Morohunkeji Orija, a doctoral candidate and graduate research assistant, who is based in the US in this interview with TUNBOSUN OGUNDARE, shares her journey on becoming a dedicated teacher and her focus in addressing adjustment and learning difficulties most foreign students face in class in their new environments, among others. Excerpts:
How do you explain your relocation experience in the US?
It is both challenging and rewarding. I moved to the US to explore various strategies that I can leverage to become a more dedicated and effective educator. Though it is not easy navigating a new culture and its educational system, this experience has really given me firsthand insights into the struggles most immigrant students face in their new environments. These experiences are what inspired me to focus on research that explores how schools can support culturally and linguistically diverse students in their studies; emotions and other aspects of life.
What motivated you into teaching?
It is simply to make a meaningful impact on children, particularly from diverse cultural and linguistic backgrounds. While growing up in Nigeria, for example, I observed how education could transform lives, but also how systemic barriers hindered potential of many children. Though, initially I didn’t like becoming a teacher.
So, moving to the U.S. and experiencing the challenges of navigating a new environment as a parent further fuelled my desire to bridge the gap and support students, especially newcomers and those from the under-served communities. These are some of the things that I have been doing.
If you have to compare Nigeria’s education curriculum with that of the U.S, what will you say?
The Nigerian school curriculum with its focus on subjects like English Language, Mathematics, and Science, aligns with the U.S. curriculum in many aspects. However, the Nigerian curriculum is more teacher-centred. It emphasises structured instruction and authoritative classroom management, which help to instill discipline and respect in students. In contrast, the U.S. curriculum places greater emphasis on critical thinking, creativity, and individualised learning. The US system also encourages students to take a more active role in their studies. While Nigeria follows a centralised structure, the U.S. system allows states and local school districts to adapt standards to meet diverse community needs.
So, I can say that integrating elements of cultural responsiveness and student-centred learning from the U.S. model could further enrich Nigeria’s curriculum while retaining its strengths in fostering discipline and respect.
What is your GoalPOST project all about?
It is simply an acronym for Goal Oriented Performance In and Out of School Time (GoalPOST). The programme is being executed through a grant funded by the Nita M. Lowey 21st Century Community Learning Centres. GoalPOST is therefore an after-school programme to support students who are at the risk of failure; highlight diversity, build empathy, and enhance student confidence. In simple terms, the programme is designed to offer academic enrichment opportunities during non-school hours for children, particularly those attending high-poverty and low-performing schools.
It is the U.S. Department of Education that oversees the programme at the federal level, while the state educational agencies, such as the South Carolina Department of Education, manage and administer the grants locally. The project is not only done by me; we are a group, but I am the team lead.
So, through GoalPOST, we hire, train, and provide hands-on opportunities for pre-service teachers to implement culturally relevant and sustaining pedagogies to meet the needs of all students. We also emphasise creating inclusive, equitable learning environments where every student will feel valued and supported.
How can this model, if suitable for Nigeria, be domesticated?
This is by addressing local challenges like resource constraints and overcrowded classrooms. The programme can also emphasise low-cost, community-based interventions such as mentorship programmes, peer tutoring, and incorporating indigenous knowledge into learning activities.
Leveraging partnerships with civil society groups, religious organisations, and the private sector will go a long way towards sustaining the model.
Read Also: Lafarge Africa empowers customers with 155 trucks
You once lived in Nigeria, how did you see the government’s policies on education?
Nigeria’s education policies reserve a great potential to transform the nation; however, challenges such as inconsistent implementation, insufficient funding, and limited stakeholder engagement are huge and need to be addressed. We can achieve this by prioritising increased funding, investing in teachers’ training and empowering local communities to adapt policies to their unique needs. We can unlock this potential. Negotiating stronger evaluation systems, emphasizing family engagement, involving private organizations and international stakeholders, and the promotion of inclusive instructional practices for marginalised groups will further ensure equitable access to quality education. With these steps, Nigeria can create a robust and innovative education system that reflects the resilience and aspirations of Nigerians.
How do you see Nigerian graduates in terms of meeting industry needs?
The gap between Nigerian graduates and meeting the industry’s needs presents an opportunity for improvement. While universities provide strong theoretical knowledge, there’s a growing focus on aligning education with practical skills that employers require. Many graduates nowadays are developing essential skills like effective communication, teamwork, and digital literacy. Internships and partnerships between universities and industries are also giving students valuable real-world experience. As technology advances, graduates are gaining the tools and training needed to succeed. By strengthening the connection between education and industry, Nigerian graduates are becoming better prepared for the job market and the future workforce.
ALSO READ TOP STORIES FROM NIGERIAN TRIBUNE
and then