gender differential paper IJCRB

ijcrb.webs.com
JUNE 2011
INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 2
• Designing instructional-management systems, and motivating learners to learn,
• Developing expert systems as job aids for, or even replacements for, instructional
designers,
• Providing more help to the public schools, especially by applying systems thinking to
design the structural features that are more appropriate for the educational needs of an
Information society.
The arguments for why we need to introduce technology into education are often that “we need to
prepare workers for the competitive global economy” (Kerr, 1996, p.7). Educational technology is
almost everywhere discussed in terms of method, which is seen as having direct effects that are
meaningful to national purposes or the formation of citizens that could be able to contribute in
specific ways to the society and the economy (Kerr, 1996).
RECOMMENDATION
There is dire need for understanding of the process of policy formulation and implementation. This
understanding will be apt to positively influence the processes of educational policy
implementation from its beginning to the last drop point with vigor and directed focus toward
achieving the main aims and objectives of Nigerian philosophy of education without any
ambiguity or lost of generality. Nigeria as a country has its own national development plan on
education and recognizes the need of education as an essential tool for comprehensive, sustainable
development and as an instrument for economic and social development. Furthermore, education is
instrumental in promoting equal opportunities and higher income levels amongst the entire
population. Economic growth, per se, does not necessarily imply the reduction in economic
inequality. Combating poverty necessitates having equal opportunities in economic activities and
more equitable income distribution. While the past 20 years have witnessed a marked decrease in
global poverty rates, inequality in many regions has increased. Among developing regions,
inequality is highest in Latin America and sub-Saharan Africa, and it is increasing in Asia as well
(UNESCO 2008: 14). While education on its own cannot solve the problem of economic
inequality, it is one important tool in promoting equal opportunities for all, including children from
marginalized social or economic backgrounds and women.
“Unless compensating policies are introduced, especially targeting children from the least
advantaged backgrounds,” contends UNESCO, “existing socio-economic inequalities could even
be reinforced because of poor education quality, low achievement, high dropout rates,
differentiated school systems and limited access to higher education levels” (UNESCO 2008:19).
Where education is considered as part of a broader tool to promote equal opportunities, the effects
are likely to be more profound. Corresponding policies, such as promoting equalemployment
opportunities are necessary if the “potential equalizing benefits of education expansion are to
materialize” (UNESCO 2008: 23). Thus, education is one tool that can help the poor and
marginalized to contribute to and benefit from economic growth. Therefore, all the aforementioned
benefits that could be derived by mean of having proper and executable educational policies could
only be actualized if and only if the following hold good : policy makers, curriculum developers,
federal and state ministries of education, non- governmental educational organizations in Nigeria,
Nigeria tertiary institutions of higher learning, faculties and departments of education, educators
and professors in education, Parents, schools heads educational researchers, educational
consultants, teachers and concern individual etc. have to come on board in salvaging the flight of
Nigerian educational system from total deterioration by way of carrying out and execution of their
civic national educational responsibilities with utmost level of sincerity and honesty, distancing
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