Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Acitya Wisesa: Journal of Multidisciplinary Research Indonesian Journal of Innovative Teaching and Learning
Sule Omeiza Adebayo
National Institute for Nigerian Languages
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Impact of Civic Education on Community-Led Crime Control Model in FCT- Abuja, Nigeria Sule Omeiza Adebayo; Blessing Ikechi Onyedum; Chukwuma Victoria Azuka; Emmanuel Lucas Nwachukwu
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 5 Issue 2 (2026)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v5i2.952

Abstract

Crime and insecurity remains a critical challenge in Nigeria's Federal Capital Territory (FCT-Abuja), requiring innovative community-based approaches to complement traditional policing strategies. This study examined the impact of civic education on community-led crime control participation in FCT-Abuja. A quantitative survey design was employed with 400 adult residents selected through stratified random sampling across six Area Councils. Data were collected using structured questionnaire with dichotomous responses covering civic education exposure and crime control participation. Chi-square test of independence analyzed the relationship between variables at 0.05 significance level. Findings revealed that 69.6% of respondents had been exposed to civic education programs, while 65.2% participated in community crime control activities. Chi-square analysis (χ² = 56.842, p < 0.001) demonstrated a statistically significant impact of civic education on crime control participation. Residents exposed to civic education were nearly twice as likely to participate in crime control activities (76.5%) compared to unexposed residents (39.3%), representing a 37.2 percentage point difference. Civic education significantly enhances community-led crime control participation in FCT-Abuja. Policymakers should expand civic education coverage, diversify delivery platforms, and ensure sustained programming to strengthen community security capacity across all Area Councils.
Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review Emmanuel Lucas nwachukwu; Lasbrey Unegbu; Godson Chidi Nwokorie; Sule Omeiza Adebayo
Indonesian Journal of Innovative Teaching and Learning Vol. 3 No. 2 (2026): Indonesian Journal of Innovative Teaching and Learning, 3(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v3i2.566

Abstract

Background: Curriculum design in Nigeria is usually treated as a technical administrative task, yet it represents the foundational commitments of the state under its educational social contract.  Objective: This systematic review evaluates whether contemporary Nigerian curriculum design fulfills the epistemic obligations owed to citizens using social contract theory.  Method: Guided by PRISMA principles, a search across seven databases identified 62 relevant publications from 2017 to 2026. Forty core sources underwent full thematic synthesis, while 22 sources provided theoretical framing.  Results: Five analytical themes emerged: the widespread policy practice gap, persistent colonial knowledge hierarchies, epistemic flaws in language policies, tensions between democratic ideals and transmission pedagogy, and the interdependence of curriculum, assessment, teacher education, and language reform.  Conclusion: The failure of the Nigerian educational social contract is structural and philosophical rather than administrative. Successive post independence revisions remain symbolic, preserving inherited colonial epistemologies. Sustainable reform demands systemic epistemological reconstruction, addi-tive multilingualism, and transformed pedagogical practice.  Contribution: This study introduces epistemic obligation as a vital dimension of state responsibility, shifting the curriculum reform paradigm in post colonial contexts from simple policy revision toward fundamental epistemological reconstruction.
Co-Authors Blessing Ikechi Onyedum Chukwuma Victoria Azuka Emmanuel Lucas nwachukwu Emmanuel Lucas Nwachukwu Godson Chidi Nwokorie Lasbrey Unegbu