The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by Elaine Nevin, ECO-UNESCO's National Director, on Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
Unesco’s role in Education for Sustainable Developmentelectricmind
UNESCO's role in Education for Sustainable Development (ESD)- the United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014, this view the founding value of ESD.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by Elaine Nevin, ECO-UNESCO's National Director, on Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
Unesco’s role in Education for Sustainable Developmentelectricmind
UNESCO's role in Education for Sustainable Development (ESD)- the United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014, this view the founding value of ESD.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
Need of reorienting school curriculum to integrate ESD and Active Citizenship...Dr. Geetika Saluja
A Study - Need of Reorienting School Curriculum to Integrate ESD and Active Citizenship
Rationale of the study
Considerable research shows that while the young people may demonstrate a high degree of environmental awareness, and positive environmental values, but they generally fail to reflect these perceptions and values in their actions, even at a shallow level.
ESD is a learning process based on the ideals and principles
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
Video Documentation: http://www.youtube.com/watch?v=IDymH-30_d0
This closing presentation gives us an overview the efforts necessary for "Smart Education" to considered in a regenerative development of an eco-systems that is trans-sectorial in collaborations for us to apply and sustain the integrative dynamics of "Smart" Technology.
"Leveraging the highest needs of community; an integrative solutions for the parents to bridge schools, family and corporations at the social emotional connections that is dynamic in developing holistic solutions and resources for smart community to thrive." This is the smartest vision we should thrive for within an education that is intelligent and dynamic; emotionally connected as a human specie, Hai Dai expressed.
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The following presentation was presented at "KỶ YẾU HỘI THẢO KHOA HỌC QUỐC GIA: TIẾP CẬN GIÁO DỤC THÔNG MINH TRONG ĐỔI MỚI GIÁO DỤC PHỔ THÔNG" in Da Nang on December 21, 2018.
This presentation was shared to WOW Bali as part of our on going research in sustainable and regenerative development; leveraging WOW's Social Emotional Learning Framework within "Smart Education" Development. The efforts are to define sustainable and regenerative (easy to do and simple to share) models that hyper prime SEAMEO's Seven (7) Priorities of Education via SEL development for optimum innovative research and developments via low cost and high impact dynamics. These solutions hope to includes ASEAN's collaborative networks development via trans-sectorial and trans-cultural solutions; such as private to public partnerships for maximizing opportunities.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
Participation and Inclusion in Lifelong LearningRika Yorozu
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)
In September 2015, the sustainable development goals were adopted by the UN, defining a set of goals to be achieved by 2030 through the collaboration of all countries around the world (http://www.un.org/sustainabledevelopment/sustainable-development-goals/). Each goal has specific targets regarding ending poverty, protecting the planet and ensuring prosperity for all. As part of the Technology and Innovation class in the Masters in Management at IE Business School, my workgroup developed a technology-based solution to support one of the targets in the Sustainable Development Goal #4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. With the refugee crisis being a major current topic around the world, and in Europe especially, we developed an application to support refugee children in getting primary education. The application is based on a mentoring system, through which tutors around the world can teach children in refugee camps.
If you also want to do your part in achieving the 2030 sustainable development goals, here’s a list of actions you can take – even from your sofa: http://www.un.org/sustainabledevelopment/takeaction/
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
Need of reorienting school curriculum to integrate ESD and Active Citizenship...Dr. Geetika Saluja
A Study - Need of Reorienting School Curriculum to Integrate ESD and Active Citizenship
Rationale of the study
Considerable research shows that while the young people may demonstrate a high degree of environmental awareness, and positive environmental values, but they generally fail to reflect these perceptions and values in their actions, even at a shallow level.
ESD is a learning process based on the ideals and principles
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
Video Documentation: http://www.youtube.com/watch?v=IDymH-30_d0
This closing presentation gives us an overview the efforts necessary for "Smart Education" to considered in a regenerative development of an eco-systems that is trans-sectorial in collaborations for us to apply and sustain the integrative dynamics of "Smart" Technology.
"Leveraging the highest needs of community; an integrative solutions for the parents to bridge schools, family and corporations at the social emotional connections that is dynamic in developing holistic solutions and resources for smart community to thrive." This is the smartest vision we should thrive for within an education that is intelligent and dynamic; emotionally connected as a human specie, Hai Dai expressed.
-----------------------------------------------------------------------------------------------
The following presentation was presented at "KỶ YẾU HỘI THẢO KHOA HỌC QUỐC GIA: TIẾP CẬN GIÁO DỤC THÔNG MINH TRONG ĐỔI MỚI GIÁO DỤC PHỔ THÔNG" in Da Nang on December 21, 2018.
This presentation was shared to WOW Bali as part of our on going research in sustainable and regenerative development; leveraging WOW's Social Emotional Learning Framework within "Smart Education" Development. The efforts are to define sustainable and regenerative (easy to do and simple to share) models that hyper prime SEAMEO's Seven (7) Priorities of Education via SEL development for optimum innovative research and developments via low cost and high impact dynamics. These solutions hope to includes ASEAN's collaborative networks development via trans-sectorial and trans-cultural solutions; such as private to public partnerships for maximizing opportunities.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
Participation and Inclusion in Lifelong LearningRika Yorozu
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)
In September 2015, the sustainable development goals were adopted by the UN, defining a set of goals to be achieved by 2030 through the collaboration of all countries around the world (http://www.un.org/sustainabledevelopment/sustainable-development-goals/). Each goal has specific targets regarding ending poverty, protecting the planet and ensuring prosperity for all. As part of the Technology and Innovation class in the Masters in Management at IE Business School, my workgroup developed a technology-based solution to support one of the targets in the Sustainable Development Goal #4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. With the refugee crisis being a major current topic around the world, and in Europe especially, we developed an application to support refugee children in getting primary education. The application is based on a mentoring system, through which tutors around the world can teach children in refugee camps.
If you also want to do your part in achieving the 2030 sustainable development goals, here’s a list of actions you can take – even from your sofa: http://www.un.org/sustainabledevelopment/takeaction/
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
Present Perfect Tense , cuma iseng gara gara ada tugas jadi sekalian aku upload ke sini,siapa tau ada yang butuh :)
kalo ada yang salah mohon dimaafkan karna saya hanya murid biasa :)
terimakasih
Case study on how virtual workforce and virtual assistants can help with Executive Branding or Personal Branding implementation. John Davern, President & CEO of Virtual Assistant Talent, LLC shares how virtual assistants (VAs) can help you implement your executive/personal brand by designing your logo, website, creating your tag line, updating your social media accounts to be consistent with your brand, create your executive bio/profile from your resume, assist you in authority marketing by creating press releases/blogs/articles/blog commenting for you, and building your social networks and influence by managing your social media accounts, participating and connecting with professionals in LinkedIn and creating groups, etc. Learn how this Next Practice can help you, as presented by John Davern at the Executive Next Practices Institute event on April 4, 2014 in Irvine, CA.
TRANSFORMATIONAL LEADERSHIP IN THE FCT AREA COUNCILS: HOW TO INSPIRE EXTRAORD...TANKO AHMED fwc
Cities are living organism that transform over time through events and driven by leadership process. The vision of Nigeria’s Abuja Federal Capital Territory is to be one of the 20 World Class Capital Cities by the year 2020 through the provision of infrastructure, services, and administration. The city’s mission is to develop into a first class city comparable to the best in the world. This paper discusses how transformational leadership in the FCT Area Councils could inspire extraordinary performance in achieving their vision and mission. A 3-Tier theoretical framework of transformation, leadership and inspiration theories is employed to explain break-point for change, leading for attainment of set goals; and action-event by extraordinary performance. The paper contributes to a thematic workshop on Leadership, Policy and Strategy for Effective Governance for Capacity Building of Elected Chairmen, Councillors and other Senior Officials of the FCT Area Councils. The paper arouses the spirit of transformational leadership among the participants and inculcates the need to inspire extraordinary performance among their followers. The paper strongly recommends series of deliberate actions and events aimed at creating passion for extraordinary performance; taking advantage of the unique and ample opportunities available for rapid development; and particular attention given to utilization best practices, continuous capacity building; and developing partnerships with other cities across the world.
Community is the Answer: What is the Question?TANKO AHMED fwc
The Inclusive Community Education and Development Association (ICEADA) Conference series focus on the maxim of ‘community is the answer’. This general rule pursues community based sustainable development, particularly in developing societies where such efforts continuously fail to bring about results disconnected grassroots. A recent study (Ra-Ha, 2011) commissioned by the Kaduna State Government in Nigeria established that government services were not effective at grassroots due to absence of planned functional administrative structures at community level to absorb whatever was provided.
This Keynote Address draws attention of experts and practitioners to expand the horizon and reflect on ‘what is the question’ for ICEADA’s ‘community is the answer’. It aims at strengthening established foundations, as well as provides an umbrella for the main conference theme, sub-themes and expected major contributions. Existing ‘global-to-local’ efforts including challenges and opportunities in ICEADA’s laudable tasks are also discussed.
ICAE's capacity building for advocacy on a global levelmariagcuervo
The ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
The Modes of Pedagogical Innovation at the CRMEF Inventory and Perspectivesijtsrd
Pedagogical innovation is essential today as political discourse and a reference value for the society in general thus replacing the classic and monotonous education. The massive reforms of our days defines innovation on all levels of education concerning Also cood the policies educational institutional, the goals of training, that the practice educational of the teachers. And the training sector continues are no exception and are forced to transform to attract and retain initial and continuing education audiences whose behaviors and the expectations have changed dramatically Boughzala, 2018 . So, With importance growing granted To insertion professional of the youth graduates are increasingly asking themselves the question of performance of the different options educational towards this criteria. We propose in this article to examine more precisely the relationship between the methods of pedagogical innovation in different training modules for executives within the CRMEF of TAZA and the development of the quality of training for trainees. Abdelghani Slassi | Omar EL Ouidadi | Mazouak Abderrazzak "The Modes of Pedagogical Innovation at the CRMEF: Inventory and Perspectives" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57475.pdf Paper URL: https://www.ijtsrd.com.com/engineering/information-technology/57475/the-modes-of-pedagogical-innovation-at-the-crmef-inventory-and-perspectives/abdelghani-slassi
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Sustaining Quality Education in the 21st CenturyYogeshIJTSRD
We are part of a globalized world that is reflected in problems associated with the development of the various dimensions of human endeavor. Dr. Asha Pandey "Sustaining Quality Education in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43907.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43907/sustaining-quality-education-in-the-21st-century/dr-asha-pandey
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Global Education and Development Process.pptxDrHafizKosar
Global education is an approach to learning that equips students with the knowledge, skills, and values needed to thrive in an interconnected and interdependent world. It goes beyond traditional education by:
• Focusing on understanding the world's interconnectedness and diversity;
This includes examining global issues like climate change, poverty, and human rights from multiple perspectives.
• Developing critical thinking and problem-solving skills:
Students learn to analyze complex information, make informed decisions, and take action on global challenges.
• Promoting empathy and intercultural understanding:
Global education encourages students to appreciate different cultures and perspectives, and to build relationships with people from around the world.
Key Concepts of Global Education:
• Interconnectedness:
Understanding how local actions have global consequences and how global events impact local communities.
• Diversity:
Appreciating the richness and variety of cultures, perspectives, and experiences around the world.
• Sustainability:
Recognizing the need to protect the environment and ensure a livable future for all.
• Social justice:
Working to create a more equitable and just world for everyone.
• Peace and conflict resolution:
Learning to resolve conflicts peacefully and constructively.
Benefits of Global Education:
• Prepares students for the 21st century:
In today's interconnected world, it is more important than ever for students to understand and interact with people from different cultures.
• Develops critical thinking and problem-solving skills:
Global education challenges students to think critically about complex issues and to find creative solutions.
• Promotes empathy and intercultural understanding:
By learning about different cultures, students develop empathy and understanding for others, which can help to build a more peaceful world.
• Prepares students for global careers:
In today's global economy, there is a growing demand for workers with international experience and skills.Global education can be implemented in a variety of ways, including:
• Integrating global themes into traditional subjects:
For example, a math teacher might use data from around the world to teach about statistics, or a history teacher might compare and contrast different countries' responses to climate change.
• Project-based learning:
Students can work on projects that address global issues, such as designing a sustainable city or creating a campaign to raise awareness about a human rights issue.
• Study abroad programs:
Spending time studying or volunteering in another country can be a transformative experience that helps students develop a global perspective.
• Technology:
Online platforms and virtual exchange programs can connect students with peers from around the world to collaborate on projects and learn from each other.
EDUCATION AND DEVELOPMENT OF PAKISTAN
In 2011-2012, national statistics
Unity in diversity is a conceptual formula for showing unity without uniformity along with diversity without fragmentation.
It is used to explain the harmonious unison of a people coming from different religions, cultures or/and environment.
Nigeria was a product of British Colonial empire-building and the emergence of Nation-States.
Plateau State is a product of Nigeria’s nation-building, a sub-set of the former.
The success of Plateau State as a people will translate into the success of Nigeria as a nation.
Elements are abstract parts of any entity depicting its group dynamics. Group or Community elements are what we see in the nature of the people as they relate to their environment .
The Plateau Elements are the qualities that make ‘Plateau the Beautiful’.
Addiction is being abnormally tolerant or strongly dependent to something. A Psychological, Physical or/and Physiological Condition. It is Habit forming especially destructive
Drugs Addiction = Substance Use Disorder
NATIONALINTEREST AND NATIONAL SECURITY IN NATIONAL SECURITY STRATEGYTANKO AHMED fwc
National policies, strategies and programmes are grounded on national interests tied to social, political, economic, and humanitarian processes.
We seek to understand ‘national interest’ in general, in specific relationship with ‘national security’
Issues or elements and events in national interest and national security are reflected in a nation’s security strategy
CONCEPTS, THEORIES AND METHODS IN THE POLITICS OF FRANCOPHONE AFRICA IN THE P...TANKO AHMED fwc
Concepts, theories, and methods project subjects of study beyond mere technical definitions.
They widen views, heighten propositions, and broaden approaches befitting scholastic practices.
The ‘Politics of Francophone Africa’ comprises of three flowing variables of ‘politics’, ‘francophone’ and ‘Africa’
This lecture discusses how to create and use concepts, theories and methods for the course theme.
HISTORICAL BACKGROUND TO POLITCS OF FRANCOPHONE AFRICATANKO AHMED fwc
Modern African political structures and processes were greatly influenced by the continent’s colonial past.
The two major colonial powers in Africa were Britain and France.
The French are known for stringent policies of controlling their colonies and subjects.
POLITICS OF FRANCOPHONE AFRICA: GENERAL INTRODUCTION TANKO AHMED fwc
The modern world is divided into spheres of influence with historical origins from the era of building empires to the age of creating nation-states.
This processed featured the socio-cultural expansion to outreached colonialism by super-powers across the world.
Among the European colonial ‘masters’ is France from which the syntagmatic ‘francophone’ originates.
Policing has completed its natural cycle, originating from a community function to a global network, and now back to base as community or universal policing.
The common phrase of ‘Dan’sanda Abokin Kowa’ (police the friend for all) has transformed into the new ‘Dan’sanda Na Kowa’ (policing for all by all).
The process of policing is intrinsically tied to the primary activities of the People.
The Police are the closest government agents to the community level.
Strategic plans involve the setting of vision, mission, goals and objectives, guided by core values of the organisations.
“… strategic planning should be more about collective wisdom building than top-down or bottom-up planning.”
Aimed at setting priorities, focusing energy and resources, strengthening operations, co-opting and galvanising both internal and external stakeholders in attainment of set goals.
Strategic planning is different from the ordinary ad-hoc planning in which few disconnected projects are identified from time to time for implementation (Imobighe, 2014:2) .
It is integral with a comprehensive vision, in which all the vital elements of its resources including human and material, are effectively engaged towards the promotion of the goals and aspirations of the organisation.
The lack of strategic planning is ruinous to the vision, mission, and values of whatever an organization stands for.
In the highly competitive environment, the Nigerian auto-industry, strategic planning is a ‘do or perish’ process without which survival is very difficult in the face of fierce competition and available ‘alternatives’.
POLICY AND STRATEGY FOR PATRIOTISM, INSTITUTIONS, AND ECONOMIC DEVELOPMENT OF...TANKO AHMED fwc
This work is a child of circumstances originating from the NIPSS stock where individual projects of participants are not only topical but also focused on problem-solving.
SECURITY AND STRATEGIC STUDIES COURSE RECAP ON SSS.pptxTANKO AHMED fwc
The field of security and strategic studies (SSS) is a critical component of political science and international relations in national policies and strategies. SSS serves as a tool for understanding and application of ideas and doctrines in political and social sciences. It is closely associated with national security in nation-building, national development, and the management of national affairs.
THINKING SKILLS FOR GOVERNMENT AND POLITICS.pptxTANKO AHMED fwc
*Social Thinking or Thinking Socially is Perspective Thinking or Consideration for Others.
*Economic Thinking or Thinking Economically is Opportunity Cost Thinking or Providing Choices
*Political Thinking or Thinking Politically is about Power-sharing in Decision-and-Action.
*A Unified or Systems Thinking involves Unity of purpose and consideration for others in making decisions and taking actions.
The challenge of entrepreneurship for individual actualization and group participation in wealth creation, nation-building, and national development is enormous. Members of the Alumni Association of the National Defence College (AANDEC) are unique with knowledge, skill, experience, patriotism, and zeal for business and industry. The AANDEC Consult strives to actualize the AANDEC resolve for '… constructive engagement …' with the larger society.
The challenge of entrepreneurship for individual actualization and group participation in wealth creation, nation-building, and national development is enormous. Members of the Alumni Association of the National Defence College (AANDEC) are unique with knowledge, skill, experience, patriotism, and zeal for business and industry. The AANDEC Consult strives to actualize the AANDEC resolve for '… constructive engagement …' with the larger society.
A PhD External/Oral Defence/Viva
Submitted to the Department of Political Science and International Relations, Faculty of Arts and Social Sciences, Nigerian Defence Academy, Kaduna, in Partial Fulfillment of the Requirements for the Award of PhD in Defence and Strategic Studies.
EFFECTS OF FLOODING ON SOCIO-ECONOMIC DEVELOPMENT: The Case of Jigawa State,...TANKO AHMED fwc
Seen optimistically, flooding could be more of a blessing than a curse especially when it occurs predictably in an area dearth of water resources. This paper describes flooding in its basics, discusses its causes and effects on the socio-economic development of Jigawa State and its people. The paper notes the devastating effects of flood in Jigawa State but also considers what it could have been if it was well-managed. It is assumed that the same flooding would also bring opportunities for socio-economic development against the destruction and miseries. It presupposed that if existing agencies, policies, strategies, and the commitment of the people and governments at all levels are reckoned with, the present equation would be different.
DEVELOPING A PEOPLE’S SECURITY ECOSYSTEM IN A CHALLENGING ENVIRONMENTTANKO AHMED fwc
The paper deploys an analogical approach to the complex topic of developing a people’s security ecosystem centrifugal to the existing national security architecture within a challenging environment. It conceptulises people’s security ecosystem as an adhocratic enhancement to the bureaucratic nature of national security architecture as aspects of national security management and describes the environmental impediments to its development. The paper deploys a system approach in the management process of getting things done by use of resources with the people as core. It views the existing national security architecture as a closed, self-constraint, over-regulated, isolated, restrained, and too bureaucratic against the people’s security ecosystem which is open, extended, flexible, participatory, and adhocratic as it interacts with the environment. The paper argues that the Nigerian security environment is self-afflicted with defective organisational capability, weak interagency synergy, absence of effective communication strategy, and prolonged breakdown in national value re-orientation. The paper attributes the deeply rooted divisive tendencies as precursory to a national psyche in which issues are seen in terms of tribal, ethnic, religious, sectional, and endless highly opinioned dysfunctional conflicts. It establishes the way forward to include the expansion of existing bureaucratic national security architecture to an adhocratic people’s security ecosystem for effective security service delivery. The paper strongly recommends the mass mobilisation of the citizenry, re-organisation of communities, and encouragement of security service entrepreneurship as key approaches to developing a people’s security ecosystem in a challenging environment. Some key suggested implementation strategies range from otherwise neglected civic duties to compulsory community and security service for all able Nigerians.
REMODELING THE POLICE AND POLICING IN NIGERIA: Challenges and Prospects for t...TANKO AHMED fwc
Recent developments including the current community policing programme, the new Police Act, the EndSARS protests, and a supportive Police Trust Fund provide the catalyst for remodeling the Police and policing in Nigeria. This presentation addresses the process of modeling the ideal police officer with particular attention to the challenges and prospects for the Nigeria Police Academy cadet-graduates. The paper discusses the meaning and philosophy of police and policing, and reflects on the work environment within which they operate. It argues that police officers are often on their own in thinking out strategies, planning operations, or calculating tactics. The paper employs the social learning theory to capture the mission, vision, and philosophy of the Academy in producing the ideal police officer for Nigeria. The trendy figurative phrase of ‘the thin blue line’ policing documentary movie is deployed to depict the complex challenges and prospects for the police in society. The paper projects the Police as the force holding back chaos to allow for order and civilisation to thrive; at the same time striving to practice good policing within its enclave. It describes command and leadership acquired by the POLAC cadet-graduates as a necessary tool for wading through the dysfunctional work environment hindering the police and policing in Nigeria. A simulation exercise is specially designed for the POLAC graduating Cadets on how to form a networking platform as preparation for facing the challenges and prospects of a technology-driven world. The presentation summaries key observations for a conclusion, with recommendations and implementation strategies on the way forward.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
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.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE
1. BY
TANKO AHMED fwc
Snr Fellow (Security & Strategic Studies)
National Institute (NIPSS), Kuru – Jos, Nigeria
+234 80 3703 1744 ta_mamuda@yahoo.com
2. Please Note:
This is an updated full paper of an earlier
presentation at the ICEADA Conference, Kaduna
– Nigeria, August 2015 title:
‘Community is the Answer, What is the
Question: A Keynote Address’
3. The new Sustainable Development Goal No.
4 upholds inclusive education as indisputable
platform for sustainable development.
This keynote discourse addresses the
importance of inclusive education for
sustainable development to experts,
practitioners, policy makers and beneficiaries.
The paper keys into current literature trend
and extends the motto of the Inclusive
Community Education Development
Association: ‘community is the answer’ with
the rider, ‘what is the question’.
4. Traditional challenges posed by rigid conceptual
and theoretical approaches to education for
sustainable development are moderated with
available navigational tools for practitioners in
support of the current agenda on outreach plans,
policies and projects.
The way forward includes sense for purpose,
mapping new paths, innovative dialogue,
strengthening of policies, clear strategies and
advocacy.
Recommendations proffered on the need to
alleviate challenges and utilize opportunities in
the implementation of conventions, policies and
programmes on inclusive education for
sustainable development.
5. INTRODUCTION
“… education is the foundation for building a truly inclusive
society, … education for all remains one of the biggest
development challenges of our time.”
- Koichiro Matsuura, DG, UNESCO
(2007a)
6. Inclusive education for sustainable
development requires exhaustive and pivotal
community outreach for any meaningful and
lasting individual and institutional
performance, provision and contribution to
service delivery (EFA, 2005; Danjuma, 2010;
Ahmed & Olumodeji, 2014).
The new Sustainable Development Goals
(SDGs) No. 4 upholds inclusive education as
indisputable platform for sustainable
development.
7. Various agencies across the globe bear the mantle of
propagating and instilling the ideals and practices of
inclusive education for sustainable development.
One of the frontrunners in this development, the
Inclusive Community Education Development
Association (ICEADA) is driven by the motto of
‘community is the answer’.
Its vision is ‘to have and to create sustainable
communities where people live and learn to live
cooperatively for mutual benefits and progress.’
These are aptly captured in its mission aiming ‘to
promote sustainable development goals and practices
through inclusive education and development’.
8. The ICEADA fora relentlessly pursue the path of
its motto, vision and mission expressed in all its
official propositions.
ICEADA for a consistently emphasises on the
need for, and importance of the Community as
basis for sustainable development.
ICEADA fora often address its ideals and goals
around the globe, including framework for active
engage of members through innovative dialogue
and useful recommendations.
This keynote discourse addresses the importance
of inclusive education for sustainable
development to experts, practitioners, policy
makers and beneficiaries at an ICEADA forum.
9. Early and recent studies tend to lay emphasis on
re-definition and decentralization of
development programmes for effective
sustainability and efficiency of service delivery at
grassroots or community level (NIPSS, 2002; Ra-
Ha, 2011; UNESCO, 2011; Bory-Adams, 2011;
Montaldo, 2013; Simkin, 2014; Ahmed &
Olumodeji, 2014).
The United Nations’ Decade in Education for
Sustainable Development (UN-DESD) running
through 2005 to 2014 attracts and accommodates
relevant literature to provide a direction
concordant with ICEADA’s motto of ‘community
is the answer’ (UNESCO, 2011).
10. A brief glance at the mainstream literature trend
on education for sustainable development
proposes obvious challenges, as well as,
opportunities for the ICEADA agenda of
inclusiveness at fora and fieldwork.
These challenges and opportunities revolve
around divergent conceptual and theoretical
approaches which are subjected to review from
time to time according to dictate of circumstances.
This paper keys into current literature trend and
seeks to extend the ICEADA motto of ‘community
is the answer’ with the rider, ‘what is the
question’.
11. Challenges posed by conceptual and theoretical
approaches to education for sustainable development are
due to unparalleled plurality of perspectives and eccentric
methodological variations often leading to obscured
presentations among policy makers and practitioners
(Kopnina & Meijers, 2013).
In response to these shortfalls, the UN-DESD/2005-2014
provides the needed navigational tool for inculcation of
knowledge and skills to practitioners in support of plans,
policies or project implementation, not dissimilar to the
ICEADA’s efforts at various fora (UNESCO, 2009, 2010 &
2011; Ahmed & Olumodeji, 2014).
This paper holds the proposition that asking questions
and raising issues would help in expanding the horizon
for understanding inclusive education for sustainable
development among experts and practitioners.
13. This keynote discourse seeks to draw the attention of
experts and practitioners at the ICEADA conference,
and beyond, to continuously expand the horizon of
the motto ‘community is the answer’ by reflecting at
‘what is the question’.
These proceedings and many others held by other
agencies across time and space around the world aim
to strengthen established foundations, as well as,
provide an umbrella for main theme, sub-themes and
expected contributions to this landmark forum.
However, divergent views often tend to cause
dilemma in responding to diversity of ideas, ways
and means in facing challenges and opportunities.
14. Trends and issues on inclusive education for
sustainable development do not always locate
common grounds to utilize available knowledge,
experiences and reflections on a unified way
forward.
This paper clarifies basic concepts, discusses
education for sustainable development;
emphasizes of raising questions for solutions;
and reflects on existing global to local efforts.
It also zeroes on the challenges and opportunities
in ICEADA’s task on education for sustainable
development with recommendations and
strategies for implementation.
16. Inclusiveness signifies wholesomeness and
indiscriminate proposition defined in logical
outlook.
Inclusiveness of education involves the
imparting and use of knowledge and skills in all
its ramifications in a matrix of formal and
informal human interactions at all levels
extending to ‘hard to reach’ contents and
beneficiaries.
From advocacy to sponsorship and direct
participation, the inculcation of knowledge and
skills at the grassroots level is critical to the
survival and progress of modern society.
17. Education is the act of giving knowledge to or
developing the abilities of people by
teaching, training or schooling. It is the
process of acquiring knowledge, skills,
attitudes, interests, abilities, competence and
norms of a society by people to enhance
perpetual development (Lawal, 2013).
Education is the means of developing our
abilities, investing in people, the most
powerful weapon of change, and foundation
for national development (Kennedy, 1961;
World Bank Report 1991; Mandela, 2003; Obasanjo,
2012).
18. Inclusive education tends to strengthen the
capacity of existing educational system to reach
out to all learners and places requiring reforms of
culture, policies and practices to accommodate
diversity as well as connect to the remotest
localities (Kohama, 2012).
The ICEADA approach to inclusive education is
very much at home with this concept seen in the
works of other contributors or agencies.
One of the early contributors to present state of
inclusive education include the United Kingdom
based NGO, the Enabling Education Network.
19. The drive for sustainability surely comes at
the wake of a world gone wasteful, reckless,
imbalance, unfair, unjustifiable, unworkable
or depletive and heading for physical,
ecological, system and process collapse.
Sustainability is generally termed as the
endurance of systems and process often
captured in the use of “sustainable
development … that meets the needs of the
present without compromising the ability of
future generations to meet their own needs.”
(United Nations General Assembly, 1987).
20. This original view and definition of
sustainability still holds strong and meaningful
along series of reports, communiqués and
scholarly works
http://www.implats.co.za/implats/our-policy.asp).
The sustainability principles are also upheld in
the new United Nations Sustainable
Development Goal (SDGs) as Goal No. 4,
dedicated to inclusive education for sustainable
development
http://www.un.org/sustainabledevelopment/sustain
able-development-goals/.
21. The term sustainable development was coined
and used at the Brundtland Commission as
development process that meets the needs of the
present without compromising the ability of
future generations to meet their own needs (UN,
1987; Smith and Rees, 1998).
According to Hasna (2007), sustainable
development is a process of development for all
aspects of human life affecting sustenance, a
word often used in too many situations today.
For example, there are phrases like sustainable
development, sustainable growth, sustainable
economies, sustainable societies, and sustainable
agriculture, etc.
Temple (1992) had earlier echoed that everything
is subject to sustainability.
22. The term ‘community’ can be regarded as a
system or the totality of interactions among
subsystems, (Garcia, et el, 1999).
Communities are categorized into three main
inclinations based on geography, culture or
organization (Tropman, et el, 2006).
Geographic or location Communities are local
neighborhoods, villages, towns, cities, states,
zones, nations, regional or global bodies.
Communities of Culture range from local clique,
sub-culture, ethnic group, religious, multicultural
or pluralistic civilization or the global
community cultures, including ‘communities of
need or identity’ such as ‘-challenged persons’.
23. Community Organizations are seen in
informal family or kinship networks, to more
formal incorporated associations, political
decision making structures, economic
enterprises or professional associations at
local, national or international scale.
The community provides the basis and
platform in the process of education for
sustainable development.
25. The UNESCO undertakes worldwide activities
focusing on advocacy, capacity building and
training, channelled through a number of
recommended standards and legally binding
international Conventions covering the manifold
dimensions of culture, principally those of 1954;
1970; 1972; 2001; 2003and 2005” (Matsuura, 2009 p.
2).
The stage was therefore set for countries to carry
the mantle and implement the ideals and
provisions of inclusive education for sustainable
development in their policies and programmes
for national development.
26. Education for sustainable development projects
both formal and informal process from basic
curricula, including the systemic application of
advanced research results in and out of school
system.
It is taken that a more educated society also
translates into higher rates of innovation, higher
overall productivity, faster growth and
progressive institutional change as ideals of
Education for All (EFA, 2005).
Education is therefore inextricably connected to
national (and/or sustainable) development as
production of knowledge and human capacity
reflect on how a nation’s progress is pursued,
attained and sustained.
27. Nigeria projects some of the best policies on
paper, but negates on implementation results in
which goals are hardly seen or felt at grassroots
or community level (Sulaiman, n.d; Ra-Ha, 2011;
Ahmed & Olumodeji, 2014).
According to Suleiman (n.d.) the goals and ideals
of international conventions are not adequately
reflected in Nigeria’s National Policy on
Education.
Recent assessments of the Nigerian situation
actually point to challenges as well as
opportunities in the understanding and
implementation of the goals of inclusive
education for sustainable development in Nigeria
(Adetoro, 2014; Ejiogu, 2015).
28. Adetoro (2014) identifies ‘segregated’ efforts
borne out of contradictory and conflicting
diverse approaches which fail to take
advantage of a democratic dispensation with
enough room and participation to contain the
situation.
Ejiogu (2015) notices the presence of
discriminatory practice hindering strong
foundational legal and policy frameworks
due to lack of judicial enforcement and
national political will.
29. An earlier comparative study on the EFA goals’
established that local impediments to success include
the problem of over-standardization hindering
substantial changes at grassroots or community level
(Yamoda, 2007).
Nigeria may be described as having no specific, well
formulated, clear national development policy or
framework as most of the country’s commitments
towards inclusive education for sustainable
development are products of other policies, which do
not have basis for inclusiveness and sustainability
(Jelili, Adedibu & Egunjobi, 2008).
The local meanings and understanding of concepts
and approaches, from the goals of Education for All
to the ideals of the Sustainable Development Goals
(SDGs) No. 4, are clouded by the lack of common
grounds among experts and practitioners.
30. The clarion call for ICEADA in particular, is to
heighten its laudable mandate by harmonizing
and delivering knowledge and skills to experts,
practitioners, policy makers, stakeholders and
other relevant influencers aimed at the grassroots
of community level.
32. A description of the phrase ‘community is the
answer’ is aptly captured in a quotation by Jane
Addams as: “The good we secure for ourselves is
precious and uncertain until it is secured for all of us
and incorporated into our common life” (IACD, 2014).
In the same vein, the SDG No. 4 aims at ensuring
inclusive and qualitative education for all; and
promoting lifelong learning as foundational and
perpetual process of improving people’s lives for
sustainable development (UN-SDGs, 2016).
By implication, these views are mutual with
ICEADA’s motto of same phrase, making inclusive
education as prerequisite to meaningful sustainable
development.
33. Nigerians are generally observed to be
inquisitive in character so much so that they
tend to answer questions with further
questions.
A popular narrative has it that a new arrival
to Nigeria put this to test by asking the first
Nigerian: “Is it true that Nigerians answer
questions with questions?”
The Nigerian answered back: “Who told you
that?” Questions are inquiries, written or
spoken, rising doubts, issues and/or
examination of specific problems.
34. An impulsive response to ICEADA’s motto of
‘community is the answer’ would naturally be
‘what is the question’.
In any fora and activities of experts,
practitioners, policy makers, stakeholders and
other relevant influencers, questions should
perpetually be asked on concepts,
propositions, responsibilities and
deliverables of inclusive education for
sustainable development.
35. From global to regional and national policies and
programmes, questions must be asked on
meanings, applications and results of efforts.
This convergency of divergent efforts often create
contradictory imperatives leading to dilemma of
responding to diversity in conceptual and
theoretical approaches (Clough & Corbett, 2006;
Clark, et al. 2006; Connor, et al. 2008; Adetoro,
2014; Ejiogu, 2015).
Asking questions on existing situation will lead
to understanding of the meanings,
responsibilities and progress in the activities of
inclusive education and sustainable
development.
37. Lessons of the recently concluded United Nations
Millennium Development Goals (MDGs) show
that countries lagging behind, including Nigeria,
were hindered by inability to deliver service
effectively and efficiently to the grassroots or
community level (Ahmed & Olumodeji, 2014;
Adetoro, 2014; Ejiogu, 2015; Ki-moon, 2015).
According to Ban Ki-moon (2015), the MDG No. 2
on achieving universal primary education has
laid foundation for the new SDG No. 4 on
inclusive education for sustainable development.
Furthermore, Ochapa Ogenyi, Acting Director
and Secretary of the MDG, Abuja, Nigeria faults
the country’s failure in the past 15 years on poor
leadership (Ebeleke, 2015).
38. Sustainable development signifies the
optimization and impact of development process
at all levels in a continuous manner often
captured in government consistent policies.
Adeniyi (1999) describes this as the “… new path
for development which would sustain human
progress, not just in few years, but for the entire
planet into a more distant future …” (p. 6).
However, failures or inconsistencies in
government policies often led situations
necessitating difficult ventures for inclusive
education for sustainable development by the
agencies like ICEADA.
39. A study at the National Institute for Policy and
Strategic Studies (Danjuma, 2010) cited inadequate
funding and infrastructure; lack of enough technical
and vocational schools and centres; and failure of
Nigerian universities in turning out needed human
resource base.
According to Danjuma, Nigeria erroneously assesses
educational development in terms of gross enrolment
rates in schools ignoring the conceptual framework
laid by global conventions and national policies on
education.
Education within this realm is held a vital element in
combating poverty, gender parity, human rights
abuse, environmental degradation, insecurity, and
bad governance all of which are important
components in attaining sustainable development.
40. Nigeria’s National Policy on Education (NPE)
lacks strong inclusive footings for effective
formulation in a democratic setting (Daniel &
Garner, 2012; Sulaiman, n.d.; Adetoro, 2014;
Ejiogu, 2015).
According to Ejiogu, this weakness requires
urgent fixing through relentless advocacy for
legal and policy framework, sound legislation,
judicial enforcement, and gingered political will.
The ICEADA fora may employ innovative
dialogue, activism and direct advocacy to
translate meanings and applications for
strengthening the National Policy on Education
in this regard.
41. The Inclusion International (2008) also works to
promote the goal of full inclusion by advocating
for the strategies of progressive development of
inclusive education.
With the arraignment of global, regional and
local conventions, policies and programmes in
place, the way forward will prosper by
consolidatory advocacy among experts and
practitioners at all levels.
Overall, the way forward bears sense of purpose,
charting of new paths, strengthening of policies,
innovative dialogue, clear strategies and
advocacy.
43. The ICEADA fora relentlessly pursue the path of
its motto, vision and mission and consistently
emphasise on the need for, and importance of the
Community as basis for sustainable
development.
This keynote discourse seeks to strengthen
innovative dialogue among experts, practitioners
leading to clear understanding and effective
implementation of programmes on inclusive
education for sustainable development.
It defines, clarifies and correlates the concepts of
inclusive education, sustainable development
and the community. It discusses the Nigerian
situation and offers the way forward.
44. The paper concludes that the ICEADA
approach to inclusive education is very much
compatible with concepts and practices seen
in the regimes of global, regional and
national conventions, policies and
programmes.
It recognizes the general emphasis on
constant changes and improvements in
methods and contents for widening and
deepening inclusive education for sustainable
development as basis of any meaningful
progress.
45. The paper calls for innovative dialogue by
continuously asking questions among experts
and practitioners leading to improved sense of
purpose, charting new paths, strengthening of
existing policies, clear strategies and advocacy.
46.
47. Reference
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