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Special Graduate Schools Graduate School of International Studies Department of International Development Cooperation 3. Theses(Master)

Inclusive Development in Nigeria by Education and Technology Learning Strategies

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dc.contributor.advisorIain Watson-
dc.contributor.authorJoshua, Tunbosun Onifade-
dc.date.accessioned2018-11-08T08:18:45Z-
dc.date.available2018-11-08T08:18:45Z-
dc.date.issued2015-08-
dc.identifier.other20101-
dc.identifier.urihttps://dspace.ajou.ac.kr/handle/2018.oak/12752-
dc.description학위논문(석사)--Graduate School of International Studies Ajou University :국제개발협력과,2015. 8-
dc.description.tableofcontentsCHAPTER ONE: INTRODUCTION 1 1.1 Overall Preamble of the Research 1 1.2 Problem Statement and Research Theory- 3 1.3 Hypotheses- 6 1.4 Research Justification 6 1.5 Background of the Study- 9 1.5.1 The 1st national development plan (1961-1968) - 9 1.5.2 The second national development plan (1970-1974) 10 1.5.3 Third national development plan (1981-1985) - 10 1.5.4 Fourth national development plan (1988-1992) - 10 1.5.5 The vision 2020- 11 1.5.6 The concept of capital formation- 12 1.6 Scope of Research and Limitations- 13 1.7 Organization of paper- 14 CHAPTER TWO: LITERATURE REVIEW 16 2.1 Education Impact on Development- 16 2.2 Technology Impact on Development- 18 2.3 Civic Education: An Encompassing Concept for Learning Processes- 21 2.4 Civic Education and Vocational Training in Africa- 22 2.5 Civic Education in Nigeria- 24 2.6 Criticisms and Limitations on Previous Models and Implementations 26 2.6.1 Internal conditions and external politic 26 2.6.2 A faulty planning premise- 27 2.6.3 Previous Theory Models and the Poor Perceptions 28 2.6.4 The liberal market structure and the state control 30 2.7 Trend of Growth and Development in Nigeria 31 2.8 Bridging: Human Empowerment Endogenous Capacitating Ideas and Concepts 37 2.8.1 Human development 37 2.8.2 National security 38 2.8.3 Personal security 39 2.8.4 Human freedom fears and wants/needs 40 2.8.5 Human freedom and fulfillment 40 2.9 Theoretical framework 42 2.9.1 Relationship between the Learning Processes and Development 42 2.9.2 The Perceived General Theory Model of the Developed Nations 44 2.9.3 Analysis of the Nigerias irrational Case 45 2.9.4 The human capital formation and societal trust building approach 46 CHAPTER THREE: METHODOLOGY 50 3.1 Introduction 50 3.2 Participant Selection 50 3.3 The Ethnology of the learning process: A Holistic Approach- 53 3.4 Korean Development Experience and Assistance 54 3.5 Stimulating Social Trust and Participation in Korea: A Civic Education Curriculum- 56 3.6 A Resolute Government and the State Elite- 58 3.7 Examining Koreas Development Cooperation 60 3.8 The Grounded Theory: Empirical analysis 60 3.8.1 The sample 61 3.8.2 Research instrument 61 CHAPTER FOUR: RESULT ESTIMATIONS AND DISCUSSION 64 4.1 Result and estimation- 64 4.1.1 Reliability analysis result 64 4.1.2 H1: learning Procedures is Low in Nigeria - 66 4.1.3 H2: Causal flow from Learning, Unemployment, Crime and Development 67 4.2 The Reworking for 21th Century Leadership- 71 4.3 Discussions: The Core and the Peripheral National activities- 73 4.4 Leap forging Industrialization and the Consequences 74 4.5 Knowledge Society- 76 CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS 79 5.1Conclusion 79 5.2 Recommendations- 82 5.2.1 To the underdeveloped and the developing Nations- 82 5.2.2 Limitations of the research 83 5.2.3 Future research 84 Reference 85 Appendix A 92 Appendix B 93 Appendix C 94-
dc.language.isoeng-
dc.publisherGraduate School of International Studies Ajou University-
dc.rights아주대학교 논문은 저작권에 의해 보호받습니다.-
dc.titleInclusive Development in Nigeria by Education and Technology Learning Strategies-
dc.typeThesis-
dc.contributor.affiliation아주대학교 국제대학원-
dc.contributor.department국제대학원 국제개발협력학과-
dc.date.awarded2015. 8-
dc.description.degreeMaster-
dc.identifier.localId705432-
dc.identifier.urlhttp://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000020101-
dc.subject.keywordInclusive-
dc.subject.keywordLearning-
dc.subject.keywordDevelopment-
dc.description.alternativeAbstractABSTRACT Nigeria has maintained an impressive growth rate of 5.4%, 8.3%, and 7.8% in 2011, 2012 and 2013 respectively to become the leading economy in Africa and the 23rd according to the world global rank of 2014. With her average growth rate in population rising rapidly, it has a prospect of becoming a leader among the global economic powers. One might presume that, within the past decade, the recent growth is commensurate with the population increase alongside with social inclusiveness in benefit distribution, poverty reduction, social peace, unemployment and satisfactory wages among other, but the reverse is the case while her GDP increases. A paradox exit in the pattern of wealth distribution in Nigeria; a higher GDP had had no effect on the citizen but rather resulted in more terrific situations that risk and threaten the securities of her citizenries and the economy is becoming more hollowed out. This is because in the pursuit of National development, Nigeria is influenced by social scientists with development theories and practices that are obsolete, inadequate and have no prospect in the 21th century. A consequent of inappropriate perception of the nature of the problems and the misappropriation of its core values for a continuous positive improvement, maintenance, resilient and sustainability in the mist of ongoing globalization, are reason why this research was instigated to investigate such minutiae. Based on my technological background, I seek to find and try to redress the core components for such retrogression in the midst of abundance (human, financial and natural resources) and why transformation has failed to provide a better life. The nation must be willing and able to take responsibility for a positive transformation with adequate and quality learning processes and structures. Education of all kinds as well as technical learning are indispensable for endogenous empowerment, human capital formation and social trust building that will consequently yield a dynamic, complementary and a sustainable national green economy. Therefore, lessons from the development experience described as the ‘Korean Miracle’ must be learnt. A thorough reworking is also imperative since Nigeria had begun to exploit the service and non-oil sectors. They are the economic drivers in recent years, thus there is the need to quickly redress the situation to realize a long lasting decade of sustained growth and development. Inclusive strategies involving major effort to sufficiently trickle down to the poor, the national wealth and opportunities that are highly concentrated to few elites is imperative. Hence, the need exist to stimulate social innovations, knowledge society, technologies etc. This research is written to situate Nigeria as a driver and frontier of the 21th century economy by ‘leap forging’ industrialization and its consequences and tries to contribute to the existing knowledge that recognize and emphasizes the relevance and applicability of both formal and informal education and technological learning as an important tool for citizen’s endogenous survival; orientation, reorientation, empowerment for national development and sustainability endeavor of the 21th century.-
dc.title.subtitleReworking South Korea's Development Experience for Leadership in the 21th Century-
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