3 research outputs found

    Students’ Exposure to Common Good Ethics and Democracy Outcomes

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    Following Professor Obiora Ike’s view and in particular Obiora 2012, 2013, 2017 (see reference below), the more students are exposed to ethics practice, the greater their propensity and capability to seek for ethical living. This important assumption is worth close statistical scrutiny as the author shows. Through empirical researches and the stratified sampling approach, 435 university students are randomly selected to illustrate this claim. The method used is the “Perceived Role of Ethics and Democracy Outcome Scale” (PREDOS) and a survey questionnaire used to measure exposure to common good ethics among the respondents. Descriptive analysis – tables and analysis and covariance (ANCOVA), are aimed at facilitating the analysis of the data collected in the study.  In tandem with the conclusions drawn from extant literature and works of Professor Obiora Ike, the findings, as the author see, show that exposure to common good ethics has a significant positive effect on students’ ethics practice and democracy outcomes

    Education and Development Disconnect in Nigeria: Education for Sustainable Development (ESD) as the 21st Century Imperative for Nigeria’s National Transformation, Sustainable Development and Global Competitiveness

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    The paper examines Education and Development Disconnect in Nigeria and makes a case for education for Sustainable Development (ESD) as the critical path to Nigeria’s sustainable development and global competitiveness. The paper submits that education is the pivot of national transformation and development, but Nigeria’s dysfunctional educational system perpetuates and deepens poverty and underdevelopment and consequently, the resource-rich Nigeria is ashamedly described as a low human development country and as a country with blunted edges in the United Nations Development Programme (UNDP) Human Development Reports and the World Economic Forum Africa and Global Competitiveness Reports, respectively. Relying on secondary data, the paper argues that a human-rights-approach-to-education, investment in quality education, environmental education, research and innovation, achieving the millennium development goals (MDGs) and science and technology are prerequisites for Nigeria’s sustainable development and global competitiveness. Essentially, that Nigeria’s educational system, policies and practices should be reoriented towards sustainable development, which is a tripod of interdependent and mutually reinforcing pillars of economic growth, human development and environmental conservation, in an equitable and sustainable manner, for present and future generations. The paper submits that all curricula and taxonomies of education, including environmental education are subsumable under ESD which equips individuals and societies with the knowledge, values and skills to live and work in an equitable secure and sustainable manner and balances economic well-being and human development with cultural tradition and respect for and protection of earth’s natural resources and environment. To achieve this, the paper among other recommendations, posits a Virtuous Cycle of Education for Sustainable Development (VCESD) Model for Nigeria’s national transformation, sustainable development and global competitiveness.  Keywords:Education, Development, Sustainable Development, Education for Sustainable Development,   Global Competitivenes

    Evaluating Religious Education in Nigerian Catholic Schools

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    Religious Education (R.E) has been one of the most important subjects being taught in the Secondary Schools in Nigeria. This is because the subject helps to streamline the thought, character, moral and aspiration of the students. It also offers hope for a future integrated, disciplined, harmonious and progressive society. Religious Education is a vast subject and it is taught at all levels of education in the country. In this study, the discussion was limited to Christian Religious Education that is, Christian Religious Studies, as it is taught in the secondary schools in the Nigeria. The study tried to analyze the kind of influence religious education has or does not have on the social and personal life of the students. This is necessary because of the youth’s involvement in some negative social practices, like drug abuse, permissiveness, armed robbery, racial violence, prostitution, indiscipline and other moral vices. Before the evaluation, the opinions of some authors on the subject will be discussed. Keywords: Religion * Religious Education* Education *Evaluation* Nigeria* Catholic* Schools* Curriculum* Teaching* Learning
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