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A Bibliography of Doctoral Dissertations and Some Masters Degree Theses at American, Canadian, Australian, and European Universities, 1945-1999 - Volume I.
This title was first published in 2003. How was public policy and economic development in Nigeria affected under the period of military control between 1966 and 1999? What is the nature and scale of change that Nigeria will have to undergo in order to achieve its current development goals? Initially providing a history of Nigeria along with a framework for understanding the nature, scope and magnitude of the military and public management problems within the country, this timely and rewarding book addresses both of these questions. It analyzes the institutions that make and implement public policy in the Nigerian political arena, and examines the route that Nigeria could take in order to enhance its public management capacities. Although the specific focus is on Nigeria, the mode of analysis used is transferable to a wide variety of developing nations. The book will foster an understanding among scholars, development planners, military officers and policy makers of the tasks and challenges facing Nigeria and many sub-Saharan African nations in the twenty-first century.
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Originally published in 1974, a comprehensive history of Nigerian Education, from early times right through to the time of publication, had long been needed by all concerned with Education in Nigeria, students, teachers and educational administrators. No one was better qualified than Professor Fafunwa to provide such a book, and in doing so he gave due emphasis to the beginnings of Education in its three main stages of indigenous, Muslim and Christian Education. Nigerian Education had been considered all too often as a comparatively recent phenomenon, but this book points out from the start that ‘Education is as old as Man himself in Africa’ and that both Islam and Christianity were comparative newcomers in the field. A historical treatment of these three strands which have combined to make up the modern Educational system was vital to a clear understanding of what was needed for the future, and most of the first half of the book is concerned with these Educational beginnings. The imposing of a foreign colonial system on this framework did not always lead to a happy fusion of the systems, and the successes and the failures are examined in detail. There was no shortage of documentary evidence in the form of reports and statistics during the decades prior to publication, but this evidence was frequently scattered and inaccessible to the student, so that the author’s careful selection of key evidence and reports, often drawn from his own personal experience, will be invaluable for those wishing to trace the development of Education in Nigeria up to the early 1970s. A knowledge of the history and development of the Nigerian Education system, of the numerous and intensely varied personalities and beliefs which have combined and often conflicted to shape it, is indispensable to all students in colleges and universities studying to become teachers. It is this knowledge that Professor Fafunwa set out to provide, drawing on his wide experience as teacher writer and educationalist.
Challenges and Prospects in African Education System: The general idea this book is trying to disseminate is to inform readers about the compelling challenges and prospects in African system of education. As we all know, when issues of Africa educational system is raised, the first set of thoughts that come to mind is decline in standard, deterioration of facilities, examination malpractices, cult crises or school-based violence, shortage of teachers, underqualified teachers, and poor teachers performance, which results in poor learning standards, lack of classroom discipline that is exacerbated by insufficient resources and inadequate infrastructure, failure of appropriate inspection and monitoring, and confusion caused by changing curricula without proper communication and training. All these have led to massive demoralization and disillusionment among teachers and a negative and worsening perception of African system of education. This, therefore, calls for in-depth analysis aimed at tutoring every stakeholder in education on how their action and inactions have individually and collectively contributed to the collapsing state of education in Africa. However, the prospect is that Africas recovery and sustainable development can only be guaranteed through expansion and sustenance of both quantitative and qualitativeof the continents stock of human capital through education. In order for education to realize its key role in development, it must be provided to the younger segments of African society as quickly as human and financial resources permit, with the ultimate goal of developing a comprehensive, meaningful and sustainable system of education at all levels and for all age groups. This is the message that this book puts across in the six knitted sections.
With the inclusion of access to energy in the sustainable development goals, the role of energy to human existence was finally recognized. Yet, in Africa, this achievement is far from realized. Omorogbe and Ordor bring together experts in their fields to ask what is stalling progress, examining problems from institutions catering to vested interests at the continent's expense, to a need to develop vigorous financial and fiscal frameworks. The ramifications and complications of energy law are labyrinthine: this volume discusses how energy deficits can burden disabled people, women, and children in excess of their more fortunate counterparts, as well as considering environmental issues, including the delicate balance between the necessity of water for drinking and cleaning and the use of water in industrial processes. A pivotal work of scholarship, the book poses pressing questions for energy law and international human rights.
In this edited volume, Nigerian scholars from a variety of disciplines examine the relationship between gender and Nigeria’s pathways of development in the last 100 years of its nationhood. This analysis is set against the background of unequal power dynamics between women and men, and specifically the ways in which social, cultural, political, and economic construction of gender has influenced Nigeria’s course of development through her colonial and post-colonial history. The influence of the nature of economic governance, policy, and institutional frameworks, the nature of resource availability and (re)distribution between women and men in terms of goods and services, knowledge and skills, policies and budgets, and the outcomes and impacts for women and men are seen in terms of women’s economic empowerment, equal participation and development benefits. This rich collection of empirical works therefore provides not just the rhetoric but the evidence to indict gender power relations in Nigeria, especially at the institutional level. This volume unpacks and explores this recurrent problem with a the goal of identifying new pathways for gender relations.