Papers by Anthony Itobore
EKSU Journal of Education, 2019
One of the overwhelming socio-political challenges of the present-day Nigeria is insecurity and t... more One of the overwhelming socio-political challenges of the present-day Nigeria is insecurity and this has manifested itself in alarming dimensions. Like many other nations of the world, irrespective of the level of development, Nigeria is faced by a plethora of security challenges. The individual who feels safe feels happy in his/her environment, and he/she is in a position to be productive and live his or her natural life. Consequently, the concept of security has an important status for humans as they need to live in peace and be free from threats to peaceful coexistence. In the wake of the devastating havoc of the Second World War on people and the end of the cold war, there have been a number of attempts by scholars and policy makers to look at the issue of security more critically beyond its state-centric perspective and shift its conceptualization to a wider view that places premium on individuals, a view in which human security which embodies elements of national security, human rights and national development becomes a focal point. This underscores the need for the development of security awareness through the teaching and learning of values and building positive attitudes about security among students through curricula and school activities. This paper explores the close relation that security has with education along the lines of the estimation of the attendant prevalence of security and stability in the society in the event of an increased instilling of moral values in the hearts of students. This leads to an examination of the interplay between security education and education security with a view to channelling the point of intersection towards a discourse on threats in schools, aims of security education, challenges with the Nigerian curriculum of security education as they relate to implementation, and most lastly, the way forward.
UNESCO West Africa MIL Week Celebration 2020, 2020
A characteristic feature of contemporary knowledge societies is the rapid spread of information i... more A characteristic feature of contemporary knowledge societies is the rapid spread of information in the public domain. The overt overriding low value for human life coupled with the absence of effective institutional structures in Nigeria makes every pandemic an emergency situation in the country as caution is often thrown to the wind even when there is ample time to militate against impending threats to the security of human life and property. This paper x-rays the impact of disinfodemic in the typical Nigerian society and also evaluates government responses to tackling the disinfodemic surrounding COVID-19. The paper generates empirical data on the level of MIL to understand the most frequently engaged sources of information about conflicts or pandemics in the Nigerian society so as to aid in designing a holistic approach to tackling the disinfodemic at the national level. The paper raises two research questions to guide the study. The researchers adopt a cross-sectional survey research design for the study which was community-based. The
study was carried out in six Nigerian cities, namely, Lagos, Kano, Port-Harcourt, Maiduguri, Jos, and Aba. A total of 2304 Nigerians between the ages of 19 and 60 who could read and write in the English Language were selected to participate in the study. The instrument for data collection was a self-developed questionnaire, and the data analysis was done using frequency count and simple percentages. The results show that, in the Nigerian society, Whatsapp (n=2198), Facebook (n=1892), and Instagram (n = 1822) are the most engaged sources of information about conflicts or pandemics, and that the level of MIL average (x̅=2.33). The paper recommends that a multipronged approach comprising immediate and long-term measures should be designed for
combatting the disinfodemic, and this approach must be human-rights based.
Journal of the Nigerian Academy of Education, 2019
All societies, beginning from ancient times to contemporary times, are knowledge societies althou... more All societies, beginning from ancient times to contemporary times, are knowledge societies although there is a progression in the field of science and technology, civil society and social institutions with the passage of time. The knowledge economy occupies a central position in the 21st century, and as a result of this, higher education has assumed unprecedented importance within nations and also in international circles largely as a result of the indispensable role it plays in educating people for the new economy and in creating new knowledge. The emergence of the knowledge economy and the resultant demand for skills have compelled an expansion of higher education in all countries, encouraged skill migration from developing to developed countries, and ultimately promoted cross-border education. This paper discusses cross-border education within the ambits of internationalisation and globalisation, and goes further to situate higher education across borders as a tradable service covered within the scope of the General Agreement on Trade and Services (GATS). Nigeria has a long history of internationalization of higher education dating back to pre-independence era when many of the nationalists studied overseas. Under globalization, cross-border higher education has undergone a major transformation due largely to technologically sophisticated methods of delivery and a dominant profit-driven motive. This has led to the emergence of new forms of programme delivery such as branch campuses, franchises and distance education. The open and distance-learning systems have widened the scope for expanding higher education. Some inadvertent issues of cross-border education in Nigeria addressed in this paper include the internationalisation of academic relations; widening the gap created by inequality; cultural diversity; acculturation and capacity building; and brain drain/gain. Finally, some challenges which have punctured the capacity of Nigerian universities in competing favourably for the influx of foreign academics and students were examined with workable recommendations offered.
International Studies in Educational Administration 48(2), 2020
The global paradigm shift in the education systems of the world towards an increasing reliance on... more The global paradigm shift in the education systems of the world towards an increasing reliance on technology-based solutions in the wake of the unprecedented school closures worldwide portends challenges which are contextual to different regions. With or without the COVID-19 pandemic, the Nigerian society is a peculiar environment owing to the systemic dysfunction observed in every sector of the nation. The pandemic has further exposed this dysfunction with the education system being one of the worst hit sectors. This paper highlights the adverse effects of this pandemic on the Nigerian education system. Also, this paper evaluates the response of the government and private school owners in addressing these challenges in terms of equity of access to learning, teacher-student relationship, suitability of pedagogy, sustainability of the strategies deployed, as well as the implications of this paradigm shift in a low-resourced environment like Nigeria.
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Papers by Anthony Itobore
study was carried out in six Nigerian cities, namely, Lagos, Kano, Port-Harcourt, Maiduguri, Jos, and Aba. A total of 2304 Nigerians between the ages of 19 and 60 who could read and write in the English Language were selected to participate in the study. The instrument for data collection was a self-developed questionnaire, and the data analysis was done using frequency count and simple percentages. The results show that, in the Nigerian society, Whatsapp (n=2198), Facebook (n=1892), and Instagram (n = 1822) are the most engaged sources of information about conflicts or pandemics, and that the level of MIL average (x̅=2.33). The paper recommends that a multipronged approach comprising immediate and long-term measures should be designed for
combatting the disinfodemic, and this approach must be human-rights based.
study was carried out in six Nigerian cities, namely, Lagos, Kano, Port-Harcourt, Maiduguri, Jos, and Aba. A total of 2304 Nigerians between the ages of 19 and 60 who could read and write in the English Language were selected to participate in the study. The instrument for data collection was a self-developed questionnaire, and the data analysis was done using frequency count and simple percentages. The results show that, in the Nigerian society, Whatsapp (n=2198), Facebook (n=1892), and Instagram (n = 1822) are the most engaged sources of information about conflicts or pandemics, and that the level of MIL average (x̅=2.33). The paper recommends that a multipronged approach comprising immediate and long-term measures should be designed for
combatting the disinfodemic, and this approach must be human-rights based.