JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Women's Health and Action Research Centre (WHARC) is collaborating with JSTOR to digitize, preserve and extend access to African Journal of Reproductive Health / La Revue Africaine de la Santé Reproductive. ABSTRACTThis study reports some baseline findings from a community-based project on the incidence of child sexual abuse (CSA) in two Nigerian urban centres. The study focused on low income, non-elite, occupational groups. Data were generated through in-depth-interviews (IDIs), focus group discussions (FGDs), and survey questionnaires (SQs) involving 958 respondents. About 38% and 28% of female and male respondents respectively reported being initiated to sex before the age of 18 years. Majority of the respondents condemned CSA acts like rape, date rape, child prostitution and incest. However, evidence of gender-role stereotyping, which puts girlchildren at reproductive health risks of these and related acts, seems widespread. (Afr ] Reprod Health 2000; 4[2]:44-52) RESUME Connaissance et perception de l'abus sexuel de l'enfant dans les agglomerations urbaines au Nigdria: Quelques evidences d'une etude basee sur une communaute. L'tude fait un compte rendu des decouvertes de ligne de base a partir d'une etude basie sur une communaute et qui porte sur l'incidence de l'abus sexuel de 1'enfant (ASE) dans deux centres urbains nigerians. L'etude s'etait concentree sur des groupes professionnels non-elites qui ont des salaires peu eleves. Les donnees ont eti recueillies a travers des interviews approfondies (IA), des discussions en groupes cibles (DGC) et des questionnaires de l'enquite (QE) aupris de 958 repondants. Environ 38% et 28% de repondantes et repondants respectivement ont signali qu'ils ont ete inities a l'acte sexuel avant l'Fge de 18 ans. La majorite des repondants ont condamne les actes d'ASE comme le viol, la prostitution de l'enfant et l'inceste. Toutefois, il semble que le clichage selon les r61es de sexes qui predispose les filles aux dangers de la santi reproductive de ces actes et des actes connexes soit bien repandu. (Rev Afr Santi Reprod 2000; 4 [2]:44-52).

Purpose Waste management is a critical element of the campus sustainability movement in which Nigerian universities are yet to actively participate. The purpose of this study was to investigate prevalent waste management practices and the disposition of undergraduate students in a Nigerian University. Design/methodology/approach Data collection involved the use of a questionnaire, focus group discussion and participative observation. Respondents consisted of 840 students drawn from four academic faculties of the university. Descriptive and inferential statistics were used to address the research questions raised to guide the investigation. Findings Indiscriminate littering, open dumping of waste, weedy and overgrown lawns, proliferation of power generating sets, uncollected refuse sites and defaced walls with postings were the major observed environmental challenges. Open burning of refuse was found to be the single most prevalent way of managing large volumes of waste generated on the university campus. Although the problems were widespread, only 40.5 per cent of the students expressed serious concern for the solid waste practices. Also, while the students were positively disposed to innovative ways of addressing the challenge of waste management in the university, there were significant differences in students’ awareness and disposition according to sex, age, academic level and faculties. Research limitations/implications The implications of the findings for campus-based sustainability education are discussed. Originality/value This study is an original research article which interrogated the students’ attitudes to solid waste management in a Nigerian University. It used a combination of both qualitative and quantitative techniques, such as questionnaire, focus group discussion and participative observation.

No abstract

This paper reviews the impact of political decisions on the development of school social studies in Nigeria. From its shaky start in the 1960s, the school subject was eventually adopted for all primary as well as junior and senior secondary schools under the national policy on education by the 1990s but later restricted to the junior secondary in 2004. Through a conceptual analysis of its evolution, this paper argues that the initial intellectual and altruistic undercurrents that informed the adoption of an integrated social studies seemed to have been overridden by ‘curriculum politics’. Illustrations are drawn from the changing fortunes of the school subject and the current threats facing it within the school curriculum. It is suggested, among others, that educational policy makers should keep to the raison d’etre for the initial introduction of Social Studies as Nigeria strives to respond to the crisis of nation building and national development.

Keywords: Curriculum, Politics, Changing Fortunes, Nigerian Social Studies

Beginning teachers should be adequately prepared for their roles as propagators of sustainable development core messages. Using a mixed method approach, this study assessed current knowledge, perceptions and readiness of beginning teachers for sustainability education. Two hundred (200) randomly selected final-year undergraduates from the Faculty of Education of the Nigerian University participated in the study. Results revealed gaps in the awareness and understanding of sustainability concepts and issues among the respondents. However, a high level of interest in handling the core issues was expressed. The respondents differed according to gender and age, but there were no significant differences according to mode of entry. The study recommended infusion of sustainability concepts in teacher education curricula and promotion of sustainable development issues through students' activities within and outside university campuses to address knowledge gap and sustain interests in sustainability education among beginning teachers.