DOCSLIB.ORG

Challenges Facing Teaching of Health Education In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Challenges Facing Teaching of Health Education In Trends in Educational StudiesTrends Journal, in EducationalVol 13, Issue 1 Studies Journal (TR ESJ) 2021 Volume 13, Issue 1 June 2021 University of Port Harcourt ISSN: 0795-3186 Challenges Facing Teaching of Health Education in Nigerian Schools Rimande-Joel, R.(1) & Obiechina, G.O.(2) Department of Human Kinetics and Health Education, Faculty of Education, University of Port Harcourt ( 1&2) [email protected](2) Keywords: Abstract Health education, Health education plays a vital role in ensuring total wellbeing of an Teachers, individual through knowledge acquisition, practical skills and positive Challenges, change in behaviour towards healthful living. One would have concluded Nigeria. that with its immense contribution towards individual and community wellbeing health education should be all embracing; receiving full support by all, unfortunately that is not the case; the subject is still battling with challenges. The demand for Health Education in Nigeria has been made possible by the vast improvement in the knowledge of methods of prevention and control of diseases as well as the pressing need to find solutions to the aggravated problem of providing medical services. To respond to this need, the concept of Health Education has emerged and schools have been considered excellent places to carryout Health Education because among all organized institutions set up by the society, the school is one through which the largest mass of a given age range pass and also because they present the broadest and deepest channel for putting information at the disposal of a country citizens. These challenges include; lack of fund, economic situation, learning materials and facilities, insufficient integration into the school curriculum panning, inadequate trained health educators and lack of policies that place a high priority on Health Education among others. In conclusion the importance of the health education cannot be over emphasized as it patent to the continuous growth and development of healthy children, protection against disease, promotion of health and practices of healthful living. Introduction Health education is the process by which a person systematically acquires the basic knowledge, practical skills, disease preventive and health promotive, and desirable attitudes vital to the total development and growth of an individual and their community. It is the formal aspect Faculty of Education, University of Port Harcourt www.tresj.org Page93 Trends in Educational Studies Journal, Vol 13, Issue 1 2021 of education for health which is the focus of this paper. It plays a vital role in ensuring total wellbeing of persons through knowledge acquisition, practical skills and positive change in behaviour towards healthful living. Health education is defined as any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes (Johnson, 2010). Health Education has also been described as any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions (Marcus 2012). Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health, as well as sexual and reproductive health education The sound knowledge of health behaviour and practices acquired through health education equips the average youth with good health that could help them to achieve the basic goals of education and make them fit to bring about positive changes to themselves, family and the society at large. Health status of an individual is among the determining factor to achieving success in every aspect of life, which explains why everyone wants to be healthy and will go to any length to be healthy or seek health through whatever means. Hence the important of health to sustainability of life cannot be over emphasized considering life to be fulfilled and productivity. It is significant to mention that in whatever function one finds oneself, the most important factor is good health. If health is lacking, productivity can be seriously undermined, (Basch, 2011). The dividends of health is not just experienced by the individual alone but is extended to the development and reduction in poverty of one’s nation. Increase life expectances contribute substantially to the long term economic development of a country (Brian, Lizette & Chika, 2016). These submissions reiterate the significant of health. Health as a concept is a state of complete physical, mental and social wellbeing of individual and not the mere absence of diseases or infirmities (WHO, 1947). In order to achieve variables in the above definition and ensure a healthy individual health education has to be employed as it has a significant role to play. Health education is a mature profession because it has developed a separate body of knowledge, defined competencies, and certification system for individuals, a code of ethics, a federal occupational classification, and recognized accreditation processes in higher education. Health education is generally aligned with the behavioral and social sciences as one of the core dimensions of public health study and practice. This paper therefore, would be discussed under the following subheadings; the concept of Health Education, the importance of Health Education in the School Setting, the Structure of Health Education in Nigerian Schools - curriculum, resources, Challenges Facing School Health Education in Nigeria and way forward. Faculty of Education, University of Port Harcourt www.tresj.org Page94 Trends in Educational Studies Journal, Vol 13, Issue 1 2021 The concept of Health Education Education is a force that brings about possible change in an individual life or society. It is the process that enable individuals or group of persons to systematically acquire knowledge, skills, needed for whole development and growth of oneself and his/her community. Education prepares a child to be self-reliant and to be a healthy and productive citizen. Opara, Ejifugha, (2014) affirms that Education for health is a many-sided activity that many people participate, which can be formal, informal or non-formal. Taking place either in schools, communities, vehicles, hospitals, industries, national health education programmes and broadcasting media. Health education is the development of individual, group, institutional, community and systemic strategies to improve health knowledge, attitudes, skills and behavior. It provide a setting in which teachers, parents, and community members partner to help students focus on health prevention concepts and to practice life skills in a safe and supportive environment. Health education is defined as any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes (Johnson, 2010). Fasoranti, and Adeyeye, (2015) opined that Health Education helps provide health knowledge, enhance wellness behaviours, promote health situations, facilitate healthful relationship and enables community members make responsible decisions. Health education is a formal or non- formal process of educating and equipping people with knowledge and practical skills to be aware of diseases, it occurrence, prevention and control to enable them make an informed decision to promote their health and live healthfully. Health education plays a crucial role in the development of healthy, inclusive and equitable social, psychological and physical environment. It reflects current best practice, using an empowering, multi-dimensional, multi professional approach which relates to all setting, organizations, including the community, schools, health services and the workplace (Auld, & Gambescia, 2016). The purpose of health education is to positively influence the health behavior of individuals and communities as well as the living and working conditions that influence their health. The Importance of Health Education in School Setting The goal of health education is to promote, maintain, and improve individual and community health through the educational process. It also plays a vital role in ensuring total wellbeing of persons through knowledge acquisition, practical skills and positive change in behaviour towards healthful living. The sound knowledge of health behaviour and practices acquired through health education equips the average youth with good health that could help them to achieve the basic goals of education and make them fit to bring about positive changes to themselves, family and the society at large. Faculty of Education, University of Port Harcourt www.tresj.org Page95 Trends in Educational Studies Journal, Vol 13, Issue 1 2021 The settings for health education are important because they provide channels for delivering programs, provide access to specific populations and gatekeepers, usually have existing communication systems for diffusion of programs, and facilitate development of policies and organizational change to support positive health practices. Seven major settings are particularly relevant to contemporary health education these include schools, communities, worksites, health care settings, homes, the consumer marketplace, and the communications environment, (Auld, & Gambescia, 2016). It also constitute an important dimension of health
Load more

Recommended publications
  • Quality of University Education in Nigeria: the Challenge of Social Relevance
    Quality of University Education in Nigeria: The Challenge of Social Relevance Convocation Lecture at the 22nd and 23rd Combined Convocation Ceremony University of Uyo, Nigeria Friday, 3 November, 2017 Olugbemiro Jegede Emeritus Professor National Open University of Nigeria OJ Jegede: UNIUYO 2017 Convocation Lecture 1 Table of Contents Section Page 1.0 Preamble 3 2.0 More Congratulations and Commendation to the University of Uyo 8 3.0 The Foci and the Goals of the Lecture 12 4.0 Hello, UNIUYO Graduands 13 5.0 Introduction 17 6.0 Our Nostalgic Past 18 7.0 Quality? What Quality? 18 8.0 Education and Development 21 9.0 Nigeria’s Vital Educational Statistics 22 10.0 In The Beginning… 24 11.0 The Establishment of Fully Fledged Universities in Africa 28 12.0 Higher Education in Nigeria 31 13.0 Origin, Size and Shape of the Nigerian University System 33 14.0 Funding 37 15.0 When and How Things Began to Fall Apart 38 16.0 The Collapse of the Educational System 43 17.0 Urgently Required: Declare Education a Disaster Area Needing Emergency Rescue 46 18.0 Solutions/Way Forward 48 19.0 What Must Nigeria Do To Stem the Tide 49 19.1 Change at the Level of the Nigerian State 50 19.2 Change Through the Organised Private Sector 58 19.3 Change Through the Universities 62 19.4 Change Through the Academia and the Academics 66 19.5 Change Through Parents and Home 73 20.0 Conclusion 76 References 83 OJ Jegede: UNIUYO 2017 Convocation Lecture 2 1.0 Preamble 1.1 The Visitor of this University, The President & Commander in Chief of the Federal Republic of Nigeria,
    [Show full text]
  • Film Education Pedagogy in Nigeria: a Nation-Specific Approach to a Non-Western University Curriculum
    FILM EDUCATION JOURNAL ISSN 2515-7086 (Online) Journal homepage: https://www.uclpress.co.uk/pages/film-education-journal Film education pedagogy in Nigeria: A nation-specific approach to a non-Western university curriculum Lani Akande How to cite this article Akande, L. (2020) ‘Film education pedagogy in Nigeria: A nation-specific approach to a non-Western university curriculum’. Film Education Journal, 3 (1), 1–12. https://doi.org/10.14324/FEJ.03.1.01 Submission date: 16 June 2019 Acceptance date: 31 January 2020 Publication date: 23 June 2020 Peer review This article has been peer reviewed through the journal’s standard double-blind peer review, where both the reviewers and authors are anonymized during review. Copyright © 2020 Akande. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. Open access The Film Education Journal is a peer-reviewed open-access journal. Akande, L. (2020) ‘Film education pedagogy in Nigeria: A nation-specific approach to a non-Western university curriculum’. Film Education Journal, 3 (1): 1–12. https://doi.org/10.14324/FEJ.03.1.01 Film education pedagogy in Nigeria: A nation-specific approach to a non-Western university curriculum Lani Akande* − York University, Canada Abstract Examining the pedagogy of Nigeria’s post-secondary film studies, this paper joins the call against the universalization of film studies practices under a Westernized umbrella. To make that argument, it implicates issues of (neo)colonialism and indigenous knowledge-making processes in the analysis of Nigeria’s film studies, taking into account the close relationship between Nigeria’s film education and the local film industry, Nollywood.
    [Show full text]
  • Issues and Future Direction of Physical Education in Nigeria
    Issues and Future Direction of Physical Education in Nigeria by Michael O. Mgbor Abstract This paper examines the issues that influenced the development of physical education in Nigerian schools after the country’s political inde- pendence in 1960. Negative forces, which affected the tempo of growth, are discussed, and suggestions for the future direction of physical education in Nigeria, particularly given its importance in national development, are presented. Physical activities have been part of Nigerian education since precolonial times, but the push for physical education programs in schools did not start in earnest un- til Nigeria’s political independence in 1960. Though physical educators in Nigeria are doing their best given available resources, the discipline still suffers from basic problems. During the past two decades, the education sector was neglected by the military administration in place, which accounted for many of these issues. The history of physical education in Nigeria dates back to precolonial times. In fact, before the country was under British administration, Nigeria had a traditional educational system that recognized the elements of physical activities. As Fafunwa (1974) observed, though Nigeria consisted of many ethnic groups, each with its own culture and tradition, these groups had common educational aims and objectives. Methods, however, differed from place to place largely due to social, economic, and geographical imperatives. As was the practice in European, Asiatic, and American societies, the educa- tion of a child in Nigerian society began at infancy. According to Fafunwa (1974), traditional Nigerian education emphasized training the child in toileting, eating, socialization, and general behavior. Physical training also was a significant aspect of this traditional education.
    [Show full text]
  • The Federal Government of Nigeria Recognizes the Importance of Pre – Primary Education in Nigeria, and As a Result It Was Give
    507 TOWARDS EFFECTIVE EARLY CHILDHOOD CARE AND EDUCATION (ECCE) PROGRAMME IN NIGERIA. Ifeoma Virginia Obidike Department of Early Childhood Care and Education, Federal College of Education, Zaria. Abstract The importance of education in the early years of life (0-5) have been universally recognized. The growth, learning and holistic development of children depend on the quality of the early stimulation and experiences offered to the child. Therefore the quality of care-giving that the child is exposed to is equally important and has impact on the child’s learning in the later stages of life. For early childhood education to be functional in the educational system and to achieve its laudable objectives, practitioners of the educational programme must comply with the minimum requirements. This paper discusses the concept of Early Childhood Care and Education (ECCE), and the basic curriculum provision for pre-primary education, facilities and equipment of ECCE. Finally, recommendations were proffered which will help to make ECCE relevant in Nigeria. The Federal Government of that the need to address the problems and Nigeria recognizes the importance of pre – salvage these children and the next primary education in Nigeria, and as a generation of children from these menace, result it was given prominence in the has necessitated the programme of Early National Policy of Education (2004) as one Childhood Care Development and of the programmes in the Nigerian Education (ECCDE). educational system. Mahuta (2007) also stated that the Bagudo (2008), posited that aim of ECCDE is to foster the proper reports across the globe revealed that an development of the children, identify and estimated figure of one hundred million address their problems, harness their children, daily struggle for survival in the potentials, mould their character, enhance villages and cities; and are exposed to the their learning, equip them for life, so that risks of hunger, poverty, diseases, illiteracy their actions are channeled towards and abuses.
    [Show full text]
  • Education and Systematic Group Inequalities in Nigeria
    CONFLICT TRENDS 03 2017 Visiting Address: Hausmanns gate 3 Address: Visiting Norway NO-0134 Oslo, 9229 Grønland, PO Box Institute Oslo (PRIO) Research Peace Education and Systematic Group Inequalities in Nigeria www.prio.org/ConflictTrends Project Trends Conflict On the night between 14 and 15 Brief Points April, 2014, 276 girls were kidnapped • Nigeria is one of the countries with the by Boko Haram from their school in sharpest educational inequalities in Chibok in Borno State in Northeastern Africa. Nigeria. The Islamist terrorist group • Girls receive far less education than does not believe that girls should boys. attend school, and these girls were • Northerners receive far less education targeted precisely because they were than Southerners. in school. However, conservative views ISBN: on gender and education is only one • Muslims receive far less education than Christians. 978-82-7288-803-8 (online) 978-82-7288-802-1 (print) reason why many girls in Northern Nigeria are missing out on education. • The above group inequalities tend to Due to large systematic inequalities reinforce each other. related to religion, ethnicity and • If anything, educational inequalities in region, many girls are suffering from Nigeria have been increasing over the years. a triple disadvantage when it comes to educational inequality. This policy brief • Policy makers should strive to reduce provides an overview of the types and systematic educational group inequali- ties. magnitudes of educational inequalities in Nigeria and offers some policy • There is a need for better data on edu- recommendations on how to respond to cational quality and performance in developing countries. these inequalities.
    [Show full text]
  • Improving Basic Education Outcomes in Nigeria Effectiveness, Accountability and Equity Issues
    Background Paper The Learning Generation Improving Basic Education Outcomes in Nigeria Effectiveness, Accountability and Equity Issues Chukwuka Onyekwena, Muhammed Adekunle, Nduka Eleanya and Olumide Taiwo Centre for the Study of the Economies of Africa This paper was prepared for the International Commission on Financing Global Education Opportunity as a background paper for the report, The Learning Generation: Investing in education for a changing world. The views and opinions in this background paper are those of the author(s) and are not endorsed by the Education Commission or its members. For more information about the Commission’s report, please visit: report.educationcommission.org. AKNOWLEDGMENTS 1 ACKNOWLEGDMENTS This research on Improving Basic Education Outcomes in Nigeria: Effectiveness, Accountability and Equity Issues was commissioned by The International Commission on Financing Global Education Opportunity (The Education Commission, Washington DC) and executed by the Centre for the Study of the Economies of Africa (CSEA) under the supervision of Paul Isenman and Liesbet Steer. The report was written by the CSEA’s research team led by Chukwuka Onyekwena, with key contributions from Muhammed Adekunle, Nduka Eleanya and consultancy services by Olumide Taiwo (Helpman Associates). We appreciate the advice and reviews by Nwanze Okidegbe and Menachem Katz. Valuable comments and suggestion were also provided by Pauline Rose (Cambridge) and Asma Zubaida. The study employed both secondary and primary data sourced from Lagos, Kaduna, Bayelsa, and Zamfara states. We would also like to acknowledge the various contributions from the following people: Musa Lawal Imam (Kaduna State Universal Basic Education Board), Ubale Salisu (Kaduna State Ministry of Education), Oluwafunmilayo Olalusi (ESSPIN, Lagos), Tayo Odekunle (ESSPIN, Kaduna).
    [Show full text]
  • Christian Education in the Seventh-Day Adventist Church in Remo, Ogun State, Nigeria, 1959-2004
    CHRISTIAN EDUCATION IN THE SEVENTH-DAY ADVENTIST CHURCH IN REMO, OGUN STATE, NIGERIA, 1959-2004 BY ADESEGUN, ABIODUN AYODEJI B.A. (Andrews), M.A. (Ibadan) MATRIC NO 40172 A THESIS IN THE DEPARTMENT OF RELIGIOUS STUDIES, SUBMITTED TO THE FACULTY OF ARTS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, UNIVERSITY OF IBADAN, IBADAN, NIGERIA FEBRUARY, 2009 DEDICATION To the glory of God, and to my darling wife, Mrs.Olubusola Iretiola Adesegun, Chief Nursing Officer, Olabisi Onabanjo University Teaching Hospital, Sagamu, a pearl of inestimable value. ii CERTIFICATION I certify that this work was carried out by Mr. Abiodun Ayodeji ADESEGUN, under my direct supervision in the Department of Religious Studies, Faculty of Arts, University of Ibadan, Ibadan in Partial Fulfillment for the award of the degree of Doctor of Philosophy in Religious Studies …………………………… …………………………… Date Supervisor ‘Deji Ayegboyin B.A. Hons, (Legon), M.A. (Ibadan), Ph.D (Ibadan) iii ACKNOWLEDGMENTS I wish to express my profound gratitude to the triune God who gave me the grace, health and the means of sustenance with which I was able to undertake doctoral studies. He has intervened in my life in positive ways in years past and He has shown Himself as a reliable and present help in time of need. I am grateful and deeply indebted to my supervisor, Dr. ‘Deji Ayegboyin, an erudite intellectual and a humble and loving son of Africa who through sound scholarship, patience, and experience guided me through. In spite of his loaded academic schedule, he treated me and my colleagues in a thorough and personal way.
    [Show full text]
  • Effect of Loan Loss Provision on Revenue Recognition of Deposit
    Effect of Loan Loss Provision on Revenue Recognition of Deposit Money Banks (DMBs) in Nigeria Effect of Loan Loss Provision on Revenue Recognition of Deposit Money Banks (DMBs) in Nigeria LAMBE, Isaac Department of Accounting, Bingham University, Karu, Nasarawa State E – Mail: [email protected], Phone No: +234 8027629054 OLA, Miriam Hilda Department of Accounting, Bingham University, Karu, Nasarawa State E – Mail: [email protected], Phone No: +234 8027629054 Abstract This study examines the effect of loan loss provision on revenue recognition of listed deposit money banks (DMBs) in Nigeria. Secondary sources of data were used from the annual reports, and financial statement of the twelve (12) deposit money banks selected for the period between 2014 and 2018. The methodology employed was panel data analysis including pooled Ordinary least square estimation with fixed effect estimation. The variables studied were Revenue Recognition (RR), Loan Loss Provision (LLR), Income Smoothening (IS) and Value Relevance (VR). The results revealed that income smoothening, Loan Loss Provision and Value Relevance impacted negatively on revenue recognition; however, only the effect of LLP is found to be statistically significant in pre- IFRS adoption while loan loss provision and value relevance impacted positively on revenue recognition and income smoothening impacted negatively on revenue recognition in post- IFRS adoption respectively. However, loan loss provision and value relevance have significant impact on revenue recognition in post IFRS adoption. The study therefore concluded that, the adoption of international financial reporting standard has had significant effects on the mechanics of loan loss provisioning in Nigerian Deposit Money Banks. It is therefore recommended that management should congruence the loan loss provision because it has a critical effect on revenue recognition which will have an inevitable effect on profitability and sustainability.
    [Show full text]
  • Adult Education in Nigeria: the Consequence of Neglect And
    International Education Journal, 2005, 6(4), 530-536. ISSN 1443-1475 © 2005 Shannon Research Press. http://iej.cjb.net 530 Adult education in Nigeria: The consequence of neglect and agenda for action Reginald Nnazor School of Education, Kentucky State University, United States [email protected] In spite of the rich variety of natural resources in Nigeria, the country is still very much underdeveloped. Within and outside Nigeria, analysts are of the view that the country clearly has the potential to be prosperous. As Nigeria attempts without much success to pull itself out of the quagmire of underdevelopment, the inevitably persistent question has been: given the resources at its disposal, why has the country remained mired in poverty? This paper attempts to provide a partial answer by arguing that Nigeria’s inadequate commitment, over the years, to pursue the development of adult education as a strategic objective, as well as an instrument for national development has been one of the major drawbacks to the country’s efforts to pull itself out of poverty. Underscoring the role of education in contemporary society, the paper proposes an adult education agenda for Nigeria. Adult education, adult learning, development education, Nigerian education, entrepreneurship education INTRODUCTION With a population of about 120 million, Nigeria is the most populous country in Africa and the largest unit of people of African origin in the world. The country is endowed with a variety of natural resources. Nigeria is a member of the Organisation of Petroleum Exporting Countries (OPEC), and a leading producer of palm oil, cocoa, and rubber.
    [Show full text]
  • Religious Education and Nation-B Uilding in Nigeria
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Stellenbosch University SUNScholar Repository Stellenbosch eological Journal 2015, Vol 1, No 2, 263–282 DOI: http://dx.doi.org/10.17570/stj.2015.v1n2.a12 Online ISSN 2413-9467 | Print ISSN 2413-9459 2015 © Pieter de Waal Neethling Trust Religious education and nation-b uilding in Nigeria Ajah, Miracle1 Stellenbosch University [email protected] Abstract Aft er the Nigerian Civil War in 1970, the federal government took over schools founded by religious groups because education was thought to be a huge government venture and no longer a private enterprise. Prior to this time, Nigerian leaders benefi tted from the free education off ered by missionaries, which became the bedrock for Nigerian nationalism and independence. Most people argue that the sudden takeover of the schools by the government brought about the collapse of education that was hitherto reputed for high standards in learning and morality. Hence, the call for return of mission schools by pressure groups became rife. Conversely, in the wake of the return of mission schools by some states in the federation, stakeholders have expressed divergent views, citing denominational sentiments, tribal prejudices and unhealthy rivalry among citizens as problems that could militate against national integration and development. Th is article aims at examining the divergent views in the light of the role of religious education (RE) in nation building and integration. Keywords Religious education, Mission schools, Nigeria, nation-building, nation-integration 1. Introduction Th is article addresses the topic: “Religious education and nation-building in Nigeria.” Some argue that the federal government of Nigeria took over mission schools aft er the Nigerian Civil War in 1970, in order to combat the problem of tribalism (Fagbunmi 2005:1-7; Efobi 2011:6).
    [Show full text]
  • Mainstreaming Language and the Arts in the Nigerian Educational System: the Importance of Being Relevant
    International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 4, Issue 12, December 2017, PP 35-45 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0412004 www.arcjournals.org Mainstreaming Language and the Arts in the Nigerian Educational System: The Importance of Being Relevant Barclays Foubiri AYAKOROMA Executive Secretary/CEO, National Institute for Cultural Orientation (NICO) Abuja-FCT, Nigeria/Visiting Associate Professor, Department of Theatre and Cultural Studies Nasarawa State University, Keffi, Nigeria *Corresponding Author: Barclays Foubiri AYAKOROMA, Executive Secretary/CEO, National Institute for Cultural Orientation (NICO) Abuja-FCT, Nigeria/Visiting Associate Professor, Department of Theatre and Cultural Studies Nasarawa State University, Keffi, Nigeria Abstract : Language and the arts are components of culture, which are integral factors in forging national integration, building peace and resolving conflicts in a complex country like Nigeria. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) 2005 Convention on Protection and Promotion of the Diversity of Cultural Expressions sees cultural diversity, as an “indispensable for peace and security at the local, national and international levels.” This underpins the thinking that, there is “strength in cultural diversity”. Ideally, educational programmes need to be relevant, practical and comprehensive; while interest and ability should determine the individual’s inclination. The National Policy on Education (NPE) states the im portance government attaches to language, as a means of promoting social interaction, national cohesion, and preservation of cultures. The policy stipulates compulsory learning of the language of the immediate environment for every child. In the interest of national unity, every child is also required to learn one of the three major Nigerian languages: Hausa, Igbo and Yoruba.
    [Show full text]
  • Funding Strategies and Sustenance of Early Childhood Education in Nigeria: the Way Forward
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by European Scientific Journal (European Scientific Institute) European Scientific Journal January edition vol. 8, No.1 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 UDC:373.2(662.6) FUNDING STRATEGIES AND SUSTENANCE OF EARLY CHILDHOOD EDUCATION IN NIGERIA: THE WAY FORWARD A. T. Alabi, PhD N.Y.S. Ijaiya, PhD Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin, Nigeria Abstract This paper examined the existing funding strategies of Early Childhood Education (ECE) in Nigeria with a view to suggesting strategies for its better funding and sustenance. The paper recognised the commitment of the Nigerian Governments and the support of the community, individuals and foreign sponsors in funding ECE programmes. The paper however submitted that much more still needs to be done towards providing adequate funds for quality teachers/caregivers, supply of appropriate facilities and stimulating learning materials as well as supervision of ECCD programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended. Keywords: Early Childhood, Education, Funding Strategies, Sustenance Introduction Education is increasingly attracting more attention all over the world as the bedrock of human capital development and knowledge economy and taking care of the child’s development right from birth is now recognized as the best option as a starter. Thus, the nature and intensity of care, nutrition and stimulation a child receives during this period determines to a large extent the level of physical, cognitive and psychosocial development a child can attain (UNICEF Nigeria, Undated).
    [Show full text]