Refers to the aims, objectives, contents, processes, practices, structures and knowledge production strategies through which pre-colonial Africans, as individuals and groups, acquired knowledge, skills, and values needed for the sustenance and growth of the self, family and community.
Published in Chapter:
Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University
Olutoyin Mejiuni (Obafemi Awolowo University Ile-Ife, Nigeria)
Copyright: © 2013
|Pages: 19
DOI: 10.4018/978-1-4666-4249-2.ch015
Abstract
Through a case study of the faculty of education of Obafemi Awolowo University, the authors argue that although the founders of the faculty envisioned, conceived, and attempted to build the faculty of education on the lifelong learning principles of the African traditional education system, envisioning far beyond K-20 Education, they developed and consolidated a single teacher education programme that was close to a K-20 Education programme in the late 1970s and in the early 80s. However, beginning from the mid-90s, the programme evolved in a fragmented way. The authors argue that the fragmentation is a result of felt and perceived needs, centralized control, and administration of university affairs by the Federal Government of Nigeria, and a large dosage of territorialism. They draw implications of this state of affairs for teaching-learning processes in the education programme and the capacity of the programme to serve and connect with the community.