scholarly journals The Nigerian Education Milieu in the SDG Era: The Roles, Values, Challenges and Prospects of ODL and Lifelong Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 140
Author(s):  
Adeyinka Olumuyiwa Osunwusi
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Sub Saharan Africa ◽  
Development Education ◽  
Human Right ◽  
Challenges And Opportunities ◽  
Development Goals ◽  
Sub Saharan ◽  
Nigerian Education

National governments are under increasing pressures to address issues surrounding sustainable development. Interestingly, considerable attention is shifting towards education, which has been widely recognized not only as a fundamental human right but also as a catalyst for sustainable development and a vehicle for confronting the challenges facing societies in terms of profound shifts in demographics as well as socio-economic, environmental and ecological realities. As a corollary, ODL and lifelong learning have equally been identified as constituting a force contributing to social and economic development.  As a member of the United Nations, Nigeria is committed to achieving not only the human rights enshrined in the Universal Declaration of Human Rights of 1948 but also the Global Goals, especially SDG 4 on equitable quality education. This paper examines the UNESCO Sustainable Development Goals and explores, based on a review of extant literature, the conceptual and theoretical dimensions of ODL and lifelong learning in the context of their role, values, challenges and opportunities. The paper also outlines current trends in the context of the Nigerian education system and suggests policy, strategy and institutional considerations for mainstreaming ODL and lifelong learning for the purpose of achieving SDG 4. The review of related literature included a search of both published and conference papers and deployed systematic procedures for an exploration of perspectives and ideologies on the key issues of the Global Goals, sustainable development, education for sustainable development (ESD), ODL, and lifelong learning. The study revealed that while the Global Goals are enjoying increasing buy-ins, progress towards achieving the SDGs – particularly Goal 4 – has been unimpressive in many countries, particularly in sub-Saharan Africa. The study also identified trends, challenges and opportunities for integrating ESD in education, ODL and lifelong learning in Africa in general and Nigeria in particular. Based on an evaluation and analysis of perspectives, the study concluded that Nigeria is still a long way to achieving the SDGs. A number of suggestions were made towards a reasonable achievement of sustainable development goal 4, including the importance of: strengthening relevant constitutional framework on education; providing supportive policy and institutional frameworks; and integrating the philosophies of sustainable development in education and training at all levels.

Reducing corruption and bribery in Africa as a target of the sustainable development goals: applying indicators for assessing performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kempe Ronald Hope, Sr.
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Good Governance ◽  
Sub Saharan Africa ◽  
Ethical Behaviour ◽  
Content Type ◽  
The Sustainable Development ◽  
Development Goals ◽  
Sub Saharan ◽  
Illegal Activities

Purpose The purpose of this paper is to assess African performance for substantially reducing all forms of corruption and bribery on the continent by 2030, through the indicators for achieving Target 16.5 of the sustainable development goals (SDGs). Design/methodology/approach Drawing on the available and accessible relevant data from credible sources, this work quantifies, outlines and analyses the relationship between corruption/bribery and sustainable development as it applies primarily to sub-Saharan Africa; assesses the trends in the region through the official indicators for achieving Target 16.5 of the SDGs; and recommends other indicators for assessing ethical behaviour in African political, administrative and business leadership and institutions for achieving sustainable development and improved ethical performance towards significant reductions in all manifestations of bribery and corruption on the continent by 2030. Findings Corruption and bribery are found to affect all SDG-related sectors, undermining development outcomes and severely compromising efforts to achieve the SDGs in Africa. Consequently, prioritising corruption reduction including from money laundering, bribery and other illegal activities is a necessary requirement for achieving sustainable development, good governance, building effective and inclusive institutions as required by SDG 16, and funding the achievement of the SDGs. Originality/value The main value of the paper is the insights it provides through the very comprehensive compilation of statistical information that quantifies, and with analysis, the corruption/bribery avenues and the resultant deleterious effects on sustainable development in Africa.

Financing the Sustainable Development Goals in Sub-Saharan African Countries

2022 ◽  
pp. 32-51
Author(s):  
Alex Nester Jiya ◽  
Ernest Roderick Falinya
Keyword(s):  
Sustainable Development ◽  
Regional Integration ◽  
Industrial Development ◽  
Sustainable Development Goals ◽  
Sub Saharan Africa ◽  
African Countries ◽  
The Sustainable Development ◽  
High Population Growth ◽  
Development Goals ◽  
Sub Saharan

The chapter seeks to provide insights on the alternatives for financing sustainable development in the Sub- Saharan Africa (SSA). It has been highlighted in the chapter that the region faces the danger of not attaining the SDGs due to poor political systems, climate change, high population growth and restricted economic growth and development. This comes in the midst of declining and unpredictable Official Development Assistance (ODA) plus other domestic and foreign financing instruments. Despite the constraints, the chapter has explored the potential for the region to attain and maintain the Sustainable Development Goals (SDGs) way beyond 2030. Sub-Saharan Africa has a lot of natural resources and a favorable demographic structure. Furthermore, the region has shown some signs of industrial development of late and increasing regional integration which are key to economic transformation. Finally, the chapter has highlighted some policy recommendations in order for the region to realise its potential and attain the SDGs.

scholarly journals Accelerating Sustainable Development Goals for South African adolescents from high HIV prevalence areas: a longitudinal path analysis

BMC Medicine ◽  
2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Franziska Meinck ◽  
Mark Orkin ◽  
Lucie Cluver
Keyword(s):  
Sustainable Development ◽  
Parental Monitoring ◽  
Sustainable Development Goals ◽  
Hiv Prevalence ◽  
Multiple Hypothesis Testing ◽  
Positive Parenting ◽  
Sub Saharan Africa ◽  
Food Sufficiency ◽  
Development Goals ◽  
Sub Saharan

Abstract Background Adolescents experience a multitude of vulnerabilities which need to be addressed in order to achieve the Sustainable Development Goals (SDGs). In sub-Saharan Africa, adolescents experience high burden of HIV, violence exposure, poverty, and poor mental and physical health. This study aimed to identify interventions and circumstances associated with three or more targets (“accelerators”) within multiple SDGs relating to HIV-affected adolescents and examine cumulative effects on outcomes. Methods Prospective longitudinal data from 3401 adolescents from randomly selected census enumeration areas in two provinces with > 30% HIV prevalence carried out in 2010/11 and 2011/12 were used to examine six hypothesized accelerators (positive parenting, parental monitoring, free schooling, teacher support, food sufficiency and HIV-negative/asymptomatic caregiver) targeting twelve outcomes across four SDGs, using a multivariate (multiple outcome) path model with correlated outcomes controlling for outcome at baseline and socio-demographics. The study corrected for multiple-hypothesis testing and tested measurement invariance across sex. Percentage predicted probabilities of occurrence of the outcome in the presence of the significant accelerators were also calculated. Results Sample mean age was 13.7 years at baseline, 56.6% were female. Positive parenting, parental monitoring, food sufficiency and AIDS-free caregiver were variously associated with reductions on ten outcomes. The model was gender invariant. AIDS-free caregiver was associated with the largest reductions. Combinations of accelerators resulted in a percentage reduction of risk of up to 40%. Conclusion Positive parenting, parental monitoring, food sufficiency and AIDS-free caregivers by themselves and in combination improve adolescent outcomes across ten SDG targets. These could translate to the corresponding real-world interventions parenting programmes, cash transfers and universal access to antiretroviral treatment, which when provided together, may help governments in sub-Saharan Africa more economically to reach their SDG targets.

scholarly journals MOOCS for Lifelong Learning, Equity, and Liberation

2021 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Formal Education ◽  
Educational Experiences ◽  
Learning Opportunities ◽  
Quality Education ◽  
Education For All ◽  
Human Right ◽  
Global Initiatives

Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.

Sign in / Sign up

Export Citation Format

Share Document