Work done so far on CW Scholarship
4.1 WHAT FACTORS LED YOU TO CHOOSE THE ABOVE INSTITUTIONS? (100 WORDS MAXIMUM)
Information systems used in everyday life is the core of my research.The ISOS (Information Systems, Organisations and Society) Research Centre at the University of Salford, have the highest research grading[T1] (6*) in the United Kingdom in the area that includes information systems, and the
University has a long history of linking theory with everyday practice.
Professor Andrew Basden, with whom I will be working, is acknowledged as the world leader in applying the philosophical approach I will use. These will expose me to highest quality academic attitude and research techniques.
4.5 DETAILED PLAN OF STUDY
Although the final selection committee will be well informed, remember that they are not likely to be specialists in your subject. You should therefore describe clearly the aim of your research; the methodology that you will use, and the potential significance of this study to your discipline. You should also justify why you want to undertake this study in the UK. (500 words maximum)
In assessingdoctoral candidatesandcandidates for research Masters', particular attention will be paid to the answer to Question 4.5. Words in excess of the prescribed length of 500 words will be ignored. This is important since, in addition to examining the quality of the programme, the committee will wish to see evidence of the candidate's ability to present an argument in a coherent and concise manner.For doctoral applications, factors taken into account by the committee will include the following:
• / Extent to which the project has been well researched and thought out, including where appropriate the identification of an appropriate institution and supervisor (see Note 10 below)
• / Degree of innovation in the project
• / Likely impact of the project
• / Clarity of the proposal
• / Relevance and timeliness to the field of study
• / Feasibility of the project, and likelihood that it can be completed in the period proposed
According to Momanyi et al. (2006), in the developed nations technology is increasingly playing an important role both in classrooms and outside the school environment. Because the world is becoming a global village, there is a need for information and communication technology (ICT) to be accepted in the educational sector of developing countries. However ICT cannot itself transform education there (Nwagwu, 2005; Cuban, 2001).
ICT in education is an area which is in a disturbing chaos, with many confusing views. A pilot study that I carried out for my Masters dissertation for which I was awarded a good distinction (Adewolu 2011), shows that various cohorts of experts tend to focus on certain aspects and ignore others. There was no common view hence little collaboration. Ahmad (2012) has highlighted down to earth issues that are important in use of ICT rather than issues discussed by experts. But these are often overlooked or taken for granted, often as tacit knowledge.
If ICT is to contribute to better education in developing countries, then these `down to earth', tacit issues of those who will use it need to be made explicit. So it is necessary that ordinary people `on the ground' in education should be enabled to express their issues, especially tacit ones.
Winfield (2000) and Ahmad (2012) have both developed aspectual analysis methods that help people to bring their tacit knowledge and down to earth issues to the surface. The aspects they used were from the philosopher Dooyeweerd, who claimed that aspects can be intuitively understood. According to Basden (2008), Dooyeweerd's aspects are easy to learn and understand intuitively across cultures. I have started translating Dooyeweerd into Yoruba (Adewolu, 2012) but these claims call for full empirical testing.
Therefore the aim of this research is to (a) test these claims, that Dooyeweerd's aspects are intuitively understandable by ordinary people (b) formulate an aspectual analysis method that can be used with ordinary people in Nigeria, as well as with experts, to empower them in discussions about ICT in education.
The empirical method will be interviews of teachers, learners, administrators, parents and other people in community, to uncover 'down to earth' issues. Interviews will take place in the UK and Nigeria as exemplars of 'developed' and `developing' countries. This will test intuitiveness of aspects, develop aspectual analysis and provide material for future work[T2].
Research plan:
Year 1, Preparation: With Dooyeweerd's philosophy[T3], formulate analysismethod suited to project; full literature review (intuition; technology ineducation).
Year 2, Empirical work: Pilot study in U.K[T4].; extensive interviews in Nigeria. Present paper at Working Conference of the International Institute for Development and Ethics (Netherlands).
Year 3, Analysis of results: Develop draft aspectual methodology for 'down-to-earth' involvement of people in education in Nigeria. Academic papers: (a) theoretical framework, (b) methods of analysis of needs in education and technology. Present at International conference on technology in education.
Year 4: Writing up[T5].
Section Five: Benefit To Your Home Country
BENEFIT TO YOUR HOME COUNTRY
Commonwealth Scholarships in the United Kingdom receive funding from the UK Department for International Development. An important selection criterion is therefore the potential contribution that a candidate will make to development as a result of the receipt of a Commonwealth Scholarship. Candidates must provide a statement explaining how their proposed study relates to a development need.
You are advised in your statement to describe how your plan of study or research relates to development in your sector and country. Please say how, on your return, you will apply your new skills and qualifications, and what outcomes you will hope to achieve. This could usefully be related to a national development priority or objective. Please also suggest how the impact of the potential benefits of your work might be measured.
This section will be given a specific grade in assessing your application. You are advised to make use of, but not exceed, your limit of 500 words.
(My interpretation: How can ICT in traditional classroom improve the national development priority or objective)
Candidates must provide a statement explaining how their proposed research relates to these objectives.
You are advised in your statement to describe how your research will develop knowledge, networks, international links or strategic relationships in your field of study. Please say how you will apply your new skills and qualifications, and describe clearly the relevance of your plan of study to your career development. You should describe the outcomes that you envisage will come from your research, and argue their potential to expand the knowledge-based economy into successful public service outcomes, growth or social well-being. You should suggest how the impact of the potential benefits of your work might be assessed. To demonstrate your motivation and ability to assume a leadership role, you may draw upon past work or voluntary experience as well as other non-academic achievements.
This section will be given a specific grade in assessing your application. You are advised to make use of, but not exceed, your limit of 500 words. Answers should demonstrate, in particular, any ways in which the proposed work will increase knowledge about development areas, and promote solutions to poverty reduction in areas such as (among others) public health, education, environment, governance, political, social, economic, scientific or technological development. More information on the work of DFID can be found at
According to Reddi (2004), education has been identified as one of the twelve main services, which needs to be opened up for free flow of trade between countries, especially in the context of global development goals. He points to the inability of existing educational system to meet such a demand without the support from the ICTs[T6].
The 2010 EFA Global Monitoring Report notes that "Many countries are failing the quality test". ICT plays an important role in improving the quality of education in developing countries (cited in GESCI's Web page). There is a need to improve the quality of ICT in education for learners in formal or informal settings as well as to ordinary people in the country.
However, despite evidence of increasing presence of ICT in Africa's education and research front, this cannot itself transform education[T7] (Cuban, 2001; Nwagwu, 2005). Likewise policy is inadequate to impact positively on the Nigerian education system because it places little emphasis on the integration and infusion of ICT in the education system (Yusuf 2005).
ICT together with education has the potential to empower citizens to be aware of their rights and to participate actively in shaping public policy, governance and development (Reddi, 2004), but it is not always successful. Often this is because the views of ordinary people on the ground have not been heard.
In addressing this challenge, my research will help empower ordinary people to discuss informaeldly about ICT in education, in all aspects, and better argue their case, by presenting them with intuitive understanding of a wide range of aspects and training them in aspectual analysis.
Such enabling and empowering can be applied through bodies like Non-Government Organisations (NGOs), Churches, Mosques and community groups, involving a range of religious and cultural perspectives. The effectiveness of this can be measured by the numbers of ordinary people employing aspects in analysis and of people involved in helping them.
If this is successful, then there will be well informed wide ranging debates about ICT in Education, which can contribute to wiser decision making.
Also, this research study will contribute towards academic debates by showing that aspectual analysis is intuitively grasped by ordinary people, which will widen the focus of research and make it more relevant.
I want this research study to stir up other researchers and authors to use a different methodology like aspectual analysis in finding the everyday issues in the introduction of ICT in traditional classrooms and other areas[T8].
FUTURE CAREER PLANS
The Commission would like to get a clear idea of how the proposed qualification will assist you in your planned career. Please give brief details of the skills that you expect to gain from this award and of your professional plans once you return home on completion of your award.
OBJECTIVES DURING THE AWARD
T o establish Aspectual Analysis as a tool for Nigerian discourse about education and technology which involves those on the ground- the ordinary people.
To develop a tool that can help to show how to provide solutions as well as respect diversity of views[T9].
CAREER PLANS IN THE 5 YEARS FOLLOWING THE AWARD
Year 1: Prepare materials: web pages, papers, prepare detailed plan.
Year 2: Train people on the ground on the use of aspects to solve problems of their own choosing.
Year 3: Continue with plan for year 2, but this time aspects are used for more substantial problems.
Year 4: Continue with plan for years 2 and 3,gain political acceptance among the main political parties, religious groups, etc
Year 5: Review and plan for the next phase; disseminate and publish.
LONG-TERM CAREER PLANS
Be responsible to see my influence extend beyond my country Nigeria’s educational sector and make a positive difference to the world as a whole. Beready to help shape the future[T10].
OTHER ASPECTS THAT ARE YET TO BE ANSWERED
d. List up to 10 publications, including titles of any theses submitted. For publications, please give the names and initials of all authors. Authors’ names should be followed by the year of publication, article title, journal title, volume number, and first and last page numbers. References to books should give the names of any editors, place of publication, editor, and year. If the publication or its abstract is available on the World Wide Web, include the web address
Examples:
- Soter A, Wasserman SI, Austen KF (1976) Cold urticaria: release into the circulation of histamine and eosinophil chemotactic factor of anaphylaxis during cold challenge. New England Journal of Medicine. 294: 687-90
- Osler AG (1976) Complement: mechanisms and functions. Englewood Cliffs: Prentice-Hall
-Adewolu, O. (2011), “Aspectual Analysis of the Introduction of ICT in Traditional Classrooms in Developing Countries- A focus on Nigeria”. The Dooyeweerd Pages.[Online], Available at: <URL: >.
-Adewolu, O. (2011), “Aspectual Analysis of what Thinkers Believe about Education and ICT”, Research Innovation and Internationalisation News, February /March 2012,p.36-39. [Online], Available at: <URL:
-Adewolu, O., Basden, A. (2012),“Dooyeweerd’s Aspects in the Yoruba Language”. The Dooyeweerd Pages.[Online], Available at: <URL:
-
b.Please list up to 5 professional qualifications obtained. A professional qualification is awarded by a professional body; an example is Membership of the Institute of Mechanical Engineers.
Do not include university qualifications
Business Analysis Training – 2011 (Certification in view)
Association for Project Management (Membership number- R48835) - 2011
PRINCE 2 Training -2009
c.Please list up to 5 short courses attended that you consider relevant to the application
d.Voluntary activity - please list up to 4 examples of charitable/voluntary or public activity undertaken
Public Activities
Founder, and now Manager of a non profit organisation whose aim is based on self development and reaching out to less privileges. This group consists of 12 vision driven people. I organise a meeting with the group every Sunday for 2 hours and I maintain a good inter personal relationship with all.
The Salford Advantage Student Life Award: This is a programme organised by the University of Salford thatruns concurrently as term time. It gave me the opportunity to go the extra mile during my time at the university. This programme has helped me toboost my career prospects and encouraged me to develop the necessary skills and abilities to succeed in the world of work.
Charitable/voluntary activity
My Father’s House Charity organisation where I acted as the Project Manager and Administrative officer
Covenant University Community Development:
d. Other information - please include any other information about your career to date that you consider relevant to this application.
- I have already started my PhD with a loan from my family, because my intended supervisor is likely to retire in four years' time and it is important that he supervise,for reasons explained above. I would like the scholarship for thefull term of three years plus writing up, so that I can pay back the loan. If this is not possible, I would at least like a scholarshipfor two years plus writing up, with funds for two internationalconference attendances as set out in the Plan[T11].
- I am applying on the strength of an excellent distinction at my Masters rather than my first degree I was expected to get a 2:1 degree, but obtained a 2:2 due to illness.
REFERENCES
Adewolu O. (2011). Aspectual Analysis of the Introduction of ICT in Traditional Classrooms (focus on Nigeria)
Ahmad, H. (2012). 'Down-To-Earth Issues in Mandatory Information SystemsUse'. PhD Thesis, University of Salford, Salford. U.K.
Basden, A., (2008). Philosophical Frameworks for Understanding Information Systems. London: IGI Publishing.
Cuban, L., (2001). Oversold and Under used: Computers in the classroom. Cambridge: Harvard University Press.
Reddi (2004)
Momanyi, L., Norby, R., & Strand, S. (2006). The need for integration of technology in K-12 school settings in Kenya, Africa. AACE Journal, 14(2), 154-177.
Nwagwu, (2005)Information Technology Policy Formulation in Nigeria: Answers without questions. The International Information & Library Review. Volume 37, Issue 4, Pages 295-302
Winfield, M. (2000) 'Multi-Aspectual Knowledge Elicitation'. PhD Thesis,University of Salford, Salford, U.K.
Yusuf, M.O. (2005). Integrating Information and Communication Technologies in Nigeria Tertiary Education.An Online Journals of Africa Education Research Network,43 -50.
[T1]Be careful in using the grades, without sources .
[T2]Need to establish the contribution and usability of different sources of data, in analysing the primary objectives of the research.
[T3]Need to explain this in detail.
[T4]Why in UK? Pilot study in one region and the study is in a different region??
[T5]Better to merge 3 and 4
[T6]Missing some fundamental literature on ICTs and education
[T7]Why??
[T8]The field work component is not clear in its objectives and the possible contribution to the research.
[T9]Not clear
[T10]Need to be more specific
[T11]I think, the reference to the PhD before the award would not be useful