Education for Sustainable Development (SDG 4.7): It’s Implementation in Nigeria (Published)
Sustainable Development Goals (SDGS) refer to the global initiatives that developed and developing nations have signed up to for the purpose of guaranteeing the best quality of life in 17 broad areas of human needs. SDG 4 is about quality education. SDG 4.7 focuses on education for sustainability, sustainable living/lifestyle, human right education, peace education gender inequality, global citizenship and how they should impact on quality education. These global educational contents are expected to be mainstreamed into the school curriculum at various educational levels. This paper clarifies each component of the SDG 4.7 and explains how best the new subject matters can be integrated into the Nigerian school curriculum as well as implemented in our daily living. Two ways whereby the new curriculum contents can be mainstreamed are either to create new school subjects or, to infuse the new contents into existing subjects in the curricula. This latter option is preferred and so recommended because the curricula of our schools are already too over-loaded to accommodate more subjects. The guidelines for the recommended infusion are made. The place of the teacher in implementing the new curriculum areas is emphasized. Recommendations are made for reorienting teachers towards more effective implementation of the new curricula through pre-service and in-service training. The pedagogical practices that will facilitate the attainment of Goal 4.7 are described, including appropriate teachers preparation, improved methods, resources, and facilitates. Also stressed is the need to accommodate all categories of children- the normal and disabled, boys and girls in the provision of furniture, play facilities and toilet facilities among others.
Keywords: Gender Inequality, Global Citizenship., Human Rights, Peace Education, Sustainable Development
Attitude of Educated Women in Nasarawa State towards Entrepreneurship Education as Sine Qua Non For Wealth Creation and Reduction of Gender Inequality (Published)
The study investigated the attitude of educated women in Nasarawa State of Nigeria towards entrepreneurship education as an inevitable strategy for wealth creation and reduction of gender inequality. Four research questions and one null hypothesis were formulated to guide the study. The design of the research was cross-sectional exploratory survey. The estimated population of the study was 200,000 literate women in the state public establishments. A random sample of 400 female public servants was selected for the study. A 36-item structured attitude scale was developed and validated by the researchers and used for data collection, having established its reliability index of 0.84 through Split-half method. Descriptive statistics were used to answer the four formulated research questions while the corresponding null hypotheses were tested using t-test of independent samples at the 0.05 level of significance. The results of the study shows, among other findings, that a high proportion of the educated women expressed positive attitude towards gender equality in wealth creation; there was positive attitude towards acquisition of entrepreneurship skills through vocational courses, and marital status has positive influence on their attitude towards the pursuit of entrepreneurship skills. Concluding that women have positive attitude towards any viable steps for reducing gender inequality, it was recommended that government driven support should focus on encouraging women to embark on acquisition of entrepreneurial skills to facilitate wealth creation and reduce gender inequality.
Keywords: Entrepreneurship, Gender Inequality, Gender Parity, Positive attitude, Wealth Creation