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Education and Poverty Reduction in Nigeria:  A Philosophical Assessment

By
timsmek
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0

Abstract

Researchers agree that one of the educational outcomes is economic self-reliance. This functionalist view points to the inextricable nexus between education and poverty reduction in human societies. This link appears to be among the rationales behind the tremendous increase in educational institutions in Nigeria. Yet, as educational institutions multiply, the rate of poverty has unabatedly increased. This predicates on the apathy of successive government towards education sector; its poor funding and management of the sector. Based on these realities, this study assesses the educational qualities that can lead to poverty reduction and the extent education has reduced poverty among the larger Nigerian population. The study employs two research questions and two null hypotheses. Sequel to this, a twenty (20) item questionnaire was developed and administered to twenty (20) respondents, comprising eight (8) males and seven (10) females educationists drawn from twelve (12) public universities in Nigeria. Mean scores and standard deviation were as well used to analyze the data collected while the null hypotheses were tested at 0.05 level of significance using the t-test statistics. The results show that though education can lead to poverty reduction, it has not significantly reduced mass poverty in Nigeria due to poor funding, poor teacher instruction, poor payment of teachers, inadequate training of teachers, poor motivation of teachers and students, poor school infrastructure and educational facilities, poor supervision of instructions and lack of parental co-operation. The study therefore concludes that government adequate funding and positive management will truly enhance the quality of education and foster human creative thinking that engenders job creation, economic self-reliance and poverty reduction.

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Assessment of the Viability of Students Industrial Work Experience Scheme (Siwes) in Nigerian Tertiary Education as Panacea for Graduate Unemployment

By
timsmek
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0

Abstract

This paper assessed the viability of the Students Industrial Work Experience Scheme (SIWES) in Nigerian tertiary education as a panacea for graduate unemployment. Consequent upon this, the explication of the philosophical background of Students Industrial Work Experience Scheme (SIWES) was done in relation to its emergence and the subsequent objectives that necessitated its emergence. This was done principally in connection to the philosophy of pragmatic epistemology of empiricism, the context within which SIWES was premised, within the purview of acquisition of knowledge and skills through practical experience. The inclusion of SIWES in Nigerian tertiary education curriculum was systematically done to guarantee the graduates in their respective areas of specialization the needed employment experiences in the competitive labour market, and thereby enhance the country’s technological and vocational/technical frontiers towards poverty reduction and economic development. It was discovered, based on the assessment of the programme initiative in this paper that, the effort by the Federal Government of Nigeria in this direction, though, laudable and commendable, has not yielded the desired results due to factors such as dearth of industries in the country and the subsequent refusal of the available ones to accept students on industrial attachment, inadequate functional libraries, laboratories, vocational/technical workshops among others. Based on this, suggestions were made to make the SIWES programme initiative viable in reducing graduate unemployment in the country, some of which include implementation of the necessary disciplinary/punitive measures to erring industries so as to enforce compliance in accepting students for industrial attachment; adequate provision of the needed practical teaching and learning infrastructures such as power supply, laboratories, vocational/technical workshops to enhance the acquisition of practical experience as a panacea for graduate unemployment in the country.

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Education and Security Challenges in Nigeria

By
timsmek
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0

Abstract


The paper described the concepts of education, security and insecurity. It showed what education can do in order to minimise the issue of insecurity in the country. One of such things from the angle of education is called political education. Through political education much awareness will be created among the citizenry in respect of insecurity. The paper went ahead to discuss the types of insecurity and causes of insecurity. Among such causes is issue of unemployment of youths in the country. This is because it is through unemployment that youths capitalized on for various types of crimes. The paper made some recommendations that are within the suggestions the authors made and the major recommendation is that our education system has to be reformed through overhauling of our curriculum to reflect the needs of Nigerian people. It is through such curriculum where various skills will be emphasized that will lead to self employment and thereby minimizing unemployment in the country.

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4.-Education-and-Security-Challenges-in-Nigeria

Digitalization in Education and Teachers’ Roles in the Twenty-First Century

By
timsmek
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0

Abstract


This paper examined digitization in education and teachers’ roles in the 21st century. Present world realities show that education has gone beyond traditional method of teaching where the teacher uses all his energy to teach the learners through face to face classroom. A shift from traditional method of teaching to the use of digital tools and resources lead to visualization and simulation of knowledge. Visualization or digitalization is now the order of the day where the teacher and student are exposed to online teaching and learning processes, using computers and internet facilities including projector platforms. The study identified the use of digital tools in the classroom by teachers and posited that for Nigeria to enjoy the benefits of Knowledge Age and Knowledge Economy there is an urgent need to address the inadequate use of technologies in the classroom. The paper recommended, inter alia, the training/retraining of the teachers in the use of technologies through teacher education programmes and the implementation of the use of technologies in the classroom.


Key words: Digitalization, twenty-first century, teacher and education

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The Place of Digital-Quality Education in Developing Nations’ Human Capital

By
timsmek
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0

Abstract

What informed the discourse in this paper is the worrisome discovery that, over the years, regimes and administrations in Nigeria, a developing nation, seem preoccupied more with matters other than those that would earn the nation a commanding position in the web visibility metrics, a rank the access to which can only be attained by availability of multi-pronged human capital base, a concomitant of quality education.  The lid in the hollow in this regard was let open following the ‘learning poverty’ syndrome that became manifest sequel to the extant COVID-19 pandemic and the trending depletion of the nation’s pool of human capital repository to the favour of nations across the borders.  Guided by questions and conceptual analysis of key variables of the study, the insights arising there from as well as the World Bank Group advisory on the ideal pedagogy in post COVID-19 new normal, the researchers have summed up with recommendations considered of worth in any determined effort to bring redress to the matters at hand.

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PEAN 2021 Lead Paper: Education and National Security: Implications for Nigeria’s Transformation

By
timsmek
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0

I feel delighted to be given the priviledge and honour as the lead paper presenter for the 41st Annual National Conference/40th Anniversary of Philosophers of Education Association of Nigeria (PEAN), being held at the University of Nigeria Nsukka (UNN).  The Premier University South of the Sahara and North of the Limpopo (permit me please!). The theme of this year’s conference: “Education, Security, Economy and Viability of Digital Response” is adrem regarding the situation of our dear country Nigeria. The key variables of the theme are interlinked as one can hardly flourish when the other is deteriorating. It is only when there is a good educational system in a country that the security network and economy of a nation can thrive. Education is the base or the “german floor” for shaping the politics and culture of the people, their security system and economy. It is this idea that formed and informed the rationale of my paper presentation as “Education and National Security: Implications for Nigeria’s Transformation”.

Concept of Education

Education is an instrument for national development and social change. Throughout history, education has always been considered as the path of human progress. It is the process through which members of a given society (men, women and children) acquire knowledge, experience, skill and the attitude that enable them live useful lives in the society. The concept of education embraces and encompasses all those human experiences through which knowledge is acquired. For Fafunwa (1971), education is that which each generation gives to its younger ones for their developmental attitude, abilities, skills and other behaviours which are the positive values to the society in which they live. Corroboratively, Peters (1999) maintained that education is a process of socialization, enculturation and transmission of what is worthwhile to those who are committed to it; be it children or adults. This conception implies that those who go through it intend or desire to improve themselves. The learner or the child is enabled with appropriate ways of life and directions to build up his competencies, for his own advantage and to promote the general good. Education from the perspective of Okeke (2003) is developing the individuals to live effectively, efficiently and to contribute to the advancement and upliftment of the society.

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A Keynote Address: Education, Economy, Security and Our Digital Response by Prof. J. Obi Oguejiofor

By
timsmek
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0

I am honored to stand before you as a keynote speaker. This honor is accentuated by the fact that your association: Philosophers of Education Association of Nigeria is celebrating its fortieth anniversary as well as holding its forty first annual conference. An association that has survived and fulfilled its major objectives for forty years in Nigeria sings its special ode of resilience, propelled by a dint of purposefulness. I heartily wish you more resilience in the special and arduous circumstance of our country. I also wish you more ground-breaking achievements especially as you strive to provide the much needed enlightenment for our dysfunctional society.

That you are gathered here today bespeaks of the fundamental importance of education in our society and indeed in every society. No sane scholar argues that education is not of central importance in the society. We may disagree about the details, the type of education required, the aims and the objectives of such a system, the necessary emphasis as well as the mechanisms of its transmission. But practically, none, except insane ideologues like supporters of Bokko Harram and the Taliban movement can downplay the importance of education in national development. It is thus difficult to disagree with the following statement of Ilham Oztuk:

Education in every sense is one of the fundamental factors of development … Education raises people’s productivity and creativity and promotes entrepreneurship and technical advances. In addition, it plays a very crucial role in securing economic and social progress and improving income distribution.[1][2]

Furthermore, development, however it is understood, is a desideratum, a point of common agreement in all socio-economic-political discourse; development understood generally as “change in a desirable direction and encompassing many different dimensions” as Fägerland and Saha[3] put it; and according to Futardo involving such criteria as increase in the production capacity of the society; satisfaction of basic needs; and attainment of the positive and rational aims of various groups within the society.[4]  (Futardo, 1977: 636).

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1.-A-Keynote-Address-Education-Economy-Security-and-Our-Digital-ResponseDownload

[1]

[2] Ilhan Utzuk, “The Role of Education in Economic Development,” Journal of Rural Development and Administration, vol 33 (20019), p 39

[3] I. Faegerlind and L. J. Saha, Education and National Development: A Comparative Perspective, 2nd Edition, Pergamon Press, Oxford, 1989, p. 29.

[4] C. Furtado, “Development,” International Social Science Journal, 29 (1977), p. 636

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