iosr-JRME   Volume-3 ~ Issue-5

Abstract: This paper documents a multi-perspective evaluation into the training needs of the hospitality and tourism industry in Zimbabwe. Research on training needs is important, especially in the hospitality industry, which is known for its traditional approach in terms of human resource management. This paper aims to develop an understanding of the current situation concerning hospitality graduates' as well as hospitality managers' skillsand competencies and career development. The key purpose is seen to be the preparation of graduates that meets the needs of industry and commerce.

Key words: Qualifications, Hospitality discipline, competencies

[1]. Agrusa, J., Tanner, J., and Coats, W. (2004). Hospitality, Restaurant, and Tourism Management Degree Programs

[2]. Airey, D and Johnson, S. (1999), The Content of Degree Courses in the UK, Tourism Management, Vol. 20, p. 229-235. and the Issue of Student Preparedness. Journal of Hospitality and Tourism Education, 16(1), 56-63.
[3]. Barrows, C. W., and Hobson, J. S. P. (1993). A model for teaching service management in hospitality.International Journal of Contemporary Hospitality Management, 5(3), 32-36.

[4]. Chuang, C. P. (2000). The anticipation of vocational education in next century. Technological and Vocational Education Journal Bimonthly, 55, 68-69.

[5]. Chung-Herrera, B., Enz, C., and Lankau, M. (2003). Grooming Future Hospitality Leaders: A competencies model.

[6]. Cooper, C and Westlake, J (1989), Tourism Teaching into the 1990s, Tourism Management, Vol. 10, p. 69-73.

[7]. Cooper, C and Westlake, J. (1998), Stakeholders and Tourism Education: Curriculum Planning Using a Quality Management Framework ,Industry and Higher Education, Vol. 12, p. 93-100.

[8]. Cooper, C, Scales. R, and Westlake, J. (1992), The Anatomy of Tourism and Hospitality Educators in the UK, Tourism Management, Vol. 13, p. 234-247.

[9]. Cooper, C. (2002), Curriculum Planning for Tourism Education: from Theory to Practice, Journal of Teaching in Travel and Tourism, Vol. 2, p. 19-39.

[10]. Cooper, C. (2006), Knowledge Management and Tourism, Annals of Tourism Research, Vol. 33, p. 47-64.

Abstract: The study employed a descriptive survey to investigate senior secondary school students' assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. By the use of purposive sampling 190 out of a population of 394 senior secondary school year one physics and mathematics students from two co-educational senior secondary schools in Umuahia North LGA of Umuahia Education Zone of Abia State was used. The instrument for data collection was the researchers developed structured questionnaire of the Likert type on senior secondary school students' assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. Two (2) research questions and one (1) hypothesis tested at 0.05 level of significance guided the study. The instrument was validated and the reliability index of 0.86 was obtained. The research questions were answered using mean while the hypothesis was tested with chi-square statistics. Results showed that inquiry method, discovery learning, discussion, role play, simulation, games, team teaching, brainstorming and other similar strategies were agreed to be innovative teaching strategies that can enhance achievement in physics and mathematics. A recommendation that physics and mathematics teachers should be encouraged to use these innovative teaching strategies in the teaching of physics and mathematics was made.

Keywords: Innovation, Teaching Strategies, Science, Mathematics and Physics

[1]. S. Ting – kueh, "Future of our civilization: Benefits and Perils of Advanced Science and Technology". In Vladimir, B (ed). The future of life and the future of our civilization. Netherlands: Springer, 2007.

[2]. Federal Republic of Nigeria, Science, Technology and Innovation Policy. Abuja: Federal Ministry of Science and Technology, 2012.

[3]. V. F. Harbour- Peters, Andragogical Inquiry. A pedagogical Model for teaching mathematics within the next millennium.. ABACUS: The Journal of Mathematics Association of Nigeria 2000, 25 (1) 64 – 72.

[4]. G. C. Obodo, "Mathematics a language for computers in the new millennium. Implication for Nigeria". Proceeding of Annual conference of Mathematics Association of Nigeria, 2000.

[5]. E. B. Kolawole, & J. A. Oluwatayo, Mathematics for Everyday Living. Implications for Nigerian Secondary Schools ABACUS, 2005, 30 (1), 51 – 57.
[6]. Borasi, How and what mathematics is taught: Retrieved (16-4-2008) from http://www.pdkintl.org/kappan/kbat/9902.htm
[7]. British National Curriculum Targets as it relates to mathematics. http://www.courtfields.somerset.sch.uk/maths/resource.htm ,2004. [8]. G. O. Esiobu, Gender issues in science and technology education for development in Ivowi U. M. O. (ed.) Science and Technology Education for Development, Lagos, Adecos Education Science Ltd. , 2005.

[9]. U. N. V. Agwagah,. Teaching mathematics for critical thinking, essential skill for effective living. ABACUS, 2005, 30 (1), 38-45.

[10]. P. C. Agommuoh, Effects of videotaped instruction on secondary school students' physics. An unpublished MED thesis, University of Nigeria, Nsukka, 2004.

Abstract: This paper investigated library use among undergraduates in Federal Universities in South-West, Nigeria with the objectives of determining frequency of library visits, extent of use of library resources and challenges faced when using the library. The descriptive survey design was used for the study. The population was made up of 2086 students in the third year of study. Multi-stage sampling technique was used for selecting a sample size of 633. Data was collected with the aid of a questionnaire and analysed using frequency distribution and percentage counts. Findings from the study revealed that majority of the respondents use the university library. Books and help desk service were found to be heavily utilised. Lack of relevant books and breakdown of internet facilities were, however, found to be the greatest challenges faced when using the library. The study concludes by noting that the university library is responsible for meeting the information needs of its community and as such recommends that university libraries endeavour to provide relevant and up-to-date books to attract and retain users. Although the internet may not be the primary purpose for using the library, there is, however, need for libraries to maintain internet facilities considering its worth in information provision.

[1] Aanu, E. M & Olatoye, R. A. (2011) Use of library resources, study habit and science achievement of junior secondary school students Educational Research 2(7):1265-1269
[2] Abosede, A. T & Ibikunle, O. O. (2011) Determinants of library use among students of agriculture: A case study of Lagos State Polytechnic. Available @http://unllib.unl.edu/LPP/abosede-ibikunle.htm
[3] Akin, A. O. & Ajayi, P. O. (2008) Students' utilization of academic libraries in Nigeria: A case study of Federal University of Technology, Akure between year 2001-2005. Asian Journal of Information Technology 7(5):172-174
[4] Amkpa, S. A. (2000). Students' use of University of Maiduguri Library: An evaluative study. Gateway Library Journal 2 & 3:70-80.
[5] Fowowe, S.O. (1989). Students' use of an academic library: A survey at the University of Ilorin Libraries. Nigerian Library and Information Science Review 7 (1): 56
[6] Frascotti, J., Levenseler, J., Weingarten, C., & Wiegand, K. (2007). Improving library use and information literacy at Caritas Charles Vath College. An interdisciplinary qualifying project report submitted to the Faculty of Worcester Polytechnic Institute. B.Sc. Thesis. KAL, 0704; IQP division: 51. Available @ http://www.wpi.edu/Pubs/E-project/Available/E-project-030107-103835/
[7] Haglund, L . & Olsson, P. (2008) The impact on university libraries of changes in information behaviour among academic researchers: A multiple case study. The Journal of Academic Librarianship 34 (1):52-59
[8] Martins, L.A. (1976). User studies and library planning Library Trend. 24(3): 483-496
[9] Nimsomboon, N. & Nagata, H. (2003). Assessment of library service quality at Thammasat University Library System. Available @ http://www.kc.tsukuba.ac.jp/div-comm/pdf/report0403.pdf
[10] Ogunniyi, S. O. & Efosa, F. E. (2010) Use of library catalogue by students of Adeyemi College of Education, Ondo. Tincity Journal of Library, Archival and Information Science 1(2):47-51

Abstract: Critical Thinking has been one of the tools used in our daily life's to solve some problems because it involves logical reasoning, interpreting, analysing and evaluating information to enable one take reliable and valid decisions. The purpose of the study is to examined the impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. The study would benefit students and teachers by promoting creativity in solving mathematical problems. Quasi-experimental designs was adopted for the study. Multi-stage sampling were applied to generate a sample of 195 students for the study. Mathematics performance test and Watson-glaser Critical Thinking Appraisal were used for the study. Three hypotheses were formulated and tested using Analysis of covariance. The study revealed that there was a significant difference in Mathematics performance test scores among the experimental groups. The study also found out that there was no significance gender difference in Mathematics performance test . Critical Thinking Skills was also an effective means of enhancing students' understanding of Mathematics concepts. It therefore recommended that in teaching Mathematics in secondary schools, Critical thinking skills should be infuse in the curriculum of teachers education so as to improve students' performance in Mathematics.

Key words: Critical Thinking, Critical Thinking skill, Gender and Mathematics

[1]. Abiam, P.O and Odok, J.K. (2006). Factors in students' performance in different branches of secondary school Mathematics. Journal of Education and Technology, 1(1), 161-168. (1)
[2]. Adedayo, O.A. (2006). Problems of teaching and learning mathematics in secondary schools.Paper presented at workshop on effective teaching mathematics, LSPSSDC, Magodo,Lagos. (1)
[3]. Barry, S. S., Ada, F.H. & Jenny, U. (2003). Assessing critical thinking skills. Paper presented at SACS/ COC, annual meeting/ nashville, tennessee tech university. (1)
[4]. Bassey,S.W., Joshua, M.T, & Asim, A.E (2008). Gender differences and mathematicsperformance of rural senior secondary students in Rivers State, Nigeria. Proceedings of International Conference to Review Research in Science, Technology and Mathematics Education. Munba, India, 2 ( 3), 12-18. of distance education, 20(2), 1-20. (1)
[5]. Charles R. Phillips, PhD, Renae J. Chesnut, EdD, and Raylene M. Rospond(2004).The California Critical Thinking Instruments for Benchmarking, Program. American Journal of Pharmaceutical Education 68 (4) Article 101. 8.
[6]. Facione, P. A. (1990). Critical Thinking: A statement of expert consensus for purposes of Educational Assessment and Instruction: Research Findings and Recommendations. American Philosophical Association. Retrieved from ERIC Document Reproduction Service No. ED 315423. (1)
[7]. Fisher,R.(2003).Teaching thinking: Philosophical enquiry in the classroom. London, continuum. (1)
[8]. Kulbir, S.S. (2006). The teachers of Mathematics. New Delhi: Sternling publishers private Ltd. (1)
[9]. Maduabum, M.A. & Odili, G.A. (2006). Analysis of students' performance in general Mathematics at SSCE level in Nigeria 1992 – 2002. Journal Research for curriculum teaching 1 (1), 64-68. (1)
[10]. Mansoor, F &Pezeshki, M.(2012). Manipulating Critical Thinking Skills In Test Taking. International Journal of Education, 4, (1), 153-160. (1)

Abstract: This paper will discuss about the performance of 96 of 16-yrs old students in learning Electrochemistry. The samples were chosen from 3 schools around LMS area in Perak, Malaysia. Two Learning Model, Traditional and Cooperative were chosen. Three Tests were conducted Pre- and Post were Logical Thinking (LT), Scientific Reasoning Skills (SRS) and Electrochemistry Final Exam (EFE). The T&L sessions were conducted out from formal class period. The contents of the syllabus were based on Malaysia Ministry of Education. The analysis of data using One-Way ANOVA Test is valid to Learning Model (LM), Motivational Level (ML). Results showed p > 0.05 showed that Factor (F) had no significant influence on DV. One-Way Repeated ANOVA Test was conducted for evaluating Pre- and Post-Tests. Research findings showed there are improvements in LT, SRS and EFE after treatments were given. Keywords: Electrochemistry Form 4; Logical Thinking (LT); Motivational Level (ML); Scientific Reasoning Skills (SRS); Traditional, Cooperative Learning Model (TLM, CLM)

[1] David, G-C, et al., Dispositional flow in Physical Education: relationship with motivational climate, social goals, and perceived competence. J. Teach. Physical Edu., 28, 2009, 422 – 440.

[2] Piaw, C. Y., Statistik Penyelidikan Lanjutan (KL, McGraw-Hill M'sia Sdn. Bhd.: 2009), 46.

[3] Calik, M., et al., Investigating the effectiveness of an analogy activity in improving students' conceptual change for solutions chemistry concepts, Intern. J. Sci. & Math. Edu., 7, 2009, 651 – 676.

[4] Kang, S., et al., The influence of students' cognitive and motivational variables in respect of cognitive conflict and conceptual change, Intern. J. Sci. Edu., 27:9, 2005, 1037 – 1058

[5] Pizzolato, J. E., et al., Struggling with self-study schematic dissonance and knowledge construction, College Teach., 57:3, 2009, 131 – 138.

[6] Ayub, A., Belajar Secara Berkesan di Sekolah (KL, Institut Terjemahan Negara Malaysia Bhd.: 2010), 124 – 146.
[7] Downloading from www.math.montana.edu on 30.Oktober.2013

[8] Lodewyk, K. R., et al., Relations among body size discrepancy, gender, and indices of motivation and achievement in high school Physical Education, J. Teach. In Physics Edu., 28, 2009, 362 – 377.

[9] Low, S. N., et al., KBSM Kimia Tingkatan 4 (Selangor, Abadi Ilmu Sdn. Bhd.: 2011), 96.

[10] Atasoy, B., et al., The effect of a conceptual change approach on understanding of students' chemical equilibrium concepts, Res. Sci. & Technol. Edu., 27:3, 2009, 267 – 282.

Abstract: This comprehensive paper is an attempt to provide an overview of the design, development and implementation of and the mechanism set up to ensure the fulfillment of the objective laid down in the scheme of the grant of Autonomy vis-à-vis the Status of Autonomy in India. This paper highlights very recent initiatives pertaining to the grant of Autonomy vis-à-vis the Status of Autonomy in India. This paper attempts to develop an overview of the initiatives of the Ministry of Human Resource Development of Government of India [MHRD], University Grants Commission of India [UGC]. This paper critical analyzes (a) the steps taken for grant of Autonomy, (b) perception, attitude and approach of higher educational institutions towards the concept of the Autonomy in India, on the background of the criteria, goals and objectives of higher education set out by the MHRD and UGC.

Key words: Autonomy, Accountability, perception, attitude, approach, criteria, goals and objectives of higher education, MHRD, UGC.

[1]. Alexander Dr. P. C., Governor & Chancellor of Universities in Maharashtra, his speech in the concluding function of the Golden Jubilee celebrations and foundation day of Pune Univ., (Feb. 10, 1999), Pune, Indian Express, Feb. 11, 1999, Pune News Line, p 1;
[2]. Alexander Dr. P. C., Governor & Chancellor of Universities in Maharashtra, his speech in the inaugural address (Dec. 10, 1998), 19th Conference MFACPA, Nagpur, Indian Express, Dec. 11, 1998, p 1-3;
[3]. Desai Armaity S UGS Chairperson (1997) Inaugrual address (7/2/1997) NIAS Bengalore, Indian Express Oct. 8, 1997 P 4;
[4]. Gandhi Dr. M M, (1993) 'Maharashtra Universities Bill 1992' University News, Vol.XXX1, Jan 25, 1993, New Delhi;
[5]. Gandhi Dr. M M, (1997) 'Reform & Development of Higher Education in India - Some Key Issues', Souvenir of 18th Annual State Conference of Principals (1997), Aurangabad;
[6]. Gandhi Dr. M M, (1998), 'Implications of Unplanned & Unmotivated Growth of Higher Education in India', College Post - the ICF Journal, Vol.3 No.1, p 3-7;
[7]. Govt. of India (1966) Report of the Education Kothari Commission (1964-66) : Education and National Development, Delhi Part 1992 PP Part II;
[8]. Govt. of India (1985) Challenge of Education Policy Perspective, New Delhi;
[9]. Govt. of India (1986) National Policy on Education 1986 GOI N., Delhi;
[10]. Govt. of India (1989) Towards an Enlightened and Human Society, Reports of the Committee for Review of the National Policy on Education 1986, GOI New Delhi;

Abstract: This approach is known as cooperative learning of STAD type.This research is intended to: 1) clarify the influence of cooperative learning of STAD type towards the students' entrepreneurship behavior; 2) clarify the influence of learning ways towards the students' entrepreneurship behavior; 3) clarify the influence of learning motivation towards the students' entrepreneurship behavior; 4) clarify the influence of cooperative learning of STAD type towards learning ways; 5) clarify the influence of learning ways towards learning motivation; 6) clarify the influence of cooperative learning of STAD type towards learning motivation; 7) clarify the influence of cooperative learning of STAD type, learning ways, and learning motivation towards the entrepreneurship behavior of the students of SMK Negeri 1 Jombang.The research is designed to be a quasi experiment where 362 students of SMK Negeri 1 Jombang as the population. Among these, 38 students of III AP1, 39 students of III AK 3, and 35 students of III PJ 1 are taken as the samples that are randomly assigned. Then the data gathered are analyzed using ANOVA, Regression and multiple Linear Regression. To calculate the data, the researcher used statistical application of SPSS For windows 13 version.

Key Word: cooperative learning of STAD type, , way of learning, learning motivation, entrepreneurship behavior.

[1]. Ardhana, W. 1990. Atribusi terhadap Sebab-sebab Keberhasilan dan Kegagalan serta Kaitannya Pendidikan dengan Motivasi untuk Berprestasi. Pidato pengukuhan Guru Besar IKIP Malang.
[2]. Arikunto, S. 1989. Prosedur Penelitian Suatu pendekatan Praktik. Jakarta : Bina Aksara.
[3]. Azwar, Saifudin, 2002, Sikap Manusia Teori dan Pengukurannya. Yogyakarta : Pustaka pelajar
[4]. Arends, Richard, 1997, Class room Intruction and Managamen. New York: Mc Grow hill, Campanies.
[5]. Briggs, M.L. 1984. Learning Theory For Teacher. Harper and Row, Publisher.
[6]. Brown, James, W. and Tharton, J.R. 1971. College Teaching : A Systematic Approach. Toronto : Mc, Graw-Hill Book Company.
[7]. Cooper, Donald R & Emory. C. William. 1999. Metode Penelitian Bisnis, Jilid 1, Edisi Kelima. Alih Bahasa : Ellen G. Sitompul & Imam Nurwaman, Jakarta : Erlangga.
[8]. Danuhadimedjo, Djatmiko R. 1998. Kewiraswastaan dan Pembangunan. Bandung : Alfabeta
[9]. Danuhadimedjo, Djatmiko. 1998. Wiraswasta dan Pembangunan. Bandung : Penerbit Alfabeta.
[10]. De Cecco, J. P dan Craford W.R. 1977. The Psychology of Learning Instruction Educational Psychology. New Delhi : Prentic Hall of India Private Limited

Abstract: At university as at other levels of education, evaluation is an integral part of the daily work of teachers. The objective of this article is to examine the evaluation practices of higher education trainings, in particular to the die SMC at the Faculty of Sciences Ben M'Sik, after ten years of LMD(Licence(BA),Master Degree, Doctorate) system adoption. The methodology of this study is based on administering a questionnaire to a group of 23 teachers, representing 40% of the faculty of the Chemistry Department of the FSB who have responded to several items related to these four dimensions: Characteristics of the course, evaluation tools, evaluation practices and teacher / student communication.

Keywords: evaluation of learning, continuous controls, higher education, prerequisites, assessment tools.

[1] Blais J.G, Laurier M., Van der Maren J.M., Gervais C., Lévesque M., Pelletier G.(1997). L'évaluation des apprentissages à l'université de Montréal et dans ses écoles affiliées. Montréal groupe de Recherche Interdisciplinaire en Pédagogie Universitaire.

[2] Gilles,J.-L, Detroz, P., Blais, J.-G.(2011). An international on line survey of the practices and perceptions of education professors with respect to the assesment of learning in the classroom. Assesment and Evaluation in Higher Education, volume 36, Number 6, pp.719-733.

[3] Marc ROMAINVILLE, l'évaluation des acquis des étudiants dans l'enseignement universitaire (2002).

[4] Pr. Dénis Dougnon, Bourema KONATE, Mme TRAORE Kadaouyé DAMBA et Kalilou SIDIBE, les pratiques d'évaluation des apprentissages à l'université (2007).

[5] Said El Melhaoui, Abdellali Kaaouachi, Brahim Ouafae, les déterminants des pratiques d'évaluation des apprentissages à l'université Mohammed Premier, colloque national L'enseignement supérieur au Maroc : quel enseignement pour quelle efficacité ? Rabat 12 décembre 2012.

[6] Abderrahmane TOUMI ; l'approche par compétences: un nouveau regard sur l'élaboration des curricula et la planification des apprentissages.

Abstract: This study investigated the perceptions of Principal Officers and Students' Union Executives on the involvement of students in decision-making on curriculum matters as a means of improving the intellectual capacity of the products of university education for overall goal achievement. The study was carried out in nine universities in the South Eastern States of Nigeria using a descriptive survey method. A researcher-made questionnaire was used for data collection from a population of 36 Principal Officers and 88 Students Union Executives. The data yielded a calculated chi-square value of 19.39 for Principal Officers and 11.47 for Students' Union Executives which were respectively higher and lower than the table value of 12.02 for 5 degrees of freedom at 0.05 level of significance. Also, the frequency counts and percentages of pooled responses from the two groups are at variance with each other: The Principal Officers and Students' Union Executives disagreed with 94.1% and 11.1% respectively, they agreed with 5.9% and 88.1% in the same order. Both results confirm non participation of Students in decision-making on curriculum matters. A reversal of this situation (especially in curriculum processes) is recommended for the achievement of desired results.

Keywords: Students' involvement, decision-making, curriculum, intellectual capacity, goal achievement.

[1]. Afiangideh, M. E. (2009) "Curriculum Implementation at the Basic Education Level" in Ivowi, U. M. O, Nwagbara, C; Ukwungwu, J; Ewah, I. E.; Uya G eds Curriculum Theory and Practice Abuja; Curriculum Organization of Nigeria.
[2]. Boon, A. (2005). Centralization Versus Decentralization and Students Participation Rector's Office + Educational Policy Unit. Retrieved from www.unig.hr/bopro/actovotoes/croatia-student%20participation.ppt-- on 20/10/2009
[3]. Cole, G. A. (2005). Personnel and Human Resources Management. Fifth Edition, London: Book Power/ELST
[4]. Corson, J. J. (1975). The Government of College and Universities (Revised Edition) New York: McGraw-Hill.
[5]. Department of Education and Early Childhood Development (2008). Guidelines for Student Participation Policy. Office for Government School Education. Retrieved from http://www.learningpt.org/sipsig/2009/loeb.pdf on 7/6/2009
[6]. Enoh, A. O., Bamanja, B. B. and Onwuka,R.O. (1987). A Handbook of Educational Foundations. Jos: Challenge Press.
[7]. Federal Republic of Nigeria (2004). National Policy on Education, Abuja: National Education and Research Council Press.
[8]. Kaye, B. (1970). Participation in Learning. London: George Allen and Urwic Ltd.
[9]. Maduewesi, E. J. (2008) Resource Management for Effective Instruction at the Primary Education Level. Forum, 4(7), 10-12.
[10]. Nwachukwu, C.C. (2006) Management Theory and Practice Revised Edition. Onitsha: Africana First Publishers Limited.

Abstract: Kurikulum merupakan sesuaatu yang dicita-citakan dalam bidang pendidikan. Jadi apa yang direncanakan dalam kurikulum yang bersifat formal pada dasarnya mencerminkan cita-cita tentang wujud hasil pendidikan dan pengajaran yang ingin dicapai. Kurikulum diartikan sebagai pengalaman belajar diperoleh siswa dari sekolah dan kurikulum diartikan sebagai rencana belajar siswa (Hakim, 2008 : 5). Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajharan serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk tujuan pendidikan dan pengajaran yang hendak dicapai. Hal tersebut belum terealisasi sepenuhnya, kurikulum belum dikelolah secara optimal atau belum dikelolah secara efektif dan efisien sehingga perlu adanya bimbingan dan pelatihan.

Kata Kunci: Manajemen Pendidikan dan Pengajaran, Kurikulum Baku, perangkat pembelajaran guru

[1]. Hernawan, Asep Hery, dkk, Pengembangan Kurikulum dan Pembelajaran, Jakarta : Universitas Terbuka, 2003.
[2]. ] Mohammad Ansyar, Dasar-dasar Pengembangan Kurikulum, (Jakarta: Depdikbud, 1989), hlm. 118-120
[3]. Indrakusuma, Amir Daien, Pengantar Ilmu Pendidikan, Surabaya : Usaha Nasional, 1993.
[4]. Khiron, Ahmad, Komponen Kurikulum dan Prosedur Pengembangan Kurikulum, http: // Koir.Multiply.Com, tanggal 19 April 2009.
[5]. Mansyur, Strategi Belajar Mengajar, Jakarta : Dirjen Binbaga Islam Depag RI, 1995.
[6]. Nasution, S. 1995. Asas-Asas Kurikulum. Jakarta: Bumi Aksara.
[7]. Nazhary, Pengorganisasian, Pembinaan dan Pengembangan Kurikulum, Jakarta : Deramaga, 1993.
[8]. Nurdin, Syafruddin, Guru Profesional dan Implementasi, Ciputat : Ciputat Press, 2005.
[9]. Soetopo, Hidayat dan Wasty Soemanto, Pembinaan dan Pengembangan Kurikulum, sebagai Substansi Problem Administrasi Pendidikan, Jakarta : Bumi Aksara, 1993.
[10]. Syarief, A.Hamid, Pengembangan Kurikulum, Surabaya : Bina Ilmu, 1996.

Abstract: This study was designed to determine the gender difference in the performance of Bricklaying and Blocklaying practical skills among the National Technical Certificate (NTC) III Boys and Girls in Niger state. Three research questions and three hypotheses guided the study. An experimental research design was employed for the study. The study was carried out in Government Technical College Minna, Federal Science and Technical College, Shiroro, Government Technical College Kontagora and Suleiman Barau Technical College, Suleja. A total of 24 respondents comprising 12 female and 12 male students were used as population of the study. A developed instrument for assessing student manipulative skills in bricklaying and blocklaying practices (IASMSBBP) at technical colleges' level was used for data collection. The reliability coefficient of the instrument was 0.88 and could therefore serve as a comprehensive instrument for determining the gender difference in the performance of Bricklaying and Blocklaying practical skills among NTC III Boys and Girls students. Cronbach Alpha, Mean and Standard Deviation were used as the statistical tools to analyze the data, while t- test statistic was employed to test the three null hypotheses of the study at 0.05 level of significance. The findings of the study revealed that the male students performed better in bonding task (Flemish bond,) arch construction and construction of fire place and chimney stack task than the female students. It was recommended that Teachers should ensure effective teaching and learning and acquisition of practical skills in bricklaying and blocklaying among the male and female students in order to generate in them the much desired motivation in building technology and thereby increase their aptitude, interest, attitude and ultimately achievement in their practical skills and Females students should work conscientiously to achieve equity for males and free themselves from stereotyping roles.

[1]. O. M, Okoro, Principles and Methods of Vocational and teachers Education (Nsukka: University Trust Publishers, 1999)
[2]. Federal Republic of Nigeria (FRN), National Policy on Education Lagos, Federal Ministry of Education 7-50.(NERDC Publisher Lagos 2004)
[3]. Science & Education Acts (S & E Acts) Equal Opportunity Act: (Federal Republic of Nigeria, Lagos, 2000) J. A, Mark, Educational research: Quantitative, qualitative and mixed approaches (3rd Ed.). Thousand Oaks, CA: Sage. Mathematics Journal of Education and Technology 1(1), 2007, 161 – 168.
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[5]. S. Robert, Changes in masculine and feminine traits over time: A meta-analysis. Sex Roles, 36, 1968, 305–325
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Abstract: Every sector of the economy requires one skill or the other while every job requires its own skill for the labor force. Many of these construction industries; manufacturing industries, production industries, and the education sectors are in daily need of skilled manpower to carry out one job or the other. As there are no jobs for the untrained, there are jobs for the highly skilled persons in the society. The growing concern over globalization among other things has made the acquisition of lifelong skills imperative for all categories of people. Acquisition of such skills can be acquired from technical education programs in the development of any nation. Skill acquisition provides knowledge and inculcates the attitudes that are necessary for entrance and progress into an occupation. When skills are acquired in any occupation, it will provide and improve the standard of living with the insurance against poverty, thereby sustaining national development. This paper examines how technical education can generate the required skills, the significance of skill acquisition, its roles, benefits and sustainability in national development. It also recommends among others that government should look into and improve programs that can encourage skill acquisition for the youths.

Keywords: National Development, Occupation, Skill Acquisition, Technical Education,

[1]. Ajibade, A. (2009). More graduates, less skills, http:// www.skill/com dated 30/11/2009
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[3]. Datol, I.G. and Padung, L.L.(2002). Vocational and Technical Education – Away out of Nigerians future generation Jos: Zimleck Comms.
[4]. Dike, V. (2009). Global- economic crisis and power, http:// www.nigeriavillagesquare.com
[5]. Federal Republic of Nigeria (2004 Revised): national Policy on Education (4th Edition), Lagos : NERDC Press, Yaba- Lagos.
[6]. Harvey, L. & Bowers- Brown, T. (2003). The Employability of Graduates: Cross Comparison; Paper presented at DFES Research Conference 2003, London.
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Abstract:Measurement theories are important to practice in educational measurement because they provide a background for addressing measurement problems. One of the most important problems is dealing with the Measurement Errors. A good theory can help in understanding the role of errors they play in measurement; (a) To evaluate the examinee's ability to minimize errors and (b) Correlations between variables.

Keywords : Classical Test Theory (CT), Item Response Theory (lRT), Validity and Reliablity.

[1]. Birnbaum, A. (1968). Some latent trait models and their use in inferring an examinee's ability. In F. M. Lord & M. R. Novick, Statistical theories of mental test scores (pp. 397-479). Reading, MA: Addison-Wesley.
[2]. Carole, K. & Winterstein, A, (2008). Validity and reliability of measurement instruments used in research. Am J Health-Syst Pharm. Vol 65 Dec 1, 2008
[3]. Crocker , L. And Algina , J. (1986) Introduction to classical and modern test theory .New York: Holt , Pinehart and Winston .
[4]. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart, & Winston. Gulliksen, H. (1950). Theory of mental tests. New York: Wiley.
[5]. Hambleton, R. K (1989). Principles and selected applications of item response theory. In R. L. Linn (Ed.), Educational measurement (3rd Ed., pp. 147-200). New York: Macmillan.
[6]. Hambleton, R. K, & Murray, L. (1983). Some goodness of fit investigations for item response models. In R. K Hambleton (Ed.), Applications of item response theory (pp. 71-94). Vancouver, British Columbia, Canada: Educational Research Institute of British Columbia.
[7]. Hambleton, R. K, & Swaminathan, H. (1985). Item response theory: Principles and applications. Boston, MA: Kluwer Academic Publishers.
[8]. Hambleton, R. K, Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Newbury Park, CA: Sage.
[9]. Harris, D. (1989). Comparison of 1-, 2-, and 3-parameter IRT models. Educational Measurement: Issues and Practice, 8, 35-41.
[10]. Henrysson, S. (1971). Gathering, analyzing, and using data on test items. In R. 1. Thorndike (Ed.), Educational measurement (2nd Ed., pp. 130-159). Washington, DC: American Council on Education.

Abstract: questionnaire was presented to the students of SMP half four industry to get an idea on what they think of mathematics and especially linear algebra after two years at the Faculty of Sciences Ben M'sik. Some questions concerning their knowledge at school. Other issues related to the teaching faculty methods. And other questions are to understand the situation of the student as a genre and level mathematics in high school. The responses are compiled in tables and analyzed to try to get maximum information possible. This is intended to improve efforts to achieve a quality education. Résumé: Un questionnaire a été présenté aux étudiants de la filière SMP semestre quatre pour avoir une idée sur ce qu'ils pensent des mathématiques et en particulier en algèbre linéaire après deux années passées à la faculté des sciences Ben M'sik. Certaines questions concernent leurs connaissances au lycée. D'autres questions sont en rapport avec les méthodes d'enseignement à la faculté. Et d'autres questions sont posées pour comprendre la situation de l'étudiant en tant que genre et son niveau en mathématiques au lycée. Les réponses obtenues sont dressées dans des tableaux et analysées pour essayer d'obtenir un maximum d'informations possibles. Ceci dans le but d'améliorer les efforts fournis pour atteindre un enseignement de qualité.

Keywords: genre, linear algebra, obstacle, knowledge, teaching methods.

[1]. Brousseau, G. (1983) : Les obstacles épistémologiques et les problèmes en mathématiques,Recherches en Didactique des Mathématiques.
[2]. http://guy-brousseau.com/wp-content/uploads/2010/09/Les_obstacles_epistemologiques_et_la_didactique_des_mathematiques89
[3]. Dorier, J.-L. & al (1997).L'enseignement de l'algèbre linéaire en question. Grenoble, La Pensée Sauvage
[4]. Trigueros, M. &Oktaç, A. (2005). La théorie APOS et l'enseignement de l'algèbre linéaire. Annales de Didactique et de Sciences Cognitives, Vol. X, 157-176.
[5]. Guy Brousseau Les obstacles épistemologiques etla didactique des mathématiques
[6]. CONFOBS2 1989 Page 1 sur 19 Tirage dimanche 19 mars 2000

Abstract: The paper reviewed students' academic performance in physics caused by failure of classroom to meet up with teaching and learning process due to students and teachers attitude; professional and pedagogical factors. The paper discussed the full potentials available in our communities that can be used to teach physics for students' better understanding. Some problems like school location, class size and others were seen as problems to the use of community resources. Some recommendations were suggested at the end of the review one of such recommendations was that government should develop rural communities to assist youth education.

Keywords: classroom, community, resources, teaching and learning.

[1]. Adeyemo, S.A. (2010). Teaching/ learning physics in Nigerian secondary school: The curriculum transformation, issues, problems and prospects. International Journal of Educational Research and Technology, 1(1), 99-111 [2]. Aina, J.K. (2010). The Prospective Physics Teacher. Basic Concepts in Science 2, Ilorin, Nigeria: The author
[3]. Aina, J.K (2012). Scientific explanations of some superstitious beliefs in Nigeria. Retrieved from "http://www.articlesbase.com/science-articles/scientific-explanations-of-some-superstitious-beliefs-in-nigeria-5869186.html
[4]. Aina, J.K .(2013). Subject Area Specialization-Combination Correlation in Colleges of Education: Effect on Students' Achievement in Physics. Open Journal of Education, 1(3), 113-116. DOI: 10.12966/oje.06.06.2013
[5]. Aiyelabegan, T,A (2003). Effect of physics practical on students' academic performance in senior school certificate examination in Kwara state. Lafiagi Journal of Science Education. 1&2, 34 [6]. Christiana, O .(2009). Influence of motivation on students' academic performance. Medwell Journals, 4(1), 30-36 [7]. Crowley, K. et al (2001). Shared scientific thinking in everyday parent-child activity Science Education, 85(6), 712-732 [8]. Daniel, I.Y (2001, September). Improvisation and use of instructional materials in science teaching, A paper presented at NCCE/UNESCO Workshop For train the trainers' workshop. Kotangora. [9]. Lee, A.N. (2012). Development of a parent's guide for Singapore primary science: Empowering parents as facilitators of their children's learning outside formal classroom. Asia-pacific Forum on Science Learning and Teaching, 13(2), 1-27
[10]. Ogundele, K. and,. Opara, E.(2013, September 19). Aliyu blast Wike over comments on education. The Punch, Retrieved www.punchng.cm/