EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

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European Journal of Social Sciences - Volume 2, Number 1 (2006) of Pregnancy Risks and Health-Seeking Behaviour in Osun State, Nigeria", African Journal of Social and Policy Studies, Vol.1, No.2, November, pp.80-90. [23] Oganwu, P.I. and D.G. Omotor (2000), "Nigerian Rural Women in Sustainable Development: A Socio-Economic Perspective", African Journal of Social and Policy Studies, Vol.1, No.2, November, pp.64-67. [24] Ogunjuyigbe, P.O. (2000), "Pregnancy Risks and Child Delivery in Nigeria: Strategy for Prevention", African Journal of Social and Policy Studies, Vol.1, No.2, November, pp.106-112. [25] Oyugi, O., G. Mwabu and W. Masai (2000), "The Determinants of Poverty in Kenya", African Journal of Economic Policy, Vol.7, No.1, pp.47-64. [26] Sancho, A. (1996), "Policies and Programs for Social and Human Development", United Nations World Submit for Social Development Handbook, International Centre for Economic Growth, San Francisco. [27] Taiwo, I. O. (2001) "Review and Appraisal of the Year 2000 Federal Government Budget Performance", Paper Presented at the CBN/NCEMA/NES Seminar on Year 2001 Federal Government Budget held at the Musson Centre, Onikan, Lagos. [28] Wichterich, C. (1995), "Employment for Women?", Development and Cooperation, No.4. [29] UNDP (1997), "Poverty Reduction", Technical Support Document. [30] UNDP (2000), "Overcoming Human Poverty", Poverty Report. [31] World Bank (1996), Nigeria:Poverty in the Midst of Plenty, The Challenge of Growth with Inclusion, Washington D.C. [32] World Bank (1999), World Development Indicators. 152
International Research Journal of Finance and Economics – Volume 2, Number I (2006) Making Education Services Work for Rural Population M. A. Adelabu Department of educational administration and planning Obafemi awolowo university, Ile-ife, Osun state Nigeria dupeadelabu@yahoo.com Introduction Since modern formal education was introduced in developing countries, there have been complaints that education was too academic, not preparing children for life. The relevance of education was challenged, particularly so, for rural areas ( Bergman 2002) This is not limited to primary education only but also touched on secondary education. In view of this the Education For All Program for Sub- Saharan Africa identifies the need to consider accelerated and non-formal alternative approach for teaching underserved children particularly in remote and deprived environments. The bricks and mortar systems of education appear not to have given desired results in terms of individual achievements and skill development. Schooling in rural areas often has little to offer and has produced unemployable and unemployed citizens without any marketable skills. Observations have also shown that the curricula and textbooks in primary and secondary schools are often urban-based irrelevant to the needs of rural people and seldom focused on crucial skills for life. One of the six Education For All (EFA) goals agreed upon at Dakar in year 2000 stipulates that learning needs of all young people and adults are to be met through equitable access to appropriate learning and lifeskill programs. This is important in Nigeria in particular because of some identified gaps in the education of the underserved rural population education. The rural population in Nigeria is about 70% of the total population. The rural youth and children represent a substantial majority of this population, yet their educational needs had been largely ignored. The rural schools operate the same syllabus and the same curriculum with the urban schools without addressing the common problems of the rural dwellers. The danger here is that a large number of learners in rural communities are subjected to curricula that are irrelevant and hence incapable of nurturing their individual potentials as well as their human rights. Today, growing up in the rural areas in Nigeria means growing up without a decent education. This implies that school attendance is generally low, absenteeism is high particularly during planting and harvesting seasons and drop out is generally high. Rural people are caught in the vicious cycle of having no access to quality education, to gainful employment and to other services that might lift them out of poverty. Seventy eight percent of the rural population and 34% of the urban population in Nigeria live below poverty line (Clearer and Donovan1995) see table 1. Education is a major determinant of poverty. Any education given therefore must not only be qualitative, but must also address the needs of the people. To this extent, the National Policy on Education (2005 revised.) section 1 (d) stipulates that there is need for functional education for the promotion of a progressive and united Nigeria. To this end, school programs need to be relevant, practical and comprehensive while interest and ability should determine individuals direction in education. Nigeria’s philosophy of education therefore is based on the integration of the individual into the community (section1, 5b). In consequence, the quality of 153
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