ABSTRACT
The leaders of 189 countries of the world and their countries now face the challenges achieving the Millennium Development Goals which they set for themselves during the Millennium Summit of September 2000. Although significant progress has been made by many countries towards the attainment of these goals, it has been noted that the countries of sub-Saharan Africa are logging behind. Nigeria, one of the countries of this region, has widened access to primary and junior secondary education with the hope of achieving some of the Millennium Goals.
This research work addresses the evaluating of the basic educational needs in line with the millennium development goals. The roles of teacher education in the achievement of both the goals of universal basic education scheme in the country and the Role of Community of Inquiry (COI) in evaluating the basic educational needs.
TABLE OF CONTENTS
Abstract
Table of Contents
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Purpose of the Study
1.5 Research Questions
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
CHAPTER TWO REVIEW OF RELATED LITERATURE
2.1 The objectives of Community of Inquiry
2.2 The Purpose of Community of Inquiry
2.3 Community Participation in Whole School Transformation
2.4 Community Involvement in Education
2.5 Civil Society Participation
2.6 Community Participation in School Government
2.7 Improving Educational Quality
2.8 Eradicating Poverty in Nigeria within the Frame Work of the Millennium Development Goals (MDGs)
CHAPTER THREE
3.1 Exposition of the Point of Inquiry and Problems
3.2 Causes of the Problem
3.3 Effects of the Problem
CHAPTER FOUR
4.1 Data Presentation and Analysis
4.2 Presentation and Analysis of Data
CHAPTER FIVE
5.1 Discussion of Results Findings
5.2 Conclusion and Recommendation
5.3 Recommendations
5.4 Suggestions for Further Studies
References
