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

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

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European Journal of Social Sciences - Volume 2, Number 1 (2006) examination (UME) but only 125,000 of the applicants were admitted. The findings in this study revealed that poverty is a major problem of the rural dwellers. This is because their education has not addressed their needs thus leading to youths seeking employments outside the community. The curriculum structure that de-empasizes skill training has not addressed the socio-economic realities of the students. Therefore, there is need to review the existing school curriculum in such a way that it will address students’ need for out-of-school vocational and skill training in line with the view of Atchoanena (2005). To actualize this skill training, there exist in the rural communities untapped rich and diversified learning resources with the potential to address the deficiencies identified in the curriculum of the formal school system. Obviously, the curriculum and the experiences which the students in the rural communities have were at variance with their immediate and future needs. To make education relevant to the needs of rural dwellers, such education must be attractive and perceived as relevant and useful. This, in itself will stimulate demand by stakeholders within the community. Suggestions and reccomendations (1) For a complementary and skill training education to be acceptable by rural dwellers, a general curriculum based on the needs assessment of the communities, that will enhance relevance to out-of-school and beyond school life in all schools both urban and rural is advocated. This will enable students have a choice as to what is suitable to them and their environment. (2) Where vocational out-of-school skills are learned this should be examined and certificated and it must be of equal value to the education in urban areas e.g. computer education (3) The daily or weekly timetable of the secondary schools should be designed to accommodate out-of-school vocational and skill training activities. (4) The process of curriculum planning and development should be decentralized to adapt its structure to local peculiarities (5) Finally, for this to be acceptable and accepted by all concerned, government should legislate on out-of-school skill training and incorporate such into the Nigerian school curriculum. References [1] Adelabu, M.A. (1981) Education and The Urban Poor in Nigeria in Makinwa, P.K.and Ozo, O..A. (eds.) The Urban Poor in Nigeria. Ibadan Evans Brothers (Nigeria Publishers) Ltd. [2] Adelabu, M.A. (1989) Secondary Education in Transition: A Period of Dilemma and Role Conflicts for the School Principal, African Journal of Educational Management Vol. 3 No. 1 January 1989. Department of Educational Management, University of Ibadan Nigeria. [3] Adelabu, M.A. (1992) Problems of Universalizing Access and Promoting Equity in Primary Education for the Rural Dwellers of Ondo State in Adaralegbe A. (eds.) Education For All: The Challenge of Teacher Education. International Year Book on Teacher Education Lagos Federal Ministry of Education (with the permission of ICET USA). [4] Adelabu, M.A.(2001) Crises In the Education Sector and the Unbroken Cycle of Poverty in Afonja Simi et al. (eds.) Research and Policy Directions on Poverty in Nigeria. Center for Gender and Social Policy Studies Obafemi Awolowo University Ile-Ife. [5] Akinlo, A.E. (2001) Global Trend and Challenges in Afonja Simi et al. (eds.) Research and Policy Directions on Poverty in Nigeria. Center for Gender and Social Policy Studies Obafemi Awolowo University Ile-Ife. [6] Atchoanena, David (2005) Youth Transition to work - A continuous Challenge. IIEP Newsletter, Vol. xxiii, No. 2, April - June 2005 UNESCO; Paris. [7] Baike, A. (2002) Recurrent Issues in Nigeria Education. Tamaza Publishing Co. Ltd. Zaria. [8] Bergman, Hubert (2002) Being a Paper Presented at the “Aid Agencies Workshop Education For Rural People: Targeting the Poor” (Rome, December 2002). 162

International Research Journal of Finance and Economics – Volume 2, Number I (2006) [9] Buchholz, J. (1985-1986) Formal and Non-formal Education in Regional Rural Development Projects – State of the Art Report and Guidelines, Published by GTZ. [10] Ceaver, K.M. and Donovan (1995) Agriculture, Poverty and Policy Reform in Sub-Saharan Africa. The World Bank, Washington, D.C. [11] Christenson, S.L. and Sheridan, S.M. (2001) Schools and Families: Creating Essential Connection for Learning. London: The Guilford Press. [12] Fafunwa, A.B. (1995) History of Education in Nigeria, George Allen and Unwin, 1974. [13] Junaid, M.I. and Umar, A. (1991) Promoting Equity Through Universal Education: An Appraisal in Adaralegbe A. (ed.) Education For All: The Challenge of Teacher Education. International Year Book on Teacher Education Lagos Federal Ministry of Education (with the permission of ICET USA). [14] National Policy on Education (1998) Third Edition. Federal Republic of Nigeria, Lagos NERDC Press. [15] Nikolaus, Van der Pas (2003) In Rethinking Lifelong Learning Policies in Europe Lifelong Learning Discourses – Europe In Model-Anonuevo (ed.) Paris Unesco Institute for Education. [16] Obanya, P.A.I. (2002) Revitalizing Education in Africa. Ibadan Stirling Horden Publishers (Nig.) Ltd. [17] Ogwumike, F.O. (2001) Current State of Knowledge on Poverty in Nigeria in Afonja Simi et al. (eds.) Research and Policy Directions on Poverty in Nigeria. Center for Gender and Social Policy Studies Obafemi Awolowo University Ile-Ife. [18] Omideyi, Adekunbi (2003) Rural Exodus, Urban Growth and Development in Addressing Data Needs for Sustainable Development in the 21 st Century. National Population Commission, Abuja, March 2003. [19] Simon, B.S. and Epstein, J.L. (2001) School, Family and Community Partnerships. In Hiatt- Michael, D. B. (Ed.) Promising Practices for Family Involvement – Schools, Family and School Community Partnerships. Greenwich CT: Information Age Publishing 1-24. [20] The World Bank (1996) IFOS/Federal Republic of Nigeria: Poverty and Welfare in Nigeria. 163

International Research Journal of Finance and Economics – Volume 2, Number I (2006)<br />

[9] Buchholz, J. (1985-1986) Formal and Non-formal Education in Regional Rural Development<br />

Projects – State of the Art Report and Guidelines, Published by GTZ.<br />

[10] Ceaver, K.M. and Donovan (1995) Agriculture, Poverty and Policy Reform in Sub-Saharan<br />

Africa. The World Bank, Washington, D.C.<br />

[11] Christenson, S.L. and Sheridan, S.M. (2001) Schools and Families: Creating Essential<br />

Connection for Learning. London: The Guilford Press.<br />

[12] Fafunwa, A.B. (1995) History of Education in Nigeria, George Allen and Unwin, 1974.<br />

[13] Junaid, M.I. and Umar, A. (1991) Promoting Equity Through Universal Education: An<br />

Appraisal in Adaralegbe A. (ed.) Education For All: The Challenge of Teacher Education.<br />

International Year Book on Teacher Education Lagos Federal Ministry of Education (with the<br />

permission of ICET USA).<br />

[14] National Policy on Education (1998) Third Edition. Federal Republic of Nigeria, Lagos<br />

NERDC Press.<br />

[15] Nikolaus, Van der Pas (2003) In Rethinking Lifelong Learning Policies in Europe Lifelong<br />

Learning Discourses – Europe In Model-Anonuevo (ed.) Paris Unesco Institute for Education.<br />

[16] Obanya, P.A.I. (2002) Revitalizing Education in Africa. Ibadan Stirling Horden Publishers<br />

(Nig.) Ltd.<br />

[17] Ogwumike, F.O. (2001) Current State of Knowledge on Poverty in Nigeria in Afonja Simi et al.<br />

(eds.) Research and Policy Directions on Poverty in Nigeria. Center for Gender and Social<br />

Policy Studies Obafemi Awolowo University Ile-Ife.<br />

[18] Omideyi, Adekunbi (2003) Rural Exodus, Urban Growth and Development in Addressing Data<br />

Needs for Sustainable Development in the 21 st Century. National Population Commission,<br />

Abuja, March 2003.<br />

[19] Simon, B.S. and Epstein, J.L. (2001) School, Family and Community Partnerships. In Hiatt-<br />

Michael, D. B. (Ed.) Promising Practices for Family Involvement – Schools, Family and<br />

School Community Partnerships. Greenwich CT: Information Age Publishing 1-24.<br />

[20] The World Bank (1996) IFOS/Federal Republic of Nigeria: Poverty and Welfare in Nigeria.<br />

163

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