Single Parenting: a Constraint to the Sustainable Development of Technical Education in Enugu State (Published)
The study investigated the impact of single parenting on the acquisition and development of technical education in Enugu State. The purpose of the study was to determine the consequences and, the constraints the concept of single parenting has imposed on the sustainable development of technical education in Enugu State. A total of 120 respondents made up of males and female students of selected technical colleges in each geopolitical zones of Enugu state were used for the study. Three research questions guided the study. Three hypotheses were tested at 0.05 level of significance. Data was collected using structured questionnaires. The Cronbach alpha reliability coefficient used to test the reliability of the instrument yielded 0.82. The study revealed that children from single parents suffer from financial troubles, family instability, emotional trauma, harsh socio-economic pressures and stigmatization. As a result of these constraints, children from single parents are characterized with low pace of comprehension, finds it difficult to purchase instructional materials, unable to attend enhancement programs, highly vulnerable to drugs and alcohol. The study also revealed that, these children get frustrated and drop out of school. It was recommended that there should be the creation of special scholarship board for children of single parents interested in technical education by the state and federal government as this will help to address the issue of right deprivement and handle the cases of poor skill acquisitions. Equally recommended is the development of appropriate counselling techniques and programs in all the technical colleges.
Citation: Kalu U Okey, Ogba Kalu. T., Ogbonnaya Kingsley A. (2021) Single Parenting: a Constraint to the Sustainable Development of Technical Education in Enugu State, British Journal of Education, Vol. 9, Issue 9, pp.89-100
Indigenous Skills and Entrepreneurship Education: A Critical Blend for Sustainable Development in Nigeria (Published)
Generally, education is regarded as the most potent for achieving national development. This plausible statement clearly places education beyond any other sector in the onerous drive for national development. Sustainable development goals were articulated by the United Nations to fathom how far away countries are from achieving national development through the creation of National sustainable development strategies. While it is recognized that there are thousands (of unaccountable number) of strategies that could make education sustainable through the various tiers of education, indigenous skill elements are crucial in the delivery of entrepreneurship education for sustainability. Blending the potentials of both systems (entrepreneurship education and indigenous skills) is tantamount to forging sustainable development for the future.
This paper is a contribution to addressing the challenge of underdevelopment in Nigeria using the tool of education. The researcher looked at education for sustainable development in Nigeria as a developing country. In recent times, there has been a paradigm shift in defining development and the way it is practiced. This paradigm shift is what has resulted in the adoption of Sustainable Development (SD) as a concept. Sustainable Development was highlighted in the Brunttand Report, at the Stockholm Conference of 1972 and more recently, in Paris, France where over 169 countries adopted the 17 Sustainable Development Goals (SDGs) as a working document. All over Nigeria, there are rumours and evidence of failed leadership characterized by dwindling educational, economic, social and political fortunes. All these problems are as a result of the inability of the leadership to plan successfully for development using appropriate educational tools. It is the opinion here that, Education for Sustainable Development (ESD) can function to educate, train and undertake research to contribute to the sustainable development of the Nigerian Society. For instance, such education can provide the citizens with skills, perspectives, values and knowledge to live sustainably in their communities. It can also produce leaders who manage the affairs of government and private sector industries to constitute the stake holders of sustainable development. To function properly in this regard, Education for Sustainable Development (ESD) should grow from a variety of sources and be delivered through casual, informal, non-formal and formal strategies. In order to achieve these therefore, the paper recommends among other things that there should be a reorientation of existing education at all levels to include principles, skills, perspectives and values of sustainable development. That formal, non-formal informal and casual education for knowledge, attitude and skills for poverty alleviation and human development be promoted.
Business Education: An Indispensable Tool for Achieving Sustainable Development in the South-East States of Nigeria (Published)
The study was carried out by the researchers in the South East States of Nigeria to determine how business education could be an indispensable tool for achieving sustainable development. A survey research design was used for the study. The population comprised 46 business educators teaching in public universities in the South East States of Nigeria. A self-structured questionnaire developed by the researchers and carefully validated by the experts in the Faculty of Education of Enugu State University of Science and Technology was used for data collection. Mean and Standard deviation were used to answer the two research questions that guided the study while t.test hypothesis was used to test the hypotheses at 0.05 level of significance. The result of the study showed that business education programme is an indispensable tool for achieving sustainable development in the South East States of Nigeria because it provides the needed manpower required in industries. The study equally revealed that one of the strategies for achieving sustainable development in the South East States of Nigeria through business education programme is to ensure that the school curriculum is relevant to the skills required of industries. Moreover, there was no significant difference between the mean responses of male and female business educators on the relevance of business education in achieving sustainable development and the strategies for achieving sustainable development in the South East States of Nigeria. Based on the findings of the study, the researchers recommended among others that the curriculum planners should ensure that the school curriculum content is relevant to the skills required of industries because of the relevance of the programme in providing the needed manpower in industries.
Accountability: A Formidable Basis for Achieving Sustainable Development in Nigeriran Secondary Schools (Published)
Sustainable development is a protective device that is future-oriented. Technically, the future is embedded in current activities and could be wasted where present activities are not appropriately planned, structured and controlled. In education, current efforts to build schools, train teachers and engage other related activities should be consummated without compromising future school development. Authorities whose decisions shape current school development must be made answerable, liable and responsible for their actions and inactions in order to instill order, restraint, and caution in the system. The paper therefore recommends accountability by administering transparency, probity, reputable appointment of personnel into positions of trust, supervision and inspection, tough audit, effective policy prioritization, punitive measures for offenders and other related internal control mechanisms to ensure sustainable development of schools in Nigeria.
A Critical Analysis of National Board for Technical Education Old and New Curriculum in Office Technology and Management for Sustainable Development (Published)
The paper examined the persistent issue of curriculum review in Office Technology and Management which is now used in the Nigerian Polytechnics. The convergence of computer, telecommunication, the internet and microelectronics with business environment has brought to the fore, the emerging Information and Communication Technology (ICT) sub skills that are lacking in the curriculum for producing the office worker in Nigeria. The prevailing circumstance where the secretary has to work with modern technology used in this digital era led to the review of the old curriculum for secretarial studies. The review of OTM curriculum was taken with the view to produce graduates who could be effective in the Management roles and have confidence and practical skills necessary to put theory into action It also looked at consequential issues concerning inadequate provision of human and material resources as well as the need to ensure that the OTM programme is adequately funded to ensure that requisite facilities are provided for effective training of the recipients of the programme and equally emphasized on the need for training and retraining of the lecturers in the polytechnic on the prerequisite skills needed to teach this novel ICT softwares.
MATHEMATICS EDUCATION FOR SUSTAINABLE DEVELOPMENT: IMPLICATIONS TO THE PRODUCTION AND RETENTION OF MATHEMATICS TEACHERS IN NIGERIAN SCHOOLS (Published)
The paper is focused to examine the problems of the shortage of Mathematics teachers at all levels of the Nigerian educational system. The problem of the shortage of mathematics teachers is due to the poor condition of teachers in Nigeria. Students are not attracted to study the mathematical sciences and are rather attracted to more lucrative professions. Therefore, we have our best brains in other professions at the expense of the teaching profession. Shortage of mathematics teachers leads to poor performance of students and shortage of professionals in science and technology which results in low level of technological and sustainable development of the nation. To produce and retain mathematical sciences teachers, the paper recommends that action should be put in place to deliberately improve the salaries and conditions of service of teachers as done in some African Countries and Advanced Countries; arrangements should be made to retrain our unemployed graduates especially those in social sciences to convert them to mathematics teachers; Students wishing to study the mathematical sciences education should be awarded bursary to attract them to the courses; and specialist teachers should be employed to teach mathematics at the Primary School level.