INTRODUCTION
The problem of development has occupied the
attention of scholars, activists, politicians, development workers, local and
international organization for many years with an increase temper in the last
two decades. It is seen as a multi-dimensional process involving the
organization and reorientation of the entire economic and social system,
popular attitudes and national institution as well as the acceleration of the
economic growth, the reduction of equality and eradication of poverty (Todaro
2015). Even though there are different perspectives to development, there is a
general consensus that development will lead to good change manifested in
increased capacity of people to have control over materials asset, intellectual
resources and ideology and obtain basic physical necessities of life (food,
shelter, clothing) equality, employment, participation in government, political
and economic inadequate education, gender equality, sustainable development and
peace, this is why it is argued that the purpose of development is to improve
people's lives by expanding their choices, freedom and dignity. Although
development is usually defined in a national context. Its widespread
realization may necessitate fundamental modification of the international
economic as social system as well.
In the bid to survive man is rapidly exposing
the planet earth to the grave threat of climatic changes which poses problems
to food, energy, politics and ecology security and together constitutes
constraints to sustainable development (Wole, 2009). Nigeria as a nation is not
excluded from the environmental consequences arising from anthropogenic
variables as self-evident in the degradation of the ecosystems, loss of
bio-diversity and decrease in agricultural produce. The Eastward rapid encroachment
of the desert in Northern Nigeria poses threat to sustainable livelihood: and
for the Niger Delta people it is ‘hell on earth’’, as cumulative practice of
environmental degradation arising from pollution of land, air and water
characteristic of oil exploration in Nigeria has made the region a flash point
of conflict in the agitation for environmental justice and resource control
(Agbu, 2005; Saka, Salau & Ali, 2007). Erosion and life consuming flood
have become a reoccurring decimal in the unfolding dynamics of environmental
problems in Southern Eastern Nigeria. The 2012 floods that ravaged nearly 25
states with untold economic, social and political consequences clearly debunk
the notion that Nigeria is insulated from such environmental problems (Jackson,
2013). All these expressly depict the need for sustainable development in
Nigeria.
Sustainable Development (SD) is about
maintaining and improving the quality of life without compromising the ability
of future generations to meet their own needs (WCED, 1987). And SD is not
limited to a concern for the natural environment or focused exclusively on
economic development. Rather SD is intended to encompass environment, economy,
and social issues; but is often compartmentalized as an environmental issue. In
its early manifestations, sustainable development was largely a green agenda,
or bringing environmental considerations in economic development (John &
Deborah, 2010). UNESCO (2003) identifies four principles or conditions of
sustainable development (SD) accompanied with associated educational skills for
attaining them. The first condition is "recognition of the
challenge"; this requires skills in "learning to know".
Secondly, SD demands "collective responsibility and constructive partnership":
the skill needed here is "learning to live together". The third
condition for attaining SD is "acting with determination"; this calls
for skills in "learning to do". The last principle of SD is "the
indivisibility of human dignity"; with the educational task of
"Learning to be". To implement these principles within the ESD
framework, UNESCO (2003) highlights four domains which are basic education,
reorienting existing education programs, developing public awareness and
understanding of sustainability, and training. It is thus hoped that the
implementation of the SD principles in concurrence with the associated
educational tasks, within these four domains, would translate into sustainable
living.
Teacher education institutions and teacher
educators have been identified as key change agents in reorienting education to
address sustainability. It is therefore expected to play a critical role in
fulfilling the goals of the United Nations’ Decade of Education for Sustainable
Development (DESD) (de Ciurana & Filho, 2006; Ciegis & Gineitien,
2006). Since the beginning of the 21st century, there is a growing interest in
and support for education for sustainable development in the developed world
and much has been written about the need to reorient teacher education towards
sustainability. According to UNESCO (2005):
“Institutions
of teacher education fulfill vital roles in the global education community;
they have the potential to bring changes within educational systems that will
shape the knowledge and skills of future generations. Often, education is
described as the great hope for creating a more sustainable future;
teacher-education institutions serve as key change agents in transforming
education and society, so such a future is possible. Not only do
teacher-education institutions educate new teachers, they update the knowledge
and skills of in-service teachers, create teacher-education curriculum, provide
professional development for practicing teachers, contribute to textbooks,
consult with local schools, and often provide expert opinion to regional and
national ministries of education. Institutions of teacher education also
perform similar services for school principals who have significant impact on
what occurs in schools. Because of this broad influence in curriculum design
and implementation, as well as policy setting within educational institutions,
faculty members of teacher-education institutions are perfectly poised to
promote sustainable development Goals (SDG). By working with the
administrations and faculties of teacher education institutions, governments
can bring about systematic, economically effective change.”
Education for sustainable development is
lifelong process that leads to an informed and involved citizenry having the
creative problem-solving skills, scientific and social literacy, and commitment
to engage in responsible individual and co-operative actions. UK Panel for
education for Sustainable Development (1998), states that education for
sustainable development enables people to develop the knowledge, values, and
skills to participate in decisions about the ways we do things, individually
and collectively, locally and globally, that will improve the quality of life
now without damaging the planet of the future. Education for sustainable
development is a holistic approach for school’s management and the curriculum,
not a separate subject. It therefore requires reflection on what to teach, and
how to teach in order to foster learning that emerges from discovery and is
relevant to the learner’s life experiences Loughran (2006) also looks at
teacher education as the pre-service and in-service teacher preparation where
student teachers seek to develop knowledge and skills of teaching and to learn
how to competently apply these in practice.
Education is an inevitable tool for
sustainable development and the effectiveness of any educational system depends
greatly on the educational attainment of teachers because no system of
education can be qualitatively higher than the quality and commitment of its
teachers. McKeown et al., (2002) argues that ESD requires the implementation of
a skills-oriented teaching paradigm in order to promote an ESD which goes
beyond mere education about sustainable development. Such skills will allow
learners to actively participate in shaping today’s world and society in a
sustainable fashion. Hence, Pre-service teacher education programs are
therefore poised to addressing the issues of sustainability as they are
well-situated to bring about a sustainable future by the dissemination of
updated knowledge and skills which is inculcated to learners (Karpudewan,
Zurida, & Norita, 2011). Powers (2004) also noted that pre-service
teacher’s curriculum possesses a multiplier effect where one teacher has the
potential to impact a number of student taught throughout his/her career. But
UNESCO noted this challenge: “One of the great challenges of ESD is to have
student teachers understand the interconnectedness of the environment, society
and economy and have this interrelatedness be evident in their teaching and
their lives as community members...” (2005, p. 43-44).
Utilization of the principles of
sustainability and the interdependence of the environment, the economy, and
social systems in teacher education is paramount as it can help us learn to
make the changes necessary to become effective stewards of natural resources
and the environment (Erdogan & Tuncer, 2009). Therefore, it behooves
educators to ensure that the interconnection between the environment, economy
and social structures become an integral part of teacher education programmes.
It is a known fact that the education of school teachers plays a vital role in
achieving changes in teaching and learning in schools. UNESCO-UNEP declaration
related to learning for a sustainable development, namely, that of awareness
and knowledge stated that: “If teachers are to engage their students effectively
in Education for Sustainability, it is a reasonable assumption that they should
have an understanding of Education for Sustainability as a concept and a secure
knowledge of key contemporary environmental issues (Taylor, Kenelly, Jenkins
& Callingham, 2006).
Teachers are important component of education
whose services are important in the realization of educational goals all over
the world. Due to their central role in the enterprise of education, it is
important that prospective teachers, who are in a position to influence their
students, begin their teaching careers with a clear understanding of ESD. But
despite global focus on education for sustainable development since the
beginning of the 21st century, it is obvious that Nigerian pre-service teacher
education institutions and programmes are not doing all they can if anything at
all to prepare teachers for teaching ESD. This study was therefore set out to
draw attention towards knowledge and understanding of ESD by pre-service
teachers (student teachers) as their role is central in teaching for
sustainable development. Also, to determine whether pre-service teachers’
understanding of ESD is influenced by their discipline.
Statement of the
Problem/Justification
Education plays a pivotal role in achieving
the Sustainable Development Goals (SDGs) set forth by the United Nations. In
Nigeria, particularly in the North Central region, Federal Colleges of
Education are instrumental in preparing pre-service teachers to be the
torchbearers of sustainable development through their future classrooms.
However, despite the global commitment to the SDGs, there is a pressing concern
that the knowledge and utilization of these goals among pre-service teachers in
Federal Colleges of Education in North Central Nigeria may be inadequate. The
Sustainable Development Goals (SDGs), adopted by all United Nations Member
States in 2015, provide a comprehensive framework for addressing global
challenges and achieving a sustainable future by 2030. These goals encompass a
wide range of social, economic, and environmental issues, making them a vital
tool for achieving holistic development. In Nigeria, the responsibility of
educating future generations and cultivating awareness about the SDGs largely
falls on pre-service teachers. Federal Colleges of Education in the North
Central region play a critical role in preparing these teachers. However, there
is a pressing concern regarding the level of knowledge and the utilization of
the SDGs among pre-service teachers in these institutions. Despite the global
significance of the SDGs and their potential to transform societies, there is a
lack of research addressing the preparedness and understanding of pre-service
teachers in the context of North Central Nigeria. The attainment of the SDGs largely
depends on effective education and awareness, which begins with the educators
themselves. This raises several critical questions:
1.
What
is the current level of knowledge among pre-service teachers in Federal
Colleges of Education in North Central Nigeria regarding the Sustainable
Development Goals?
2.
To
what extent are pre-service teachers aware of the importance and relevance of
the SDGs in the Nigerian context, particularly in the North Central region?
3.
How
are pre-service teachers in these institutions integrating the SDGs into their
teaching methods and curriculum development?
4.
What
are the challenges and barriers that hinder pre-service teachers from
effectively utilizing the SDGs in their future teaching careers?
5.
What
are the potential benefits and positive outcomes of enhancing pre-service
teachers' knowledge and utilization of the SDGs in North Central Nigeria?
Addressing
these questions is crucial for not only improving the quality of education but
also for making progress towards achieving the SDGs in Nigeria. The success of
these global goals requires an informed and engaged generation of educators who
can impart the importance of sustainable development to their students and
actively contribute to the nation's progress in this regard. Thus, this study
seeks to appraise the current state of pre-service teachers' knowledge and
utilization of the SDGs, identifying challenges and proposing potential
solutions for a more sustainable and inclusive future in North Central Nigeria.
Objective(s) of the
Study
This
research shall distinguish the following objectives;
1.
To
assess the current level of knowledge among pre-service teachers in Federal
Colleges of Education in North Central Nigeria regarding the Sustainable
Development Goals (SDGs).
2.
To
evaluate the awareness of pre-service teachers
regarding the importance and relevance of the SDGs in the Nigerian context,
with a specific focus on the North Central region.
3.
To
investigate the extent to which pre-service teachers in
these institutions are incorporating the SDGs into their teaching methods and
curriculum development.
4.
To
identify and analyze the challenges and barriers that pre-service teachers
encounter, which hinder their effective utilization of the SDGs in their future
teaching careers.
5.
To
explore the potential benefits and positive outcomes that may result from
enhancing pre-service teachers' knowledge and utilization of the SDGs in North
Central Nigeria.
The
research focuses on those issues that have hindered Nigeria to achieve economic
development, and also explore ways those issues or constraints can be addressed
for the overall development of Nigeria.
LITERATURE REVIEW
The concept of
Sustainable Development Goals (SDGs)
Sustainable Development Goals (SDGs) is a global initiative
created by the United Nations to address a wide range of economic, social, and
environmental challenges facing the world. The SDGs are a universal call to
action to end poverty, protect the planet, and ensure that all people enjoy
peace and prosperity by 2030. They build on the success of the Millennium
Development Goals (MDGs) but are more comprehensive and interconnected. The
SDGs were officially adopted in September 2015 by all 193 United Nations Member
States. The United Nations describes the Sustainable Development Goals as
"a shared blueprint for peace and prosperity for people and the planet,
now and into the future." These goals consist of 17 specific objectives,
each with a set of targets aimed at addressing various aspects of sustainable
development. The 17 Sustainable Development Goals are: No Poverty, Zero Hunger,
Good Health and Well-being, Quality Education, Gender Equality, Clean Water and
Sanitation, Affordable and Clean Energy, Decent Work and Economic Growth,
Industry, Innovation, and Infrastructure, Reduced Inequality, Sustainable
Cities and Communities, Responsible Consumption and, Production, Climate
Action, Life Below Water, Life on Land, Peace, Justice, and Strong
Institutions, Partnerships for the Goals
These
goals are interconnected and address a wide range of global challenges, from
poverty and hunger to gender inequality, environmental sustainability, and
social justice. They provide a framework for governments, organizations, and
individuals to work together to achieve a more sustainable and equitable world
(United Nations, 2015).
The
sustainable Development Goals (SDGs) are the expression of the strong
commitment to universal development and poverty eradication made by the
international community in the UN? Sustainable declaration in September, 2000,
147 heads of State and Government and 189 nations in total signed up to United
Nations Sustainable Declaration. They offer a set of concrete targets that can
be used to assess the integrity of political commitment made through the
declaration. “The Sustainable Development Goals are a set of specific
quantified and time board targets in the various dimensions of human
development income, poverty, hunger, health education, gender equality
and environmentally sustainable” (U.N 2007). “The entail clear
obligation for the developed countries as they are expected to ease market
access, lesson the debt burden, channel financial resources and provide
development assistance to the development world which in turn improve
government and conduct effective development policies” (Bourguignon, F et’
al. 2008).
The
goals are benchmark of progress towards the vision of the Sustainable
declaration guided by the basic values of freedom, equality, solidarity,
tolerance, and “respect for nature and shared responsibilities.
Their importance for the global community is exemplified by their
increasingly becoming the driving force for development
policy internationally, the means of productive life for more than
billion people living in extreme poverty and a way to secure a peaceful
world. Some objectives of Sustainable
Development Goals include:
·
Synthesis in a single package, many
of the most important commitments made separately at the international
conference and summits of the 1990s.
·
Recognize explicitly the
international interdependence between growth, poverty reduction and
sustainable development.
·
Acknowledge that development rest on
the foundations of democratic government, the rule of law, respect for
human rights and peace and security.
·
Are based on time bound and
measurable targets accompanied by indicators for monitoring
progress,
·
Bring together; in the eight goals,
the responsibilities of developing countries with those of developed countries,
founded on a global partnership, endorsed at the international conference on
financing for development, in monterry Mexico in 2002, and again at the
Johannesburg World Swum in sustainable development in August 2002 (UNDP,
2003).
Sustainable
Development Goals addresses extreme poverty in its many dimensions’ income
poverty, hunger, disease, lack of adequate shelter, and exclusion while
promoting gender equality, education and environmental sustainability.
They are also basic human rights. The rights of each person on the
planet to health, education, shelter and security.
Origin, evolution and follow up of Sustainable
Development Goals.
Origin of Sustainable Development
Goals (SDGs): The concept of sustainable
development emerged as a response to growing concerns about environmental
degradation, economic inequality, and social injustice. It gained significant
traction at the United Nations (UN) Conference on the Human Environment held in
Stockholm in 1972, which marked the first global discussion on environmental
issues. However, it wasn't until the 1992 Earth Summit in Rio de Janeiro that
the idea of sustainable development gained international prominence. The Rio
Summit produced the Rio Declaration on Environment and Development, which laid
the foundation for integrating environmental, social, and economic dimensions
of development. In particular, Chapter 2 of Agenda 21, a comprehensive action
plan produced at the Rio Summit, emphasized the need for sustainable
development.
The evolution of Sustainable
Development Goals (SDGs): The next
pivotal moment came in 2000 when the UN adopted the Millennium Development
Goals (MDGs), which were focused primarily on poverty reduction and basic human
needs. While the MDGs made progress in addressing some critical issues, they
were criticized for their narrow focus and lack of attention to environmental
sustainability and broader development issues. To rectify these shortcomings,
world leaders and stakeholders gathered at the 2012 United Nations Conference
on Sustainable Development (Rio+20) and decided to establish a new set of
global goals known as the Sustainable Development Goals (SDGs). The
SDGs, officially adopted in 2015, represent a comprehensive and integrated
framework for sustainable development. Unlike the MDGs, the SDGs encompass a
broader range of issues, including poverty, health, education, gender equality,
clean water, sanitation, climate action, and more. They consist of 17 goals with
169 associated targets, each designed to address the interconnected challenges
of economic development, environmental sustainability, and social well-being.
Follow-up of Sustainable Development
Goals (SDGs): The implementation and follow-up of
the SDGs involve a combination of efforts at the national, regional, and global
levels. Each country is responsible for integrating the SDGs into its own
national development plans, taking into account its unique circumstances and
priorities. This process of localizing the SDGs ensures that the goals are
relevant and achievable in diverse contexts.
The
UN's High-level Political Forum on Sustainable Development (HLPF) plays a
central role in monitoring progress on the SDGs. The HLPF holds annual meetings
to review the achievements and challenges in SDG implementation. Voluntary
national reviews (VNRs) are presented by countries to share their experiences
and lessons learned in implementing the SDGs. This process allows for peer
learning and the exchange of best practices. Furthermore, various stakeholders,
including civil society, academia, and the private sector, are actively engaged
in supporting and holding governments accountable for SDG implementation.
International organizations, such as the World Bank and the International
Monetary Fund, also align their programs and financial assistance with the
SDGs.
In
conclusion, the Sustainable Development Goals (SDGs) originated as a response
to the need for a more comprehensive and inclusive approach to development,
building on earlier discussions and initiatives related to sustainable
development. Their evolution led to the adoption of the 17 SDGs in 2015, and
their follow-up involves a collaborative effort among nations, international
organizations, and various stakeholders to implement, monitor, and report on
progress toward achieving these goals.
Rational For Sustainable Development Goals
The Sustainable Development Goals are a product of the
sustainable declaration of the United Nations summit held in September 2000
with states that: “We recognize that
in addition to our separate responsibility to unfold the principles of human
dignity, equality and equity at global level. As leaders we have a duty
therefore to the entire world’s people especially the most vulnerable and
in particular, the children in of the world to whom the future belong”
(IUN 2000). The declaration called for a collective responsibility on the
part of the world leaders to devise means of redistributing global wealth in
such a way and manner that will develop the Less Developed Countries
(LDCS) and in general promoting fundamental human rights on the
planet earth. Thus the rational for the Sustainable Development Goals
represents the fundamental principle underlying the formation and the
subsequent adoption of the sustainable development goals by the world leaders
in the year 2000 and they includes:
Economic Development
Like
any other development plan one of the principal reasons underlying the
formation of the sustainable development goals is to increase the rate of
economic development. The goals and the promotion of human development share a
common motivation and reflect a vital commitment to promoting human wellbeing
that entails dignity, freedom, and equality. They imply external direction or
regulation of economic activities by the planning authority at various country
levels identified with the government of the state, to income, saving and
investments Under-development countries are characterized by low level of
capital formulation due mainly to low levels of saving caused by high rate of
poverty. This vicious economic circle can only be broken by planned development
goals.
To Remove the Poverty of Nations
In
order to raise national and per capital income for reducing inequalities in
income and wealth, for increasing employment opportunities and for a round
rapid development and for maintaining national independence, planning as
reflected in the sustainable development goals is the only path open especially
to the under developed countries. The Sustainable Development Goals provides
the platform through which poverty in its many dimensions, such as malnutrition,
ignorance, poor health, hunger, H.I.V/Aids, marginalization, severe
environmental degradation and high rate of infant and child
mortality, among others. All of these deficiencies require
reform policies in one form or the other to insure adjustments. From the
foregoing, it is plausible to inquire the extent to which Sustainable
Development Goals recognize the tackling of these problems as a panacea
to rapid economic development.
To Increase Foreign Aid to
Underdeveloped Countries
The recognition on the fact that the
financial needs of the less developed countries (LDCS) are so great that the
efforts of government of such countries and foreign investment can only
practically solve the problem of financing and also has nothing to do with
social expenditures in such spheres as education, policies, health, medical
programmed technical training and research, etc. inspired the need to initiate
policies that will effectively address these issues. Thus, the
necessity of increasing foreign aid to the less developed countries
through the provision for foreign capital became imperative. This capital so
provided by these countries in form of grants will go a long way insuring
the development of the less developed countries (LDCs). Available
statistics show however that the expected support of these area is yet to come.
According to the recent 2007 United Nations Sustainable Development Goals
Report. “In 2005, aid rose to a record and $ 106.8 billion due to large
debt relief operations, most notable for Iraq and Nigeria. It has since dropped
back, with official aid for 2006 showing the first decline since 1997. Aid is
expected to continue to fall in 2007 as debt relief decline further... Aid to
the less developed countries has, in effect, since 2003. Despite the G8
agreement in 2005, Gheneagles Summit to double aid to Africa by 2015”
(Zenith Economic quarterly 2007).
Again
the growing international awareness that “poverty anywhere is a danger to
prosperity anywhere” necessitated the formulation and the subsequent adoption
of the sustainable development goals. “The foreign Aid tend to raise the levels
of national productivity, incomes and employment which in turn lead to high
real wages for labour lower process for countries and raise the standard of
living. When with the inflow of foreign capital, local labor becomes skilled.
Its marginal, productivity is increased thereby, by raising total real wages or
labour (Jhingan, 2006). In addition to acceleration economic growth and
development, it helps in industrialization, building up economic overhead
capital and creating larger employment opportunities. Foreign Aids will
also offer opportunities for the local enterprises to
collaborate with foreign enterprises to obviate the balance or payments
problems and minimize inflationary pressure in developing countries.
To Promote Gender Equality.
Over
the years, there have been several conferences with sought to promote the
rights of women across the world by giving those equal opportunities to that of
men in the society. Mary Flora, describe the continuous marginalization of
women and advocated women liberalization.
Consequently,
one of the cardinal principle s of the Sustainable Development Goals is to
ensure equal access of men and women to education, job opportunities, and
political participation and governance etc thereby promoting fundamental human
rights in the society. The Sustainable declaration thus seeks to remove
discrimination, secure social justice and promote the well being of all
people. To combat and possibly free the world of such disease as HIV/Aids,
malaria, tuberculosis and other disease, reduce child mortality and improvement
material health by increasing access to health care as well as adequate
funding and sanitization programmes. Every year more than 10 million
children die of preventable illness, 30,000 a day more than 500,000 women a
year die in pregnancy and child birth with such deaths 100 times more likely in
sub Saharan African than in high income OECD countries. Around the world, 42
million people are living with HIV/Aids, 39 million of them in developed
countries. Tuberculosis remains (along with AIDs) the leading infections killer
of adults, causing up to 2 million death a year, malaria deaths now 1 million a
year could double in the next 20 years”( UN 2000). Such revelations are
harmful given that it may or these deaths could be avoid with more wide
spread use of bed nets, midwives , affordable antibiotic, basic hygiene
and the treatment approach known as directly absence therapy short course to
combat tuberculosis. In view of the above, the Sustainable declaration called
for intensified efforts to address these issues. The developing countries are
characterized by poor health systems and low level of expenditure on healthy due
to lack of resources which in turn results from poverty. The goals seek to
mobilize resources increases external resources through grants and aid to
improve health systems in their various countries. Governments in poor
countries are expected to rank health spending higher than other types of
spending such as defense.
Environmental Protection
“Soil
degradation affects nearly of billions hectares damaging the live hood of up to
1 billion people living on dry lands. Around 70% of commercial fishers
are either fully or over exploited and 1.7 million people a third of
developing world’s population live in countries facing water stress.
Furthermore, rich countries generate most of the world’s environmental
pollution and deflate many of its natural resources. Key examples include
emission of green house gases that cause climate change, tied to unsustainable
consumption patterns by rich people and countries, in rich countries per
capital carbon-dioxide omission are 12.4 tonnes, 3.2 tonnes in middle income
countries and 1.0 tonnes in low income countries (UN 2000)”. This starting
revelation called for serious concern and become one of the cardinal principles
underlying the adoption of the Sustainable Development Goals. Poor people are
most vulnerable to environmental shocks and stress such as anticipated impacts
of global climate change, since their incomes and opportunities are heavily
influenced by the depletion of natural resources. Up to a fifth of
the disease burden in poor countries may be linked to environmental
factors. Thus the need to reverse the negative trends towards promoting a
healthy and sound environment became imperative to achieving other goals. The
Sustainable declaration calls for initiation and development of policies that
will protect the environment or policies that will protect the environment
against the harmful effect of deforestation erosion, desertification, gas
flaring and oil pollution and promote access to. safety drinking water and
agricultural productivity thereby ensuring a friendly environment for the
present and future generations.
To
expand domestic and international trade through global partnerships that will
curtail the economic instability generated by international cynical movements,
faster international relations and diplomacy to promote rapid sustainable
growth and development among number nations. Poor countries cannot on
their own tackle the structural constraints that keep them in poverty
traps, including rich country tariffs and subsides that restrict market access
for their exports parent rights that restrict access to technology that can
save lives and unsustainable debt owed to rich country government and
multilateral institutions. Hence, the partnership framework of the sustainable
declaration makes the primary responsibilities of the rich and poor countries
in achieving the goals of the Sustainable Development Goal
(1-7) While developing countries are expected to mobilize domestic
resources to finance ambitions programs, to implement policy reform to strengthen
economic governance, to give poor people a say in decision making and promote
democracy, human rights and social justice, the rich countries on their part
are expected to complement the efforts of the developing countries by granting
more aid as well as improve economic and democratic government. They are
also expected to untie aid harmonize their practices and reduce
administrative burdens for recipient countries and to decentralize.
Sustainable Development Goals and the Nigerian
Economy
The
Sustainable Development Goals (SDGs) are a set of 17 global goals established
by the United Nations in 2015 to address various social, economic, and
environmental challenges and promote sustainable development. Nigeria, as one
of the most populous countries in Africa and a significant player on the global
stage, faces a multitude of economic and developmental challenges. This article
examines the nexus between the SDGs and the Nigerian economy, shedding light on
how they are interrelated and the potential benefits of aligning Nigeria's
economic policies with the SDGs.
Poverty Eradication (SDG 1): SDG 1, which aims to eradicate poverty, is a crucial goal
for Nigeria, where a significant portion of the population still lives below
the poverty line. Addressing poverty is not only a moral imperative but also a
strategic economic move. A study by the World Bank indicates that reducing
poverty can lead to economic growth by expanding the consumer base and
increasing productivity (World Bank, 2020).
Quality Education (SDG 4): Education is a fundamental driver of economic growth and
development. Nigeria's commitment to achieving quality education (SDG 4) can
help produce a skilled workforce, leading to increased productivity and
innovation. Education can also address issues of youth unemployment and
underemployment, which are persistent challenges in the country (United
Nations, 2021).
Gender Equality (SDG 5): Promoting gender equality has numerous economic benefits.
Empowering women in the Nigerian workforce can significantly contribute to
economic growth. Studies have shown that gender diversity in the workplace
leads to increased productivity, creativity, and innovation (UN Women, 2019).
Aligning with SDG 5 can, therefore, be an economic advantage.
Clean Energy and Economic Growth
(SDG 7): Energy is a crucial input for
economic development. Nigeria, as an energy-rich nation, can harness clean and
sustainable energy sources (SDG 7) to drive economic growth. Transitioning to
clean energy can reduce energy costs and improve energy reliability, benefiting
industries and businesses (ILO, 2020).
Industry, Innovation, and
Infrastructure (SDG 9): Investing in
infrastructure and fostering innovation, as outlined in SDG 9, can stimulate
economic growth in Nigeria. A robust infrastructure system enhances logistics,
reduces costs of doing business, and attracts foreign investments. Innovation,
on the other hand, promotes entrepreneurship and competitiveness (UNCTAD,
2019).
Sustainable Cities and Communities
(SDG 11): Urbanization is a growing trend in
Nigeria, and building sustainable cities (SDG 11) can improve the quality of
life for urban populations and create economic opportunities. Well-planned
cities can boost productivity, reduce pollution, and attract investments
(UN-Habitat, 2020).
Climate Action (SDG 13): Addressing climate change (SDG 13) is essential for
Nigeria's economic resilience. Climate-related events can have devastating
economic impacts. Transitioning to a low-carbon economy can create green jobs
and reduce vulnerabilities to climate change (World Bank, 2019).
Partnerships for the Goals (SDG 17):
Collaboration and partnerships are
essential for achieving the SDGs. Nigeria can benefit from international
cooperation by attracting foreign investments and accessing technology
transfer, aiding economic development (United Nations, 2019).
The
Sustainable Development Goals provide a framework for sustainable economic
development in Nigeria. By aligning its policies and efforts with the SDGs,
Nigeria can address pressing economic and social challenges while also reaping
the benefits of a more inclusive, equitable, and environmentally sustainable
economy. It is essential for the government, businesses, and civil society to
work together to realize the potential of the SDGs and transform Nigeria's
economy for a better future.
Pre-service Teacher’s
knowledge and utilization of the SDGs
The United Nations' Sustainable Development Goals
(SDGs) represent a global call to action to address pressing social, economic,
and environmental challenges. These 17 interconnected goals aim to create a
more sustainable and equitable world by 2030. Pre-service teachers play a vital
role in shaping the future and can contribute significantly to achieving the
SDGs. This article explores pre-service teachers' knowledge of the SDGs and how
they can utilize this knowledge to foster global citizenship and sustainability
in education.
Understanding the SDGs: Pre-service teachers' knowledge of the SDGs is
essential for effective integration into their future classrooms. Research by
Jorgensen and Læssøe (2020) found that pre-service teachers often have a
limited understanding of the SDGs, with many being unable to identify more than
a few goals or explain their significance. To address this gap, teacher
education programs should prioritize comprehensive SDG training. This includes
providing clear explanations of each goal and their interconnectedness,
emphasizing their global relevance, and highlighting the role education plays
in achieving them.
Utilizing SDGs in the Curriculum: Pre-service teachers can integrate
the SDGs into their teaching practices by embedding them into the curriculum.
According to Vavrus and Bartlett (2020), teachers can incorporate the SDGs into
various subjects, encouraging students to explore real-world issues and engage
in critical thinking. For example, a science teacher might discuss SDG 6 (Clean
Water and Sanitation) by examining water quality in the local community, while
a social studies teacher can explore SDG 11 (Sustainable Cities and
Communities) by analyzing urban planning and community development.
Fostering Global Citizenship: Pre-service teachers have a
unique opportunity to nurture global citizenship among their students. Dussa
and Krishna (2019) argue that global citizenship education aligns with the
SDGs' objectives, as it promotes empathy, intercultural understanding, and a
sense of shared responsibility for global challenges. Pre-service teachers can
infuse lessons with global perspectives, encouraging students to reflect on how
their actions can contribute to a more sustainable and equitable world.
Service Learning and Experiential Education: Service-learning projects are an
effective way for pre-service teachers to engage students with the SDGs. By designing
projects that address local issues tied to the global goals, teachers can
instill a sense of purpose and agency in their students. These projects can
encompass community cleanups, sustainable gardening, food drives, or awareness
campaigns. As Cacolice and Hartzel (2018) point out, service learning not only
connects students to the SDGs but also reinforces the idea that their actions
can have a meaningful impact on the world.
Collaboration and Professional Development: Pre-service teachers should seek
opportunities for collaboration and professional development related to the
SDGs. Engaging with like-minded educators, attending workshops, and
participating in online forums can help pre-service teachers stay updated on
best practices for SDG integration in the classroom. Collaborative efforts can
also lead to the development of innovative teaching strategies, materials, and
resources.
METHODOLOGY
This research employed a mixed-methods
approach, integrating both quantitative and qualitative methods to provide a
comprehensive understanding of pre-service teachers' knowledge and utilization
of the SDGs. The population of this study consisted of pre-service teachers
enrolled in Federal Colleges of Education in the North Central region of
Nigeria. The sample size for the study consisted of 200 pre-service teachers
cut across two (2) Federal Colleges of Education in the North Central region of
Nigeria, namely: Federal Colleges of Education Pakshin and Federal Colleges of
Education Zaria which was drawn from the population of pre-service teachers in
both schools within the North central of Nigeria. Data collected by the
researchers was analyzed using simple descriptive statistics which information
collected were presented using mean.
RESULTS AND DISCUSSION
Results
Research Question
one:
What is the current level of knowledge among pre-service teachers in Federal
Colleges of Education in North Central Nigeria regarding the Sustainable
Development Goals?
The mean scores for
all items exceed 2.50, indicating recognition of potential benefits. Impact of
SDG Awareness on Teaching Practices" (Mean = 3.30), which shows that SDG
awareness positively influences teaching methods. Strengthening Education for
Sustainable Development (ESD)" (Mean = 3.12), suggesting that while the
benefit is acknowledged, it may require more focus to maximize impact.
DISCUSSION
Current Knowledge Levels
Regarding SDGs
The results
from Table 1 demonstrate that pre-service teachers in Federal Colleges
of Education in North Central Nigeria possess an overall acceptable level of
knowledge about the Sustainable Development Goals (SDGs), as evidenced by mean
scores consistently exceeding the criterion value of 2.50.
The highest
score was for Curriculum and SDG Awareness (Mean = 3.41), which suggests
substantial awareness of how SDGs relate to their curriculum. This aligns with
studies highlighting the importance of embedding SDG concepts in teacher education
curricula to foster familiarity with sustainable practices (UNESCO, 2017).
However, the relatively lower score for Knowledge Gaps Identification
(Mean = 3.0) indicates a need to focus on targeted training to address specific
deficits in SDG knowledge.
Awareness of
Importance and Relevance
Table 2 demonstrates positive awareness
of the importance and relevance of SDGs, with mean scores above 2.50 for all
items. The highest score was for Integration of SDGs in Teacher Education
(Mean = 3.4), reflecting recognition of the need to embed SDG principles in
educational programs. However, Relevance of SDGs in Education (Mean =
2.93) received the lowest score, implying challenges in contextualizing SDGs to
specific educational and professional settings. This finding resonates with the
broader literature, which underscores the need for localized contextualization
of SDGs to enhance relevance and applicability (Adams et al., 2018).
Integration into
Teaching Methods
Findings from Table
3 indicate active efforts to integrate SDGs into teaching methods, with all
items achieving mean scores above 2.50. The highest score, Innovative
Teaching Practices (Mean = 3.53), highlights creativity in aligning
teaching strategies with SDGs, a crucial step in fostering education for
sustainable development (UNESCO, 2020). However, the relatively lower score for
Institutional Support for SDG Education (Mean = 3.18) suggests that
institutional frameworks may need strengthening to support pre-service teachers
effectively.
Challenges and
Barriers
The data in Table
4 highlight several barriers to effective SDG utilization. Resource
Availability (Mean = 3.63) emerged as the most significant challenge,
reflecting inadequate access to materials and infrastructure for SDG education.
This finding aligns with prior research emphasizing resource limitations as a
key obstacle to implementing SDG-related programs in developing countries
(Leicht et al., 2018). Meanwhile, Attitudes and Self-Efficacy (Mean =
3.21) scored comparatively lower, indicating that while personal attitudes play
a role, systemic issues such as policy constraints (Mean = 3.37) are more
pressing.
Potential Benefits
Table 5 underscores the positive
outcomes of enhancing pre-service teachers' SDG knowledge. The highest score, Impact
of SDG Awareness on Teaching Practices (Mean = 3.30), highlights how
awareness translates into improved teaching methods. This aligns with the notion
that informed educators are better equipped to deliver quality education that
addresses sustainability (Tilbury, 2011). Additionally, Strengthening
Education for Sustainable Development (ESD) (Mean = 3.12) suggests a
recognized potential to amplify sustainable practices in education, though it
calls for greater emphasis to maximize its impact.
CONCLUSION
The study
reveals that pre-service teachers in Federal Colleges of Education in North
Central Nigeria possess an acceptable level of knowledge and awareness of the
Sustainable Development Goals (SDGs), as reflected in consistently high mean
scores across all assessed domains. These findings indicate substantial
familiarity with how SDGs align with their curriculum and the positive impact
of SDG awareness on teaching practices. However, notable challenges, including
gaps in knowledge identification, contextualization of SDGs, and limited
institutional support, constrain their ability to fully integrate SDGs into
teaching and curriculum development. The findings highlight both individual and
systemic barriers to effective SDG utilization. Resource availability emerged
as a significant challenge, while attitudes and self-efficacy posed
comparatively fewer issues. Despite these challenges, the results underscore
the potential benefits of enhancing SDG knowledge, including fostering
innovative teaching methods, promoting sustainable practices, and addressing
local educational challenges.
Recommendations
1.
Institutions should
design specialized training programs to address specific knowledge deficits,
particularly in identifying gaps and contextualizing SDGs within the Nigerian
educational framework.
2.
Teacher education
curricula should incorporate comprehensive SDG-related content, emphasizing
practical and localized applications to enhance relevance and applicability for
pre-service teachers.
3.
Federal and state
governments, alongside educational stakeholders, should prioritize investment
in resources and infrastructure to support the integration of SDGs into teacher
education.
4.
Colleges of education
should establish dedicated frameworks and policies to facilitate SDG
integration, including workshops, seminars, and collaboration with global
education initiatives.
5.
Educators should be
encouraged and equipped to adopt creative teaching methods aligned with SDGs,
fostering active student engagement and sustainable educational practices.
6.
Advocacy for policies
that support SDG-focused education is essential, alongside collaborations
between institutions and policymakers to address systemic constraints.
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