Science and Technology Education for a Sustainable Future5!19!11a

8/6/2019 Science and Technology Education for a Sustainable Future5!19!11a

1/24

Re-imagining the Nigerian Science and Technology Education: Equipping the Nigerian Child

with Skills and Competencies to Succeed in the Competitive Global Community.

Lead paper presented by

Professor Irene Osisioma

California State University, Dominguez Hills

Carson, California-USA

At the

The First International Conference of the Faculty of Education

Nnamdi Azikiwe University, Awka

May 22-28, 2011

Nnamdi Azikiwe University, Conference Centre.

1


2/24

Abstract

The past decade has experienced the most significant global phenomena of the 21st century- a

growth of the global economy and the expansion and extension of public education. Knowledge

based growth and development are offering untold opportunities for both developed and

developing economies. Advancement in information and communication technologies (ICTs) has

been a necessary condition for these new developments in the global economy. In this

competitive global economy, no nation can survive without developing the skills of its

workforce. The quality and type of education, specifically, science, mathematics and technology

is a major determinant of economic growth. It is therefore, essential that nations provide their

children with an education that prepares them to participate and adapt to a rapidly changing

global competitive environment where the average student today will have 10-14 careers before

s/he retires. Many nations have responded to this through educational reforms. Nigeria is

challenged to re-position itself in this new wave of globalization by re-evaluating its education

policy to include a well structured science and technology education that emphasizes knowledge

creation and transfer, critical thinking, problem solving, creativity and innovation.

Key Terms: Globalization, knowledge creation, innovation, problem solving, critical thinking,

competitive economy, creativity, dissemination, global economy, information, communications,

technology, knowledge economy.

2


3/24

Re-imagining the Nigerian Science and Technology Education: Equipping the Nigerian Child

with Skills and Competencies to Succeed in the Competitive Global Community.

Introduction

It is with great pleasure and honor that I present this lead paper at the first International

Conference of the Faculty of Education, here at Nnamdi Azikiwe University. The conference

theme: Global Education: Initiatives, Innovations & Challenges: Education, Science

and Technologyisvery important and timely considering the need for Nigeria as a nation

to reposition itself and enhance her comparative advantage in the Global economy. It is even

more remarkable that the NAU faculty of education is taking the lead in this very important

effort.

Knowledge is fueling economic growth and social development in every region of the

world. The forces of globalization such as migration, travel, trade, foreign investment, and

communications are speeding up the dissemination and use of information across borders. This is

to say that new ideas and innovations are spreading faster than ever. Knowledge based growth

and development are offering untold opportunities for both developed and developing

economies. Advancement in information and communication technologies (ICTs) has been a

necessary condition for these new developments in the global economy. Nations are taking

advantage ofthe relationship between education and national development and

are investing in educational reform to achieve the needed growth in their

economies.

This global economy growth has created a sense of urgency leading to calls for

reforming our approach to education and training which is a critical component of national

3


4/24

economic competitiveness. The past decade has experienced the most significant global

phenomena of the 21st century- a growth of the global economy and the expansion and extension

of public education. The number of schools has grown, as has the number of children attending

them. Similarly, the subjects taught in schools broadened from the basics of mathematics and

language to include sciences and the arts. This century has therefore become a time of rapid

change and highly developed information age, an era of brain power, and a time of global

competition. This era of global competition has triggered a number of reform efforts across

several nations. These nations have all acknowledged that education is the bedrock of any

successful reform and the only means of sharpening their competitive edge, improving their

society, developing their culture, preserving their ecological environment, elevating the stature of

their citizens, and raising the overall quality of life.

Information and communication technologies are the applications of science and

innovation, and are key to a nations industrialization, development and sustainability. The roles

of these key elements in determining the economic growth and comparative advantage of nations

has necessitated the current globalization emphasis, trade liberalization and has led to the

emergence of the prevailing knowledge-based economies and organizations. Globalization has

brought with it a more intense competitive environment and new requirements for sustainable

development and competitiveness, especially in the fields of science and technology. This new

and prevailing competitive environment has fuelled the growth of knowledge-intensive

production by increasing scientific and technological interactions and re-invigorated the need for

innovation across disciplines, functions and sectors.

The number of jobs that require Science, Technology, Engineering and Mathematics

(STEM) skills today (U.S Department of Education, 2010) is increasing. This has precipitated a

4


5/24

greater need for scientific literacy for citizenship and the demand for high level skills jobs in

STEM is paralleled by the needs that the world is facing such as: energy crisis, HIV/AIDS

pandemic, global warming, food security, poverty and high unemployment in the traditional

employment sector. The current global economy is a knowledge economy that is driven by

creativity, innovation and knowledge. Therefore ingenuity, agility and technological

competencies are 21st Century skills necessary to be effective and productive in current

competitiveness global arena. To that effect, there is need to recognize that a 21st century

education is the bedrock of this global competitivenessthe engine, not simply an input in the

economy (Partnerships for 21

st

Century Skills 2008, p. 1). and Nigeria moving towards

accomplishing its Vision 20-2020 must reflect this understanding in its education design across

all levels and disciplines.

In this competitive global economy, no nation can survive without developing the skills

of its workforce. The quality and type of education, specifically, science, mathematics and

technology is a major determinant of economic growth. Schools are being challenged to produce

students who are knowledge producers, problem solvers and creative thinkers. Students who are

able to use higher-level thinking skills will be essential for generating knowledge that enriches

peoples lives (Cummings, 2003). This profound shift in the role that knowledge creation and

innovation play in driving productivity and global growth is a result of globalization. Research

shows that an educated creative workforce can use technology in creative ways resulting in

technological innovations that as Kozma (2005) noted, can create new knowledge that spawns a

virtuous cycle of growth(p. 118).The pervasiveness of information and

communication technologies (ICT)-from cell/smart phones, to video cameras,

personal digital assistants (kindle, iPods, iPads, digital diaries etc) and laptops

wirelessly connected to the Internet, social networks media (wikis, face books,

5


6/24

twitters, etc) and ubiquitous learning environments-has changed the way people

live, work, and play and has made the world even smaller and smarter. New

knowledge and the use of new technologies have resulted in the creation of new

products, services, and jobs, some of which could not have been imagined a few

decades ago. At the same time, trade agreements and the reduced costs of

communication and transportation have increased the flow of capital, goods,

services, knowledge and jobs-between countries. The result has been significant

worldwide economic growth but also considerable social turmoil and dislocation. It is

therefore, essential that nations provide their children with an education that prepares them to

participate and adapt to a rapidly changing global competitive environment where the average

student today will have 10-14 careers before s/he retires. The students will need to be

knowledgeable and appreciative of science and technology.

Issues and Trends in Global Science and Technology Education Reform.

United States of AmericaAs explicated in the introduction, nations have looked to education as the tool for

bringing about economic development and as a result, different forms of educational reforms

have been initiated to address the challenges faced by individual nations as they move toward

economic, social and political development. The target of these reform efforts, have been

science, technology and mathematics. In the United States of America (USA), educational

reform movement began with the Massachusetts Act of 1649 (Old Deluders Act) where

communities of 50 people were required to provide a school for its children. In 1892, Committee

of Ten working for the National Education Association (NEA) put forth recommendations for

specific subjects that all students in secondary schools would have to take to ensure acquisition

6


7/24

of the basic skills needed to support and grow the economy during that time period. It was at this

time that biology entered the school curriculum.

One landmark event that triggered a strong wave of educational reforms in the USA was

the launching of the Sputnik satellite into orbit by the Soviet Union in 1957. During this time, the

Americans experienced a new vulnerability in science and technology as a result of the Cold War

and the Sputnik crisis. The pendulum swung back to a no-frills curriculum to prepare children

for life in an unstable and contentious world (21st Century Partnerships, 2008). The focus of

educational reforms became science, math and technology. These subjects were deemed critical

to making the American children competitive. However, the publication of the report A nation

at Risk in 1983, revealed that: an increasing number of American students did not possess

higher order thinking skills; there was a steady decline in science achievement scores; and in

international comparisons of students achievement, American students achievement was far

below those of students in other industrialized nations. The response to Nation at Risk became

highly political with state governors getting involved. Summits by the nations governors in 1989

and 1996 resulted in a movement to develop national standards in all subjects. This culminated in

the Educate America Act of 2000 that aspired to make United States students the first in the

world in science and mathematics achievement. Attempts to reach this goal inspired the process

of merging high expectations with high standards. This movement began to look at the issues

that impeded United States students achievement in science and mathematics at the national

and international levels. Factors that hindered the achievement of the reform goals included: the

curriculum, quality of teachers, inequitable access to education, and lack of resources. These

challenges have continued to hamper American students science and mathematics achievement

in international assessments (TIMSS, 1999, 2003, 2007). It is not surprising that the National

7


8/24

Commission on Science and Mathematics Skills for 21st Century report (2000a) noted that, the

United States science and mathematics curricula are a mile long and an inch wide. The report

also highlighted the importance of quality science and mathematics teachers as a critical factor in

students science and math achievement. Despite the inability of the reform efforts to catapult

American students achievement in science and mathematics to the top in international science

and mathematics assessments, the current science and math reforms require the students not just

to know more but to think, inquire, and construct knowledge pertinent to their own lives

(Cummings, 2003, p.4). This shifted the emphasis to the application of learned materials to

solve real life problems. From that time, USA became the global leader in science, math and

technology. Currently, USA government realizing that they are beginning to lag behind some

European and Asian countries is beginning to invest huge amount of money on education and

research in science and technology.

Finland

Like the United States of America, educational reform (especially in science and

technology) efforts have also transformed the economies of many other nations. For example,

Finland was more agrarian and less industrialized in the 1960s but became drawn into the

capitalist world economy towards the end of the 19th century. This resulted in the Finnish nation

undergoing one of the swift structural transformations that made them become an industrialized

Nordic welfare state in the 1970s with comprehensive education as the rationale (Antikainen

2005; 2006). Today, Finlands comprehensive education system is noted as one of the most

effective in the world and is an example of a nation that has been able to transform its traditional

economy into a modern knowledge economy within a relatively short period of time. Education

8


9/24

has played an important role in this process (Sahlberg, 2009). The Nordic strategy of building up

high quality and equality in education has been based on constructing a publicly funded

comprehensive school system (Lie, Linnakyl & Roe, 2003, 8). This movement was initiated in

1990, when Finland appointed a board to articulate its vision for science, technology and

mathematics literacy. The board posited that in order to develop into an information society, in

which knowledge and expertise are key factors in production and a part of the culture, Finland

needed to develop and apply possibilities of the information society in an exemplary, diversified

and sustainable manner to improve the quality of life, skills and international competitiveness

(Information Society Advisory Board, 2000, p.5). They hoped to achieve this through a broad-

based, all-round education and scientific literacy that equips the child with scientific knowledge,

critical and rational thinking, and skills for future development (Kesler, M. 2008). Teaching and

learning of science is goal oriented and emphasizes social interaction among students and

between students and teachers. The starting points of science instruction are students prior

knowledge, skills and experiences and their observations and investigations.

Another unique attribute of Finnish education is the high value they placed on their

teachers. Teachers are very well trained and respected. Most teachers hold masters degrees in

both their content and in education, and their preparation is aimed at learning to teach diverse

learners including special needs students for deep understanding, with a strong focus on how

to use formative performance assessments in the service of student learning (Darling-Hammond

& McCloskey). They work closely with university professors, government agencies, community,

and business entities to create and revise the curriculum. Teachers were invited to participate in

scholarly forums because their input is considered valuable.

9


10/24

Today, reports show that students from Finland outperform peers in 43 other nations in

the PISA OECD assessment in science and mathematics skills and is ranked top in economic

competitiveness. Some of the countries include United States, Germany and Japan (Maes,

2010).

Denmark

Denmark is another example of a country that has made notable strides in economic

development and has been reported to be one of the most successful economies on earth. They

have been able to transform themselves from a nation of farmers after World War II into a

modern high technology, post-industrial nation today. Until the 1960s, Danish agricultural

products accounted for the majority of its exports. Today it is less than 40%(even though

agriculture employs less than five percent of the work force). Upwards of 80% of Danish

industrial production is now exported. The value of Danish foreign trade is now, on a per capita

basis, among the highest in the world. A great deal of this production is high technology goods

manufactured to very high quality standards.

Till date, Danes now depend to a larger extent on the export of high value added goods

and services. These kinds of goods and services can only be produced by a highly educated and

trained work force, people who are broadly knowledgeable and deeply skilled, people who can

take leadership at every level of the economic system and respond quickly to changing

circumstances as they arise. So it is not surprising that Denmark is among the leaders in the

entire community of nations in the Organization for Economic Cooperation and Development

(OECD) in the proportion of Gross Domestic Product that it invests in education.

Education in Denmark is such that learning is customized to the students needs.

Guidance and counseling are integral parts of the learning and personal development process.

10


11/24

Students can work on projects individually, but mostly they work in teams. The projects are

always practical, designed to do something that matters, either by contributing to the community

that the school is in, or by contributing to the running of the school itself. Learning is encouraged

through doing. Theory is taught in association with practice, on demand. General education is

combined with social and cultural activities. The schools legislation requires them to use the

production of real goods and services as their teaching methods, but to do so in a way that avoids

unfair competition with businesses in the community. Communities are heavily involved in the

schools and there has been a shift from a system dominated by teaching to a system characterized

by learning, from a system in which the teacher is taking the main responsibility for getting the

student educated to one in which the student is assuming primary responsibility for his or her

own learning, from a pedagogy grounded first and foremost in the structure of the discipline to

one that starts with a real-world problem or project with real substance that is of interest to the

student and then works back to the discipline. The Danish curriculum and pedagogy has

therefore been broadened to include a blend of core skills, key qualifications or key

competencies. Phrases such as active learning, student-as -worker, constructivism, project-based

curriculum, key skills etc have become a common occurrence in the Danish educational system.

Singapore

Over the years, Singapore has evolved from its traditional British-based education system

to one that endeavors to meet the needs of individuals and seeks to nurture talents. Education has

always been key in the growth and development of Singaporean society, particularly in the years

following 1965 when it became an independent republic. Now in the 21st century, where the

knowledge-based economy is the driver in the global community, education has become even

11


12/24

more critical in shaping the country's future. At the same time, through education, every

individual can realize his/her full potential to benefit the community, nation, and lead a

personally fulfilling life.

In 1997 the Singaporean government enacted a curriculum reform policy in addition to the

marketization of education policy, in a bid to foster creativity and innovation. The curriculum

reform led to three major initiatives: 1) the Thinking School, Learning Nation initiative, 2) the

Master plan for Information Technology in Education initiative, 3) the revisions to the University

Admission Criteria. The government emphasized that these three initiatives were very crucial to

the Singaporean national effort to remain competitive in the midst of the growing global

knowledge economy.

The first curricula initiative- the Thinking Schools, Learning Nation was launched in 1997

and focused on developing all students into active learners with critical thinking skills, and on

developing a creative and critical thinking culture within schools. Four main strategies were to

be used to achieve these goals: 1) the explicit teaching of critical and creative thinking skills, 2)

the reduction of subject content, 3) the revision of assessment modes, 4) a greater emphasis on

process rather than outcomes when appraising schools.

The second initiative, the Master plan for Information Technology in Education initiative

was also launched in 1997. The focus of this initiative was to incorporate information technology

into teaching and learning in all schools. A target was set for the use of up to 30% of curriculum

time for all subjects by the 2002. To achieve this, the government funded installation of physical

infrastructures and training of pre- and in-service teachers. Whole school networking was

installed and schools received one computer for every two students and one notebook for every

two teachers.

12


13/24

The third initiative, the revisions to the University Admission Criteria was based on the

recommendations in 1999 of the committee University Admission Systems that the criteria for

admission into the University go beyond the performance at the A-Level GCE examination to

include students results of the national scholastic test and their results in project work at school

and their participation in extracurricular activities in school. Applicants who have polytechnic

diplomas will also be judged by their performance in the national scholastic test and their

participation in extracurricular activities. The committee hoped that these criteria will not only

promote innovation and creativity but will complement the Thinking School, Learning Nation at

the lower levels.

The strength of Singapore's Education system lies in its broad-based curriculum where

innovation and entrepreneurship are the driving force. Individuals acquire the relevant skills and

abilities to survive in competitive environments, and are properly equipped for a successful

future. Teaching and learning of science is done through scientific inquiry characterized by the

degree of responsibility students have in posing and responding to questions, designing

investigations, and evaluating and communicating their learning (student directed inquiry)

compared to the degree of involvement the teacher takes (teacher-guided inquiry). Students will

best benefit from experiences that vary between these two inquiry approaches (Singapore

Primary Science Syllabus- 2008).

As reported by the Third International Mathematics and Science Study (TIMSS),

Singapore's public schools have a unique record of high standards in teaching and learning.

TIMSS international comparative study showed that the majority of Singaporean students

outperformed the international average in Mathematics and Science. TIMSS result showed that

in 2002-03, Singapore emerged first in both Mathematics and Science in 49 countries at Grade 4

13


14/24

(Primary 4) and Grade 8 (Junior Secondary I). In 2006 and 2009 it took fifth and first place

respectively.

Science and Mathematics Education Reform Efforts in the African

Context

Education reforms of one form or the other have been at the center of African countries

economic development agenda especially during the postcolonial era. For many countries, these

efforts have concentrated on the provision of basic education for all. Developing countries have

made economic argument for investment in education, specifically in information

Communication and Technology (ICT). In the economic and development policy discourse,

education is assigned a very important role (Kozma, 2005). As noted in the World Bank (2007)

report, education, and in particular, secondary education and training (SEIA) is perceived as one

of the key factors for increased economic growth and social development. However, many

African countries face serious development challenges: the continent has 34 of the worlds 48

poorest countries; the HIV/AIDS pandemic costs Africa one percentage point of per capita

growth a year; and, malaria kills about 2,800 Africans a day (World Bank, 2007).

A World Bank thematic study that investigated the development of Science, Mathematics

and Information Communication Technology (SMICT) in secondary education in 10 Sub-

Saharan Africa (SSA) countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal,

South Africa, Uganda, Tanzania, and Zimbabwe, showed that there are significant challenges in

SMICT education in Sub-Saharan Africa. These countries had serious problems with the supply

of good SMICT teachers. The SMICT teaching force was found to be largely inexperienced and

teachers tended to have a limited understanding of SMICT subjects and used teacher-centered

teaching strategies contrary to learner-centered methodologies recommended in the curriculum.

14


15/24

The schools were poorly resourced with ICT, classes were large, curriculum was hardly relevant

to the students daily lives, qualified teachers were lacking and professional development

programs were inadequate. Therefore, the challenges of teaching SMICT can be categorized into

three areas: (a) Curriculum Policies, Instructional Practices, and Assessment, (b) School Context

and Instructional Resources, and (c) Teacher Education and Professional Development

Programs.

The above reform efforts and studies indicate opportunities (social & economic) and challenges

that are embedded in the teaching and learning of science and technology education.

In order to participate in the current global economy, nations need to ensure that their children

are receiving a high quality science and technology education among other subjects. This

education cannot be achieved without a science and technology education policy that advances

scientific literacy, ensures equitable access, provides high quality teachers and has systems that

work collaboratively in making certain the successful implementation of the science and

technology standards.

The State of Science and Technology Education in Nigeria

In the 1980s, the Nigerian government moved to intensify the role of

education in promoting industrialization and modernization by boosting

emphasis on science and technology. The failure of this initiative, however,

coupled with instability in the oil economy, led to structural adjustments and

fiscal austerity, which set back educational gains. According to the Nigeria

Millennium Development Goals 2005 report, literacy level in the country has steadily and

gradually deteriorated, especially within the 15-24 years age group.The high illiteracy rate

(44% of all persons over age 15) influenced adoption of a free universal basic

15


16/24

education, which is currently in use. This current policy calls for nine years of

basic education for all through Junior Secondary level. The goals are three-

fold: building national consciousness and unity; nurturing correct values for

the survival of each individual and of Nigerian society; and training citizens

to facilitate an understanding of the world. Other policy objectives are

reduction of rural-urban school inequality and improvement of gender equity

in access to education (Woolman, 2001). In spite of this educational reform effort,

Nigeria has continued to face many serious educational problems that have

obstructed progress in educational innovation and excellence. Making

progress in teaching and learning especially in science and technology has

therefore become a far cry from what it is supposed to be. Our educational

system has continued to produce science graduates with shaky foundations and skills that are

completely disconnected from industrial realities, and as a result, are unable to make any

meaningful contribution to our efforts at technological breakthrough.

Re-evaluating the Nigerian Science and Technology Education

As is seen from global examples above, nations are known to have only made notable

strides in science and technology by investing conscious efforts and resources backed up by

adequate policy guidelines. No nation in history has ever attained scientific and technological

development serendipitously. There is therefore an urgent need for reforms in Nigerian

curriculum, pedagogy, and accountability. These reforms can be effected by (a) development of

a national science, mathematics and technology policy (b) development of science, mathematics

16


17/24

and technology standards/curriculum, (c) preparation of well qualified effective teachers, (d)

attention to equity, and (e) accountability.

Comparing the Nigerian educational systems with those of the select nations above shows

that Nigeria has been left behind with regards to education. A review of the general trend in the

Nigerian educational reform shows that much of what has been done in terms of educational

reform has remained structural at best. The reforms that have been instituted so far have

neglected the very important part of education-the process of transmission of content. These so-

called reforms have led to increasing impoverishment and lives of misery for many instead of

improving the lives of individuals and their communities. These reforms have focused on the

number of years of schooling and the amount of content students are able to acquire during this

period to the exclusion of the individual students for which the education was meant. Achieving

a learner-centered education requires re-thinking the Nigerian educational system and conducting

a systemic education reform that takes into consideration the lesson learned from other nations.

The greatest promise of systemic education reform is its potential to overcome educational and,

to a lesser degree, societal inequalities. Systemic approach to reform provides opportunities for

greater local-professional responsibility and can provide the structure that is needed to improve

education for all children (O'Day & Smith, 1993).

Achieving this will involve examining educational initiatives that are purported to

contribute to improvements in educational quality, equity, efficiency and have led to reasonable

economic growth, to revise her educational policy taking into consideration issues related to

quality (knowledge deepening and creation), equity (individual differences and diversity of

learners), instructional delivery (using research based pedagogical strategies), assessment

(authentic and performance based), ICT (integration in curriculum and instruction),

17


18/24

accountability (all stakeholders involved in education) and alignment to national economic

development.

In reviewing and revising the current system of education in Nigeria, it is imperative that

science, mathematics and technology be upgraded to a higher level of importance in the

curriculum. Without a deep, robust science, mathematics and technology foundation, meeting the

needs of the Nigerian citizenry may remain an illusion. The bedrock of the Nigerian economic

growth lies in science, mathematics and technology education at all levels. Continued neglect of

these in our educational system will impede Nigerian economic growth while rendering her

citizenry incapable of competing effectively in the global workforce.According to Piaget, (1932)

only education is capable of saving our societies from possible collapse, whether violent, or

gradual.

Conclusion

A reversal of our present educational and indeed science and technological misfortunes

rests largely on government as well as experts in education (you and I). An immediate state of

emergency should be declared on this crucial sector of our national economy and security, which

should be followed up with sound and coordinated science and technology policies and genuine

commitments from all stakeholders. One of the simplest take-off points is to look at functional

models put in place by the developed nations such as United States, which have been

successfully replicated by most developing countries. The government should prioritize science

and technology education by setting up a functional and pragmatic agency - a Nigerian version

of the U. S. National Science Foundation not solely in funding as is the case with Educational

Trust Fund (ETF), which will encourage and motivate researchers and students through effective

coordination and provision of research funds. These research grants are imperative in the

18


19/24

acquisition of needed equipment, recruitment of top-flight manpower, and reducing attrition. A

functional and well-equipped national laboratory/center as well as training centers for up-coming

scientists should be established to serve as a research hub for scientists and engineers and their

students. Research collaborations and partnerships should be encouraged between industries and

universities. Doing so will create opportunities for scholars/researchers to carry out research that

is applicable to practice situations encountered in these sectors. Government needs to support

creativity by not only providing funding and an environment conducive to individual scientific

and technological projects but by also providing patents to original inventions by Nigerians.

Doing this, will encourage foreign-based Nigerian scientists and engineers to come home an

support the creation of centers of excellence. This approach has worked for countries like China,

Singapore and South Korea etc, and would definitely work for Nigeria.

Most Asian scientists in European and American universities hold parallel positions in

research centers and universities in their native countries, and spend a sizeable amount of their

time working there. Such platforms for collaborations will help establish a profound link

between home-based and foreign-based scientists and promote effective sharing of ideas and

information. It is commendable that the new federal universities have 2 Vice Chancellors from

the Diaspora.

On the part of science educators and educators in general, efforts should be made to re-

evaluate the delivery systems of science and technology in the classrooms. Due to current

societal changes, education has been seen to be more essential to livelihood now more than

ever before (Schlechty 1990). This is especially so as workers are increasingly expected to

weather multiple career changes, and be competitive in a global economy. It has therefore

become imperative for schools to emphasize the importance of lifelong learning, strengthen

19


20/24

students' thinking and problem-solving skills, and increase their adaptability. Doing this, will

ensure that students are taught how to apply what they learn in education and in life. There is an

urgent need for Nigerian education to re-align with educational theories that have offered new

insights into the way students learn, retain knowledge and are able to apply this knowledge.

Some of these theories, including constructivism, multiple intelligences, cooperative and active

learning have continued to grow in popularity today. The inception of these educational theories

have challenged educators to develop pedagogical practices to not only accommodate the

growing diversities of students but to equip these students with the requisite subject area content

knowledge and the needed 21

st

century skills and competencies to survive in the current global

community. These waves of reforms have resulted in the development ofinitiatives that focus on

pedagogical strategies, the production of human and material resources as well as research-based

accountability measures that explicitly focus on quality teaching.

Nigeria as a nation cannot afford to simply watch and wait for providence to get us out of

our present science and technology predicament. The current science policy summit held in April

2011 is a laudable effort by the Federal government to ensure that we create the policy backbone

for future science, technology innovations. Our economy will not meet its comparative

advantage needs if urgent reforms are not initiated, thereby making it vulnerable to the slightest

downward shift in the price of crude oil if we dont create the technological base necessary for

robust and sustainable economic prosperity. Our country cannot be accorded its due respect as

long as it continues to take a back seat in science and technology. Unemployment and crime

rates will continue to be a national problem as long as we continue to lack the technical know-

how required for a guaranteed and sustainable industrial and manufacturing base pertinent in job

creation, and jump-starting of our economy. Our national economy and security will continue to

20


21/24

be endangered as long as we keep relying on foreign expertise without requisite knowledge

transfer especially in building our refineries and exploration of our natural resources. High

mortality rate will not be addressed if we continue to lack the right equipments and skill set to

hand curable ailments.

To participate in the current competitive global economy and to improve

their standard of living, students need to leave school with a deeper understanding

of school subjects, particularly science, mathematics, and technology, and with the

skills needed to respond to an unbounded but uncertain 21stcenturyskills to use

their knowledge to think critically, to collaborate, to communicate, to solve

problems, to create, and to continue to learn.

21


22/24

References

Antikainen, A. (2005). Transforming a Learning Society: the case of Finland. Bern, Frankfurt,

Brussels, New York: Peter Lang.

Antikainen, A. (2005a). Between Empowerment and Control: A State Intervention into

Participation in Adult Education in Finland. European Education 37, (2), 21-31.

Assessment for Learning around the World: What Would it Mean to Be Internationally

Competitive? Stanford University. Retrieved on May 13, 2011 from:

http://edpolicy.stanford.edu/pages/events/kerner/materials/intnl_assessment_pdk.pdf

Cummings (2003) Elementary and Secondary Education Act Reauthorization (2010). The US

Department of Education. Retrieved on May 9th 2010 From

:http://www.ed.gov/blog/topic/esea-reauthorization/

Linda Darling-Hammond & Laura McCloske Retrieved on May 18th 2011 From:

http://edpolicy.stanford.edu/pages/events/kerner/materials/intnl_assessment_pdk.pdf

Federal Republic of Nigeria (2005), Nigeria Millennium Development Goals 2005 Report.

Abuja, The National Planning Commission p. 14.

22


23/24

Glenn, J. (2000a). Before It's Too Late: A Report to the Nation from The National Commission

on Mathematics and Science Teaching for the 21st Century. U.S. Department of

Education, Washington, DC.

Information Society Advisory Board, Finland. (2000). Finland as an Information Society: The

report of the Information Society Advisory Board. Helsinki, Finland: Information Society

Advisory Board.

Kesler, M. (2008) The development of scientific literacy, the present and future challenges in

Finland. Retrieved from: http://www.nier.go.jp/symposium/sympoH20/merike.pdf, May

13, 2011.

Kozma, R. B. (2005). ICT, Education Reform, and Economic Growth. Intel White Paper

Lie, S., Linnakyl, P. & Roe, A. (2003). Northern Lights on PISA: Unity and Diversity in the

Nordic Countries in PISA 2000. Department of Teacher Education and School

Development, University of Oslo.

Maes, B. (2010). What makes Finlands education that good? 10 reform principles behind the

success. The future of CNC manufacturing Education. Retrieved May 2010 from:

http://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-

reform-principles-behind-the-success/

National Center for Educational Statistics (NCES). Third International Mathematics Science

Study Results (TIMSS) (1999).

O'Day, J. A., & Smith, M. S. (1993). Systemic Reform Educational Opportunity. In Designing

Coherent Education Policy: Improving the System, edited by Susan H. Fuhrman. 250-

312. San Francisco: Jossey-Bass Publishers, 1993. ED359 626.

23
http://www.nier.go.jp/symposium/sympoH20/merike.pdfhttp://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-reform-principles-behind-the-success/http://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-reform-principles-behind-the-success/http://www.nier.go.jp/symposium/sympoH20/merike.pdfhttp://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-reform-principles-behind-the-success/http://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-reform-principles-behind-the-success/


24/24

OECD (1996a),Employment and Growth in the Knowledge-based Economy, Paris. Retrieved

May 17th 2010 from: www.oecd.org/dataoecd/51/8/1913021.pdf.

Partnerships for 21st Century Skills (2008). 21st Century Skill Education & Competitiveness.

Piaget, J. (1932). The Moral Judgment of the Child. London: Kegan Paul, Trench, Trubner and

Co. (Original work published 1932.

Reasons behind Finnish Students Success in the PISA Scientific Literacy Assessment.

University of Helsinki, Finland. Retrieved on May 13, 2011 from:

http://www.oph.fi/info/finlandinpisastudies/conference2008/science_results_and_reasons

.pdf.

Schlechty, P. C. (1990). Schools for the Twenty-first Century: Leadership Imperatives for

Educational Reform. San Francisco: Jossey-Bass.

Science Syllabus-Primary (2008). Ministry of education: Curriculum Planning & Development

Singapore. Retrieved, May 13, 2011 from:

http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2008.pdf

Singapore education: Retrieved, May 10, 2011 from:

http://www.singaporeedu.gov.sg/htm/abo/abo01.htm

Woolman, D. C. (2001). Educational reconstruction and post-colonial curriculum development:

A comparative study of four African countries.International Education Journal Vol. 2,

No 5, 2001 WCCES Commission 6 Special 2001Congress Issue.

World Bank Global Monitoring Report (2007). Confronting the Challenges of Gender Equality

and Fragile States. Washington, DC,
http://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oph.fi/info/finlandinpisastudies/conference2008/science_results_and_reasons.pdfhttp://www.oph.fi/info/finlandinpisastudies/conference2008/science_results_and_reasons.pdfhttp://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2008.pdfhttp://www.singaporeedu.gov.sg/htm/abo/abo01.htmhttp://www.oecd.org/dataoecd/51/8/1913021.pdfhttp://www.oph.fi/info/finlandinpisastudies/conference2008/science_results_and_reasons.pdfhttp://www.oph.fi/info/finlandinpisastudies/conference2008/science_results_and_reasons.pdfhttp://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2008.pdfhttp://www.singaporeedu.gov.sg/htm/abo/abo01.htm

Science and Technology Education for a Sustainable Future5!19!11a

Documents

Transcript of Science and Technology Education for a Sustainable Future5!19!11a