Relevant bibliographies by topics / Science education in Nigeria

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Science education in Nigeria'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Science education in Nigeria"

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Kola, Aina Jacob, and Ajiboye Kehinde. "Authentic Learning in Science and Technical Education (STE) to Enhance Technologies in Education, Nigeria." Üniversitepark Bülten 8, no. 1 (June 15, 2019): 7–18. http://dx.doi.org/10.22521/unibulletin.2019.81.1.

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Catherine Ohunene, Omole, and Ozoji Bernadette Ebele. "Science Education and Sustainable Development in Nigeria." American Journal of Educational Research 2, no. 8 (July 24, 2014): 595–99. http://dx.doi.org/10.12691/education-2-8-6.

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Bolarin, T. A. "Girls and Science Education in Nigeria." Journal of Negro Education 56, no. 4 (1987): 580. http://dx.doi.org/10.2307/2295355.

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Oyelade, A. F., and S. B. Abolade. "Historical Development of Science and Technology Education in Nigeria: Issues, Challenges and Prospects." Makerere Journal of Higher Education 9, no. 2 (August 30, 2017): 41–49. http://dx.doi.org/10.4314/majohe.v9i2.3.

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This paper examines the historical development of science and technology education in Nigeria. In the process it examines pertinent issues, challenges and prospects. The rationale of the paper derives from the understanding that science and technology education is of immense benefit to the nation’s development. The paper uses both primary and secondary data. The data are subjected to periodic and thematic analyses in order to arrive at historicised conclusions out of which recommendations are drawn. It was found that science and technology education in Nigeria has been in existence since the commencement of private education in 1842. However, its progress has not featured great incorporation in the manufacturing and industrial sectors of the economy. It is, therefore, recommended that science and technology education be given greater emphasis in real life situations in the Nigerian socio-economic milieu.
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Kashim, I. B., and O. S. Adelabu. "The Current Emphasis on Science and Technology in Nigeria: Dilemmas for Art Education." Leonardo 43, no. 3 (June 2010): 269–73. http://dx.doi.org/10.1162/leon.2010.43.3.269.

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Nigerian educational policies continue to emphasize the development of science and technology. Arts are being relegated to the background as a result of this emphasis. This paradigm shift has affected visual arts education in Nigeria. The number of those seeking admission into science- and engineering-based courses has risen tenfold in spite of the limited infrastructural facilities available, while the number seeking admission to creative arts continues to dwindle yearly. Those who had been preparing for courses in engineering and science but could not secure admission are often absorbed into arts-based industrial design courses. Students in industrial design with science backgrounds are able to develop their creative potential, which is necessary in developing economies. This paper suggests that art training in Nigeria should embrace integrated science subjects.
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Bello, Rabiu Muhammad, and Yahaya M. Kamar. "ACHIEVING THE GOALS OF UNIVERSAL BASIC EDUCATION THROUGH SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION." Sokoto Educational Review 14, no. 1 (June 30, 2013): 10. http://dx.doi.org/10.35386/ser.v14i1.90.

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One of the goals of Universal Basic Education (UBE) is to ensure permanent literacy such that the child becomes a productive member of the society, positively affecting all spheres of human existence. Achieving the goals of UBE programme in Nigeria is anchored on the development of Science, Technology and Mathematics Education (STME). The challenges encountered in the execution of UBE programme are similar to those of educational programmes before it; ranging from poor funding to insufficient personnel and inappropriate curricula. The rationale for the introduction of STME in Nigeria is in tandem with the goals of the United Nations, UNICEF and AU in the attainment of the rights of the child. To ensure the attainment of the rights of the child, governments have established institutions and agencies, while schools and science educators have also keyed in by forming clubs and societies that advance the course of STME. Here, a case is made for an appropriate and unambiguous redesign of the curriculum to capture basic STME components at the foundational level of Nigeria's education.
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Olatokun, Wole Michael, and Samuel C. Avemaria Utulu. "Internationalization of information science education in Nigeria." IFLA Journal 38, no. 2 (May 29, 2012): 166–74. http://dx.doi.org/10.1177/0340035212444515.

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Information and knowledge management have become very crucial to the growth and development of countries around the world, including African countries. This is also true about the importance of information science education. This truth has already been accepted in Africa, including Nigeria, where the joint effort of the International Development Research Centre (IDRC) and United Nations Educational, Scientific and Cultural Organisation (UNESCO) led to the establishment of the Africa Regional Center for Information Science (ARCIS) in 1990. The primary objective set for ARCIS was for it, as a regional Center, to internationalize its processes, functions and curriculum. This paper, relying on both primary and secondary data, examines the issue of internationalization of information science education in Nigeria with practical examples reported from experiences at ARCIS. It highlights current achievements ARCIS has recorded in its internationalization efforts, challenges it faces due to the political experiences in Nigeria and competing needs of units and departments at the University of Ibadan, as well as the prospects of ARCIS internationalization efforts. In the end, it is concluded that the internationalization future for ARCIS is bright.
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Obot, Isidore S. "Social science and medical education in Nigeria." Social Science & Medicine 26, no. 12 (1988): 1191–96. http://dx.doi.org/10.1016/0277-9536(88)90150-5.

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Harry, Celestina Imade. "The Politics In Higher Education: The Contemporary Crises In Higher Education In Nigeria: A Consequence Of Fundamental Political Manipulations Of The Educational System (Military And Civilian Era)." Advances in Social Sciences Research Journal 7, no. 3 (March 23, 2020): 203–10. http://dx.doi.org/10.14738/assrj.73.7893.

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The Politics in Higher Education: The contemporary Crises in Higher Education in Nigeria is a consequence of fundamental political manipulations of the educational system – at both the federal and state levels. The government did not take the economy of the country into consideration. This had now made almost all the institutions of higher education of learning in Nigeria to face the financial constraints. For instance look at the specialized Universities of Agriculture at Abeokuta and Makurdi and the Faculties of Science and Technology in Nigerian universities are all facing the same financial problems as the Faculties of Arts and Social Sciences. Furthermore, libraries in most higher institutions of learning today are ill-equipped. Therefore, establishing higher institutions here and there without maintaining the already existing ones is not in the best interest for national development.
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Okafor, Chukwuemeka B., and Samson O. Chukwuedo. "THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 2 (October 25, 2015): 59–70. http://dx.doi.org/10.48127/spvk-epmq/15.7.59.

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Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria. Key words: technical and vocational education and training, science, technology and innovation Policy, indigenous technology, policy reform.
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Dissertations / Theses on the topic "Science education in Nigeria"

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Adamu, A. U. "Science, schooling and manpower production in Nigeria : A study of Kano State science secondary schools, 1977-1987." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384771.

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Ilu, Musa D. "The politics of knowledge and the discourse on development policy : the intellectuals and the State in Nigeria, 1984-1993 /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998486.

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Okafor, C. O. C. "Perceptions of topic difficulty and importance in school sciences : A study of the West African School Certificate Science Syllabuses as perceived by students and teachers in Nigeria." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373990.

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Akpan, E. U. U. "Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.

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Okonkwo, Charles O. "Science Self-Efficacy and Innovative Behavior (IB) in Nigerian College Students Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Programs." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397744922.

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Maduakor-Ugo, Augustina Chinyelu. "Effect of Education on Stigma of Epilepsy in South Eastern Nigeria." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619197.

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There is a need for epilepsy-based health education programs to enlighten Nigerian communities and reduce the stigma associated with epilepsy. Epilepsy in Nigeria is viewed by some as a contagious and an infectious disease or a condition imposed from the gods, possessed by demons, as the work of witchcraft, or punishment from ancestral spirits, which are all related to a lack of knowledge about epilepsy leading to stigmatization of persons with epilepsy. Guided by the stigma theory, the purpose of this community-based, cross sectional study was to quantitatively examine the effect of an educational program on interpersonal, internalized, and institutional stigma of epilepsy in terms of knowledge, attitude, and treatment gained. Two hundred and fifty participants completed a general domain instrument which had been used in different countries, including South Eastern Nigeria, and revised for greater validity via a pilot study. Chi-square tests were used to examine any significant differences in participants' responses between pre- and post-test surveys regarding knowledge, attitude, and treatment gained of all 3 identified stigma levels. According to study results, the educational program reduced all 3 stigma levels in terms of attitude, knowledge, and treatment gained of epilepsy (p< 0.001). This study contributed to positive social change by providing information to public health workers on how to increase the knowledge and awareness of the South Eastern Nigerian community that epilepsy is not contagious or infectious and there is no need to isolate persons with epilepsy from their societies.

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Maiyaki, Joseph Y. (Joseph Yakubu). "A Comparison of Achievement in Technical Drawing of Students Enrolled in the Nigeria Certificate of Education (Technical) at the Kaduna Polytechnic, Kuduna, Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330686/.

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The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.
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Akata, Gerald Anietie Ignatius. "Leadership in the Niger Delta Region of Nigeria: A Study of the Perceptions of its Impact on the Acquired Leadership Skills of Expatriate Nigerian Postgraduates." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1898.

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The primary trouble befalling Nigeria and its Niger Delta has been described as a failure of leadership. At various periods during the late 20th and early 21st centuries, Nigeria endured a bloody civil war and years of repressive military rule. Violence in the Niger Delta region, widespread brain drain, and frequent strikes that disrupted academic calendars at universities had serious ramifications for the region's educational system. This study explores former students' perceptions of perceived leadership qualities seen in educational leaders at universities in the Niger Delta and how those qualities impact the acquired leadership skills of expatriate Nigerian postgraduates. Participants were Nigerian postgraduates living in Africa, Europe, and North America. Twenty-three men and 4 women took part in the study. Purposeful snowballing sampling procedures was used to select the sample. A mixed method design was used to collect data through structured electronic-mail surveys, and data were analyzed using constant comparative analysis procedures. Fifteen areas of influence emerged from expatriates' perceptions of these educational leaders. Areas of influence were categorized into 4 major constructs: Leading qualities, Perceived produced impacts, Perceived barriers, and Responses. Expatriates perceived few negative leading qualities but perceived too many real negative impacts that posed barriers to their acquired leadership skills. They are aware that these perceived barriers could be social, economic, environmental, and ethnic. These perceived impacts and barriers have generated fear in respondents. Anger appeared to be postgraduates' most common response to negative leadership qualities of educational leaders, while restlessness, associated with desire for effective leadership in the region appeared to be a common attitude among respondents. Because educational leadership has tremendous impact on the lives of the country's postgraduates, and in light of increasing reports of "brain drain" from the region, Nigeria's educational leadership should be researched from every possible angle. A new theoretical model of perceptions of leadership qualities should be the focus of future research as Nigerian expatriates examine their own leadership qualities and, eventually, put them to use.
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Idiris, Suleiman Alhaji. "An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15405.

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This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.
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Nottidge, Timothy Eyo. "Self-directed learning : status of final year students and perceptions of faculty leadership in a Nigerian medical school : a mixed analysis study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95900.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction: Self-directed learning (SDL) is the essential mechanism of lifelong learning which, in turn, is required for medical professionals to maintain competency due to advancing technology and constantly evolving disease care and contexts. Yet, Nigerian medical schools do not actively strive to develop self-directed learning skills in medical students, neither is it implemented in the College of Health Sciences, University of Uyo (COHUU). - Aim of study : The aim of this study was to evaluate the status of self-directed learning behaviour amongst final year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. - Methodology: A mixed method research method was used for the study. A survey design, in which students completed a self-rating scale for self-directed learning as a means of quantitatively assessing their self-directed learning behaviour, was employed. A focus group discussion involving selected faculty leaders provided the qualitative data for this study. - Results: The medical students displayed moderate self-directed learning behaviour, based on the score on the Self-rating Scale for Self-Directed Learning (SRSSDL). Thematic analysis of the qualitative data revealed that the faculty leadership perceived SDL as essentially self-motivated learning by students in a task-sharing partnership with and guided by, their teachers. Faculty expressed concerns over a possible misunderstanding of what SDL implies for students. They furthermore considered their students’ SDL behaviour to be low. Faculty was willing to implement a COHUU model for achieving SDL. - Conclusion: This study suggests the baseline SDL behaviour of medical students at University of Uyo to be low to moderate, based on both the perceptions of Faculty leadership and the SRSSDL. Faculty are willing to implement a COHUU model for achieving SDL.
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Books on the topic "Science education in Nigeria"

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Erinosho, Stella Yemisi. Girls and science education in Nigeria. Abeokuta, Nigeria: Ango International Pub., 1994.

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Akpan, Ben. Nigeria and the future of science education. Ibadan: Science Teachers Association of Nigeria, 2008.

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Akpan, Ben. Nigeria and the future of science education. Ibadan: Science Teachers Association of Nigeria, 2008.

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Assembly, Social Science Academy of Nigeria General. Reflection on 50 years of social science education in Nigeria. [Abuja, Federal Capital Territory, Nigeria?]: The Academy, 1999.

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Omonu, J. Boyi, T. A. Audu, and P. P. Agashi. Sandwich/part time programme and science, technology & mathematics education in Nigeria. Edited by Kogi State College of Education. School of Sciences. Kogi State, Nigeria: Sam Artrade Pub., 2005.

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Animalu, Alexander O. E. Education, science, and technology agenda for Nigeria in the 21st century. Akoka, Yaba, Lagos: Nigerian Academy of Science, University of Lagos, 2000.

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Education in Nigeria: From the beginning to the future. Ikeja, Lagos State, Nigeria: Foremost Educational Services Ltd., 2012.

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Oyeneyin, A. M. Accessibility of women to science, technology, and mathematics (STM) education in Nigeria. Ibadan, Nigeria: Development Policy Centre, 1999.

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Plumbe, Wilfred John. African morning: Adventures in Nigeria and Sudan. Zaria, Nigeria: Ahmadu Bello University Press, 2001.

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University of Nigeria, Nsukka. College of Education. Dept. of Library Science. Master of Library Science (M.L.S.) & Ph. D. degree programmes, 1995/96. [Nsukka, Nigeria]: The Dept., 1996.

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Book chapters on the topic "Science education in Nigeria"

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Afemikhe, Omaze Anthony, and Sylvanus Yakubu Imobekhai. "Nigeria." In Issues in Upper Secondary Science Education, 161–74. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_10.

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Eniayeju, Paul A. "Harnessing Endogenous Research and Innovation in Nigeria for National Transformation." In Science Education: A Global Perspective, 175–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32351-0_9.

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Agholor, Rose N., and Peter Okebukola. "The Junior Engineers, Technicians and Scientists (JETS) Program in Nigeria." In International Handbook of Science Education, 955–65. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_55.

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Adikwu, Michael Umale, Mercy Oluwaseyi Agunbiade, and John Monday Ubada Abah. "Science and Technology Education Initiatives in Nigeria: The Case of STEP-B." In Science Education: A Global Perspective, 145–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32351-0_8.

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Adamu, Abdalla Uba. "Science Education as a Development Strategy in Nigeria: a Study of Kano State Science Secondary Schools." In Educational Innovation in Developing Countries, 61–91. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-13104-4_4.

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Anaekwe, Marcellinus, and Chibuogwu Nnaka. "Challenges of Teaching and Learning Science at a Distance in National Open University of Nigeria." In Sustainable Transformation in African Higher Education, 189–201. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_14.

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Afe, A. E. "Application of Social Science Theories for Effective Teaching and Learning of History in Nigeria: Example of Dialectical Materialism." In Sustainable Education and Development, 66–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3_7.

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Oyelekan, Oloyede S., and Julius B. Omiwale. "Trends in Nigeria’s Science Education within the Global Context." In The World of Science Education, 43–64. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-089-9_4.

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Ozoji, Bernadette Ebele. "Effects of Concept Mapping Technique on Nigerian Junior Secondary School Students’ Cognitive Development and Achievement in Basic Science and Technology (Integrated Science)." In Science Education in the 21st Century, 95–111. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_7.

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Omolewa, Michael. "Nigeria." In International Perspectives on Older Adult Education, 309–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_27.

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Conference papers on the topic "Science education in Nigeria"

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Onuora, L. I., A. A. Ubachukwu, and M. O. Asogwa. "Basic space science education in Nigeria." In Basic space science. AIP, 1995. http://dx.doi.org/10.1063/1.47002.

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Aibuedefe, Aisien Felix, and Aisien Eki Tina. "Current Challenges in Science and Technical Education in Nigeria." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467066.

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Kolawole Akinyokun, Oluyomi, Boniface Kayode Alese, Samuel A. Oluwadare, Mary O Iyare, and Gabriel Babatunde Iwasokun. "Contributory Indices to Cybercrime Activities in Nigeria." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2243.

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The arrival of Internet has turned the world into a global village where geographical location or distance has to some extent ceased to be a major obstacle to communication and movement of goods and services. This development has also brought with it cybercrime and its level of sophistication. A lot of measures and institutions are being put in place to minimize the incidence of cybercrime in different countries; also, efforts are being made to identify the contributing factors to cybercrime. This research however, adopts a factor analytic approach to formulate the indices that may contribute to the perpetration of cybercrime. A total of seventy three (73) indices were formulated and used to design a structured questionnaire which was administered on five classes of respondents, using purposive and simple random sampling techniques. The data obtained were analyzed by means of factor analysis by principal component using Statistical Package for Social Sciences (SPSS). Ten factors were extracted and subjected to orthogonal rotation using promax. The contributing factors identified in this study could assist stakeholders to combat the menace of cybercrime.
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Ugwu, Alvin U. "LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.133.

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This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.
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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
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Adekunle, Esther Ololade, Olawale Yinusa Olonade, Olaniyi Trust Ayodele, and Tayo Ola George. "TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021228.

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Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF
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Aisien, Felix A., and Eki T. Aisien. "Faculty Development A Panacea for Qualitative Science and Engineering Education in Nigeria." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629604.

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Ilorah, Hope, Florence Nwofor, and Oliver Onwudinjo. "ENTREPRENEURIAL SKILLS ACQUISITION OF LIBRARY AND INFORMATION SCIENCE STUDENTS IN NIGERIA: CHALLENGES AND PROSPECTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0385.

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Abibu, Wasiu Ayodele, Abdul Wasiu Sakariyau, Gafar Bamigbade, Amos Kolawole Oyebisi, and Isqeel Ogunsola. "Consumer Perception of Ready-To-Eat Fruits Sold in Ogun and Lagos, Nigeria During the Covid-19 Pandemic." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.013.

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Covid-19 pandemic is a global health issue that adversely affected every sector of the world’s economy. Fruits are known to be a source of vitamins providing the body with necessary defense against infections (inclusive of Coronaviruses). Nigerians prefer to buy ready-to-eat (RTE) fruits than whole fruits due to their high prices. Consumer perception of RTE fruits sold in Ogun and Lagos, Nigeria during the Covid-19 pandemic months in 2020 and within January and March 2021 via an online survey were compared. Ogun and Lagos states were selected because they represent major entry routes for land and air travel into Nigeria respectively. 500 respondents were obtained with 49.7% each as male and female respectively in Ogun state while Lagos had 49.5% and 50.5% of the male and female gender. In addition, the predominant age group that responded to the questionnaire falls within 21 – 30 with 49.7% in Ogun state and 54.1% in Lagos state. 96.1% of the respondents in Ogun state had a tertiary education while 99% was recorded to possess tertiary education in Lagos state. 34% respondents took RTE fruits 2- 3 times a week, 31.2% less than once a week while only 2.8% took RTE fruits 4 – 5 times a week. From the survey, 84% of the respondents were aware that fruits possess needed vitamins to fight infections while only 87.4% of the respondent were aware of fruit borne poisoning and have knowledge of fruit borne pathogens like Staphylococcus aureus, Escherichia coli, Klebsiellaspp, Pseudomonas aeruginosa, Penicilliumspp, Aspergillusnigerand Rhizopusstolonifer. This study shows that fruit consumers neglected health consciousness in the purchase of RTE fruits in Ogun and Lagos in the first 3 months of 2021 compared to 2020. This negligence may result in a spike of another Covid-19 wave in Ogun and Lagos if the necessary food and health regulatory authorities fail to act timely. Also, the application of an effective hazard analysis and critical control point (HACCP) application reduces the chance of contamination of ready- to- eat fruits.
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Oluwanishola Abiodun, Okogun. "MULTIDIMENSIONAL POVERTY AND INEQUALITY IN NIGERIA, USING THE FIRST ORDER DOMINANCE APPROACH." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.61.

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Reports on the topic "Science education in Nigeria"

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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/825601.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/448055.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for Hispanics. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/503536.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

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Wagner, Thomas W. Satellite Direct Readout: Opportunities for Science Education. Fort Belvoir, VA: Defense Technical Information Center, February 1994. http://dx.doi.org/10.21236/ada276257.

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Etim, James. A comparison of education systems in Nigeria and the United States of America. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2272.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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Courtney, Michael, and Amy Courtney. Science and Engineering Education : Who is the Customer? Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada565333.

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