Pedagogical and Andragogical Challenges for Environmental Literacy Education in 21st Century Nigeria

摘要

This paper commences with definition and elucidation of the concepts, Pedagogy, Andragogy and Environmental Literacy, and proceeds to examine the nature and factors of the challenges posed by pedagogy and andragogy for effective Environmental Literacy Education (ELE), at its three levels, in 21 st Century Nigeria. Among the isolated factors which have elicited the challenges are the non-availability of core environmental literacy education subjects and the absence of environmentally-oriented education and training programmes for teachers and facilitators servicing the three levels each of the formal regular and adult ELE programmes. Furthermore, the adult ELE programmes experience scarcity of facilitators due to inadequate training and remuneration of potential personnel. This paper concludes, however, by expressing optimism that if the x-rayed factors of the pedagogical and andragogical challenges are appropriately handled, the challenges will abate significantly. A major recommendation made in this regard is that relevant agencies identified in this paper should collaborate to raise the status of ELE from a generally infused subject matter to that of a core subject area at each of the levels of formal regular and adult environmental literacy education and of the training programmes for teachers and facilitators.