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POVERTY ALLEVIATION PROGRAMS IN NIGERIA AND CONSTANT INCREASE IN PETROLEUM UTOPIAN ASSUMPTION
INDIGEENOUS KNOWLEDGE SYSTEMS AND TRANSFORMATION OF THE ACADEMY IN AFRICA: THE CUPIP MODEL
THE OTONTI NDUKA MANDATE: From Tradition to Modernity.
Nigeria: Path to Unity and Stability Abuja National Constitutional Conference (1994-95)
THE OTONTI NDUKA MANDATE: From Tradition to Modernity.
The Rise and Fall of Social Studies in Nigerian Education System
Application of Experts Systems to
Soil Conservation Planning
Low output growth in Nigeria have been attributed to a riumber offacto~ssu ch as poor technology, demographic factors, social conditions, poor macroeccwomic policies, insufficient infrastructural facilities and high dependence on primary products What however, attracts lesser attention is the interface between output growth and
macroeconomic fluctuations. It is not only that output ~rowth is low but it fluctuates beyond the expectations of different macroeconomic analysts There have been varying rcsults among different existing empirical studies on the determinants of output growl11 in Nigeria.
The study was designed to examine the readiness of institutions that prepare teachers to facilitate the training of mathematics..
Widespread and growing poverty, unemployment, hunger, crime, and related crisis in African remain the single biggest embarrassment and challenge to the peoples of the continent, both at home and in Diaspora. African Heads of State and Government have come to the conclusion that it is time to rethink the continent’s development.
It is one of the curious ironies of history that in modern times, the Muslim peoples of West Africa have often been labelled by their Christian countrymen as 'backward', 'uneducated' and even 'illiterate'. It may be explained that these terms are not to be understood in an absolute sense and indeed, the implicit assumption behind such remarks is that the Muslims are 'backward' in regard to European-inspired technology and science, that they are 'uneducated' in terms of a school system and curriculum derived from European models and 'illiterate' in regard to the ability to read and write a European language expressed in the Roman alphabet. These same people, however, may be able to read and write Arabic with ease and perhaps also exkess their mother tongue with the help of Arabic characters and may have been receiving instruction since childhood in a system which had its origins in Fez or Cairo a thousand years ago. Such persons belong to an in- tellectual tradition in West Africa which studied Logic and Prosody as well as the legal and theological sciences in 16th century Timbuktu; a tradition to which belonged a man such as Muhammad Rello who thanked the first European visitor to his court profusely for the gift of a copy of Euclid, since his own had recently been destroyed in a fire.' Until the turn of this century, the Muslims of West Africa represented, in general, the educated elite, for though, in terms of scientific and industrial advancement they were far behind the Europeans whose technology was advancing inland from the coasts, Muslim societies possessed and had possessed for centuries a technological instrument which gave them an advantage over other neighbouring societies and which these non-Muslim societies were often anxious to share- the technology of writing. In the first of these two lectures, I want to examine the origins of this technology in the West African context and the role which literacy has played in the history of West African Muslim societies.
Nigeria is richly blessed with various sources of energy both renewable and non- renewable. However, the conventional energy resources such as petroleum, natural gas and coal exploited at commercial quantities are non-renewable and cannot sustain the economy for a long time. There has been a constant period of energy crisis which has manifested in the form of frequent shortages of energy-giving petroleum products and erratic grid electricity supply. This persistent energy problem in the country has disrupted major productive economic activities mostly in the industrial sector where effective operation of machinery and equipment is dependent on energy; artisans like welders, transport industry and households have also been adversely affected.
Climate change due to increasing concentrations of greenhouse gases , namely: carbon dioxide, methane, carbon monoxide, oxides of sulphur, chlorofloro carbons (CFCs) and some oxides of nitrogen, pose threat to human society. The chemicals act by changing the living and working environment to which society has adapted over the generations.
Education is essential to the advancement of any society. By education we pass down the wealth of
human knowledge and equip the next generation of leaders, innovators and productive members of
the society. Our educational systems are built to provide every person the opportunity to build a better
life - by turning children into citizens, learners into teachers, laborers into skilled workers.
Expanding educational opportunities is more possible now than it has ever been before. Through the
Internet, learners can find information instantly on virtually any topic, teachers can share their
knowledge with students on another continent almost as easily as in their own classroom, and
educational materials can be disseminated to a worldwide audience at virtually no marginal cost.
However, educational materials market is held captive by traditional publishing models that actively
restrict the dissemination and innovative use of resources in a world that craves educational
opportunities. Textbook prices have continued to rise rapidly, leaving too many students without
access to their required materials. Digital offerings from traditional publishers come laced with access
restrictions and expiration dates with little savings in return, and print editions are too often out of date
by the time they hit the shelves.
The effective delivery of education has gone beyound the conventional face-to-face (f2f) mode where students must have personal contact with their lecturers. Open and Distance Learning (ODL) mode of education delivery removes the distance, age and job barrier and makes education available to those who, otherwise, would not have been able to cope. Arguments have risen as to the quality of education given out through the ODL as compared to that of the f2f delivery mode. To this effect, proponents of the ODL has deem it necessary to evolve a system of quality assurance in ODL to make sure that quality is not compromised in the delivery of education through ODL. This work aims at detailing the quality control measures necessary to be put in place to guarantee quality education delivery in the ODL mode.