Abstract
Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit in the implementation drive through the non-formal education. Most adults whose position and daily activities are critical to the successful actualization of the MDGs are excluded from the implementation programmes. Against this backdrop, this paper explores the relevance of non-formal education curriculum to the actualization of the Millennium Development Goals in Nigeria within the 2015 time frame.
Highlights
In the September 2000 United Nations General Assembly session, 189 nations including Nigeria resolved and committed themselves to combat poverty and other development challenges to expedite development for everyone through a declaration of the United Nation Millennium Development Goals (MDGs)
Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till she has not made any significant milestones in actualizing these human development goals
In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit in the implementation drive through the non-formal education
Summary
In the September 2000 United Nations General Assembly session, 189 nations including Nigeria resolved and committed themselves to combat poverty and other development challenges to expedite development for everyone through a declaration of the United Nation Millennium Development Goals (MDGs). They decided that these set of goals could assist to “free all men, women and children from the clutches of abject poverty and other dehumanizing conditions in human settlements by the year 2015 (Economic commission for Africa 2005, 2006, & Fasokun, 2008).
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