Sustainable Development Goal 6 (SDG6) was adopted by the United Nations (UN) in 2015 for the purpose of ensuring availability and sustainable management of clean water and sanitation for all humanity by the year 2030. The UN considers realization of SDG6 an issue of utmost concern to governments and citizens all over the world. The purpose of the research study reported in this paper was to crystalize the role of Environmental Literacy Education (ELE) in the process of SDG6 realization in Rivers State of Nigeria. Two Local Government Areas (LGAs) of the State were used for case study. Two Research Questions and a Null Hypothesis guided the study. A questionnaire was used to provide data needed for the study. The population of the respondents was 7,717. A random sampling technique was adopted to select 20% of them for the study. Mean responses and the T-test were employed to analyze obtained data. The findings revealed general inadequate provision of clean water and effective sanitation management due to very low impact of the activities of Stakeholders entrusted with achievement of SGD6 in Rivers State. To remedy the lapses discovered, the researchers delineated five situation-specific ELE programmes, integrating relevant aspects of the UN Education 2030 Agenda for SDG6. The programmes clearly portray the vital role of ELE towards achievement of SDG6 and have thus been recommended, with their modes of implementation, for adoption by the Rivers State.
Waste, environmental protection and community sustainability are products of development, and most daily activities of human beings generate waste. The negative consequences of economic development have long been observed by eminent economic theorists, such as Smith, Marx, Malthus, Ricardo and Mill (Clarin, 2018). There are some indicators that show that most countries have failed to achieve sustainable development, and some countries are far from it. There has also been a growing concern about the environmental limit to growth and development as well as the imperative of environmental quality and management. As a result, this paper firstly conceptualized the following terms-“Waste”,“Waste Management”,“Environment”, “Environmental Sustainability”, Community, Community Sustainability, and Sustainable Development. The paper further discussed the composition of waste materials in Nigeria. It again examined various international and national measures or activities taken in relation to the concept of community sustainable development. The scholars in addition discussed the rationale for environmental protection and the negative impacts of waste on Nigerian environment. Furthermore, several measures taken internationally and nationally to ameliorate the negative impacts of wastes on environment were concisely discussed.
The conception of Non-Formal Education (NFE) as short-term education programmes capable of promoting rapid developmental change and adjustment arose from the realization that formal education would not be able to fully address the basic needs of people in the complex process of development. Non-Formal Environmental Adult Education (NFEAE) serves both the general purpose of NFE and, with special approaches, the overall concerns of Environmental Adult Education. Nigeria's grassroots/rural populations face various environmental degradation challenges traceable to the rural peoples' life styles and unsustainable exploitation of their livelihood assets. The purpose of this paper is to articulate the NFEAE strategies and communication techniques desirable to effectively address the rural anthropogenic environmental challenges. After further stress on the importance of the highlighted strategies and techniques, the authors finally recommend their adoption in any effort to solve grassroots/rural anthropogenic degradation challenges in Nigeria and other similar environments.
<p><em>The challenge of widespread and virtually endemic backwardness and poverty among African nations has been traced to the mismanagement of the Continent’s environment and the resources therein. The genesis of the mismanagement has also been traced to the general prevalence of environmental illiteracy/ignorance all over the continent. The purpose of this paper is to address the question of the extent of the prevalence of the Environmental Illiteracy (EI) Syndrome in Nigeria. Using the findings of four relevant empirical studies and documented practical manifestations of EI by rural dwellers, urban inhabitants and industrial entrepreneurs in Nigeria, the paper has analyzed the established massive prevalence of the syndrome and has recommended, as a response, provision of Formal, Non-Formal and Informal modes of Mass Environmental Literacy Education (MELE) for the citizenry of Nigeria.</em></p>
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