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This paper focuses on some of the current problems of educational development in Nigeria, namely (1) the issue of responsibility and control of the society's education: conflict between the Federal, State and Local Government. (2) the, prevalence of multiple system of education; [3] diversification of the educational system; (4) unstable curriculum and subject (5) the need to relate the schools' curricular to national manpower needs; (6) unstable staff (7) the poor state of the, nations economy: SAP, FEM and the financing of the education system; (5) politicization of education; (9) procurement and servicing of equipment (10) inadequate classroom accommodation; (11) poorly equipped libraries, laboratories and subject rooms and (12) scarcity and prohibitive cost of books at all level of education.

Yam is an important tuber crop with enormous potential to enhance rural sustenance and livelihood in DRC. However, studies to enhance its genetic improvement are very far from sufficient with only a handful of information available on the crop. Yam has been treated as an orphan crop compared to contemporary crops such as cassava and sweet potato which have adapted to different cropping systems and become widespread in production. The lack of research attention to address the major production challenges has further decreased the value and potential of the crop compared to its contemporaries. These production constraints include lack of adequate quality planting materials, low yield potential, poor resistance/tolerance to yam mosaic and anthracnose diseases and ultimately poor tuber quality attributes focusing on tuber taste, flesh oxidation and dry matter contents of the majority of the farmers preferred varieties. In this review, we evaluated the status of yam in DRC and presented the needful activities to be incorporated for its improvement. Diversity has however been maintained mainly through ennoblement efforts in house gardens and small farmlands using traditional farming methods. Studies from other nations where yam has been successful with prominence in characterization and genetic improvement brought to light the need for DRC to consider yam as a staple carbohydrate food source, even to the extent of modifications in food public policy. Reversal of the yam's current stigma is a challenge to the scientific community and the population in general.

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This paper examines briefly the major concepts in education and morality in Africa, focusing on the moral education of the African child. This is with particular reference to the child’s obligations and duties to self, family, local community and the nation. It is argued that education today has been reduced to no more than schooling, which focuses mainly on literacy and numeracy. The politicization of institutionalized education in post‐colonial Africa has led to an explosion in the schooling process, a high turnout of unemployed youths, and a questionable abandonment of the major values of indigenous education. It is recommended that in the new millennium, what is good in African indigenous education should be synthesized with the valuable aspects of Western culture. This would ensure that we move closer to the standard of morality and life in the traditional African education system.