results were usually excellent. Distinctions in school cert  exam was commonplace. Dr. Kayode Obembe, Miss Wura Olaore had Aggregate 7 while the late Aribatise had AAA in HSC Physics, Chemistry and Biology which was the best result in West Africa that year.

If the environment of  great discipline had remained, all the Olashores,  Igbinedions, Jesuit Loyola, Gifted Children Schools etc, would have been made to look like amateurs. 

OUR SURVIVAL SLANGS (OLD BOY 2)

Agbe: Behaving like a farmer or caveman.Opposite of Butter

Butter/Asoh: Posh students

Cafe: An area in town a few yards from Dallimore house – also known as “U”.

Fina: To read or study very hard

Gan pasia: A partial bath that involves very little water (experts can use just a cup of water) also know as German Bath.

Gbo ru: To study overnight

Kanje: A sugar and garri combo

Micro: Small loaf of bread

Oh what an Ass: Initiation ceremony for new male students.

Omo kan: A way of calling out for junior student in sight, usually to send on an errand

Pere: Stabbing lectures or chapel service

Para: Sharing something that is not yours

Set: A five a side football match

Soak: To soak garri in water (related to Kanje)

Space: Walking the areas of inner asbestos roofs.

Gbe Stroway: Off school compound without permission

Rock: If your stuff was missing, as a junior student, you were never allowed to say it was stolen. It would have been ‘rocked’

Iso: Large loaf of bread

Double Decker: Rice and beans

Portion: Your portion of grass (School gardening?)

Ewe: Beans

Ege: Gari

Fabu: a fable/folklore

Yo coffee: To urinate

Oga: School principal

Owners Corner: bed in corner

Oloogan: A little stream in the girls section.(almost every student would have drank from this stream)

Jamboree: An activity which involves throwing items around after lights out (common in the mid 70′s)

Karufi: Huge guy

Slip: Notification of a post office moneygram or Postal order.

Ifakun: To slap one in the stomach

Ijoge: Tea

Conkere: Dry mix of Ege & Ewe

Pon U: Buying food from Cafe in a water bucket

Garri cake: Moist garri mixed with concoctions of Bornvita, Lactogen, Milo or Nido out of a tin mould

Kronje: Supposed leaked answers to an exam

Jungle warrior: A student that always leave school during school hours.

Mu jungle: To leave school during school hours illegally always through the bush.

christschoolalumni.org.uk

POSTSCRIPT(OLD BOY 3)

Happy to say Christ’s School is our alma matter too. And here is what we had posted earlier about that wonderful school and Rev L. D. Mason.

CHRIST’S SCHOOL ADO-EKITI, EKITI STATE-HAD  GREAT  MOTIVATORS OF STUDENTS  AND A WELL-ORGANIZED  LIBRARY

Some of us attended great secondary schools. Today, we would not have been able to contribute much to education  without  our  school and the gardeners of our lives especially  Rev Mason and Rev Ogunlade. That school  is Christ’s School, Ado-Ekiti in Ekiti State.

We imbibed so much of what good education is such that it  can never leave us ever. Coincidentally, the current Governor and Commissioner for Education for Ekiti State are both products of the same school!.That should give more clues to what is being referred to here.

Right from form 1 we were made to appreciate Literature. This was backed up by a good and well-organized library. Our Principal of almost 20 yrs Rev Donald Mason, a Welsh, was a fantastic educator and overall leader to the core. He personally handled us in literature and planted the love of the arts in many of us In addition ,we all had to take literature and bible knowledge compulsorily at WAEC level. We thank God for his life and those of many other administrators and teachers who served with him and took over from him including Rev Ogunlade ( we shall publish more about this great man later),Rev Fabiyi, the great house master of Babs House, the two Daramolas and the incomparable, indefatigable Mr Oloketuyi, the school organist and the best Literature teacher that many of us ever got to know in our lives.

By the way, after Rev Mason died old boys of the school brought back his body from Wales and buried him beside the school chapel  His grave, which we personally visited twice in the past 12 months is decently manicured/well-kept by the school in his memory .Above all, we named our school MASON COLLEGE likewise! UP SCHOOL!

So it is partly in memory of what this great school gave us that we decided to reach out to a wider audience in Nigeria and perhaps beyond what we could have achieved as a school fixed at  one spot and whose services would have been limited to one or two local governments.

KAYODE ODUMOSU

WHAT MAKES UP A GOOD SCHOOL IN NIGERIA?…BUILDINGS? BUSES? UNIFORMS? HORSE-RIDING OR GOING ON A SCHOOL TRIP TO PARIS OR CHINA?

well-grounded students of Mason College,Festac …graduates and big girls now…we thank God

DETERMINANTS OF A GOOD SCHOOL

In all school systems of the world, some schools are considered “better” than the others. In fact, based on such a judgment parents often go to great lengths to have their children enrolled in one school rather than another. One yardstick for making this judgment is student’s achievement especially general performance in the examinations. Furthermore among some experts in education, opinions about schools are further narrowed down to subject areas. For example one often hear that schools A is better than school B in Mathematics and Science while the latter is better than the former in English Language and the Liberal Arts. Whatever the focus of these comparative statements, there remains the fact that schools do vary in terms of average student achievement. The reasons why some schools have high average students’ achievement while others don’t are not far-fetched?

PRIVILEGED VERSUS POOR LOCATIONS/HOMES

The first reason is that some schools are located in privileged areas. That is the students come from homes where parents care about education, ensure that children are well-fed show interest in their school work and provides easy access to books in the home. On the other hand, there are schools which serve poorer  communities and whose students come from homes where parents are unable to provide the necessary support services for good academic work. Students in the first type of school will generally have a higher rate of achievement than those in the second type.

STRATEGIC USE OF EDUCATIONAL SUPPORT SERVICES,EQUIPMENT,AND AN ENABLING ENVIRONMENT

Another reason for the difference in academic achievement between schools is how well the schools use what they are equipped with. Schools that make  good and strategic use of laboratories, libraries and available spaces usually record a higher standard of student achievement.Having ample places to sit and write for every students and optimum sized classrooms may also lead to better performance than where the basic equipment is lacking or where the students are crammed into inadequate space.

products of responsible and strategic schooling of Mason College,Festac

TEACHERS,MANAGEMENT AND PARENTS

Cooperation of parents and quality of  teachers/managers also have something to do with the differences in students’ achievement between schools. A teacher who does not have a good grasp of the subject matter nor is committed to his job cannot produce an outstanding student. On the other hand students will generally attain a high standard where the teachers and school managers are experts in their fields and know how to structure materials to be learned or used.Where school mangers demand a lot from their staff and students and are able to motivate them towards identified objectives better performances should be expected. In fact, the quality of school management has been found to have direct relationship to student achievement. Students perform better in schools where the leadership is enthusiastic and creative than in schools where the Principal and teachers adopt casual attitudes to their job.

ENFORCEMENT OF SCHOOL RULES AND DISCIPLNE

Finally, discipline cannot be divorced, from the learning process, and this is often seen from the perspective of general behavior, where students show a disregard for the rules and regulations that guide good learning by disobeying their teachers, neglecting their homework or playing truant, they cannot make any reasonable academic progress. On the other hand, students who comport themselves well have laid out for them good foundation for academic success.

CONCLUSION

1. NIGERIAN PARENTS SHOULD AVOID BEING TAKEN TO THE CLEANERS YEAR-IN YEAR-OUT

2.BUSES, JOURNEYS TO PARIS OR DUBAI, HORSE RIDING, WATER POLO SESSIONS, LESSONS IN SWAHILI OR UNIFORMS LIKE THAT OF AIR HOSTESSES, DO NOT MAKE A GOOD SCHOOL!

3.ONLY A PASSIONATE MANAGEMENT BACKED BY PARENTS AND COMPETENT STAFF CAN MAKE STRATEGIC AND DETERMINED USES OF EDUCATIONAL METHODS/TECHNIQUES AND WELL-ARTICULATED SCHOOL TIME-TABLES AND PROGRAMS. THEY ARE THE ONES WHO CAN MAKE A DIFFERENCE IN A SCHOOL AS THEY DID IN MASON COLLEGE AND PASS TUTORIAL COLLEGE,FESTAC.

4.A DISCIPLINED ENVIRONMENT CAN ALSO LEAD TO OPTIMAL ADVANTAGES WHERE GOOD SCIENCE LABORATORIES,A WELL-EQUIPPED MULTIMEDIA LIBRARY AND AMPLE CLASSROOM SPACES ARE AVAILABLE.

5.THESE ARE WHAT GOOD SCHOOLS ARE  REALLY MADE OF  AS PARENTS USED TO SAY OF  MASON COLLEGE AND PASS TUTORIAL COLLEGE,FESTAC

INTERNAL COMMUNICATION WITHIN A NIGERIAN SCHOOL SYSTEM (INTRODUCTORY NOTES) (2)

ONE DAY SEMINAR FOR SCHOOL ADMINISTRATORS AND TEACHERS ORGANISED FOR STAFF MEMBERS BY MASON COLLEGE FESTAC TOWN

 VENUE:  MASON COLLEGE, 23 ROAD, ‘S’ CLOSE (END) FESTAC TOWN

good rapport between staff and students of Mason College Festac…Mr Saibu second left and Mrs Iyeye first right arm in arm with their students

A CONTINUATION FROM PART 1

Teaching and Learning are predicated on communication because an average teacher must be able to express self very well to   impart knowledge to students in the first instance. A good teacher is usually a good communicator. Clarity of language is the bedrock of good techniques. Any tutor who is language-shy is an anathema to the school system. It is therefore sad to note the declining standard of spoken and written English Language in the school system even among tutors and general staff. The school system is expected to influence the students for the better and this can only happen when high standards are set for them by their teachers whom they regard as experts and all-knowing.

Communication is a two-way system and as such its effectiveness must satisfy certain parameters. We must ensure that we are not communicating for communication sake. Communication must be purposeful. It must be designed to achieve some particular objective(s). It is for this purpose that communication requires some skills and strategies which a good communicator must have.

SKILLS AND STRATEGIES

The first major need of communication is knowledge. To be able to pass on information correctly and effectively, there is need for the person to have the knowledge of what has to be communicated.

This requires full understanding of the subject-matter. There is no gain-saying that with knowledge comes authority and confidence. These are vital ingredients for communication and they have greater telling effect on teaching and learning in particular. The teacher must as of right be the authority in his/her subject area just as the Principal must be the moving spirit of the school with an authority based on adequate knowledge. He, the principal or the teacher must be forever learning through various self-development programs. Any Principal or teacher who stops learning is dead to the school system.

In effect, no matter the nature of information you intend to communicate you must have full knowledge of it to be in a better position to pass the information to the receiver in plain language devoid of any misgiving.

Knowledge also extends to having a good idea of the receiver of the information you intend to communicate as this will also go a long way to helping you choose the appropriate methodology to effectively reach the receiver. The importance of this is multi-faceted in the sense that the knowledge of the receiver will aid the choice of language to produce intended results.

The knowledge of both the subject-matter and receiver will assist also in the choice of the medium or media of communication. This is important because the use of appropriate media is helpful to information delivery. 

These factors have their effects on teaching and learning because both of them rely on communication for the achievement of their objectives. The teacher must know the level of the students being taught by way of age brackets, academic levels, vocabulary statuses as well as average intelligence quotient. Every one of these is brought to bear on lesson preparation, note making, explanations, exercises and corrections.

Communication must also take into consideration the mood of those to receive the information before being communicated. People hate being talked down to. They listen more patiently to information that seem considerate of them. A disturbed mind is not a good receptacle to information. It is therefore essential to study and understand the mood of staff members to communicate effectively with them. Know how they feel about issues, and watch their general reactions.

Effective communication can achieve a lot of positive results if the communicator is humane and compassionate. The workforce loves people who have some feelings for their personal lives, even in their work environment. A lot of the troubles carried in the heart show vividly in the face and a good administrator or leader, must show some concern by wanting to know what the matter is with any staff involved. In order words, there must be identifiable elements of fellow feeling from the leader to the led to aid easy communication. Every staff is a human being and needs compassion occasionally.

A purposeful communication needs a good feedback to confirm the understanding of the recipient. This feedback ought to be obtained as fast as possible before the damage is done. It is to ensure that the message sent is obtained in its very right form and as much as possible, in the manner in which it was sent or relayed.

A good school administrator or teacher must be versatile in communication skills and strategies to effectively control the workforce or students. He must identify the information that is required by each segment of the school community for effective performance of its duties. He must not only be skillful. He must also be highly knowledgeable. He must be seen to be on top of information in general, by constantly keeping abreast of issues and development around him or her.

He must know all the communication media (hard or soft) in the school system available for school assemblies, staff meetings, management meetings, various societies and interest groups. Students’ subject clubs and associations all form part of the media of communication in the school system and each of them is a veritable medium of effective communication If smartly handled by the school administrator or teacher.

The administrator must realize that not all information is communicated to all people. Information must be sieved and disseminated according to the requirements of each section and stratum of the school system. For instance, in a kindergarten or nursery school, every available space is used for communication – the classroom walls, the school fence, pathways and corridors, the dining hall,  and the floor including the play area, thus making the school a huge learning arena for the child. The greatest communication medium for nursery school is visual.

Effective use of internal communication usually ensures cohesion among the various members of the school system leading to a unity of purpose, general commitment and interest in the development processes of the school. It helps to build a consistent espirit de corps, which improves the tone of the school.

Thank you.

PREPARED BY A.C.B. OMISORE (ex-Assistant Director,Mason College,Festac)

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INTERNAL COMMUNICATION WITHIN A NIGERIAN SCHOOL SYSTEM (INTRODUCTORY NOTES) (1)

ONE DAY SEMINAR FOR SCHOOL ADMINISTRATORS AND TEACHERS ORGANISED FOR STAFF MEMBERS BY MASON COLLEGE FESTAC TOWN

 VENUE:  MASON COLLEGE, 23 ROAD, ‘S’ CLOSE (END) FESTAC TOWN

Sitted on the left is Mr A.C.B. Omisore who wrote this piece…he was the Assistant Director Mason College/Consultant Edupedia Associates…on the right is Dr Odejayi,a parent…his daughter Folashade who was our student graduated with a first class degree in economics from Unilag sometime ago…

PREAMBLE: -

The school is a social engineering arena; where teaching and learning should take place in an atmosphere of peace and concord. Inherent in the ideal school system therefore are invaluable opportunities for imparting and receiving knowledge of a diverse nature.

Aside from essential physical facilities which are the hardware of the system, there equally are supposed to be available corollary software to ensure easy flow of knowledge from the teachers to students. The linkage between these two wares (hard and soft) is the medium which translates into communication.

This is why the success of any school system is hinged on the effectiveness of its communication network especially internally within the school system. It therefore must not be assumed that communication exists, it must willy-nilly be ensured to exist and in a form and manner that is identifiable, accessible and assessable.

After the fall of the tower of Babel, arising from God’s deliberate confusion of peoples’ languages so they would not understand one another, communication has been the only process by which the people of the world are connected and united sort of. This is why the unity of the whole world has continued to be based on good communication and mutual understanding, peace.

Stretching this further, it also follows that whenever there exists a group of people with diverse background in terms of socio-ethnic, cultural, as well as linguistic differences, effective communication is the only panacea for mutual understanding and god social interactions.

DEFINITION:-        

What therefore is communication?

In the simplest and most unambiguous term, communication is sharing or imparting information. The process of communication is therefore the process of exchanging news and information. It is also the process of transmitting or conveying information, to those who require them for specific purposes. Two strategic locations are ever present in communication, point ‘a’ and point ‘b’. The giver and the receiver of the information. These two points must be on the same wave length and they must be speaking the same language at the level of mutual understanding, for communication to be effective.

Information is power and the holder is seen to be powerful. By nature, we are all seekers of information. We always want to know what is going on and as such, we tend to drift towards any avenue where information can be obtained even if it is not entirely correct. This is what gives rumour its pride of place.

The school however is an organized place, purposefully built for the impartation of knowledge. The school system has some sort of hierarchical formation as well as sections. Inspite of this, the school must work harmoniously as a single unit, in order to achieve its goals and aspiration. That unity can only be ensured through effective communication.

SCHOOL SYSTEM(ORGANOGRAM)             

An average school organization chart consists of the following in descending order of importance:

1.                  Board of Governors/Proprietor

2.                  The Principal

3.                  The Vice-Principal(s)

4.                  The Senior Tutor(s)

5.                  The House master/mistress

6.                  The Tutors

7.                  The Jnr. Tutors

8.                  The Admin Staff:

-          The Accounting Staff

-          The Clerical Staff

-          The workmen/women – Drivers, Cleaner, Gardeners, Cooks or Kitchen staff, Security Guards and Gate men.

9.               The Students

10.         The Stakeholders:          

         These are essentially external and they do not fall within the purview of our talk today but for purpose of general information they are:-

(a)    The Parents

(b)    External Contacts:

(1)      Other schools and institutions such as churches and mosques etc.

(2)      LED – Local Education District Office

(3)       Ministries of Education.

(4)       Scholarship Board.

(5)       Higher Educational Institutions.

(6)        External Examination Bodies such as WAEC,NECO,& JAMB

(7)         Places of interest for excursions and facility visits. 

INTERNAL COMMUNICATION: -

As already mentioned, our topic is internal communication in the school system. First and foremost all members of the school system go through one form or the other of orientation when they start work in the school. There must exist a standard outline plan of orientation for the new staff that will take such people through the purpose of the school, the aims and objectives, the various departments and linkages thus identifying individual’s role in the system. Same holds for new students in the school. They also must be gradually brought into the system through a well orchestrated orientation program that can assist them to blend within the shortest time possible.

Since the broad policy guideline of the school is formulated and reviewed constantly by the Governing Board, of which the Principal is the Secretary, regular information must flow to the Principal and hence the school through the Principal. The principal may in turn communicate this to the general staff in any of the following ways:

1.              DIRECTLY through staff meetings where he (or she) briefs the general staff depending on the nature of information to be passed on to them. He may choose to segment the meeting into Academic staff, Administrative staff and or other staff.

2.                  INDIRECTLY by issuance of circular to the staff. These may be placed on the Notice Board or given to individuals  for distribution to other members of staff

3.                     He may also use the SCHOOL ASSEMBLY if the information also has a direct impact on students.

The use of any of these methods depends on his perception of the nature and the importance of the message and effectiveness of its delivery.

For purpose of good communication the Principal must be close to staff without compromising the integrity of his office. Communication works perfectly in an atmosphere of mutual trust and cohesiveness. He must relate to the workforce as a father who is not biased or partisan. He must be a good mixer, a passionate head with humane character. While ensuring the highest standard of performance in the school, he must have an eye for staff feelings. He must always ensure that all shreds of information that are vital to the well being of the school percolates to the lowest level of the strata. He must also have a way for obtaining feedback.

The Vice-Principal(s) must be as current as the Principal on issues concerning school system and administration. They must be able to assist the Principal in dissemination of information through effective communication of plans and programs to all members of staff and students alike.

TO BE CONTINUED

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UNCOMMON SCHOOL PROGRAMS FOR ENHANCING STUDENTS’ ACHIEVEMENT IN NIGERIAN SECONDARY SCHOOLS (AS IMPLEMENTED IN MASON COLLEGE AND PASS TUTORIAL COLLEGE,FESTAC)

WHAT MADE OUR SCHOOLS TICK?

Please go through this list to find a program you might wish to start or implement more effectively in your school.On the other hand please ask us for more explanation on any scheme which might look a bit too peculiar to you.

Thank you.

1.     ACADEMIC – RELATED PROGRAMMES
a)    Integrity checks of JSS/SSS students’ notebooks and textbooks periodically.

b)   Maths and English Language Clinic  sessions after school/Division of Remedial Studies into 3 major groups in accordance to applicable techniques.

c)  Introduction and determined implementation of Continuous Maths Practice Scheme / Maths Practicals Scheme/A well-planned Computer Studies scheme from JSS1 to SS3 equivalent to having a computer diploma course outside the school.
d)   Novel Summary Scheme.
e)  Study and Examination Technique sessions and classes for Red Notes Schemes.

f) Intro-Tech/ Business Studies Tours to Mechanic Villages,Roadside Vulcanizers, Carpentry Shops,Factory/Local Markets/Shoprite and Megaplaza Stores Post Office,Fire Station, Banks.
g). Doing homework/assignments in school.We had implemented this program at least two years before it became acceptable in the U.K.

O.O.ODUMOSU

2.    CONDUCT AND LIFE 101 PROGRAMS (CO-CURRICULA-RELATED)
h)  Ballroom Dancing/Dancing Shoes/Karaoke sessions
i)   Educational Films (“Tell me Why” series)
j)     Educational/Infotainment DVD’S VHS, CDs and comics available within a vast and well-organized School Library

k)  Intelligence- enhancing computer and video games as part of multimedia utilities within the school.

l)     Leadership Exercises through students’ social clubs and freehand to plan and execute programs after discussion with and approval by school management.They had to prepare minutes of each meeting and keep their money safe with accounting by their Treasurer.This also had to be done because the school provided them some subvention for their programs!
m)Other Life/Leisure Skills (Self-Actualization) Programs
n)   Logic and Law sessions for  stimulating student’s reasoning process
o)  Terminal General Paper Tests covering People,Places,Famous Persons,Quotations et Nigerian Politics. Home First Aid Titbits, Poetry,Oratory, Elocution and Poise sessions
p)   Press Room during break-period for reading of Foreign and Nigerian newspapers and magazines in the school library
q)   Research and Project Work by SSS students
r)  Educational Materials for Notice Boards and school magazines produced by the students themselves (NOTAZINE)
s)   The Complete Works of Shakespeare in the Library and need to actively wake up the interest of all students (whether Arts or Science) in Literature (compulsorily up to SS2) French(compulsorily up to SS1) and Fine arts in JSS.

t)    Use of Students’ Companion and Guinness Book of Records.
u)   Staff improvement workshops
v) Monthly Community cleaning years before the Lagos State Government first considered it.

w). A 50-point continuous assessment covering virtually every aspect of each student’s life in school.

uncommon students of Mason College …graduates and big girls now…we thank God

SO WHAT DID WE ACHIEVE USING THESE PROGRAMS?

  ACHIEVEMENT HIGH LIGHTS

1.    Over 3500 students ADMITTED into Universities and Polytechnics over the years.

2.    1^st place Lagos State Award for best result in JSS in Introductory Technology

3.    2^nd place National Award in the Peak  Milk English Essay Competition

4.    Science Teacher of the year Award by the Rotary Club

5.    Winner of  NTA TV  Quiz Competition

6.    1^st position in many inter-school quiz and debate competitions

7.    1^st position (Solo) and 3^rd position (Group) prizes achieved at the Muson Centre in Shell’s Secondary School’s Musical Competition.

8.    1^st School in Amuwo Odofin Local Government Area to have its inter-house sports at the Main Bowl of the National Stadium and one of the few schools conducting Annual Marathon competitions.

9.    Yearly representation of Amuwo Odofin Local Government Area in the Annual Basketball Championships by Cadbury  PLC (Bournvita)

10.4 Dyslexia cases completely diagnosed and solved by the grace of God.

11.Many fundamental and “hopeless” cases given new impetus and vision.

12.Many  peer pressure  cases tackled with the cooperation of parents

13.1^st institution in Amuwo Odofin to encourage tutors to make the web a veritable source of materials for teaching.

14.1^st school to fully support one of its teachers (Mr. Oyewo) to take active part in politics and to represent Festac for two terms at the Lagos State House of Assembly

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BASIC NOTES ON ADMINISTRATION OF NIGERIAN SECONDARY SCHOOLS FOR NON-EDUCATION GRADUATES AND INTENDING PROPRIETORS (3)
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HAVE YOU RECHECKED YOUR JAMB RESULT LATELY? IT SEEMS JAMB HAS REMARKED ALL PAPERS…REMEMBER WE BROKE THE NEWS FIRST SOMETIME AGO WHEN OTHERS DID NOT EVEN KNOW WHAT WAS GOING ON?BE A BIT PATIENT IF YOURS IS NOT YET OUT!

HAVE YOU RECHECKED YOUR JAMB RESULT LATELY? IT SEEMS JAMB HAS REMARKED ALL PAPERS…REMEMBER WE BROKE THE NEWS FIRST SOMETIME AGO WHEN OTHERS DID NOT EVEN KNOW WHAT WAS GOING ON?BE A BIT PATIENT IF YOURS IS NOT YET OUT!.

HAVE YOU RECHECKED YOUR JAMB RESULT LATELY? IT SEEMS JAMB HAS REMARKED ALL PAPERS…REMEMBER WE BROKE THE NEWS FIRST SOMETIME AGO WHEN OTHERS DID NOT EVEN KNOW WHAT WAS GOING ON?BE A BIT PATIENT IF YOURS IS NOT YET OUT!

STUDY SMARTER NOT HARDER

“I think JAMB Results Has Been Remarked… Because I re-checked Some results Though it Favoured Some, it didnt for some…

5 out of the 8 i checked had a change in Mark 191 to 201
189 to 221
200 to 225
190 to 187
216 to 210

You can Recheck Yours To See if your has been Changed”

FROM NN

Re-Check Your Result  Here :

http://www.jamb.org.ng/Unifiedtme/default.aspx

wont work with opera on phone except you use UCWEB

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OVER 5000 POST-UTME QUESTIONS NOW AVAILABLE FROM US FOR FREE…AS PROMISED!

Jambite?

1.Yesterday we promised  more post-utme questions were coming

                (SEE POST SCRIPT BELOW PLEASE)

past-questions-for-post-utme-

2.We can now provide them as follows

-by your making a comment on this blog and a request for past questions to be mailed to you…at your specified e-mail address or

-by liking us on facebook or following us on twitter  and making the same request and

-by specifying the subjects or and university whose screening test you might be attending and

–by checking your inbox 24- 48 hrs after your request.

3.Subjects covered include English,Maths,Physics, Chemistry,Biology,Economics, Commerce,Government,Accounts,General Paper, and Agric. Subjects not covered include French,Fine Arts,Literature and Local Languages.There are also Maths and English Questions for Post-Graduate studies.

4.Universities covered include,UNILAG, U.I, OAU, UNN, UNIBEN,LASU,OOU,OSUN,LAUTECH,FUTA, FUTO,UNIZIK,FUNMINNA, EBONYI,

We hereby draw your attention again to the following

B..2013/2014 POST-UME CUT OFF MARKS FOR COURSES!

Below are the cut-off Marks for all Nigeria Universities

FACULTY OF SCIENCE COURSES: 50-60%

FACULTY OF BUSINESS ADMIN: 60%

FACULTY OF ARTS AND LANGUAGES: 50%

FACULTY OF PHARMACY: 60%

FACULTY OF HEALTH SCIENCES: 65% (EXCEPT MEDICINE 70%)

FACULTY OF ENGINEERING:65%

FACULTY OF EDUCATION: 50-55%

FACULTY OF LAW: 60-65%

FACULTY OF RELIGION(ARTS): 50%

FACULTY OF INFORMATION TECHNOLOGY: 60%

FACULTY OF ENVIRONMENTAL SCIENCES: 65%

These cut -off points/ranges are universal to all Federal and State Universities and are the minima anyone would need to score/achieve in their Post-UTME exam to have a shot at admission in their desired faculty. However, the benchmark can be increased or decreased depending on the average scores of candidates. Where the success rate is high, the first choice candidates will be given priority.

C.HOW TO CALCULATE YOUR JAMB, POST UTME, WAEC/NECO COMPOSITE

Your Jamb score is allocated 50%, O level is 20% and post-ume is 30%.

JAMB

Maximum score under JAMB is 400.To prorate to 50% your Jamb score will be divided by 8 (400/50)

 WAEC/NECO

O level is calculated using the 5 core subjects(core to the course you wish to study as decided by the University) as follows

*A1-6points
*B2-5
*B3-4
*C4-3
*C5-2
*C6-1

Maximum is 30 p0ints The total points is then prorated to 20 through multiplication by 2/3.

POST-UTME

Here is the score many candidates seem to find  rather confusing. Some complain of having a higher score in the POST-UTME than university cut-off points without being admitted.What they must understand is that even if they score 100% in that exam it amounts only to 30% of the cut-off point. So their Post -Utme score is  usually prorated to 30 marks using 0.3 as the multiplier

Example: a candidate had 202 in Jamb and his O level goes thus. Maths-B3, Chemistry-C4, Biology- B2, English-C5, Physics-C6, Economic-B3, Geography-A1 and had 58% in the post utme.

To calculate his composite, this is how it’s done.

Jamb score divided by 8 i.e 202/8=25.25

For the O level, only 5 subjects (math, english, chemistry, biology, and physics) are needed. There he has Math-B3-4points,English-C5-2point,Chemistry-C4-3points,Biology-B2-5points, Physics-C6-1point

Total gross points for O level= 4+2+3+5+1=15. This score is then multiplied by 2/3 i.e 15 x 2/3=10.

His post utme score is allocated 30% and is multiplied by 0.3. i.e 58 x 0.3=17.4

Therefore, the candidates’ composite is the sum of these 3 scores i.e Jamb+O’level+po­st utme. That is 25.25+10+17.4=5 ­2.65 Hence, the candidate’s composite is 52.65.

Now note the 5-point gap between the composite total and what he scored in the post-utme.That 5-point gap may result in not being granted admission! Okay?

Good luck again.

POST SCRIPT

SEE OUR COMMENTS SECTION BELOW FOR MORE PAST QUESTIONS

PAST QUESTIONS FOR POST-UTME SCREENING,CUT-OFF MARKS FOR NIGERIAN UNIVERSITIES AND HOW TO DETERMINE YOUR SUCCESS OR FAILURE BEFORE LEAVING VENUE OF POST-JAMB EXAM.

GET SMARTER!

A.PAST POST-UTME QUESTIONS (UNIZIK/OAU) (DOWNLOAD BY CLICKING  RED LINES BELOW)

postumeenglish

postumephysics

unizikeconomics2006

postumeeconomics2008

postumeeconomics

postumeeconomics2010

MORE COMING SOON

B..2013/2014 POST-UME CUT OFF MARKS FOR COURSES!

Below are the cut-off Marks for all Nigeria Universities

FACULTY OF SCIENCE COURSES: 50-60%

FACULTY OF BUSINESS ADMIN: 60%

FACULTY OF ARTS AND LANGUAGES: 50%

FACULTY OF PHARMACY: 60%

FACULTY OF HEALTH SCIENCES: 65% (EXCEPT MEDICINE 70%)

FACULTY OF ENGINEERING:65%

FACULTY OF EDUCATION: 50-55%

FACULTY OF LAW: 60-65%

FACULTY OF RELIGION(ARTS): 50%

FACULTY OF INFORMATION TECHNOLOGY: 60%

FACULTY OF ENVIRONMENTAL SCIENCES: 65%

These cut -off points/ranges are universal to all Federal and State Universities and are the minima anyone would need to score/achieve in their Post-UTME exam to have a shot at admission in their desired faculty. However, the benchmark can be increased or decreased depending on the average scores of candidates. Where the success rate is high, the first choice candidates will be given priority.

C.HOW TO CALCULATE YOUR JAMB, POST UTME, O LEVEL COMPOSITE

Your Jamb score is allocated 50%, O level is 20% and post-ume is 30%.

JAMB

Maximum score under JAMB is 400.To prorate to 50% your Jamb score will be divided by 8 (400/50)

 O-LEVEL

O level is calculated using the 5 core subjects(core to the course you wish to study as decided by the University) as follows

*A1-6points
*B2-5
*B3-4
*C4-3
*C5-2
*C6-1

Maximum is 30 p0ints The total points is then prorated to 20 through multiplication by 2/3.

POST-UTME

Here is the score many candidates seem to find  rather confusing. Some complain of having a higher score in the POST-UTME than university cut-off points without being admitted.What they must understand is that even if they score 100% in that exam it amounts only to 30% of the cut-off point. So their Post -Utme score is  usually prorated to 30 marks using 0.3 as the multiplier

Example: a candidate had 202 in Jamb and his O level goes thus. Maths-B3, Chemistry-C4, Biology- B2, English-C5, Physics-C6, Economic-B3, Geography-A1 and had 58% in the post utme.

To calculate his composite, this is how it’s done.

Jamb score divided by 8 i.e 202/8=25.25

For the O level, only 5 subjects (math, english, chemistry, biology, and physics) are needed. There he has Math-B3-4points,English-C5-2point,Chemistry-C4-3points,Biology-B2-5points, Physics-C6-1point

Total gross points for O level= 4+2+3+5+1=15. This score is then multiplied by 2/3 i.e 15 x 2/3=10.

His post utme score is allocated 30% and is multiplied by 0.3. i.e 58 x 0.3=17.4

Therefore, the candidates’ composite is the sum of these 3 scores i.e Jamb+O’level+po­st utme. That is 25.25+10+17.4=5 ­2.65 Hence, the candidate’s composite is 52.65.

Now note the 5-point gap between the composite total and what he scored in the post-utme.That 5-point gap may result in not being granted admission! Okay?

Good luck

ADDING FINESSE TO WAEC/NECO ENGLISH ESSAYS BY OUR SECONDARY SCHOOL STUDENTS

 To write with finesse the student should take note of the following

(a)   he or she must be ready to display the reading level reached or achieved in life through  reading of novels, newspapers ,magazines, watching of films and T.V. The lyrics of music or the lines of a poem can be useful in writing an essay if they are not  in pidgin,reggae or hip hop.

(b)   The introduction should be interesting and catchy or attention- seeking or attention-grabbing. Some say it should be ‘like a shock and awe’’ sometimes “hitting the examiner in the middle of the face like a fresh gush of cool wind or hot air’’

academics at mason college was well combined with fun…

(c)    Idioms could be useful for introduction e.g ‘’the love of money is the root of all evils’’

(d)   Other ways of getting an interesting introduction is to use quotations. Statistics, questions, anecdotes, quotations can be proverbs, sayings of the wise or biblical e.g ‘’o death where is thy sting? Or in relation to literature e.g ‘’ water, water  everywhere but none to drink’’. However, when quotations are used they should be explained in the essay close to where they are expressed.

…with mrs emezue headmistress of foundation school…funny children!…

(e)     When questions are used they could be rhetorical e.g ‘’who is a corrupt man?’’ however don’t raise the question in paragraph 1 and then attempt to answer it in paragraph 4!

(f)    The body of each essay should be cohesive and should have a unity of purpose (theme). The points should be deliberately interrelated. Examples should be given where necessary too.

(g)   Appropriate lengths must be used for sentence. Too much information should not be chunked together in a sentence.

…kind of man-o-war?…or what?…

(h)    Sentences should be logically, chronologically or spatially arranged. A student should not  be disorganized in thaer arrangement of essays.

(i)     A statement or an idea which has already been stated should not be restated by the word “otherwise” or “in other words” as no extra mark will be awarded for such restatement.

(j)     Do not overuse a word just because you like it or because you think it will make an impression on the examiner.

members of Spices and Juices club cooked and served co-students at a co-curricular event…

(k)   Use jargons or colloquial English sparingly and essentially for non- formal compositions.

(l)     If there are’’ technical’’ words in the question they have to be taken apart one by one e.g “man proposes but God disposes’’

(m) In writing the conclusion you should summarize what have been said or take a stand. It  should also be interesting and arresting as the introduction. it  should summarize or highlight the points raised. A quotation or anecdote can also be used to end the essay.

(n)   Generally speaking, let your conclusion be appropriately short. Don’t use the conclusion to make another point you did not make in the body of the essay. If you happened to remember a point you should have included then put “P.S ‘’ (post script) where the point or paragraph should have been and write the point after the conclusion .

…foundation school students were made to see schooling as having fun…seniors in the background…

Good luck.

10 COMMANDMENTS FOR STUDENTS ATTENDING TUTORIAL OR AFTER-SCHOOL CLASSES IN NIGERIA

INTRO-BASED ON 10 COMMANDMENTS FOR STUDENTS WHO ATTENDED PASS TUTORIAL COLLEGE (PTC),FESTAC TOWN,LAGOS

Thou Shalt Not (album) (Photo credit: Wikipedia)

PTC,our sister college at another location for many years started operations before Mason College came into being.It was a tutorial college which was the flagship for its kind then. Being a tutorial college, it brought together many students who were re-taking exams and were not wearing school uniforms.Unfortunately they thought they could wear or do whatever they liked too. The history of  PTC is gradually being told but a set of  10 SPECIAL COMMANDMENTS had to be put up with special emphasis as general guidelines for students like drawing a line in the sand.Students were told to have these commandments in written format with them at all times.Please  read and tell us what you think of them!

…inter-house sports…blue house(TOMORI) queen…

TEN COMMANDMENTS OF PASS/REMEDIAL SCHOOLS

1.Thou shalt not let irrelevant matters distract thy attention from  studies. Thou shalt not follow thy friends sheepishly like a zombie without brains.

2.Thou shalt not make or join by phone or internet in making any ‘RUNS’, ‘EXPO, or ‘ODU’ material or any in their likeness as they might become thy graven images.

3.Thou shalt not bow down thyself to any person, friend, classmate or internet fraudster who might want to deceive thou to cheat during internal  and external examinations.

4.Thou shalt not register as a student at PASS or any remedial school in vain or as a joke.

5.Honor thy tutors, thy techniques and thy books. Thou shalt not be late to or absent from school.

6..Remember thy tests and mock exams and keep thy heads, hands  and body holy and clean.

7.Honor thy father and  thy mother who paid thy fees for your remedial studies and remember the economic situation in the country.Thou shalt construct a personal study time table which thou shalt put into use like other God’s children do.

8.Thou shalt not commit ‘operation sweep’ offenses like coming to class only to chase girls or boys ,using a phone while classes are on,writing on school toilet walls or smoking therein.

9.Thou shalt not bear false witness at school of what thou art not and shalt not be allowed to be by thy parents at home.

10.Thou shalt not covet the shoes, or bags, or belts, or clothes, or hairdo of thy classmates as these shalt only distract thy attention.

So help thou, O God. Amen.