teach for nigeria critical thinking test

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Teach for Nigeria Fellowship Program 2022 (Stipend available)

Deadline: April 11, 2022

Applications are open for the Teach for Nigeria Fellowship Program 2022 . The Teach For Nigeria Fellowship program is a 2 year full-time paid commitment in which they place the most outstanding graduates and professionals to teach in Nigeria’s under-served schools in low-income communities.

The Teach For Nigeria Fellowship is a transformational leadership program that equips Fellows with transferable leadership skills to effect change beyond the classrooms in the communities they serve.

The two-year commitment is necessary to make the impact we wish to have on student achievement. In the first year, Fellows refine their teaching skills and establish respect and trust among various stakeholders within the school community and the students. This allows Fellows to achieve significant academic gains for students. In the second year, Fellows engage in their community projects to further their impact. During the two years, you will strive to transform the student, transform as a leader and transform your school and community.

The Teach For Nigeria Fellowship is a paid Fellowship.

As a Teach For Nigeria Fellow, you are a part of a movement of young leaders working to eliminate educational inequity. In addition, these are some benefits of being a Fellow:

• Opportunity to be part of a movement that is changing lives and that will change society
• Extensive leadership development training
• Intensive teacher training
• Real responsibility from day one
• Opportunity to be a part of a global network of change agents from across 60 countries
• Access to a Mentoring Program, offering a unique opportunity to achieve professional and personal development
• Access to professional development, coaching, business trainings, skill workshops and network of supporters
• Opportunity to participate in a sponsored professional diploma in education program
• Opportunity to design and implement a social change project
• A stipend for two years including during the school holidays

Eligibility

• Open to outstanding graduates and professionals in Nigeria;
• If you already possess an Education Qualification to teach in public schools, you are eligible to apply for the Fellowship.
• You do not need any teaching experience. Many of the Fellows come from academic backgrounds outside of Education without any prior teaching experience. During their training programs, they empower you with the necessary knowledge and skills to do well in the classroom.

Application

The Teach For Nigeria Fellowship is a highly competitive program that attracts applications from intending Fellows from different disciplines, institutions and backgrounds. Through the 3-staged process, they select the candidates with the highest potential to make a difference during and after the Fellowship.

• Stage 1: The Application form: Your application will help them understand your experiences, your motivation to join the Teach For Nigeria fellowship and why you would be a strong fit for the Fellowship.
• Stage 2: Online Test: If they find you a good fit for the fellowship through your application, you will proceed to the next phase and an invitation link will be sent to you to take an online test.
• Stage 3: Assessment Center: If successful in your online test, they will invite you to the Assessment Centre, which is the final stage of the selection process. Here, you will be required to conduct a 5-minute micro-teaching, take part in a critical thinking test, a group activity, and one-on-interview with their assessors.

Click here to apply

For more information, see FAQ and visit Teach for Nigeria .

Jude Ogar is an educator and youth development practitioner with years of experience working in the education and youth development space. He is passionate about the development of youth in Africa.

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Institute of international education’s scholar rescue fund (iie-srf) fellowship 2024 (up to $25,000), fincad women in finance scholarship 2024 (up to $20,000), egu science journalism fellowship 2024 (up to €5,000).

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Frequently Asked Questions

Welcome to the TFN fellowship FAQ page. Use the quick links below to find answers to your frequently asked questions.

General FAQs

The Teach for Nigeria Fellowship program is a two-year, full-time, paid commitment in which we place outstanding graduates and professionals to teach in Nigeria’s under-served schools in low-income communities. It’s a transformational leadership program that equips fellows with the transferable leadership skills they need to drive change beyond the classroom in the communities we serve.

The two-year commitment is necessary to make the impact we wish to have on student achievement. In the first year, Fellows refine their teaching skills and establish respect and trust among various stakeholders within the school community and the students. This allows Fellows to achieve significant academic gains for students. In the second year, Fellows engage in their community projects to further their impact. During the two years, you will strive to transform the student, transform as a leader and transform your school and community.

According to UNICEF, over 58.3% of school pupils aren’t learning, while nearly half of sixth grade students can’t read. West African Senior School Certificate Exams (WASSCE) results show that between 2008 and 2015, secondary school student pass rates didn’t exceed 40%.

These figures are alarming and show that we’re giving our children little or no hope for a future with opportunities. Teach for Nigeria offers you the chance to make a difference and to improve those statistics by tackling one of Nigeria’s most pressing challenges: educational inequity.

The fellowship will also help you to develop the leadership skills that are critical in today’s dynamic professional environment. You’ll benefit personally and professionally while becoming part of the solution and a change agent who will transform education in Nigeria.

If you are a Public School Teacher in Ogun State, you can apply through our Existing Teachers Pathway.

No. Many of our fellows come from academic backgrounds outside of education and don’t have any prior teaching experience. During our training programmes, we’ll empower you with the necessary knowledge and skills to do well in the classroom.

Yes, the Teach for Nigeria fellowship is a paid fellowship.

Yes! As a Teach for Nigeria fellow, you’ll be part of a movement of young leaders that are working to eliminate educational inequity. Some of the key benefits to being a TFN fellow include:

• Real responsibility from day one
• The opportunity to be part of a movement that’s changing lives and society
• Extensive leadership development training and intensive teacher training
• The chance to be part of a global network of change agents from across 60 countries
• Access to a mentoring programme, offering a unique opportunity for professional and personal development
• Access to professional development, coaching, business training, skill workshops and a network of supporters
• The opportunity to participate in a sponsored professional diploma in education program
• The chance to design and implement a social change project
• A stipend for two years including during the school holidays.

At Teach for Nigeria, we strongly believe that teachers use the same skills as any other leaders. Two years in the classroom will help fellows to develop leadership and entrepreneurial skills like organization, communication, and problem-solving in an unstructured environment. These skills are transferable and valuable in every sector.

Teach for Nigeria fellows receive support throughout the duration of their fellowship. Our pool of Facilitators, Coaches, and Mentors are always available to help fellows become effective teachers and leaders. The support includes ongoing teacher training, mentoring, and professional and personal development.

Teach for Nigeria works relentlessly to ensure that all fellows have the knowledge and skills necessary to lead their students. The Teach for Nigeria fellowship begins with a six-week residential training program where fellows are introduced to the curriculum, lesson planning, classroom facilitation and student assessments among other subjects.

Yes, the Teach for Nigeria fellowship is a full-time position which follows the Nigerian school calendar from September to July.

Yes. The summer institute is a six-week residential training program that’s an integral part of Teach for Nigeria. At the summer institute, fellows are introduced to the curriculum, lesson planning, classroom facilitation and student assessments among other subjects.

Teach for Nigeria doesn’t provide accommodation for fellows. However, accommodation is provided during the summer training institute, which all prospective fellows must attend

No. Teach for Nigeria places fellows in schools that are under-served and under-resourced in low-income communities.

Teach for Nigeria fellows are placed in primary and secondary schools and will be required to teach subjects from the Nigerian school curriculum. At primary school, you’ll teach English language, mathematics and basic science. At secondary school, you’ll teach subjects in line with your course of study.

Our fellows are posted to either Lagos or Ogun state and teach in either a primary or a secondary school.

Under-served or under-resourced schools are low-income schools that are facing academic challenges and/or are located in a community facing socio-economic challenges.

The safety of our fellows is a priority. We have a team of staff members in each of our placement communities, working hard to support our fellows. Our teams also help to smoothen the transition into different communities at the start of the fellowship by organising meetings with important stakeholders in those communities. We do our best to make you feel safe and at home as soon as possible!

Teach for Nigeria’s partner schools are currently located in two states (Lagos and Ogun). We’ll let you know during the recruitment process if this changes.

Post-Fellowship Opportunities

Joining Teach for Nigeria doesn’t mean you’ll automatically have a teaching job.

After the two-year fellowship, Teach for Nigeria Fellows become TFN alumni and join our network of leaders across over 61 countries. Our alumni are supported in their personal and professional growth as they become influencers, innovators, visionaries, advocates, entrepreneurs and active participants in the education ecosystem. There are many options after the fellowship, including but not limited to:

• Continuing to make an impact in the public education system in schools, districts, states and at the federal level
• Driving social innovations and enterprise working to tackle issues in education
• Contributing to the field of education as an advocate or academic in policy and research work, in or related to education
• Joining private organizations and multinationals whose core business is to provide resources like finances, skills, and influence to further Teach for Nigeria’s vision and mission

If you’d like to continue teaching after the fellowship, it would mean applying to become a full-time civil servant with the Ministry of Education. Depending on your performance during the fellowship, we can support you through this process and will do our best to help. However, the ultimate decision and placement will be made by the Ministry.

Teach for Nigeria will provide all fellows with a certificate of participation. In addition, Teach for Nigeria is working with universities to provide fellows with teaching qualifications.

Application Requirements

Visit the application page on our official website to register your personal details. You’ll then receive an email containing a link to begin your application.

All Teach for Nigeria fellows are Nigerian citizens or of Nigerian origin. You can apply to the Teach for Nigeria fellowship if you meet this requirement.

To be eligible, you must be a Nigerian citizen, hold a minimum of a bachelor’s degree with a minimum of Second class lower (2:2), have completed NYSC, and be younger than 35. If you’re unsure whether you’re eligible, you can fill out the eligibility (registration) form to ascertain your eligibility status.

Applications for the Fellowship Program usually open between the First and Second Month of the year. Prospective Applicants will be notified and advertisements will go out on various media channels. To get started, complete the application form on our website. The Recruitment team will review your application and if you’re successful, you will be invited for a short test and an assessment day in Lagos. If you’re successful at the assessment centre, you’ll receive your final offer.

Absolutely! We encourage you to apply again.

Technical Challenges

Try using a different browser. We prefer Chrome and UC Browser, but you should be able to access the application on Firefox, Safari, and Microsoft Edge.

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Teach For Nigeria Aptitude Test Questions

Teach for nigeria aptitude test past questions and answers.

We have collated various aptitude test past questions and answers in our database. If you have been invited for aptitude test at Teach For Nigeria, practicing with these questions and answers is an excellent way to prepare, as you may come across some of them in Teach For Nigeria assessments.

Find below, common aptitude test questions and answers relevant for Teach For Nigeria aptitude tests.

Personality Test Questions and Answers

Data Interpretation Questions and Answers

Numerical Reasoning Questions and Answers

Nigeria General Knowledge Questions and Answers

Spatial Reasoning Questions and Answers

Abstract Reasoning Questions and Answers

Situational Judgement Questions and Answers

Puzzles Questions and Answers

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Microsoft Office Questions and Answers

Logical Reasoning Questions and Answers

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Media and Information Literacy for Critical Thinking in Nigeria

Nigeria’s media scene is one of the liveliest in africa. state tv and hundreds of radio stations have the capacity to reach tens of millions of viewers and listeners. along with the wide spread of mobile phones and networks, millions of nigerians are actively on the social media platforms. this has entailed challenges such as disinformation and hate speech, which unesco is helping to take on through media and information literacy..

Preparing young minds for a new world of information, technology, and media should be a priority for all educators. Yet, the world is still facing a grave challenge with basic literacy: 781 million illiterate adults and 262 million young people out of schools.

How can we merge the world of basic literacy with that of Media and Information Literacy (MIL)? Many educators around the world are championing this cause.

In Nigeria, one of these champions is Mr. Martin Akpan. Martin Akpan is an educator and the founder of Teen Resources Center in Nigeria. He is also a practitioner of MIL. His main work is to empower youth with the capacity of critical thinking and to provide quality information on traditional and social media platforms.

Mr. Akpan’s journey with MIL started in 2002, while working as a producer of children and educational programmes for two television stations (MITV and MCTV) in Lagos, Nigeria. In these eighteen years, he has witnessed the growth of MIL worldwide and its mainstreaming into Nigerian society.

His expertise was further enhanced through UNESCO’s MIL Massive Open Online Course (MOOC) launched in partnership with the Athabasca University, Canada. The MOOC enabled him to acquire a holistic approach to MIL and also brought him closer to UNESCO’s actions in the field of MIL.

According to Mr. Akpan, empowering people through MIL is becoming an essential prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems. “The adapted UNESCO MIL curriculum has supported
my engagement with the children and the society at larger
on MIL. It is a great tool to impart critical thinking and democratic discourse for the benefit of the society.”

Mr. Akpan believes that the MIL Coalition of Nigeria (MILCON) founded in 2017 with UNESCO’s support can play a vital role to address some of these challenges. UNESCO has continued to support the Coalition, in facilitating the coordination of interventions on MIL
in Nigeria. MILCON promotes synergy amongst stakeholders towards advocating on national policies, integrating the MIL curriculum into schools and promoting a media and information literate society.

Acting as an MIL educator, Mr. Akpan works directly with pupils, students and teachers. He points out the difficulty in educating them about ‘critical thinking’, especially when it comes to appropriate resources for children. The MIL games and non-formal guide produced by UNESCO have played an important role in helping educators, like Mr. Akpan, to interact better with the users. In his words, “We are happy to hear that children are showing great excitement for these materials, and they discuss specific topics around the games and the genre of films in classrooms.” As one of the students expressed: “MIL is exciting. I have been watching cartoons as a kid but today I learn critical thinking through MIL games produced by UNESCO.”

To reach a larger percentage of the population of Nigeria, MIL clubs have been established in all regions of the country. This enables an increasing number of students to be creatively involved in MIL trainings. Mr. Akpan believes that MIL clubs serve as viable means and platforms for expanding civic education movement and non-formal MIL learning in primary and secondary schools.

The development and mainstreaming of MIL programmes in Nigeria could not be realized without the efforts from various organizations and individual enthusiasts like Mr. Akpan.
The development in media, technology, and communication has brought significant changes, shaping individual lives and the society as a whole. Building a media and information literate society is under the shroud of collective responsibility and efforts to construct a strong bulwark of peace. “There is still a long way to go”, said Mr. Akpan.

About the Multi-Donor Programme for Freedom of Expression and Safety of Journalists (MDP)

The multi-Donor programme on freedom of expression and Safety of Journalists (MDP) serves to further strengthen UNESCO’s work at a global, regional, and national levels, by channeling funds towards emerging priorities and the most pressing needs to achieve its mandate on freedom of expression. It enables UNESCO’s communication and information Sector to address complex issues through the design and implementation of holistic medium and long-term interventions at national, regional and global levels. The clear advantage of this mechanism is that it allows UNESCO and its partners to achieve greater impact and sustainability, whilst reducing fragmentation of activities in the same field.

Protect journalists and freedom of expression, visit :

• Multi-Donor Programme on Freedom of Expression and Safety of Journalists

For UNESCO’s media and information literacy programme, visit :

• Media and Information Literacy

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Critical Thinking in Nigeria’s Pre-Service Teachers Education: A Philosophical Investigation

This paper explores the roots of critical thinking and its importance. It also attempts a clarification of critical thinking as a concept. Using the method of philosophical analysis, the paper proceeds to investigate the place of critical thinking in teacher education in Nigeria. Among other things, it is suggested that the acquisition of critical thinking skills be included among the stated goals of Teacher Education and that necessary measures be taken by the relevant authorities to ensure that critical thinking is actually taught and practiced by pre-service teachers in Nigeria

Critical thinking , Curriculum , inquiry , creativity , Teacher education

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Developing Critical Thinking Skills in Students: A Mandate for Higher Education in Nigeria

2012, European Journal of Educational Research

This paper is conceptualized to examine ways by which higher education in our own country (Nigeria) could be re-organized in such a manner that critical thinking skills could be imbued in the young learners, in order to make them problem solvers, thereby become assets rather than liabilities to the Nigerian society. In specific terms, the paper examines such issues as the concept of critical thinking, the importance of critical thinking to the nation, means of inculcating it in the students – particularly at the higher education level, and finally makes recommendations on how this could be effectively carried out.

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Policy searchlight in Nigerian education has always and generally been beamed on the education system itself and not on the theory and practice of teaching. Though, there is an existing policy on teacher education, developed in 2009; but its existence is little or unknown in the educational circle, particularly to the teachers who are the end users. This is to say that the policy is not working, to the extent that its provisions have never been considered implementable. Here, the paper discusses and advocates implementation of existing policy and emphasizes the need for more strategic policies on the theory and practice of teaching; justifying this need with a comprehensive discussion and presentation of what is expected of a teacher, in terms of personality, content, learner’s consideration, methods and generally how to discharge his teaching responsibility for achieving the set goals. The pedagogical practice and other teaching requirements are systematically and professionally dealt with, to sensitize the teachers of the global best practice in teaching profession, leading to the production of learners who would become instrumental to the development process of Nigeria. Since input is believed to determine the output. Suggestions are provided for all stakeholders to play their roles as required. Keywords: Policy, Implementation, Advocacy, Effective Teaching, Classroom Management, Teachers

Interdisciplinary Journal of Sociality Studies

Ayomiku Olaniyan

Critical literacy is a skill needed for academic and intellectual achievement, lifelong learning, discourse, future job prospects and other endeavours. Although it is instrumental to developing social interactions and relationships, some students cannot think critically and contribute meaningfully to spoken/written discourse because they do not possess the necessary skills and strategies. One way of developing critical literacy is through argumentative writing. Often, some students perceive argumentative writing as a complex and complicated skill in spite of its importance to their academic and lifelong goals. This paper discusses the importance of critical literacy and explores how argumentative writing can help develop this skill to salvage this situation. The article concluded that students should be exposed to the rudiments of argumentation to become critical literates who can critically scrutinise, appraise, and interpret information for their academic development and social t...

Anatolian Journal of Education

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ALABI BAMIDELE

Basic Science and Technology curriculum content was conceived out of the present needs and desire of the society, One of the objectives of Universal basic education is to ensure the acquisition of appropriate levels of literacy, numeracy, manipulation, communication and life skills as well as the ethical, moral and civic values needful for laying a solid foundation for lifelong learning. This theoretical paper examines the potentials of basic science and technology curriculum as a catalyst towards products’ self-reliance and sustainable development. The paper identified inadequate funding, inconsistencies in government policies and curricular issues amongst others as impediment to effective teaching and learning of basic science and technology at the basic education level of our educational system. How functional science and technology curriculum content can be implemented and used to stem the tide of unskilled graduands at the basic level form the focus of this study. The study recommends the provision of well-equipped science and technology laboratories for all middle and upper basic schools

ANDREWS COBBINAH

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Prof. Babatunde A . ADEYEMI

The aim of education in Nigeria is the training of the individual to contribute to the growth and development of his/her nation or wherever he/she finds himself/herself and for the transmission of the social and cultural values to new generations. However, the Nigerian society has been encircled by political, economic, social catastrophes amongst others. Consequently, Social Studies is consigned the responsibility to develop in Nigerian citizens an understanding of their societal values, knowledge and skills that would enable them to deal with and proffer solutions to the problems of the world in which they live, and learn how to live cordially in the society with their neighbors. On the contrary, the achievement of the objectives of Social Studies Education in Nigerian Schools appears to be bedridden due to moral decadence and perilous societal vices. This study was therefore designed to reexamine Social Studies Curriculum in Nigerian schools with a view to determine its success or failure. Also, the study explores the objectives, roles and prospects of Social Studies Education for an all-round development of contemporary learners; and the issues and challenges combating their all-round development. Hence, it was recommended among others that Social Studies Curriculum should be made to address emergent issues challenging the nation. The issues that are hostile to national development to be addressed include terrorism, child trafficking, child abuse, armed robbery, hostage taking and suicide bombing, amongst others.

Adamu shehu

Adamu Shehu

Education, being a process of teaching and learning is evaluated through examination at the end of the learning period. The paper defined the concepts of examination, malpractice, examination malpractice and its numerous forms and sorting. It revealed the origin of examination malpractice in Nigeria, identified the traces of intended malpractices and explained the causal factors of examination malpractices. The paper highlighted the effects and consequences of examination malpractices in Schools and Universities and the efforts made to curb examination misconduct. Finally, while emphasising the urgent need for institutions to embrace integrity on a sustainable basis, the paper x-rayed what the stakeholders should do to remedy the odious and unacceptable behaviour of examination malpractices.

Chinweuba Gregory E.

Sustainable development and good living condition in the modern world are determined by people who possess more than normal reasoning abilities. The present Nigerian socio-political, economic and technological dilemma therefore results from the redundancy of mind paved by gross deficiency in logic and critical thinking competencies. This deficiency broadly stems from Nigerian poor educational system which has neglected acquisition of reflective and critical reasoning skills in theoretical and practical terms. This hampers critical competence, and results to irrational judgments, biased policies and dishonest governance. Consequently, problem solving and critical competence in various sectors of Nigerian existence have remained a mirage resulting to unsustainable development. This paper analytically investigates the meaning, cradle, essence, relevance and state of logic and critical thinking in Nigerian higher education and existence. The research finds that logic and critical thinki...

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This study investigated the effect of concept mapping on students' academic performance in algebra at senior secondary school level. It is intended to use a different form of teaching mathematics in order to provide a solution to the problems that arise in mathematics teaching and learning. As a quasi experimental study which comprised of SS II students in Ogun State, 165 students in four intact classes were involved in the study. A-50 item multiple choice achievement test on algebra (r = 0.93) and 20 item altitudinal questionnaire (0.78) were administered on the selected sample, where the exercise lasted for 12 weeks. Data analysis was done via Mean, Standard deviation and Multivariate Analysis of Covariance (MANCOVA) at α = 0.05 level of significance. The findings revealed that; there is statistically significant effect of concept mapping on students' achievement in algebra, there is no statistically significant effect of concept mapping on students' attitude toward algebra. Based on the findings, it was recommended that concept mapping should be introduced to reduce perpetual underachievement of students in Mathematics in the Nigerian senior secondary schools.

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Critical Thinking test

By 123test team . Updated May 12, 2023

Critical Thinking test reviews

This Critical Thinking test measures your ability to think critically and draw logical conclusions based on written information. Critical Thinking tests are often used in job assessments in the legal sector to assess a candidate's  analytical critical  thinking skills. A well known example of a critical thinking test is the Watson-Glaser Critical Thinking Appraisal .

Need more practice?

Score higher on your critical thinking test.

The test comprises of the following five sections with a total of 10 questions:

• Analysing Arguments
• Assumptions
• Interpreting Information

Instructions Critical Thinking test

Each question presents one or more paragraphs of text and a question about the information in the text. It's your job to figure out which of the options is the correct answer.

Below is a statement that is followed by an argument. You should consider this argument to be true. It is then up to you to determine whether the argument is strong or weak. Do not let your personal opinion about the statement play a role in your evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often. Argument: No, because dairy also requires animals to be kept that will have to be eaten again later.

Is this a strong or weak argument?

Strong argument Weak argument

Statement: Germany should no longer use the euro as its currency Argument: No, because that means that the 10 billion Deutschmark that the introduction of the euro has cost is money thrown away.

Overfishing is the phenomenon that too much fish is caught in a certain area, which leads to the disappearance of the fish species in that area. This trend can only be reversed by means of catch reduction measures. These must therefore be introduced and enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

Assumption is made Assumption is not made

As a company, we strive for satisfied customers. That's why from now on we're going to keep track of how quickly our help desk employees pick up the phone. Our goal is for that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk employees pick up the phone.

• All reptiles lay eggs
• All reptiles are vertebrates
• All snakes are reptiles
• All vertebrates have brains
• Some reptiles hatch their eggs themselves
• Most reptiles have two lungs
• Many snakes only have one lung
• Cobras are poisonous snakes
• All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

Conclusion follows Conclusion does not follow

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

In the famous 1971 Stanford experiment, 24 normal, healthy male students were randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform and instructed to keep order, but not to use force. The prisoners were given prison uniforms. Soon after the start of the experiment, the guards made up all kinds of sentences for the prisoners. Insurgents were shot down with a fire extinguisher and public undressing or solitary confinement was also a punishment. The aggression of the guards became stronger as the experiment progressed. At one point, the abuses took place at night, because the guards thought that the researchers were not watching. It turned out that some guards also had fun treating the prisoners very cruelly. For example, prisoners got a bag over their heads and were chained to their ankles. Originally, the experiment would last 14 days. However, after six days the experiment was stopped.

The students who took part in the research did not expect to react the way they did in such a situation.

To what extent is this conclusion true, based on the given text?

True Probably true More information required Probably false False

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least some young men) is capable of turning into a sadist fairly quickly.

• A flag is a tribute to the nation and should therefore not be hung outside at night. Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a country flag is illuminated by spotlights on both sides, it may remain hanging after sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the moment when there is no longer any visible difference between the individual colors of the flag.
• A flag may not touch the ground.
• On the Dutch flag, unless entitled to do so, no decorations or other additions should be made. Also the use of a flag purely for decoration should be avoided. However, flag cloth may be used for decoration - for example in the form of drapes.
• The orange pennant is only used on birthdays of members of the Royal House and on King's Day. The orange pennant should be as long or slightly longer than the diagonal of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings at night, unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer than the horizontal bands/stripes of the flag.

Please answer the questions below. Not all questions are required but it will help us improve this test.

My educational level is

-- please select -- primary school high school college university PhD other

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Critical thinking and paradigm shift in education.

Critical thinking emphasizes the ability of learners to challenge assumptions and interrogate ideas and experiences, writes  Leo Igwe

On Tuesday, October 24, 2023, the Greenville Acculturate, a Relentless Educator’s outfit, organized an event on paradigm shift in education in Nigeria. This event was the first of its kind. The theme was: Education From A Reformed Perspective: The Process, The Tactics, The Limitations. The event, held at the Enumerical Centre, Steppingstone Bus Stop, Marwa Road, Satellite Town, Lagos, explored ways to reform the education system in Nigeria and realize a shift in teaching and learning. 

The convener, Mrs. Innocent Muolagbone, noted that a paradigm shift in education in Nigeria was long overdue. That a paradigm shift was needed “to get every Nigerian teacher to switch from old beliefs and perceptions to a new and better paradigm that empowers the growth and development of teachers as educators”. As one of the speakers at the event, I used the opportunity to make a case for the teaching of critical thinking skills in primary schools. I made it clear that the introduction of these skills would occasion a paradigm shift in teaching and learning. The national policy on education states that one of the aims of primary education is to foster the teaching of critical thinking, no subject exists that strictly fosters this mental habit. The reasoning subjects that are taught in schools are verbal and quantitative reasoning. Verbal reasoning helps students form words, and understand and comprehend written messages. Quantitative reasoning equips students with the ability to reason mathematically. These reasoning subjects try to enhance the literacy and numeracy capacities of pupils, the abilities to read and write, count, and deal with numbers. However, no subject teaches students to question or interrogate what they read, write, or count. No subject equips students to query what they are taught and told in schools. Meanwhile, there should be a subject that fulfills this important role because the learning process is imperfect. The learning process is replete with errors and gaps.

As George Carlin rightly noted, “Don’t just teach your children to read…Teach them to question what they read. Teach them to question everything”. This is the purpose that the subject of critical thinking fulfills and would fulfill in schools. That is how the teaching of critical thinking can help reform our educational system and realize a paradigm shift in learning. The Nigerian school system puts so much emphasis on rote learning and memorization. The teachers dish out information that students memorize and then reproduce during tests and examinations. Teachers pose questions while students provide answers, as a way of testing and demonstrating knowledge and intelligence. Questions are asked for answer’s sake. The pattern of questioning is usually from teachers to students. This school culture has made teaching and learning in our schools teacher, not student or child-centered. The teacher is seen as an embodiment of wisdom, not a stimulator of knowledge and understanding.

The learning power relations make students passive participants in the learning process. The learning culture in schools has made students less disposed to critical thinking and reasoned inquiry. But with the teaching of critical thinking, this culture of learning will change, because critical thinking fosters active participation of learners. Critical thinking emphasizes the ability of learners to challenge assumptions and interrogate ideas and experiences. The prevailing learning culture sees the student as a storehouse, a memory box, a producer and reproducer of knowledge and information, but critical thinking sees the learner as an interrogator, a questioner, an inquirer, an investigator, an explorer, an exerciser of curiosity and inquisitiveness. Critical thinking classes are student-centered. Students, not the teachers, are the generator of questions, problems, and gaps. The generation of questions, not answers is the test of intelligence. Teachers serve as guides and providers of tools and materials for interrogation and examination. Nigeria will benefit from the introduction of critical thinking to primary schools because critical thinking is among the top ten skills that employers of labor need. Critical thinking skills are among the drivers of the 21st-century economy. However, a lack of critical thinking skills has limited the potential and employability of Nigerian graduates. And our educational system needs to address this gap and limitation. If Nigerian graduates must actively and effectively participate in the 21st-century economy, critical thinking skills must be introduced and taught from the primary to the tertiary level of education. The teaching of critical thinking will enrich and transform the school system in Nigeria. However, the potential and promises of critical thinking will remain elusive until there is a paradigm shift in education and learning.

 Igwe works and campaigns to foster critical thinking skills in schools

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

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