Vocational education and social reconstruction in Nigeria: A Deweyan intervention

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dc.contributor.authorAkinsanya, P.O.
dc.contributor.authorOyefuga, D.A.
dc.date.accessioned2020-01-22T15:19:22Z
dc.date.available2020-01-22T15:19:22Z
dc.date.issued2012-10
dc.descriptionStaff publicationen_US
dc.description.abstractThis paper beams attention on how pragmatic educational contributions of John Dewey could be used as an intervention in Nigerian pattern of education. the present Nigerian education churns out products which are heavily dependent on white-collar and blue-collar jobs; products that cannot use the education received to cull-out their innate propensities towards vocations and enterpreneurship. this is because the curricula they go through are not deeply vocational-friendly. the injection of Deweyan sense of schooling into Nigerian education is capable of producing a holistic education which will bequeath to the Nigerian child, the needed intellectual acumen and vocational dexterity, and consequently, bring about a social transformation or reconstruction of Nigeria.en_US
dc.identifier.citationAkinsanya, P.O. & Oyefuga, D.A. (2012). Vocational education and social reconstruction in Nigeria: A Deweyan intervention. Nigerian Journal of Educational Philosophy, 23(1), 8 – 16.en_US
dc.identifier.issn0794-0114
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/7480
dc.language.isoenen_US
dc.publisherPhilosophy of Education Association of Nigeriaen_US
dc.relation.ispartofseriesNigerian Journal of Educational Philosophy;Vol.23(1)
dc.subjectVocational educationen_US
dc.subjectSocial reconstructionen_US
dc.subjectDeweyan interventionen_US
dc.subjectHolistic educationen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCESen_US
dc.titleVocational education and social reconstruction in Nigeria: A Deweyan interventionen_US
dc.typeArticleen_US
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