Welcome to the InfoSci Platform
Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University

Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University

Olutoyin Mejiuni
Copyright: © 2013 |Pages: 19
ISBN13: 9781466642492|ISBN10: 1466642491|EISBN13: 9781466642508
DOI: 10.4018/978-1-4666-4249-2.ch015
Cite Chapter Cite Chapter

MLA

Mejiuni, Olutoyin. "Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University." Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, IGI Global, 2013, pp. 248-266. https://doi.org/10.4018/978-1-4666-4249-2.ch015

APA

Mejiuni, O. (2013). Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University. In V. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 248-266). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch015

Chicago

Mejiuni, Olutoyin. "Envisioning K-20 Education: Refractioning K-20 Education in a Nigerian University." In Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, 248-266. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4249-2.ch015

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.