This paper looks at the nexus between the United Nations’ (UN) Sustainable Development Goals (SDGs) and global learning in the area of English teaching to explore how the Sustainable Development Goals influence learning outcomes of the English language programs to foster responsible citizenship. In addition, the paper looks at how SDGs could be used mould curricular and co-curricular experiences for students learning English language. Focus will also be made on the opportunities that have been availed by the SDGs to synthesize learning across the educational experience in place-based and virtual learning environments. The paper will wrap up by delving on how language programs institutions utilize SDGs so that students learning English concentrate on addressing world challenges meaningfully. The argument in this paper takes into account that “the impact of English as a global language in many spheres of international life has been both rapid and dramatic” (Wong & Dubey-Jhaveri, 2015, p. 1).
Perception of Teachers and Principal on the Extent the Innovations in Science Curriculum is managed to Achieve Sustainable Development Goals among Senior Secondary School in Ikwuano LGA of Abia (Published)
The study examined the perception of teachers and principal on the extent the innovations in science curriculum is managed to achieve sustainable development goals among senior secondary school in Ikwuano LGA of Abia. Two research questions and one hypothesis were raised to guide the study. The design for the study is a descriptive survey design, the area of the study is Ikwuano LGA and the population for the study consists of all principals and teachers in senior secondary school in Ikwuano LGA. The sample for the study consists of 100 teachers and 20 Principals. The instrument for data collection was a researcher structured questionnaire tagged “PTPISCMASDGQ” perception of teachers and principal on the extent innovations in science curriculum is managed to achieve sustainable development goals questionnaire. Content and face validity of the instrument was determined by administering the instrument to two lecturers in the department of Educational Management from the College of Education, Michael Okpara University of Agriculture. The reliability of the instrument was determined using Cronbach Alpha and it yielded a coefficient 0.78. The data were analyzed using Mean and standard deviation while T-test. The results obtained from the study reveals that innovation in schools were no adequate for global competitiveness. It was recommended that process of planning educational change and innovation in science curriculum in Nigeria, should give the issues of training and retraining of teachers’ optimal consideration amongst others.
The Role of Adult Education in Poverty Alleviation among Nigerian Rural Women: A Panacea for the Achievement of Goal One of the Sustainable Development Goals. (Published)
Poverty has been identified as a major challenge to the growth and development of African countries. It is also recognized that women and girls who reside in the rural areas constitute the largest percentage of the poor in Nigeria. Various poverty alleviation programmes have been adopted by successive governments to address poverty issue in Nigeria but the fact is that the condition of the poor has not improved. This paper examines the importance of adult education in alleviation of poverty among rural women in order to achieve “Goal one” of the Sustainable development goals. The paper posited that adult education for women is a powerful tool which will break the endemic cycle of poverty in rural communities. The writer concluded that low level of education among rural women and their non-participation in poverty alleviation programmes compound their poverty problems. Thus, the paper recommended among others that government should step up investment in adult education programmes and involve rural women in poverty alleviation programmes.
Mobilization of Rural Populations in Nigeria for Poverty Eradication/Alleviation under the United Nations Education 2030 Agenda: Role of Environmental Literacy Education (Published)
Nigeria’s extreme poverty rate, which has been soaring over time, reached its peak by June, 2018 when the country topped the list of 10 most extremely poor countries globally and in Africa and was consequently declared the ‘poverty capital of the world’. Available statistics indicate that rural populations in Nigeria have all along borne the brunt of the country’s poverty endemic. In September 2015, the United Nations (UN) adopted seventeen (17) Sustainable Development Goals (SDGs) designed to eliminate barriers to global sustainable development by 2030, focusing, especially, on African and other countries facing special developmental challenges. The first of these Goals, SDG 1, is to end poverty in all its forms everywhere. Having made Education a key instrument for achievement of the SDGs, UNESCO, an agency of UN, developed a specific Education Curriculum Framework for SDG 1 which has suggested desirable environmental sustainability learning objectives, content and delivery processes. Successive Federal Governments of Nigeria adopted various strategies to mobilize the citizenry for poverty eradication/alleviation with no significant success. Notably, the strategies have been devoid of environmental education for the production of environmentally literate citizenry which many authorities, including UNESCO, have considered germane to effective environmental resources management and utilization necessary for socio-economic development and poverty eradication/alleviation. This paper was designed to crystallize the role of Environmental Literacy Education (ELE) in the mobilization of Nigeria’s rural populations for poverty eradication/alleviation within UNESCO’s Education 2030 Curriculum Framework for SDG 1.
Over the years Nigerian writers have consistently sustained the relationship between literature and politics. They perceptively engaged this connection since the colonial era, with the stages of the nation’s political development at the centre of the discourse. The reason is not farfetched; literature is a reflection of the environment in which it evolves. A writer’s ideology is shaped by the society and bears witness to its humanity. As imaginative as art is, it is the expression of a larger background: every work of literature signifies a time, place and people. An indication of the importance of art in the society is exposed in the way literature has remained part of the progress of man and his surroundings. Thus, one of the fundamental arguments of literature in exploring this relationship is to establish the fact that Literature and politics are intrinsically tied. Therefore, this paper investigates the concept of national and sustainable development in Pius Adesanmi’s NAIJA NO DEY CARRY LAST. It explores the use of satire to create political awareness and national memory. Furthermore, this paper scrutinizes the growth of Nigeria’s democracy and the commitment of successive leaders. It arrivals at the conclusion that NAIJA NO DEY CARRY LAST provides evidence that retention of national memory guarantees hope for a recovered Nigeria of the future and attainment of the Sustainable Development Goals.