Mitigation Of The Challenges Of Forestry Education

have to work with parents and local schools to get everyone to visit forest and building local

Illita H (1996). Some Psychological Effects on Nigeria's Economic Couch on the Teachers and Consequently their understudies. The Counselors 14 (1): 39-40.

As far back as 1826 Froebel saw the value of play in the opportunities it provides

Forest schools test the children’s abilities, for example, they are taking part in activities in a supervised risk environment, they will be able to explore the environment and build dens, etc, this will also develop their physical development and their social development. When forest school takes place the children take risks in a controlled environment to enhance their development and learning, however parents may not want their children to attend forest school because of the risks involved and the chances of the children being hurt, they may feel nervous about letting their child attend forest school. In conclusion, forest school is a very good part of the children’s education as they develop new skills and their development and learning are enhanced, even though it is a risk the children enjoy it, it also helps with their ‘risk and play’ the children are able to learn from the mistakes they make. There are more pro’s to a forest school than cons. Forest schools are an important key issue to play because ‘Children are at risk

Forest school provides a challenging environment for children as it allows children to take risks and accomplish various tasks using their own inactive and problem solving skills. Whereas the natural world provides them with different opportunities that they may not have experienced before.

Development in Nigeria: A Political and Economic Challenge ... (n.d.). Retrieved January 23, 2017, from http://www.bing.com/ McQuail, D. (2005). McQuail's mass communication theory. London: Sage Publications

Chimamanda Adichie, an enthralling Nigerian author expresses in her fairytale “Hair “and her short story “Miracle” the importance of being knowledgeable about instilling morals in the youth. Adichie emphasizes the significance of setting an example for younger generations so they won’t continue the trend of building a corrupt society. Through both stories, Adichie presents that the only way a prominent change for Nigerian society will begin, is by instilling morals and administering guidance to the youth.

After doing the exhibition on forest schools I have learnt a lot about pioneers who have influenced forest school. Forest schools initially started in the 1950’s in Sweden and a concept of the feature was later introduced

Our education should be aimed at educating people who love the world they lie in and who are ready to become peacemakers and healers of the world (Orr 55). A sustainable society “consists” of citizens, workers, specialists, technicians, etc, who are ready to work in order to build and support such society. One of the ways to provide such education is to “get outdoor”. The skills and abilities develop in real world and not in artificial situations in class. In this regard, we may refer to the Plato’s “Allegory of the Cave”. One should “touch” the real world problems and get personal experience from it. Shadows in the cave are the retrospectives of the real knowledge. To acquire the knowledge, we should leave the “cave”. We can learn theory separated from practice and this will not have any result. Instead, we should understand that every individual is a part of the natural world, thus, education should be based on ecological literacy as “health of our planet” is one of the most urgent questions of the modern social community.

Most children in the Niger delta have little or no education, due to lack of funds from their parents who have lost their lands and have no jobs because of limited opportunities. The Niger delta government and the oil companies have refused to look into the situation; instead they favor their close relations neglecting the masses. Corruption in the Niger delta has led some youths in taking drastic measure in order to put food on their table. For example, Ikechukwu Efe an indigene of the Niger delta said that some of his friends created their own “oil refinery”, which is made up of crude oil in metal barrels with controlled heat from fire woods. This is a dangerous process in refining crude oil but the degree of poverty in the state left his friends with no choice. If only the government of the Niger delta have created jobs with the wealth of the state Ikechukwu’s friend would not have to put their lives in danger. Until corruption is put to an abrupt the people of the Niger delta will continue to live in poverty.

Developed countries are more likely responsible to produce more CO2 than the developing countries because they use too much technology that produce such gases. The people of both of the countries can be taught about the importance of trees in their junior level education or the awareness message can be broadcasted through the communication media. The people of the rural parts of developing countries can be helped by the organizations like COTAP. COTAP stands for Carbon Offsets To Alleviate Poverty. This organization teaches the rural people of developing countries about the necessity of the forest and how they can benefit from it. This solution is easy to implement but is a little costly because the organizations such as COTAP need donation money to achieve their respective destinations.

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.

THE DEPARTMENT OF MASS COMMUNICATION FACULTY OF SOCIAL SCIENCES. CARITAS UNIVERSITY, AMORJI – NIKE ENUGU STATE.

The study will be conducted in Turkana North Constituency, Turkana County, Kenya. The county has an area of 71,597.78km2 with a population of 855,399 (Kenya Bureau of Statistics, 2009). The county is comprised of three constituencies: Turkana North, Turkana Central and Turkana South. Except for small towns, the region is sparsely populated, due to the semi-arid climate and nomadic lifestyle. Though accessibility may pose a challenge, as a result of dispersed population, it is important that this study be carried to out better understand disparities in education. Most significantly, the women of Turkana, if afforded opportunities in adult basic education (ABE) programs, will have “an added benefit because they will value the education of their children” (GOK, 2007). It is important to note that the community maintains large herds of cattle, goat and sheep, usually herded by men, while women mainly practice traditional crafts such as beadwork around the temporary home location. Also, the community is unique in that it has Lake Turkana, an alkaline freshwater lake, as a resource, which is a source of fish for the community. The region is home to the Turkana Basin archeological site, where early humanoid fossil remains have been discovered. Tourism is among the growing economic activities in the region and the county is home to three national parks.

In Table 1, students’ profiles are presented. Large percentage (58.3%) was in the age group of 21-25 years with a mean of 22.2 years and median of 22 years, 50.6% were male while 49.4% were female. In addition, 19.9% and 19.2% were in 300 and 400 levels respectively. Also, 74.4% and 25.6% preferred Ecotourism Management and Wildlife Management as their preferred areas of specialization respectively (Figure 1). Furthermore, there was no significant difference between male and female preferred areas of specialization (t= 1.96, p>0.05). The mean of male group was higher than that of female group (Table 2).