Inaugural lecture series / University of Benin
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CONTENTS Preamble 1. Concept and Drivers of Globalization 1.0 A Brief Historical Perspective 1.1 Concept of Globalization 1.2 Economic Globalization 1.3 Drivers of Economic Globalization 2. Globalization and Markets 2.1 The Free Market System 2.2 Markets and the Solution of Economic Problems 2.3 African Markets and “Getting the Prices Right”. 2.4 Implications of the Imperfect Market System 2.5 Government’s Inevitable Role 2.6 The International Environment/Markets 3. Globalization and Trade Liberalisation 3.1 The Experience of the Developing Countries 3.2 Nigeria’s Experience with Trade Liberalisation 4. Global Economic Integration and Sub-Saharan Africa 4.1 Global Economic Integration 4.2 Africa’s Integration with the World Economy 4.3 The Benefits of Economic Globalization and Sub-Saharan Africa 4.4 Why has Africa Lagged? 5. Nigeria and the Global Economy 5.1 Openness of the Economy and Integration with the World Economy 5.2 Globalization and Nigeria’s Trade 5.3 Globalization and Foreign Capital Flows to Nigeria 5.4 Foreign Capital Flows and Debt Accumulation 5.5 Globalization, Growth and Development 6. Appropriate Policy Responses and Lessons 7. Concluding Remarks 8. Appreciation 9. Annex 10. References
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In this lecture, the context and conditions of becoming a teacher from the time of being selected into the programme, through the process of training and being retained to teach are discussed within the framework of Teacher Education in Nigeria. First, the concepts and the history of teacher education are examined. Then, some critical issues as well as my personal research efforts on teacher education are discussed. Finally, recommendations for meeting the challenges of Teacher Education in Nigeria are made.
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Education is the major issue in this lecture, it is followed by national development, which is its target, and Educational Planning which is the chief tool for getting to the target. Education had developed in Nigeria from 1842 to 1959 without the operators consciously directing it to national development but because of the new needs, new aspiration and new attitudes in an independent Nigeria; education was then directed towards national development. In the 60s all the efforts made to prepare the kind of education to serve the interest of National development failed because there was no effective method to do this. But in the 70s educational planning was discovered as an effective technique for preparing or planning an appropriate education for national development in terms of policies, programmes, enrolment, skill acquisition and manpower development.