Institute of Culture & Society Spring Lectures 2009

Special Education Programs in Nigeria and China: The Journey So Far.
W. Emeka Obiozor, Ed.D.
Y. H. Pang, Ph.D.
Department of Exceptionality Programs
Bloomsburg University of Pennsylvania

Abstract

Nigeria is the world’s most populous Black nation, while China is the most populous country in the world. This presentation will provide an overview of the historical background and views on special education, the disability categories served in these two countries, program service delivery, and its global implications to special education.

Note: Drs. Obiozor & Pang won an award for this paper which was presented to Bloomsburg University community in Spring 2009.

Policy Recommendations for Teacher Education in Sub-Saharan Africa:
The Case of The Gambia
by
Williams Emeka Obiozor, Ed.D.
Assistant Professor of Education & Exceptionality Programs

College of Professional Studies
Bloomsburg University of PA


Abstract

In an era of constant global rebirth and continuous transitions, lifelong learning process continues to prod the human spirit to take up challenges to accomplish conflicting tasks that guarantee a firm rooting in the resulting change. In addressing this universal phenomenon education is constantly evolving approaches to formal and non-formal learning that builds the capacity of an individual’s mind thus helping to channel his or her vision toward intellectual growth and achievement. Teachers in sub-Saharan African have challenging tasks in accomplishing the millennium education goal of mass education and enlightenment in their communities.
In most anthropological literature on sub-Saharan African ethnic groups, copious writings exist on how lack of quality teacher training and unavailability of teaching-learning resource materials intersect with underdevelopment, ignorance, illiteracy, poverty and the process of impoverishment on the continent. This invariably portends that a majority of teachers in sub-Saharan Africa fail to match with global trends, especially in the area of acquiring qualitative education and providing high quality teaching in the public schools.
This paper presents a critical position on the status of teacher education and training in a developing nation such as The Gambia as compared with other parts of the world. In The Gambia, teacher education continues to undergo reconstruction in different ways, all depending on the exigencies of the times and to the extent to which the democratic process allows. Also, policy recommendation for improvement in teacher training was provided in this paper for the government of The Gambia.

The full text of this paper (including issues on Girl child Education) was presented/submitted to the Gambian government by Dr. Obiozor at a special ceremony during the Global Education Initiative Summit held at YMCA, Kanifning, May 24-26, 2008. Republic of The Gambia.