Mercy Babayemi

This research examines the image of teachers in two developed countries (Canada and the USA) and three developing countries (Nigeria, South Africa, and Morocco) to highlight implications for the Nigerian teaching profession's further development.

This study presents a comprehensive program designed to manage writing difficulties in special education, specifically targeting a junior secondary school student with dysgraphia in Nigeria. Drawing on inclusive education principles and evidence-based practices, the program encompasses a detailed assessment, development of an Individualized Education Plan (IEP), and implementation of targeted instructional strategies and assistive technologies. Key components include systematic handwriting instruction, the use of multisensory techniques, and the integration of assistive technology. The program also emphasises continuous monitoring and collaboration with parents to ensure consistent support. By addressing the unique needs of students with dysgraphia, this program aims to enhance their writing skills, academic performance, and overall development.

This study provides an in-depth analysis of the Nigerian Universal Basic Education (UBE) Act of 2004, focusing on its historical context, provisions, implementation challenges and recommendations. The UBE Act represents a crucial legislative effort aimed at addressing the significant disparities and inefficiencies in Nigeria's basic education system. Originating from colonial education policies, the Act strives to ensure compulsory, free, and universal basic education for all Nigerian children. Through a critical examination of the Act's four key components-compulsory education, the establishment of the Universal Basic Education Commission (UBEC), financing mechanisms, and the creation of state and local education authorities-this paper highlights the ongoing challenges of governance, funding, and equitable access. The analysis draws on case studies from secondary schools in Bariga, Lagos State, to illustrate the practical implications of multilingualism and mother tongue instruction on English language acquisition. The study underscores the need for enhanced accountability, efficient resource allocation, and community participation to realise the Act's goals. The findings aim to inform policymakers, educators, and stakeholders on strategies to improve the implementation and outcomes of universal basic education in Nigeria.