The Impact of Nigerian Educational Policies on Business Schools and Entrepreneurship Education

This paper discussed the need in Nigeria to create a synergy between Education with entrepreneurial skill acquisition and self-employment through integrated national policies. This would serve as a panacea for solving the massive unemployment problem, diminish rural poverty and empower a larger percentage of the citizens economically. During the colonial era in Nigeria, the educational policy was geared towards meeting the needs of the colonial administrations. In the post-independence period, the national policy on education changed and the emphasis was put as "education for paid employment" rather than education for self-employment. For a long time also, there was utter neglect of small Enterprises in the industrialization policy. The combination of the above two scenarios have no doubt contributed to the problems of massive unemployment and rural poverty now facing the nation. Since the 1970s attention has been shifted to small and medium scale industries by both the federal and state governments due to the realization of the potentials of this sector in terms of employment generation poverty reduction, rural development, and mobilization of domestic savings. A lot of government and institutional support has therefore been directed to this sector in terms of credit facility, entrepreneurship development etc. What remains to be done is to link educational policy with industrialization and employment policies through formal education intervention in entrepreneurship development. Such a planned integration of polices will foster skills, attitudes and values amongst the youth (while still in school) appropriate to starting owning or working in successful business enterprise. Keywords: Educational policies; entrepreneurial Education; industrialization; self-employmen

Postwar martial arts program in Japanese higher education : case of Nippon College of Physical Education

The purpose of this study was to examine the following hypothesis: The purpose, content, and method of martial arts training defined by prewar legacies tend to persist within a limited scope and context despite major postwar reforms to the contrary. This study proposed to provide data from Nippon College of Physical Education as the central focus since this institution historically held national distinction in the development of physical education in Japan.;It was indicative from the historical data available that N.C.P.E. had undergone considerable institutional changes since it began in 1891. to clarify the historical evolution and environmental forces, the analytical period was divided into the five major eras: Meiji era (1868-1912), the Taisho era (1912-1926), the Showa era (1926-1945), the postwar occupation era (1945-1951), and the contemporary period (1951-1980s).;In reviewing the evolutionary process of the martial arts curricula at N.C.P.E. from the formulative years to the present, the following points were significant from the data examined in relation to the research hypothesis of this study. (1) During the Meiji era, the institution endorsed the purpose of nation building within the national framework of the Meiji ideology of nationalism and militarism. as a result, the Bushido code of conduct for the medieval military class was incorporated into the institutional mission in order to build a student character designed to fulfill national objectives. (2) During the Taisho era, over seventy percent of the Japanese physical education teachers were graduates of this institution. The martial arts curriculum and related disciplines were expanded and intensified as active duty military officers began to be involved extensively. Despite the influx of Westernized curriculum innovations, the martial arts were hardly influenced. The central ministry continued its greater centralization policy to control liberalism. (3) During the Showa era (1926-1945), the central mission of the college centered on Showa era nationalism and the martial arts program development for the fulfillment of the Kokutai (National Polity). The content and method incorporated compulsory subjects of Shushin (morals and ethics) designed by the Thought Bureau of the Ministry of Education. A highly authoritarian and vertically oriented social system, Shigoki (physical ordeals) as a method of mental discipline, and tradition and ceremony were emphasized essentially to be in accordance with the institutional mission and fulfillment of the imperial will. . . . (Author\u27s abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

The University School: The University of Kentucky\u27s Role in the Laboratory School Movement of the 20th Century

This study expands the scope of institution-level research on college and university-run laboratory schools to include the University of Kentucky’s on-campus laboratory school that operated from 1918 to 1965. Specifically, it preserves the institutional history of UK’s laboratory school, which has largely disappeared from local memory; provides a specific case study of a laboratory school in a largely unstudied state and region, namely Kentucky and the South; and contextualizes the role and trajectory UK’s laboratory school played in the larger Laboratory School Movement of the 20th century. Because of UK’s status as a southern land grant university, this research examines claims that education in the South lagged behind the rest of the nation and considers what implications the University School’s history may have on modern educational policy. Historical context limits this research in three important ways: (1) references to the word “progressive” are specific to the pedagogical philosophies and methods affecting schools during the Progressive Education Movement from 1893 to 1957, not the larger political activism and reforms affecting all Americans during the Progressive Era from the 1890s to the 1920s; (2) statistical data pulled from multiple government sources is limited by variations in yearly reporting methods; and (3) insights about the public-school education of African American students are limited by UK’s conformity to the legal and cultural framework of racial segregation during the years the University School operated

Illinois Teachers College Chicago-North, Undergraduate Catalog, 1966-1967

https://neiudc.neiu.edu/catalogs/1009/thumbnail.jp

Faculty Senate Chronicle January 3, 1972

Minutes for the regular meeting of The University of Akron Faculty Senate on January 3, 197

President\u27s Report, 2006

The President’s Report of the University of Montana, produced by University Relations on behalf of the President’s Office.https://scholarworks.umt.edu/presidents_annual_report/1014/thumbnail.jp

Bronx Community College of the City University of New York Catalog 1965-1967

Course catalog for Bronx Community College for 1965-67. Also includes 1966-1967 Bulletin of Information for Prospective Students