If we give today’s students great learning experiences,

they will build the future. If we don't, too bad! - M.D. Omisore

GEDUCATION

Preface Don't we need an anti-illiteracy revolution? With the UNESCO report of 2014 that stated that 10 million Nigerian children of primary and secondary

school age are not in school, the highest figure by any country in the world, with a huge portion of the

remainder that made the 5 to 16 years population though in school yet not being properly schooled for

lack of infrastructure, training and materials, the country Nigeria may be sitting on a self-set bomb that

needs to be checked before it blows up her societal fabric. The need to check this negative trend as a

matter of urgency is due to the role education plays in social, economic and cultural development and

evolvement of any forward moving society, of which there is hardly hope for a great future without it.

But in what direction should such revolution go? If it is ever going to be both meaningful and impactful,

it must adorn the colours of orientation and not force. The war against illiteracy, unlike War Against

Indiscipline, cannot and should not be fought with force compelling offenders to do right. Rather, it has

to be a proactive repositioning of values of the average member of the society from what matters to

what really matters, then to what ultimately matters. And with all the negative trends it will come up

against, it must be resolute in approach – It has to be a problem-damning and circumstance-drowning

awareness and orientation campaign that will take the whole country by storm.

The reason for this direction is not far-fetched. The country

Nigeria, currently handicapped by its struggling economy, has not

been able to provide even a tenth of all infrastructure needed for

the proper and adequate education of its young. The statistics on

how many new public school facilities can be built to cater for the

population of students (if all are to be catered for) have probably

not been considered not to talk of executed because of low

funding and budget on education. In terms of all that it entails,

successive governments till now have only been scratching the

surface as regards providing quality education for all. Why? The

'hardware' for an effective learning system, which is good and

adequate infrastructure, has generally been lacking. Save for the

great initiative and provision of few model schools by some state

governments (with classrooms, laboratories and libraries good enough to really accommodate and

engage students), too few in number for wide impact, public school education has slipped way down

the slope from the vantage position it was established on by foreign missionaries who brought it to the

country, now only offering its students too little and ‘too poor’.

To overcome this undesirable condition of stagnancy and backwardness in education, we may perhaps

need to tilt the 'thinking cap' to an angle that will afford us see how a new learning structure can be

Until all stakeholders in

education... are repositioned

to not only think 'hardware'

but also 'software', not only

infrastructure but also 'edu-

structure’... then we will

leave the status quo

unchallenged and continue to

wallow in the circumstantial

waters persistently disturbed

by the struggling economy.

GEDUCATION

superimposed on the existing literacy-poor environment, jumpstarting a reawakening that will begin

to override the inadequacies and disadvantages of our clime. Such 'software' injections, which can

always go along with concrete plans and agenda of today's government to further bridge the

infrastructure gap, can help shape the tone and impression of learning, with practical, resourceful and

goal-oriented map charters that can engender the much required conduciveness and much wanted

possibilities regarding mass literacy and education. A whole new vista may be opening up in the way

learning is perceived and received, teaching is performed and delivered, and education as a whole is

valued and adjudged. Maybe, just maybe, there is light at the end of the dark tunnel of poor learning

due to poor infrastructure.

The light may however remain faint and insignificant if conscious efforts are not made to zoom at its

opportunities begging for the taking, cutting across operational modes of management, content

strategy and procedure, training, and mass mobilisation. Until all stakeholders in education, namely

government, education ministry and boards, school owners, teachers, students and parents – not to

forget alumni bodies – are repositioned to not only think 'hardware' but also 'software', not only

infrastructure but also 'edu-structure', not only few model schools but many models in most schools,

we will leave the status quo unchallenged and continue to wallow in the circumstantial waters

persistently disturbed by the struggling economy. Looking inwards, taking our destiny in our hands,

and doing all in our power to reach for the vantage again through repositioning could salvage our

education today for development and progress tomorrow.

This repositioning, by rethinking, is what this revolution is all about.

GEDUCATION

Introduction What are the real problems behind low value of education in Nigeria? A number of factors worth enumerating because of their serious negative impact, constituting a huge

barrier to a virile reading and learning culture! The consequential effects of these negative factors are

not only on the present crop of young students but on the whole populace – from the toddlers with

untapped potentials to the aged with fruitful minds. The questions these negative factors demand such

as 'Why should I read when I am hungry?', 'Why should I read except to pass?', 'How dare you say I don't

read?' and 'What is really there to read?' warrant a thorough study in order to give appropriate answers

particularly regarding the current students who are at their formative stage of life.

GEDUCATION

First and foremost of the plagues is the economic crunch being experienced in the country, a sad

development so to speak as people are merely getting by with daily living so are not either buoyant

enough to invest in books or don't just see the need. Then there are gaps and cracks – getting wider

each academic session – in our education system that have made learning to be wrongly taken as

cramming, just to pass exams. Such learning gaps, causing a terrible development of children growing

into adulthood without real learning experiences and without having really assimilated great learning

contents, and in place of great contents subscribing a lot to gossip, hearsays and rumors particularly on

the internet and social media and having their attention readily turned from their studies to mere

frivolities. Also worthy of note is the mediocrity around the output of teaching contents and textbooks,

a bad representation of the intended essence as far as learning is concerned.

The winning strategy, if there is one, for contending with these anti-learning plagues cannot be a

straitjacket tactic. Neither can it be a mere focus on physical infrastructure because the problems

portended are no longer just physical or economic in nature, but also intellectual, psychological and

social-cultural. For example, one offshoot of these problems in the society, which is poor reading

culture, has become prevalent and way beyond what the classroom alone can now fix. Why? The

teaching and learning that happen in classrooms are being influenced by the disenabling environment

in the larger society. Building all the classrooms needed to cater for all students without re-orientating

the society on the ideals of education will amount to underutilisation and waste. If we are dealing with a

culture problem, then we are essentially dealing with a people problem. And the people must be

repositioned through rethinking on why and how education can again be what it really ought to be –

the effective requisite aid for all skill acquisition, trade venturing, academic, vocational or professional

pursuit, and personal development.

The strategy through rethinking that can at least get us back on track regarding education, again if

there is one, must come as a package that will actively sensitise the populace on the ideals of

education, carrying along all stakeholders in education with the objectives of correcting and healing

undesirable states and conditions such as discontent in the teaching workforce, uninformed parental

disciplines, business against learning offerings of schools, ineffective methodologies of education

ministries and boards, and chief of all, the alloyed and wavering will of successive governments to deal

Building all

the classrooms

needed to cater

for all students

without re-orientating

the society

on the ideals of education

will amount to

underutilisation and waste

GEDUCATION

with the challenges confronting education. How far reaching this healing will be depends on the

capacity and will of the agency wielding it. What will get us out of the woods must come in form of

exercises, programmes and campaigns that will completely change the mindsets already developed

which have made learning seem daunting, teaching unproductive, and education itself a can-do-

without. These soft solutions being suggested and proposed can be broadly categorised into three

areas of function:

1. Conceptualised Learning

2. Rebranding the Teaching Profession

3. Effective Mass Mobilisation

In the midst of all the challenges confronting education in Nigeria, these three concept and content-

based initiatives as suggested and recommended by this report can serve as a breather almost

immediately, and then a most constructive intervention as they are consistently being applied.

Ultimately, they are thought of as being the cornerstones upon which a new foundation of sound and

quality education in our public schools can be built. All stakeholders in education, particularly the

government, the Ministry of Education and their boards, should therefore find this report engaging

and useful.

M.D. Omisore

OmisOre

GEDUCATION

CONCEPTUALISED LEARNING

'Book haters are not born, they are made.' - M.D. Omisore

# ONE

Life isn't the same' could be a catchphrase to describe the millennials which most of today's students

are. Just three decades ago 20 Naira was the highest currency in the country, but today, it can hardly

buy a chocolate sweet. Students half a century ago could hardly see 15 hours of TV per week but

hundreds of TV channels beaming 24 hours a day are now bombarding today's students left, right and

centre, with other competitive options in video player and game and the giant internet never relenting. The

world is in such a crazy spin due to the pompousness and razzmatazz of the media.

Consequently, the adult generation often wants to blame today's students for not reading rather than

blaming itself for not travelling with time to create the style of learning that suits them. Our learning is

still in the eighties of last century while teens are already looking ahead to the twenties of this century.

Obviously, there is a generation gap in learning – causing a disconnect -- that needs to be bridged. The

students of today can't get education exactly the way their parents got it because the worldview has

changed.

It would not have been too much a big deal if other aspects of life

have also maintained status quo. The story is however different:

While mainstream education has been on a subjected plateau, other

aspects of life have climbed higher, reaching for the loft. Take

entertainment for instance: Music, comedy, movies have been

transformed in the same country into considerably massive pools of

attraction. (Check a Nigerian musical video of the eighties and one

now and you have seen night and day in terms of video quality,

effects and razzmatazz). For some other disciplines that have not so

grown in the country, like sports, media is capturing its razzmatazz from overseas and beaming it to

subscribers in their millions. Education at its end has largely been there, seemingly oblivious of its

environment that is constantly and increasingly galvanised by pictorials, images and effects, and have

been relegated to a low position in attraction and engagement, far below media-glorified disciplines

and trades so mentioned. One major reason why today's students find it challenging reading, studying

and preparing for exams is because media is booming and frivolities are rife!

This rising challenge of learning in our environment having not changed perspectives and reached for

perfection as described can only be tackled by facing the odds squarely, taking responsibility to

deliberately engage in the needful acts of creating effects around learning contents in such a way that

they tickle the fancy of today's students whose perception is constantly being influenced by the effects

they readily see in other areas. Call it conceptualised learning: Learning and learning contents derived

by showcasing the essence of the contents with or by a concept.

Conceptualising or concept as suggested is never a replacement of the essence of a topic or subject

otherwise the purpose for which it is formed will be defeated. Conceptualising or packaging does not

mean a showy piece with no impact on the bottom line of learning and knowledge impartation. Rather,

it means weaving an element of inventiveness into the practice of teaching and instructing that will

greatly aid students' understanding and connection with the different subjects serving as an aid for

assimilation, a good appeal for a longing digest just like what icing does to a cake. Without the icing or

frosting, the cake – the real stuff – looks bare and uninteresting, but put on the icing and the whole

content comes alive! The decorative frosting more than anything makes the cake look appealing such

that everyone will want to have a bite. That is what concept is meant to do to every lesson note, topic

and subject – doesn't take anything away from their essence but embellish them for desired perception

and reception.

It doesn't have to be anything out of this world! Concept can be in form of useful background

‘The students of today

can't get education

exactly the way their

parents got it because

the worldview has

changed.'

GEDUCATION

information, distinctive graphical illustrations, connecting topics to real-life experiences, creating

unique themes, exploiting ready-made outlines and structures, and so on. From the teacher's desk to

the author and publisher's office, to the multimedia room, concept ought to showcase – not

overshadow – essence. Every teacher or instructor should get it once and for all that it is not how well

he or she knows the topic or subject that matters the most. In the final analysis, what matters more than

all is how well his or her students are able to grasp it.

Most local textbooks currently used in schools can actually get a pass mark for their essence, but they

fall short in the way such essence is showcased regarding structure, rhythm, layout, look and feel, and

balance, leaving the students with slim chance of assimilation, and the stark impossibility of opening up

the author's brain to reach his intents. Such frustration for students could well be avoided by building

the essence of such textbooks with a learner-friendly concept that makes assimilation easier. Textbooks

are not just meant to be read, they are meant to be used. In a relevant and practical manner, they are

meant to be as resourceful as possible with the essence showcased by a captivating concept so that

they can be what they are meant to be – the student's companion.

Then to the same media that has been presented as a negating

factor against learning even in this material. Take it or leave it, we

are in the internet age, and its tremendous usefulness should

not be lost on education. Why? Here is a steady bridge for the

teacher never to be behind the curve again in updating lesson

notes. Here is a simple solution to lack of visual effects in schools

due to inadequate infrastructure such as laboratories. Here is a

good opportunity to download a whole library of resources and

materials to share with students systematically and accordingly. It is no longer for debate whether or

not every school should have, at the very least, a functional multimedia room equipped with

computers or just even projector and screen. What every school should be striving towards now is how

to maximally and effectively peruse and utilise already packaged audiovisual contents and aids from

the internet on different topics and subjects that are in alignment with recommended teaching

methods, for visual stimulation of their students. There is really no need to complain about media,

social media and the internet, if education in our environment is positioned rightly, it can benefit from

their use as much as music and entertainment. Regarding conceptualised learning, media as a whole

remains a massive tool waiting to be explored!

Conceptualised learning must be the port where the rethinking should take off from, for it holds a vital

key to the whole re-orientation process. Today's students will do better if education will accommodate

and embrace their world of captivating and image-filling representations to communicate effective

presentations that will get them endeared to learning. This is the twenty first century reality.

'What matters more

than all is how well

students are able to

grasp...'

GEDUCATION

The principle goal of education is to create men and women who are capable of

doing new things, not simply repeating what other generations have done –

men who are creative, inventive, and discoverers.

- Jean Piaget

GEDUCATION

REBRANDING THE TEACHING PROFESSION

he rewards of teachers are in heaven,' says who? Such a misplaced half truth with malicious Tintents that border on mockery and ridicule ought not to be the portrayal of a profession that

prepares our children for the future. Heaven has rewards for everyone that keep faith in it, being

faithful to the end, irrespective of career, calling or profession. Inferring only eternal rewards for the

teaching profession – just because its career path in our society has been stunted – is far belittling their

# TWO

Until the average teacher feels as proud about his or her job as any other

professional, education in the country cannot take flight. – M.D. Omisore

inputs in the whole scheme of societal development. What makes the teaching profession less than any

other profession? Only the brainwashed mind, really!

The role of teachers has to be seen as huge in the society. Firstly, on a normal school day, students

spend six to eight hours with them, which means they are the 'second parents' and are meant to show

care and pass on ideals and qualities that the students will need for the future. Secondly, they are meant

to be chief knowledge givers in teaching and instructing, hopping from one set of basics to another

and one round of knowledge to the next. They also hand the students their first sets of do-it-yourself

home work, practicals and project paving the way for creativity and self development. And to cap it all,

they are usually the first to offer the bright and diligent students

leadership positions such as monitors, class captains and prefects

preparing them for leadership in the future. Regarding this four-

part role of care, orientation, leading by example and launching

into greater experiences, only the best of parents can beat the

hardworking, diligent and about-his-duty teacher. By design,

teachers are great role models of the school system. And if they

are made to be real models that they ought to be, we will have

less need for model schools.

The role modeling however comes with some price that will take some motivation to be able to

effectively achieve the goals year in year out. Perhaps more than any profession in our society, teachers

need a lot more motivation to give the total commitment required for their noble knowledge

impartation job. In our educationally backward environment, so downtrodden is the profession and

blurred its career path that the average teacher does not have a sense of pride and confidence needed

to carry through the complex day-to-day rigours of his or her job. That the average teacher is

underpaid is bad. That he tends to have low esteem because of a general low profiling of his services is

worse. That he can't see a much brighter future in the career path he has found himself is worse still.

That he has been conditioned to a mediocre version of his true potential of a role model is the worst of

all.

Such morale killers are what an average teacher is battling with on a consistent basis, and until there is

navigation away from mediocrity, low self-esteem, uncertainty and hopelessness, there is limit to what

is to be expected from teachers. Until the average teacher begins to feel so confident and proud about

his job as much as any other professional is proud of his noble profession, there is no end in sight to

unprofessional delivery in learning. And it is not all about better remuneration package, because based

on the present economy, there is limit to what the government or average school owner can afford. It is

more about incentives for motivation, training for capacity building, forum for belonging, knowledge

sharing for knowledge gains, and opportunities for career leap, forward moving collaboration and

comradeship among peers within the teaching circle. Whenever it is that such a productive course can

be charted for school teachers, the hard nut of underdevelopment will have been cracked going

forward.

'…only the best of

parents can beat the

hardworking, diligent

and about-his-duty

teacher.’

GEDUCATION

In charting this most wanted course, there is need for an overhaul that will bring decorum and dignity

back to the profession. Human resource engagement and dealings with teachers must become robust

with a system of gathering and updating biometrics that will not only inform employment and

deployment decisions and processes weeding away ghost teachers, but also determine key

performance indicators to foster the four-part role earlier stated. (It must be clear what every teacher,

department and school is bringing to the table.) Facilitation of training programmes and refresher

courses on different levels – department, school, region and city – touching current trends,

developments, interests and aspirations, and employing such to keep recasting the vision and mission

for a virile teaching profession will serve as redefinition – from a low-confidence workforce to one full of

pride for their job to the notice of the whole populace, who will have to start respecting teachers

because teachers will really start respecting themselves.

The rebranded teaching profession as described will yet be better maximised by forming different fora,

this time not necessarily for training but for collaboration – teamwork, partnership and group effort –

to discuss issues, solve riddles, write reports, undertake

projects, jointly play a part in acts beneficial to the society,

bonding and building comradeships as a result, and

still holding one another accountable to best practices --

all these with or without an increment in salary. With

these provisions, 'a new teaching workforce' will be born,

full of opportunities for express ion , par t i c ipat ion ,

engagement, career fulfillment and leap, with high level of professionalism all the way. Goodbye to the

era and set of disgruntled teachers.

The rewards of giving one's life to teaching is therefore not only possible but almost inevitable – here

on earth – if teachers are treated and programmed as such. Administering from the centre to ensure

challenges are embraced and opportunities are seized for career progress and leap will help teachers

perform optimally on their job while stretching for advancement in the same or related profession.

What more can qualify as fulfillment for an 8am to 3pm routine schedule with part leave during the

holidays giving some time to work on personal projects! If this rebranding works as being suggested,

teaching may be completely turned around to become a much preferred profession in our society.

Setting up a system of appreciation – silent and loud, private and public, individual and mass – that will

keep teachers on their toes does not need to cost a fortune, sometimes does not need to cost at all

because appreciation is all about praise, and praise can be loud and large without dipping deep into

the state purse. Apart from the possibilities for advancement of career, large praise – because of the

large work and the large heart to do the work – on a private thank-you-my-instructor level or on a

reasonable public budget is the hardworking teacher's tonic for continued performance. Whoever says

the rewards of teachers are in heaven should have this rethink.

The rewards of giving one's life

to teaching is therefore not only

possible but almost inevitable

– here on earth

GEDUCATION

If children can't learn the way we teach, maybe we should teach the way they learn- Ignacio Estrada

GEDUCATION

# THREE

EFFECTIVE MASS MOBILISATION

The campaign on education that will work must make enough noise to get

attention and enough music to be really listened to. – M.D. Omisore

he thinking gets deeper here. Is there really a fuss about the state of education from the side of Tthe government? There are mentions here and there in the news about what different levels of

government are doing to at least get education going within their jurisdictions. But it is a far cry

from the amount of complaints, condemnation and criticism – rightly given because of the decadence

that pervades the public school system – that we get on the opinion pages of newspapers and feeds of

social media about the alarming poor condition of learning and how the governments are not rising to

their responsibility. Definitely, it is a pointer to the fact that successive governments have not done

enough or not capable to do enough because no government have been able to counter the claims

with both words and actions – both the will and the way. And when there is no will to tackle a problem,

the way may never manifest.

Let's give it to today's government that there is a genuine will to overcome the odds against education

and learning for which they are as much elected into government. But if such will is clouded with

ambiguity, ego-boosting, vain glory, opposition repression and the likes, it will have little effect on the

bottom line, which is to make a lot more students engage and benefit from the provisions of

government. Maybe this is the bane of successive past governments, mixing advancement with sheer

play of politics. Their self promotion could have been sweet music to as many people in their

government rubbing their ego and boosting their interests, but it is annoying and senseless noise to

the common people, who sees the mere talk and propaganda in the name of public relations and

awareness as unwarranted. Today's government definitely must do better, if there is indeed the will –

objectives and implementation – there must be the clear way and direction – the mass mobilization –

that people must be carried along for them to enjoy the dividends of governance regarding education.

The way in question must definitely come across to the populace as nothing less than a solution – not

propaganda – for them to achieve what have not been ordinarily achieved for present and future good.

It is not just to inform the masses, but to lift them – from despair to hope, from a state of low confidence

in the public school system to high expectations regarding what it

can begin to offer. It must have a life of its own. Though buttressing

the aims and objectives of government, it must go on to do the

extra of getting the people on the same page with the

government's ideals being worked out right before their eyes. It

can't just be focused on provision of infrastructure – servicing one

out of a hundred students in ratio – it has to be focused on 'edu-

structure' – servicing hundred out of hundred people, students

and non-students inclusive. The mass mobilisation that will work

must be an orchestrated campaign with themes and slogans that

will be in people's mouth before they realise it, people's mind

before they could explain it away and people's heart before they could say no to it. Even the most

idiotic book hater in the society will have to come to terms with it.

Arguably, Nigeria has not witnessed any effective mass mobilisation and publicity regarding education

close to what is being described since the Unity Party of Nigeria (UPN) free education campaign of the

early eighties in the South West states of the country, such that moved the populace towards education

and learning, the dividends and fruits of which the South West is still reaping till today. With the quite

substantial provision of infrastructure, take for example Lagos State constructing 11, 729 new

classrooms between 1979 to 1983 (resulting in 207 more primary schools and 118 more secondary

schools), the Lateef Jakande-led government did not rest on its oars but went ahead to build an

effective publicity campaign around the free education it was offering as well (not even around the

infrastructure) and effectively carry out the campaign to get the people endeared to school education

using the media platforms at its disposal: the state owned radio and television stations.

'…there must be the

clear way and direction

that people must be

carried along for them

to enjoy the dividends

of governance.'

GEDUCATION

Did it work? Yes it did, to an appreciable extent. With about 25% increase in the number of school

children within the four year period, the campaign, riding on themes and slogans on the offerings of

education itself and those of governments regarding it, made enough waves to get the education-for-

all message across, to the literates that already believed in education to continue to believe in it, to the

illiterates that might not to start believing in it. Without spelling it all out, the campaign spoke

differently to different people, with everyone hearing because of its loudness and getting their own

interpretation as it concerned them. The parent that would rather have her child hawk all day got the

interpretation that she would have to allow the child to go to a morning or afternoon school. The child

that wanted to learn a skill or trade realised he needed to get some education first. The students in

school through the campaign developed aspirations to become one kind of professional or another

while the truant among them not serious about education got to know at least that he was doing his

future a disservice.

Can such a campaign work now? Yes, but with a whole

different approach because times have changed. Media

has become so pronounced with so many avenues and

outlets. The government of today must still largely utilise

its own media arms for cost effectiveness, but must also

for the same reason seriously engage the social media,

coming up with a content marketing plan and strategy

that will pull the populace in to the ideals of education yet

again. The challenge will be that the media is also being

used a whole lot to showcase anti-learning fads in the

interest of some other trades, which will still tend to contend with the claims of the campaign for

education. The solution to that however will be in the strategy adopted. It will all boil down to

conceptualisation, conceiving a mass mobilisation plan simple enough to come across effectively and

holistic enough to take care of all the noises against education in our time.

More than ever, for mass mobilisation to be effective now, it has to be loud and distinct, not blending in

with compromising factors or overwhelmed by reigning fads. In its input, it must critically answer

certain campaign-based questions such as 'Why the campaign?' 'What is the theme?', 'Who is the

face?', 'Which is the selling point?', 'Where is the middle ground?', making enough noise to get

attention and enough music to be really listened to. Its output in turn must ultimately answer the

ensuing critical questions 'Why should you read when you are hungry?', 'Why should you read except

to pass?', 'How dare they say you don't read?' and 'What is really there to read?' which negative factors

and conditions have been putting to students since the 'collapse' of public schools sometime before

the turn of the century.

It is such mastermind of a holistic mass mobilisation campaign, which our education critically needs,

that today's government should be seriously aiming, seeking and searching for. Has it found one via

this report? Maybe!

It will all boil down to

conceptualisation, conceiving a

mass mobilisation plan simple

enough to come across effectively

and holistic enough to take care

of all the noises against education

in our time.

GEDUCATION

This report by Edistyle Company will not be complete without certain recommendations to the present

government on the three-fold rethinking process dealt with in this report. Evidently, the

recommendations will require public-private partnership between government and private

organisations that will facilitate the smooth run of the recommended programmes in order to change

the education landscape for the better. Edistyle is such an organisation and is willing to work with the

government and any other agency that may be involved to see that all the outlined goals and

responsibilities are carried out and achieved.

Recommendations

GEDUCATION

Responsibili�esGoals

CO

NC

EPTU

ALI

SED

LEA

RN

ING

Government Edistyle Other Agencies

Review of textbooks to

ensure essence is

showcased by concept

for smooth assimila�on

Make room for the reviews through

its relevant arms and agencies.

Bring to bear over a decade-old

experience in line and substan�al edi�ng

to weave a concept around the essence

and content of each textbook made

available without taking anything away

from the essence in the author's mind.

Making conceptualised

audiovisuals and videos

for prac�cal classes

Facilitate the video sessions

with the qualified trainer

teaching and anchoring

each topic and session.

Enhance the captured video sessions with

mul�media effects and package and release

the final products for use

in schools.

Organising Vocabulary

Enhancement

Programme across

schools

Provide the materials

needed for the programme.

Facilitate the programme conduc�ng Vocabulary

test from school to school, resul�ng in each

student being given a Score Card as snapshot of

his present level of vocabulary and

Recommenda�on on how to improve it.

Nil

Nil

Nil

Taking biometrics of all

teachers for proper

record and informa�on

dissemina�on

Empower the relevant arm or

agency to take biometrics for

the current set of teachers.

Take the biometrics of all

teachers by the provisions

of the government.

Nil

Crea�ng goal and interest

-based fora for teachers,

for expression,par�cipa�on

and engagement

Work with Edistyle and relevant

agency on the said goal.

Work out the strategy for informa�on

dissemina�on by government which will

ginger expression, par�cipa�on and

engagement within each forum.

Use relevant informa�on

from biometrics to set up

different goal and interest-

based fora and groups within

the teaching workforce.

Recommendations re Thinking EDUCATION

REB

RA

ND

ING

TH

E TE

AC

HIN

G P

RO

FESS

ON

Celebra�ng teachers

on Teachers' Day

Make a statement to every teacher

once every year on Teachers' Day

that they are deeply appreciated.

Conceptualise a build-up to the teachers'

day celebra�on that will carry the whole

populace along.

Nil

Conduc�ng regular

capacity building

training for teachers

Engage relevant agencies to conduct

training for teachers at different

levels to keep recas�ng the vision

for a virile teaching profession.

NilFacilitate training

programmes and refresher

courses at department,

school, region and city

touching current trends,

developments, interests

and aspira�ons.

EFFE

CTI

VE

MA

SS M

OB

ILIS

ATI

ON

Bringing out the 'Face

of Educa�on'

Determine an influen�al

individual in government to

publicly push the advances of

educa�on in the media.

Create lots of bit-s ized contents for

announcements, broadcasts, posts and tweets

for the 'Face of Educa�on' to seriously engage

all stakeholders of educa�on i.e. students,

parents, teachers, school owners etc. through

sources of media available to the government.

Nil

Building themes,

slogans and programmes

for effec�ve mass

mobilisa�on

Conceptualise themes, slogans and

programmes that an effec�ve mass

mobilisa�on can ride on in today's world.

NilNil

Developing contents for

the whole mass

mobilisa�on campaign

Develop contents based along the line of the

themes and slogans conceptualised for

compelling and impac�ul delivery on the public.

NilNil

Giving teachers

incen�ves for

mo�va�on

Come up with incen�ves that

will further mo�vate teachers

to do their work.

Give advice to government on the said goal. Nil

Recommendations re Thinking EDUCATION

Conclusion This report is borne out of the need to reposition all stakeholders of education by its appraisal of the

present condition and its outline of future possibilities. Most importantly, it is done to show the present

government how such a revolution can be systematically achieved if rethinking as described can have its

full course. Essentially, in the light of the present state of the economy, today's government needs to

navigate from showy capital intensive projects that only benefit a few to cost effective ideas and concepts

that can impact all. In the spirit of this report and what might be required for education in the present

clime, focus must not only be on physical infrastructure, because they are currently grossly inadequate

and spending the whole budget on them will not make so much difference, but perhaps more

importantly on 'edu-structure', a coined term unique to this report that captures its recommended soft

schemes.

The refocus on 'edu-structure' or setting in place programmes targeted at enhancing education and

learning will open a new vista regarding strategising and implementing goals related to the

development of education that will bring about significant improvement in the learning culture of

students and the society at large even if the present level of infrastructure, as low as it is, is maintained.

The cost-effectiveness of it, not so harmful to the budget, cements it as the way to go for both near and

far future benefits. Through the realisation of its ideals, the government can lay a solid new foundation

for education which will continue to yield more and more as infrastructure is increasingly improved year

after year.

It is sincerely anticipated that this report will be looked into by relevant authorities in today's government

and informed decisions will be made to implement some or all of its recommendations. It is genuinely

hoped that this rethinking, re-orientation and repositioning will aid the Ministry of Education to achieve

its laid out objectives for the new and subsequent academic sessions.

Edistyle, the publisher of this unique report, is a book editing firm that exists to help field

experts and companies create a strong presence in the market through professional

copywriting – writing that sells – and ultimately get rewarded with significant increase in

fresh and repeat sales. While our clients focus on creating and improving their products

or services and adapt for suitability in the market, we walk side by side with them to help

showcase their benefits and features, launch a new innovation, present their unique

industry solutions, and establish them as a knowledge leader in their industry.

PROJECTS

CAMPAIGNS

TRAININGS

We help individuals and corporate bodies

package their experiences, insights, ideas,

findings and profile into a top notch resource

suited for the target audience.

We run online campaigns and programs for

businesses and organisation to showcase

their products and services to the end of

making desired sales.

We help individuals and staff of organisations

build their potentials in writing through

training, aiding them in both written projects

and day-to-day correspondence.

Michael Dayo Omisore took a leap from Architecture, his

course of study in college, into creative writing. The decade

and half old journey is paying off handsomely with his

book, Writing Masterpieces, a compelling and beautifully

structured resource on the writing subject for both authors

and readers, experts and laymen – everyone in fact – where

he creatively drew from the basics of design learnt in the

school of Architecture to showcase the science and art of

writing in a way those that write - and those that 'don't' -

can grasp and turn their written communication around for

huge exchange of value.

Michael made incursion into mainstream education with

his Smart and Brilliant concept, which is also turning out a revealing episode with the

publishing of his book, Smart and Brilliant Writing for Senior Secondary School Students, now

gaining acceptance with its ideals of drilling students on reading and assimilation, vocabulary,

the art of writing and subject focus, gingering students unto academic pursuit and personal

development.

Michael, also a content marketing strategist, is the mastermind of a number of projects and

courses for the good of the society, one of which is leading a campaign to significantly

improve the societal reading culture that is considered critically low in his part of the world. His

firm, Edistyle Company, provides top class editorial services for individuals and organisations

and facilitates training for would be masterpiece writers.

About The Author

Twi�er: @mdomisore

Facebook: MD Omisore

Email: mdomisore@gmail.com

Phone: 08060940106, 08029562942

Contact:

reasons why every senior secondary school student should use this book

Contact the author for copies.

To help the student pass the School Leaving Cer�ficate Examina�on.

To help the student build the habit of reading good books and materials.

To make the English Language subject more interes�ng and comprehensible.

To greatly enhance the student's vocabulary.

To prepare the student to become an author in the future.

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SMART AND BRILLIANT WRITING FOR SENIOR SECONDARY SCHOOL STUDENTS by M.D. Omisore