Abstract
This article examines the extent to which the provisions of Nigeria's draft Copyright Bill promote access to teaching and learning materials (TLMs), with such access framed as an important public interest goal. The article highlights the weaknesses in the extant Nigerian copyright statute with regard to TLM access, and examines the extent to which the provisions of the draft Bill would provide improvement. The article concludes that while the draft Bill provides significant improvements in respect of TLM access, it also contains significant weaknesses and gaps which Nigerian lawmakers should seek to address.
Highlights
The concern for access to teaching and learning materials (TLMs) is closely related to copyright law and how it impacts human wellbeing
Education is integral to sustainable development (Brende, 2015; UN, 2011), but has long been recognised as a fundamental human right that should not be taken for granted (UN General Assembly, 1948; UN Convention on the Rights of the Child, 1989; UNESCO, 2005).More recently, the post-2015 Development Agenda has emphasised the need for governments to ensure “inclusive and equitable quality education” and to “promote lifelong learning opportunities for all” as an important strategy in attaining the Sustainable Development Goals (SDGs) (NPC, 2009; UNESCO, 2000; UNESCO, 2017, p. 6; UNESCO & UNICEF, 2013)
The content is directly affected by the quality of TLMs in use; poor-quality resources would result in poor knowledge and high quality materials would enhance knowledge
Summary
The concern for access to teaching and learning materials (TLMs) is closely related to copyright law and how it impacts human wellbeing.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
