Educational reform: a bedrock for national development in Nigeria

Abstract

This paper examined the fundamental of educational reform to national development with relevance to Nigerian educational system. The rational for educational reform to national development was well highlighted and the needs for educational reform such as to improve on the standard, future expectations, exogenous factors, achievement inclined and creativity were properly expatiated. Planning for reform in educational structure, curriculum and methods as well as management of educational reforms which are the backbone to effective and efficient educational reform were well elucidated. The Federal Government of Nigeria had envisaged and prepared for reform in education through the provision of goal oriented national policy on education. Basis for evaluation of educational reform which is a necessity as well as procedure and levels of evaluation are fully highlighted and discussed. Factors militating against effective educational reform in Nigeria were identified and explained. The paper itemized some recommendations toward sustainable educational reform in Nigeria.

The impact of patriarchal culture on Somali women's participation in politics

“…This is evident in many patriarchal societies because many women consider politics “dirty,” which reduces their confidence and their ability to participate in political life (Siyad, 2016). Second, in patriarchal societies the education system favours boys over girls (Alabi & Alabi, 2014). However, scholars indicate that “with more formal education comes a deeper interest in politics, a greater concern with elections, greater confidence in participating in politics as a citizen” (Lewis‐Beck et al., 2008).…”

“…A woman does not even exist as an independent legal person; she is always under the authority of others (Ingiriis, 2015). According to one Somali proverb: A woman should live under the authority of four men; either her father, her brother, her husband, and her son.” In Somalia, clan leaders and Somalis, social norms (leadership norms) do not permit women to seek political positions, nor are they permitted in clan leadership (Alabi & Alabi, 2014; Tadesse et al., 2010). Furthermore, Somali parents prefer that their sons rather than their daughters attend school, and all these perceptions are informed by social norms (Samah, 2016).…”

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

“…Focusing on a theme once at a time and inviting all to give their best shot can ensure all stakeholders feeling more committed and efficacious. They can become more encouraged to scale up gradually and progressively as they are spotting effective practices, familiarising with the dynamics, and assessing their interim progress for further improvements (Alabi & Okemakinde, 2010). As people come and go, any initiative that tends to become individual-driven can easily lose momentum or even fail once those key players are left.…”

Teachers’ Perceptions in the Implementation of Text-Based Learning in Indonesian Secondary Education

“…TBL for Indonesian language learning is a form of curriculum reform and part of the significant others being implemented by many countries over the last few decades (Park & Sung, 2013) to re-examine the education goals, hence, it can serve as a suitable investment for national development and stakeholder service (Alabi & Okemakinde, 2010). Through curriculum changes, new social, cultural, political, economic, and technological issues are incorporated into the curriculum, ultimately leading to the strengthening of internal and external school processes (Igbokwe Uche L Ph, et al, 2014).…”