Students' consistent poor achievements in physics have been attributed non-availability and non-utilization of ICT resources among others. This study therefore, sought to investigate the Availability and Utilization Status of ICT Resources for Physics Education in Colleges of Education in Enugu State. The area comprised all the 8 accredited public and private Colleges of Education in Enugu State. Census survey research design was adopted for this study. No sampling was involved due to the manageable size of the population (30 physics lecturers: 21 males and 9 females). Six research questions and six null hypotheses guided the study. The instrument for data collection was a structured questionnaire, developed by the researcher, validated by three experts and trial tested on 7 physics education lecturers. The researcher administered the instrument to the physics lecturers in the public and private Colleges of Education in Enugu State. The responses were collected and Kuder-Richardson's formula-20 (K-R-20) (availability status) and Cronbach alpha (utilization status) statistics were employed to compute the internal consistency estimate of the items. The reliability coefficient obtained was 0.96, which shows that it is reliable. Research questions were answered using mean, and standard deviation. The results of the study indicated that ICT resources are available but fairly utilized by the physics lecturers for teaching and learning Physics in Colleges of Education in Enugu State. It was recommended that lecturers in the Colleges of Education in the state should make up their minds to embrace and harness the new learning systems which ICT tools brought by the emerging technologies for improving teaching and learning outcomes in schools and colleges.
A responsive curriculum is a curriculum that is relevant to the current and anticipated needs, problems and aspirations of the learners. Unfortunately, the curriculum that is in use does not address the anticipated needs, problems and aspirations of the learners, or it is not responsive enough to meet the technological needs of the society. Therefore, a concerted effort and a total overhauling towards our education policy is imminent at this point in time. The present curriculum enthrones western culture in our land, thereby, undermining the culture and value of different states in this nation. Our educational system and value have been raped and murdered on the altar of modernization. The Nigeria education system is in trouble; and every day it continues to dwindle and deteriorate in essence, structure and purpose. The extent of damage that has been meted on our education is too alarming. The work revealed that in order to remedy the illness with Nigeria curriculum, there is need for the adoption of responsive curriculum development and employ this curriculum strictly in Nigerian education system. It showed that amongst other features, responsive curriculum should be: integrated and interdisciplinary, authentic, learner-centered and oriented to real life situations, utilizing materials from the learner's culture, assisting the learner to develop critical thinking ability. It also revealed that for the attainment of Nigeria's development through the instrumentality of curriculum, it is imperative that curriculum designers develop a responsive curriculum whose adoption in the Nigerian schools will develop valuable human capital that is needed for economic growth and human development. In view of the study, the researchers recommended that: curriculum experts should design a curriculum that is responsive to the current needs, aspirations and problems of the people, and in line with technological advancement, Government should motivate teachers through increase in salary and allowances so as tO encourage them in putting in their best in harnessing the potentials of our future generation and teachers should prepare their teaching contents/objectives by effectively utilizing materials/ideas from learner's culture.
Basic education means a component intended to ensure functional li teracy for all jobs participants. Technical and Vocational education remains that form of educatio n which helps its recipients to acquire knowledge and specific skills with which to work and earn a living. Both the Nigerian government and masses have suffered high economic downturns given negligence towards these systems of education. This is evident in the high turnout of people who are either unemployable a nd at the same time cannot survive except they are dependent in the Nigeria. As a result, this paper examined the relevance of technical and vocational educ ation in making the recipients of basic education self-reliant. Related concepts were extensively discussed and in the course of this review, it was discovered that technical and vocational education will forever be likened to the wand in the hands of a magician with respect to solving the eco nomic problems of any society. B ased on this, it was suggested that government and school managers should among other things, do the following: 1) make Practical trainings compulsory for all the children of basic education. 2)Make Basic education programme relevant/attractive throu gh practical and holistic trainings.
