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Orr, D. (1992). Ecological Literacy: Education and the Transition to a Postmodern World, (SUNY Series in Constructive Postmodern Thought). Albany, NY, SUNY Press.

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Article

Science Education and Sustainable Development in Nigeria

1Science laboratory Technology Department, Abubakar Tatari Ali polytechnic, Bauchi. Nigeria

2Science Education Department, University of Jos, jos. Nigeria


American Journal of Educational Research. 2014, Vol. 2 No. 8, 595-599
DOI: 10.12691/education-2-8-6
Copyright © 2014 Science and Education Publishing

Cite this paper:
Omole Catherine Ohunene, Ozoji Bernadette Ebele. Science Education and Sustainable Development in Nigeria. American Journal of Educational Research. 2014; 2(8):595-599. doi: 10.12691/education-2-8-6.

Correspondence to: Omole  Catherine Ohunene, Science laboratory Technology Department, Abubakar Tatari Ali polytechnic, Bauchi. Nigeria. Email: catieomole@gmail.com

Abstract

The content and years of basic education differs around the world. Unfortunately, low quality of education is often received in poor regions or in countries where resources are not properly managed. Quality education however leads to acquisition of relevant skills and knowledge required for sustainable development and could be achieved through formal and informal education. The key factor is for the knowledge to be relevant to the society and be able to solve the unemployment challenges for the economic empowerment of an ever-growing population. To achieve this in Nigeria, the relevant focal points for sustainable development must be identified and addressed. What are the key issues that have to be addressed in order to steer the country towards sustainable development? The non- formal aspect of education has to be looked into. Science and entrepreneurship education be strengthened, and admission policies unto relevant courses that address the societal needs be reviewed.

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