Journal articles: '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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Ubogu, Rowell. "Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria." Academic Journal of Interdisciplinary Studies 9, no. 5 (September 21, 2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.

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Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.

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Mukaddas, Tijjani Mohammed. "Effect of Foreign Aid on Educational Development in Nigeria." Quest Journal of Management and Social Sciences 1, no. 2 (December 31, 2019): 202–9. http://dx.doi.org/10.3126/qjmss.v1i2.27439.

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Background:Education is necessary for the economic growth and political stability of any nation. Due to the lack of resources, Nigeria does not pay necessary attention to education. In recent years Nigeria has reduced the budgetary allocation for education sector. Like in other sectors, Nigeria relies heavily on foreign aids for the development of the educational institutions. Objectives:The study aims at assessing the effect of foreign aid on educational development in Nigeria and to give policy recommendations based upon the conclusion drawn from this study. Methods:The study, conducted in Nigeria, employed descriptive survey research design and data werecollected using key stakeholders questionnaire as research tools. Data were analyzed using descriptive and inferential statistics for research questions and t-test statistics to answer the research hypothesis. Results:Findings from this study revealed that foreign aid has positively affected Nigeria education in terms of infrastructure, SDGs, UBE, science and technology, human resources and ICT. Conclusions:The foreign aid to education has a positive impact on Nigerian educational development. Implications:The result generated from this study can be considered by education policy makers of Nigeria and concerned authorities. Recommendations:The study recommended that donor countries/agencies should allow Nigeria to design and formulate its own policies according to her culture and traditions. It is also recommended that foreign aid intervention should be carried out more in rural communities especially in the area of critical infrastructures in Nigerian schools.

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Uhegbu, Augonus Nnamdi. "Quality library and information science education in Nigeria." IFLA Journal 37, no. 3 (October 2011): 228–34. http://dx.doi.org/10.1177/0340035211418731.

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Ameh, Catherine, and Richard Gunstone. "Science teachers' concepts in Nigeria and Australia." Research in Science Education 16, no. 1 (December 1986): 73–81. http://dx.doi.org/10.1007/bf02356820.

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Opara, Jacinta A. "Dynamics of Teaching Science Education in a Changing Environment." International Letters of Social and Humanistic Sciences 53 (June 2015): 52–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.53.52.

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During the past few decades, resources have been allocated in many parts of the world for developing curricula in school science, which were directed to the need for more scientists that can promote national development. In the light of this, many developing country has emphasized the education of its citizens in Science, Technology and Mathematics (STM). This mode was reflected in the Nigerian National Policy on Education when it recommended an enrolment ratio of 60:40 in favour of STM and related courses in higher institution of learning (Federal Republic of Nigeria 2004). This guideline became necessary in order to boost our manpower development and researches in these professions. The role of STM in the development of a nation cannot be over emphasized as it is very important in solving a country’s problem. STM is the base for the overall development of a nation, the instrument for the orderly and ethical behaviour of it citizens.

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Omorodion, Francisca Isi. "FEMALE ACCESS TO SCIENCE AND TECHNOLOGICAL EDUCATION IN NIGERIA." Higher Education in Europe 18, no. 4 (January 1993): 93–98. http://dx.doi.org/10.1080/0379772930180408.

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Idiris, Suleiman, and Barry J. Fraser. "Psychosocial environment of agricultural science classrooms in Nigeria." International Journal of Science Education 19, no. 1 (January 1997): 79–91. http://dx.doi.org/10.1080/0950069970190106.

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Nwachukwu, Uche Emma. "The State of Science and Technology Infrastructure in Secondary Schools in Nigeria." International Letters of Social and Humanistic Sciences 16 (November 2013): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ilshs.16.1.

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Science and technology (S&T) education is crucial to the achievement of socio-economic development of any society and also a critical element in the attainment of the Millennium Development Goals (MDGs). Standard laboratories and equipments as well as reagents are S&T infrastructures essential for providing qualitative education for producing national technological manpower. This study evaluates the condition of S&T infrastructures in the Nigerian secondary schools. The study utilises primary data collected from public and private secondary schools across the six geo-political zones in the country. Findings show that there are inadequate teachers, laboratories and necessary equipment for teaching S&T related subjects in most of the secondary schools in Nigeria. Also, electricity supply from the national grid to secondary schools is poor because only 30% of them have light at most 4hours a day. The study therefore recommends the provision of adequate funds and electricity generators for these institutions to enhance the teaching and overall development of S&T education in Nigeria. In addition, adequate and qualified personnel (teachers and laboratory technicians) should be provided while good maintenance culture and improved security of laboratories and equipment in secondary schools should be imbibed by all secondary schools in the country.

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Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (January 29, 2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.

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Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions. Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services

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Abang, Theresa B. "Special Education in Nigeria." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 13–18. http://dx.doi.org/10.1080/0156655920390103.

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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 (April 29, 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 comprehensive high school education, teaching and research as well as information and communication technology, no doubt, helped in identifying and nurturing the potentials of Nigerian students for academic, technical or general education. The paper concluded that the involvement of the Ford Foundation in Nigerian educational development helped, in no small way, in re-directing the course of Nigeria’s educational system. It recommended that Nigeria government should redouble its efforts towards providing an enabling environment that will attract more credible NGOs like Ford Foundation and encourage them to play effective role not only within the educational sector but also in other key sectors such as agriculture, health, science and technology to assist the country achieve the much touted Millennium Development Goals.

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Frynas, Jedrzej George. "Problems of Access to Courts in Nigeria: Results of a Survey of Legal Practitioners." Social & Legal Studies 10, no. 3 (September 1, 2001): 397–419. http://dx.doi.org/10.1177/a018603.

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Access to courts constitutes a key test of the quality of a legal system. However, there is a dearth of empirical studies on access problems in developing countries. This article identifies the main problems of access to courts in Nigeria on the basis of a survey of 154 Nigerian legal practitioners, an analysis of Nigerian court cases and two field trips to Nigeria. It focuses on one specific type of litigation: litigation related to the Nigerian crude oil industry. The survey results suggest that the main constraints of access to courts in Nigeria are financial problems as well as the lack of education and information of potential litigants, which falls in line with the results of other empirical studies in developed countries.

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AMUSA, JAMIU OLUWADAMILARE. "Appraisal of the physics education programme in the National Open University of Nigeria." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 4, no. 1 (June 30, 2020): 79–90. http://dx.doi.org/10.29114/ajtuv.vol4.iss1.158.

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The general apathy towards the study of physics education among the prospective science teachers can once again be raised as the National Open University of Nigeria marks its 15th years of providing functional, cost effective and life-long education to a very large number of Nigerians yearning for university education. Physics Education is arguably one of the few courses that gain the lowest patronage among science students across Nigerian universities. Hence, the discouraging phenomenon of low enrollment is not peculiar to NOUN. The case also becomes more disturbing when the study of physics education in an open and distance-learning environment becomes much more abstract than where you actually see the lecturer each time there is a class as it operates in the conventional university system. The challenge of sustaining physics education in the open and distance environment needs to be addressed towards improving enrollment of students into the programme. The paper has adopted a theoretical approach which examined the sequence of events as regard physics education in the past fifteen years of the existence of the National Open University of Nigeria. The challenges and prospects of this programme, which is at the centre of the nation’s scientific and technological independence were critically x-rayed in the light of current realities. Within the proposed set of recommendations, it was further suggested that the NOUN advocacy team, in collaboration with the Department of Science Education should take sensitization and awareness campaign to secondary school science students particularly on the prospects of enrolling into physics education programme.

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Ozoemena, Johnkenedy A., Festus U. Ngwoke, and Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education." English Language Teaching 14, no. 4 (March 3, 2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.

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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.

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Ochogwu, Michael G. "Producing the basic competencies in information science education in Nigeria." Education for Information 11, no. 2 (April 1, 1993): 147–54. http://dx.doi.org/10.3233/efi-1993-11206.

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Udensi Ekea, Udensi. "Weed Science Education at the Tertiary Educational Level in Nigeria." Agriculture, Forestry and Fisheries 8, no. 1 (2019): 27. http://dx.doi.org/10.11648/j.aff.20190801.15.

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Olorundare, Solomon A. "Scientific literacy in Nigeria: The role of science education programmes." International Journal of Science Education 10, no. 2 (April 1988): 151–58. http://dx.doi.org/10.1080/0950069880100203.

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Kea, Pamela, and Katrin Maier. "Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education." Comparative Studies in Society and History 59, no. 4 (September 29, 2017): 818–45. http://dx.doi.org/10.1017/s0010417517000299.

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AbstractWest Africans have a long history of investing in their children's education by sending them to Britain. Yet, some young British-Nigerians are being sent to Nigeria for secondary education, going against a long historical grain. The movement of children from London to Nigeria is about the making of good subjects who possess particular cultural dispositions and behave in such a manner as to ensure educational success and the reproduction of middle-class subjectivities within neoliberal globalization. We maintain that this movement highlights the way in which global geographies of power—rooted in a colony-metropole divide—are being challenged and reconfigured, serving to provincialize the UK, through the educational choices that Nigerian parents make for their children. Such small acts disrupt imagined geographies and particular spatial and temporal configurations of progress and modernity, in which former colonial subjects have traveled to the metropole for education, while generating counter-narratives about Nigerian education, society, and economy. Yet, the methods used to instill new dispositions and habits in the contemporary Nigerian educational context are informed by the British educational colonial legacy of discipline through corporal punishment—physical punishment was central to the civilizing mission of British colonial educational policy. Consequently, the choice to send children to school in Nigeria and other African countries both challenges global geographies of power and illuminates the continued relevance of the colonial educational legacy and its disciplinary strategies, which are, in turn, part of the broader project of modernity itself.

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Imam, Ibrahim. "Shariah and Human Rights Perspectives on Interfaith Marriage: Challenges Impeding Its Practice in Nigeria." ICR Journal 7, no. 4 (October 15, 2016): 492–508. http://dx.doi.org/10.52282/icr.v7i4.231.

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Within the context of Nigeria, this paper investigates those principles of Shariah that regulate marriage, particularly interfaith union. This is with the goal of explicating certain limitations placed by Islam on the ability of Muslim women to marry non-Muslims. In particular, it is considered whether these limitations prejudice the right to freedom of religion guaranteed in the Nigerian Constitution. Ultimately, the paper establishes that marriage in Nigeria is usually solemnised in a manner reflective of the country’s diversity. This investigation is motivated by the recent controversy surrounding the right of Nigerian Muslim women to enter into interfaith relationships. The paper uses a library-based, doctrinal research method to argue that there are several challenges associated with interfaith marriage in Nigeria, all resulting from the multi-cultural, multi-religious and multi-ethnic makeup of the country. It is concluded that, though interfaith marriages exist in Nigeria, parties entering into such marriages must agree on some salient issues in order to sustain conjugal bliss.

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Ebire, F. A. "TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 2 (September 21, 2020): 13–26. http://dx.doi.org/10.52417/ojed.v1i2.147.

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The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria. Ebire F. A. | Department of Global ICT Policy, Pusan National University, Busan South Korea.

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Elijah Ojedokun, Olalekan. "Strategies for Mainstreaming Education for Sustainability into the Nigerian Social Studies Teacher Education Programme." Journal of Sustainable Development 9, no. 3 (May 30, 2016): 182. http://dx.doi.org/10.5539/jsd.v9n3p182.

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This paper supports the advocacy for a sustainable future and discusses the strategies that could be adopted in order to make Social Studies, an integrated social science subject in the Nigerian school curricula which is saddled with the responsibility of promoting informed citizenry to educate for sustainability. Issues surrounding the prospect of using Social Studies to teach the rudiments of Education for Sustainability are discussed after having examined the strength, weakness, opportunities and strength of Social Studies, especially at the level of teacher education. The study concluded that the threat to Social Studies which are enormous may need to be quickly addressed so that teacher education institutions may have clear-cut directions on how to mainstream the learning content of Education for Sustainability into the subject and consequently prepare preservice teachers that are critical and holistic in their thinking to handle a more robust holistic Social Studies in the primary and secondary schools in Nigeria.

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Camillone, Nina, Sjoerd Duiker, Mary Bruns, Johnson Onyibe, and Akinwumi Omotayo. "Context, Challenges, and Prospects for Agricultural Extension in Nigeria." Journal of International Agricultural and Extension Education 27, no. 4 (December 15, 2020): 144–56. http://dx.doi.org/10.5191//jiaee.2020.274144.

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Agricultural extension programs have been implemented in Nigeria by governmental and nongovernmental agencies from the colonial era to the present day as a means toward bolstering economic development, rural livelihoods, food security, and trade relations. Nevertheless, funding and staffing levels in agricultural extension remain low compared to Nigeria’s farming population. With a brief review of past initiatives, current challenges, and potential opportunities, this article gives recommendations in three focus areas for maximizing the effectiveness of Nigerian agricultural extension: (1) prioritize human education over input provisioning in the definition of agricultural extension’s primary purpose; (2) aim for household food security, not solely business expansion, to ensure the inclusion of the most vulnerable farmers; and (3) foster multidirectional communication among academic researchers, extension agents, and farmers. Overall, this article argues that taking a farmer-centric educational approach to agricultural extension, rather than a farm-centric business approach, will have the most profound and sustained impact on Nigerian agricultural development. Keywords: Nigeria; agricultural extension; rural development; fertilizer subsidies; farmer education; household food security; agribusiness; research-farmer linkage

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Anyika, Vincent Okwudiba, Ijeoma Genevieve Anikelechi, and T. D. Thobejane. "The Impact of Covid-19 on Nigerian Education System." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 222–27. http://dx.doi.org/10.6000/2292-2598.2021.09.02.9.

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At a time when the Nigerian schools are on a temporary closure following the outbreak of the COVID-19 pandemic, this paper looked inwards and reflected on the nature of the education system and revealed its myriads of problems. The COVID-19 pandemic indeed had a huge impact on the educational system in Nigeria. It brought about the cessation of all learning activities in Nigeria except for private universities and secondary schools that swiftly switched to virtual learning platforms. It also illuminated the digital divide between the Nigerian student and his counterparts in other climes. COVID-19 pandemic outbreak also offered an opportunity for the nation to realise the poor status of its educational system. Some of the major problems that have confronted the Nigerian education system, as revealed by this paper, include poor funding, inadequate and dilapidating infrastructure, inadequate teaching facilities, poor teachers' welfare, poor research funding, poor quality of teachers, unconducive learning environment, and the like. The study recommends for the exhibition of sufficient political will by the political leadership for the transformation of the education system as well as the sustained commitment of other stakeholders such policymakers and educational administrators for the transformation of the system to give it its rightful place in our national life.

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Rauf, Zaka, and MUSA YUSUF. "RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 2 (August 15, 2015): 256–61. http://dx.doi.org/10.24297/jah.v3i2.5107.

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Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector.

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Ali, Anthony, and Augustine Akubue. "Nigerian Primary Schools' Compliance With Nigeria National Policy On Education." Evaluation Review 12, no. 6 (December 1988): 625–37. http://dx.doi.org/10.1177/0193841x8801200603.

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Ojo, O. O., and M. Omabe. "Incorporating bioinformatics into biological science education in Nigeria: Prospects and challenges." Infection, Genetics and Evolution 11, no. 4 (June 2011): 784–87. http://dx.doi.org/10.1016/j.meegid.2010.11.015.

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Emmanuel, Olawale Olaniyi. "Charting a Course of Development through Proper Technical, Technological and Engineering Education." Journal of Education and Vocational Research 3, no. 10 (October 15, 2012): 319–26. http://dx.doi.org/10.22610/jevr.v3i10.84.

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Knowledge refers to the possession of information, facts, ideas, truth or principles. The imparting and acquiring of knowledge through teaching and learning refer to education. The nucleus of education is knowledge. A well-directed education is the process that yields knowledge. Engineering is the application of science in the design, planning, construction and maintenance of manufactured entity while Engineering education is the training of engineers for the purpose of initiating, facilitating and implementing the technological development of a Nation. Engineering uses scientific ideas to develop technology but technology provides the ingredient for Engineering. Technical education engenders formal preparation of Technicians for occupations between the skilled trades and the professions based on underlying sciences and supporting mathematics as well as methods, skills, materials, and processes of a specialized field of technology. In this work, the roles of these tier of education in the development of a nation was discussed in relation to the existing developmental efforts made towards achieving technological advancement in Nigeria. It is hoped that the policy makers in Nigeria will find the paper useful for the betterment of hoi polloi by charting a course of developing the entity called Nigeria through well-found technical, technological and engineering education.

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Abdulraheem-Mustapha, Mariam Adepeju. "4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2286–95. http://dx.doi.org/10.17762/turcomat.v12i3.1198.

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Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

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Jegede, Olugbemiro J. "The development of the science, technology and society curricula in Nigeria." International Journal of Science Education 10, no. 4 (August 1988): 399–408. http://dx.doi.org/10.1080/0950069880100407.

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Agbon, I. S. "Petroleum engineering education in Nigeria, 1970-2000." OPEC Review 14, no. 4 (December 1990): 513–23. http://dx.doi.org/10.1111/j.1468-0076.1990.tb00390.x.

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Akpan, Abasiama G., and Chris Eriye Tralagba. "Hindrance to the Integration of e-learning Adoption in Nigerian Universities." GIS Business 14, no. 5 (September 27, 2019): 21–28. http://dx.doi.org/10.26643/gis.v14i5.8466.

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Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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Kazeem, S. A., and K. Y. Balogun. "Problems Facing Islamic Education: Evidence from Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 108–19. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.108.

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This study examines problems facing Islamic education in Nigeria. Primary and Secondary methods of data collection are used. Survey research design is adopted in this study. Self-structure questionnaire is raised and used to acquire information from the respondents relevant for testing hypothesis of the study. Chi – square (x2) technique was adopted for data analysis and hypothesis testing which revealed the findings of the study that Islamic education has been confronting with the challenges of acceptability, resources and enlightenment among nominal Muslims and Christians. Islamic education has not promotes Islamization of knowledge aims at reshaping all the branches of human knowledge; humanities, pure and applied sciences in accordance with the Islamic view and reality. The study recommended that there should be vigorous enlightenment campaign showing the merits of this exercise and fruits of its success. Systematic campaign and enlightenment programme should be given priority attention otherwise the idea would be misconstrued and negatively presented to members of the public.

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Adejuyigbe, Samuel B. "The Planning of Continuity of Technological Education in West Africa Using Critical Path Method: Nigeria and Ghana as Case Studies." Advanced Materials Research 18-19 (June 2007): 389–96. http://dx.doi.org/10.4028/www.scientific.net/amr.18-19.389.

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In this paper the author used his personal experience having passed through all the facets of technological education specializing in Mechanical Engineering to solve the problem of noncontinuity of technological educational system. Critical Path Method (CPM) was used to develop a model for the continuity of Technological Education using Nigeria and Ghana as a case study. The paper completely eliminates the terminal certificates awarded in some Nigerian and Ghanaian Technological Institutions. Other educational lines like: Education, Art and Sciences were compared with that of Technological line and solutions were proffered to the identified problems.

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Mbanefo, Maryrose Chinwe, and Obiajulu C. Ebokab. "Acquisition of Innovative and Entrepreneurial Skills in Basic Science Education for Job Creation in Nigeria." Science Education International 28, no. 3 (October 5, 2017): 207–13. http://dx.doi.org/10.33828/sei.v28.i3.4.

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Innovative and Entrepreneurial skill acquisition in Nigeria entails focusing on what should be done to bridge the gap between the school and labour market, where the learner will work after graduation, so as to be self-reliant in the society. Specifically, the study determined: the innovative and entrepreneurial skills needed in Basic Science Education for job creation; and, the teaching strategies required. The study was carried out in Nigeria and was guided by three research questions. A descriptive survey research design was adopted. The population of the study was made up of 441 principals and 4340 Basic Science teachers. The instrument used for data collection was a 22-item questionnaire. Mean and standard deviation statistics were used to address the three research questions. The findings revealed that a lot of skills were needed in science education for job creation, the teachers were required to use practically oriented methods in teaching the students and a lot of factors posed challenges to the acquisition of entrepreneurial skills in Basic Science Education. Consequently, the study made recommendations.

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Baruwa, Olayinka Isiaka. "Profitability and constraints of pineapple production in Osun State, Nigeria." Journal of Horticultural Research 21, no. 2 (December 1, 2013): 59–64. http://dx.doi.org/10.2478/johr-2013-0022.

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ABSTRACT Pineapple is a delicious tropical fruit with a fine flavour and high nutritive value. It is one of the most important commercial fruit crops in the world. Despite its popularity, no proper data on the costs of its production in Nigeria are available. The study determines profitability and constraints of pineapple production in Osun State, Nigeria. Multistage sampling technique was used to obtain information from 50 respondents using purposive and random selection. Data collected were analysed using descriptive statistics and budgetary technique. Results indicated that majority of the farmers were males, aged 53.7 years on average and engaged full time in pineapple production. The modal level of farmer’s education was primary. The average period of experience in pineapple farming was 13.5 years. The gross margin and net profits in Naira (Nigerian currency) were N182 725 and N162 045, respectively. The questionnaire in the study contained the most serious problems confronting pineapple farmers: limited availability of high quality planting materials, high fruit perishability, low fruit prices, low access to credits and plant diseases. Availability of high yielding pineapple varieties, establishment of cold storages to reduce fruit perishability, agricultural price support programmes, easier access to credit from formal sources and farmers’ education were considered essential to improve productivity and profitability of pineapple production in Nigeria.

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Mikailu, S. A. "The Islamization of Social Sciences in Nigeria." American Journal of Islam and Society 12, no. 1 (April 1, 1995): 102–8. http://dx.doi.org/10.35632/ajis.v12i1.2391.

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IntroductionThe Islamization of social sciences is part and parcel of developingand promoting knowledge that conforms to the norms of Islam. This canbe attained by motivating scholars to develop scholarship using an Islamicperspective through the introduction of new social science courses basedon Islam, Islamizing (i.e., rearticulating along Islamic lines) existing conventionalsocial science disciplines, and promoting the movement ofIslamic attitude to knowledge.The Islamization of Knowledge undertaking in Nigeria can be tracedto the period of the Sokoto Jihad leaders, whose scholarly writings coveredsuch aspects of life as politics, economics, and medicine. However, withthe passage of time and, more especially, with the coming of the Britishcolonialists and the concomitant infiltration of western scholarship, theIslamization of Knowledge pioneered by the Jihad leaders gradually beganto fade. At first, the North opposed vehemently the spread of the westernsystem of education, because it was linked with Christian missionary propaganda(Fapohunda 1982). As such, the emirs of the North and their subjectsstood fmly against this alien system, a stance that accounts for thedisparity in western education between the South, that had welcomed it,and the North.Unfortunately, like most other Muslim countries, Nigeria continues tosuffer from the colonial legacy of the West. In particular, its elites are theworst victims of colonization of mind by the West’s so-called secular ideology.Its education and other systems of life continue to be based largelyon the structure of that secular ideology.Education is the single most important instrument for grooming andchannelling a society in the desired direction. To rescue Muslim societiesfrom the yoke of western secular civilization and to reestablish Islamiccivilization requires the decolonization of the secularized minds and spiritsof the elites as well as of Muslim intellectuals (the ulama), professionals,and political leaders, on the one hand, and the training of youngpeople in Islamic knowledge and education, on the other. In order toreturn the society to the Islamic system of life, the first task is the Islamizationof the educational system (both formal and informal) for the Muslimsand the Islamization of the country’s ulama ...

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Atomatofa, Rachel O., Andrew E. Avbenagha, Stella E. Ewesor, and Okpako C. Abugor. "An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria." Journal of Curriculum and Teaching 7, no. 2 (August 6, 2018): 55. http://dx.doi.org/10.5430/jct.v7n2p55.

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The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

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Upahi, Johnson Enero, Umesh Ramnarain, and Ismail Saheed Ishola. "The Nature of Science as Represented in Chemistry Textbooks Used in Nigeria." Research in Science Education 50, no. 4 (June 15, 2018): 1321–39. http://dx.doi.org/10.1007/s11165-018-9734-7.

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C. PhD, Ndirika Maryann, and Agommuoh Patience C. PhD. "Investigating Factors Influencing Girls Participation in Science and Technology Education in Nigeria." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 03 (March 2017): 50–54. http://dx.doi.org/10.9790/7388-0703035054.

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Opara, Jacinta A. "Resource Utility for Effective Science Education in Nigeria: The Case of Biology." International Letters of Social and Humanistic Sciences 53 (June 2015): 45–51. http://dx.doi.org/10.18052/www.scipress.com/ilshs.53.45.

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Resource utilization, curriculum innovation and professional development courses are integral to improve educational practices as they empower teachers with knowledge and skills required for integrating education and society. Such moves and actions need to be guided with research. The education practices in Nigeria need to be sound and grounded. This paper is concerned with the importance of the use of resources for effective understanding of school science with special reference to biology. It identified necessary resources, constraints and how to select and use resources for effective teaching and learning of biology. The selection and utilization of any resources depends on the specific features of a particular topic. Therefore, different sets of resources and strategies are needed to teach different topics.

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Journal articles on the topic 'Science education in Nigeria'

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