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An investigation of lifelong learning: the policy context and the stories, pedagogies and transformational experience of young adults (a case study) in Nigeria
Get PDFNigeria is beset with many educational, economic and social challenges, including poverty, unemployment, gender inequality, lack of skills and poor access to education, especially among young people. Lifelong learning is widely recognised as a means of addressing social injustices and economic instability in the 21st century. Although there has been much public discourse on lifelong learning (LLL) in Nigeria, the subject is under-researched. This study examines LLL policies and the practices that influence young adult engagement in lifelong learning, the pedagogies that influence the development of LLL skills, as well as the impact of lifelong learning on the transformation of young adults, and their communities in Nigeria.
This study adopted a quasi-longitudinal case study that involved two methods of data collection: document analysis and semi-structured interviews, underpinned by a social constructivist perspective. The study involved analysis of three national policy documents in Nigeria: The National Policy on Education (2013); Nigeria-UNESCO: Revitalizing Adult and Youth Literacy (RAYL) (2012); and the National Universities Commission (NUC) Benchmark Minimum Academic Standards (BMAS) (2011). Semi-structured interviews were conducted with 40 participants: national level policymakers (n=4); students (n=16), graduates (n=12), instructors (n=5), and management level officials (n=3) drawn from one institute (YCV) in Katsina State, Nigeria. The YCV is an LLL initiative that attempts to address social injustices and develop individuals’ lifelong learning skills for personal and economic growth. The YCV is a successful adult education initiative that empowers distressed young adults in Nigeria.
While in Nigeria the predominant goal of LLL are social justice and economic growth this research shows that lifelong learning is difficult to implement in Nigeria. The triggers for participation in LLL are life transitions such as divorce, examination failures and few opportunities to find employment which demoralise young adults, as well as a need to update knowledge and provide community services. The findings suggest that pedagogy of practice informed by critical pedagogy promotes lifelong learning skills, and that the principles of critical pedagogy can transform graduates into becoming economically and socially active individuals within a very challenging economic, political and social context.
The study contributes to the existing literature about the potential of LLL based on critical pedagogy to offer transformational experiences to young adults/adults. These include economic and social transformation beyond self-transformation to promotion of peace building, societal cohesion, social security and community wellbeing; a transition from ‘learning to earning; and a way to rebuild lives after divorce, particularly for women.
The study concluded that the challenges to implementing lifelong learning in Nigeria are not only cultural or peoples’ attitude to learning but structural and institutional. The study recommends that the implementation of LLL should take into account local knowledge and structures based on critical pedagogy to address internal challenges rather than being guided by internationally agreed development targets
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A Pedagogia Pública como Instrumento de Aprendizagem ao Longo da Vida e de Transformação Crítica na Nigéria: Uma Perspetiva de Justiça Social na Educação de Jovens e Adultos
No full textPublic pedagogy, as a neo-liberal concept has been recently popularised in the global north as a tool for lifelong learning/adult education. Public pedagogy is seen as various forms, processes, and sites of education and learning that occur beyond the realm of formal educational institutions. This paper argued that acknowledging the authority of knowledge in the public realm would be relevant in solving the contemporary economic, social and political development challenges affecting Nigeria. This paper adopts documentary analysis of papers on pp and seminal works of Freire (1993) Pedagogy of the Oppressed and Gramsci (1971) Selections from the prison notebooks. The method analysis employed were discourse and thematic analysis. This paper present reviews on the concepts of PP, lifelong learning and critical transformation for the purpose of understanding the argument of the paper. It presents the overarching discussion on the relevance of public pedagogy in the promotion of LLL and critical transformation. The paper revealed the power of PP in creating access and opportunity to learning without any barrier. It further revealed that learning through popular culture is one of the most important tools of empowerment and liberation of youths and adults. It revealed that there is need for censorship on the use of PP content to avoid harming others. The paper concluded that pp should serve as source of LLL, empowerment and creativity.La pedagogía pública, como concepto neoliberal, se ha popularizado recientemente en el norte global como herramienta para el aprendizaje permanente/educación de adultos. La pedagogía pública se entiende como diversas formas, procesos y lugares de educación y aprendizaje que se producen más allá del ámbito de las instituciones educativas formales. En este documento se sostiene que el reconocimiento de la autoridad del conocimiento en el ámbito público sería pertinente para resolver los retos contemporáneos de desarrollo económico, social y político que afectan a Nigeria. Este trabajo adopta el análisis documental de documentos sobre pp y obras seminales de Freire (1993) Pedagogía del Oprimido y Gramsci (1971) Selecciones de los cuadernos de la cárcel. Los métodos de análisis empleados fueron el análisis del discurso y el análisis temático. Este documento presenta revisiones sobre los conceptos de PP, aprendizaje permanente y transformación crítica con el fin de comprender el argumento del documento. Presenta el debate general sobre la relevancia de la pedagogía pública en la promoción del aprendizaje permanente y la transformación crítica. El documento revela el poder de la PP para crear acceso y oportunidades de aprendizaje sin barreras. Revela además que el aprendizaje a través de la cultura popular es una de las herramientas más importantes de empoderamiento y liberación de jóvenes y adultos. Reveló que es necesario censurar el uso de contenidos de PP para evitar perjudicar a los demás. El artículo concluía que el pp debería servir como fuente de aprendizaje permanente, empoderamiento y creatividad.La pédagogie publique, en tant que concept néolibéral, est récemment devenue populaire dans l'hémisphère nord en tant qu'outil d'apprentissage tout au long de la vie et d'éducation des adultes. La pédagogie publique est comprise comme diverses formes, processus et lieux d'éducation et d'apprentissage qui se produisent au-delà du domaine des institutions éducatives formelles. Cet article soutient que la reconnaissance de l'autorité de la connaissance dans le domaine public serait pertinente pour résoudre les défis contemporains de développement économique, social et politique qui affectent le Nigeria. Cet article adopte une analyse documentaire de documents et d'ouvrages fondamentaux de Freire (1993) Pédagogie des opprimés et de Gramsci (1971) Sélection des cahiers de prison. Les méthodes d'analyse utilisées sont l'analyse du discours et l'analyse thématique. Ce document présente des analyses sur les concepts de PP, d'apprentissage tout au long de la vie et de transformation critique afin de comprendre l'argumentation du document. Il présente la discussion générale sur la pertinence de la pédagogie publique dans la promotion de l'apprentissage tout au long de la vie et de la transformation critique. Le document révèle le pouvoir du BP pour créer des opportunités d'apprentissage accessibles et sans barrières. Il révèle en outre que l'apprentissage par le biais de la culture populaire est l'un des outils les plus importants de l'autonomisation et de la libération des jeunes et des adultes. Il révèle qu'il est nécessaire de censurer l'utilisation du contenu du PB pour éviter de nuire à autrui. L'article conclut que le PP devrait servir de source d'apprentissage tout au long de la vie, d'autonomisation et de créativité.La pedagogia pubblica, come concetto neoliberale, è diventata recentemente popolare nel Nord del mondo come strumento per l'apprendimento permanente e l'educazione degli adulti. La pedagogia pubblica è intesa come forme, processi e luoghi diversi di educazione e apprendimento che avvengono al di là del regno delle istituzioni educative formali. Questo articolo sostiene che il riconoscimento dell'autorità della conoscenza nel regno pubblico sarebbe rilevante per risolvere le sfide di sviluppo economico, sociale e politico contemporanee che interessano la Nigeria. Il presente documento adotta l'analisi documentaria di documenti e opere fondamentali di Freire (1993) Pedagogia degli oppressi e Gramsci (1971) Selezioni dai Quaderni del carcere. I metodi di analisi utilizzati sono l'analisi del discorso e l'analisi tematica. Il presente documento presenta una rassegna dei concetti di PP, apprendimento permanente e trasformazione critica, al fine di comprendere l'argomento del documento. Presenta la discussione generale sulla rilevanza della pedagogia pubblica nella promozione dell'apprendimento permanente e della trasformazione critica. Il documento rivela il potere del PB di creare opportunità di accesso e di apprendimento senza barriere. Rivela inoltre che l'apprendimento attraverso la cultura popolare è uno degli strumenti più importanti per l'emancipazione e la liberazione dei giovani e degli adulti. L'articolo rivela che è necessario censurare l'uso dei contenuti del PP per evitare di danneggiare gli altri. L'articolo conclude che la PP dovrebbe essere una fonte di apprendimento permanente, di empowerment e di creatività.A pedagogia pública, enquanto conceito neoliberal, tornou-se recentemente popular no Norte global como instrumento de aprendizagem ao longo da vida/educação de adultos. A pedagogia pública é entendida como diversas formas, processos e locais de educação e aprendizagem que ocorrem para além do domínio das instituições educativas formais. Este documento defende que o reconhecimento da autoridade do conhecimento na esfera pública seria relevante para resolver os desafios contemporâneos de desenvolvimento económico, social e político que afectam a Nigéria. Este artigo adopta a análise documental de documentos do pp e de obras seminais de Freire (1993) Pedagogia do Oprimido e Gramsci (1971) Selecções dos Cadernos da Prisão. Os métodos de análise utilizados foram a análise do discurso e a análise temática. Este artigo apresenta revisões sobre os conceitos de PP, aprendizagem ao longo da vida e transformação crítica, a fim de compreender o argumento do artigo. Apresenta a discussão geral sobre a relevância da pedagogia pública na promoção da aprendizagem ao longo da vida e da transformação crítica. O documento revela o poder do OP para criar acesso e oportunidades de aprendizagem sem barreiras. Revela ainda que a aprendizagem através da cultura popular é uma das mais importantes ferramentas de capacitação e libertação de jovens e adultos. Revela que é necessário censurar a utilização de conteúdos de OP para evitar prejudicar os outros. O artigo conclui que a PP deve servir como fonte de aprendizagem ao longo da vida, de capacitação e de criatividade
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Chapter Enhancing Adult Education through Institution Building: The Nigerian Experience
Get PDFAdult Education as a humanitarian discipline is critical for ensuring social justice, human capital development and social transformation in different walks of human life. The role of Adult Education in achieving the above objectives could only be visible in Africa with the institution building. The decolonisation process of adult education played a vital role in ensuring such institution building in Africa. The early inception of Adult Education in Africa has received enormous contributions of great scholars and educators, who established and strengthened institutions of indigenous education for proper entrenchment of Adult Education. One of such great scholars was Professor Lalage Bown of blessed memory, who contributed to Adult Education discourse across many African countries. This chapter uses primary and secondary sources of data to establish ways of enhancing Adult Education, while reflecting on the works and legacies of Bown. It discusses the legacies of Lalage in the light of personal reflection of the author, who was privileged to meet Bown at a conference as a student at the University of Glasgow. The chapter draws from the experience of the people who worked or had encounters with Professor Bown in Nigeria and beyond. It examines publications and activities of Bown in the promotion of indigenous knowledge. It offers policy directions arising from the discussions of Bown’s legacies in order to provide solutions to the current economic, social and political development challenges facing Africa
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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