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Joan Osa-Oviawe

  •  Edo to 1 000 teachers extends reform to secondary education
    Edo to 1,000 teachers, extends reform to secondary education
     Edo to 1 000 teachers extends reform to secondary education
    Edo to 1,000 teachers, extends reform to secondary education
    Education2 weeks ago

    Edo to 1,000 teachers, extends reform to secondary education

    The Edo Government is to recruit 1,000 teachers for secondary schools in the state under the EdoSTAR fellowship as part of the reform in the post-basic education sector.

    Dr Joan Osa-Oviawe, the state Commissioner for Education, announced this on Friday in Benin while briefing newsmen on the launch of reform into secondary education in the state.

    This recruitment, she said, would be in addition to the 3,000 teachers already engaged for the primary and junior secondary schools in the state.

    According to her, the action is to address the existing shortage of teachers towards a provision of high quality education.

    The commissioner said the reform was meant to prepare students to meet performance expectations in a constantly changing workplace so as to remain relevant.

    Under the reform, she said, 60 per cent of the activities in the schools would be for teaching, learning and instructional time, 24 per cent for co-curricular activities while 16 per cent devoted for brain stimulating activities for students.

    She also disclosed that model digital learning would be introduced across the state, commencing with 40 pilot schools in partnership with the UNICEF.

    “The quality of education students receive in school has come under scrutiny recently in Edo State due to the high rate of malpractice and misconduct reported during major examination exercises in the state as well as lack of personnel to effectively deliver training across 307 schools dispersed across the state 18 local government areas.

    “In order to build on the achievements already seen in the Basic Education Sector Transformation (EdoBEST) Programme, the state government has been compelled to take decisive action under the EdoBEST 2.0 reform agenda in order to address concerns with secondary education,” she said.

    Osa-Oviawe explained that school calendar had been designed in a way to ensure students learn for at least 400 450 class periods each term.

    “The reform will implement a uniform timetable that guarantees lectures are delivered just about anywhere, reduces the possibility of instructors’ classes conflicting, and maximises the use of the limited teaching staff and resources.

    “Implement a uniform scheme of work and scripted lessons to direct teachers in the universally dispensing lectures throughout the state and uphold a high standard of teaching and learning.

    “Make it easier to set up in-class libraries in all the state’s classrooms with the goal of enticing students to use the libraries more and learn how to manage books,” said the commissioner.

    On the deplorable state of schools in the state, Osa-Oviawe said the present government inherited large inventory of dilapidated schools, but seeking collaborative efforts to strengthening education funding, particularly in the area of infrastructural renewal.

    NewsSourceCredit: NAN

  •  Edo Govt to rank schools next academic session
    Edo Govt to rank schools next academic session
     Edo Govt to rank schools next academic session
    Edo Govt to rank schools next academic session
    Education2 weeks ago

    Edo Govt to rank schools next academic session

    Edo Government says it will rank schools in 20222023 academic session based on their outstanding performances.

    Dr Joan Osa-Oviawe, the state Commissioner for Education said in Benin on Thursday that the aim was to distinguish between schools that had met the aspirations of the government and those that had failed.

    The commissioner said the local governments would also be ranked based on the performance of schools in their domain.

    According to him, all schools, including private schools and Adult Education Centres, will not be left out.

    Besides, Osa-Oviawe said School Management Board (SMB) would soon be established as part of the state government plans to strengthen school governance under the framework of EdoBEST 2.0. She said members of the board would help to support the operations of schools and bring the much needed external funds to the schools.

    The commissioner, who disclosed that the board would become operational in September 2022, invited community service-driven individuals at home and in the diaspora to apply for the role.

    “Edo State Ministry of Education is inviting community service-driven individuals at home and in the diaspora to consider sitting on the board of any public Senior Secondary School of their choice.

    “Each SMB will consist of 11 members, including a representative of a school’s Association, a parent of a student in the school and the school principal, who will serve as Secretary to the board,” Osa-Oviawe said.

    NewsSourceCredit: NAN

  •  AAU Crisis ASUU storms Ekpoma for solidarity rally
    AAU Crisis: ASUU storms Ekpoma for solidarity rally 
     AAU Crisis ASUU storms Ekpoma for solidarity rally
    AAU Crisis: ASUU storms Ekpoma for solidarity rally 
    Education1 month ago

    AAU Crisis: ASUU storms Ekpoma for solidarity rally 

    The lingering industrial crisis at the Ambrose Alli University (AAU), Ekpoma, Edo, on Wednesday got worsen as the national leaders of Academic Staff Union of Universities (ASUU) staged a solidarity rally round the community.

    The rally, led by the National President of the union, Prof. Emmanuel Osodeke, caused gridlock at the centre of the town.

    The News Agency of Nigeria reports that chairmen of local branches and past presidents of the union joined in the protest that witnessed a large turnout of lecturers.

    Addressing newsmen beside the statue of the late former governor of old Bendel State, Prof. Ambrose Alli, Osodoke frowned at ASUU ban in the university by Gov. Godwin Obaseki.

    The governor, he said, lack the power to suspend a properly registered union such as ASUU that had the right to operate anywhere in the country.

    The ASUU president also noted that the setting up of Special Intervention Team (SIT), headed by an holder of Nigerian Certificate in Education (NCE), to run the university as against a governing council negated the law.

    “As we speak to you, this university does not have any substantive officer.

    “The vice-chancellor is acting, deputy vice chancellor is acting, bursar acting, registrar acting, librarian acting, which is against the rules of any university,” he said.

    The union leader decried the situation where all principal officers of the institution were appointed in acting capacities.

    Osodoke, however, asserted that the only way to guarantee industrial harmony was for the state government to retract its decision and allow the union to run without interference.

    He also called for the payment of salary arrears to the lecturers as well as the remittance of deductions for dues and contributions for cooperative.

    Dr Cyril Onogbosele, the AAU ASUU branch Chairman, said the solidarity rally was to show there was no distinction between union in state and federal universities.

    “We want revitalisation of public universities. We want better conditions of service, infrastructural development, universities autonomy. That is what the strike is all about.

    “In AAU, one of them is inadequate funding. For a long time we have had these problems.

    “Workers have been denied our salaries for 19 months now.

    “Many of us are dying as a result of that. We cannot meet our financial obligations to our families because of unpaid salaries,” he said.

    The branch ASUU chairman claimed that no fewer than 19 lecturers had died because they could not afford medicare.

    On his part, the immediate past president of the union, Prof. Biodun Opeyemi, said the union needed to rise up against the action of the state governor, proscribing union activities in the state owned institution, in order to deter other state governors from following Obaseki’s step.

    In her reaction, Dr Joan Osa-Oviawe, thecstate Commissioner for Education, said the state government was focused on prioritising the academic welfare of our students and ensuring that there is value for money.

    Tertiary education, she said, was being revamped in the state to ensure that graduates were ready for the world of work and also skilled enough to be relevant in the 4th industrial revolution in a technology-driven, hyper modern world.

    NAN reports the Edo government and the ASUU at the state owned institution had been at a loggerhead for years over accusations and counter-accusations bordering on welfare of academic staff.

    NewsSourceCredit: NAN

  •  EdoBEST has increased exam enrolment figure Commissioner
    EdoBEST has increased exam. enrolment figure – Commissioner
     EdoBEST has increased exam enrolment figure Commissioner
    EdoBEST has increased exam. enrolment figure – Commissioner
    Education2 months ago

    EdoBEST has increased exam. enrolment figure – Commissioner

    EdoBEST has increased exam. enrolment figure – Commissioner

    EdoBEST has increased exam. enrolment figure – Commissioner


    By Usman Aliyu

    Benin, June 20, The Edo Government says the introduction of its Edo Basic Education Sector Transformation (EdoBEST) policy has increased the enrolment figure in common six examination in the state.

    The Commissioner for Education in the state, Dr Joan Osa-Oviawe, made the assertion on Monday in Benin, while assessing the conduct of the 2022 common six certificate examination in the state.

    Osa-Oviawe disclosed that no fewer than 90,000 pupils sat for the 2022 examination in the 445 centres across the state.

    She said the candidates were from public and private primary schools and added that government planned to improve on the conduct of the examination in 2023.

    The commissioner listed part of the planned improvement to include quick release of the primary six certificates.

    “The ministry plans to improve on the conduct of the examination next year. Also, our goal is that by August, 2022, primary six certificates will be out,” said the commissioner.

    She also said government had a plan to help parents know the cognitive ability of their children through a very robust analysis of their results.

    The commissioner said she was satisfied with the conduct of the 2022 exercise, applauding the efforts of the examinations department in the ministry for making it a success.

    “We monitored the various centres across Edo South Senatorial District and the examination started on time.

    “This became necessary to ensure that they finished the exercise on time and went home on time,” she said.

    Osa-Oviawe also commended parents of the pubils for obeying the rules guiding the examination, noting that examination was all about improvement.

    NewsSourceCredit: NAN

  •  Parents in South South lament poor infrastructure in public schools
    Parents in South-South lament poor infrastructure in public schools
     Parents in South South lament poor infrastructure in public schools
    Parents in South-South lament poor infrastructure in public schools
    Education3 months ago

    Parents in South-South lament poor infrastructure in public schools

    Some parents in majority of the states in the South-South geo-political zone have decried the sorry state of infrastructure in public primary and secondary schools in the rigion.

    Some of the parents in a survey conducted by the News Agency of Nigeria claimed that pupils, especially in the rural areas, still sat on the floor to receive lessons as there were no desks for them to sit on.

    They lamented that the situation was adversely affecting teaching and learning and called on the State Governments to give proper attention to public schools.

    A parent in Eket, Akwa Ibom, Mr Assam Abia, said that some rural schools in the state were dilapidated and lacked basic facilities, including desks.

    “Some schools don’t have desks, chairs and teaching facilities. It is a very sad situation but in urban centres, some of the facilities have been upgraded, rehabilitated and taken care of.

    “At Idung Udoh Primary School in Exeter, the situation is pathetic. Some of the buildings were given to a contractor to repair but it has not not been completed.

    “Though there is free and compulsory education in Akwa Ibom, it is not totality free because the facilities are not in place to ensure that learning and teaching take place effectively.

    “There are no desks and chairs; some pupils bring wrappers to school to sit on the floor,” Abia said.

    He said that there was need for the state government to improve the facilities in primary schools, especially those in the rural areas.

    Abia also called on spirited individuals and NGOs to assist the state government to provide infrastructure in schools.

    Mr Tony Etim said in Uyo that there was no tangible reason why pupils should be sitting on the floor in the 21st century with the resources available to the state.

    “Infrastructure in public schools in Akwa Ibom is not conducive enough for teaching and learning.

    “A visit to some of the schools revealed that there were no seats and even no table for teachers.

    “We have seen buildings and fencing in schools and there is no black board, no desks for pupils. That is not provision of infrastructure in the 21st century.

    “There are no computers for pupils in primary and secondary schools in Akwa Ibom; no training for teachers, no refresher courses to update their knowledge,” Etim said.

    Mr Patrick Titus, an alumnus of Asutan Comprehensive Secondary School, Okop Nduaerong, Ibesikpo Asutan Local Government Area, however, said that government had tried, but a lot still needed to be done.

    Titus said that it was high time government abolished free education and allowed parents to pay little fees to help in improving infrastructure in schools.

    “Government policy aimed at improving the quality of education is just on paper and not in practice.

    “If you go to public schools you still find buildings, but no desks for pupils to sit.

    “I am an old student of Asutan Comprehensive Secondary School, Okop Nduaerong in Ibesikpo. Recently, we paid a courtesy visit to the school which is almost marking its 50 years anniversary.

    “In the computer laboratory they have, there is no single computer in it, yet the school is preparing students for computer-based testser, ” Titus lamented.

    However, the state government has cotinued to state its resolve to improve on its free primary and secondary school education policy.

    The Commissioner for Education, Mrs Idongesit Etiebet, recently promised that the ministry would get the attention of the State Universal Basic Education Board (SUBEB) to intervene in infrastructure provision in public schools.

    Another respondent and secondary school teacher in Benin, Edo who pleaded anonymity, told NAN some public school buildings were renovated by Gov. Adams Oshiomole’s administration, without providing furniture.

    She said the situation was hampering studies in virtually all the public schools in the state as many of them lacked furniture for students to sit.

    “I can tell you that some students sit on the floor to receive lessons while some other sit on empty soft drink crates. In some cases, two to three students share a chair in a class.

    “This is not conducive for learning. Remember learning environment contributes to a successful teaching,” the teacher said.

    Mr Lawrence Edobor of Free Education Initiative, a Benin-based Non Government Organisation (NGO), described the state of infrastructure in public schools in the state as an eyesore.

    Edobor noted that government needed to redouble efforts at to provide facilities in public schools to aid teaching and learning.

    He, however, commended the state government for training of teachers and upgrading of their skills through the current education reform policy in the state, tagged “EdoBEST.”

    Meanwhile, the state Commissioner for Education, Dr Joan Osa-Oviawe, says some people are only being “mischievous” about the state of classroom blocks and other facilities in public schools in the state.

    “When we talk of infrastructure, some people want to be mischievous.

    “We inherited a large inventory of dilapidated schools and everybody needs to recognise the fact that the erosion of quality in our public schools did not start yesterday.

    “It is decades long. We are now at a point where Gov. Godwin Obaseki has decided to muster the political will to do something about it.

    “Often times we hear within the political cycle that if you want to win an election, you don’t go into improving education because nobody is going to see what you have done.

    “People will tell you to construct roads and do flyovers and the electorate will say ‘oh, you are doing something.’

    “But for us, we have started. We have made progress, but we still have a long way to go. And what has also not helped matters before now is lack of maintenance culture.

    “What was done before this administration, we are having to go back to fix them. So, a few things were put in place in the current work we are doing now,” the commissioner said.

    In the same vein, the Chairman, Edo State Universal Basic Education Board (Edo SUBEB), Mrs Ozavize Salami, said government would soon launch a five-year infrastructural renewal project to address the situation.

    Salami noted that the state was currently carrying out an infrastructure audit of schools in the state to use the data for the renewal project.

    “Maintenance is part of the plan so that schools will not deteriorate at a very high speed like it they did before now.

    “Government has realised the work ahead of it and this infrastructural uplift will begin in the next few months,” she said.

    In Cross River, Mr Castro Ezama, the Special Adviser to the Governor on Education, said that the state of infrastructure in public schools in the state was worrisome.

    The special adviser told NAN in Calabar that the infrastructure in many schools in the state were quite old because government, overtime, had not really looked into them.

    He says a typical example is Pinn Margaret Commercial Secondary School in Calabar South Local Government Area, where the buildings are so poor and the school children have to run shifts.

    “One of the biggest challenge we have in this issue is that contractors assigned to carry out various projects collect mobilisation fees and then leave without completing them.

    “So all over the state, we have abandoned projects in our schools, including the Niger Delta Development Commission (NDDC) projects.

    “This is sad because we have an upsurge of population, making renovation and expansion imperative.

    “We also have the issue of vandalism of the existing infrastructure. This is why my office engages communities, including the traditional institutions, the executives of the Parent Teachers Association (PTA) and youth leaders in the matter.

    “Before putting up new infrastructure, it is important to secure existing ones and no one can do it better than the community themselves,” he emphasised.

    Also, the Chairman, National Parent Teachers Association of Nigeria, (NAPTAN), Cross River chapter, Prof. Boniface Ode, said the buildings and other facilities in public schools in the state were so poor and needed several interventions.

    According to Odey, there are 276 secondary schools in Cross River and many of them, especially those in the rural setting, lacked roads to access them.

    He said many of the classroom blocks in the schools were outdated, dilapidated and even lacked perimeter, fence except the ones constructed or refurbished by the PTA.

    “One major infrastructural challenge is the lack of laboratories for many of the subjects especially, computer.

    “Today, the children leave the secondary schools and head to the universities after writing the Joint Admission and Matriculation Board (JAMB) examination which is computer-based.

    “How do we expect these children to do well in this examination without the knowledge of how to operate computer?

    “We have government officials who rather than visit the schools just sit in their offices.

    “Despite all the advice we have been giving over the years, they do nothing while our educational infrastructures decay, he lamented.

    Another parent in Asaba, Delta, Mr Okechukwu James, equally said that public schools lacked maintenance.

    “Public schools lack maintenance culture and lack of funding has adversely affected the present condition of infrastructure in the schools.

    “A sizeable portion of the infrastructure in public secondary schools are in the state of disrepair and there is need for government and stakeholders to maintain them,” he said.


  •  Edo Commissioner recounts gains of reform in basic education
    Edo Commissioner recounts gains of reform in basic education
     Edo Commissioner recounts gains of reform in basic education
    Edo Commissioner recounts gains of reform in basic education
    General news5 months ago

    Edo Commissioner recounts gains of reform in basic education

    Governor Godwin Obaseki

    Dr. Joan Osa-Oviawe, Edo Education Commissioner, says that basic education reform in the state has improved the literacy and numeracy skills of students in public schools.

    Osa-Oviawe made this claim Thursday in Benin while speaking to the Nigerian News Agency .

    The commissioner said the reform labeled "Edo Basic Education Sector Transformation (EdoBEST) 1.0," which was launched in 2018 by Governor Godwin Obaseki's administration, was very holistic in its process.

    Osa-Oviawe said that the reform covered all management areas of the educational system; strengthen the capacity of non-teaching staff who administered the education system.

    According to her, more than 11,000 teachers in the state were trained in pedagogy and provided with tablets for effective teaching.

    Osa-Oviawe said that in Edo today, children in Education for Early Child Care Development (ECCD) III through primary classes 1-3 can read effectively.

    The commissioner said this contrasted sharply with the situation at the start of the reform, where 6th graders barely knew how to read.

    “Before we started EdoBEST, we did a student assessment and discovered at the time that many of our children were behind in grade level.

    “Some were in sixth grade and couldn't read,” Osa-Oviawe said.

    He said that the reform had had positive impacts on literacy as a result of the large investment.

    “We have also standardized the lesson plan.

    “Before EdoBEST 1.0, every teacher in our elementary school system wrote their lesson plan and it was never clear if those lesson plans fit the dictates of the National Curriculum.

    “So the lesson plan for each class level, it became clear that we can standardize the quality and ensure the curriculum is covered,” he said.

    According to her, we can track teachers' attendance, track their preview; how much time they spent previewing.

    “This is because a teacher who is not prepared cannot teach effectively and that helps a lot to clean up our system.

    “The technology has also largely removed human factors.

    “With the introduction of this technology, I can get on my dashboard in my office and see school by school, teacher by teacher, who is in school and who is not,” he said.

    She said that the decision on a teacher's sanction no longer depends on the report of the school principal; it comes from my office, and the governor also has access to the board.

    “The governor used that to summon me in the past to ask some specific questions about a school.

    “Because the teachers are now more in the schools, now they are teaching more; Pupils also come to schools now because school is becoming more exciting.

    “Teachers were taught new classroom management techniques; new method of pedagogy; delivery method to encourage, empower and transform students,” said Osa-Oviawe.

    The commissioner, who was executive president of the state Undersecretary of Basic Education (SUBEB), affirmed that the reform has been extended to basic secondary education due to its success.