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D. Tech. Drama / Environmental degradation and climate change are issues of significant global interest in the twenty first century. Though there is widespread acknowledgment that natural disasters often stem from causes and foundations which may be difficult to explain, scientific evidence is beginning to emerge of human influence on global climate change and ecosystem destabilization. Development and environmental studies researchers are of the opinion that solutions to environmental problems also require input from social science and the humanities because the environment itself is naturally subject to sociological variables, especially in the interaction between people and the environment. A multi-disciplinary approach for engaging environmental issues has given rise to environmental humanities and other applied disciplinary perspectives. There is global concern about environmental issues and their impact on development, however in the field of communication and applied media there is inadequate amplification of how the environmental problems hamper the development of many societies, especially in developing countries. The mainstream media is the established communication network for environmental and other education campaigns, such as radio, television, and newspapers, yet its impact appears stifled by the absence of cultural relatability and participatory requirements. Development communication researchers have determined there is an opportunity to use alternative media channels and a participatory form of communication which is effective at sensitisation and conscientisation of the populace, especially indigenous peoples in rural locations, towards environmental issues. The dramatic arts have been identified as a creative and strategic communication field capable of addressing this problem in environmental communication and development advocacy. This research explores the role of theatre and performance in integrating cultural resources through communal interaction, education and social change. The accessing of the catalytic role of cultural resources in development communication using theatre is tested in a local context involving people-led participatory activities for creating awareness about the environment. This research is therefore an assessment of a practical applied theatre exercise for mitigating environmental problems.

From the mid-nineteenth century until 1952, education in Nigeria was largely the responsibility of religious denominations. But in 1952 the control of education passed to Regional Governments who then began to participate on a large-scale in educational matters. The Western Nigeria Government led the way with a Universal Free Primary Education scheme launched in January, 1955. [...]

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The problem of the study was the inadequate education of handicapped students in Nigeria. The primary purpose of the study was to develop a construct based on the United States models and research on special education, and to compare educational provisions for Nigerian students with the available educational opportunity for handicapped students. In order to achieve the stated objectives of the study, two methodological approaches were utilized: (1) Likert scale for opinion questionnaires, and (2) personal interviews. Both of these instruments included demographic information about the participants. The questionnaire was categorized into three areas (differences between educational opportunities for non-handicapped and handicapped students, formal learning opportunities for handicapped Nigerian students, and factors for being attentive or not being attentive to special education). The interview instrument focused on special education constraints, responsibility for special education provision, and improvement in education for the handicapped. Based on the findings of the study, the following conclusions were reached. 1. Handicapped Nigerian students do not have equal educational opportunities, as compared to non-handicapped students. Therefore, equal instructional opportunities should be provided for handicapped and non-handicapped students. 2. The federal and state governments of Nigeria should be financially responsible for special education. Therefore, the administration of special education must be taken over from private organizations. 3. Lack of funds, personnel and specialists, equipment, and adequate facilities hinders education for the handicapped in Nigeria. In order to improve education for the handicapped, therefore, the following provisions should be made: (1) build more schools, (2) train more specialists, (3) make funds available for special education, (4) provide more facilities and equipment, (5) intensify efforts in early detection of handicaps in children, and (6) educate parents on the importance of special education.

This study investigated the information literacy of aspirant barristers in Nigeria and examined the steps undertaken to restructure the legal education system in Nigeria. It explored the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice in Nigeria. The theoretical framework that underpinned the study was derived from the application of Kuhlthau’s (1993) Information Search Process (ISP) and Byström’s (1999) theory of Information Activity in Work. Kuhlthau’s model was relevant for investigating issues of uncertainty in the information seeking behaviour of the aspirant barristers and further confirmed the empirical validity of the model in the educational and workplace contexts. Byström’s theory was also valuable in analysing problems of task complexity experienced by the aspirant barristers in information use. The study employed a case study method; the data collection process involved the administration of questionnaires to the aspirant barristers and law firms to which they were assigned for vocational training. A mixed method approach was used to provide complementary insights to the findings of the study. Key findings from the study were supportive of the importance of information literacy as being central to the development of professional competence of the aspirant barristers which can be achieved through re-structuring the teaching methods and curricula of the Nigerian Law School. Outcomes from the study also pointed to a need for greater collaboration between the legal education system and the legal profession in narrowing the gap between the teaching and practice of law in Nigeria. Collaboration with academic librarians and legal information specialists is also necessary with respect to the role that these two groups can play in the design and implementation of an information literacy framework for the legal education system in Nigeria. The study makes recommendations for the adoption and integration of information literacy as a conceptual framework into the curriculum of the Nigerian Law School. In this way skills training can be enhanced. The information literacy model, designed as part of the recommendations from this study, provides guidelines for the various processes by which a teaching model that is unique to the context of the legal education system in Nigeria can be developed, tested and implemented. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.

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This study examined the historical development of the University of Ibadan in Nigeria and its contributions to adult education both in Nigeria and in other African nations. This was aimed at providing up-to-date insight into the department's contributions to the development of adult education in Nigeria and in other African nations. Specifically, this study examined the department's founders and their goals, the department's management structure, its relationship with other adult education agencies in Nigeria and in Africa, its programs and services, and the participants in these. This study reveals that the department's founders were both British and Nigerian politicians, educators, and humanitarians. They were concerned with eradicating illiteracy, preparing adults for democratic roles, and improving the economic well-being of these adults. The department does not have a consistent pattern of management. The selection of its leadership is usually based on seniority and academic merits. The department initially relied on donations and on the revenues from the local, state, and federal governments of Nigeria to operate. It now relies on those from the profit from its services to the public and on those from Nigeria's state and federal governments. The department interacts with other departments of the university and with other adult education agencies in Nigeria to formulate, develop, direct, and provide adult education programs and services to all segments of the Nigerian population. Its contributions to other African nations are limited to the conferences and seminars it hosts, and in many cases, directs on their behalf.