This study, “THE INFLUENCE OF PENTECOSTAL CHURCH IN DEVELOPMENT OF EDUCATION” contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
Keywords: THE INFLUENCE OF PENTECOSTAL CHURCH IN DEVELOPMENT OF EDUCATION
The work was an influence of Pentecostal Church in Development of Education. This research was carryout in Full Life Christian Centre and other 3 churches included, thus offer recommendation based on the analysis of data and findings. The instrument for data collection was questionnaire. The population of the study consisted of 4 churches in Nwaniba in Aka Ibom State. The essent of the research was to know how Pentecostal has develops education. The area was Random selected, Data were analysed to and appreciable length and finding made which discover that missionary brought education through saiding Church member and any other who wanted to be equipped and educated. The missionary brought formal education in note, to organize the training of the indigenous people. To understand the language and other discipline, through research, we discover the importance of education through Pentecostal to develop our societal well being and destroy illiteracy. Suggestions were made and further areas of research were recommended.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study- – – – – 1
1.2 Statement of the Problem – – – – – 3
1.3 Purpose of the Study – – – – – 5
1.4 Significance of the Study – – – – 5
1.5 Scope of the Study – – – – – 5
1.6 Limitations of Study – – – – – 6
1.7 Methodology – – – – – – 6
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The Concept of Education – – – – 7
2.2 Biblical Patterns of Church Education – – 10
2.3 Jewish Education – – – – – – 11
2.4 Jewish Schools of Education – – – – 12
2.5 Jesus and Education – – – – – 13
2.6 Concepts of Youth in Nigeria – – – – 16
2.7 Causes of Immoral Conduct among Youths – 18
2.8 Christian Approach to Education of the
Youths in Nigeria – – – – – – 20
2.9 Christian Education and Moral Re-armament – 23
2.10 Agencies of Christian Education or the
Role of Christian Education in the Moral
Re-armament of the Youth – – – – 24
2.11 The Roles of the Home – – – – – 26
CHAPTER THREE: INTRODUCTION
3.1 Research Design of the Study – – – – 28
3.2 Population of the Study – – – – – 28
3.3 Sample and Sampling Procedures – – – 29
3.4 Instrument for Data Collection – – – – 29
3.5 Validation of Instrument – – – – 29
3.6 Data Collection Procedures – – – – 30
3.7 Method of Data Analysis – – – – – 30
4.1 Data Analysis and Results – – – – 31
4.2 Discussion of Results – – – – – 31
5.1 Conclusion – – – – – – – 36
5.2 Recommendation – – – – – – 37
5.3 Suggestion for Further Studies – – – – 37
Education is an age long phenomenon in all societies although it may take various forms from one society to another. In Nigeria, two forms of education were in existence before the advent of colonialism. They were indigenous education and Islamic education. Traditional education as was practiced in the Southern and some parts of the middle belt Nigeria consisted essentially of general but informal training in character, norms, agriculture, fishing, intellectual and other ways of life as approved by society. Islamic education on other hand was practiced mainly in Northern Parts of Nigeria. It is based on the Quran. Both forms of education preceded the Western education which was introduced to Nigeria in the 19th century by the European Christian missionaries. The advent of colonialism brought about formal education in Nigeria. The colonialists had to organize the training of the indigenous people to understand the queens’ language. The Christian missionaries organized schools and trained Nigerians the art of reading and writing. The initial persons that were trained in three communities became the first indigenous person to be employed by the colonial government as interpreters, clerks and teachers. It did not take long before the benefit of formal western education became manifest in Nigeria. The regional government of independent Nigeria expanded educational opportunities building more school and providing grant-in-aid to missionary schools in their respective regions especially in the Southern Regions. Expanded educational facilities were seen as the panacea to the manpower needs and overall development in Post Colonial Nigeria. The roles of human Capital formation in economic development have long been recognized in literature. According to Harbison (1973, p.3) human beings are the active agents who accumate capital, exploit natural resources, building social, economies and political organizations and carry forward national development. Clearly a country which is unable to develop the skills and knowledge of its people and utilize them effectively in the National anything else”, several other theoretical and empirical studies have found a positive correlation between human capital development and economic growth (Lucas, 1958; Romer, 1990; Barro, 2001, Abba and Foreman Peekb, 2007). Education formal and informal contributes to skills acquisition.
Informal education begins at the household level where children are taught how to clean their environment fish or farm. By participating in these activities they learn how to do things by themselves and contribute to family income growth and advancement. They nevertheless amount to substantial family income. According to schults (1962), formal education is a kind of investment in human being that enables them to acquire skills such skill has the marginal product of the workers itself and also to raised the marginal production of the other co-operant factors, thus human capital has a unique character. It enters the production function as a factor of production and also as a marginal product augmenting variable. The latter makes the marginal rate of return on capital and other inputs unexplained growth rates explains the surplus.
1.2 Statement of the Problem
The educational sector in Nigeria is plagued by many problems. This is attributed to the attention given to educational by the Nigerian governments (both past and presents) is relatively low. Even many years after that the adult illiteracy rate is still at 74% (Ibidapoobe, 2007) and the gross enrollment rates are also low. The minimum amount to spend by a country on education as stated by the United Nation (UN) is 26% of the country’s Annual budget. Ironically, according to the data by Herbert (2002) from 1977, 1998, the total education budget represented an average of 9.7% of total government expenditures, while its percentage share of the GDP from 1991-2009 has maintained a value of 0.85% its highest values 5.11% in 1981 and its lowest was 0.85% in 1991 UNESCO, 2011. Looking at the statistics above it is clear that expenditures on education is still very low another pertinal issue in the Nigeria education sector is that of teacher education the basic problem reported by surveys carried out in various research in Nigeria have show the discrepancy between the demand for teachers and the supply for teachers, and that teachers fail to meet the minimum requirement as stated by the National policy for education. This is lack of motivation (Ibidapo Obe, 2007). According to Dike (2002) he noted that Federal Government reported that the falling standard of education in Nigerian is caused by acute shortage of qualified teaches in the primary school level”. It was reported by the same author that 23 percent of the over 400,000 teachers employed in the National primary school do not possess the teacher grade two certificate even when the Nigerian Certificate of Education (NCE) is the minimum education requirement one should possess to teach in the nations primary schools. It is no wonder then that Nigeria student do not generally perform well in most external public examination added to the poor performance in those public examination malpractices which indicative of poor and inadequate preparation for examination.
1.3 Purpose of the Study
1.4 Significance of the Study
The abovementioned problem constitute the basic for this research work which aims at examining the impact of government expenditure and teachers educational qualifications on the educational sector using different methodological approaches emanating from adopted data. The study will also benefit the education authority and administrators, as thus will propel reforms and transformation where necessary in the educational sector.
1.5 Scope of the Study
This study covers the impact or influence of education in development of the Nigerian.
1.6 Limitations of Study
The research design employed in the study is descriptive method. This method is adopted because it will give the researcher reliable information on the implications of influence of Christian education of development in Nigeria. This study will therefore make use of two approaches for its enquiring: oral interview and the application of questionnaires. The sample size of this study will be one hundred (100) people consisting of male and female in Uyo Local Government, the response of the field will be analyzed using frequencies and simple percentages method.
Keywords: THE INFLUENCE OF PENTECOSTAL CHURCH IN DEVELOPMENT OF EDUCATION