Tag: Nigeria

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Educational policies and problems of implementation in Nigeria

Author/s: N. S. Okoroma

Edition: Volume 46, Number 2, April 2006

Summary: The poor performance of the education sector in Nigeria has become very worrisome. What is the problem? Is the educational policy faulty or is it the implementation that is faulty? What are the implications for national development? These are the issues explored in this paper, based on a literature review approach. The findings blame the distortions in the educational system on the ineffective implementation engendered primarily by lack of political will, lack of continuity of programs, and corruption. The situation has hindered national development and, until urgent action is taken to review Nigeria’s educational system, its national aspirations will continue to be compromised. The paper recommends the discontinuation of the National Policy on Education fashioned after the American system and the adoption of the model practised by Asian countries such as Japan, China and India which takes the culture of the people into consideration. In addition, the 2provision of qualitative education should be made compulsory and entrenched into the Constitution in order to encourage result oriented implementation. Sustained political will and eradication of corruption are necessary for effective policy implementation.

Keywords: Nigeria, performance, culture, outcomes, performance

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Empowerment of women through literacy education: some issues for Nigeria’s consideration

Author/s: A. Okediran and M.G. Olujide

Edition: Volume 46, Number 1, April 2006

Summary: This paper examines the status of women in the pre- and post-independent era in Nigeria and in contemporary society. It explores the introduction of western general forms of dichotomies, discriminations and apathy that general education has caused in their life, and brought about patriarchal knowledge and man’s domination and control of all spheres of knowledge, work, religion, laws, processes and which have engendered societal disempowerment of women. The paper thus advances adult and non-formal education and counselling programs as tools for empowering women. It also reviews the problems faced by women in society and proffers adult and non-formal education and counselling education strategies as solutions capable of propelling them to contribute their quota to the socio-economic and political development of the nation.

Keywords: women, Nigeria, literacy, general education, non-formal education

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Evaluating the trainability of enrollees of the Leventis Foundation (Nigeria) Agricultural Schools’ programs

Author/s: Modupe M. Osokoya and Adewale Adekunle

Edition: Volume 47, Number 1, April 2007

Summary: The Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) are schools established to train youths to develop their state and their nation in the area of food production. This study sought to assess the trainability of enrollees in the three operating LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviews and observational techniques were used to gather information, while using simple descriptive statistics to analyse the data. Many of the enrollees were found to be within the required age range. A substantive number had minimum basic educational qualification; however, a sizeable number in two of the schools had no basic education, and could not even be engaged in communication. Most of the enrollees had been engaged in different occupations before enrolment and many did not really have the sincere interest in farming as expected, though a majority of them aspired to become modern farmers on completion.

Keywords: Nigeria, Leventis Foundation Agricultural Schools, food production

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Literacy teaching method and peace building in multi‑ethnic communities of Nigeria

Author/s: Omobola Adelore and Henry Majaro-Majesty

Edition: Volume 48, Number 1, April 2008

Summary: The challenge of peace building in Nigeria is increasing as communities continue to show adversary tendencies. This is happening even after many third party conflict transformation efforts have been expended to resolve and set a conducive climate for stakeholders to sustain peace. Some peace building assessment projects have indicated that the peace building process is not fully realised, which justifies exploring the place of literacy education in peace building. Since illiteracy has been identified as one major factor which promotes conflict and violence in Nigeria’s multi ethnic communities, the importance of functional literacy is further stressed. In this paper, a review of some adult education teaching theories is undertaken, and a model for literacy functionality – a transformative teaching paradigm for peace building called ‘cemento-conscio education’ – is developed.

Keywords: Nigeria, peace building process, functional literacy, cemento-conscio education, transformative

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Participation of elderly women in community welfare activities in Akinyele local government, Oyo State, Nigeria

Author/s: Stella O. Odebode

Edition: Volume 49, Number 3, November 2009

Summary: This paper assessed the participation of elderly women in community welfare activities in Oyo State, Nigeria. Simple random sampling technique was used to select 120 elderly women from six out of the twelve political wards in the study area. Both qualitative and quantitative methods of data collection were used to elicit information from the respondents. A focus group discussion was conducted with the elderly women groups, in each of the six wards. Frequency counts and percentages were used to summarise the data, while chi-square and the multinomial logit regression model were also used to analyse the data.

Keywords: elderly, women, community welfare, Nigeria

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This article is part of AJAL, Volume 49_3. The entire volume is available in .pdf for purchase here.

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Effectiveness of non-formal education programs in Nigeria: how competent are the learners in life skills?

Author/s: J. Gbenga Adewale

Edition: Volume 49, Number 1, April 2009

Summary: In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus, to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non-formal education learners on a life-skills achievement test. The test was administered to a sample of 876 learners. The competency level in life-skills of the majority of the learners was below the national benchmark (50%). Rural dwellers were more competent than urban dwellers and young learners were more competent than old learners.

Keywords: Millennium Development Goals, Nigeria, non-formal learning, life-skills, rural, urban, young

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This article is part of AJAL, Volume 49_1. The entire volume is available in .pdf for purchase here.