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

European Journal of Social Sciences - Volume 2, Number 1 (2006)
instruction at all levels has to be oriented towards acquisition of competencies necessary for selfreliance
(section 18c). Section 1: 9b stipulates that efforts should be made to relate education to overall
community needs. (NPE 2005 revised).
This study intends to search for a sustainable education by exploratory for alternative and
complementary education to address the unique challenges of the rural communities. This can be
achieved through a more relevant and sustainable link between out-of-school experiences on the one
hand and organized formal learning experiences on the other. The study is predicated on the fact that
learning usually occurs in the context of varying individual and social experiences and that the school
is only one institution among many others where learning occurs or completely occurs. Learning can
also take place in the community, because relevant human and material resources abound in every
community. Because of this, the rural based education structure that will draw on existing resources in
the society can be developed.
Objectives of the study
(i) The study sets out
(ii) To investigate the possibility of enlarging the scope of secondary education by complementing
and reinforcing it with vocational and lifeskills.
(iii) To assess the interests of parents and pupils interest in skill development and training within
their immediate environment
(iv) To identify areas of school-community partnership in students skill development and training.
(v) To investigate perceived constraints to gainful employment of rural people.
(vi) To develop recommendations for the sustainable development of education that will alleviate
the poverty of rural people and make them escape out of poverty.
Methodology
This study was carried out in Egbedore Local Government Area of Osun State. The Local
Government was chosen because of its rural nature This local government is made up of 56 rural
communities with five secondary schools one technical college and 31 primary schools. The five
communities where there are secondary schools were purposively targeted for the study. The target
groups were policy makers (1), household heads (114), teachers (42) and students (210). Both
qualitative and quantitative data were collected. Four sets of questionnaires were designed for each
target group. The questionnaires were to determine the poverty level of the community, the community
needs in relation to youth and adult employment and the aspirations and desires of the students in
relation to skills development.
Historical background
Pre-independence Nigerian education system
In the traditional African society, the warrior, the hunter, the noble man or anyone who
combined the latter feature with a specific skill was adjudged to be a well educated and a well
integrated citizen of his community Fafunwa (1995). The African education is an integrated
experience, which combined manual activities with intellectual training. In short, the education was not
compartmentalized as the formal western education.
The pre-colonial and colonial education emphasized formal education particularly, reading,
writing, arithmetic, with the introduction of a few core subjects including agriculture skill training and
co-curricular activities such as gardening. As far back as 1922, the Phelps Stokes commission, which
studied education in West Africa, produced a report which elaborated on the adaptation of education to
the needs of individuals and the community. Hitherto, the educated Africans themselves had on several
occasions criticized the colonial education system, which was too literally and too classical to be
useful, and which resulted in overproduction of those who could write and talk and an undersupply of
those who could till and repair. The commission further stated that since Africans live both in rural and
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