Tongue in education in Nigeria

This paper critically investigated the linguistic aspect of Nigerian education policy. It examined the relevance of language of instruction in classroom learning. The philosophical nature of the study necessitated the analytic and speculative modes of research. The concept of mother tongue was analytically examined in other to give a clear-cut definition and facilitate a quick understanding; while the prescriptive mode was used to assess the place of indigenous languages in Nigerian curricula. The paper x-rayed arguments for and against the use of mother tongue in Nigerian schools. Among several works considered, the experimental work of Fafunwa was particularly showcased. The famous Ife Six Year Primary Project (SYPP), which was conducted between 1970 -1979, had established beyond any reasonable doubt that the Nigerian child will benefit immensely if schooled with mother tongue. Despite the success, it was however discovered that some challenges are constantly militating against the use of mother tongue in Nigerian schools. Such challenges range from one-nation-one-language myth; perception of English language as a global language; absence of orthography of some Nigerian languages; lack of trained teachers in the use of indigenous languages; lack of political will; among others. These challenges were addressed in this paper. The researchers, laconically, submitted that for education in Nigeria to function as it should, as elsewhere, her language policy should be revisited; and to actualize this, the researchers recommend that teacher education in Nigeria be revitalised, while adequate training is given to teachers, so as to enable them to comfortably and conveniently teach their subjects in indigenous languages. It was suggested that for cognitive, cultural purposes and national interest, use of mother tongue is a necessity as education is to the society what fuel is to a vehicle, and language is to education what blood is to humans.Keywords: Mother tongue, Nigerian education, relevance and us

Physicochemical parameters of the Lekki Lagoon in relation to abundance of Wenyonia sp Woodland, 1923 (Cestoda: Caryophyllidae) in Synodontis clarias (Linnaeus, 1758)

Parasitic infection of fish is seen worldwide, and they are of particular interest in the tropics. Reports indicate that parasite infections in fishes lead to a disruption in aquaculture production. This study was undertaken to determine the association between physicochemical parameters and the abundance of Wenyonia sp Woodland, 1923 in Synodontis clarias collected from Lekki Lagoon, Lagos, Nigeria. A total of 180 Synodontis clarias were investigated between April 2019 and March 2020. The physicochemical parameters such as temperature, pH, turbidity, electrical conductivity, dissolved oxygen, and total dissolved solids of the surface water at the Lekki Lagoon were assessed in situ using the Horiba U50 multi-water sampler at three (3) Points, 500 metres apart. There was a positive correlation between parasite abundance and all the physicochemical parameters investigated. Water temperature showed a positive correlation with pH and turbidity and a negative correlation with electrical conductivity, dissolved oxygen, and total dissolved solids. The results showed that the statistical T-value (-2.72) of the parasite abundance between the male and the female fish was lower than the critical T-value (1.98), indicating no significant difference in the levels of infections between the male and female fish samples. In conjunction with future data, the data produced in this study can be used in monitoring the aquatic habitat for informed remediation of the lagoon to aid the preservation of the ecological services rendered by the aquatic ecosystem

Rethinking Teacher Education towards Producing Critical and Creative-Minded Educators in Nigeria

This paper discusses the training of the Nigerian pedagogue. It contends that the curriculum used to prepare the Nigerian pedagogue must be enriched with the capacity to produce critical and creative teachers who will, in turn, produce critical and creative Nigerians. This will be beneficial to the education system, for the latter will henceforth be managed by stakeholders who possess the ability to innovate the system. Such a system will automatically be rid of robots and fuddy-duddies. The paper suggests three options to rejuvenating the teacher education curriculum: infusing a new course on ‘Logic and Aesthetics’ into the teacher education curriculum; strengthening the philosophy of education component of teacher training courses and making it core; modifying the existing general course on ‘Philosophy & Logic’ into ‘Philosophy, Logic & Aesthetics’; and enriching the content in such a way that it can instil both criticality and creativity