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CURRICULUM VITAE
1. BACKGROUND INFORMATION
Name: (Idohou) IDOWU BIAO Ph.D. Sex: MALE Department: ADULT & CONTINUING EDUCATION, National University of Lesotho, A 47, Maseru, Lesotho
Personal address: Tel. 08056339065; E-mail: idowubiao@yahoo.com Present Status: PROFESSOR Date of Birth: 26 November, 1955 Marital Status: Married with 3 children Place of Birth: Sabe ( Republic of Benin) Nationality: Beninois
2. UNIVERSITY TEACHING EXPERIENCE
Postgraduate
Undergraduate
500 Level: · Nomadic education · Innovative teaching-learning techniques in Adult Education · International Adult Education · Learning and Education · Millennium Development Goals
·
Issues in
Adult Education
400 Level:
300 Level:
3.
APPOINTMENTS AND AWARDS
4. ADMINISTRATIVE RESPONSIBILITIES & COMMUNITY SERVICE
UNIVERSITY OF CALABAR
BAYERO UNIVERSITY
AHMADU BELLO LAGOS
UNIVERSITY OF LAGOS
MULTI-LINGUAL SERVICES---PRESTIGIOUS ADULT EDUCATION INSTITUTE --- IKOYI---LAGOS
• 2008-10:
External Examiner, Institute of Adult Education, University of Ghana, Accra.
5 CONFERENCES
64. April, 1997. Workshop on
Appropriate Curriculum for Girl Child/Boy Child Non formal Education Abuja.
65. January 1997. Round Table
Discussion on the Place of Mass Education in Vision 2010 Kaduna.
66. August 1996. Workshop on
capacity building for mass literacy supervisors. Institute of Adult Education,
Maiduguri.
6. A FEW OF THE PRESENTATIONS MADE AT CONFERENCES – WORKSHOPS AND SEMINARS
1. Non-formal education & Poverty alleviation in Nigeria, University of Glasgow, UK, 2006.
2. BAAP: A sensitization seminar Calabar, 2006
3. Background to the Introduction of UNICEF Non - Formal Education Curricula into Nigeria Benin 2001.
4. The UNICEF NFE Curricula: Their Contents and their use. Benin 2001.
5. The Philosophy and Practical Use of 3 FGN – UNICEF Curricula. Ijebu – Ode 2001.
6. The Making and Use of Syllabi Out of 3 FGN UNICEF - NFE Curricula. Benin 2001.
7. Methodologies for Exploiting the FGN – UNICEF Business and Vocational Text Facilitator’s Guide. Ibadan 2001.
8. How To Put Into Use The FGN – UNICEF Business and Vocational Text For Non Formal Education. Kaduna 2001.
9. Matador Teacher Education For Africa in the 21st Century. The Philippines 2001.
10. Priority Mass Education Programmes in Nigeria. Kano 2000.
11. Participatory Learning Appraisal For Community Development. Kano 2000.
12. Practical Evaluation Techniques For Four Mass Education Programmes in Nigeria.
13. Psychological Attributes Of Adult Learners. Dutse 2000.
14. Who is an Adult Learner? Maiduguri 2000.
15. Appropriate Evaluation Techniques for Literacy Education. Maduguri 2000.
16. Who are the Potential Adult Education Clients in Nigeria? Maiduguri 2000.
17. Life Skills as an Emerging Component of Mass Education. Kano 1999.
18. Simple Evaluation Techniques for Mass Education Programmes. Maiduguri 1999.
19. A Description of Mass Education Target Groups in Nigeria. Kano 1999.
20. Report on the Activities of Bayero University’s Department of Adult Education and Community Services in the Area of Evening Adult Education Classes 1994 – 95. Ibadan 1996.
21. Practical Involvement of Universities in Mass Literacy Delivery in Nigeria. Ibadan 1995.
22. Implementing NFE Girl Child Curriculum. Kaduna 1994
7. QUALIFICATIONS
8. INSTITUTIONS ATTENDED
9. ON GOING RESEARCH 1. “A Study of The Adult Educational Philosophies and Practices in West African countries”.
After Thailand 1990 during which many developing countries were prevailed upon to embrace basic education as the cornerstone of their eventual educational development and particularly after New Delhi 1993 during which time Nigeria, Egypt and 7 other countries in the world were fingered as those retarding the progress of the world, the concept of adult literacy seemed to have changed focus in many developing countries. The current study aims at capturing the present situation of adult literacy concepts and practices in developing countries. The findings would help literacy experts better advise West African countries on how to embark on the education reform process which globalisation seems to be inextricably imposing on them.
10. PUBLICATIONS
10.1 Books
10.2 Chapters in Books
13.) Nampota, D., Biao, I. & Raditloaneng, W. (2009) A comparative analysis of five country case studies: NFE provision and outcomes in Preece, J. (2009) (ed) Non-formal education, poverty reduction, and livelihood enhancement: a comparative study. Gaborone: Lentswe La Lesedi Pty Ltd.
14.) Biao, I. Akpama, S. I., Tawo, R. & Okukpon, L. (2009) Non-formal Education and poverty reduction among beneficiaries of vocational skills training programmes of Cross River State Agency for Adult and Non-formal Education. in Preece, J. (2009) (ed) Non-formal education, poverty reduction, and life enhancement: a comparative study. Gaborone: Lentswe La Lesedi Pty Ltd.
15) Biao, I. (2009) Literacies in Usang, E. et al (2009) Readings in Adult Education II. Calabar: Dept. of Adult & Continuing Education, University of Calabar.
16) Biao, I. (2009) Innovative teaching-Learning techniques in Adult Education in Usang, E. et al (2009) (eds)Readings in Adult Education II. Calabar: Dept. of Adult & Continuing Education, University of Calabar.
17) Biao, I. (2008) “Attainment of the MDGs through educational reforms: A Road Map for Nigeria” in Nworgu, B. G. (2008) (ed) Educational Reforms and attainment of the Millennium Development Goals. Nsukka: University Trust Press.
EXECUTIVE SUMMARY
18). Biao, I. & Adesina, O. (2006) National Non-governmental organizations and the actualisation of the millennium development goals. In Okediran, A. (2006) (eds) Adult and Non-formal education in Nigeria: Current issues. Ibadan: NNCAE.
19). Biao, I. (2002) What is adult education? In Umoren, G., Ntia, U. N & Biao, I. (2002) (eds) Readings in Adult Education, Dept. of Adult & Continuing Education, University of Calabar.
20). Biao, I. (2002) Non-formal education in Anglophone and Francophone Africa in Umoren, G., Ntia, U. N & Biao, I. (2002) (eds) Readings in Adult Education, Dept. of Adult & Continuing Education, University of Calabar.
21). Biao, I.(2000). Curriculum development in adult education in Umar,(ed ) (2000)Trends in community and non-formal education, Kano: Department of adult education and community services, Bayero University.
22). Biao, I.(1997) “Evolution of a Literacy Instructional Model” in Fajonyomi et al (eds) (1997) Policy Issues in Adult and Community Education. Maiduguri: Mainasara
23). Biao, I. (1995). “Programme planning and evaluation in adult and community education”, in Biao et al (eds) (1995). Theory and practice of adult and community education. Kano: Department of Adult Education and Community Services, Bayero University Kano.
24). Biao, I. (1995).“Social issues and adult education”, in Biao et al (eds) (1995). Theory and practice of adult and community education. Kano: Department of Adult Education and Community Services, Bayero University Kano.
25). Abdallah, Y., Odokara, E.O. and Biao I. (1995). “Museum in the education of adults”, in Biao et al (eds) (1995). Theory and practice of adult and community education. Kano: Department of Adult Education and Community Services, Bayero University Kano.
26). Biao, I. (1995). “Adult educational practices in Lagos and Kano States, Nigeria”. in Omolewa, M .et al (eds)(1995) Retrospect and renewal: The state of adult education research in Africa.
27). Biao, I. (1994). “The Psychology of Facilitating the Learning of Mathematics Among Adult Learners”, in Obodo, G.C. (1994) (ed). Science and Mathematics Education in Nigeria. Nsukka: The Academic Forum, Nsukka.
28). Biao, I. (1992). “Learning Theories and their Implications to the Training of Adult Educators”, in Nworgu, B.G. (1992) (ed). Perspectives on Teacher Education in Nigeria. Nsukka: APQEN.
29). Biao, I. (1991). “Towards a Political Commitment Approach to the Provision of Education for All in Nigeria”, in Kolo, I. et al (eds). (1991) Readings in Education For All. Lagos: Text and Leisure Publishers.
30). Braimoh, D. & Biao, I. (1988). “Who is an Adult?” in Oyedeji, L. (ed) (1988) Coping with Learning in Adult Years. Lagos: Joja
10.2 Articles in Learned Journals
31). Biao, I. (2009) Psycho-therapist approach and probability of success at Nigeria’s literacy campaigns. 17: 231-240
ABSTRACT In the light of past poor performances in national literacy campaigns, the psychotheparist approach was tested for potentiality and probability for motivating literacy learners and facilitators to stay on national literacy campaigns from beginning to the end. Psychotherapy is any form of communication between a psychotherapist and a patient which involves a relationship between them for the purpose of remedying whatever disturbance, physical or psychic, the patient brings for treatment (Munsterberg, 2008). In other words, psychotherapy brings healing through discussion and cross-fertilisation of ideas between the psychotherapist and the patient. Illiteracy, having been classified as a disease of the mind which tends to distort man’s consciousness of reality, was thought to qualify as client to psychotherapist intervention. Consequently, the main question was asked here whether potential literacy learners and facilitators to future national literacy campaigns were going to remain on literacy campaigns through to the end if the stakes involved in these literacy campaigns were discussed with them prior to the implementation of these campaigns. The positive answer was overwhelming at the level of potential literacy facilitators (88%); however, the positive answer was not so overwhelming within the ranks of potential literacy learners (62%). In summary, psychotherapist intervention in subsequent national literacy campaigns in Nigeria holds a promise of promoting success. The current study equally revealed that without being satisfied with their remuneration, potential literacy facilitators will not partake in national literacy campaigns which, suggests that voluntarism is not an option in future national literacy campaigns. Finally, corruption and poor attitude to work were identified here as potential destroyers of the light which literacy stands for.
32). Biao, I. (2008) Psychological maturity and academic achievement among formal and non-formal education learners in Calabar, Nigeria. Journal of Adult Education & Development 4,1:28-39
ABSTRACT
In Nigeria, all Non-formal Education (NFE) curricula are built on the premise that NFE learners, being more mature (as a result of their having been exposed to more social tasks, realities and hardships), than their formal education counterparts will master the same learning material and programme within a shorter period of time than will formal education students. The learning programmes in question include the Federal Government’s (FGN) Basic Literacy programme designed by the National Commission for Literacy, Adult and Non-formal Education (NCLANFE) or (NMEC) and adopted by State Agencies for Mass Education (SAME); they also comprise the FGN-UNICEF’s Girl-Child Education Curriculum, the Out-of-school Boys Education Curriculum and the Quranic Education Curriculum. While the premise referred to earlier endures, there has not been any empirical study to confirm or disprove it. The need to investigate this assumption is made even more pressing as a result of the fact that all the learning curricula cited earlier were designed for out-of school children who were in fact of the same age with formal education students. If these two groups of learners were of the same age ranges and therefore of the same physical, cognitive and physiological maturity, what then may account for the higher and faster speed with which NFE learners may master the learning materials? Results showed no significant difference in performance between the two groups.
33). Biao, I. (2008) Providing access to learning for all in Nigeria: some psychological considerations. Adult Education in Nigeria. 14, 371-379.
ABSTRACT
At this period of human existence, education has come to impose itself as an indispensable commodity because learning and constant and continuing learning is the only process that may keep the human being both functional and psychological healthy and stable in this globalised world which does not stop to change. The particular forms of education that have been found relevant to the malaises of our current era are basic literacy education, basic education as different from basic literacy education, education for effective accomplishment of adult developmental tasks and women education; other relevant forms of education include education for the prevention of malaria and HIV/AIDS, education for migrants, education for physically challenged individuals and lifelong education. Any persons who would not be able to acquire that relevant form of education needed for resolving his particular condition will suffer from such psychological unease and discomfort such as lowered self-concept, low self-esteem, disorganised personality and psychiatric disorders. Fortunately, only the same education which the person may have originally failed to acquire may be successfully used to resolve these psychological discomforts. Education and especially, lifelong education should therefore be accorded the pride of place it deserves in the process of building the 21st century Nigeria.
34). Biao, I. .(2008) “Matador teacher education for Africa in the 21st century. Global Journal of Educational Research 7, 1&2: 11-17.
ABSTRACT
Although Africa experienced great educational expansion between 1960 and 1983 and although teacher training endeavour knew tremendous expansion during the same period, Africa continues to be plagued by serious social and economic crises. Current analysis shows that political instability begot by corruption, illiteracy, poor health delivery and poverty are the malaises confronting Africa. These malaises would not be eradicated through the educational system and teacher training programme currently run by African countries. If these countries are interested in making any significant progress in the 21st century, they must address the identified malaises through the means of education. The main group of workers best suited to help African countries eradicate these ills are teachers. Teachers are particularly useful in this exercise because traditionally the African teacher is viewed and accepted as a reliable change agent. However, before he/she could be depended upon in the present exercise, he/she must be made to undergo a new type of training, which is here referred to as “MATADOR TEACHER EDUCATION”. Basically the matador teacher education programme advocates an eclectic teacher – training to carefully selected student teachers. The characteristics that the would – be student teachers are to possess include a stout psychology, an above average I. Q, fairly healthy physiques and a mentality of campaign. Lastly, the advantages of non – Degree and Degree programme contents of the matador teacher education were discussed.
35). Biao, I. (2006) Poverty and poverty alleviation through information communication technologies in Nigeria. Adult Education in Nigeria 12, June: 134-144.
ABSTRACT Nigeria started out as an independent nation in 1960 and for its first forty years of existence, it pretended as if the phenomenon known as poverty existed not within its borders. However, a combination of stark realities including international terrorism, illegal migration the countries of the north and agitation for ethnic nationalism all combined to force the country to acknowledge the existence of poverty within its borders. Although some good work has begun with the view to alleviating poverty in the country, only to one of the two types of poverty existing within the country, is preferential treatment being given. It was therefore recommended that first, in addition to waging war against quantitative poverty, qualitative poverty should equally be worked upon; secondly, the war on poverty, would stand a greater chance of succeeding if the overwhelming and compelling advantages of Information Communication Technologies were brought to bear on the war. Consequently, specific knowledge areas were identified for development and packaging for an ICT compliant education relevant to winning the war on poverty. The recommended functional ICT for this war was the radio.
36). Biao, I. (2006) Education, Work and Productivity in developing countries. Journal of Philosophy 17,3&4>
ABSTRACT Although Africa experienced great educational expansion during the period immediately preceding independence of most of its countries, the chosen educational remained unconnected with the world of work. Consequently, as soon as the jobs created by the colonial masters got exhausted, a crisis set in, and educational reforms up to today have not been able to redress the situation. Yet, if an African needs map would be developed and if educational policies would hence be developed along this needs map, Africa can at last strike a connection between the world of work and the world of education.
37) . Biao, I. (2005) Training of adult educators as a catalyst to the realization of the millennium development goals. Journal of Adult Education And Community Services. 1,1: 39-53
ABSTRACT The realization of the Millennium Development Goals (MDGs) by nation states in Africa requires concerted efforts towards improvement and reforms in the education sector. However, undue emphasis on formal schooling to the utter neglect of adult education could impact negatively on the possibility of attaining the Millennium Development Goals. Therefore there is the need for effective training of adult educators as a catalyst for the implementation of the MDGs in Africa. Recommendations were proffered on how to strengthen the professional experiences of adult educators towards achieving the MDGs in Africa.
38. Biao, I. (2002) “Transformative Research As A Strategy For Promoting Women’s Participation In Democracy” EDUCATION FOR TODAY 23,4:1-12
ABSTRACT From time immemorial Nigerian women have been relegated to the background in all social affairs including politics. Yet, it is both divinely recommended and humanly desirable that women should participate actively in democratic politics alongside men. Two immediate advantages derivable from women’s participation in democracy are the possible reduction of the levels of violence and corruption in the country. In order however, to meaningfully involve women in politics, we must begin by understanding the relationships that exist between their present conditions and the general conditions operating within the larger society. As soon as this first step was taken, the critical and interpretive research paradigms impregnated by the four major tenets of transformative research may be employed to bring about the desired change at the level of the women.
39). Shittu, M. B. and Biao, I. (2001) “Community development approaches: Some psychological implications”. Journal of General Studies 4,1: 38-48.
ABSTRACT
Community development practice is a global activity in which all member countries of the United Nations are involved. As a strategy of development, it has a human – centred focus. It is therefore different from the modernization focus and growth centred models of development. Different approaches are employed to execute community development programmes in different parts of the world. This paper first highlights the different community development approaches used in Nigeria. Secondly, it discusses the psychological implications of each of the approaches as it relates to the work of community leaders, officers of Community Based Organizations (CBS) and community development agents. The paper concludes that every community development agent is a psychologically engaged individual whose view about the nature of the people making up the community in which he works determines his general disposition and his adoption of a specific community development approach.
40). Biao, I. and Biao, E.P. (2001) “The relevance of Nigerian public library resources to adult learners” Tambari 6, 2:26-39.
ABSTRACT
Nigerian public libraries have provision to serve only two categories of adult learners. It is disturbing that these libraries can serve only so few categories of adult learners. It is even more disturbing that these libraries’ resources cannot be used by adult literacy learners. Illiteracy, which is the single most threatening social problem in the country today, would have been further endangered with public libraries’ participation in the crusade against it. An assessment of the reasons accounting for the poor quality of public library services to adult learners revealed that information deficiency among scholars of library and information science and the librarians as to who is an adult learner, accounts principally for the present situation. Five recommendations are therefore hereby proffered with the view to improving on current performance.
41). Biao, I. (2000) “Adult education as an instrument in the creation of the nation of Nigeria Journal of Educational Thought 1,1:1-12:
ABSTRACT
As soon as Nigeria became a state in 1914, it began its journey towards nationhood. Unfortunately, this journey has neither been smooth nor entirely successful. Previous socio – political arrangements in the country are among the factors militating against our journey towards nationhood. Adult education is here identified as a means of achieving social awakening, accelerating the process of social action, and as a panacea for the building of the Nigerian nation.
42). Biao, I. & Biao, E.P. (2000) “Women as peace agents in the 21st century” JOWICE 4:122-126.
ABSTRACT
What a man can do a woman can do; and vice – versa. Yet, there are functions for which each of the sexes is better suited than the other. One of such functions is the promotion of peace within the context of peace education. Here, women have been found to be better able than men to serve as facilitators and teachers of peace education because of the qualities of understanding, emotion and flexibility, which they are able to demonstrate more readily than men could. Consequently recommendations are proffered to enable Nigerian women take the lead in the promotion of peace education in the country.
43). Biao, I. (1999) “Evaluation of adult education programmes” Tambari: 5, 2: 12-18.
ABSTRACT
Literacy, remedial, women, business and engineering skills training and non formal basic education are the five main types of adult education programmes practised in Nigeria. Performance at the level of each of these programmes was evaluated, using a mixture of historical and systematic models for evaluation, it was found out that only performance at the level of business and engineering skills training, women and non – formal basic education were fairly successful. While factors militating against success within all the other programmes were highlighted recommendations as to how to bring these factors under control were proffered.
44). Biao, I.(1997) “The professionalization of adult education in Nigeria” International Journal of University Adult Education XXXVI, 1: 10-21
ABSTRACT
Modern adult education as a field of practice and university study has so far made some positive impact on the psyche of Nigerians. As a result of this effect, adult education services are now in greater demand and a section of the citizenry is in fact calling for the professionalization of adult education. However, any profession is born through fulfilling at least seven criteria: these include the public service, communities objectives, body of knowledge, length of training post – graduate, licensure and code of conduct criteria. Nigerian adult education at present fulfils only two of these criteria. Consequently, it cannot be seen as a profession. However, if the country’s adult education personnel could work hard on the identified deficiencies, the professionalization of adult education in the country may well become a reality sooner than envisaged.
45). Biao, E.P. and Biao, I.(1997) “The Need for a Structural Adjustment of the Nigerian Education system in the 21st Century”. Tambari 4,1: 68-78
ABSTRACT
The first attempt at providing Nigeria with a system of education came through around 1842. Since then, the business of education has flourished but not without some crises. These crises which are mainly related to poor funding of the educational sector have their origin in the more fundamental issue of the incongruity between the national education philosophy and both the educational needs of Nigerians and the socio – economic exigencies of the country.Having reviewed these crises, the conclusion is drawn that only an adjustment of the current national education system would do. Consequently, a tripod educational system made up of the TECHNOLOGICAL EDUCATION SUBSYSTEM, LIBERAL EDUCATION SUBSYSTEM AND NON – FORMAL EDUCATION SUBSYSTEM is suggested as a solution to the present educational crises in the country.
46). Biao, I. (1996). “Phenomenal self-concept and adult learning”. Educational Forum, 2, 2:10-18.
ABSTRACT
Many factors have so far been investigated by researchers with the view to identifying the most important of them that promotes learning. At present, research findings tend to suggest that high phenomenal self–concept plays a central role in the promotion of learning. However, research findings equally reveal that self – concept starts to decline between the ages of 30 and 50 years, at a time the adult learner needs it most. In order that adult learners may benefit from positive effects of high self-concept upon learning, techniques for measuring and raising self–concept levels are reviewed and adult educationists and educators are invited to apply these techniques to the practical aspects of their work.
47). Biao, I. (1996). “The Effect of Parents’ Literacy Level on the Education of their Children in Kano State, Nigeria”. Journal of Adult Education Studies, 1, 1:102-110.
ABSTRACT
Mass illiteracy among primary school pupils’ parents in Kano State was assumed to be the major factor militating against massive enrolment in primary schools in Kano State. This assumption was confirmed in this study as it was found that about 60 percent of the State’s population was not permanently literate. Additionally it was found out that both literate and illiterate parents withheld some of their children and discriminated equally on sex grounds when it came to selecting children for Western education. While illiteracy was identified as a factor leading illiterate parents to behave thus, cultural exigencies and other peculiar social practices were assumed to be the factors leading literate parents to withhold some of their children from schooling. A two–pronged adult education programme was finally advocated which aims at benefiting illiterate parents.
48). Biao, I. (1995). “A Comparative Study of the Study Skills of Adult and Young Learners in Bayero University. Journal of Educational Research and Evaluation, 1, 1:17-26.
ABSTRACT After many psychological, biological and socio – economic factors had been examined with the view to establishing their role in the promotion of learning, none of these factors proved important enough to be considered the central factor in learning. A study skills inventory was therefore constructed with which the study skills of young and adult learners who never took any study skills course were measured. Although, the findings indicate no significant difference, a critical analysis of the findings revealed that length of time on study programmes, is a moderating factor in the acquisition of good study skills.
49). Biao, I. (1995). “A Comparative Study of Adult Literacy Education Practices in Francophone and Anglophone West Africa”. International Journal of University Adult Educaton, XXXIV, 2:44-55.
ABSTRACT
Although the Economic Community of West African States was established primarily to promote economic growth within the sub – region, the zeal with which most states of the sub–region have been promoting adult literacy education suggests that the countries making up this sub – regional body wish to employ adult literacy education to stimulate economic growth. This study therefore compared adult literacy education practices within the two main language blocs of the sub – region with the view to highlighting the similarities and dissimilitudes existing between the practices and with the hope of determining the exact effect literacy education has on economic growth in the sub – region. The findings indicate that there exists many dissimilitudes in adult literacy education practices between Francophone and Anglophone countries; additionally, adult literacy education as practised at present is found not to be geared enough towards the promotion of economic growth.
50). Biao, I. (1994). “Profile of Nigeria’s Modern Adult Education Personnel”. International Journal of University Adult Education, XXXIII, 2:45-54.
ABSTRACT
The practice of modern adult education began in Nigeria in 1940. Since then, adult education as a field of practice and as a discipline has witnessed tremendous growth; this is attested to by the myriad of agencies now existing in the country whose sole responsibility is the promotion of adult education activities. However, as popular as this field of activity and research is, its workers are largely untrained and therefore not qualified to perform the duties assigned to them. Reliance on a corps of untrained personnel eventually brings harm to a profession. The specific consequences of such a reliance as they concern adult education are highlighted and recommendations made which are aimed at improving on the existing situation.
51). Biao, I. (1994). “Research and Knowledge Generating Efforts in Adult and Community Education in Nigeria Between 1979-1992”. New Zealand Journal for adult learning 22, 2:39-52.
ABSTRACT
The study of adult education as a university subject in Nigeria began in the University of Ibadan in 1965. But it was the period 1979 to 1992 that witnessed the greatest expansion in research and writing efforts in this field. Unfortunately the many writings and researches of this period were mainly descriptive in nature. Since descriptive research is but one of four main research paradigms currently used elsewhere to develop the field of adult and community education, researchers’ attention is directed to these other types of research and recommendations as to the best ways of making these other research paradigms operational and functional in Nigeria, are proffered.
52). Biao, I. (1992). “The Place of Remedial Education in the Supply of Education in Nigeria”. Australian Journal of Adult and Community Education, 32, 1:42-50.
ABSTRACT
Remedial education is a form of education that allows persons who may have missed formal schooling to benefit from education (including the type of education offered in formal schools). This education subsystem began growing in Nigeria around 1979. Since then, many state capitals, especially Lagos and Kano cities, have witnessed an unprecedented growth in remedial education centres. Unfortunately, as numerous and as popular as they are, remedial education centres do not offer literacy education. Yet, illiteracy is the single most threatening educational problem in Nigeria today. Additionally, the remedial education sub – sector has failed to perform well in its area of concentration as only 25 percent of its clients passed G. C. E. examinations during the last decade. Recommendations aimed at making the nation’s remedial education sub – sector more relevant to the educational needs of the country are therefore proffered.
53). Biao, I. (1992). “Effect of Self-concept on Academic Performance of Learners in Selected Adult Remedial Classes in Lagos State, Nigeria”. Journal of Studies in Education, 3, 1:1-11.
ABSTRACT
Self concept has been described in literature as an important factor in learning. This study has revealed that self concept is central indeed to academic achievements among adult learners. Adult education agencies are therefore requested to sponsor more researches in this area for the purpose of benefiting maximally their clients.
54)..Biao, I. (1991). “The Relevance of Research in Programme Development in Nigeria”. Journal of Nigerian Educational Research Association, 11 & 12, 1 & 2: 19-23.
ABSTRACT
The central role of adult education practice is the planning and implementation of educational programmes for the benefits of adult population. However, it is not every time that many adult learners that are in the field of practice where adult education may help, get information about what they are doing. The current write up suggests ways of disseminating information obtained from research among adult learners and workers.
10.3 WORKS IN FRENCH LANGUAGE
55). Biao, I.
(2006) Des origines des Sciences de l’Education des Adultes: Question de
terminologie. Revue Electronique 1: 5-8
56. Biao, I.
(2006) Fondements de l’education des adultes en Afrique. Revue Electronique
2: 6-9
57). Biao,
I.(2006) Philosophie et Les sciences de l’education des adultes et la
philosophie des sciences de l’education des adultes Revue Electronique . 3 :
11-14
58). Biao, I.
(2006) La psychologie et les sciences de l’education des adultes. Revue
Electronique 4 : 24-27.
59). Biao, I.
(2007) Formation des Formateurs des adultes. Revue Electronique 5: 2-7
60). Biao, I.
(2007) l’ education des adultes : un veritable outil de developpement. Revue
Electronique 6: 6-9
61). Biao, I.
(2005) L’Etat de lieux de l’education des adultes dans le
62). Biao, I.
(2005) lecons a tirer de la conference avril 2005 a Cape Town en Afrique du
Sud. Rapport 2 : 3-7
63). Biao, I.
(2005) Programme d’Etudes Universitaires : Sciences de l’Education des
Adultes. Conference de Bamako, Mali. Rapport 3 : 1-8
PAPERS AWAITING PUBLICATION IN LEARNED JOURNALS
64). Biao, I.
International Education as a tool for rapid emancipation of countries of the
economic community of West African States (ECOWAS)
65). Biao, I.
“Spatial injustice in the Distribution of Schools and Hospitals in Nigerian
communities”. University of Maiduguri Academic Forum
66). Biao, I.
‘Universal basic education as an instrument for the total transformation of
Nigerian communities’ Convergence
67). Biao, I. &
Okon, J. LIFELONG EDUCATION AS A STRATEGY FOR THE ESTABLISHMENT OF A CULTURE
OF PEACE IN NIGERIA IN THE TWENTY-FIRST CENTURY
68). Biao, I. et
al Evaluation of the quality of adult educators’ training in the south-south
political zone of Nigeria. (Funded by University of Calabar 2005/06 Senate
Research Grant)
69). Okon, J.
Biao, I. Management dilemma of Nigeria’s Universal Basic Education Programme
70). Biao, I.
A comparison of the quality and impact of NNCAE Journal Volumes of the
1970s-1990s With those of the years spanning 20003-2008
10.4 MONOGRAPHS
1) With 5 other colleagues (2008) Social Studies for Cross River State Primary schools
2) With 5 other members (2001) “Obe Re Urhobo” (A Reading Text in Urhobo Language For Non-formal Education learners). Commissioned by UNICEF
3) With 11other members (2001) “Iwe kika Yoruba” (A Reading Text in Yoruba Language For Non-formal Education Learners). Commissioned by UNICEF.
4) With 4 other members (2001) “Obe Edo” (A Reading Text in Edo Language For Non-formal Education Learners). Commissioned by UNICEF.
5) Biao, I.(2001) “Profile of Harbau Community of Kano State.” Commissioned by Women Farmers Advancement Network (WOFAN)
6) Biao, I.(2001) “Profile of Tudara Community of Kano State.” WOFAN.
7) Biao, I.(2001) “Profile of Tumbau Community of Kano State.” WOFAN.
8) Biao, I.(2001) “Profile of Buran Community of Kano State.” WOFAN.
9) Biao, I.(2001) “Profile of Dususu Community of Kano State.” WOFAN.
10)Biao, I.(2001) “Profile of Amarawa Community of Kano State.” WOFAN.
11. Biao, I.(2001) “Profile of Kayyu Community of Kano State.” WOFAN.
12. Biao, I.(2001) “Profile of Kwaciri Community of Kano State.” WOFAN.
13. Biao, I.(2001) “Profile of Kwarin Sako Community of Kano State.” WOFAN.
14. Biao, I.(2001) “Profile of Lautai Mango Community of Kano State.” WOFAN.
15. Biao, I.(2001) “Profile of Sabon Garin Dallawa Community of Kano State.” WOFAN.
16. Biao, I.(2001) “Profile of Gandirwawa Community of Kano State.” WOFAN.
17. Biao, I.(2001) “Profile of Dindere Community of Kano State.” WOFAN.
18. Biao, I.(2001) “Profile of Garin Ali Community of Kano State.” WOFAN.
19. Biao, I.(2001) “The Community Women Curriculum”. Commissioned by WOFAN.
20. Biao, I.(2001) “Profile of Unguwar Kwari Community of Kano State”. Commissioned by WOFAN.
21. Biao, I.(2001) “Profile of Yankatsari Community of Kano State.” Commissioned by WOFAN.
22. Biao, I.(2001) “Profile of Katai Community of Kano State” Commissioned by WOFAN.
23. Biao, I.(2001) “Profile of Gaban Komai Food Processing Group of Kano State.” Commissioned by WOFAN.
24. Biao, I.(2001) “Business and Vocational Education Text for NFE”. Yobe: UNICEF.
25. Biao, I.(2000) “The Critiqued NYS Curriculum.” CEDPA.
26. With 2 other members (2000) “Continuous Assessment Instrument for Non-formal Education” for FGN – UNICEF.
27. With 3 other members (1999) “Draft instructor’s guide for non-formal education text in business and vocational education (NMEC)
28. With 4 other members (1999) “Draft CNSPM Education Curriculum (Federal Ministry of Women Affairs and Social Developments- Abuja).
29. With 3 other members (1999) “Draft non-formal basic education text for business and vocational education” (commissioned by UNICEF-FGN)
30. With 11 other members (1999) “Draft non-formal basic education curriculum for the girl-child and adolescent-girl” (Commissioned by UNICEF-FGN).
31. With 14 other members (1999) “Draft non-formal basic education curriculum for out-of-school boys (commissioned by UNICEF-FGN).
32. With 14 other members (1999) “Draft non-formal basic education curriculum for Quranic schools” (Commissioned by UNICEF-FGN).
33. With 9 other members (1999) “COMED-WOFAN curriculum for the training of extension workers” (Commissioned by Bernard Van Leer Foundation).
34. With 7 others “Access to Basic Education” for FME 35. With 36 other committee members (1997) “A report on Round Table Discussion on the Place of Mass Education in Vision 2010” (Commissioned by FGN/UNDP).
36. Biao, I.(1996) “Post-Literacy Social Studies Primer Year One. Kano: Centre for Mass Literacy.
37. Biao, I. (1997) “Facilitator’s Guide for Post Literacy Social Studies Primer Year One Kano: Centre for Mass Literacy.
38. With 15 other Committee members (1994). “Programmes and support services in the delivery of mass literacy in Nigeria”. An aspect of Action Plan for the Delivery of Mass Literacy in Nigeria Commissioned by the National Commission for Mass Literacy Adult and Non-formal Education, Abuja.
39. With 4 other Committee members (1993). Blueprint on mass education in Jigawa State. (Commissioned by Jigawa State Ministry of Education).
40. With 4 other Committee members (1993). Political education curriculum for Jigawa State. (Commissioned by Jigawa State Ministry of Education)
12. TRANSLATED WORKS
11. Biao, I. (1990). Les Frontieres Artificielles. A French Translation of Asiwaju, A.I’s (1990) Artificial Boundaries. New York: Civiletis International
12. Biao, I. (1985-date) Numerous other documents and works
13. SOME TECHNICAL REPORTS
13. Biao, I. (2007) Biao, I. (2007) Education Inspectors’ Manual. Federal Ministry of Education, Nigeria.
14. Biao, I.(2001) “Report on GRAAP workshop for extension agents”. For WOFAN.
15. Biao, I.(2001) “Report on traditional practices affecting women and children”. For WOFAN
16. Biao, I. (2001) “Report on a survey of the Social Situation of the Almajirai” for WOFAN.
17. Biao, I. (2001) “Report on a Survey of Vocations and the Locally Fabricated Implements in 16 Communities of Kano State” for WOFAN
18. Biao, I. (2001) “Report on Post-harvest Handling and Storage of Food Crops Workshop” for WOFAN.
19. Biao, I. (2001) “Report on Participatory Organisational Self-Assessment (POSA) of WOFAN” for WOFAN.
20. Biao, I.(2000) “Report of first KAP survey in Kano” For BASICS.
21. Bao, I.(2000) “Report on the critique and editorial work carried out on NYS curriculum. For CEDPA
15. Commissioned works
15.2 Biao, I. (2006) Adult education: the cutting edge for successful implementation of the universal basic education programme in Nigeria (funded by Universal Basic Education Commission)
EXECUTIVE SUMMARY
Beginning from its period of political independence, Nigeria acknowledged the vital role that education may play in advancing national development. Ironically, from the time of its independence, Nigeria has been reminded of the need to do more in order to bring education and enlightenment to its teeming populations.
From local, national fora to international fora; from meetings that held on Nigerian soil to those that held at Jomtien through those that held in New Delhi to the meetings of Addis Ababa, Nigeria has been reminded that there is still room for improvement in the area of educational promotion and advancement. Consequent upon these reminders and pressures, Nigeria put up the Universal Primary Education (UPE) project and a number of other structures between 1960 and 1990 which did not yield the desired results.
By 1999, the Universal Basic Education Commission (UBEC) was established to provide basic education to all Nigerian school age children. Having begun the work, the commission found out that both school age and those above school age sought for its services. In order to find out how best other agencies involved in providing adult and non-formal education could help UBEC concentrate on the function of providing basic education to school age children in Nigeria, this study was commissioned.
16. EDITORIAL ACTIVITIES
Ø Member, Editorial Board Adult Education in Nigeria. Ø Assistant Editor, Coping with Learning in Adult Years. Ø Editor, Readings in Adult Education, Theory and practice of adult and community education.
17. THESES SUBMITTED DURING DEGREE STUDIES
17.1. Biao, I. (1989) Effect of Self-concept on academic performance of students in selected adult remedial classes in Lagos State (Ph.D.)
ABSTRACT
Can learners’ self-concept be raised through positive reinforcement of their ego? Would learners with raised self-concept perform significantly better at written examinations than learners whose self-concept has not been raised? Would male learners with raised self-concept perform significantly better at written examinations than female learners whose self-concept has been raised? Would younger learners with self-concept perform significantly better at written examinations than older learners whose self-concept has been raised? These were the main questions for which answers were provided. Self-concept was described as a construct with four main aspects; namely, the social aspect, the emotional aspect, the physical aspect and the academic aspect. Since the search in literature revealed that valid self-concept instruments have so far eluded researchers in the domain of self-concept, and since it was found out that the Nigerian adult education literature shows a grave lack of information on the self-concept of adult learners, an inventory called the Learner’s Self-concept Inventory was constructed which was used in measuring the self-concept of the subjects of this research. Learners with raised self-concept did perform significantly better than learners whose self-concept was not raised; male learners did not show any significant difference in performance when compared with female learners; there was found a positive relationship between high academic performance and high academic self-concept; there was equally found a positive relationship between high social self-concept and high academic performance. These last two aspects of the self-concept had not been featuring in existing self-concept instruments used even within the formal education system.
17.2. Biao, I. (1984) An analysis of the factors affecting the motivation of adult learners in selected evening classes in Lagos Metropolis.
ABSTRACT
Continuing education as a part of Nigerian education system has stealthily crept into a rank of importance and the role of motivation in this sector of education has of late been begging for serious study. Consequently, the current study focused on analyzing the factors affecting motivation among 60 learners from 14 sampled evening schools in Lagos metropolis. Through a questionnaire, data were collected which when analysed revealed that facilitators’ disposition towards learners, facilitators’ methods of teaching and learners’ perceived rewards for learning were the strongest motivational factors that led learners to take to evening schools learning.
17.3. Biao, I. (1983) Provision of library resources for adult learners in University of Lagos library (B.A. Ed)
ABSTRACT
The University of Lagos Library is one of the oldest University Libraries in Nigeria. Additionally, the University of Lagos runs a department of Adult Education. Yet, this library has no provision for adult learners. Not even in the are of traditional literacy. Suggestions were given as the University of Lagos Library may provide this service and thereby become relevant to an important segment of the community within which it is located.
18. SUPERVISION OF GRADUATE THESES IN ADULT EDUCATION
18.1. Doctoral:……………………. 4 (1 Completed & 3 in progress)
18.2. Masters:……………………. 12
19. ASSESSMENT OF PROFESSORIAL APPLICATIONS
19.1. Professors……………………3
19.2. Readers……………………….2
20. EXPOSURE TO CONTINUING EDUCATION
Duting the periods mentioned here, I underwent the following programmes through Virtual Instruction Mode.
20.1 “Guidance and Counselling in Higher Education” Nigerian Universities Commission’s (NUC) Virtual Institute for Higher Education Pedagogy February , 2004 with distinction grade
20.2 “Empowering students with special needs” Nigerian Universities Commission’s (NUC) Virtual Institute for Higher Education Pedagogy March, 2004 with Credit grade.
20.3 “Empowering women for success in Higher Education” Nigerian Universities Commission’s (NUC) Virtual Institute for Higher Education Pedagogy April, 2004 with Credit grade.
20.4 “Understanding HIV/AIDS and its impacts” UNESCO’s Virtual Institute, Harare---Zimbabwe May-July, 2004.
21. SKILLS
v Driving v Cycling v Computer literacy (Microsoft word, Microsoft powerpoint, Excel, etc.)
22. COUNTRIES VISITED
Nigeria, Republic of Benin, Togo, Ghana, Cote-d’Ivoire, Mali, Malawi, South Africa, UK.
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