1.1 BACKGROUND OF THE STUDY
Education is the bedrock of civilization of any economy. Therefore, for any country to grow, educating its citizens is the surest means of achieving this. This should be more considered by countries that are still backward-developing continents like Africa, Asia, Latin America and even the Middle East; especially for a country like Nigeria with a vast growing population. Meaningful and sustainable development can be achieved in Nigeria if much preference is made to education in Nigeria. Education is a viable universal tool, adopted and accepted by the people in tackling the challenges of life like poverty (Sangai, 2004). Even as proven by economist and social scientist that the major cause of poverty is illiteracy. The benefits of having a literate population are enormous. It is with confidence to say, that the first-three points of the Millennium Development Goals (MDGs) are easily achievable with a literate population. The points are: eradication of extreme poverty; achievement of universal primary education; and, promotion of gender equality and women empowerment.
Positive transformations in the political, economic, social, intellectual and technological spheres of Nigeria can only be achieved when right education policies are rightly implemented (Association for the Development of Education in Africa (ADEA, 2002).
One of the education policies in sub Saharan African countries is the traditional education system which in interpersonal in nature (interaction between the student and teacher), structured courses of study, fixed locations for learning, fixed time schedules, and a certification system. Bearing the traditional education system in mind, none of the sub Saharan African countries has been able to fulfill the “education for all” policy, due to the use of the tradition or conventional education system (ADEA, 2002).
- Format: Microsoft Word
- Pages: 56
- Price: ₦3000
- Chapters: 1-5