Research
The Implications of Girl-Child Education to Nation Building in the 21st Century in Nigeria
This paper examines the implications of Girl-child to nation building in the 21st century in Nigeria. The paper began by pointing out the wrong notions that many Nigerians have particularly the rural dwellers about women being consider as properties for man and objects for their pleasure and how this notion restrains them from training their girl-children in schools. The paper further examined the concept of girl-child education to be all inclusive, some hindrances to effective girlchild education such as economic factors, sexual violence and abuse, political factors, the school environmental factors and socio-cultural and religious factors were highlighted. Included in the paper also was the implications that effective girl-child education would have on nation building such as povertyreducing effects, improves health and nutrition, reduces inequality, reduces women’s fertility rates, lowers infant and mortality rates and increases women’s labour force participation rates and earnings. The paper finally recommended among others that government at all levels should give more attention to girl-child education, well to do individuals can contribute to girl-child education by giving them scholarship to study in higher institution, provision of school facilities and equipment that can ease their learning effectively as it contribute to nation building and the need to create more awareness for parents on sexual violence and abuse and this can be through radio and newspaper jingles and advertisement as well as periodical seminars and conferences.
Assessment of Special Education Service Delivery: A Global Perspective
This paper preoccupied itself with the assessment of special education service delivery to persons with disabilities. Individuals with disabilities, who are the subjects of special education, encounter difficulties that prevent or make it strenuous to use a part of their body completely or easily or that they cannot learn easily. Special education service delivery requires the expertise of special educators and para-professionals like the psychologists, social welfare workers, medical personnel and a host of others who are charged with the delivery of quality special education services to meet the needs of all persons with disabilities. Special education services include rehabilitation services, assessment/identification strategies, home/hospital based services, provision of materials/equipment and assistive technology for persons with disabilities etc. Globally, there are two paradigms for service delivery namely special school setting and general or regular school settings. The paper sampled trends of service delivery in India, Brazil, Kenya, Malaysia and of course Nigeria. The paper found that most countries have embraced the regular classroom as modality for service delivery for persons with disabilities.
