INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA:

A KEYNOTE DISCOURSE

BY

TANKO AHMED fwcSnr Fellow (Security & Strategic Studies)

National Institute (NIPSS), Kuru – Jos, Nigeria+234 80 3703 1744 ta_mamuda@yahoo.com

Please Note:This is an updated full paper of an earlier presentation at the ICEADA

Conference, Kaduna – Nigeria, August 2015 title:

‘Community is the Answer, What is the Question: A Keynote Address’

A Preface The new Sustainable Development

Goal No. 4 upholds inclusive education as indisputable platform for sustainable development.

This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries.

The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question’.

Traditional Challenges Traditional challenges posed by rigid conceptual

and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects.

The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy.

Recommendations proffered on the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.

INTRODUCTION“… education is the foundation for building a truly inclusive society, … education for all remains one

of the biggest development challenges of our time.”

- Koichiro Matsuura, DG, UNESCO (2007a)

Background Inclusive education for sustainable

development requires exhaustive and pivotal community outreach for any meaningful and lasting individual and institutional performance, provision and contribution to service delivery (EFA, 2005; Danjuma, 2010; Ahmed & Olumodeji, 2014).

The new Sustainable Development Goals (SDGs) No. 4 upholds inclusive education as indisputable platform for sustainable development.

The Inclusive Community Education Development Association Various agencies across the globe bear the mantle of

propagating and instilling the ideals and practices of inclusive education for sustainable development.

One of the frontrunners in this development, the Inclusive Community Education Development Association (ICEADA) is driven by the motto of ‘community is the answer’.

Its vision is ‘to have and to create sustainable communities where people live and learn to live cooperatively for mutual benefits and progress.’

These are aptly captured in its mission aiming ‘to promote sustainable development goals and practices through inclusive education and development’.

The ICEADA Fora

The ICEADA fora relentlessly pursue the path of its motto, vision and mission expressed in all its official propositions.

ICEADA for a consistently emphasises on the need for, and importance of the Community as basis for sustainable development.

ICEADA fora often address its ideals and goals around the globe, including framework for active engage of members through innovative dialogue and useful recommendations.

This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries at an ICEADA forum.

Literature Review Early and recent studies tend to lay emphasis on

re-definition and decentralization of development programmes for effective sustainability and efficiency of service delivery at grassroots or community level (NIPSS, 2002; Ra-Ha, 2011; UNESCO, 2011; Bory-Adams, 2011; Montaldo, 2013; Simkin, 2014; Ahmed & Olumodeji, 2014).

The United Nations’ Decade in Education for Sustainable Development (UN-DESD) running through 2005 to 2014 attracts and accommodates relevant literature to provide a direction concordant with ICEADA’s motto of ‘community is the answer’ (UNESCO, 2011).

Literature Gap A brief glance at the mainstream literature trend

on education for sustainable development proposes obvious challenges, as well as, opportunities for the ICEADA agenda of inclusiveness at fora and fieldwork.

These challenges and opportunities revolve around divergent conceptual and theoretical approaches which are subjected to review from time to time according to dictate of circumstances.

This paper keys into current literature trend and seeks to extend the ICEADA motto of ‘community is the answer’ with the rider, ‘what is the question’.

Theoretical Framework Challenges posed by conceptual and theoretical

approaches to education for sustainable development are due to unparalleled plurality of perspectives and eccentric methodological variations often leading to obscured presentations among policy makers and practitioners (Kopnina & Meijers, 2013).

In response to these shortfalls, the UN-DESD/2005-2014 provides the needed navigational tool for inculcation of knowledge and skills to practitioners in support of plans, policies or project implementation, not dissimilar to the ICEADA’s efforts at various fora (UNESCO, 2009, 2010 & 2011; Ahmed & Olumodeji, 2014).

This paper holds the proposition that asking questions and raising issues would help in expanding the horizon for understanding inclusive education for sustainable development among experts and practitioners.

PROBLEM STATEMENT

The Problem This keynote discourse seeks to draw the attention

of experts and practitioners at the ICEADA conference, and beyond, to continuously expand the horizon of the motto ‘community is the answer’ by reflecting at ‘what is the question’.

These proceedings and many others held by other agencies across time and space around the world aim to strengthen established foundations, as well as, provide an umbrella for main theme, sub-themes and expected contributions to this landmark forum.

However, divergent views often tend to cause dilemma in responding to diversity of ideas, ways and means in facing challenges and opportunities.

Paper Focus Trends and issues on inclusive education for

sustainable development do not always locate common grounds to utilize available knowledge, experiences and reflections on a unified way forward.

This paper clarifies basic concepts, discusses education for sustainable development; emphasizes of raising questions for solutions; and reflects on existing global to local efforts.

It also zeroes on the challenges and opportunities in ICEADA’s task on education for sustainable development with recommendations and strategies for implementation.

CONCEPTUAL CLARIFICATIONS

Inclusiveness Inclusiveness signifies wholesomeness and

indiscriminate proposition defined in logical outlook.

Inclusiveness of education involves the imparting and use of knowledge and skills in all its ramifications in a matrix of formal and informal human interactions at all levels extending to ‘hard to reach’ contents and beneficiaries.

From advocacy to sponsorship and direct participation, the inculcation of knowledge and skills at the grassroots level is critical to the survival and progress of modern society.

Education Education is the act of giving knowledge to

or developing the abilities of people by teaching, training or schooling. It is the process of acquiring knowledge, skills, attitudes, interests, abilities, competence and norms of a society by people to enhance perpetual development (Lawal, 2013).

Education is the means of developing our abilities, investing in people, the most powerful weapon of change, and foundation for national development (Kennedy, 1961; World Bank Report 1991; Mandela, 2003; Obasanjo, 2012).

Inclusive Education Inclusive education tends to strengthen the

capacity of existing educational system to reach out to all learners and places requiring reforms of culture, policies and practices to accommodate diversity as well as connect to the remotest localities (Kohama, 2012).

The ICEADA approach to inclusive education is very much at home with this concept seen in the works of other contributors or agencies.

One of the early contributors to present state of inclusive education include the United Kingdom based NGO, the Enabling Education Network.

Sustainability The drive for sustainability surely comes at

the wake of a world gone wasteful, reckless, imbalance, unfair, unjustifiable, unworkable or depletive and heading for physical, ecological, system and process collapse.

Sustainability is generally termed as the endurance of systems and process often captured in the use of “sustainable development … that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (United Nations General Assembly, 1987).

Sustainability Principles This original view and definition of

sustainability still holds strong and meaningful along series of reports, communiqués and scholarly works http://www.implats.co.za/implats/our-policy.asp).

The sustainability principles are also upheld in the new United Nations Sustainable Development Goal (SDGs) as Goal No. 4, dedicated to inclusive education for sustainable development http://www.un.org/sustainabledevelopment/sustainable-development-goals/.

Sustainable Development The term sustainable development was coined and

used at the Brundtland Commission as development process that meets the needs of the present without compromising the ability of future generations to meet their own needs (UN, 1987; Smith and Rees, 1998).

According to Hasna (2007), sustainable development is a process of development for all aspects of human life affecting sustenance, a word often used in too many situations today.

For example, there are phrases like sustainable development, sustainable growth, sustainable economies, sustainable societies, and sustainable agriculture, etc.

Temple (1992) had earlier echoed that everything is subject to sustainability.

Community

The term ‘community’ can be regarded as a system or the totality of interactions among subsystems, (Garcia, et el, 1999).

Communities are categorized into three main inclinations based on geography, culture or organization (Tropman, et el, 2006).

Geographic or location Communities are local neighborhoods, villages, towns, cities, states, zones, nations, regional or global bodies.

Communities of Culture range from local clique, sub-culture, ethnic group, religious, multicultural or pluralistic civilization or the global community cultures, including ‘communities of need or identity’ such as ‘-challenged persons’.

Community Organizations Community Organizations are seen

in informal family or kinship networks, to more formal incorporated associations, political decision making structures, economic enterprises or professional associations at local, national or international scale.

The community provides the basis and platform in the process of education for sustainable development.

EDUCATION FOR SUSTAINABLE

DEVELOPMENT IN NIGERIA

Education for Sustainable Development at Global and Regional Levels

The UNESCO undertakes worldwide activities focusing on advocacy, capacity building and training, channelled through a number of recommended standards and legally binding international Conventions covering the manifold dimensions of culture, principally those of 1954; 1970; 1972; 2001; 2003and 2005” (Matsuura, 2009 p. 2).

The stage was therefore set for countries to carry the mantle and implement the ideals and provisions of inclusive education for sustainable development in their policies and programmes for national development.

Education for Sustainable Development at National and Local Levels

Education for sustainable development projects both formal and informal process from basic curricula, including the systemic application of advanced research results in and out of school system.

It is taken that a more educated society also translates into higher rates of innovation, higher overall productivity, faster growth and progressive institutional change as ideals of Education for All (EFA, 2005).

Education is therefore inextricably connected to national (and/or sustainable) development as production of knowledge and human capacity reflect on how a nation’s progress is pursued, attained and sustained.

The Nigerian Situation Nigeria projects some of the best policies on

paper, but negates on implementation results in which goals are hardly seen or felt at grassroots or community level (Sulaiman, n.d; Ra-Ha, 2011; Ahmed & Olumodeji, 2014).

According to Suleiman (n.d.) the goals and ideals of international conventions are not adequately reflected in Nigeria’s National Policy on Education.

Recent assessments of the Nigerian situation actually point to challenges as well as opportunities in the understanding and implementation of the goals of inclusive education for sustainable development in Nigeria (Adetoro, 2014; Ejiogu, 2015).

Weak Policy Framework Adetoro (2014) identifies ‘segregated’

efforts borne out of contradictory and conflicting diverse approaches which fail to take advantage of a democratic dispensation with enough room and participation to contain the situation.

Ejiogu (2015) notices the presence of discriminatory practice hindering strong foundational legal and policy frameworks due to lack of judicial enforcement and national political will.

Local Meanings and Practice

An earlier comparative study on the EFA goals’ established that local impediments to success include the problem of over-standardization hindering substantial changes at grassroots or community level (Yamoda, 2007).

Nigeria may be described as having no specific, well formulated, clear national development policy or framework as most of the country’s commitments towards inclusive education for sustainable development are products of other policies, which do not have basis for inclusiveness and sustainability (Jelili, Adedibu & Egunjobi, 2008).

The local meanings and understanding of concepts and approaches, from the goals of Education for All to the ideals of the Sustainable Development Goals (SDGs) No. 4, are clouded by the lack of common grounds among experts and practitioners.

The clarion for ICEADA

The clarion call for ICEADA in particular, is to heighten its laudable mandate by harmonizing and delivering knowledge and skills to experts, practitioners, policy makers, stakeholders and other relevant influencers aimed at the grassroots of community level.

COMMUNITY IS THE ANSWER: WHAT IS THE

QUESTION

‘Community is the Answer’

A description of the phrase ‘community is the answer’ is aptly captured in a quotation by Jane Addams as: “The good we secure for ourselves is precious and uncertain until it is secured for all of us and incorporated into our common life” (IACD, 2014).

In the same vein, the SDG No. 4 aims at ensuring inclusive and qualitative education for all; and promoting lifelong learning as foundational and perpetual process of improving people’s lives for sustainable development (UN-SDGs, 2016).

By implication, these views are mutual with ICEADA’s motto of same phrase, making inclusive education as prerequisite to meaningful sustainable development.

Nigerians are Inquisitive People Nigerians are generally observed to be

inquisitive in character so much so that they tend to answer questions with further questions.

A popular narrative has it that a new arrival to Nigeria put this to test by asking the first Nigerian: “Is it true that Nigerians answer questions with questions?”

The Nigerian answered back: “Who told you that?” Questions are inquiries, written or spoken, rising doubts, issues and/or examination of specific problems.

‘What is the Question?’

An impulsive response to ICEADA’s motto of ‘community is the answer’ would naturally be ‘what is the question’.

In any fora and activities of experts, practitioners, policy makers, stakeholders and other relevant influencers, questions should perpetually be asked on concepts, propositions, responsibilities and deliverables of inclusive education for sustainable development.

Questions Lead to Understanding

From global to regional and national policies and programmes, questions must be asked on meanings, applications and results of efforts.

This convergency of divergent efforts often create contradictory imperatives leading to dilemma of responding to diversity in conceptual and theoretical approaches (Clough & Corbett, 2006; Clark, et al. 2006; Connor, et al. 2008; Adetoro, 2014; Ejiogu, 2015).

Asking questions on existing situation will lead to understanding of the meanings, responsibilities and progress in the activities of inclusive education and sustainable development.

THE WAY FORWARD

Sense of Purpose

Lessons of the recently concluded United Nations Millennium Development Goals (MDGs) show that countries lagging behind, including Nigeria, were hindered by inability to deliver service effectively and efficiently to the grassroots or community level (Ahmed & Olumodeji, 2014; Adetoro, 2014; Ejiogu, 2015; Ki-moon, 2015).

According to Ban Ki-moon (2015), the MDG No. 2 on achieving universal primary education has laid foundation for the new SDG No. 4 on inclusive education for sustainable development.

Furthermore, Ochapa Ogenyi, Acting Director and Secretary of the MDG, Abuja, Nigeria faults the country’s failure in the past 15 years on poor leadership (Ebeleke, 2015).

The Path for Sustainable Development

Sustainable development signifies the optimization and impact of development process at all levels in a continuous manner often captured in government consistent policies.

Adeniyi (1999) describes this as the “… new path for development which would sustain human progress, not just in few years, but for the entire planet into a more distant future …” (p. 6).

However, failures or inconsistencies in government policies often led situations necessitating difficult ventures for inclusive education for sustainable development by the agencies like ICEADA.

Strengthening Relevant Policies

A study at the National Institute for Policy and Strategic Studies (Danjuma, 2010) cited inadequate funding and infrastructure; lack of enough technical and vocational schools and centres; and failure of Nigerian universities in turning out needed human resource base.

According to Danjuma, Nigeria erroneously assesses educational development in terms of gross enrolment rates in schools ignoring the conceptual framework laid by global conventions and national policies on education.

Education within this realm is held a vital element in combating poverty, gender parity, human rights abuse, environmental degradation, insecurity, and bad governance all of which are important components in attaining sustainable development.

The Nigerian National Policy on Education

Nigeria’s National Policy on Education (NPE) lacks strong inclusive footings for effective formulation in a democratic setting (Daniel & Garner, 2012; Sulaiman, n.d.; Adetoro, 2014; Ejiogu, 2015).

According to Ejiogu, this weakness requires urgent fixing through relentless advocacy for legal and policy framework, sound legislation, judicial enforcement, and gingered political will.

The ICEADA fora may employ innovative dialogue, activism and direct advocacy to translate meanings and applications for strengthening the National Policy on Education in this regard.

Clear Strategies

The Inclusion International (2008) also works to promote the goal of full inclusion by advocating for the strategies of progressive development of inclusive education.

With the arraignment of global, regional and local conventions, policies and programmes in place, the way forward will prosper by consolidatory advocacy among experts and practitioners at all levels.

Overall, the way forward bears sense of purpose, charting of new paths, strengthening of policies, innovative dialogue, clear strategies and advocacy.

CONCLUSION

Summary The ICEADA fora relentlessly pursue the path of

its motto, vision and mission and consistently emphasise on the need for, and importance of the Community as basis for sustainable development.

This keynote discourse seeks to strengthen innovative dialogue among experts, practitioners leading to clear understanding and effective implementation of programmes on inclusive education for sustainable development.

It defines, clarifies and correlates the concepts of inclusive education, sustainable development and the community. It discusses the Nigerian situation and offers the way forward.

Conclusion The paper concludes that the ICEADA

approach to inclusive education is very much compatible with concepts and practices seen in the regimes of global, regional and national conventions, policies and programmes.

It recognizes the general emphasis on constant changes and improvements in methods and contents for widening and deepening inclusive education for sustainable development as basis of any meaningful progress.

Recommendations

The paper calls for innovative dialogue by continuously asking questions among experts and practitioners leading to improved sense of purpose, charting new paths, strengthening of existing policies, clear strategies and advocacy.

THANK YOU

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