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Relevant bibliographies by topics / Education – Nigeria, Western

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Academic literature on the topic 'Education – Nigeria, Western'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Education – Nigeria, Western"

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Okafor, Richard. "Popular Music in Nigeria: Patronising Attitude or Benign Complacency?" British Journal of Music Education 15, no. 2 (1998): 181–89. http://dx.doi.org/10.1017/s0265051700009335.

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The development of musicians and the continuity of the musical art should be the main thrust of music education. The institutions of education should therefore be equipped to mould the development of music in society and to make the strongest input into musical expressions that are fashionable, acceptable and available. Formal music education came to Nigeria by way of Western institutions, drawing from the cultural traditions of Western societies. On the other hand, the media and other agencies have brought in other types of music acceptable in Western societies outside their academic sectors.

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Oladele, Adeoti Ezekiel. "The Ford Foundation And Development Of Western Education In Nigeria: A Historical Evaluation." European Scientific Journal, ESJ 12, no. 10 (2016): 315. http://dx.doi.org/10.19044/esj.2016.v12n10p315.

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The Post World War II years witnessed increasing involvement of international Non-Governmental Organizations (NGOs) in the social and economic transfiguration of the Third World nations. Nigeria as a developing economy did attract the attention of the Ford Foundation to the development of her social sector particularly. The paper examined the Ford Foundation engagements in all facets of the Nigerian educational system, namely, primary, secondary and tertiary levels. The resultant findings revealed that despite its constraints, the huge investments of the Ford Foundation in the areas of compreh

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Adima, Emmanuel E. "Special Education In Nigeria." Australasian Journal of Special Education 16, no. 1 (1992): 36–41. http://dx.doi.org/10.1017/s1030011200022624.

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The desire of Nigeria as an independent country is to give to its citizens a free, just and democratic society where no one is oppressed. This humane philosophy guarantees maximum self realization to all citizens including children with special needs.Nigeria was not always one country as it is today. The territory according to Iloeje (1981) was formerly made up of various states, empires and small territories. The largest and most influential of these was the Fulani Empire which extended over most of northern Nigeria in the nineteenth century.As a result of British annexation of territory, Nig

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Oladejo, Mutiat Titilope, and Jimoh Suberu. "Historical Analysis of Vocational Education in Western Nigeria, 1930s-1960s." AFRREV IJAH: An International Journal of Arts and Humanities 5, no. 1 (2016): 108. http://dx.doi.org/10.4314/ijah.v5i1.9.

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Kwami, Robert. "Music education in Ghana and Nigeria: a brief survey." Africa 64, no. 4 (1994): 544–60. http://dx.doi.org/10.2307/1161373.

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This brief historical survey of music education in Ghana and Nigeria encompasses three periods—the pre-colonial, colonial and post-colonial eras. Its main aim is to search for explanations of an apparent dichotomy between African and Western musics in the curricula of schools in both countries. It shows that, during the pre-colonial and colonial eras, some missionaries, colonial administrators and teachers encouraged the use of indigenous musics in the formal, Western, education systems, whilst, in the post-colonial period, initiatives to include more indigenous African musics have put some pr

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Akanbi, Grace, and Alice Jekayinfa. "History education in Nigeria: Past, present and future." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (2021): 73–89. http://dx.doi.org/10.52289/hej8.204.

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Before and after the introduction of western education to Nigeria by Christian missionaries, the teaching and learning of history was given pride of place, although the contents of school history privileged the Bible and English history by celebrating the importance of the arrival of the colonial powers with their religion. This position, indeed this narrative, was challenged and contested by Nigerian nationalists even before 1960. Therefore, the need to overhaul the curriculum content arose after independence in October 1960 which led tothe organisation of the 1969 Curriculum Conference. Part

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Shehu, Allahde. "Western Education versus Indigenous Knowledge of the Tarok in Plateau State, Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 4 (2021): 59–68. http://dx.doi.org/10.4314/iijikm.v11i4.6.

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This paper advocates the need for the preservation and conservation of Indigenous Knowledge of the Tarok in Plateau State, Nigeria. The paper started by discussing western education and the indigenous knowledge of the Tarok people and the possible threat of indigenous knowledge extinction due to lack of written records and problems associated with preservation and conservation of the knowledge. The paper also looked at the brief history of Tarok People, the philosophical basis of the Tarok indigenous knowledge/education, the differences and similarities between Tarok indigenous knowledge and w

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Aina, J. K. "EDUCATIONAL REFORMS IN NIGERIA: THE KADUNA STATE TEACHERS’ COMPETENCY TEST." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 1 (2020): 31–44. http://dx.doi.org/10.52417/ojed.v1i1.61.

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This paper critically looked at the crisis generated by the teachers’ competency test in the Kaduna state. Which agitates for the reform of the educational sector in Nigeria. The article strongly supported the need for such reforms nevertheless, faulted the procedural executions which encompassed the Kaduna state Teachers’ Competency Test on the basis of some fundamental issues. The main issue of lack of standard in Nigeria education system was a concern for this paper. This paper reviewed some of the problems in the education system that should have been the crux of the reform. The teacher is

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Akande, Bolanle E. "Rural — Urban Comparison of Female Educational Aspirations in South‐Western Nigeria." Comparative Education 23, no. 1 (1987): 75–83. http://dx.doi.org/10.1080/0305006870230109.

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Taiwo, Rotimi. "The functions of English in Nigeria from the earliest times to the present day." English Today 25, no. 2 (2009): 3–10. http://dx.doi.org/10.1017/s0266078409000121.

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ABSTRACTThe use of the English language in Nigeria dates back to the late sixteenth and early seventeenth century when British merchants and Christian missionaries settled in the coastal towns called Badagry, near Lagos in the present day South Western Nigeria and Calabar, a town in the present day South Eastern Nigeria. The merchants initially traded in slaves until the slave trade was abolished in 1807, at which time freed slaves of Nigerian origin returned to the country. Many of them, who had been exposed to Western education and Christianity, later served as translators or interpreters fo

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Dissertations / Theses on the topic "Education – Nigeria, Western"

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Adelakun, Sariat Ajibola. "An exploration and development of teaching resources to better include students with visual impairment in science and mathematics classes in South-Western Nigeria : an action research study." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7544/.

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The study was concerned with access to science and mathematics curricula by students with visual impairment (SVI) in South-Western Nigeria. The main study adopted an action research approach. Six initial stakeholder ‘search conferences’ were organised to understand the nature and extent of the problem. They revealed evidence of inadequate accessibility to science and mathematics education by SVI due to unavailable resources and personnel. This led to the development of teaching resources and approaches (‘STEM Kit’ and the use of ‘Talking LabQuest’) and the trialling of these approaches in two

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Uzoigwe, Felicia N. A. "A study of the formal education of girls and women in Nigeria and the socio-cultural changes arising from the introduction of western-type education, with special reference to the secondary phase of education in Imo State." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:12776.

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The introduction of formal education in Nigeria can be traced back to 1842. It is hard to accept that since then no detailed research has been carried out, in order to monitor the progress of girls and women, because of the fact that Nigeria's social structure is deeply rooted in patriarchalism. Moreover, the History of Education in Nigeria (Fafunwa, 1974), does indicate quite vividly that in the early years, girls and women were denied formal education; and even when they were allowed to go to school, obstacles (including child marriage and domestic chores), were deliberately placed in their

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Adeyeye, Gbenga Michael. "The academic performance of urban and rural secondary school learners in south western Nigeria." Thesis, 2017. http://hdl.handle.net/10500/25395.

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This research examined the reasons for the differences in the academic performance of school learners, and makes reference to economic, social and cultural capital theory in explaining educational imbalances in society. Many researchers have conducted studies on the factors contributing to the academic performance of learners at various levels of schooling have been undertaken. These researchers have come to the conclusion that the academic performance of learners is affected by numerous factors, namely, gender, age, learners' schooling, family’s socio-economic status, residential area of lea

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Adeogun, Adebowale Oluranti. "Music education in Nigeria, 1842 - 2001 : policy and content evaluation, towards a new dispensation." Thesis, 2006. http://hdl.handle.net/2263/28613.

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This study traces the development of music education in Nigeria from its origins to the present day and clarifies how certain ideas and practices in Nigerian music education have originated. The study includes the discussions of the historical roots of modern music studies as based on indigenous African philosophy of education, later influenced by Islam and Islamic philosophy of education and Western systems of music education. The thesis looks historically and analytically at some problems of music education policy implementation and their implications or consequences (intended and unintended

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Books on the topic "Education – Nigeria, Western"

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Brief history of education in Western Nigeria, 1840-1957. COEWA Pub., 2001.

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Uyanga, R. E. Briefs on Nigeria's indigenous and western education: An interpretative history. Hall of Fame Educational Publishers, 1998.

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Mahmood, Yakubu Alhaji, ed. Western education in Northern Nigeria: Challenges and strategies. National Gamji Memorial Club, 1996.

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4

Takeda, Wakako, Cathy Banwell, Kelebogile T. Setiloane, and Melissa K. Melby. Intersections of Food and Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0011.

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This chapter examines how culture influences what people eat, and how food practices function to enculturate the next generation. We examine four case studies of two food items (sugars and animal proteins) in countries ranging from developing to developed economies, and Western, Eastern, and African cultures. The first three case studies focus on sugar (Australia, Japan, and Thailand) with Australia providing a case study from a Western developed country, Japan providing an example from an Eastern developed country, and Thailand providing an example from a new industrialized country. These thr

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Book chapters on the topic "Education – Nigeria, Western"

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Oluwasola, Omolola. "Digital marketing communication strategies for private universities in South Western Nigeria." In Strategic Marketing of Higher Education in Africa. Routledge, 2020. http://dx.doi.org/10.4324/9780429320934-10.

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"Challenges of Western Education." In Understanding Modern Nigeria. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108936866.019.

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Ademokoya, Julius Abiola. "Contemporary Practices in Deaf Education in Nigeria." In Deaf Education Beyond the Western World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0002.

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This chapter chronicles the history of deaf education in Nigeria from its 1950s, its challenges over the years, and its current practices, and offers some recipes for improvement. Deaf education was pioneered by missionaries and philanthropists who opened deaf schools in specific locations of the country, from which deaf education spread to the rest of the country. When states and federal governments eventually became involved, their major concern was taking over most of the schools (although they also established some new ones) and providing policy, administrative, and funding assistance. Deaf education in Nigeria has encountered a number of challenges, such as hostile cultural beliefs and practices about deafness and deaf persons, ignorance of the benefits deaf persons can derive from schooling, a dearth of high-quality and committed teachers, and poor funding. Despite these challenges, deaf education seems to be making moderate progress in the country, as illustrated by the increasing number of schools, teachers, sign language interpreters, and other support services providers. There remains much more to be done to standardize deaf education practices in the country, and the author offers some recommendations that would reposition deaf education to achieve for more meaningful objectives and results.

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Pérouse de Montclos, Marc-Antoine. "Annex 3. Islam and Western education in Nigeria: Between accommodation and confrontation." In Boko Haram: Islamism, politics, security and the state in Nigeria. IFRA-Nigeria, 2014. http://dx.doi.org/10.4000/books.ifra.1850.

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Moland, Naomi A. "Introduction." In Can Big Bird Fight Terrorism? Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190903954.003.0001.

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Chapter 1 introduces the book by discussing the key dilemmas that arose during the creation of Sesame Square, the Nigerian version of Sesame Street. It outlines the program’s goals to teach tolerance and peaceful coexistence to Nigerian children and the challenges of promoting these goals in the Nigerian context. This chapter introduces two dilemmas that form the central arguments of the book: first, that multicultural education and celebrating diversity can inadvertently exacerbate stereotypes; and second, that a violent and unjust context can undermine tolerance messages. This chapter reviews historical, political, and cultural aspects of the Nigerian context, including the rise of the extremist group Boko Haram, whose name means “Western education is forbidden.” It also explores what the United States government (which funds Sesame Square) believes the program might do to build stability, peace, and American goodwill in Nigeria. The chapter closes by previewing the content of the following chapters.

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Babalola, Adejoke C. "Social Capital and Community Development." In Measuring and Analyzing Informal Learning in the Digital Age. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch011.

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This chapter explores the types of informal learning that take place as women participate in adult literacy programs, community development projects, and as they use social capital in three states in south-western Nigeria. The data used for this study were extracted from a recent research work titled “Effect of Literacy Education and Social Capital on Rural Women's Involvement in Community Development in Southwestern Nigeria.” Three states were selected from the southwestern Nigeria, two Local Government Areas (LGAs) were selected from each of the three states, and two rural communities were also selected from each of the selected local government areas by random sampling technique. From each of the rural communities, 60 rural women were randomly selected, making a total number of 720 respondents. A structured questionnaire, an in-depth interview guide, and focus group discussion were used to collect data. The women attributed the informal learning documented to the relationship they formed during the period they attended literacy classes and participated in community development projects.

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Moland, Naomi A. "Can Big Bird Fight Terrorism?" In Can Big Bird Fight Terrorism? Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190903954.003.0006.

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Chapter 6, “Can Big Bird Fight Terrorism?,” examines some creators’ hopes that messages on Sesame Square—particularly messages about school attendance, gender equality, and tolerance—could counter Boko Haram’s messages. This chapter addresses both of the book’s overarching arguments. First, as creators decided what messages northern children needed to hear to make them less susceptible to extremist ideologies, they sometimes stereotyped northerners as all being connected to Boko Haram—supporting the book’s first argument that multicultural efforts can reproduce stereotypes. Second, the public curriculum in Nigeria undermined Sesame Square’s antiterrorist messages. Moreover, some creators seemed skeptical that an iconically American educational television program could be a match for an extremist group whose name means “Western education is forbidden.” The current conflict is further eroding intergroup trust and reinforcing stereotypes between groups, making Sesame Square’s messages seem increasingly unrealistic. This chapter explores the particular challenges that terrorism poses to educational soft power efforts.

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Eboiyehi, Friday A. "This Seed Will Bear No Fruit." In Advances in Library and Information Science. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9531-1.ch019.

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The continuous increase in the number of older people and the gradual erosion of the extended family system which used to cater to them are alarming. While older people in much of the developed countries have embraced old people's homes as an alternative, the same cannot be said of older people in Nigeria who still believed that it is the duty of the family to accommodate them. The chapter examined the perception of older people about living in old people's home in some selected local government areas in Osun State, Nigeria. The study showed that their perception about living in old people's home was poor as many of them still held on to the belief that it was the responsibility of their family members to house them as it was done in the olden days. Although a few of the interviewees (particularly those who are exposed to what is obtained in the Western world and those with some level of education) had accepted the idea, many preferred to live with their family rather than being dumped in “an isolated environment,” where they would not have access to their family members. Pragmatic policy options aimed at addressing this emerging social problem were highlighted.

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Ajayi, I. A., and O. B. Ajayi. "Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes." In Encyclopedia of Information Communication Technology. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch017.

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Cooperative learning involves students working in groups on problems or projects such that it fosters positive interdependence, individual accountability, leadership, decision making, communication, and conflict management skills (Johnson, Smith, & Smith, 1991). Felder and Brent (1983) indicate that cooperative learning also enhances short-term mastery, long-term retention, understanding of course material, critical thinking, and problem solving skills. Recent literature suggests a number of cooperative learning strategies; however, many of these strategies may not be as effective or practical in large classes because of the larger number of students. Teaching a large class itself is challenging. Introducing cooperative learning strategies in large classes is even more challenging. Felder has described some innovative techniques including cooperative learning strategies for effectively teaching large classes. This article describes some other cooperative learning strategies that were used in large classes and provides results of student feedback on those strategies. The second section describes the results of a local survey on large class offerings in science education in some institutions in the western part of Nigeria. The third section describes cooperative learning strategies that were used inside or outside of a classroom. The results and conclusions are given in the fourth and fifth sections, respectively.

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Cook, David. "Reaching a Verdict (2008–2009)." In The Boko Haram Reader. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190908300.003.0078.

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Part Two of the book provides a detailed account of Boko Haram’s declaration of war on the Nigerian state and the process involved-decisions and actions taken to reach the verdict. The first half of the chapter contains further sermons and teachings by Boko Haram leadership- Muhammad Yusuf, Abubakar Shekau and Muhammad Mamman Nur, that establish the ideological fulcrum for Boko Haram’s insurgency. Some of the central points expressed include Boko Haram’s system of religious belief and the origin and concept of a ‘true Muslim’. Particularly, the chapter presents Boko Haram’s position on Western civilisation that earned it the notorious name- Boko Haram (meaning ‘Western education is sin’). As in part one, this chapter documents the events (but mostly internal ramifications and activities) that will set the stage for the next phase of its Jihad- which represents a dramatic shift from Da’wah (preaching) to insurgency.

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Conference papers on the topic "Education – Nigeria, Western"

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Kukuru, Jolly Dojo. "Session 6: Curriculum, Research and Development | Degrees of Resources’ Utilization toward Improving Secondary Schools in Ondo State (Western), Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0025.

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Owolabi, Josiah. "Assessment of The Relationship Between Self-Efficacy, Achievement and Institution Type in Java Programming in South-Western Nigerian Universities." In 2nd International Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icre.2019.12.950.

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