信息通信技术和尼日利亚的教育改革

信息通信技术是促进尼日利亚教育发展的有效工具，对此，尼日利亚政府已经将信息通信技术纳入教育改革。回顾尼日利亚信息通信技术教育改革已采取的各项措施，研究其改革的性质，并对信息通信技术在尼日利亚教育系统的应用情况予以介绍。     

Risk factors for childhood violence and polyvictimization: A cross-country analysis from three regions

Understanding risk factors is important to ending childhood violence and meeting Sustainable Development Goal 16.2. To date, no study has examined patterns of risk factors across countries comprehensively for different types of childhood violence, and there is a dearth of evidence of polyvictimization in lower- and middle-income settings. We analyse risk factors of childhood emotional (EV), physical (PV), sexual violence (SV) and polyvictimization for children aged 13–17 from nationally-representative Violence Against Children Surveys across six countries. We examine risk factors at the community-, household-, and individual- levels for each violence type, stratified by gender using multivariable logistic regression models. Across countries, school enrolment increased violence risk among females and males (three countries), but was protective against violence among females (one country), and among males (three countries). Among females, increasing age was associated with increased risk of SV (five countries) and polyvictimization (three countries); among males this relationship was less salient. Non-residence with a biological father emerged as a risk factor for SV among girls. Few or inconsistent associations were found with other factors, including number of household members, wealth, and urban residence. These results underscore on the one hand, the need for country-specific research on risk factors to inform prevention strategies, as well as increased investment in data collection to provide a more complete and robust basis for evidence generation. High levels of polyvictimization highlight overlapping vulnerabilities children face, and may provide insights for policymakers and practitioners in designing strategies to protect children at greatest risk of abuse.     

尼日利亚成人教育发展论析

尼日利亚是一个典型的非洲国家,其成人教育经过近半个世纪的发展,已经初步形成体系,在评估方式、教师质量、教育项目等方面取得了一定的成绩。同时在发展的过程中不可避免地存在一些问题,但尼日利亚一直不断地进行探索,采取了许多行之有效的举措。本文旨在探讨尼日利亚成人教育发展现状,以期对我国有所借鉴。     

尼日利亚职业技术教育体制改革的分析

进入21世纪以来,尼日利亚制定了发展人力资源大国的发展目标。尼日利亚政府围绕着提高职业技术教育质量,对职业技术教育体系进行了一系列的改革,如实施职业技术教育专业认证制度,加强职业技术学校同企业之间的合作,建立基础教育后的专门技术培训体系等。这一系列改革举措取得了一定成效,但同时也面临着新的困境。     

尼日利亚普及基础教育政策实施中的问题——基于对州政府教育领导力的分析

在尼日利亚实施普及基础教育政策的过程中,州政府教育领导力的缺失是该政策面临的一个突出问题。由于州政府在教育规划、教育观念引导、教育政策执行和资源统筹等方面缺乏应有的力量支持,使得这项政策在实施中步履维艰。只有提高了州政府的教育领导力,才能为普及基础教育政策目标的实现提供必要的条件和强大的驱动力。     

Lipid Peroxidation Correlates with HIVmRNA in Serodiscordant Heterosexual HIVpartners of Nigerian Origin

We recruited 59 individuals of known HIV serostatus after informed consent however, 44 were serodiscordant heterosexual partners [serodiscordant seronegative (SSN group) and serodiscordant seropositive (SSP group)] while 15 were seronegative healthy individuals (SNH). In the case–control study we choose to determine Malondialdehyde (MDA) concentration as a marker of lipid peroxidation index (oxidative stress) spectrophotometrically and quantify HIV mRNA by Real Time-nucleic acid sequence based amplification assay (RT-NASBA). Here our result show for the first time a high concentration of lipid peroxidation product (MDA, 116.6%) with a significant (P < 0.05) increase in HIV serodiscordant seropositive subjects over their seronegative partners. However, Spearman rank correlation statistics of SSP group showed a positive correlation value (P < 0.01, r = 0.89) between MDA and mRNA and a negative correlation between MDA and T-cell ratio (P < 0.01, r = 0.96).The study may strongly indicate a possible lipid peroxidation product threshold for predicting HIV infection and progression in serodiscordant heterosexual partners.     

尼日利亚高等教育就业政策分析

尼日利亚高校毕业生就业状况自20世纪80年代起渐入困境.为此,尼日利亚联邦政府和有关部门相继出台了许多政策,包括改革大学课程内容、调整人才培养结构、拓宽毕业生就业途径等,积极推动和促进高校毕业生就业.然而,总体上看,这些政策并没有取得较为明显的效果.究其原因,既有国家经济对劳动力吸收力低和高等教育迅速膨胀等客观原因,也有政策实施不力和政策自身存在偏差等主观原因.     

Universal basic education in Nigeria: availability of schools’ infrastructure for effective program implementation

This paper examines the availability and adequacy of schools’ infrastructural facilities for implementation of the Universal Basic Education program in Nigeria. Adopting the ex post facto design, the researchers used existing school data on physical facilities, including a survey of key stakeholders in the education sector. Data analysed revealed inadequacy of physical facilities for effective implementation of the UBE program. It was accordingly recommended that government at the national, state and local levels show better commitment to the implementation of the Universal Basic Education program.     

Education,horizontal inequalities and ethnic relations in Nigeria

The article focuses on the role of higher education in generating or mitigating inequality among ethno-regional groups and its impact on ethnic relations with evidence from Nigeria. It shows that access to education in Nigeria has been politicised. This is because of the perceived role of education in engendering political and socio-economic inequalities. It assesses the intervention mechanisms of successive Nigerian governments at federal and state levels to expand access to and enhance equity in educational opportunities as well as the responses of the different publics to such programmes. The article shows that although educational inequalities persist, state policies have enhanced the ability of the different ethno-regional groups to produce qualified personnel to occupy critical public service positions. Thus, conflicts that were historically traced to the domination of the public sector of some regions by personnel from other regions have been averted. The Nigerian case study therefore suggests that while policies aimed at equalising access to education may create incentives for ethno-regional mobilisations, they are nevertheless necessary to prevent violent conflicts that arise from perceived ethno-regional domination of the public sector.     

Supporting the fight against terrorism: A proposal for public library services provision for internally displaced persons in North-East Nigeria

This paper examined the state of the internally displaced persons (IDPs) in North-East Nigeria, the need to provide education and information services to the IDPs, and the role of libraries. It begins with the remote cause of the displacement. The paper also examined the state of the IDPs in terms of education and information services provision. It reported that the IDPs live in very deplorable conditions. There are no provisions for education and information services. The paper further discussed the importance of education and information to IDPs especially the children, teens, and youths. It recommended the empowerment and involvement of public libraries in the provision of education and information services to IDPs. It alluded that public libraries and librarians are better positioned to provide education and information services to displaced persons. The paper concluded that if necessary logistics and support are provided, libraries and librarians have the capacity to provide effective and efficient education and information services to IDPs and therefore bridge the current gap.