DEPARTMENT OF ADULT EDUCATION
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Item African cultures and the challenges of quality education for sustainable development(2018) Amponsah, S.; Omoregie, C. O.; Ansah, B. O.In 2015, the world, through UNESCO adopted the 2030 agenda for sustainable development floated on 17 Sustainable Development Goals (SDGs) to “transform our world.” SDG4 titled Quality Education seeks to “ensure inclusive and equitable quality education for all and promote lifelong learning.” An ordinary look at SDG4 would make it appear as an extension of Education for All. However, there are differences. One difference that stands out is the undercurrent of the need to connect education to the key indicators of existence in its context especially through learning and equity. SDG4, as indeed many policies and agenda at the global level, tends to face challenges peculiar to the uniqueness of the African continent. Most governments struggle to include such goals in their national plans in ways that connect the real context of their people. One major area of concern for us is the area of culture where most programmes introduced into Africa, including into schools, are dressed in cultures foreign to the receiving communities. The authors of this paper argue that for SDG4 and similar programmes to fulfill their objective; they must find ways of embracing and adapting authentic African culture. The authors theorise in literature and use African cultures to drive its analysis. We conclude that African culture is the most viable framework for ensuring quality education that causes and sustains development along the lines envisaged by SDG4.Item Roadmap of the key variables and action framework for attaining sdg 4-education 2030 agenda in Nigeria(Faculty of Education University of Ibadan, 2019) Ojokheta, K.O.; Omokhabi, A. AIn order to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, which is the SDG 4-Education 2030 Agenda, various countries have been developing broad and specific action plans towards the attainment of the goal. There exists in Nigeria a broad action framework for all the SDGs, as contained in Nigeria's Road to SDGs. There is, however, no concrete specific action tasks and the timeline towards SDG 4-Education 2030 Agenda in Nigeria. This paper is therefore written to guide education policy planners and decisionmakers in Nigeria on the key variables and specific action framework/timeline for achieving the goal. The paper begins with the discussion of the SDG 4-Education 2030 targets. It also discusses the key features and policies priorities of SDG4 as well as the implications for educational development. It equally identifies and discusses the key variables that Nigeria must focus attention on as follows: policy and planning, financing, advocacy and communication, capacity development and technical assistance, coordination, and partnership, as well as monitoring. It also makes suggestions on the specific tasks and the timeline for the achievement of these variables. The paper concludes that the achievement of the SDG 4-Education 2030 vision in Nigeria must be seen by education policy planners and decision-makers as a serious issue of national importance. Therefore, the country needs to display aggressive pursuance of the goal not in terms of a broad framework, but in terms of specific action tasks