... Nigeria FORMAL EDUCATION/WESTERN - OnlineNigeria.com www.onlinenigeria.com/education/?blurb=537 FORMAL EDUCATION/WESTERNFormal education in Nigeria is traceable to the efforts of European Missionaries around 1842. Education at this time was ... Education in Nigeria - Maps of World www.mapsofworld.com › Nigeria The Christian missionaries introduced the western education system in Nigeria in the mid-nineteenth century. In 1990, three fundamentally distinct education ... Contribution of Western Education to Development in Nigeria - Term ... www.termpaperwarehouse.com › Social Issues Dec 11, 2010 – The contributions of western education to development in Nigeria. If a man is born blind, he may not appreciate what it means to see the light, ... Nigeria-EDUCATION www.mongabay.com/history/nigeria/nigeria-education.html Western-style education came to Nigeria with the missionaries in the mid-nineteenth century. Although the first mission school was founded in 1843 by ... History of western education in Nigeria wiki.answers.com › ... › Countries, States, and Cities › Nigeria The history of business education in nigeria? education is it a business. What is the history of education in Nigeria? the western education system in Nigeria in ... what are the effect of western education in nigeria? - Baraza www.google.com/baraza/en/thread?tid=01fb75e1d17bf94b Feb 24, 2011 – Other - Education Basketball. Meaning...
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...Journal November 2014 edition vol.10, No.31 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 CONTRIBUTIONS OF WESTERN EDUCATION TO THE MAKING OF MODERN NIGERIA DURING AND AFTER THE FIRST WORLD WAR Dr. Jayeola-Omoyeni, M.S Adeyemi College of Education, Ondo, Ondo State, Nigeria Mr. Omoyeni, J.O. Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria Abstract What is now known as Nigeria consisted of two distinct geographical, cultural and educational divides in the course of state formation, migration and ethnic development. There existed before 1914, the Northern and Southern protectorates of Nigeria and the Colony of Lagos. The Northern protectorate was predominantly dominated by the Hausa, Fulani and Kanuri speaking people, who had for over a thousand years (7001914) been wrapped with Islamic religion, Koranic Education and Arabic Literacy, and committed to Muslim and Arabic education, tradition and culture. The north rejected the Christian Missionary form of education when it was introduced to the area in 1845 – Graham (1966). The Southern protectorate was predominantly dominated by the Yoruba and Igbo speaking people, who for many centuries had developed along the indigenous form of traditional education and culture, and who barely seventy two years 18421914 imbibed the European form of education regarded as Formal or “Western Education”. The missionaries established mission schools and people became literates in the Roman script. This scenario...
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...European Scientific Journal November 2014 edition vol.10, No.31 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 CONTRIBUTIONS OF WESTERN EDUCATION TO THE MAKING OF MODERN NIGERIA DURING AND AFTER THE FIRST WORLD WAR Dr. Jayeola-Omoyeni, M.S Adeyemi College of Education, Ondo, Ondo State, Nigeria Mr. Omoyeni, J.O. Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria Abstract What is now known as Nigeria consisted of two distinct geographical, cultural and educational divides in the course of state formation, migration and ethnic development. There existed before 1914, the Northern and Southern protectorates of Nigeria and the Colony of Lagos. The Northern protectorate was predominantly dominated by the Hausa, Fulani and Kanuri speaking people, who had for over a thousand years (7001914) been wrapped with Islamic religion, Koranic Education and Arabic Literacy, and committed to Muslim and Arabic education, tradition and culture. The north rejected the Christian Missionary form of education when it was introduced to the area in 1845 – Graham (1966). The Southern protectorate was predominantly dominated by the Yoruba and Igbo speaking people, who for many centuries had developed along the indigenous form of traditional education and culture, and who barely seventy two years 18421914 imbibed the European form of education regarded as Formal or “Western Education”. The missionaries established mission schools and people became literates in the Roman script. This scenario was the case...
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...why the papacy in Rome became the center of power of the medieval world, the factors contributing to this dominance over Western Europe, and the positive and negative ramifications of the position becoming so powerful. Through this paper you will discover how papacy was able to fill the vacuum of power left by the fall of an empire. THE HOW AND WHY When the Roman Empire fell services that it previously provided were left untended. Additionally the political structures and authority of the government were left in ruins. This created a massive void in the culture of the empire. While the government collapsed, the Church survived and even thrived, remaining strong throughout the known world, but especially in Rome. Services previously provided by the government were now being delivered at the hands of the Church under the direction of the Bishop of Rome, which would become the position of Pope. Society turned to the Church for education, monasteries took in war-orphans, and peace and mercy were encouraged in matters involving the former empire and its conquerors. While the Roman Empire was falling, the Church was rising and society churned on both under the leadership and guidance of the Bishop of Rome. FACTORS CONTRIBUTING TO EUROPEAN DOMINANCE While many factors contributed to the papacy’s dominance over Western Europe from the fall of the Empire until the reformation, there are three overarching reasons for this rise in power and sustained...
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...EDU 604 HISTORY OF EDUCATION IN NIGERIA COURSE GUIDE Course Code Course Title Course Developer History of Education in Nigeria EDU 604 Dr Samuel Amaele Guidance and Counselling University of Ilorin Kwara State Dr Samuel Amaele Guidance and Counselling University of Ilorin Kwara State Mr Akanbi G. O. Department of Educational Foundation College of Education Oyo state Dr. O. I. Salawu School of Education National Open University of Nigeria Lagos Course Writers Course Editor Programme Leader NATIONAL OPEN UNIVERSITY OF NIGERIA ii EDU 604 HISTORY OF EDUCATION IN NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2006 First Printed 2006 ISBN: 978-058-134-0 All Rights Reserved Printed by …………….. For National Open University of Nigeria iii EDU 604 HISTORY OF EDUCATION IN NIGERIA Contents Page Introduction ……………………………………………. 1 Course Aims ………………………………………………... 2 Course Objectives ………………………………………….. 2 Working through this Course ………………………………. 2 Course Materials …………………………………………… 3 Study Unit …………………………………………………. 3 Assessment …………………………………………………. 4 End of Course Examination ………………………………... 4 Summary ………………………………………………….. 4-5 Introduction To appreciate the current educational development and plan better...
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...0331-5223106 e-mail: adeelaabrar@ymail.com EDUCATION The Graduate Center, City University of New York, NY Ph.D. in military history; minor in American history (2001) Dissertation: "A Winter Campaign: General Philip H. Sheridan's Operations on the Southern Plains, 1868-69" Advisor: Dr. David Syrett Drew University, Madison, NJ B.A. in History, English minor (1980) College of St. Elizabeth, Madison, NJ Education 251: Psychology of Learning -- Adolescent; Education 252: Human Intercultural Problems in Education (1977-1978) TEACHING EXPERIENCE Hunter College, New York, NY U.S. History to 1877; U.S. History from 1865; The Civil War (2001 to date) Fashion Institute of Technology, New York, NY U.S. History from 1865 (2004-2005) John Jay College of Criminal Justice, New York, NY World Civilization I: prehistory - A.D. 1500; World Civilization: from A.D. 1500 (1998-2004) Saint Peter's College, Jersey City, NJ The Civil War; World Perspectives in History II (2003-2004, 2006) New Jersey City University, Jersey City, NJ Civilizations I (2003) Baruch College, New York, NY Senior Coordinator, Peer Tutoring Program, History Department (1996-1997) Themes in American History: The Frontier (2000) Touro College, New York, NY (Men's and Women's Divisions) U.S. History from 1865 (2001) Modern History I: Renaissance to 1815; Modern History II: 1815 to present (1994-1995) New York City Technical College, Brooklyn, NY U.S. History to 1877; U.S. History from 1865; State and Local Government (1995-1996)...
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...English 1302 Literature Review: Muslims in the Western Society Society these days are unaware of how they perceive Islam and Muslims whether it is to be in an educational sense of their teachings, or portraying them in negative roles when they write. This is all similar in the writings of the books and journals that the authors: Chan, Norris and Ronald, Susan and Ross, Muhammad and Zain, and Kassim have presented. They have presented us different viewpoints of how the Western Society views Islam not just in books or video games (Chan, 829), as well as, in teaching us Islamic History (Susan, 54), and how Muslims are taught/not taught Western values in their own Religion Centers (Zain, 394). All these articles hold a small key to finding exactly how Islam is looked at today in the Western Society. The overview of Muslims is looked at greatly in Kassims work where it tends to show how life in different parts of America that is lived by the Muslims (Kassim, 63). It shows how the culture has been adopted in different cities of the United States. The writers claim this as being part of the history of Mankind in adopting cultures of their own in another country (Ross, 68). Writers Norris and Ronald, likewise, agree in their writing of how the Muslim culture has adopted in the U.S overtime and show in their research that most cultures do that when bringing their heritage to a new place (Norris, 235). The Authors of these articles argue together how Muslims have adopted themselves...
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...THE HISTORY OF ART HISTORY AT HUNTER COLLEGE Hunter College was founded in 1870 in order to provide a liberal education to young women who wished to become teachers. It was first known as the Normal College of the City of New York, "normal" as in école normale, a school for the training of teachers. The founding of the College was part of a master plan for free higher education for all the citizens of New York City. This system eventually became the largest municipal system of higher education in the United States. It led to the establishment, in 1961, of the City University of New York, of which Hunter College was a founding member. The Normal College was intended to provide specialized teacher training but it gradually developed and expanded its curriculum until it became a fully accredited liberal arts college for women. In 1914, its name was changed to Hunter College of the City of New York to honor Thomas Hunter, its first president. Male students were admitted to the previously exclusively female student body beginning in 1964, but its importance to the education of women accounted for its national reputation. By 1970 more American women who had earned Ph.D.'s had received their undergraduate education at Hunter College than at any other institution in the United States. It is no exaggeration to say that in its first century of existence no college in the United States contributed more to the education of women than Hunter College. As the College grew the...
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...dynasty in China was most powerful during 1683-1839 in the rules of Kangxi, Yongzheng and Qianlong emperors, which the Western called the “High Qing”. However, in 1840, Chinese was hardly beaten by Britain in the Opium War, followed by another failure in the second Opium War in 1858, which they were forced to sign unequal treaties. Eventually, they realized the gap between the West and China and therefore started the Self-Strengthening Movement to study Western science, technology and machine manufacturing. Around the same period, Japan, recognizing how China had been made to concede their power, started to feel pressure from the increasingly rising of Western power. Finally, during the Japanese Ansei era, Japan too was forced to sign an unequal treaty- Ansei Five-Power Treaties, which triggered a movement that led to enormous changes in Japan's political and social structure- the Meiji Restoration. In 1894, the Sino-Japanese War broke out. Japan won the war and emerged as a new imperial power. The Sino-Japanese War demonstrated the success of Japan’s Meiji Restoration as well as the failure of the Qing Empire's Self-Strengthening Movement. As both movements were drove by similar incidents, “Why did Japan succeed and not China?” In this paper, I will compare the two movements and draw out factors that led to Japan’s success. Due to the contrast in their history backgrounds, the two countries showed different attitudes toward changes. Chinese had always seen themselves as Tianxia...
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...Millar-Idriss, C. 2011. Transnational higher education: Offshore campuses in the Middle East. Comparative Education, 47(2), 181-207. doi:10.1080/03050068.2011.553935 Miller-Idriss examines the extreme increase in the number of cross-border higher education institutions, specifically in the Middle East. She states that of the 100 such institutions at the time of her research, over one-third are located in this region. Her paper presents the reasons behind the expansion, including a look at cultural, political, and economical components that impact education, definitions of the types of institutions, statistical information about the locations of institutions and the cooperating foreign affiliate institutions, and suggestions for further...
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...the Renaissance. Let's begin to think of the middle ages as the birth of Western Civilization, instead of the images we have in our heads due to movies and high school history. During the High Middle Ages(1000CE-1300), ideas were changing, society became more interested in art, sports, education, and literature. Occupations and preoccupations differed from the feudal nobility and labouring peasants(McKay,Hill, Buckler,Crowston,Wiesner-Hanks, & Perry, 2012, p.298). Cities were now crowed and polluted and caused improvement in legal status. The sumptuary laws were laws that social groups needed to wear certain items clothing to distinguish from one another. The high social group wore velvet , silk, pearls while peasants wore dark clothing made of linen and wood blending(McKay,2012., p.300). So the interaction between the wealthy and peasants was common. Games and sports were a popular form of entertainment that united society. With that, Primary schooling was most of the time in monasteries, convents and cathedrals. By the 12th century the demand for trained officials increased, trade and feudalism were the cause of this development(History of Western Civilization,DATE). As urbanization increased so did the numbers of universities. Change was happening , Universities offered more than just law, medicine and theology, they gradually offered different subjects like philosophy(History of Western Civilization, DATE). Art was written by hand on animal skin which was very...
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...World history has changed and influenced culture throughout time. Some of these influences have come from many different topics and arguments. From equality to education, people have been influenced by many different things. Because of the Enlightenment, people had been influenced to look for education and freedom for all races and genders. There has been inequality between races since Europeans believed that their race was the dominant race, so, people tried to prove that this was unfair by showing a culture of different paintings and articles, from perspectives of different races and social classes, trying to convince people to see that there was inequality for some men. For example, Document 1 shows both a list of rules and a picture,...
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...California State University or University of California. To earn the Associate in Arts degree with a Liberal Arts and Sciences major, students must complete either the Intersegmental General Education Transfer Curriculum (IGETC) UC or CSU option or the CSU General Education Certification pattern and one of the three areas of emphasis. The areas of emphasis are: Mathematics and Science, Social and Behavioral Sciences or Humanities. The area of emphasis requires a minimum of 18 units with a grade of "C" or better in all courses in the area of emphasis. The courses identified for each area of emphasis fulfill major preparation requirements as demonstrated through ASSIST articulation. A minimum of six units must be within a single discipline and in the case of the Mathematics and Science area of emphasis at least one mathematics course must be completed. Select courses based on ASSIST data for major preparation articulation with selected transfer institutions. Consult a counselor for specific information regarding the intended major at the college the student is choosing. Courses used to complete a student's area of emphasis can double count for general education just as they may for any other major. Although the associate degree recognizes the completion of lower division general education requirements, it does not guarantee admission to a specific campus in the CSU or UC system, nor does it guarantee admission to a specific major. Some majors and schools require a higher GPA...
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...000 – Computer science, information, and general works • 000 Generalities • 001 Knowledge • 002 The book • 003 Systems • 004 Data processing and Computer science • 005 Computer programming, programs, data • 006 Special computer methods • 007 Not assigned or no longer used • 008 Not assigned or no longer used • 009 Not assigned or no longer used • 010 Bibliography • 011 Bibliographies • 012 Bibliographies of individuals • 013 Bibliographies of works by specific classes of authors • 014 Bibliographies of anonymous and pseudonymous works • 015 Bibliographies of works from specific places • 016 Bibliographies of works from specific subjects • 017 General subject catalogs • 018 Catalogs arranged by author & date • 019 Dictionary catalogs • 020 Library & information sciences • 021 Library relationships • 022 Administration of the physical plant • 023 Personnel administration • 024 Not assigned or no longer used • 025 Library operations • 026 Libraries for specific subjects • 027 General libraries • 028 Reading, use of other information media • 029 Not assigned or no longer used • 030 General encyclopedic works • 031 General encyclopedic works -- American • 032 General encyclopedic works in English • 033 General encyclopedic works in other Germanic languages • 034 General encyclopedic works in French, Provencal...
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...term education has got a lot of definitions. Different scholars in the world give different definitions in trying to capture the subject matter. Some scholars like Snelson (1974:1) define education as a condition of human survival. It is the means where by one generation transmits the wisdom, knowledge and experience which prepares the next generation for life’s duties and pleasure. Although this definition may not cater or address all the issues raised in education, it helps us to have a wide knowledge about all aspects of education. This also helps us to act with more insight and more intelligence in molding the youths in an acceptable manner. As human beings, the kind of personality one becomes will depend very much on the home he/she is born into, on his parents, on his village in which they are brought up. It can also be based on his or her school and on the tribe or nation to which they belongs. The kind of personality will not only depend on the things mentioned but also on beliefs and ideas that he will encounter throughout his life. The importance of any form of education lies in the fact that it is at the centre of development of a given society. As such, a well-developed educational system will undoubtedly lead to the production of trained and skilled manpower that are indispensable in bringing about social change. Most societies throughout history provided some kinds of education for the young so that they can live and succeed in a changing society. Education whether...
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