INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE

BY
TANKO AHMED fwc
Snr Fellow (Security & Strategic Studies)
National Institute (NIPSS), Kuru – Jos, Nigeria
+234 80 3703 1744 ta_mamuda@yahoo.com

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’

 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 on the need to
alleviate challenges and utilize opportunities in
the implementation of conventions, policies and
programmes on inclusive education for
sustainable development.

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)

 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.

 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’.

 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.

 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).

 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’.

 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.

 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.

 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.

 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.

 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).

 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.

 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).

 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/.

 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.

 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’.

 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

EDUCATION FOR
SUSTAINABLE
DEVELOPMENT IN
NIGERIA

 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.

 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.

 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).

 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.

 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.

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.

COMMUNITY IS THE
ANSWER: WHAT IS THE
QUESTION

 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.

 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.

 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

 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.

 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).

 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.

 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.

 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.

 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.

 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.

 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.

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.

Reference
 Adeniyi, P. O. (1999). Research and Sustainable Development. In P. O. Adeniyi (Ed.) Research Capacity Building for Sustainable Development in Nigeria.
Lagos, NG: Unilag Consult
 Adetoro, R. A (2014). Inclusive education in Nigeria – A myth or reality. Creative Education, 5, 1777-1781. Retrieved from
http://dx.doi.org/`10.4236/ce.2014.520198 21/5/16
 Ahmed, M. T. & Olumodeji, E. O. (2014). Community Models as Tools for Sustainable Development in Nigeria: Filling the strategic Gap. NIPSS
Monograph Series No.7
 Anan, K. (n.d.). In Kofi Anan Quotes. http://www.brainyquote.com/quotes/quotes/k/kofiannan399822.html
 Bory-Adams, A. (2011). Preface. In UNESCO (2011). Education for sustainable development: An expert review of processes and learning. United Nations
Educational, Scientific and Cultural Organization, Paris, France. Retrieved from http://unesdoc.unesco.org/images/0019/001914/191442e.pdf
 Clark, C., A. Dyson, A. Millward, & S. Robson (2006). Theories of inclusion, theories of schools: Deconstructing and reconstructing the ‘inclusive
school’. British Educational Research Journal, 25(2), 157-177. DOI: 10.1080/0141192990250203
 Clough, P. & Corbett, J. (2006). Theories of inclusive education: A student’s guide. London, UK: Paul Chapman Publishing
 Connor, D. J., Gabel, S. L., Gallagher, D. J., & M. Morton (2008). Disability studies and inclusive education: Implications for theory, research and
practice. International Journal of Inclusive Education, 12(5), 441-457, Dec. 18. DOI:10.1080/13603110802377482
 Daniel, H. & Garner, P. (ed.). (2012). World Yearbook of Education: Inclusive education. London, UK: Routledge
 Danjuma, M. S. (2010). Policy inconsistency and its effects on sustainable education development in Nigeria, 1975 -2005. An Individual Research Project
Submitted to the National Institute for Policy and Strategic Studies, Kuru in Partial Fulfillment of the Requirement for Award of the Member of the
National Institute (mni), November
 Ebeleke, E. (2015). Why Nigeria failed to achieve MDGs. Vanguard, October 12. Retrieved from http://www.vanguardngr.com/category/politics
5/6/16
 Education for All (EFA). (2005). The impact of education quality on development goal. Chapter 2, EFA Global Monitoring Report, 2005
 Education for All (EFA). (2009). Education for All by 2015: Education International’s Response to the Global Monitoring Report 2009. Retrieved 27
July 2015 from http://www.unesco.org/en/education/efareport
 Ejiogu, N. (2015). Inclusive education in Nigeria: A legal perspective. African Herald Express, September 10. Retrieved from
http://africanheraldexpress.com/blog&8/2015/09/inclusive-education-a-legal-perspective 21/5/16
 Garcia, I., Giuliani, F., & Wiesenfeld, E. (1999). The Meaning of Community. Journal of Community Psychology, 27, 727-740.
 Hasna, A. M. (2007). Dimensions of Sustainability. Journal of Engineering for Sustainable Development: Energy, Environment, and Health 2(1), 47–57.
 Inclusion International (2008). Status of education around the world. Retrieved from
http://www.ii.inclusioneducativa.org/Inclusion_International.php?region=Inclusion_International&country=Inclusion_International&experience=
Inclusion_International 21/5/16
 International Association for Community Development (IACD). (2014). Community is the answer: Celebrating our commonwealth. An International
Gathering, 9-11 June, Glasgow, Scotland. Retrieved from http://iacdglobal.org/cita2014/ 4/6/16
 Jelili, M. O., Adedibu, A., & Egunjobi, L. (2008). Regional planning in Nigeria: The general and particular. Journal of Social Science, 16(2), 135-140.
 Kennedy, J. F. (1961, July 25). Proclamation 3422, American Education Week. Retrieved from http://books.google.com/books?id=4ewAAA
 Ki-moon, B. (2015). Preface. In United Nations (2015). The Millennium Development Goals Report 2015, United Nations, New York. Retrieved from
http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201).pdf 5/6/16
 Kohama, A. (2012). Inclusive education in India: A country in transition. An undergraduate Honors Thesis Presented to the Department of International
Studies at the University of Oregon, June. Retrieved from http://intldept.uoregon.edu/wp-content/uploads/2012/12/INTL-UG-Thesis-
Kohama.pdf

 Kopnina, H. & Meijers, F. (2013). Education for sustainable development (ESD): Exploring theoretical and practical challenges. International Journal of
Sustainability in Higher Education, 15(2), 188-207. Retrieved from http://www.emeralinsight.com/1467.6370.htm 20/5/16
 Lawal, Y. O. (2013). Education as an instrument for effective national development: Which way Nigeria. Business & Entrepreneurship Journal, 2(2), 27-
38
 Mandela, N. R. (2003, July 16). Speech delivered at the launch of Mindset Network, Planetarium, University of The Witwatersrand, Johannesburg,
South Africa.
 Matsuura, K. (2007a). Address by Mr Koichiro Matsuura, Director-General of UNESCO on the occasion of the Opening of the Exhibition dedicated
to promoting A World for Inclusion UNESCO, 24 May. Retrieved from http://unesdoc.unesco.org/images/0017/001780/178042e.pdf. 21/5/16
 Matsuura, K. (2007b). Address by Mr Koichiro Matsuura, Director-General of UNESCO on the occasion of the Opening of the Exhibition dedicated
to promoting A World for Inclusion UNESCO, 24 May. Retrieved from http://unesdoc.unesco.org/images/0017/001780/178042e.pdf. 21/5/16
 Matsuura, K. (2009). Address by Mr Koichiro Matsuura, Director-General of UNESCO, on the occasion of the cultural evening at the World Heritage
site of Qutb Minar and the Launch of the UNESCO Commemorative Medal Programme in India, Delhi, November 11. DG/2009/161. Retrieved
from http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=185795&set=0057430FFD_0_179&gp=0&ll=1 21/5/16
 Montaldo, C. R. (2013). Sustainable development approaches for rural development and poverty alleviation & Community capacity building for rural
development and poverty alleviation. A Background Paper for Community Capacity Building and Rural Governance as part of the Master Program on
Rural Society Leadership Development for Global Poverty Reduction. Yonsei University, Wonju, South Korea, May
https://sustainabledevelopment.un.org/content/documents/877LR%20Sustainable%20Development%20v2.pdf.
 Moscardini, C. (2015). Sustainable development goal 4: Ensure inclusive education. GreenBiz, Friday, July 31. Retrieved from
https://www.greenbiz.com/article/sustainable-development-goal-4-ensure-inclusive-education 21/5/16
 NIPSS (2002). Grassroots Mobilization and Sustainable Development in Nigeria. Report by Integrated Research Group No. 5 of the NIPSS Senior
Executive Course No. 24.
 Obasanjo, O. (2012). Education and development. Graduation Lecture at the University of Nigeria, Nsukka. Retrieved from
http://unn.edu.ng/news/education-and-development
 Ra-Ha (2011). Scaling Up the Performance Capacity of Kaduna State Local Government Inspectorate System. A Project Report by the Ra-Ha Institute of
Development, London, United Kingdom, commissioned by the Kaduna State Government, Governor’s Office, Kaduna, 11 June.
 Simkin, T. (2014). Education and sustainable development and the English school system literature review. Literature Review submitted as part requirement
for the Master of Arts in Professional Practice (Sustainable Development Advocacy), University of Worcester, UK, July. Retrieved from
http://www.bulmerfoundation.org.uk/download/tori-lit-review-2014. 20/5/16
 Smith, C. & Rees, G. (1998). Economic Development. (2nd Ed.). Basingstoke: Macmillan.
 Sulaiman, A. A. (n.d). Inclusive education in Nigeria: Policy and practice. Retrieved from http://109.cgpublisher.com/proposals/1483/index_html
21/5/16
 Temple, S. (1992). What is Sustainable Development? http://www.menominee.edu/sdi/whatis.htm Retrieved 2/4/12
 Tropman, J. E., Erlich, J. L., & Rothman, J. (2006). Tactics and Techniques of Community Intervention. Wadsworth Publishing
 United Nations (1987). Report of the World Commission on Environment and Development. General Assembly Resolution 42/187, 11 December.
 United Nations (2015). The Millennium Development Goals Report 2015, United Nations, New York. Retrieved from
http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201).pdf. 5/6/16
 United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Bonn Declaration. Retrieved from
http://unescodoc.unesco.org/images/0018/oo1887/188799e.pdf
 United Nations Educational, Scientific and Cultural Organization (UNESCO). (2010). Education for sustainable development lens: A policy and
practice review tool. Retrieved from http://unesdoc.unesco.org/images/0019/001908/190898e.pdf. 20/5/16

 United Nations Educational, Scientific and Cultural Organization (UNESCO). (2011). Education for sustainable development: An expert review of processes
and learning. Retrieved from http://unesdoc.unesco.org/images/0019/001914/191442e.pdf. 20/5/16

 United Nations General Assembly (1987). Report of the World Commission on Environmental Development: Our Common Future. An Annex to
Document A/42/427 on Development and International Cooperation: Environment. Retrieved from http://www.un-docments.net/wced-ocf.htm

 UN-SDGs (2016). Sustainable development goals: 17 goals to transform our world. Retrieved from
http://www.un.org/sustainabledevelopment/education/ 4/6/16

 World Development Report, 1991: The Challenge of Development. Retrieved 26 August 2015 from http://dx.doi.org/10.1596/978-0-1952-0868-9

 World Education Forum (WEF). (2000). Notes on The Dakar Framework for Action, ED-2000/CONF/211/1. Dakar, Senegal, 26-28 April.

 Yamoda, S. (2007). Overview and Synthesis, Chapter 1. In S. Yamoda (ed.). The Local Meanings of Educating All and Process of Adapting EFA
Development Goals in Kenya, Tanzania, and Ethiopia. Tokyo, JP: National Graduate Institute for Policy Studies Development Forum. Retrieved from
http://www.grips.ac.jp/forum-e/pdf_e03/EFA.pdf

 http://www.implats.co.za/implats/our-policy.asp
 http://www.un.org/sustainabledevelopment/sustainable-development-goals/

INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (18)

Similar to INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE

Similar to INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE (20)

More from TANKO AHMED fwc

More from TANKO AHMED fwc (20)

Recently uploaded

Recently uploaded (20)

INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE