Aggarwal, Y.R., 1998. A study of the comparative efficiency of the use of improvised aids versus sophisticated aids in teaching topics in science. New Delhi: Sterling Publications Pvt. Ltd.
Best, J.W. and J.V. Kahn, 2006. Research in education. 10th Edn., Boston: Pearson Education, Inc.
Rickey, S., 2001. A definition of teaching aids. New York: Leaf Group Ltd.
Sivakumar, R., 2014. Impact of low cost teaching aids in teaching science. Innovative Thoughts International Research Journal, 2(3). View at Google Scholar
Abdullahi Adamu Sulaiman , Muhammad Alhasan Yunus , Aliyu Umar (2017). Effective Application of Local Teaching Aids for Cost Control in Learning Islamic Studies in Nasarawa State, Nigeria. International Journal of Education and Practice, 5(3): 40-44. DOI: 10.18488/journal.61.2017.53.40.44
Formal Islamic Education received tremendous boost with rapid increase in the number of Schools and Teachers in the recent past in Northern Nigeria generally and Nasarawa State specifically. Predictably, Pupils enrolment also incredibly expanded. This burst of Islamic educational activities brought in its marked changes, some positive, while others negative. Thus, the rapid increase in enrolment figures and the clamour for better and quality Islamic education by educationally conscious parents began to impose pressure on available resources. Loud grumblings started to manifest from members of the public about deterioration in the quality of Islamic education offered pupils in many Islamiyyah Schools. It is in view of the above that this paper attempts to explain the use of local teaching aids for cost control in learning Islamic Studies in Nasarawa State.
This study is one of very few studies which have investigated the importance of using local teaching aids in the teaching and learning of Islamic Studies in Nasarawa State.
Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities
Alberts, B., M.W. Kirschner, S. Tilghman and H. Varmus, 2014. Rescuing US biomedical research from its systemic flaws. Proceedings of the National Academy of Sciences of the United States of America, 111(16): 5773–5777. View at Google Scholar | View at Publisher
Banciu, A., D.D. Banciu and D. Potolea, 2015. Life science students’ expectations on the importance and impact of education on personal development and career. Procedia - Social and Behavioral Sciences, 209: 84–89. View at Google Scholar | View at Publisher
Baneviciute, B. and J. Kudinoviene, 2015. Postgraduate studies in arts education: Expectations of programme management and social partners. Procedia - Social and Behavioral Sciences, 197: 839–844. View at Google Scholar | View at Publisher
Beaudin, A., E. Emami, M. Palumbo and S.D. Tran, 2016. Quality of supervision: Postgraduate dental research trainees’ perspectives. European Journal of Dental Education, 20(1): 32–38. View at Google Scholar | View at Publisher
Cartier, P., 2011. Most valuable aspects of educational expectations of the students in design education. Procedia - Social and Behavioral Sciences, 15: 2187–2191. View at Google Scholar | View at Publisher
Chiappetta-Swanson, C. and S. Watt, 2011. Good practice in the supervision & mentoring of postgraduate students: It takes an academy to raise a scholar. USA: McMaster University.
Çiftçi, S., B. Gökçel and Y. Demirkıran, 2015. Analyse of the expectations of the sports management students in terms of quality. Procedia - Social and Behavioral Sciences, 174: 2602–2609. View at Google Scholar | View at Publisher
Hoyt, E.E., 1969. Choice and the destiny of nations. New York: Philosophical Library.
Kibwika, P., J. Methu, M. Nassuna-Musoke, F. Birungi-Kyazze, H. Sseguya and D. Akishule, 2013. Status of human resource capacity for agricultural innovation in ASARECA national agricultural research systems. Uganda: Entebbe.
Krogman, N., 2014. The quality of graduate student and post-doctoral supervision at the university of Alberta: 1–40.
Lyman, J., B. Medvecky and W. Lyakurwa, 2013. An evolving regional platform for higher agricultural education: A review of ruforum. Report to the BMGF.
Maura, B. and L.K. Newswander, 2010. Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. Review of Higher Education, 34(1): 61–84. View at Google Scholar | View at Publisher
Mokhtar, M., 2012. Intentions and expectations of female Phd students in engineering at one university in Malaysia. Procedia - Social and Behavioral Sciences. International Conference on Teaching and Learning in Higher Education (Ictlhe), 56(Ictlhe). pp: 204–212.
>Oanda, I.O. and J. Jowi, 2013. University expansion and the challenges to social development in Kenya: Dilemmas and pitfalls. Jhea/Resa, 10(1): 49–71.
Phillips, E.M. and D.S. Pugh, 1994. How to get a PhD: A handbook for students and their supervisors. Buckingham: Open University Press.
Rubagiza, J., E. Were and R. Sutherland, 2011. Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development, 31(1): 37-43.View at Google Scholar | View at Publisher
Semela, T., 2011. Breakneck expansion and quality assurance in Ethiopian higher education: Ideological rationales and economic impediments. Higher Education Policy, 24(3): 399 – 425. View at Google Scholar | View at Publisher
Spear, R.H., 2004. Supervision of research students: Responding to student expectations in supervision. Retrieved from http://goo.gl/55oUZu
Venter, J.C., 2007. My genome - my life. In a life decoded. Great Britain Clays Ltd: Penguim Group. pp: 390.
Walsh, A.C., 1996. Getting on top of your thesis. 2nd Edn., Palmerston North: Amokura Publications.
World-Bank, 2010. Financing higher education in Africa. Washington, D.C: The World Bank.
World-Bank, 2013. The Africa competitiveness report 2013. Geneva - Switzerland: World Economic Forum.
Bacwayo, K. E. , Nampala, P. , Oteyo, I. N. (2017). Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities. International Journal of Education and Practice, 5(3): 29-39. DOI: 10.18488/journal.61/2017.5.3/126.96.36.199
In a globalizing economy, education is key to competitiveness and
economic growth. Sub-Saharan Africa (SSA) is playing catch up in terms
of investing in the human capital needed to participate effectively in
the world economy. The Sub-Saharan region is currently engaged in what
has been termed as a “catch-up” period as is reflected in rapid growth
in investment in education at all levels, with an increased recognition
over the last decade of the need for increased number of graduates at
the tertiary level. This expansion has implications on the quality of
training and research. Key among the factors that can help enhance
quality is supervision. Currently, in many countries in SSA, graduate
training and research is largely self-paid and students make significant
sacrifices to obtain advanced degrees with the expectation that they
would finish on time and secure lucrative careers. With this
expectation, supervisors have an enormous task of ensuring quality
mentoring. It is a privilege to hold a faculty position and supervise
students; nonetheless, this comes with a great responsibility associated
with great expectations from the students. The expectations are
targeted to supervisors and the institutions of learning. Although
there is still an imbalance on power relationships between supervisors
and students, especially in developing countries, supervisors still need
to understand and know the student expectations. This way, they can
build professionally and healthy long lasting relationships than can
spread beyond the supervision period. This paper discusses the issue of
supervision, with a focus on different approaches to delivering quality
supervision, students’ needs and expectations, and how these can be
addressed based on authors’ experiences working at universities from a
developing country perspective.
This paper presents an extensive review that faculty and students will
find handy as part of quality graduate training. With the increasing
number of graduate students, higher education institutions must hone
their role and provide both ethical and leadership to mold excellence in