Abstract
In recent times the clamour for scientific literacy for all is one of the current crucial issues in education, due to the importance of science in individual and national development. Unfortunately the high rise of insecurity in Nigeria leaves one in doubt about the possibility of achieving science for all Nigerians. This paper reviews the causes of insecurity in the Nigeria and suggests measures that can be put in place to curb this ugly trend. Specifically, political instability, ethno-religious intolerance, poverty, unemployment and corruption are the major causes of insecurity highlighted in this work. It recommends that constant value re-orientation programmes be organized for the youths since they are the most readily available tools of terror; religious leaders should be periodically monitored to ensure that they comply to the rule of law in carrying out their religious activities; skills acquisition should be emphasized in our school curricular to equip youths for self-reliance; security agencies should be restructured to update their knowledge of modern ways of crime management. DOI: 10.5901/ajis.2014.v3n7p120
Highlights
The future of any nation lies in the quality and type of knowledge its citizens have, as well as the ability of the citizens to generate new knowledge and use such knowledge innovatively
This paper reviews the causes of insecurity in the Nigeria and suggests measures that can be put in place to curb this ugly trend
In view of the above assertions and towards the dawn of the twenty-first century the American Association for the Advancement of Science (AAAS, 1990) published the policy paper, “Science for All Americans” (SFAA)which requires that every American citizen should be science-literate by 2061
Summary
The future of any nation lies in the quality and type of knowledge its citizens have, as well as the ability of the citizens to generate new knowledge and use such knowledge innovatively. With America’s paradigm shift towards achieving science for all Americans (SFAA), several other nations including Nigeria adopted and keyed into the policy. Polytechnics and universities in Nigeria teach science to non science students as ancillary courses usually through the Schools/Departments of General Studies. These efforts continue to be hampered by myriads of problems such as lack of qualified science teachers, poor funding of science, low motivation for science teachers, poor attitude of students toward science, insufficient classroom and laboratory facilities and equipment, examination malpractice, cultism in schools, and continued decline in the standards of education (Nwona, 2013). The most current and worrisome factor, which this paper intends to address, is the spate of insecurity in Nigeria
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
