Use of Information and Communication Technology Systems for Delivery of Environmental Literacy Education in Nigeria: Opportunities, Challenges and Prospects (Published)
The purpose of this paper is to examine the opportunities, challenges and prospects of using Information and Communication Technology Systems (ICTS) for delivery of Environmental Literacy Education (ELE) in Nigeria. The paper begins by providing a brief but concise definition of Environmental Literacy (EL) and the attributes of an environmentally literate person. It goes on to establish the need for ELE in Nigeria, using empirical evidence that clearly reveals a high level of Environmental Illiteracy among all segments of the Nigerian citizenry and its adverse consequences of wide spread backwardness and poverty in the country. The paper also defines the concept of ICTS and their role in education with particular reference to Nigeria. After further clarification of the focus and content of Environmental Literacy (EL) as the foundation of ELE, and in view of the pervasiveness of the Environmental Illiteracy syndrome in Nigeria, the paper establishes that ELE needs to adopt Formal, Non-Formal, and Informal forms/modes of delivery in order to involve all concerned segments of the Nigerian population and illustrates, in an annotated manner, what ICTS are needed to deliver ELE in Nigeria. The opportunities, challenges and prospects of using the ICTS to deliver the ELE programmes are succinctly highlighted, conclusions drawn, and appropriate recommendation made, specifying that the Federal Government of Nigeria should harness features of the opportunities and prospects to minimize the challenges and promote use of ICTS for delivery of the highly needed ELE in Nigeria.
Repositioning Adult Education to Boost Socio-Economic Transformation in Nigeria through Inclusion of Environmental Literacy (Published)
Briefly put, Socio-Economic Transformation (SET) as a concept, refers to a process of sustainable improvement in individual (per-capita) and national (Gross Domestic Product) incomes resulting in improved standard of living and poverty reduction through intra- and inter-sectorial mobility of labour, following quality education and skills development. Using this definition and available statistics to assess the current state of SET in Nigeria, this paper has shown the country’s failure to achieve her related dreams, plans and visions over time. The contributions of Adult Education (AE) to SET in Nigeria have also been established in this paper to be limited by the virtual absence of environmental content in most AE programmes. Environmental Literacy (EL), on the other hand, has been shown to be imbued with significant environmental content related to SET, and which could remediate the said limitations of AE. Accordingly, the paper recommends repositioning of AE through inclusion of EL to boost Nigeria’s SET. The country’s National Commission for Mass Literacy, Adult and Non-Formal Education is recommended to pilot the repositioning process. Furthermore, the author of this paper has included here, a practicable diagrammatic model for possible adoption to facilitate the process of including EL in AE.
Actions of people lead to environmental degradations which in turn affect human growth and development. Human actions arise out of human’s perception of the environment as a resource for satisfying human needs. This reveals that environmental problems are behavior problems. The paper therefore recommends environmental education as a tool for making Nigerian citizens environmental literate which would engender action and activities that will lead to environmental sustainability in Nigeria. It concludes that environmental education organized in formal, non-formal and informal contexts should be taken seriously in order to make the citizens environmentally literate.