Re-Engineering Values Education in Nigerian Schools as Catalyst for National Development

Abstract

<p>The decay in the Nigerian society has affected the standard of values and moral character formation. This has manifested in so many anti-social vices. Anti-social behaviour exhibited include corruption, dishonesty, greed, violent crimes, lack of accountability, indiscipline, disrespect to constituted authorities, laziness, low moral courage among many others. All these have constituted a serious moral problem for the Nigerian State and have constrained all sincere efforts targeted at achieving national development. This paper having reviewed the weak values system in Nigeria strongly recommend the re-reengineering of values education in Nigeria schools as catalyst for national development. It is the view of the authors that the pursuit of national development is first attitudinal and so the citizenry should be given new orientation that goes to ensure the overhauling and reconstruction of the total values system in the society for obvious national development to be guaranteed. The authors advocated as a matter of necessity the development and introduction of a national policy on values education as a references instrument which will be used as a realistic paradigm for behavioral transformation and ethical reorientation. This is one sure way of attaining national development&nbsp;&nbsp;</p

Effects of Two Modes of Active Learning Strategies on School Age Childrens’ Civic Competence in Leadership Value Concepts in Social Studies and Civic Education

“…The findings above indicate that the values of self control, care, maturity, loyalty, independent mindedness, honesty, integrity, self-control, positive role model and independence which are leadership oriented are lacking among secondary school students. This is also in agreement with Enu and Esu (2011) that core values of Nigeria especially that of leadership over the years have been weakened and need be strengthened. Therefore, today's children definitely cannot be the kind of leaders expected in future.…”

“…In this regard, Kolawole (2005) indicated that the problem of attitudinal flaws may not be unconnected with the fact that the Nigerian educational system has proved incapable of tackling the negative values in the society. However, Enu and Esu (2011) and the South African Department of Education ( 2001) maintained that schools remain best suited to teach appropriate values transmission but the way (methodology) in which they teach these values could be responsible for observed value lapses. Similarly, Waghid (2004) submitted that the virtues of responsible citizenship can best be learned in schools.…”

Untitled

“…This finding also conform to Ikonne (2012)'s presentation that discipline, orderliness, integrity, selflessness, growth and development are the outcome of functional education. Similarly, this finding agreed with Enu and Esu (2011) that to build politically, socially, economically, united society and giving equal opportunity for all, there must be orientation which will reconstruct the attitude of people positively in all sectors including schools. This finding also conforms to Henry and Odera (2012)'s study which stated that, without discipline, schools may not function effectively to achieve its stated goals and objectives.…”

Value Deficiency, Employment Generation and Crime among Youths in Nigeria: An Overview

“…Presently, kidnapping is a major criminal enterprise for the youths across the country irrespective of ethnic origins, religious inclinations, social class, etc. This, according to Enu and Esu [42] is because "the decay in the Nigerian society has affected the standard of values and moral character formation". They assert further that:…”