REPOSITIONING EDUCATION FOR ACCESS, QUALITY AND PEACEFUL CO-EXISTENCE IN AFRICA: MATHEMATICS AND SCIENCE EDUCATION IN FOCUS

Kabiru Tsafe Abubakar, Yushau A. M., Kamar M. Y., Abdullahi N.

Abstract


In many African countries, access to education by most of the people has been very worrisome despite the
international call for the provision of Education for All
problem has worsened especially with the proclamation by authorities recently that no less than 10.5 million children of
school going age are out of school. On the other hand, education was considered to be an agent through whom peace
could be enthroned in the society. It is against this backdrop that the paper dwells much on Nigerian education system
in terms of its quality and access by Nigerians and how education in general could be used as an instrument to ensure
peaceful co-existence in the entire continent of Africa. For education to be repositioned, the paper maintains that the
application of Information and Communication Technology
curriculum as against what is obtainable in the past when ICT was not prevalent. Mathematics and science education
were also considered in the paper in terms of quality and access by Nigerians. However, the paper argues that the duo
of mathematics and science education could be used to achieve peaceful co-existence in Africa as well. In the end, the
paper recommended amongst other things that curriculum should be re-structured to encompass peace education
which may not only be restricted to Nigeria but extended to the entire continent of Africa. Mathematics and science
education were also recommended to be provided to Nigerians and Africans; the duo of which should be qualitative and
accessible


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