- Dept. of Adult Education
University of Botswana
Gaborone
Botswana - 74359491
Idowu BIAO
University of Botswana, Adult Education, Faculty Member
- Philosophy of Psychology, Current research interests include adult and transformative learning, adult literacy, academic outreach and workforce education, organizational psychology, and instructional technologies., Adult literacy, Adult Education, Social Media, Service Design, and 6 moreAdult Continuing and Professional Education, International Education, Peace Education, Adults education, Educational reform, and Teaching Thinking Skillsedit
- Idowu Biao is professor of Lifelong Learning at the Department of Adult Education, University of Botswana. He train... moreIdowu Biao is professor of Lifelong Learning at the Department of Adult Education, University of Botswana. He trained as teacher, adult educationist and journalist in both Nigeria and the United Kingdom, after an initial training in French-speaking Benin. Important positions of responsibility held include, Head of Department and Ag. Dean in many universities across Africa, Deputy Director and Ag. Director, Institute of Extra-Mural Studies, National University of Lesotho, and Chair, CollegePortal of the University of Calabar, Nigeria. Prof. Biao speaks and writes in both English and French languages. He has about 90 academic publications to his credit. His latest publications include: Strategic learning ideologies in prison education programs. Hershey-USA: IGI-Global Publishers (edited book) and 'Southern African Development Community: Challenges and prospects of lifelong learning' (2018-co-published with Maruatona, T.). in Milana, M. et al. (2018). Palgrave International Handbook of Adult Education. London: Palgrave.edit
From 1988, the year of his first published academic work, Biao has by 2023, published more than one hundred (100) learned works within the realm of adult and lifelong learning.
Research Interests:
The study of adult education as a university subject in Nigeria began in the University of Ibadan in 1965. But it was the period 1979 to 1992 that witnessed the greatest expansion in research and writing efforts in this field.... more
The study of adult education as a university subject in
Nigeria began in the University of Ibadan in 1965. But it
was the period 1979 to 1992 that witnessed the greatest
expansion in research and writing efforts in this field.
Unfortunately the many writings and researches of this
period were mainly descriptive in nature. Since descriptive
research is but one of four main research paradigms
currently used elsewhere to develop the field of adult and
community education, Nigerian adult and community
education researchers' attention is directed to these other
types of research and recommendations as to the best ways
of making these other research paradigms operational and
functional in Nigeria, are proffered.
Nigeria began in the University of Ibadan in 1965. But it
was the period 1979 to 1992 that witnessed the greatest
expansion in research and writing efforts in this field.
Unfortunately the many writings and researches of this
period were mainly descriptive in nature. Since descriptive
research is but one of four main research paradigms
currently used elsewhere to develop the field of adult and
community education, Nigerian adult and community
education researchers' attention is directed to these other
types of research and recommendations as to the best ways
of making these other research paradigms operational and
functional in Nigeria, are proffered.
Research Interests:
Remedial education isa fonnofeducation that allaws persons who may have missed fonnal schooling to benefit from education (includingthetypeofeducation offered in fonnal schools). This education subsystem began grawing in Nigeria around... more
Remedial education isa fonnofeducation that allaws
persons who may have missed fonnal schooling to
benefit from education (includingthetypeofeducation
offered in fonnal schools). This education subsystem
began grawing in Nigeria around 1979. Since then,
many state capitals, especially U.gosand Kano cities,
have witnessed an unprecedented grawth in remedial
education centres.
Unfortunately, as numerous and as popular as they
are, remedial education centres do not offer literacy
education. Yet illiteracy is the single most threatening
educational problem in Nigeria today. Additionally,
the remedial education sub-sector has failed to perform
well in its area of concentration as only 25 per cent of
its clients passed G.C.E. examinations during the
last decade.
Recommendations aimed at making the nation's
remedial education sub-sector more relevant to the
educational needs of the country are therefore
proffered.
persons who may have missed fonnal schooling to
benefit from education (includingthetypeofeducation
offered in fonnal schools). This education subsystem
began grawing in Nigeria around 1979. Since then,
many state capitals, especially U.gosand Kano cities,
have witnessed an unprecedented grawth in remedial
education centres.
Unfortunately, as numerous and as popular as they
are, remedial education centres do not offer literacy
education. Yet illiteracy is the single most threatening
educational problem in Nigeria today. Additionally,
the remedial education sub-sector has failed to perform
well in its area of concentration as only 25 per cent of
its clients passed G.C.E. examinations during the
last decade.
Recommendations aimed at making the nation's
remedial education sub-sector more relevant to the
educational needs of the country are therefore
proffered.
Research Interests:
This) paper) discusses) the) EuroYAmerican) centric) concept) of) development) but) also,) a) conceptual) view) of) development) which) is) rarely) discussed) in) Western) literatureYY... more
This) paper) discusses) the) EuroYAmerican) centric) concept) of) development) but) also,) a) conceptual) view) of) development) which) is) rarely) discussed) in) Western) literatureYY traditional)African)view)of)developmentYY.The)paper)juxtaposes)the)frameworks)within) which) both) the) EuroYAmerican) and) African) concepts) of) development) are) usually) operationalised)and)after)analysing)and)contrasting)the)development)operands)within) the) two) frameworks,)) it) posits) that) the) major) differences) existing) among) the) world) views,) general) development) operands) and) specific) development) operands))embedded) within) the) two) concepts,) favour) neither) the) adoption) nor) the) imposition) of) the) EuroY American)model)of)development)on)Africa.)) ! Key)words:)Ontogeny,!Concepts!of!development,!Frameworks!of!development,!Europe,!Africa.!
Research Interests:
Adult education is the first education that mankind ever benefitted from. It is equally the last education in the life of every human being. In this sense, it is the beginning and end of all education not merely because of the prime... more
Adult education is the first education that mankind ever benefitted from. It is equally the last education in the life of every human being. In this sense, it is the beginning and end of all education not merely because of the prime chronological position it occupies among all types of education but also because of its significance and inevitability within the context of human learning experience.
At creation, the first human being found himself in a strange and unusual environment. He needed education to make sense of his new experience. This first ever education was facilitated at a distance by the Creator Himself; the universe was the non-formal learning environment employed, the contents of this education were made up of survival skills and elements of the universe were employed as learning aids. Thus was born the first ever open and distance learning experience. Beyond this initial educational occurrence, the education undergone by the human fetus, the growing infant, members of ancient societies (Greek, Africa) and first religious students constitute the string of first types of adult education that mankind usually benefit from. Graduation ceremonies, retirement processes, U3A offerings and opportunities for dying well are examples of the manner in which adult education offers itself as tool for advancing the various inevitable types of last learning in human beings’ life.
Yet, as vital as first and last educations have proven to be to man’s happiness, the major waves of change the world has witnessed (Toffler & Toffler, 2006; UN, 2000; Drucker, 1993; Toffler, 1991a,b,c; Herberman, 1984), have proven that adult education has been employed to provide solutions to major human challenges since the dawn of days. In this sense, adult education is not merely the first and last educations needed by mankind but it is the Alpha and Omega of all education as beyond being the entry and exit points of human education, it is education that is needed throughout the course of human life.
If adult education is this important, of what practical benefit could it further be to nations of the earth in general and to Africa in particular? It can help boost the provision of basic education; it can serve as leverage to African universities’ performance and it can assist in advancing African development efforts beyond its present achievement level. Two main policy recommendations have been proffered by way of indicating the manner in which adult education may be employed to bring about the possibilities mentioned here.
At creation, the first human being found himself in a strange and unusual environment. He needed education to make sense of his new experience. This first ever education was facilitated at a distance by the Creator Himself; the universe was the non-formal learning environment employed, the contents of this education were made up of survival skills and elements of the universe were employed as learning aids. Thus was born the first ever open and distance learning experience. Beyond this initial educational occurrence, the education undergone by the human fetus, the growing infant, members of ancient societies (Greek, Africa) and first religious students constitute the string of first types of adult education that mankind usually benefit from. Graduation ceremonies, retirement processes, U3A offerings and opportunities for dying well are examples of the manner in which adult education offers itself as tool for advancing the various inevitable types of last learning in human beings’ life.
Yet, as vital as first and last educations have proven to be to man’s happiness, the major waves of change the world has witnessed (Toffler & Toffler, 2006; UN, 2000; Drucker, 1993; Toffler, 1991a,b,c; Herberman, 1984), have proven that adult education has been employed to provide solutions to major human challenges since the dawn of days. In this sense, adult education is not merely the first and last educations needed by mankind but it is the Alpha and Omega of all education as beyond being the entry and exit points of human education, it is education that is needed throughout the course of human life.
If adult education is this important, of what practical benefit could it further be to nations of the earth in general and to Africa in particular? It can help boost the provision of basic education; it can serve as leverage to African universities’ performance and it can assist in advancing African development efforts beyond its present achievement level. Two main policy recommendations have been proffered by way of indicating the manner in which adult education may be employed to bring about the possibilities mentioned here.
Research Interests:
A review of the Benin education system shows that it is still heavily school-based. Yet, a high level of wastage is currently being recorded at school level (about 50% success rate at primary level, about 40% success rate at high school... more
A review of the Benin education system shows that it is still heavily
school-based. Yet, a high level of wastage is currently being recorded at school level
(about 50% success rate at primary level, about 40% success rate at high school
level and about 1% enrolment rate of qualified candidates and success rate at tertiary
level), leading to the unintentional creation of a large population of unskilled and
unproductive youths and adults. Integrated education systems which hold great
potential and opportunities for both initial and continuing education remain hardly
explored and virtually untapped. Yet, the challenges of the 21st century are such
that only the unveiling and continuous cultivation of multi-faceted human capital
can help individual citizens lead both a productive and fulfilled life. Formal education
alone or non-formal education alone, irrespective of how well each is
delivered, is no longer sufficient in facing up to the multifarious challenges of the
21st century. If education is to serve Benin beneficially in this century, the current
national system of education must be reoriented to free up citizens’ human capital
through the implementation of an integrated educational system. This article proposes
a new national education system which is rooted in the concept of lifelong
learning and combines formal and non-formal systems of education for Benin.
school-based. Yet, a high level of wastage is currently being recorded at school level
(about 50% success rate at primary level, about 40% success rate at high school
level and about 1% enrolment rate of qualified candidates and success rate at tertiary
level), leading to the unintentional creation of a large population of unskilled and
unproductive youths and adults. Integrated education systems which hold great
potential and opportunities for both initial and continuing education remain hardly
explored and virtually untapped. Yet, the challenges of the 21st century are such
that only the unveiling and continuous cultivation of multi-faceted human capital
can help individual citizens lead both a productive and fulfilled life. Formal education
alone or non-formal education alone, irrespective of how well each is
delivered, is no longer sufficient in facing up to the multifarious challenges of the
21st century. If education is to serve Benin beneficially in this century, the current
national system of education must be reoriented to free up citizens’ human capital
through the implementation of an integrated educational system. This article proposes
a new national education system which is rooted in the concept of lifelong
learning and combines formal and non-formal systems of education for Benin.
Research Interests:
Although Africa has been home to famous ancient cities in the past, its modern conurbation areas are poor living spaces characterised by squalor, poor planning and human misery. The authors of this paper argue that the learning city... more
Although Africa has been home to famous ancient cities in the past, its
modern conurbation areas are poor living spaces characterised by squalor, poor
planning and human misery. The authors of this paper argue that the learning city
concept, still almost unknown in Africa, holds enormous potential for redressing the
dysfunctional state of things and for guiding future orderly development of African
cities. There have been timid attempts at operationalising the learning city concept,
for example in the Western Cape (South Africa) between 2004 and 2006, in
Gaborone (Botswana) between 2008 and 2010, and in Lagos State (Nigeria) from
2007 onwards. Furthermore, two African governments, namely those of Nigeria
(2005) and South Africa (2006), joined the global ‘‘Cities Alliance’’ partnership,
which operates a ‘‘Cities without slums action plan’’. However, many of these
projects have not been successful, and the authors of this article identify five factors
which have stood in the way of their proper take-off. Based on this analysis, the
authors then propose a model for future learning city projects in Africa. It is a
process model that uses critical awareness-building promoted by civil society organisations
and government and harnesses the pressure of other social dynamics
such as ethnic culture clusters. The authors then offer three policy recommendations
modern conurbation areas are poor living spaces characterised by squalor, poor
planning and human misery. The authors of this paper argue that the learning city
concept, still almost unknown in Africa, holds enormous potential for redressing the
dysfunctional state of things and for guiding future orderly development of African
cities. There have been timid attempts at operationalising the learning city concept,
for example in the Western Cape (South Africa) between 2004 and 2006, in
Gaborone (Botswana) between 2008 and 2010, and in Lagos State (Nigeria) from
2007 onwards. Furthermore, two African governments, namely those of Nigeria
(2005) and South Africa (2006), joined the global ‘‘Cities Alliance’’ partnership,
which operates a ‘‘Cities without slums action plan’’. However, many of these
projects have not been successful, and the authors of this article identify five factors
which have stood in the way of their proper take-off. Based on this analysis, the
authors then propose a model for future learning city projects in Africa. It is a
process model that uses critical awareness-building promoted by civil society organisations
and government and harnesses the pressure of other social dynamics
such as ethnic culture clusters. The authors then offer three policy recommendations
Research Interests:
PSYCHOLOGY OF ADULT EDUCATION comes to complement the modest effort that has so far been deployed with the view to helping instructors and learners cope with the demands of facilitating and undertaking learning within the realm of adult... more
PSYCHOLOGY OF ADULT EDUCATION comes to complement the modest effort that has so far been deployed with the view to helping instructors and learners cope with the demands of facilitating and undertaking learning within the realm of adult education.
Each chapter of the book except the first, is divided into two parts, namely theoretical discussions and the discussion of empirical studies.
Each chapter of the book except the first, is divided into two parts, namely theoretical discussions and the discussion of empirical studies.
Research Interests:
Psychological Principles of Adult Education is a synergy of two earlier books published in Nigeria on Psychology of Adult Education. Although a synergy of these earlier books, PSYCHOLOGICAL PRINCIPLES OF ADULT EDUCATION is yet unique in... more
Psychological Principles of Adult Education is a synergy of two earlier books published in Nigeria on Psychology of Adult Education.
Although a synergy of these earlier books, PSYCHOLOGICAL PRINCIPLES OF ADULT EDUCATION is yet unique in the sense that it is both a handbook and a research agenda; as a handbook, it puts in the hands of College of Education and University students and lecturers the most authentic knowledge so far generated in the area of adult psychology. As a research agenda, it puts forth numerous suggestions on ways of rapidly increasing the knowledge body of adult psychology.
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Although a synergy of these earlier books, PSYCHOLOGICAL PRINCIPLES OF ADULT EDUCATION is yet unique in the sense that it is both a handbook and a research agenda; as a handbook, it puts in the hands of College of Education and University students and lecturers the most authentic knowledge so far generated in the area of adult psychology. As a research agenda, it puts forth numerous suggestions on ways of rapidly increasing the knowledge body of adult psychology.
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Research Interests:
The practice of modern adult education began in Nigeria in 1940. Sine then, adult education as a field of practice and as a discipline has witnessed tremendous growth; this is attested to by the myriad of agencies now existing in the... more
The practice of modern adult education began in Nigeria in 1940. Sine then, adult education as a field of practice and as a discipline has witnessed tremendous growth; this is attested to by the myriad of agencies now existing in the country whose sole responsibility is the promotion of adult education activities.
However, as popular as this field of activity and research is, its workers are largely untrained and therefore not qualified to perform the duties assigned to them. Reliance on a corps of untrained personnel eventually brings harm to a profession. The specific consequences of such a reliance as they concern adult education is highlighted and recommendations made which are aimed at improving on the existing situation.
However, as popular as this field of activity and research is, its workers are largely untrained and therefore not qualified to perform the duties assigned to them. Reliance on a corps of untrained personnel eventually brings harm to a profession. The specific consequences of such a reliance as they concern adult education is highlighted and recommendations made which are aimed at improving on the existing situation.
Research Interests:
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This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African... more
This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.
Research Interests:
Professor of Lifelong Learning for over ten years in various West and Southern African universities where he also served as Head of Department. His other work experience includes: Deputy Director and
Research Interests:
The Economic Community of West African States (ECOWAS) has just rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved... more
The Economic Community of West African States (ECOWAS) has just rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved only with reliance on not only an enlightened citizenry but on 40% of the population that should have received university training. Consequently, university education within the sub-region is to be reappraised with the view to positioning West Africa for the actualisation of the vision. The task of revitalising university education within the countries making up ECOWAS will no more be a difficult one because, the World Bank and major development partners in the world, having discouraged for many years African leaders from embarking on a development of a higher education structure, have just affirmed their commitment to helping Africa develop a virile and relevant higher education system. Although Africa and West Africa have now been assured of the supp...
Research Interests:
Research Interests:
In 2009, the Economic Community of West African States (ECOWAS) rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved... more
In 2009, the Economic Community of West African States (ECOWAS) rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved only with reliance on not only an enlightened citizenry but also on at least 40 percent of a population that should have received university training. Consequently, university education within the sub-region needs to be reappraised for the purpose of positioning West Africa for the actualisation of its vision. The task of revitalising university education within the countries making up ECOWAS is no more a difficult one as World Bank and international development partners, during the 2009 World Conference on Higher Education, did affirm their commitment to helping Africa develop a virile and relevant higher education system. This commitment shall bear fruit only when the existing low performing higher education structure in the sub-region gives way to a...
Research Interests:
The first and subsequent African universities' extra- mural work began after the middle of the 1940s; these universities worked through organs known as “Institutes of Extra-Mural Studies”. These institutes have gone through many... more
The first and subsequent African universities' extra- mural work began after the middle of the 1940s; these universities worked through organs known as “Institutes of Extra-Mural Studies”. These institutes have gone through many phases of development and having entered a new millennium full of peculiar challenges, they now beg for rehabilitation; they currently lack the 21st century technologies which should have enabled them function optimally. In spite of this deficiency, these institutes still remain relevant to African developmental needs. For example, they are relevant to the actualization of the Millennium Development Goals, to the efforts at reaching the largest possible number of learners with education and to the process of reaching the unreached and disadvantaged groups through community development and education work; they also remain relevant to the actualization of various regional vision agendas. On the comparative scale, Lesotho and Ghana are adjusting to the dema...
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This article argues that the learning city concept, which is an international initiative devoted to the promotion of sustainable, healthy, green and economically viable cities by the means of lifelong learning, is currently operational in... more
This article argues that the learning city concept, which is an international initiative devoted to the promotion of sustainable, healthy, green and economically viable cities by the means of lifelong learning, is currently operational in Europe, the Americas, Australia and Asia but absent in Africa. The main point made by the article is that the introduction of learning city projects into Africa will succeed only if this continent's historical, cultural and epistemological realities are relied upon in the selection of an entry methodology. That methodology is here identified as ‘transformative learning’. Transformative learning is a process of learning that begins human transformation from within and moves outwardly. It is recommended as an appropriate methodology for introducing the learning city concept into Africa because an inner transformation that would enable Africans to reconcile their two concepts of city (ancient and modern) is required for the successful take-off of ...
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The Economic Community of West African States was established in 1975 with the view to fast tracking economic development in the West African sub-region. However, thirty-three years after, ECOWAS is only struggling to rid itself of those... more
The Economic Community of West African States was established in 1975 with the view to fast tracking economic development in the West African sub-region. However, thirty-three years after, ECOWAS is only struggling to rid itself of those obstacles that have prevented it from achieving its goal. Chief among those obstacles are illiteracy, wars, poor health care delivery, gender inequality and poverty. A number of steps have been taken in the past to see to it that the main objective of ECOWAS is achieved; these steps have not brought the expected result; ECOWAS therefore remains with its challenges. However, it is here suggested that if ECOWAS would employ a strategy that will bring its citizens to learn about themselves and about the potentials of their community, then, it will succeed in achieving its objective of functional integration. A process of learning such as this, is known as “international education”. In this specific sense, promotion of functional learning of French and ...
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This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument...
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Higher education as an emerging strategy for actualising the vision 2020 of the economic community
Centre for Continuing Education Number 22 Professor Idowu Biao has a Diploma in Journalism from the London School of Journalism and a BA in Education, Master of Education and a PhD in Adult Education from the University of Lagos, Nigeria... more
Centre for Continuing Education Number 22 Professor Idowu Biao has a Diploma in Journalism from the London School of Journalism and a BA in Education, Master of Education and a PhD in Adult Education from the University of Lagos, Nigeria which he completed in 1990. He has been a full Professor of Lifelong Learning for over ten years in various West and Southern African universities where he also served as Head of Department.
Research Interests:
The Economic Community of West African States (ECOWAS) has just rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved... more
The Economic Community of West African States (ECOWAS) has just rolled out a document spelling out five major social, economic and environmental goals it wishes to achieve by 2020. These goals are lofty indeed but they can be achieved only with reliance on not only an enlightened citizenry but on 40% of the population that should have received university training. Consequently, university education within the sub-region is to be reappraised with the view to positioning West Africa for the actualisation of the vision. The task of revitalising university education within the countries making up ECOWAS will no more be a difficult one because, the World Bank and major development partners in the world, having discouraged for many years African leaders from embarking on a development of a higher education structure, have just affirmed their commitment to helping Africa develop a virile and relevant higher education system. Although Africa and West Africa have now been assured of the supp...
Over the centuries, literacy has been both identified and eulogised as a harbinger of both individual and social development. Yet, African nations that have regularly posted high literacy rates are yet to show any sign of meaningful... more
Over the centuries, literacy has been both identified and eulogised as a harbinger of both individual and social development. Yet, African nations that have regularly posted high literacy rates are yet to show any sign of meaningful development. Which type of literacy then brings about development? None of the myriad of typologies of literacy currently existing has been found to bring about a type of development that will significantly raise the Human Development Index of African nations. Consequently, a special literacy programme capable of impacting positively and meaningfully on the Human Development Index of African nations was designed and proposed here as a panacea to African development crisis; that special literacy programme is known here as the Human Development Index Literacy Programme.
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By education, it is meant a Euro-American system of knowledge creation and dissemination which developed first in Europe and America but spread to developing countries through colonization. Although the developing world had its systems of... more
By education, it is meant a Euro-American system of knowledge creation and dissemination which developed first in Europe and America but spread to developing countries through colonization. Although the developing world had its systems of education before the arrival of the colonizers, the advertised attractions of modern education were that, the new education had the potentials of providing modern employment and producing goods and services that guarantee a good life. These assertions have not held true, especially in developing countries; which, suggests that the assumed links among education, work and productivity are not that automatic but depend on working out carefully isolated political and socio-economic factors and on continuous strategizing schemes. The provision of answers to the following questions would constitute the beginning of the establishment of a firm relation among education, work and productivity in developing countries: What are those areas of the national lif...
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This chapter posits that the transformation of ancient African cities into modern cities using the modernist theory of planning did more harm than good. Not only has the modern city created many more urban poor than obtained in ancient... more
This chapter posits that the transformation of ancient African cities into modern cities using the modernist theory of planning did more harm than good. Not only has the modern city created many more urban poor than obtained in ancient cities, but the urban poor also remain the most vulnerable as their livelihoods have often come under threat from not only unfriendly city council regulations but also from the rigid safeguards of the modernist theory of town planning. Consequently, in order to promote the building of human-centered African cities which would serve all those that live in them, it is here suggested that the mystical, humanistic, and spatial values of ancient African cities should be further researched, so as to embed them into the transformation of existing and subsequent African cities.
Research Interests:
Research Interests:
The Southern African Development Community (SADC) currently employs lifelong learning to advance social and economic improvement within its member states. Although a few challenges such as poor connections of learning options, lack of... more
The Southern African Development Community (SADC) currently employs lifelong learning to advance social and economic improvement within its member states. Although a few challenges such as poor connections of learning options, lack of uniform qualification framework across member states, neglect of early childhood care and development (ECCD) and poor funding continue to plague the project, prospects for success do exist. To actualise this prospective success, SADC needs to invigorate the current traditional practice of ECCD within its member states by injecting a quantum of modern approaches into it. Additionally, the lifelong learning aspects of traditional African education need a review so that current SADC lifelong learning project may learn about these aspects and ultimately improve its lifelong learning nature in a cost-effective manner.
This chapter opens up with the suggestion that the “leaning cities” concept may well apply to ancient cities since learning has characterized life in all cities of the world since time immemorial. However, it is acknowledged that the... more
This chapter opens up with the suggestion that the “leaning cities” concept may well apply to ancient cities since learning has characterized life in all cities of the world since time immemorial. However, it is acknowledged that the “learning cities” construct was specifically originated during the 20th century for the purpose of assisting city dwellers cope with the challenges of modern city life. Dwelling on the situation in Sub-Saharan Africa, the chapter reveals that learning cities projects are not currently popular in the sub-continent. This lack of interest has been attributed to the fact that Africans were never and are still not taken along during the process of transformation of both ancient and modern spaces into cities. Consequently, it is here recommended that a transformative learning process that uses both indigenous knowledges and endogenous city clusters as learning pads should be adopted for the revitalization of the implementation of learning cities projects in S...
This paper posits that, beginning from independence in the middle of the 20 th century, African higher education was tasked with the responsibilities of shoring up the self-worth of Africans, opening up new employment opportunities,... more
This paper posits that, beginning from independence in the middle of the 20 th century, African higher education was tasked with the responsibilities of shoring up the self-worth of Africans, opening up new employment opportunities, reorienting the lifelong learning direction of Africa and helping Africa to navigate through the different regimes of globalisation. This was the manner in which modern higher education was expected to meaningfully contribute to African development. The analysis run to check whether these expectations were met showed that none of these tasks was able to be accomplished because for the past two centuries of its existence on African soil, modern higher education has distanced itself from African communities. The paper therefore recommends that, since no development may be promoted without partnering with the communities, higher education should face up to its community engagement mission for once. A model was proposed by which this mission may be responsib...
In pursuance of the search for best practices in the execution of development agenda, the training of quality non-formal education (NFE) facilitators has been identified as an important agent for social engineering, community development... more
In pursuance of the search for best practices in the execution of development agenda, the training of quality non-formal education (NFE) facilitators has been identified as an important agent for social engineering, community development and economic emancipation. The South-South political zone of Nigeria is a socially and economically backward environment. Which quality of NFE facilitators are turned out in this zone which may advance the cause of development? A self-designed evaluation model, named Biao’s non-formal education performance model, three research instruments and eight research questions were relied upon in the process of data collection within four of the six States making up the South-South political zone. The data were analysed using frequency distribution, means and percentages. Findings revealed that although education policy makers in the south-south zone, showed an understanding of the possible positive impact of non-formal education on development, they exhibit...
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This paper makes a case for a revalorization of all indigenous knowledge in general and African indigenous knowledge in particular. It invites African policy makers and intellectuals to do a little more to bring indigenous knowledge... more
This paper makes a case for a revalorization of all indigenous knowledge in general and African indigenous knowledge in particular. It invites African policy makers and intellectuals to do a little more to bring indigenous knowledge within African educational stream with the view to increasing the potentials of development in Africa. Since there are a variety of educational theories, including the functionalist, the conflict, the critical, the pragmatic and the Afrocentric educational theories, the paper advises that the adoption of the pragmatic and Afrocentric educational theories will integrate African indigenous knowledge and current educational systems, thereby promoting the development of a holistic African educational system. Consequently, three recommendations have been proffered that will enhance the development of indigenous knowledge and integration of same within the current African educational system.
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The Economic Community of West African States was established in 1975 with the view to fast tracking economic development in the West African sub-region. However, thirty-three years after, ECOWAS is only struggling to rid itself of those... more
The Economic Community of West African States was established in 1975 with the view to fast tracking economic development in the West African sub-region. However, thirty-three years after, ECOWAS is only struggling to rid itself of those obstacles that have prevented it from ...
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This paper posited that although the first Sub-Saharan African University was established in 1827, university research has yielded little significant result within the African space. A few reasons have been advanced to explain the... more
This paper posited that although the first Sub-Saharan African University was established in 1827, university research has yielded little significant result within the African space. A few reasons have been advanced to explain the situation. First, African universities have capacity to admit only 7% of qualified candidates. Secondly, Africa has not demanded solutions for its socioeconomic challenges from African universities. Thirdly, African elites still hope that the operationalisation of the concept of globalisation will take care of the socioeconomic development needs of Africa. The paper also identified the absence of additional pathways to education, unemployment and livelihood issues, an unorganised informal sector and a city life that is unresponsive to citizens' efforts towards survival as a few of the challenges currently bedevilling the ordinary African person. These challenges speak to what may be viewed as compelling research agendas that promise to positively impact the development of Sub-Saharan Africa. The solutions that would most suitably address these concerns need to be derived from the wealth of knowledge (both traditional and modern) that can be adapted to the specific social, economic, environmental and psychological conditions of Africa.