International Organizations and Teachers' Professional Development in Post COVID-19 Nigeria [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (70th, Miramar Beach, FL, Oct 4-5, 2021).

Autor/inn/en	Alimigbe, Frances A.; Avoseh, Mejai B. M.
Titel	International Organizations and Teachers' Professional Development in Post COVID-19 Nigeria [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (70th, Miramar Beach, FL, Oct 4-5, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	International Organizations; COVID-19; Pandemics; Faculty Development; Evidence Based Practice; Barriers; Foreign Countries; Economic Development; Partnerships in Education; Educational Innovation; Transformative Learning; Teaching Methods; Intervention; Teacher Education; Access to Education; Access to Computers; Technological Literacy; Internet; Distance Education; Nigeria + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Ausland; Wirtschaftsentwicklung; Hochschulpartnerschaft; Instructional innovation; Bildungsinnovation; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Education; Access; Bildung; Zugang; Bildungszugang; Technisches Wissen; Distance study; Distance learning; Fernunterricht
Abstract	The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in Nigeria were not able to benefit from this intervention due to some barriers. Primary barriers included poor knowledge of technology, infrastructural deficiencies, epileptic power supply, and funding amongst others. Teachers Registration Council of Nigeria (TRCN) is the Teachers Regulatory Agency and Centre for policy issue regarding teachers. TRCN, reached out to its critical stakeholders including the World Bank, United States Agency for International Development (USAID), United Nations Educational, Scientific and Cultural Organisation (UNESCO), Foreign Cooperation Development Organisation (FCDO), and the British Council. The focus was how to respond to the disruption caused by COVID-19 to education, through collaboration to help adopt evidence-based strategies and measures. This paper focuses on partnership between international agencies and the TRCN in Nigeria through the "Technology Enabled Learning Futures" framework. It explores focus-creating innovations to reposition teachers for effective, efficient, and transformative teaching. The paper uses secondary data to discuss the various interventions from International Development partners. It further discusses the impact of all the interventions on teaching and learning in Nigeria and its implications for international partnerships in teacher education. [For the full proceedings, see ED625421.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01