An Assessment of the Impact of Open and Distance Learning in Tertiary Institutions on Peacebuilding in Nigeria
Keywords:
Open and Distance Learning, Peace Education, Peacebuilding, Conflict, Tertiary InstitutionsAbstract
School Curriculum is one of the most viable tools that can be used in imparting peace education in any given society and it is therefore in this regard that this study investigates the impact of Open and Distance Learning (ODL) in tertiary institutions on peace building in Nigeria. This study used the operations of the National Open University of Nigeria (NOUN) via its Study Centres model as a benchmark for the presentation and establishment of its objectives. The study aimed at examining the effect of School Curriculum at the higher institution level, most especially the Open and Distance Learning system in projecting peace building in Nigeria. Mixed method research techniques were employed to generate data from both primary and secondary sources. Analyses of results from Likert Rating Scale and interviews showed that students, teachers and staff of NOUN have a better appreciation of the ideals of peace education. Results also show that NOUN’s curriculum possesses national character which provides better ODL environment for the impartation of peace education in Nigeria. The study recommends that there should be a national regulation of tertiary peace education curricula to ensure that regular Universities key into the ideals of peace education which will help in enhancing and promoting peaceful atmosphere and co-existence in Nigeria.
Résumé : Le programme scolaire est l'un des outils les plus viables qui peuvent être utilisés pour transmettre une éducation de paix à une société donnée et c'est donc à cet égard que cette étude étudie l'impact de la formation ouverte à distance (ODL) dans les établissements tertiaires sur la consolidation de la paix au Nigeria. Cette étude a utilisé les opérations de l'Université nationale ouverte du Nigeria (NOUN) par l'intermédiaire de ses centres d'études comme point de référence pour la présentation et l'établissement de ses objectifs. L'étude a examiné l'effet du programme scolaire au niveau des établissements supérieurs, en particulier le système de formation à distance dans la projection de la consolidation de la paix au Nigéria. Des techniques de recherche sur les méthodes mixtes ont été utilisées pour générer des données provenant de sources primaires et secondaires. Les analyses des résultats de l'échelle de notation de Likert et les entrevues ont montré que les étudiants, les enseignants et le personnel de NOUN ont une meilleure appréciation des idéaux de l'éducation à la paix. Les résultats montrent également que le programme d'études de NOUN possède un caractère national qui offre un meilleur environnement ODL pour l'éducation de la paix au Nigéria. L'étude recommande qu'il y ait une réglementation nationale des programmes d'enseignement supérieur sur la paix afin de s'assurer que les universités régulières intègrent les idéaux de l'éducation de la paix qui contribueront à renforcer et à promouvoir l'atmosphère et la coexistence pacifiques Nigeria.
References
Amini, C. and Oluyide, O. (2016). Building Capacity for Open and Distance Learning (ODL) in West Africa Sub-region: The Pivotal Role of RETRIDAL, Open Praxis, 8(4), October–December 2016: 337–350.
Boutros-Ghali, B. (1992). An agenda for peace: Preventive diplomacy, peacemaking, and peace-keeping: report of the Secretary-General pursuant to the statement adopted by the summit meeting of the Security Council on 31 January 1992. New York: United Nations.
Bush, K.D., Saltarelli D., (2000). The Two Faces of Education in Ethnic Conflict: towards a peacebuilding education for children, UNICEF, Florence, Italy.
Commonwealth of Learning (2015). Open and Distance Learning – Key Terms & Definitions, Available online at: http://oasis.col.org/bitstream/handle/11599/829/Definitions_OD. Accessed on March 11, 2019.
Cornu, B. (2007), New Media and Open and Distance Learning: New Challenges for Education in a Knowledge Society, Informatics in Education, 2007, Vol. 6, No. 1, 43–52 43.
Finnemore, M, (1996). “Norms, culture, and world politics: insights from sociology’s institutionalism”, International Organizations, 50 (2): 325-47. Located on the World Wide Web on 2nd March 2016, at: http://www.jstor.org/stable/422167.
Galtung, J. 1975. Three approaches to peace: Peacekeeping, peacemaking and peacebuilding. In Peace, war and defence: Essays in peace research, ed. J. Galtung, Vol. 2, 282–304. Copenhagen: Christian Ejlers.
Ghosh, S. Nath, S. Agarwal, S. and Nath, A. (2012)., Journal of Global Research in Computer Science, 3 (4), April: 53-57.
Harris, I. M. and Morrison, M. L. (2003), Peace Education (2nd Ed.). North Carolina: MacFarland & Company, Inc., Publishers.
Holmberg, B. (1989). Growth and structure of distance education, London: Croom Helm.
Ikegulu, B and Oranusi, S. (2014). Distance and Open Learning in Nigeria: Progress, Concerns and Prospects, Journal of Education and Practice Vol.5, No.35.
Jegede, O. (2016). Open and Distance Learning Practices in Nigerian Higher Institutions of Learning, being an Invited Keynote Address at the 3rd University of Ibadan Annual Distance Learning Centre Distinguished Lecture and Stakeholders’ Forum Held at the International Conference Centre, University of Ibadan, Thursday, 14th & Friday, 15 July. Available online at: http://www.olugbemirojegede.com/odl_practices_in_tertiary_institutions_in_nigeria.pdf. Accessed on March 12, 2019.
Jimoh, M. (2013), An Appraisal of the Open and Distance Learning Programme in Nigeria, Journal of Education and Practice, Vol.4, No.3.
Johnson, D. W., and Johnson, R. T. (2010) Peace education in the classroom: Creating effective peace education programs. In G. Salomon, & E. Cairns (Eds.), Handbook on peace education (223-240). New York: Psychology Press.
Matsuura, K. (2002) “UNESCO: mainstreaming the culture of peace” Message from the Director-General of UNESCO marking the beginning of the International Decade for a Culture of Peace and Non-Violence for the Children of the World. UNESCO. Available online at: https://unesdoc.unesco.org/ark:/48223/pf0000126398
Meyer, J.W., Ramirez, F.O., Frank, D.J. and Schofer, E., (2008). Higher Education as an Institution. In: Gumport, P.J., (2008). Sociology of Higher Education: Contributions and Their Contexts, p. 187-221, Baltimore, Johns Hopkins University Press.
Meyer, H. D., Rowan, B, (2006). The New Institutionalism in Education, Albany, State University of New York Press.
Meyer, J. W. and Ronald L. J. (2000). “The ‘Actors’ of Modern Society: The Cultural Construction of Social Agency.” Sociological Theory 18: 100-20.
Mingst, K. (1999). Essentials of International Relations. New York: Norton and Company.
Olujuwon, T., (2002). Education in Nigeria: A Futuristic Perspective. Lagos: Central Educational Service.
Oluwadare, A. J. (2015). Enhancing Women's Capacity in Peace Building Through the Open and Distance Learning System, The European Conference on the Social Sciences 2015 Official Conference Proceedings.
National Policy on Education, (1977). Quoted in Jegede, O. (2016). Open and Distance Learning Practices in Nigerian Higher Institutions of Learning, Being an Invited Keynote Address at the 3rd University of Ibadan Annual Distance Learning Centre Distinguished Lecture and Stakeholders’ Forum Held at the International Conference Centre, University of Ibadan, Thursday, 14th & Friday, 15 July. Available online at: http://www.olugbemirojegede.com/odl_practices_in_tertiary_institutions_in_nigeria.pdf. Accessed on March 12, 2019.
National Universities Commission (NUC). (2019).Available online at: http://nuc.edu.ng. Accessed May 1, 2019.
National Commission for Colleges of Education, 2019 and National Board for Technical Education (2019). Available online at: https://net.nbte.gov.ng. Accessed May 1, 2019.
Palmer, D., Biggart, N. and Dick, B. (2017), Is the New Institutionalism a Theory? The Sage Handbook of Organizational Institutionalism. Royston Greenwood, et. al. (eds.). Thousand Oaks, CA. SAGE Publications.
Rasheed, R.A., Munoz, A., (2016). Higher education and peacebuilding – a bridge between communities? Journal of Peace Education, 13(2), pp.172-185. Located on the World Wide Web on 20th January 2017, at http://www.tandfonline.com/doi/abs/10.1080/17400201.2016.1205003
Reardon, B. (1988). Comprehensive Peace Education. New York: Teachers College Press.
Smith, A., (2010). “The influence of education on conflict and peace building”. Background paper prepared for the Education for All Global Monitoring Report 2011 The Hidden Crisis: Armed conflict and education, Paris, UNESCO.
Smith, A., McCandless, E. Paulson, J. and Wheaton, W. (2011). The role of education in peacebuilding: Literature review. Report prepared for UNICEF. Back on Track. Available online at: http://www.educationandtransition.org/wp-content/uploads/2012/01/EEPCT_Peacebuilding_LiteratureReview.pdf. Accessed May 19, 2019).
Tawil, S., and A. Harley, eds. (2004). Education, Conflict and Social Cohesion, UNESCO International Bureau of Education, Geneva.
The International Academic Forum. Available online at: http://papers.iafor.org/wp-content/uploads/papers/ecss2015/ECSS2015_15465.pdf.
UNESCO (2019). Commonwealth of Learning (COL). Available online at: https://uil.unesco.org/partner/library/commonwealth-learning-col-canada. Accessed May 18, 2019.
United Nations (2007), The Secretary-General’s Policy Committee on available online at United Nations Peacebuilding Fund Preventing a Relapse into Violent Conflict: http://www.unpbf.org/application-guidelines/what-is-peacebuilding. Accessed on March 9, 2019.
Waters, T. and LeBlanc, K., (2005). Refugees and Education: Mass Schooling without a Nation-State. Comparative Education Review, 49(2), pp. 129-147.
Yusuf, M. O. (2006), Problems and Prospects of Open and Distance Education in Nigeria, Turkish Online Journal of Distance Education-TOJDE, Volume: 7 Number: 1 Article: 2.
