The spiralling incidents of gender-based violence in Nigeria during the COVID-19 pandemic era: implications for national development

The Covid-19 pandemic in Nigeria adversely influenced the rising incidents of gender-based violence in the country. Several cases of violence perpetrated against the females by their male partners. Obviously, these left the females in terrible physical and emotional traumas, plus severe physical, psychological and mental injuries. Affected victims suffered emotional stress disorders and torturous mental agonies caused by rape, sexual assault, forceful trafficking, physical assault, kidnap for ransom, subjection to slavish conditions, denial of legitimate rights and child labour. These reports placed Nigeria on the dark pages of history and spoke volumes about the need to protect the rights of females. Thus, this paper examines the key negative impact which gender-based violence made on the development of Nigeria. In doing this, the qualitative method was adopted

Radio network as a strategic medium of education and awareness creation in Nigeria during the COVID-19 pandemic era: a historical perspective (1956-2020)

The radio network in Nigeria, no doubt, rendered credible services to Nigerians during the Covid-19 pandemic era. Through the services of the radio, Nigeria‟s populations of listeners received the relevant awareness messages required to escape the lethal infections of the Corona virus, code-named the Covid-19. Through the services of various radio stations, fellow citizens got sensitized about the dangers, patterns of spread, preventive measures and other related healthcare strategies that could curb the spread of the virus. Through the agency of the radio too, the country‟s school children received periodic school lessons from the comfort of their own homes during the lockdown era when all school closed down. These highlight the great roles played by the radio in Nigeria during the Covid-19 pandemic era, all with the intentions of keeping the populations of listeners safe and alive. It is the primary target of this paper to discuss some of the key roles played by the country‟s radio networks in tackling the spread of Covid-19 among Nigerians during the pandemic era

HISTORY OF IGBO PEOPLE AND EDUCATION: A PSYCHOLOGICAL IMPLICATION

This paper argues that it is the duty and intellectual responsibility of indigenous elites to write the history of their own people. It claims that the knowledge of the language of peoples’ birth, history, cultural values, traditional norms, geography and education, to mention but a few place aborigines of a an area on a vantage position to deliver this crucial service to their people and humanity. This paper of the opinion that a few weeks’ vacation by expertrates to Igbo land; Nigerian is quite insufficient to equip any expatriate with the full knowledge and endowments needed to write about this fascinating people and area. That was the reason why theses researchers written what they know about their people, their history as it is and as it should be, to put records straight and decimate misinformation. Key Words: Agriculture; Cultural Values; Igbos’ History; Indigenous Education; Language; Local Technology; Religions; Socialization. DOI: 10.7176/HRL/53-05 Publication date: June30th 202

The impact of the Christian missionary education on the educational development of Nigeria

The purpose of this research is to discuss the impact of the Catholic missionary education, on the educational development of Nigeria. The intention is to make an understanding of their contributions towards the introduction and sustenance of western education in Nigeria, following the country’s governance by the British colonial authorities. It is the intention of this work to research into the educational activities of the various Christian missions in Nigeria. In doing that, their contributions in the establishment of schools, training of teachers and civil service personnel, running of schools, development of orthographies of major Nigerian languages, are crucial for this understanding. As well, the nature and content of the curricula, which they provided, deemed necessary for the spread of literacy and western education, are also considered necessary for the understanding of this project. The Christian Missionaries, no doubt considered literacy an essential factor, needed for a successful evangelisation of the people of Nigeria. They discovered that equipping the people with the ability to read and write, would make their primary target of converting the people to Christianity, more effective. This objective became more crucial in view of the urgent need for local clergy, evangelists, teachers, catechists, Sunday school teachers, and low-cadre personnel needed for recruitment into the colonial civil service. Being able to read and write, converts would be able to read the Bible, understand the word of God, live by them, and also teach them to others, including their family members, friends, and relations. In the process, Nigerians could also partake in the work of evangelisation, thereby turning their minds away from unnecessary rituals, human sacrifices, fetish beliefs and practices, as well as the killing of twins, which were highly prevalent. The Missionaries also discovered that through western education, it would be possible to train the minds, attitudes, practices, lives, talents, and attitudes of the people of Nigeria. Having encountered them in their natural and primitive dispositions, going by the exact words of Brickman (1975), they therefore conceived education as a major tool, necessary for turning their lives around. It is in view of this development that several authors, researchers, and historians argued that it was western education that provided the magic wand that converted the people, and not necessarily the Christian religion. This argument is most favoured when one considers the situation of life, beliefs, living, and practices, as were prevalent in Igboland, prior to the arrival of the Christian missionaries. Thus, the fruits of western education included the introduction of an organised education and training curricula, establishment of schools, spread of literacy, training of teachers, engagement in paid jobs, establishment of hospitals, construction of road networks, introduction of mechanical transport systems, construction of architectural homes, improved agricultural practices, introduction of foreign food crops, scientific storage of memory, defined transfer of knowledge, application of scientific knowledge to daily life activities, and so on. Be that as it may, the Christian missionary educational system, is still criticised and held accountable for the following developments: the introduction of religious denominationalism into the school system, literary education, poor educational facilities, replacement of science and technical education with literary and religious languages, educational fraud, Christian/Moslem tension, craze for academic certificates, poor teachers’ salaries and working conditions, euro-centric education, educational marginalisation of the female gender, and so on. It was the continued prevalence of these factors that necessitated the Federal Government schools’ take-over, with effect from 1970. The intention was to place total government control over the entire educational system, bring uniformity into the school system, as well as check undue excesses emerging from the non-governmental agencies involved in the provision of education. Thus, the impact of the Christian missionary education continued to be felt during and after the colonial, era, thereby giving their involvement a place of prominence in the nation’s history of education. It has been argued that Nigeria’s educational system would not have attained its present status, if the Christian missionaries had not been involved. This becomes very obvious when one considers the number of schools and educational institutions they established, which still stand their ground, and retain their natural and colonial forms and shapes today. Their involvement laid the foundation for the speedy spread of literacy and western education in Igboland, as well as the rapid development of the country’s educational system, which manifested largely within the post-civil war years of 1970 and beyond. Thus the take-over policy led to increased government funding, investment in science and technological education, increased higher educational scheme, improved program of teacher training, improved teaching/learning infrastructure, refined primary school education, plus a continued review of the educational system, practices, and programs, used in the country.status: publishe

Challenges of Christian Missionary Education in Igboland, Nigeria: Focus on the Impediments Affecting the Catholic Primary School Projects (1885-1970)

This paper discusses the key problems which militated against the Catholic missionary education in Igboland, Southeast Nigeria. It analyses the key problems which clogged against the mission’s educational enterprise in Igboland which is predominantly Christian, while the Catholic Mission remained the dominant force in its educational landscape. Because of its affinity with a greater majority of the Igbo population, and acceptance by local most communities, Catholicism became synonymous with the Igbo, with the effect that the mission’s educational space became so wide and could be found in most local towns and villages. As it were, this development fertilized the stage for the emergence of numerous thorns along the track with the effect that the quality of its primary school education was impacted, while its ability to spread to all towns and villages suffered setbacks. Meanwhile, the undue competitions and struggle for space and population between the mission and other Christian missions in towns and villages involved in the Igbo educational project became an added factor. It is the conclusion of this paper that faced with the weight of the militating factors, the mission’s educational project suffered setbacks in a number of areas. Keywords: Catholic; Christian Missionary; Education; IgboLand; Primary School. DOI: 10.7176/JEP/12-29-10 Publication date:October 31st 202