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European Journal of Social Sciences - Volume 2, Number 1 (2006) depth of poverty were higher in rural areas than in urban ( Ogwumike 2001) while Adelabu (2001) found poverty to be widespread among people with low education, unstable employment, unemployment, low status job and absence of material possession all these factors are prevalent in and typical of rural areas. The marginalization of the rural areas through urban biased development policies is also largely responsible for high incidence of poverty in the rural areas. Table1: Percent of Population below the Poverty Line in African Countries, Early 1990s. Country Rural % Urban % Cameroun 71 25 Cote d’ Ivoire 77 23 Gambia 66 33 Ghana 94 19 Guinea-Bissau 58 24 Kenya 41 20 Lesotho 54 55 Madagascar 37 44 Malawi 63 10 Mali n.a. 50 Nigeria 78 34 Tanzania 59 61 Uganda 57 38 Zaire 76 32 Zambia 85 46 Source: Clearer and Donovan 1995. At least 50 percent of the poor in Africa were from far east African countries and Nigeria. .Both secondary and tertiary graduates and school-drop-outs rush to the urban centers because of unrealistic expectations of gainful employment in the cities and because of the hopeless rural alternatives. Invariably, most of them are unable to be gainfully employed or unemployable (Adelabu 1981). According to Omideyi (2000) the decisions of the rural dwellers to migrate are usually informed primarily by economic considerations particularly when they are unable to satisfy their aspirations within the existing opportunity structure in their locality. She further said that rural–urban migration still persists even in the face of worsening urban unemployment and prospects of better living in the rural agricultural areas . The number of the rural poor is said to be roughly twice that of the urban poor, while the depth of poverty is more than double in rural areas (The World Bank 1996). These rural dwellers who are predominantly farmers, who though hardworking are producers whose output and earnings are principally from agricultural activities, are inversely proportional to the efforts they put to their work. This is because they lack the adequate infrastructures such as good roads, transportation and credit facilities needed to promote their products and trade. The consequence of this is low or poor socio-economic status of the rural households (Adelabu 2001). One of the broad aims of secondary education as stipulated in the National Policy on Education is “preparation” for useful living, but there is no evidence that the curriculum and training in the secondary schools have fulfilled this objective. The secondary schools have failed in producing students who can be useful to themselves and to their immediate community. This is because according to Baike (2002), the educational system seems to be turning out graduates faster than the economy can give them job, hence a large scale unemployment of the graduates. Observation had shown that the education given to both the urban and rural students is to make them dependent on being employed as workers or job seekers. The consequences of this is a rural-urban exodus which shifted the burden of poverty to the urban areas yet according to Adelabu (2001) the cycle of poverty seems unbroken among the rural population where poverty is passed from generation to generation. Where job is 156
International Research Journal of Finance and Economics – Volume 2, Number I (2006) available, the education of the rural dwellers is inadequate this is because given the deplorable conditions under which rural pupils learn, it will be too much to expect them to attain a level of performance comparable to that of children of urban schools ( Junaid and Umar 1991). To compound the problems of rural students, only few of them have employable skills to make their education useful in their community. Studies have also shown that parents because of their limited resources, level of poverty and inability to fund the cost of their children’s education often withdraw their children to contribute to the household economy (Adelabu 1992). The withdrawals are common during planting and harvesting seasons particularly in the rural agrarian communities. The present scenario therefore vindicates Nikolaus Vander Pas (2003) when he says there is need to search for a more relevant and sustainable link between out-of-school experience on the one hand, and organized learning experiences on the other becomes urgent in this extent and in keeping with the declarations of the second International Congress on Technical and vocational education (TVE) held in Seoul April 1999. Nigeria had to meet her commitment to take lots of challenges one of which is enhancing the social prestige of TVE programmes, through creating an enabling psycho-pedagogical environments in the schools as well as enables socio-economic environment in the wider society (Obanya 2002). It is strongly believed that active involvements of families and the wider community in the teaching and learning process of children is fundamental to the development of an effective inclusive learning community (Christenson and Sheridan 2001: a, Simon and Epstein 2001: b). This community can provide resources both physical and personal to support a child’s learning. Towards this, this paper advocates building and implementing training in lifeskills into the secondary school curriculum in such a way that the community will be a learning laboratory for the students. This has become necessary for two reasons: (1) Parents are reluctant to send their children to purely technical colleges which they regard as inferior (2) Dearth of teachers who are trained in the vocational skills The inclination of young people towards white collar jobs could be changed by practically oriented curriculum towards production-oriented skills such as farming trades and crafts. These are more needed in development than office jobs. According to Bergman (2002) it is only legitimate to demand that what people learn during five to seven years have a direct bearing on their lives, that is, that they have an opportunity to acquire life skills. Ruralisation of education was meant to become directly relevant to conditions of life and work in rural areas. This meant adapting curriculum content to the realities of rural areas, adapting the school year to local and regional agricultural cycles and their labour requirements and including practical activities such as school gardening, school farmwork and animal husbandry. This has been an approach provided by UNESCO in the sixties and seventies ( Bucholz 1985-1986). Data analysis and findings Descriptive analysis ( percentages and frequency tables) were used were used to present the qualitative and quantitative data. In-depth interviews made were also summarized. The local government The local government under study is Egbedore local government. The local government is made up of 56 communities with an estimated population of about 40,293. There are only five public secondary schools and 31 public primary schools. The main occupation is farming with a little proportion of the population in petty trading. Their major public services in the area are: the local 157
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OL AOLUWA IWO Component Scores EJIG
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References [1] Abiodun J.O. (1981)
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