1Department 2Department Planning2 · 2Department ofCurriculum Studies Educational Management and...

[Literacy and Reading in Nigeria] Vol 17 No 1 2018

Progressive Approach to Learning in Teacher Education for Lifelong Literacy

Wisdom Inibehe Jude1 and Alice Effiong Udosen2

1Department of Curriculum and Teaching, College of Education,Afaha Nsit1

Akwa Ibom State. [email protected].

2Department of Curriculum Studies Educational Management and Planning2University of Uyo, Uyo.

Abstract

Knowledge is not once in a lifetime experience but an asset, which constantly must be updated

through change. Thispaper explores the issue ofprogressive approach to learning in teacher

education and the needed lifelong literacy in Nigeria. The review highlights the reality ofteacher education in Nigeria; the progressive approach to learning in terms oflearning and

innovation; information and technology; life and career. Since, learning is an ongoing social

activity in a knowledge driven economy, connected by globalization and continuous

technological advancement, it becomes imperative that a shift in ideology and practice be

geared towards result oriented learning. The paper x-rays the symbiotic relationship between

progressive and traditional approach to learning; lifelong literacy; issues and challenges in

teacher education. Most students admitted into education programmes are rejects or non-

performing students in other courses. This culminates in to having mostly unmotivated,

uninterested and poor performers as graduates of teacher education institutions. Thus,

incentives are recommended among others to attract quality students into the teaching

profession.

Introduction

The most critical shift in education in this 21st Century has been a move away from a

‘teacher—centred’ approach to learning where learners are passive during lessons toward a

context of learners as active constructors of meaning. This perception and perspective have

given rise to the term student-centred learning; that favours a wide variety of educational

programmes, learning experiences, instructional approaches, and academic-support strategiesthat are intended to address the distinct learning needs, interests, aspirations, or cultural

backgrounds of individual students and groups of students .Subsequently, the learner-centred

pedagogy has been adjudged to be the most suitable to the development of individuals.

During most of the twentieth century, the term progressive learning has been used to

describe ideas and practices that aim to make schools more effective agencies of a democratic

society. Progressive educators share the conviction that democracy means active participation

by all citizens in social, political and economic decisions that will affect their lives. Progressive

approach to learning focuses on the education of engaged citizens. It is based on the idea of

I Reading Association of Nigeria


respect for diversity and the development of individual’s unique learning capacity in the

context of education for societal relevance.

Respect for diversity allows each individual to be recognized for his or her own

abilities, interests, ideas, needs, and cultural identity; while critical, socially engaged

intelligence enables individuals to understand and participate effectively in the affairs of their

community in a collaborative effort to achieve a common good. Progressive learning approachis also called “child-centered" and "social reconstructionist" approaches. Schooling has

primarily attempted to achieve cultural uniformity, but has not attended to the relevance of

diversity. It has focused on educating learners to become dutiful (not Willing to question

existing structure) but not learners who are critical (ready to question existing standard and

change ideologies when necessary) in the society. Furthermore, school has been under constant

pressure to support the ever-expanding industrial economy by establishing a competitive

meritocracy and preparing workers for their vocational roles.

John Dewey saw that with the decline of local community life, young people were

losing valuable opportunities to learn the arts of democratic participation. The philosopher,

suggested that education would need to make up for the loses. During the 1920s, when

education turned increasingly to "scientific" techniques such as intelligence testing and cost-

benefit management, progressive education focused on the importance of the emotional,

artistic, and creative aspects of human development which is "the most living and essential

parts ofour natures," The offshoot ofthis approach is manifested through the adoption of open

classrooms, schools without walls, cooperative learning, multiage approaches, whole

language, the social curriculum, experiential education, and numerous forms of alternative

schools all have important philosophical roots in progressive education.

In progressive approach, the individual child’s curiosities, abilities and learning styleare important factors in designing, differentiating and assessing each student’s

learning. Learners should be encouraged to follow their interests, pursue problems in a way

that makes sense to them and defend their conclusions by explaining their thinking in a varietyof ways. Student should be engaged with hands-on investigations, projects and design

challenges across the grades and subject areas inspiring greater interest, depth and

understanding. This approach values the skills involved in formulating one’s own questions,as well as answering those of a teacher. Mistakes are Viewed as important opportunities for

both learning and assessment.

For a considerable time, teachers have sought the establishment of a lifelong learning

approach to the teaching career, involving the "3 Is" — initial, induction and in-service

education. The policy of lifelong learning now comes in behind such an approach and opens

varied and interesting opportunities for teachers. If teachers are engaged in the education and

training of their students, then the lifelong framework provides great challenges, but also

opportunities, with a much greater social valuation of their work than was always the case in

the past. This valuation needs to be translated into positive action of an integrated kind, as

suggested by the OECD in a recent analysis of lifelong learning:



Teachers remain very much the heart of the matter, but policies will need to address

learning conditions, resources and techniques as well as the expertise, preparation, professional

development and incentives of those responsible for organising learning of young people.

(OECD, Education Policy Analysis, 1998, p.6)

Progressive and Traditional learning Approaches

In Nigeria, the National Policy on Education recommends activity-based and proj ect-

based teaching approach as a mean to enhance students’ learning, suggesting that a variety of

learning activities in the form of contests, experimental projects, independent study projectsand issue-based learning projects are essential to developing students” capabilities in science

(FRN, 2004). Thus, education reform is a means of preparing learners for effective

participation in the world of work, an aspect of lifelong learning and an instrument for sound

sustainable development.

The cultural environment has shaped a set ofvalues for teachers which make education

reforms difficult. While much Virtue has been found in the Nigeria culture as ideal and

acceptable, severe criticisms have been made on Nigeria education. Studies point to the

common feature that keeping children under control was regarded as the prerequisite of

teaching book knowledge. Such control was a main feature of traditional curriculum as well

as the features of the Nigerian teachers in managing the learning environment. Parental and

child training attitudes, both at home and in Schools are characterized by over-control,

overprotection, and harshness; placing great emphasis on proper behavior, and neglecting

(even inhibiting) the expression of opinions, independence, self mastery, creativity, and all

round personal development. Summarizing a bred of studies on Nigeria education, one would

reflect on the values in education which is embedded in the beliefs of teachers and students as

follows:

(i) students are socialized to respect, not to question the authority of teachers

(ii) students regard written words as the authoritative source of knowledge and wisdom

(iii) teachers stress the need for memorization and repeated practice in the learning process

(iii) teachers and students believe that diligence holds the key to good academic performance

Progressive learning approach or student— centeredness typically refers to forms of

instruction that give students opportunities to lead learning activities, participate more activelyin discussions, design their own learning projects, explore topics that interest them, and

generally contribute to the design of their own course of study (Idogh02016). Additionally,student-centered instruction is often associated with classrooms that feature desks arranged in

circles or small groups (rather than rows of desks that face the teacher), with self-guided

learning, or with learning experiences that occur outside oftraditional classroom settings such

as interactive method of teaching, independent research projects, travel experiences,

community service projects.


[Literacy and Roadillgin Nigeria] Vol 17 No 1 2018

Education in Nigeria is predominantly utilitarian means to economic and vocational

ends. The emphasis on schooling has so far been by necessity on academic success at some

cost to personal development and sense of personal fulfilment to the majority of students.

When we compare the prevailing teaching and learning approach in Nigeria with the

progressive pedagogy as captured above; apparently Nigeria education system still practicesthe traditional model of education ofien regarded as teacher-centered. For instance, many

traditional approaches to learning could be considered teacher-centered, rather than student-

centered, because such schools may not reflect the most effective ways to educate students.

Comparison of Teacher-centered and Learner-centered paradigmsTeacher-centred Student-centred

-

Tearnensmaumnmy- Teachervsthetanhtamr

-

leacherlsthaaxpert-

Ieachensthsgmas- Tearhev “Sill/e“ - smdmexnmves a range

knowledge oi SDWEES

- Studentrarewas Sludenthssrhmmsanda

knowledge sav m what S/he leams

- ngldruwsaldesks - tearningamvinesaud‘ Rum inarnmg and rerali mam are flexible

~

Fowsontestmg and' 0" sums Vurmalwe

grades assessment

. Pawer and [57mm' Yrusl and Openness

The foundational shifi from a traditional classroom, a learner-centred approach does not

eliminate the teacher. A learner-centred environment facilitates a more collaborative way for

students to learn. The teacher models instructions and acts as a facilitator, providing feedback

and answering questions when needed. It’s the student that chooses how they want to learn,

why they want to learn that way and with who. Students answer each other’s questions and

give each other feedback, using the instructor as a resource when needed. This process is

designed so that students can learn how they learn best. Taking into consideration what works

for one may not work for another and at the end of the day it is not about what was taught but

what was learned.

144 | Reudlng Assocluflon of ngerlu


Assessing Academic Programmes in Teacher Education

CONCEPTS TEACHER CENTER ( STUDENT CENTER( PROGRESSIVE

TRADITIONAL APPROACH)LEARNING

APPROACH)

Teaching goals Cover the Students learn: How to use the discipline,

Discipline How to integrate disciplines to solve

complex problemsAn array of core learning objectives, such

as communication and information literacyskills

Organization of Courses in Cohesive program with systematicallythe curriculum Catalogue created opportunities to synthesize,

practice, and

develop increasingly complex ideas, skills,and

values

Course structure Faculty cover topics 0 Students master learning objectivesHow students

Learn ( learning

0 Listening0 Reading

0 Students construct knowledge by

integrating

approach) 0 Independent new learning into what they already know

learning, often in 0 Learning is viewed as a cognitive and

competition for social act

grades

Pedagogy 0 Based on delivery Based on engagement of

of information students

Course 0 Lecture 0 Active learning, Assignments for

Delivery 0 Assignments and formative purposes

exams for 0 Collaborative learning, Communitysummative service learning

Purposes ° Cooperative learning, Online,

asynchronous,self-directed learning, Problem-based

learningCourse grading 0 Faculty as

gatekeepers0 Normal

distribution

expected

0 Grades indicate mastery of learning

Objectives

Faculty role 0 Sage on the stage Designer of learning environments

Effective

Teaching

0 Teach (present

information) well

and those who can

° Engage students in their learning0 Help all students master learning

objectives

145 | Reading Association of Nigeria


will learn 0 Use classroom assessment to improvecourses

- Use program assessment

to improve programs

Learner-Centered Assessment on College Campuses by Huba and Freed 2000)

Based on the table progressive learning approach allow student teachers to be activelyinvolved all through the learning process. They are exposed to learning experiences that

makes the collaboratively responsible to the community activities. The progressive approachis more focused on practicality in the area of effective teaching, faculty role, course grading,course delivery, pedagogy, learning approaches, organization of the curriculum and teaching

goals.In support, Hayes (2006) observed that most progressive education programmes have

these qualities:

0 learning by doing — hands-on projects, expeditionary learning, experiential learning

. Integrated curriculum focused on thematic units

. Integration of entrepreneurship into education

0 Strong emphasis on problem solving and critical thinking

. Group work and development of social skills

. Understanding and action as the goals of learning as opposed to rote knowledge

0 Collaborative and cooperative learning projects

. Education for social responsibility and democracy

. Highly personalized learning accounting for each individual‘s personal goals

0 Integration of community service and service learning projects into the dailycurriculum

. Selection of subject content by looking forward to asking what skills will be needed

in future society

. De-emphasis on textbooks in favour of varied learning resources

0 Emphasis on lifelong learning and social skills

0 Assessment by evaluation of child's projects and productions

Teacher education for lifelong literacyThe teaching job of the 21st century is characterized with certain skills which must be

possessed by anyone who wants to be relevant in the society. To this effect therefore, students



who are potential teachers, leaders, and managers of different institutions after school must be

equipped with what has been described as lifelong skills. These skills amongst others are:

ability to collaborate with others in team, ability to think critically by being able to take on

complex problems, ability to communicate fairly in presenting issues orally, they also need to

have good skills of writing, knowing how to utilize technologies independently is also a

necessity. All of skills are best acquired through an effective and well developed through

progressive approach for Lifelong learning.

Lifelong Learning

Lifelong learning is the continuous building of skills and knowledge throughout the life

of an individual. It occurs through experiences encountered in the course of a lifetime. These

experiences could be formal through training, counseling, tutoring, mentorship,

apprenticeship, higher education, or informal experience. Lifelong learning also known as LLL

is the “lifelong voluntary, and self-motivated” pursuit of knowledge for either personal or

professional reasons. As such, it not only enhances social inclusion, active citizenship and

personal development, but also competitiveness and employability (Thumbadoo 2008).

Lifelong learning provides an awareness that education and training are continuing

processes, without, however, being diverted from the need to make special efforts for

younger people. Many analyses of contemporary and future social and cultural models

underline the need for this wide all-encompassing view of education as a developing, lifelong

process. (European Commission Study Group, 1997, pp.107,108)In an EU. Memorandum on Lifelong Learning (2001) it is stated, "Lifelong Learning

must become the guiding principle for provision and participation across the full continuum of

learning contexts. The coming decade must see the implementation of this Vision." (p.3).

Lifelong learning according to Dalbera (2006) is the provision or use of both formal and

informal learning opportunities throughout people’s lives in order to foster the continuous

development and improvement of the knowledge and skills needed for employment and

personal fulfillment. Lifelong learning means education resulting from integration of formal,non-formal and informal education so as to create ability for continuous lifelong developmentof quality of life. Learning is therefore part of life which takes place at all times and all places.It is a continuous lifelong process, from birth to the end of our lives, beginning with learningfrom families, communities, schools, religious institutions and work places (UNESCO 2007).

Stages of Lifelong Learning

Stages ofLifelong Learning according to Delbera (2006) are as follows:

(a) Learning between the age of6-24: learning for children between ages 6 -24, primarily takes

place in educational institutions, from primary, secondary to tertiary levels.

(b) Learning in the 25 — 60 age groups: learning during the working life of the 25 — 60 age

groups is mostly informal through the use of instructional media, at times from their work-

places, information technologies, environment and nature. Student teachers learn from

experiences and problem solving. They therefore need continuous development of intellect,

capability and integrity.



(c) Learning in the 60 + age group: Learning in old age (over 60years old) elderly people can

learn a great deal from activities suitable to their age e.g. art, music, sports for the elderly,handicrafts and social work. They can also carry out voluntary work in community

organizations, clubs and associations.

Lifelong learning core values of learning exploring, and serving, coupled with benefits

for the mind, body and spirit make it an incredible powerful tool for personal transformation

and enhancement. Lifelong learning according to UNESCO (2007) helps fillly develop natural

abilities, opens the minds creates a curious hungry mind, increases peoples wisdom, makes the

world a better place to stay, helps people to change help people to find meaning to lives, make

people involved as active contributors to society, help people make new friends and establish

valuable relationships and also leads to an enriching life of self — fulfillment. Teacher

education should be perceived in a wider context to embrace a wide range of education

activities for all levels of education which should be recognized as indispensable and be

promoted as an essential agency for the progress of every society.

Challenges in Teacher Education and Lifelong LearningThere are many challenges facing teacher education and life-long learning programme in

Nigeria. These challenges according to Harry and Godrey (2012) are as follows:

(1) Lack of funds and low priority: Low priority accorded to adult and mass literacy

programmes contributed to the factors militating against the proper implementation of the

programme.

(2) Problems of irrelevant curriculum being used. These are curriculums that are not relevant

to the mass literacy programme hence not meeting the objectives of establishing the teacher

education literacy programme.

(3) Unstable political system: Unstable political system in most African countries had

hindered the effective implementation ofthe programme, hence this has frustrated the laudable

ideas of establishing the lifelong learning programme.

(4) Problems of poor infrastructure has been a challenge to proper implementation on

progressive learning approach in teacher education institutions.

Conclusion

An education system needs to serve the needs of society and when that society is

undergoing profound and accelerating change, then particular pressures emerge to improve the

alignment between the education system and these changing societal needs. The teaching

profession is a key mediating agency for society as it endeavours to cope with social changeand upheaval. But the teaching profession must be trained and equipped so that it will have the

capacity to cope with the many changes and challenges which lie ahead. If it is to retain the

confidence of society, the teaching profession must adapt a great deal so that it can act in a

constructive manner within a fast-changing society. Society has been making greater demands

on its education system and perforce the schools have been changing greatly and are in the

process of changing further. In appraising the teaching career in an era of lifelong learning it

is necessary to understand the changing profile and role of the school.



Dalbera, C. (2006). Etat, Pratique et besoins en education non formelle dans neuf pays

d’Afrique subsharienne francophone. In: Jean-Jacques Fribodulet, J. J., niameogo, A.

Liechti, V., Da;bera, C. and Meyer-Bisch, P. (2006). Measuring the Right to Education.

Hamburg: UNESCO Institute for Lifelong Learning, the Interdisciplinary Institute for

Ethics and Human Rights, and Schulthess Publishers.

References

Dewey, J. (2004). Democracy and Education. New York: Dover publications

European Commission Study Group on Education and Training (1997). Accomplishing Europe

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FGN, (2004). National Policy on Education 4th edition, Lagos: NERC.

Fleming, M. (2003). Starting Drama Teaching. London: Fulton Publisher.

FRN (2012).National Commission for Colleges ofEducation Nigeria Certificate in Education

minimum standardsfor general education courses pg 4 of 45.

Harry, C. I. and Kasi Godfrey (2012) Adult and Non — formal Education as an Instrument for

Eradication ofPoverty and Illiteracy. Afiican Journal ofHistorical Sciences in Education.

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Idogho, J.A. (2016). Towards a student-centred learning in Nigerian schools: drama-in-

education and progressive pedagogy Ozoemena, PO. (2012). Management of curriculum

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curriculum-change-implications-for-aualitv-assurance

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