Monthly Archives: May 2020

Why a Private Tutor May Help Your Child

Education is important, and it needs to be considered important every step of the way. Many times children, and adult students, struggle because they did not master one concept before the teacher moved onto the next concept. Because most education is cumulative, this can cause problems in mastering the next concepts and in the end, can lead to failing grades and a lowered self-confidence.

If your child has been struggling and they are frustrated and you are equally frustrated and you aren’t able to help them and you feel as though they are just falling further and further behind in school, you may want to look into a private tutor. So many children suffer in school because they haven’t mastered concepts and the more information that is introduced the more frustrated and confused they get. This causes frustration for the teachers and the parents because they just want the child to do well.

A home tutor is a great option because they can provide the one on one attention that your child needs. The issue with being taught in school is that it is not just your child that is being educated; it is an entire classroom of children. The teacher moves onto the next lesson when it appears that the majority of the class has mastered the skill. If your child is not within the majority, they are simply left behind. The tutor is only teaching your child and they are working with their specific deficiencies.

The tutor will be able to work with your child to find out what they have mastered and where the disconnect it. It is often this process that allows the tutor to help your child make up where they are lacking. When the child begins to learn new things, they will find that their overall understanding increases, and that they are able to master all of the concepts that they previously found frustrating.

When the child begins to master tasks that were previously difficult or nearly impossible for them to figure out on their own, you will find that their attitude changes where education and school are concerned. They may even enjoy learning again and you will usually find that their self-confidence grows and that they seem overall much happier than they were before. Children who struggle in school often feel really depressed, but turning things around can change the way they look at themselves and their life.

A home tutor is an investment, but it is one that is well worth it. Seeing your children improve their educational abilities and watching their self-confidence grow and develop a passion for education is worth all of the money that you could ever pay for a tutor. While many people put off the private tutoring hoping that it will get better, it makes more sense to invest in the tutor now to mitigate the deficiencies that already exist so that the child doesn’t get further and further behind.

Cure for Cancer Mathematics

The concept that cancer is endemic to tribes but not to species has been associated with the evolution of science itself. Tribal science evolves human intellect by developing weapons of war. This evolutionary procedure becomes a form of neurological cancer when DNA shows that the human species is harming itself. From that medical perspective, both tribal science and human survival science are part of human evolution. Therefore, both sciences can be programmed together with relevant antidote information in order to generate human survival simulations. Irrefutable medical diagnoses thus obtained will instigate crucial beneficial conflict dialogue between hostile tribes. As a result, relevant technologies will become evident, enhancing the transition to our functioning as a single species.

The Western educational system has access to this antidote information, however, it remains governed by tribal science traditions employing dysfunctional information. Epidemiologists refer to this phenomenon as a 3D epidemic transmitted through the mass manufacture of dysfunctional communication and information devices. Inessential information is now overloading our educational system, creating considerable global social chaos. This medical disorder is induced by tribal science’s obsolete obsession with the survival of the fittest paradigm.

The Founder of the American National Cancer Research Foundation, Szent-Gyorgyi, was awarded a Nobel Laureate in Medicine. His 1972 ‘Letter to Science’ advised that prevailing science was carcinogenic because it allowed itself to be governed by the ‘Second Law of Thermodynamics’. He postulated that the energies of thermodynamic chaos entangled with living information in order to evolve universal consciousness, hence the prevailing understanding of thermodynamics was in effect, cancerous. He referred to this tribal science cancer as being inherited from our Neolithic ancestors.

Visual mathematical proof of the antidote to this disease has been extrapolated from Western Education’s association with Plato’s educational system belonging to his ‘Science for Ethical Ends’. Stanford Encyclopedia of Philosophy Plato’s Ethics: An Overview, First published Tue Sep 16, 2003; substantive revision Wed Dec 6, 2017 comments on Plato’s description of the geometrical nature of courage, wisdom and moderation with the comment “If justice is health and harmony of the soul, then injustice must be disease and disorder”. Plato’s ‘All is Geometry’ concept considered the living anima to be a perpetual phenomenon. This integral aspect of the living process was given mathematical credence within Georg Cantor’s geometrical sensibilities.

Mitosis in healthy cell division has been photographed as a 3D electromagnetic, infinite fractal expression obeying Cantor’s geometrical access to infinity. This visual evidence contradicts the prevailing thermodynamic understanding that all life must become extinct. 21st Century quantum biology cancer research understands that healthy living information flows in the opposite direction to balance the flow of thermodynamic chaos energy, as Szent-Gyorgi had predicted in 1972.

Despite Plato’s tribal science limitations his genius geometrical intuition of a more profound, ethical, universal purpose is truly extraordinary. It provided the crucial antidote information to resolve the existing 3D global medical epidemic. His lodestone electromagnetic anima, held to exist within the confines of his plane geometry education system, is now clearly visible to the general public.

Salvador Dali’s conviction, derived from Platonic Science-Art theories, that the flat plane of a painting contained hidden 3D stereoscopic images, was made visible to the pubic last century at the Dali Stereoscopic Museum in Spain. Since then his rather cumbersome presentations have been greatly upgraded by Australian Science-Art researchers, in which interlocking 3D images within paintings can be viewed to provide crucial neurological antidote information. During the 1980s the relevant ancient Greek mathematics was programmed into a computer to obtain seashell lifeforms evolving over a period of fifty million years, rather that evolving towards Einstein’s thermodynamic extinction.

In 1990 the world’s largest research institute, IEEE in Washington, reprinted this as being an important mathematical, optical discovery belonging to 20th Century science:

Illert, C. 1987, The New Physics of Ultrathin Elastic Conoids, Il Nuovo Cimento, and Formation and Solution of the Classical Seashell problem II Tubular Three Dimensional Seashell Surfaces. Il Nuovo Cimento, 1989. The Science-Art Centre… selected from the World literature for reprinting in Spie Milestone Series, Vol. MS 15, selected papers on Natural Optical Activity, pages 12-23 and 24-33, section one. Chirality and Optical Activity, 1990.

In 1995 the Institute for Basic Research in America transposed the optical mathematics into a physics format. Attempts to use quantum mechanical mathematics to generate healthy seashell life-form simulations through time, resulted in biological distortions verifying Szent-Gyorgyi’s observation that tribal science is a form of cancer.

During 2016 quantum biologists and the Quantum Art Movement International together with the Australian Science-Art researchers presented the 3D antidote information along with the supporting information in Rome, Italy. The Science-Art presentation was then entered into the Russian Art Week International Contemporary Art Competition, where it was awarded a First Prize Diploma. In 2017 the World Art Fund in Russia, in collaboration with the Quantum Art Movement group, included the antidote information into their Science-Art Research Project.

The problem remains that prevailing international tribal science considers that it is ethical to link science with aesthetics, which is the carrier of the global epidemic. For example, in 2017 two American Universities created a ‘Time Crystal’ demonstrating that our understanding of thermodynamic reality was in fact an optical illusion. Nonetheless, they expressed intent to fuse such information into artificial intelligence technology. Under such circumstances the global 3D epidemic would be accelerated toward a terminal state of entropic, thermodynamic chaos.

The philosopher, Emmanuel Kant, researched Plato’s concept of lodestone’s electromagnetic ability to demonize aesthetics, as referred to in his dialogue between Socrates and Ion. Kant used the difference between aesthetics and ethical artistic wisdom as the foundation of the electromagnetic Golden Age of Danish Science. He deduced that the future of ethical thought belonged to an asymmetrical electromagnetic field evolving within the creative artistic mind.

The European space Agency’s Planck Observatory photographed the oldest light in the universe revealing that it was asymmetrical in nature, coming into existence before the creation of symmetrical, electromagnetic light. Therefore, Plato’s evolving ethical science moves from his dark abyss to the creation of asymmetrical light, then on to the creation of matter within its present symmetrical state of reality.

In 1957 the University of New York’s Library of Science published the book ‘Babylonian Mythology and Modern Science’ explaining that Einstein deduced his theory of relativity from Babylonian mythological intuitive mathematics. Einstein’s tribal worldview insisted that the living process must evolve itself toward thermodynamic extinction. He was therefore unable to accept David Hilbert’s argument to him that Cantor’s asymmetrical mathematics validated Szent-Gyorgyi’s cancer research conviction. Einstein’s physical reality was maintained by its remaining in a symmetrical state of existence, obeying the dictates of symmetrical light pointing to chaos, rather than in the opposite direction to that of Plato’s evolving ethical science. The Plank Observatory discovery demonstrated that Einstein’s world-view was by nature carcinogenic.

The philosopher of science, Timothy Morton, Professor and Chair of English at Rice University in Texas argues that Plato’s demonizing of aesthetics has taken us into a new electromagnetic era, which he refers to in his paper ‘Art in the Age of Asymmetry’. Kant’s anticipation of an ethical, spiritual, asymmetrical, electromagnetic technology was also echoed by Charles Proteus Steinmetz. He was a principal figure in the electrification of the United States of America, who stated that the development of a spiritual, asymmetrical, electromagnetic technology would have been far superior, and more morally beneficial, than the one he had been paid to help invent.

Plato argued the merits of learning plane geometry must not be studied for its practical uses but for training the mind for ethical understanding. He let arithmetic become the first of the subjects of education, then research into its relevant science was to become the student’s concern. From his published Notebooks, Leonardo da Vinci wrote that visual perspective was made clear by the five terms of Plato’s mathematical logic. Leonardo then made the statement that completely divorced his tribal scientific genius from Plato’s concept of an infinite, living, holographic 3D universe. Leonardo had written “The first object of the painter is to make a flat plane appear as a body in relief and projecting from that plane… “, he most emphatically claimed that the flat plane of a painting surface could never contain a true 3D image.

There is no doubting Leonardo da Vinci’s mechanistic genius. However, the visual evidence that paintings can indeed contain important unconscious, 3D stereoscopic images means he was certainly not the great man of the 15th Century Italian Renaissance that tribal science claims he was. This simple fact explains the magnitude of the present 3D global epidemic of dysfunctional information. It also provides the evidence to explain the crucial importance of the 3D antidote technology that belongs to Plato’s atomic ‘Science for Ethical Ends’, necessary to generate sustainable human survival blueprint simulations.

Sir Issac Newton’s Other Discovery

Most children are taught the story of Sir Issac Newton sitting under the apple tree and being struck in the head by a falling apple and how the falling apple prompted him to discover gravity. However, what kids are not told is that same event prompted another Newton invention. Gravity is the force that describes how things are pulled down toward the center of the earth. In order to explain the concept of gravity and to make the new concept more useful, Newton invented a whole new branch of mathematics called calculus. I have an engineer’s training and have taken more mathematics classes than the vast majority of the population. Although teaching calculus to kids at an early age may be difficult, the basic concepts behind calculus are very simple, easy to illustrate and are vitally important in the teaching of financial education concepts.

Prior to the invention of calculus, it was very hard to make sense of many things in nature, because math was limited to snapshots. Algebra, geometry and trigonometry only make sense for the given data at a certain time. If you wanted to see how things behaved with time you needed to figure out the equation at a bunch of different points and draw the graph to see it. Calculus allowed us to see how things are changing at a given instant. It allowed us to see that if we are in our car and slam on the brakes, we can predict how far and how long it will take us to stop. It allowed us to see if we are spending money at a given rate and earning money at a smaller rate, how long will it be until we run out of money. These types of measurements weren’t easily performed prior to the invention of calculus.

When it comes to personal finance, each of us does calculus all the time, though we may not realize it. Calculus is used to measure the rate at which something is changing at that instant. Week-to-week, month-to-month, we adults always work the Net Income equation to make choices. Net income is simply total income minus expenses. The bulk of financial education is geared toward increasing the rate of change of the net income equation. When we work to be more frugal, we are making expenses smaller. When we invest, take on additional jobs or get wage raises, we are making the gross income side bigger. Both of these increase the rate at which the net income equation is changing.

By using the net income equation, we can make predictions about where we are going to be financially in the future. When will I be able to afford that new item? Will I have enough money to go buy groceries or go to the movies? Will I be able to pay my tuition bill? Will there be enough left over to continue to pay for other things? These are the questions that one can reasonably answer through the help of calculus.

I find it unfortunate that teachers in schools often tell about the first discovery the Newton made that day, but so often neglect to mention the latter. Kids need to know the concept behind calculus and rate of change at an early age. It will help them throughout life. If you think about it, you will find many ways to illustrate these concepts for your children in the car, on the playground and in the home.

This type of learning is important, because gravity tells us that, on earth, unless we do something about it, things fall. This applies to equally to checking account balances as it does to apples.

Multiple Intelligences – The Pluralistic View of the Mind

Howard Gardner’s Multiple Intelligences Theory (MI Theory) (2006) states that human beings have different combinations of intelligences. This pluralistic approach is an alternative vision to the traditional notion that intelligence can be objectively measured and reduced to a single number, the IQ. The first intelligence tests carried out at the beginning of the twentieth century, which focused on verbal abilities, were developed by the French psychologist Alfred Binet and his colleagues in Paris. The motivation of their research was to respond to a request from the authorities to create a measure to predict which students were likely to need special attention in schooling. These early empirical experiments introduced the concept of intelligence as a quantifiable measure. Above all, the notion of intelligence as a single number has finally corroborated the one-dimensional view of the mind.

There are educational implications of this theory. Gardner points out that the IQ idea generated a corresponding view of school which he calls as the “uniform view”. This uniform view is responsible for a core curriculum – a set of things that everyone should know (critical reading and calculation, for example). So, the brightest students can go to the better colleges. Following these narrow standards, thousands of young people will never have a chance to flower. But can intelligence be a single construct? And besides, is this fair with the immense human potential? From Gardner’s idea of multifaceted intelligences emerges the concept of an individual-centered school. This vision sounds like Rorty’s understanding that persons should be educated as individuals. In the sphere of public education, every child should have an individualized education program. In a word, Gardner and Rorty show that the main problems in schools today lay on these issues of policy. We know now that all students need special attention in school. The authorities must understand that an individualized education is not just for students with special needs.

We have two attitudes toward mind. The traditional one which was considered as a scientific turn at the time. And the pluralistic view which in fact broadens the scope of human possibilities. The eight intelligences suggested by Gardner are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Recall that IQ test is based only on linguistic and logical-mathematical abilities. Both research and theory indicate that multiple student-level factors account for the variance in student achievement. Recent theories on the contextualization of intelligence say that the intellectual potential will depend on the culture in which the person happens to live. Life experiences are very important. It seems that the idea of mind as a single construct has been slowly fading.

The new comprehension of the intelligence is based on a radically different view of the mind. It gradually became clear that this theory yields a very different view of school. In all this we feel a remarkable respect for the differences among people, the varied ways that they learn.

Work cited

Howard Gardner. Multiple Intelligences. New Horizons (New York: Basic Books, 2006), 4-5.

Freedom And Education 2


Since my mindset is on alternatives-to-education I’ll take “Learning & Freedom” as my topic for this forum and avoid the oxymoron of the other. This gives me two learning/freedom threads, to develop one is the freedom-to-learn ; the other is learning-to-be free.


Freedom to learn has been a topic of a long list of critics of education including Froebel, Goodman, Illich, Holt, Friere and others. It has also been the cry of an increasing number of today’s activists. My concern here is the gap between the wise men of the past and the activists of today. Although the leave school advocates and activists is rising at a impressive rate with the advent of homeschooling, charterschools, cyberlearning, vouchers, and a conglomerate of other educational modalities, very few, if any, have escaped the syndrome of educate/teach/school. Christian schooling is the whipping boy for a different purpose for brain washing. But nearly all other school refusers are based on the non existent “parental rights” — the right of parents to teach whatever they want to their children. They are almost paranoid in choosing or designing a curriculum for their children to follow. Ofttimes the state demands such a curriculum before they will recognize the right to homeschool.

Unschooling was used by some older critics to emphasize the student’s right to learn what they want, when they want, and how they want. Unschooling was meant to let the student from birth to practice hir own choice of learning. The parent was expected to be a mentor only help the children find the resources to learn whatever came to their minds. In practice “unschooling” has been only a slightly modified form of homeschooling. In a recent listserv for unschooling weeks were taken discussion how a parents could be sure that their children were learning the correct code of ethics. At some times it went further to discuss how parents could be sure that a sound basis for a future job was being built.

I think my own idea of unschooling, or freedom to learn, came during a three month stay at a hotel run my a Buddhist monastery in Katmandu during a U.N. project I was working on. Every morning I awoke with the chanting of the monks. Before breakfast the waiters lined up at one end of the dining room holding the spread out table clothes high above their heads. With the doors open at the other end of the room they wiggled the table clothe the herd the flies out. That was a lesson on refusal to kill. But my unschooling lessons came from a series of lectures held in the third floor library. While I an other listeners sat cross legged on the hard floor, the lead saffron robed monk sat on a silk cushion slightly higher than the learners. Since some of us spoke only English we had an interpreter. After each short pronouncement from the leader the interpreter would follow with “Articha says ….” and give us his translation. The eight lectures were on the Eight Fold Path — right views, right intention, right speech, right action, right livelihood, right effort, right mindfulness, right concentration.

I went in to each session expecting some clear guidance on how to live the right life. But Articha never lectured in good American school or church style. There was no preaching or teaching of what would happen if we did or did not follow the Eight Fold Path. No talk of rewards or punishments. Articha told stories, often funny stories, of his own life and that of the monks with whom he had learned. I learned by listening to examples. Perhaps my epiphany came near the end. I never did learn the name of our unassuming monk. I did learn that Articha was the pronunciation our translator had for “our teacher.”


Learning about freedom is the other juxtaposition of learning & freedom. This to my mind it calls for the same action as freedom to learn. Both call for personal freedom. Freedom to learn IS learning about freedom.

Today’s school/teach/educate syndrome does neither. Locking young people away in authoritarian, hierarchal, competitive, materialistic schools not only stops one from learning but it also stops any thought of freedom or joy of living. It is exactly the opposite of learning about freedom. It teaches one to be on time, do what you are told, do not skip work, start and stop by the bell, neglect your own creativity, and subdue your desire for learning and freedom. It is good for training willing workers for a bring life of boring jobs and boring work.

But we should not blame only the schools. We need to look at society as a whole, particularly the home. Young people may need guidance. We don’t want them to run in the street in front of a speeding car. We want them to eat good food. We want the to learn to be good citizens. For the very young we tend to think it is difficult, and often a waste of time, to explain the reason behind every issue they face. It is easier to bark a command. “Eat your food.” “wash your hands.” “get dressed.” “go to school” “say your prayers, and “go to mass,” are easier to say than explain. The often used reason is said, or implied, “Because I say so.” There MAY be, or at least we tend to think, that there is a reason, if not a responsibility, to limit the freedom of the very young.

For most parents the issue of learning about freedom comes at a later date. Too often the pattern is too rigidly set by whenever that time comes to bring it about. Being controlled is set in the minds and actions of the young who have started their lives being taught that decisions are made for them. Even more critical it is set in the minds and actions of the parents or other elders who have grown into the habit of seeing and expecting their orders to be obeyed. Sometimes the orders are not expressed in words. They are inherent in what we do. Often they are just the way the family lives. We all go swimming after work every day. We all go the the library, to church, or shopping, or to grandma’s when the elders decide. There is nothing wrong with saying or doing whatever parents think is good. But it IS wrong to stifle natural curiosity and the feeling of freedom. There are many ways in which freedom — the power to act without compulsion — are limited for those growing up. If we want people to be free we have to at least be aware of all the ways that freedom is limited.

This comes more and more crucial as children grow up. At what age should parents give what freedom? In my view it is always too late. The sense of freedom should be with us from birth. As our culture exists we wait for a time of rebirth into freedom. Our love for our children and desire to protect them subsumes any transition into freedom.


Freedom like Education has an obverse side. The obverse of freedom is control. In starker terms we might say the obverse of freedom is slavery. But neither education nor control is the bad side or the good side for, learning freedom. They are both processes as compared to goals. Education has the goal of learning. Parental control has the goal of freedom. The difference is what is given, and what is taken. In the end both learning and freedom have to be taken. It up to the individual to accept, and seize, the responsibility for ether learning or freedom.

Manish Jain, a home education advocate in India, developed the concept of “unlearning.” Jain’s concept is along the lines of Illich’s deschooling society, Gandhi’s honest reflection, Toefler’s de-conditioning, Buddha’s letting go, and other oft used terms like conviviality, de-institutionalizing, voluntary simplicity, re-patterning, and others. Unlearning is the process of moving beyond all the limitations instilled in a student by school, home and society. It is not about forgetting, emptying, destroying. Nor is it simply about critical thinking, positive thinking or problem-solving. At its most basic level, unlearning starts with looking at the realities and possibilities of life from other points of view. It involves becoming more conscious of different cultures and mental models, assumptions, generalizations, sacred constructs, cognitive blindness, expectations, anxieties, etc. It’s escaping the influence how we have been taught to understand reality, to create knowledge, to make choices, and how we grow. It is not an educational modality as much as it is a new social paradigm and worldview.

Jain’s research is the study of people, particularly young adults, who have escaped the confines of the standard social paradigm in spite of the being imbedded in it. They have risen above the mindset, worldview, and mainstream culture that is perpetuated by the school/educate/teach syndrome. They have reached a new level of freedom. The goal is to learn how we can all unlearn or, as Einstein put it, recognize that “”We can’t solve problems by using the same kind of thinking we used when we created them.”

Bill Ellis

Falling Standard Of Education In Nigeria: Who Is To Be Blame?


The concept ” falling standard of Education” is a relative term because there is no well defined instruments to measure it with utmost reliability and validity. That is why scholars’ views on the concept varies. These scholars view it at different perspectives, depending on the angle each of them is looking at it.

Babalola, A (2006) sees the concept from admission of Nigerian University products in developed countries universities. That the first six Nigerian Universities (University of Ibadan, Ile Ife, Lagos, Benin, Nsukka and Zaria) had their products competing favourably with any other University in the world as their products were sought for by University of Harvard, Cambridge, Oxford and London for admission into their post-graduate courses. That these students record breaking performances and when they graduate are employed by the best multi-national companies and corporate bodies globally unlike today where no Nigerian University is among the top 6,000 Universities of the world (Adeniyi, Bello (2008) in Why no worry about rankings). He sees standard from how universities contribute to knowledge and solving problems besetting mankind.

According to Gateway to the Nation (2010), University of Ibadan is ranked 6,340th University in the world. In Africa, University of Ibadan is ranked 57th, OAU 69th and South African Universities are leading the way in Africa.

He also use written and spoken English as a yardstick for measuring standard of education which University of London conducted a research in West Africa and the result showed that teachers trained by colonial masters were better of than those trained by indigenous teachers.

He also used staffing, funding, foundation, origin and students as standard of education.

Standard of education to Dike, V. (2003) is how education contribute to the public health (or sociopolitical and economic development of a Nation).

Standard of education to either passing or failing of external examinations like WAEC, NECO, NABTEB, JAMB,(NOW UTME) among others.

Teachers without Boarders (2006) looks at educational standard from how the products of schools can be measured in terms of outcome. That is how school leavers contribute to the society in terms of cognitive affective and psychomotor. I will be using students to refer to both students and pupils, I will use head teacher to refer to both principal and headmaster.

Which ever way you may view standard of education, for you to conclude whether the standard is falling or not, you must take into consideration all the aforementioned variables including achieving educational goals.

Equally, for justice to be done while measuring these standards one has to look at reliability where all the schools to be measured must have the same infrastructure, teaching materials, quality of teachers, level and degree of learners, condition within which learning takes place, some methods of assessment and some types of contribution to the society among others.


Haven discussed what makes up standard in education, may I crave your indulgence to some of the established facts that constitute falling standard of education in Nigeria.

(1) Discipline: This is one of the outstanding attributes of education when it is rightly observed.

a. Repeating: school no longer observe repeating as every student is promoted to the next class whether they understand or not gives room for falling standard.

b. Attendance: The 75% of attendance universally accepted as the bases for someone to sit for examination is no longer observed.

c. Late coming: Student that come late are no longer punished, which leads to their losing morning classes.

d. Misbehaviour: Students are no longer punished for misbehavior because of their parental influences (lost of jobs or unnecessary transfer).

e. Cultism: This could refer to rituals, usually under oath binding the members to a common course. They operate covertly in fulfillment of their objectives to the detriment of other people. Thus, planning secondary needs above primary needs.

These cults exist because of over population of students in schools, wrong admissions not based on merits, hence fear of examination failures and selfish worldly gains.

(2) Quest for paper qualification: Nigerians respect paper qualification above performance in the fields. Hence, cognitive, affective and psychomotor domains are supposed to be measured on the field.

(3) Politicizing education: Merit is no longer regarded as it is now ” who you know” and not “what you can deliver” Technocrats (educationists are not appointed Commissioner of education and education board).

(4) Policy problem: Sometimes the type of policies government make on education adversely affects output. For instance, in College of Education, we have National Commission for Colleges of Education (NCCE), competing with JAMB for admission as the two guidelines vary.

Equally, WAEC, NECO, NABTEB, JAMB ( now UTME) compete with qualifying pre-requisites and regulation of entries into tertiary institutions.

(5) Teachers not being part of the examination bodies. One wonders whether the continuous Assessment submitted by these teachers are used or not.

(6) Accessibility of Schools: The Nigerian population boom has outnumbered the existing schools as the existing schools have to over admit.

This point can be practically seen in the following areas:

(i) Teacher / Student ratio of 1:25 is no longer there as in my class, it is 1:3900.

(ii) Students / books / Journals ratio of 1:10 is no longer feasible.

(iii) Politics of admission: Schools can no longer set targets for admission to conform with their facilities as powerful notes from above will force the school authorities to either over admit or find themselves in the labour market again. Yet it is those that are giving these notes are suppose to build more schools or provide needed infrastructure etc. to accommodate those collecting these notes.

(7) Over-dependent on cognitive domain: Schools do not give regards to affective domain that will mould characters of our young ones. Little attention is given to psychomotor while no attention is given to affective domain.

(8) Shortage of qualified teachers: Some schools in the rural areas only have the headmaster as government employee while the rest that may be secondary school drop outs are PTA staff. What miracle can these staff perform? Dike, V. (2006) observed that only 23% out of the then 400,000 primary schools in Nigeria have grade II even when NCE is now the minimum qualification for teachers at primary and Junior Secondary schools.

(9) Teachers welfare: It is no longer news that

(a) Politicians do not have negotiation council to negotiate their salary increase.

(b) There is no disparity among political office holders from the federal, state and local governments.

(c) Their salaries are increased at astronomical manner.

(d) Their salaries are increased any time without recourse to whether the nation’s economy can bear it or not.

(e) But for teachers, they must negotiate the 10 to 20% of an attempt to increase their salary with consideration of the economy of the nation. How can these teachers contribute and perform miracle when their family members are in the hospitals and the O.S. syndrome is written on their cards by pharmacists while they do not have money to treat.

(10) Constant Strikes: This is an impediment to smooth covering of syllabus. Oefule (2009) explained that one Nigerian guest asked a question on strike at Oxford University community but the vice chancellor could not even remember about strike, only the registrar remembered it for 17 years back. This is what governance means to the people.

(11) Long rule of the military; Education was not properly funded by the military regimes as according to Babalola, A(2006) Obasanjos administration inherited many left over problems of the military such as non- payment of pensions and gratuities of retired University staff, poor remuneration of university staff, dilapidating buildings of schools, libraries with outdated books, obsolete laboratory equipments, bad campus roads, inadequate water and power supply among others.

(12) In the secondary and primary schools levels, schools do not even have buildings talk less` of furniture’s, equipments and reading materials. This is the level where the foundation of education should be laid. Any faulty foundation will lead to faulty structures. What do you expect from the tertiary level?

(13) Lack of training of teachers: Teachers are not trained to update their knowledge with latest discoveries based on research, then how can they give what they don’t have?

(14) Poor state of Educational teaching facilities: Dike V. (2006) reported that research result shows that over 2015 primary schools in Nigeria do not have building but study under trees, talk less of teaching materials.

(15) Corruption: leaders of the schools and some Government officials either connive to buy equipments with loan money that cannot be of any use to the school or take such loans and do not even do anything with it.

(16) Poor budgetary allocation to education: A research work of 2001 shows that Nigeria only, allocate less than 20% to education it further reveals that Nigeria spends 0.76% to education as against Uganda 2.6%, Tanzania3.4%, Mozambique 4.1%, Angola 4.9%, Coted Ivore 5% Kenya 6.5% and South Africa 7.9% among others.


We have seen the causes of falling standards and from these causes we can deduce that the following are to be blamed:

1. Government suppose to carry the lion share of the blame because all the other variables are dependent variables to it.

2. Teachers also have their shares of the blame with regards to their diligent duties.

3. Parents: feeding has to be provided by parents. This is because parents do not leave schools to operate without interference.

4. Students: students who do not abide by school rules and regulations nor pay attention to their studies also contribute to falling standards. Students also seek for paper qualification and disregards to performance they also participate in cult activities that derail the progress of the academy.

5. The society is not left out as it is the way it sees and respects the products of these schools that recycles back again.


Based on the problems or causes identified above, the following solutions are proffered: Schools should respect and restore back discipline to bring back the lost glory of our educational standards.

Performance should be regarded and respected more than just paper qualification. Equally, education should not be politicized for whatever reason.

Policy makers should be mindful of policies that affect education .eg JAMB(UTME) regulation in admissions.

Teachers should be involved in examination activities and examination bodies should always publish examination reports and distribute it to various schools for them to hold school workshop for training of subject teachers on their areas of weaknesses observed in the students’ scripts with regards to following the marking scheme.

More schools should be built to increase accessibility by all. Cognitive, affective and psychomotor domain should be used for assessment of students.

Teachers’ welfare should be given priority by government to avoid unnecessary strikes in our educational sector while more qualified teachers should be employed to curb the present shortage of teachers in our schools.

Our civilian government should prove to the people that they are better than military government.

Teachers should be trained so that they can meet up with any new challenges Educational facilities should be upgraded to modern standards while teaching facilities should be adequately provided.

Corruption should be eliminated to the barest minimum by all stakeholders while government should increase its budgetary allocations to education to improve the standard of education in Nigeria.

Education & Technology – Then and Now

If anyone ever wants to know whether education technology, specifically video, works in the classroom, all one has to utter in response is: “Conjunction junction, what’s your function?” or “I’m just a bill on Capitol Hill.” It’s unlikely you’ll find anyone born after 1955 that doesn’t remember at least a concept or two from the Schoolhouse Rock series that was originally produced between 1973 and 1986.

We’ve all had the experience when we hear a familiar song and immediately recall a moment from our past connected to the song. It was proven long ago, and Schoolhouse Rock is an additional testament to the fact, that when both audio and visual elements are added to educational concepts, students are engaged at a deeper level and more likely to retain that information.

In the words of Hannah, a child interviewed during a research project on how video enhances learning, “A lot of us watch TV, and we remember TV,” she said. “When the teacher tells us to read directions in a book or when she’s trying to explain things, I don’t always understand. But when she shows us, I understand it more.”

The practice of using education technology and enhancing curriculum with audio-visual elements grew rapidly during the last half of the 20th century. In the last ten years or so, however, the technology explosion has produced enhancements in communication, entertainment, and information retrieval and has sent children’s education in different directions.

In light of this, does video still have a place as part of our education technology tool set? Of course! A good educational video, whether delivered via VHS, DVD, or from a website, when used appropriately in the curriculum, still provides the following benefits:

o Appeals to Multiple Learning Styles – Different videos can explain a single concept in completely different ways which increases the likelihood of the student learning what is being taught.

o Appeals to Multiple Teaching Styles – The use of videos as part of education technology allows teachers a variety of ways to cover the curriculum.

o Connects Concepts to Applications – Teachers can use situations portrayed in the video to inspire students to come up with their own examples of the concept being taught.

o Students Gain Deeper Understanding – Students having difficulty with a particular concept can repeat viewing a video, by themselves, at their own pace, until they develop the necessary understanding.

o Attention Leads to Retention – Attentiveness increases when students are presented with concrete, visual images that are fast-paced and interesting. Naturally attentive students become more knowledgeable and perform better on assessments.

A year after the research project involving Hannah, she could still remember the concepts taught through video and the teachers were convinced student performance had improved. And, if you can remember even one of the concepts taught by Schoolhouse Rock, the case for using video is made.