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All Journal Jurnal Pendidikan Vokasi Union: Jurnal Ilmiah Pendidikan Matematika PAEDAGOGIA ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Education and Social Studies Educalingua Journal Edu Spectrum: Journal of Multidimensional Education ASEAN Journal of Educational Research and Technology
Moses Adeleke Adeoye
Al-Hikmah University
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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External Evaluation in Improving Learners’ Outcomes in Basic Schools: Challenges and Way Forward Moses Adeleke Adeoye; Olaolu Paul Akinnubi
ASEAN Journal of Science and Engineering Education Vol 4, No 1 (2024): (ONLINE FIRST) AJSEE: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v4i1.57266

Abstract

The paper examined the challenges and solutions to the eternal evaluation of learners' learning outcomes at public basic schools. Basic school is important for students’ improvement since it relates to students’ understanding for basic knowledge, including mathematics and science. Implementing external evaluation in Nigerian basic schools can be challenging due to a variety of factors. These may include limited resources, cultural barriers, and a lack of understanding of the purpose and value of evaluation. One way forward in addressing these challenges is to increase awareness and understanding of the importance of evaluation in improving learners' outcomes. This can be achieved through training and capacity building for stakeholders, including teachers, school administrators, and government officials. Ultimately, improving learners' outcomes in Nigerian basic schools requires a collaborative effort involving all stakeholders, including policymakers, educators, and communities. By working together and embracing new approaches and technologies, all learners have access to high-quality education and opportunities to promote continuous improvement and excellence in education.
Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan? Ratih Laily Nurjanah; Moses Adeleke Adeoye
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.214

Abstract

This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.
The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa Oyeronke Christiana Paramole; Moses Adeleke Adeoye
Jurnal Pendidikan Vokasi Vol. 14 No. 2 (2024)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i2.76926

Abstract

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.
Adult learners’ perceptions of transformational educational leadership in enhancing access to adult education in Nigerian higher institutions Jamiu Temitope Sulaimon; Moses Adeleke Adeoye; Lawal Mustapha Mohammed
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20944

Abstract

Access to quality adult education remains a persistent challenge in Nigeria, despite policy initiatives promoting lifelong learning and flexible higher education pathways. Adult learners frequently encounter socio-economic, institutional, and logistical barriers that hinder access, participation, and programme completion. This study examined the influence of transformational educational leadership on adult learners’ access to, participation in, and satisfaction with adult education programmes in Nigerian higher institutions. Focusing on postgraduate students in the Faculty of Education at the University of Ilorin, the study targeted a diverse population of working adults balancing academic, professional, and family responsibilities. A descriptive survey research design was employed, with data collected through a structured questionnaire administered to 185 respondents. Descriptive statistics were used to address the research questions, while Pearson Product–Moment Correlation was applied to test the hypothesis at a 0.05 significance level. The findings indicated that adult learners perceived transformational educational leadership as highly effective in enhancing access, participation, and satisfaction. Key leadership practices—such as clear vision articulation, individualised consideration, intellectual stimulation, and flexible programme delivery—emerged as significant enablers of learner engagement. The correlation analysis revealed a strong positive relationship between transformational leadership and learners’ satisfaction (r = 0.651, p < 0.05). The study concludes that transformational educational leadership plays a critical role in fostering inclusive, motivating, and supportive learning environments for adult learners. This research contributes to educational leadership literature by demonstrating the learner-centred impact of transformational leadership and offers practical implications for institutional leaders and policymakers seeking to improve access, retention, and equity in adult education within Nigerian universities.
Scenario-Based Reflection for Integrated Early Childhood Education: A Qualitative Approach to Achieving Sustainable Development Goals (SDGs) Sarah A. Alahmari; Moses Adeleke Adeoye
ASEAN Journal of Educational Research and Technology Vol 5, No 2 (2026): AJERT: VOLUME 5, ISSUE 2, September 2026
Publisher : Bumi Publikasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the use of scenario-based reflection as a qualitative approach to strengthening coordination in early childhood education and achieving Sustainable Development Goal (SDG) 4 on quality education. Through semi-structured interviews and reflective scenarios involving 48 participants (educators, caregivers, and policymakers), the research explored ethical reasoning and collaborative problem-solving within service integration. Findings reveal that participants gained deeper awareness of moral responsibility and professional accountability when confronted with realistic dilemmas, such as unequal resource allocation or family-school conflicts. One educator noted, “Reflecting on justice made me rethink fairness in daily teaching decisions.” Because reflection stimulates empathy and shared ethical understanding, scenario-based learning fosters stronger intersectoral trust and responsive decision-making. The study concludes that integrating faith-informed reflection, guided by Islamic principles of amanah (trust) and adl (justice), enhances both coordination and moral integrity in early education systems aligned with SDG 4.
Principals' Transformational Leadership Style in Public Senior Secondary Schools in Oyo State: Challenges and Prospects Moses Adeleke Adeoye; Olaolu Paul Ainnubi
Indonesian Journal of Education and Social Studies Vol 2, No 2 (2023)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v2i2.7462

Abstract

The learning environment is greatly impacted by the leadership styles of principals, largely because of the fast-growing population and rising demand for high-quality education.  Principals who choose transformational leadership can promote significant change and establish their schools as centres of excellence for learning and personal development as the global education landscape changes. The paper examines the opportunities and difficulties related to the transformational leadership approach used by principals in public senior secondary schools in Oyo State. The current state of transformational leadership practices among principals in public senior secondary schools in Oyo State was examined alongside the challenges they face and potential solutions. A comprehensive literature research was carried out to shed light on the advantages and challenges associated with the transformational leadership style of principals in Oyo State's public senior secondary schools. Based on the paper, principals encounter challenges such as resistance to change, resource constraints, teacher professional development, parent and community expectations and administrative obstacles while the prospects are cultural shift towards collaboration, creative resource management, empowered teacher leadership, community engagement and support and advocacy for educational reform. The Position Paper provides a more comprehensive and nuanced understanding of the challenges relating to transforming leadership in different learning environments, as well as an insight which can benefit education policymakers, administrators and researchers. In conclusion, this paper calls for collective efforts from all stakeholders in the education sector to promote and support transformational leadership in public senior secondary schools in Oyo State.
Digital Learning and Religious Moderation: An Educational Management Perspective Moses Adeleke Adeoye; Heldy Ramadhan Putra; Hakeem Nafiu; Jamiu Tamitope Sulaimon
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102178

Abstract

The rapid advancement of digital technologies is transforming educational paradigms worldwide. This article explores the relationship between digital learning and religious moderation from an educational management perspective, focusing on how these technologies can promote inclusivity, mitigate extremist ideologies, and enhance learning experiences. The literature review covered key concepts such as digital learning, educational management, and religious moderation, highlighting the dual-edged nature of digital technology in education. The research adopted a mixed-method approach, combining qualitative and quantitative data collection techniques. The study also found that digital learning has improved educational outcomes and personalised learning experiences, indicating high agreement between students and educators that digital learning has improved educational outcomes and personalised learning experiences. The qualitative analysis explores the themes of digital learning in religious education, focusing on access to diverse perspectives and interfaith understanding. The content analysis of digital religious education materials varies significantly, from promoting tolerance and understanding to emphasising religious distinctiveness. In conclusion, the themes revealed a dynamic yet challenging landscape for digital learning in religious education. The research suggests several recommendations, which include developing inclusive digital learning policies, promoting digital literacy skills, prioritising teacher training, and investing in high-quality digital learning materials that promote religious understanding, tolerance, and respect for diverse perspectives
Inclusive Curriculum Reform in Multicultural Education Systems: Rethinking Policy and Leadership for Educational Equity Raveenthiran Vivekanantharasa; Moses Adeleke Adeoye; Uthman Shehu Lawal
Edu Spectrum: Journal of Multidimensional Education Vol. 3 No. 1 (2026): Edu Spectrum: Journal of Multidimensional Education
Publisher : Pusat Riset dan Inovasi Nasional Mabadi Iqtishad Al Islami

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70063/eduspectrum.v3i1.158

Abstract

This study examines the role of inclusive curriculum reform in promoting educational equity within multicultural education systems. The research focuses on the interconnected roles of curriculum transformation, educational policy, and transformative leadership in fostering inclusive and socially just learning environments. Using a qualitative content analysis approach, the study analyzed scholarly articles, policy documents, educational reports, and academic literature related to multicultural education, inclusive pedagogy, leadership, and equity-oriented policies. The findings reveal that inclusive curriculum reform serves as a fundamental strategy for recognizing cultural diversity, reducing discrimination, and enhancing equal participation among students from diverse backgrounds. Furthermore, effective educational policies and transformative leadership practices were identified as essential factors in supporting sustainable inclusive educational reform. However, the study also found that the implementation of inclusive curriculum reform continues to face significant challenges, including inadequate teacher preparation, limited institutional resources, policy inconsistency, technological inequality, and sociocultural resistance
Co-Authors Hakeem Nafiu Heldy Ramadhan Putra P Jamiu Tamitope Sulaimon Jamiu Temitope Sulaimon Lawal Mustapha Mohammed Olaolu Paul Ainnubi Olaolu Paul Akinnubi Oyeronke Christiana Paramole Ratih Laily Nurjanah Raveenthiran Vivekanantharasa Sarah A. Alahmari Uthman Shehu Lawal