This document discusses the relationship between politics and education in Nigeria. It makes three key points:
1. Politics has significantly influenced the educational system in Nigeria through the implementation of bureaucracy, which has led to leadership in education lacking proper expertise and experience. This has contributed to the failure of education reforms.
2. However, bureaucracy can also play a positive role by bringing structure, rules, and efficiency to educational institutions.
3. For politics and education to have a mutually beneficial "symbiotic" relationship in Nigeria, there needs to be more change and participation from communities. Education needs to better align with and respond to the needs of the communities it serves. Greater interaction between politics and what communities want is important for
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC:FUTURE AND WORLDWIDE TRENDS IN MASSIFICATION OF FUNDING BORDERLESS HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. MARISSA B. MENDOZA, MSS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
GLOBALIZATION
THE IMPACT OF GLOBALIZATION
EFFECTS OF GLOBALIZATION ON HIGHER EDUCATION
MASSIFICATION OF EDUCATION
ELITE HIGHER EDUCATION
MASS HIGHER EDUCATION
UNIVERSAL HIGHER EDUCATION
SECTORAL IMPLICATIONS OF MASSIFICATION
FINANCIAL IMPLICATIONS OF MASSIFICATION
ACADEMIC IMPLICATIONS OF MASSIFICATION
EMERGENCE OF PRIVATE HIGHER EDUCATION SECTOR
BORDERLESS EDUCATION
Bases of the education system for brazil in the contemporary ageFernando Alcoforado
Brazilian education is going through an unprecedented crisis. This crisis results, on the one hand, from the lack of an efficient and effective education system and, on the other, from the lack of government policies that contribute to overcoming the current problems of education and their adaptation to the ongoing technological changes that impact on the world of work and society in general. The fact that Brazil's education system is inefficient and ineffective prevents it from functioning as a factor of economic and social development and contributes to the social ascent of the lower classes of the population. The lack of a new education policy adjusted to the current technological changes prevents Brazil from increasing the productivity of its workers and jeopardizing their future economic and social development. These are the reasons why it is imperative to implement a new education system in Brazil.
Comparative Analysis of Higher Education Policy in Large System CountriesLuciano Sathler
File made available by British Council at http://www.britishcouncil.org.br/sites/britishcouncil.br/files/a_comparative_analysis_challenges_and_opportunities_for_large_higher_education_systems.pdf.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC:FUTURE AND WORLDWIDE TRENDS IN MASSIFICATION OF FUNDING BORDERLESS HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. MARISSA B. MENDOZA, MSS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
GLOBALIZATION
THE IMPACT OF GLOBALIZATION
EFFECTS OF GLOBALIZATION ON HIGHER EDUCATION
MASSIFICATION OF EDUCATION
ELITE HIGHER EDUCATION
MASS HIGHER EDUCATION
UNIVERSAL HIGHER EDUCATION
SECTORAL IMPLICATIONS OF MASSIFICATION
FINANCIAL IMPLICATIONS OF MASSIFICATION
ACADEMIC IMPLICATIONS OF MASSIFICATION
EMERGENCE OF PRIVATE HIGHER EDUCATION SECTOR
BORDERLESS EDUCATION
Bases of the education system for brazil in the contemporary ageFernando Alcoforado
Brazilian education is going through an unprecedented crisis. This crisis results, on the one hand, from the lack of an efficient and effective education system and, on the other, from the lack of government policies that contribute to overcoming the current problems of education and their adaptation to the ongoing technological changes that impact on the world of work and society in general. The fact that Brazil's education system is inefficient and ineffective prevents it from functioning as a factor of economic and social development and contributes to the social ascent of the lower classes of the population. The lack of a new education policy adjusted to the current technological changes prevents Brazil from increasing the productivity of its workers and jeopardizing their future economic and social development. These are the reasons why it is imperative to implement a new education system in Brazil.
The descriptive study on need for transformational change in Higher Education...inventionjournals
dia is hastening toward economic success and modernization, counting on high-tech industries such as information technology, bio-technology and Robotics to drive the nation to prosperity. The economic and cultural environmental factors have heavily impacted higher education system; the rapid changing economical, cultural, demographical and other factors have led to the faster pace of change in the higher education system. It is very important to update our education system and style as per the social and industrial norms. The higher education institutions are more important for cross border relationships and continuous global flows of public, information, technologies, and financial capital. Higher education focuses more on research based teaching rather than traditional way of classroom teaching. This paper focuses on history, development, challenges and need for changes in higher education for global scenario and emphasizes on teaching, research and consultancy requirement in higher education.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Adult Education as a Means to Active Participatory Citizenship: A Concept NoteJaakko Hyytiä
The purpose of this paper is to develop a conceptual understanding of the notion of active citizenship (AC), specifically for the use of this concept in the H2020 project Adult Education as a Means to Active Participatory Citizenship (EduMAP). EduMAP seeks to understand and develop the real and potential impact of adult education on learning for active participatory citizenship in Europe. Particular attention is given to the educational policies and practices used within adult education to foster AC among vulnerable young adults aged 16 to 30. The research question that the project seeks to answer is: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe?
Revised, 26/7/2018: Grant number, name of editor added
Senior Secondary Students' inability to draw a significant difference between
these school subjects, which lead to their ceaseless absence in the class is a
critical issue that calls for an investigation. This research examined teachers'
and student’s assessment of the level of relatedness of Civic education and
Government as a school subject in Kwara State. A correlational form of a
survey was adopted, civic education and government teachers and students in
the senior schools in the three Senatorial districts were the populations. A
multi-stage sampling procedure was employed in the selection of 63
Government and Civic education teachers and 606 students. A questionnaire
with content validity and a reliability index of 0.87 and 0.76 respectively was
used for eliciting the data. The analyses were done using descriptive and
inferential statistics. Findings revealed that the two-school subject was very
related in all ramifications, with a pass in one leading to a pass in the other. It
was recommended that the curriculum planner should collapse the
curriculum and contents of the two subjects into one rather than overburden
the school timetable.
The descriptive study on need for transformational change in Higher Education...inventionjournals
dia is hastening toward economic success and modernization, counting on high-tech industries such as information technology, bio-technology and Robotics to drive the nation to prosperity. The economic and cultural environmental factors have heavily impacted higher education system; the rapid changing economical, cultural, demographical and other factors have led to the faster pace of change in the higher education system. It is very important to update our education system and style as per the social and industrial norms. The higher education institutions are more important for cross border relationships and continuous global flows of public, information, technologies, and financial capital. Higher education focuses more on research based teaching rather than traditional way of classroom teaching. This paper focuses on history, development, challenges and need for changes in higher education for global scenario and emphasizes on teaching, research and consultancy requirement in higher education.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Adult Education as a Means to Active Participatory Citizenship: A Concept NoteJaakko Hyytiä
The purpose of this paper is to develop a conceptual understanding of the notion of active citizenship (AC), specifically for the use of this concept in the H2020 project Adult Education as a Means to Active Participatory Citizenship (EduMAP). EduMAP seeks to understand and develop the real and potential impact of adult education on learning for active participatory citizenship in Europe. Particular attention is given to the educational policies and practices used within adult education to foster AC among vulnerable young adults aged 16 to 30. The research question that the project seeks to answer is: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe?
Revised, 26/7/2018: Grant number, name of editor added
Senior Secondary Students' inability to draw a significant difference between
these school subjects, which lead to their ceaseless absence in the class is a
critical issue that calls for an investigation. This research examined teachers'
and student’s assessment of the level of relatedness of Civic education and
Government as a school subject in Kwara State. A correlational form of a
survey was adopted, civic education and government teachers and students in
the senior schools in the three Senatorial districts were the populations. A
multi-stage sampling procedure was employed in the selection of 63
Government and Civic education teachers and 606 students. A questionnaire
with content validity and a reliability index of 0.87 and 0.76 respectively was
used for eliciting the data. The analyses were done using descriptive and
inferential statistics. Findings revealed that the two-school subject was very
related in all ramifications, with a pass in one leading to a pass in the other. It
was recommended that the curriculum planner should collapse the
curriculum and contents of the two subjects into one rather than overburden
the school timetable.
Development Administration and the Challenges of Neo-liberal Reforms in the E...RSIS International
The quest of every nation state is to attract, sustain and fast-track growth and development in all ramifications. The Nigerian state between 1960 and 2020 has experienced an unabated expansion of universities. Ironically, the war against illiteracy is yet to be won, despite the experimentation of different western developmental ideologies in the Nigerian educational system. The study examined the contributions of development administration in the Nigerian educational sector as well as ascertained if the current neo-liberal reform has aided the expansion or retrogression of the educational sector most especially, the university sub-sector in Nigeria. The theoretical framework of the study was anchored on the post-colonial Nigerian state theory. Methodologically, the study strictly utilized the documentary method and data were sourced through the secondary sources and analyzed in content. The study found that the experimentation of western development ideologies in Nigeria actually aided the expansion of the universities but undermined the realization of free, quality and accessible university education for all and sundry. The study recommended among others: the applications of the action plan of Professor Okonjo as regards creating a universal tertiary education for all Nigerians and sustainably financing it.
Externalities in Education, Scientific Knowledge and Scientific ResearchIJITE
This paper explores how different activities of the State: the outcomes of education, scientific knowledge
and research, and technology are interdependent with both positive and negative externalities of society
and market structure. It discusses specifically the significance of education, the information wealth of a
global knowledge society and the dilemma of the economics of knowledge, which, at the same time have
important implications for private investment and intellectual property protections of the new knowledge.
This paper aims to examine the complex interactions between the market's role and State intervention in
order to achieve two goals: satisfying monetary interests and maintaining balance between technological
innovation and productivity gains. Additionally, governmental policy tools play a crucial role in providing
equal access to education, open-source knowledge, and research and development opportunities, which
allows both society and inventors to benefit from new technology.
EXTERNALITIES IN EDUCATION, SCIENTIFIC KNOWLEDGE AND SCIENTIFIC RESEARCHIJITE
This paper explores how different activities of the State: the outcomes of education, scientific knowledge
and research, and technology are interdependent with both positive and negative externalities of society
and market structure. It discusses specifically the significance of education, the information wealth of a
global knowledge society and the dilemma of the economics of knowledge, which, at the same time have
important implications for private investment and intellectual property protections of the new knowledge.
This paper aims to examine the complex interactions between the market's role and State intervention in
order to achieve two goals: satisfying monetary interests and maintaining balance between technological
innovation and productivity gains. Additionally, governmental policy tools play a crucial role in providing
equal access to education, open-source knowledge, and research and development opportunities, which
allows both society and inventors to benefit from new technology.
social science perspectives educational policy .pptxSamuelpetros1
I am samuel petros and aPhD candidate in educational leadership and policy studies in wolaita sodo university. This ppt was prepared for fr the assignment presentation of doctor Mittiku ,Jimma university.
Abstract: The main intention of this article is to analyze the Growth of Adolescence and Education in Sri Lanka.
This study has used literature review method and relevant literature have been analyzed based on descriptive
analysis according to the purposes of the study. The purposive sampling method was used to select relevant
literature. This study has been analyzed under some major parts namely Growth of Adolescence and Education in
Sri Lanka. This study shows the complete structure of the Growth of Adolescence and Education in Sri Lanka and
their behavior.
Arising from the questions “Would all types of human capital affect economic growth identically? And which type of schooling - primary, secondary, or tertiary – should public policy promote?”, this study examines the nexus between different educational levels and Indonesia’s economic growth over a reference period 1984-2014. During this period, education expansion took place at all three levels of education reflecting structural changes tied within the policies under the Millennium Development Goals (MDG’s) as the key and powerful factor for sustainable economic development. The study applies the augmented Lucas endogenous growth model and employs the autoregressive distributed lag model. The empirical analysis reveals a long-run relation between education and economic growth. The estimated long-run and short-run elasticity of different education levels reveal that, overall, human capital structure in Indonesia is still at the stage of promoting economic growth and identifies tertiary education as the main level for development. The findings reveal that education level matters to economic growth. Further, the empirical evidence helps shed light on why empirical studies have failed to find a significant relationship between schooling and economic growth.
Concept of Development
The concept of development is multifaceted and can be approached from various perspectives, including economic, social, political, and human development. Different scholars and theorists have contributed to the understanding of development over the years. Here, is a brief overview of the concept.
1. Economic Development
Rostow (1960) proposed a linear model of economic development with distinct stages, from traditional society to the age of high mass consumption.
2.Human Development
A noble laureate in economics Sen (1999) has significantly influenced the concept of development from a human perspective. His capability approach emphasizes the importance of enhancing people's capabilities and freedoms.
3. Social Development
In the field of social development, Erikson (1963) theory of psychosocial development is noteworthy. While primarily focused on individual development, its principles can be extended to understanding social development.
4. Sustainable Development
The concept of sustainable development gained prominence with the Brundtland Report, titled "Our Common Future," published by the World Commission on Environment and Development (WCED).
5. Political Development
Almond and Sidney Verba (1963) work on political development explores the relationship between political systems and socio-economic development.
The major challenges in higher education include:
Quantity
The numbers of new entrants is now more than the total number of students in higher education prior to independence” (Iqbal, 1981). “The demand of higher education has thus increased by leaps and bonds. In spite of quality control as well as consolidation, it will continue to grow constantly for a long time to come” (Adeeb, 1996).
Equity
The philosophy of social justice is very much akin to the principle of equity. It is a welcome development over the concept of inherent inequality which was sought to be explained by biological differences among individuals (Bayli, 1987).
Quality
Development of society not only depends upon quantity of goods and services produced, but also on their quality. “It again leads to quality of life of the people and the quality of the society in genera (Hayes, 1987). It is rightly said that the philosophical basis of quality is the innate characteristics of a human being to attain a higher standard and the need of excellence for attaining a higher stage in the development (Quddus, 1990).
Student Unrest
Among the challenges of higher education is the vital role of addressing students’ unrest.
Bayli (1987) studied that “The condition of higher education in universities and colleges is not satisfactory in the eyes of students. Lack of physical and educational facilities is bringing much hindrance in the way of development.
Students with arts, humanities, and management backgrounds often engage in political activities, indicating that their social or academic background significantly influences their attitudes towards social,
Effective Management of Secondary Education as an Instrument for National Sec...iosrjce
Education is the highest source of empowerment an individual can acquire, as it teaches exhibition
of desirable behaviour and makes people aware of their rights, privileges and obligations. The paper therefore,
discussed relevance and challenges in the management of secondary education for national security and
sustainable development. The purpose of this paper is to identify relevance of effective management of
secondary on national security and sustainable development. Finding the problems encountered by secondary
school administrators in achieving this. The study was descriptive survey research in which the quantitative
data were collected through 24 – item questionnaire titled relevance and challenges encountered in Effective
Management of Secondary Education as an instrument for National Security and sustainable Development in
Nigeria (ICEMSENSD). This was administered on 270 respondents made up of male and female principals.
Data were analyzed using mean and standard deviation on a modified 4 point rating scale for research
questions and t- test statistics for the two hypotheses. Findings of the study revealed among others that
principals’ effective management of education at the secondary level serves as an instrument for national
security and sustainable development in Nigeria. It was also revealed that some challenges which include lack
of qualified and dedicated teachers, unconducive environment, and examination malpractice hinder effective
administration of secondary education. Based on the above, some recommendations were made.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
124
The Interplay between Politics and Education in Nigeria: Any
Symbiotic Relationship?
Kayode Olu. Ijaduola Ph.D1
, K. Oluwafemi Odunaike Ph.D2
* and Victor Babatunde Ajayi3
1. Department of Educational Management, Tai Solarin University of Education,
Ijagun, P.M.B. 2118, Ijebu-Ode, Ogun State, Nigeria.
2. Department of Vocational and Technical Education, Tai Solarin University of Education, Ijagun, P.M.B.
2118, Ijebu-Ode, Ogun State, Nigeria.
3. School of Education, Tai Solarin College of Education, Omu-Ijebu, Ogun State, Nigeria.
*E-mail of the corresponding author: odunaikefemi@yahoo.com
Abstract
Education takes actual visible form in educational systems. They either are the work of states or are approved and
supervised by them. No educational system can escape from the political community in which if operates. The
system must reflect what the political community wants it to do. The system can set formally to change the
community only if the community includes change of this kind among its aims. No doubt every educational system
contains some germ of true education and is therefore likely to have side effects unexpected by and unwelcome to its
sponsors. To this end, this paper takes a critical look into the influence of politics on the educational system in
Nigeria. What good has emanated from the supposed symbiotic relationship between education and politics? What
harm has politics unleashed on education? And what steps need be taken to straighten issues? Answers to the
aforementioned and allied questions are the main focus of this write-up.
Keywords: Politics, Education, Community, Symbiotic
1. Introduction
In the closing decades of the twentieth century, education seemed destined to become the principal preoccupation of
all states. Once a luxury of rich countries and individuals, a means of preparing citizens for their station in life, or at
least a way of taking care of the young until they were old enough to go to work, education came to be regarded as at
once a right of the individual and a necessity to the state.
The right to education arises out of democratic ideas – everybody should have a chance to become intelligent – and
out of the special emphasis that all countries have come to place on employment, or a right to work. When a
statistical connexion could be established between an individual schooling and his employability and income, the
right to work had to lead to the right to schooling (Adeyemo, 2000).
As opined by Abdu (2003), democratic ideas became interwoven with the belief that education was the only path to a
useful and productive life. In 1964, for instance, the President of the United States of America justified his interest
in advancing education by saying it has been his passport from his parents’ condition, that of tenant farmers, to the
one he had himself achieved. Thus, education came to be regarded as a necessity to the state because it seemed to be
the path to prosperity and power. This idea was not wholly new.
More important, perhaps, was the notion that the advance of industry and technology was intimately bound up with
the expansion of education. The larger the pool of literate, schooled citizens, the greater the possibilities of
industrial, technological, and scientific progress. This notion rapidly gained ground after the scientists had shown
what they could do during and after the Second World War.
In the new age of science and space, UNESCO (2006) posited that improved education is essential to give meaning
to our national purpose and power. Axinn and Mark (2008), added that it requires skilled manpower and brainpower
to match the power of totalitarian discipline. It requires a scientific effort which demonstrates the superiority of
freedom.
These considerations moved the advanced industrial countries. The multitude of developing nations that gained their
independence after the second world war were affected by the immediate necessity of establishing governments
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
125
complete with civil services of every kind. Since most of them were also intent on industrializing as rapidly as
possible, and since education is regarded as indispensable to industrialization, according to Ijaduola (2008a),
they were forced to expand their educational systems as fast as they could. At this juncture, it is extremely pertinent
to have a cursory look into the actual location and presence of politics in education. This is discussed in the
paragraphs below:
2. Politics versus education
As earlier pointed out, public education is by necessity an extension of our political system, resulting in schools
being reduced to vehicles for implementing political mandates. For instance, during the past thirty years, education
has become federalized through dynamics both indirect and direct.
As government policy and practice, bureaucracy is unavoidable, of course. But the central flaw in the need for
structure and hierarchy is that politics prefers leadership characteristics above expertise. As noted by Blasé & Blasé
(2002) no politician can possibly have the expertise and experience needed in all the many areas a leader must
address (notably in roles such as governor and president). But during the accountability era in education of the past
three decades, the direct role of governors and presidents as related to education has increased dramatically – often
with education as a central plan in their campaigns. One distinct flaw in that development according to Scribner,
Aleman & Maxcy (2003) and Ijaduola, Odumade & Agbajeola (2009) has been a trickle – down effect reaching from
presidents and governors to state superintendents of education and school board chairs and members; people who
have no or very little experience or expertise as educators or scholars attain leadership positions responsible for
forming and implementing education policy. In other words, the faces and voices currently leading the education
reform movement in Nigeria are appointees and self-proclaimed reformers who, while often well-meaning, lack
significant expertise or experience in education.
Bureaucracy bestows authority and a hierarchy on education that allows and perpetuates leadership without expertise
or experience. The consequences include the two most vivid examples of why education reform has failed and will
continue to fail.
1. Inexpert leadership is ideologically committed to solutions and thus implements solutions without
identifying and clarifying the problems, first, and
2. Inexpert leadership that is in constant flux with the perpetual changes in administrations, is apt to implement
the same solutions over and over with different outcomes expected. Inexpert political leaders believe in act
upon a faith in the effectiveness of their cult of personality.
Furthermore, bureaucracy is failing education reform because it does not acknowledge or address two
central realities: Nigeria remains corrosively inequitable, especially in terms of tribe, class and gender; and education
tends to perpetuate those inequalities through commitments to tracking, testing and ranking. Bureaucracy cannot
teach as Obanya (2002) opines but educators and researchers can lead schools if will commit ourselves to genuine
social reform that addresses poverty, and to education reform that allows teachers to do that which they know how to
do. From the preceding discussion, it seems as it politics has taken much tolls on education via bureaucracy. Let us
therefore probe further into this ‘monster’, perhaps there are other side of it that could be advantageous to education;
most especially within the Nigerian context.
3. The positive role of bureaucracy
It has been established that school is a formal organization that is made up of learners and interacting together
(within a community) to perform coordinated teaching, learning and knowledge-creating activities. The character of
school as a bureaucratic organization within a society determines the nature of educational management. Max
Weber (1946), the German sociologists, developed the principles of rational administrative organization based on
rules, procedures, competence, contract agreements and objectivity so that bureaucrats could deal with stable and
routine tasks which are the bases of organizational efficiency. Efficient goal attainment, however, depends upon
programming and integration of institutional activities to incorporate the following six key elements:
(i) Hierarchical structure that systematically orders communication and authority among formally
established positions. To this end, most educational institutions have organization chart, pyramidal
with vertical interconnection of formal authority. At the apex of the pyramid, there is the top-most
authority with the most discretionary power while the base of pyramid comprises the staff with the least
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discretionary authority. At the middle, we have the supervisors serving as the link between the top
management and the bottom staff.
(ii) Division of labour based on functional specialization such as units, departments, centres, colleges or
faculties. Educational institutions adopt the two-tier system of management that depends on academic
experts (educationists) as well as on the contribution of few professional administrations like
accountants. In most cases, educational institutions group their academic tasks into departments, units,
faculties and centres coordinated by appointed specialists.
(iii) A system of transparent procedures, rules and regulations covering the rights and responsibilities,
which staff and students should follow. A vital part of rights in management authority or the right to
command and have control over responsibilities of others, their resources and rewards. Institutions of
learning usually have laws, rules, regulations and manuals to control the behaviours of and command
subordinates such as staff and students. This is to standardize and reutinize peoples activities as much
as possible to enhance efficiency or to reduce wastage.
(iv) Impersonality of interpersonal relations. This is to maintain a balance between the attainment of
organizational goals (institutional dimension) and meeting of individual needs (idiographic dimension)
by being objective in recruitment, promotion, disciplining and firing of students and staff. With
interpersonal structure, staff and students do what they are told to do, use the resources given to them
and are rewarded for their responsiveness to their responsibilities without undue consideration for the
idiographic dimension such as age.
(v) Selection, promotion and attrition based on objectivity and technical competence of students and staff.
This is to ensure objectivity and avoid favouritism in personnel and student matters.
(vi) Rational, systematic and goal-oriented processes and behaviours. This assumes that individuals
problem-solving and goal attainment are rational provided there is requisite information about
problems, possible solutions and their consequences that would help institutional members to follow
the most beneficial course of action. To achieve this, each institution of learning engages in strategic
planning by establishing a vision statement, providing a mission statement to achieve the vision,
generating goals and objectives based on market-driven programmes, courses and services,
implementing the programmes/services, conducting formative and summative evaluations to revise
and/or improve programmes/services, conducting impact study, and improving institutional vision,
goals and objectives accordingly.
However, it is pertinent to assert that the tenets of the Weberian bureaucracy have long ruled the study of educational
organization and the training of educational administrators. Characteristically, the society, as noted by Obi (2003)
and Thainkachalam (2005), expects that schools should be planned, rational, stable, job performance oriented,
consumer (learner) focused, authority based, controlled through procedures, rules and regulations as well as division
of labour; and hierarchically structured as contained in Weberian bureaucracy. Having considered so far the subtle
and glaring interplays of education and politics via the instrumentation of bureaucracy, the germane question is:
Could there by any mutually beneficial relationship between politics and education? The answer to this fundamental
question is that it is only change that can bring about the desirable compatibility between politics and education and
this will constitute the focus of our next treatise.
4. Change as a panacea
Researchers Adeyemi, (2001); Fabunmi, Akinwumiju & Uyanwa (2002), Ijaduola (2008a) have drawn a distinction
between two types of politics in schools. The term micropolitics refers to the use of formal and informal power by
individuals and groups to achieve their goals in organizations. Cooperative and conflictive processes are integral
components of micropolitics. Conversely, macropolitics refers to how power is used and decision making is
conducted at district, state and federal levels. Macropolitics is generally considered to have noted that micro and
macropolitics may exist at any level of school systems depending on circumstance.
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The Nigerian educational system, like any other country’s educational system, has, in recent times, experienced
series of scientific, technological, economic, political and social upheavals such as the introduction of computer
education, literacy education, the use of Information and Communication Technology (ICT) in education and
modern economic theories, ideas, techniques and methods – MBO, PERT, Economic order PPBS etc into the school
curriculum. The rationale behind the involvement of Nigeria educational system in change programme is an
indication of a major force in shaping the objectives and methods of the programme.
The most common reasons or needs for introducing reform and innovation or a change programme into the Nigerian
educational structure, curriculum and methods, according to Adepoju (1998), include the following:
• Need to improve on the standard: This is perhaps, one of the most discussed issues in the Nigerian
educational system today. The standard of the system has been generally criticized by some experts’
usual state and flavour. Since educational change is found useful where the standard of the system is
declining or where its existing state is generating public outcry or conflict, its introduction is found to
be relevant in the Nigerian setting.
• Future expectation: Change may be desired if there is a clear indication about the future trend or
expectation of the system. In Nigeria, education is said to be performing different roles which may be
expressed in terms of nation building and national promotion. Therefore, in order to cope with such
future demands, educational change may be desirable.
• Exogemous factors: The presence of some exogenous factors may influence the system, and which
may also be the sources of educational change may justify educational change. For instance, in
Nigeria, government may introduce a new function or method of operation such as deployment of
military officers to inculcate disciple in the schools while the public may advocate for a course that
they believe will benefit their children and the society at large. If they therefore, demand a change such
change will be incorporated into the system.
• Achievement-inclined would always allow a positive change to take place wherever he finds himself.
In other words, an educational administrator would always like new programmes that will improve
teaching-learning situation to be introduced in the school.
• Creativity: An educational change may be precipitated by the desire of the members of staff to be more
creative by introducing new ideas which may lead to the realization of the school objectives and their
own individual goal.
From the discussion above, we have seen how ‘hange’ could be a force to be rekoned with in making politics and
education compatible. We shall now elucidate on how more mutually beneficial relationship can be forged between
politics and education.
5. Towards establishing more symbiotic relationship between politics and education
As earlier projected, education, to accomplish its required purpose, must be tailored towards the needs and
aspirations of the community or environment. This is in agreement with the National Policy on Education (FGN,
2004) which states inter-alia in section 1 sub-section 9 (f), “efforts shall be made to relate education to overall
community needs.
By implication, therefore embarking on forging a mutual relationship between politics and education according to
Ijaduola (2008b) requires that such exercise must be precipitated by the need to yield to the demand of the
community on environment where such reform is taking place. This is to say in essence that the culture of the
community will determine whatever form the reform should take. In other words, a community that is inherently
conservative would make reform a difficult task to achieve compared to a dynamic community.
Similarly, if development via a positive romance of politics and education is conceptualized in terms of material and
human advancement then one tends to agree with Sanders (1958:3) who conceptualized community development as:
A way of making the intangible value of the social
heritage concrete in the daily experience of translating
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into action what most members of the community
profess are noble segments of using a greater measure
of reason and less of prejudice in looking towards the future
and of involving more and more interested and better
informed in decision affecting their own welfare.
The greater participation and interaction between politics and education in the life of any nation is thus, what
constitutes the major objective of community development. Technology (no matter how modest) alone does not
solve problems nor does it even create friends. There is an increasing awakening that people are more important
than techniques. People should have some voice in and understanding of what is being done. This is the basis of
mutual benefit the world over. Symbiotic relationship between politics and education as earlier posited, comprises
the people plotting their graph, the direction of their values, identifying way of catching up with the graph so plotted
and working meticulously towards the realization of set goals and objectives.
This implies that a mutual relationship between politics and education requires that people themselves exhert their
own efforts, joining with government to improve their economic, social and cultural conditions. it is concerned with
total community life and needs. It should involve the entire community participation in decision-making.
In another dimension Obanya (2002) perceived politics and education as interaction in the fullest and best sense for
stimulation of the desire for better things and the urge to attain such better things. To her, mutual interaction of
politics and education strive to educate and motivate people to self-help with a view to developing responsible local
leadership among them, as well as inculcating in them a sense of citizenship and a spirit of civic consciousness.
Besides, to ensure a lasting mutual relationship between politics and education, new ideas, researches and
approaches must be injected into the education system. For example, Akintoye (2004) argues: Most studies of
educational change have been concerned primarily with the adoption of specific education innovations. They have
been conducted where research has largely focused on the diffusion concept, namely, the spread or permeation of an
innovation from system to system or from school to school. As highlighted by Igwe (2004) the adoption of new
ideas or techniques in education is hinged upon the following: consideration of cost; consideration of technological
factors; availability of associated support materials; simplicity of implementation; and innovation system
congruence.
Moreover, the purpose of learning is freedom and freedom is another word for what we refer to as self-reliance. It is
expected therefore that any symbiotic relationship between politics and education must bring about self-reliance.
Self-reliance means freedom from dependence on others, or any external support. A man who has true learning is
truly free and independent. The first and least part of this self-sufficiency is that the person must be educated and
made skilled in a craft.
A second and very important part of self-reliance is the ability to acquire new knowledge for oneself. There is a
third essential element in freedom and this also is a part of education. Freedom implies not only being independent
of other people but also independent of one’s own moods and impulses. The man who is a slave to his senses and
cannot keep his impulses under control is neither free nor self-sufficient. Temperament, vows and service
(ingredients of politics) therefore, have their place in education, for it is by these means according to Ijaduola &
Adenaike (1999) that this third aspect of freedom can be learned.
6. Conclusion
It seems clear that our educational system has not been well adapted to Nigerian and development needs. At presents
our school system has goals similar to those of metropolitan countries. With a few modifications to structure content
and teaching methods, our educational system follows closely those of developed nations of the world in spite of the
marked cultural political, economic and technological differences that exist. This trend is not unconnected with the
dictates from the uniformed Nigerian political office holders who copy ideas verbatim from other countries without
injecting into the system all that could make it work successfully. The present system tends to produce job-seekers,
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not creators. As earlier indicated in this write-up, our educational system needs a radical re-thinking of current
attitudes to education and a basic revision of curriculum to meet the demands of human resource development for
our local communities. A review that will be devoid of undue and unnecessary interruption from politics save for
symbiotic relationship between it and education. However, power over funding can broad performance benchmarks
can remain vested in political leaders. But granular operational details should be left to education and local
administrators, the people best suited to achieve these goals in their schools and classrooms.
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