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This book is about the right to basic education and its impact on development in Africa. It focuses on the elusive subject of litigating the right to education by examining jurisprudence from select African countries and India. The project further analyses the various challenges that impede access to education, with the attendant lack of political will to curb corruption, and calls for the building of strong institutions and the involvement of both state and non-state actors in driving development via education. It also covers the scope for legal practitioners and policy makers, and supports institutional framework in realizing the right to basic education.
In Fragmented Identities of Nigeria: Sociopolitical and Economic Crises, edited by John Ayotunde Isola Bewaji and Rotimi Omosulu, readers are offered essays which explore the historiogenesis and ontological struggles of Nigeria as a geographical expression and a political experiment. The transdisciplinary contributions in this book analyze Nigeria as a microcosm of global African identity crises to address the deep-rooted conflicts within multi-ethnic, multi-linguistic, multi-religious, and multicultural societies. By studying Nigeria as a country manufactured for the interests of colonial forces and ingrained with feudal hegemonic agendas of global powers working against the emancipation of African people, Fragmented Identities of Nigeria examines the history, evolution, and consequences of Nigeria’s sociopolitical and economic crises. The contributors make suggestions for pulling Nigeria from the brink of an identity implosion which was generated by years of misgovernance by leaders without vision or understanding of what is at stake in global black history. Throughout, the collection argues that it is time for Nigeria to reassess, renegotiate, and reimagine Nigeria’s future, whether it be through finding an amicable way the different ethnicities can continue to co-exist as federating or confederating units, or to dissolve the country which was created for economic exploitation by the United Kingdom.
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
The book titled “Counselling for Functional and Sustainable Education: A 21st Century Approach” is a maiden edition of Science and Education Development Institute (SEDInst) intended for student, neophyte and professional counsellors, care givers, researchers and all that need help in educational, vocational and personal-social matters. Education is an informal and formal teaching and learning process aimed at improving knowledge and the development of skills from elementary to higher education. Counselling is a significant means of functionalising and sustaining education through its array of qualitative services meant to make education goals meaningful and achievable to its recipient. The main objective of the book which is a blend of chapters on reviewed and empirical studies is to equip individuals with relevant data for subsequent researches, satisfy their personal quest for knowledge and meet their needs. The book contains a total of ten chapters that began with an introductory presentation on “Counselling for Sustainable Education: Issues in the 21st Century” and ended with “Impact of Anxiety, Self-Concept and Truancy on the Off-Task Behaviour of primary school Children in Warri Metropolis”. Each chapter, especially chapters eight to ten were carefully selected and written with accurate and appropriate literature review, methodology, discussions, findings and recommendations. We give God all the credit for His enabling grace in making this book a reality and we deeply appreciate the privilege given to us by Mr. F. O. Abulude, the president of Science and Education Development Institute (SEDInst) in ensuring that a book chapter in counselling is accorded its apt position in the scheme of things in academic environment. The effort of meaningful scholars who contributed various chapters and authors whose materials were used that cumulated to the success of the book is also acknowledged. This edition will create possibility for subsequent editions in the realm of counselling. Dr. (Mrs) Agbajor, Helena Tsaninomi Editor – in – Chief Department of Educational Psychology, College of Education, P.M.B. 1251, Warri, Delta State, Nigeria.
What does it imply for Nigerian philosophers to conscientiously and engagingly reflect on Nigeria as a place of philosophy and as a dynamic plural context of socioeconomic, political, cultural and ethnic problems? Any answer to this question automatically constitutes the opening salvo to the reflection on the evolution of a Nigerian tradition of philosophy and philosophizing. This book represents such an initial salvo in in its attempt to hammer out the conditions for the possibility of a Nigerian tradition of philosophy by placing that endeavor in between the triadic challenges of the Nigerian political economy, the African philosophical theorizing and the global epistemological hegemony. How do these three dynamics condition the evolution and functional relevance of the philosophical enterprise in Nigeria? How have Nigerian philosophers responded to them? What is Nigerian philosophy? How can there be a "Nigerian" philosophy when there are no Nigerians? This book is also an attempt to contribute to the trajectory of philosophy education in Nigeria within the context of a postcolonial educational system and university dynamics that stultifies the role of the intellectuals in development. From Plato to Wiredu, from Bodunrin to Bourdieu, and from Heidegger and Nietzsche to Fanon, Mignolo and Santos, the book traces a trajectory of dynamics rethinking of existing paradigms and epistemological assumptions that could enable a robust evolution of a Nigerian tradition of philosophy that possesses sufficient clout to confront its historicity and its place in Nigeria’s development impasse.
This book shows that the security, economic, political, and social problems challenging national security, democracy, and good governance currently in Nigeria would get better or worse, depending on what happens to the 71 percent of Nigerias population still living below the poverty line. This is in spite of the billions of petrodollars that Nigeria garnered as revenue over the past few decades. It reveals that one does not need to be a political prophet to predict that if these challenges are not successfully addressed through good governance and inclusive growth, this country will witness worse civil disobedience, violence, revolts, militancy, breakdown of law and order, more kidnappings, and more of the citizens trying to check out of the country to other parts of the world in the future. It concludes, however, that under such intense pressures, the Government of Nigeria, even if it is simply for its self-preservation, will be forced by the objective conditions to move against the interests of the dominant groups and classes in Nigeria. These are the ones who have, for long, captured and hijacked state power and the resources of the country for their exclusive use. There is this perception that Nigerians dont write and read. This perception is deep-seated, even among intellectuals who see our authors as shallow researchers. But Dr. Dan Mou has debunked that myth and shown that Nigerians can write well-researched and detailed books. It is quite prophetic in its assessment of the Nigerian State (Agbo Agbo, deputy editor, The Nation). Dr. Dan Mou has proven himself a world-class scholar and an intellectual colossus. His reputation as an internationally renowned public policy expert has continued to soar. I congratulate him for these remarkable achievements (Professor Justice Abdul Fatai Kuti, first justice of Abuja High Court and former dean, faculty of law, University of Ado Ekiti, Ekiti State of Nigeria). Dr. Mou is certainly one of the best scholars we have on the African continent. As an educationist myself, before I became a traditional ruler, I agree totally with his analysis and conclusions. I share the optimism Dr. Mou has expressed . . . that once the recommendations therein are adopted and meticulously implemented, with proper monitoring and evaluation of such resultant policies and programmes, Nigeria and indeed Africa would be able to solve most of these challenges (HRH Alh. Dr. Sheban Audu, Nizazo III, Etsu Kwali, Etsu Kwalis Palace, Abuja, Nigeria).