INCLUSIVE LEADERSHIP IN EDUCATION FOR THE ATTAINMENT OF THE MILLENNIUM DEVELOPMENT GOAL ONE: POVERTY ERADICATION AND HUNGER REDUCTION
Dr. Virgy Onyene (email@example.com)
Dr. Pat Mbah (firstname.lastname@example.org)
Al–Mahroof Ashiru (email@example.com)
Shola Johnson (firstname.lastname@example.org)
Sub Sahara Africa has the highest proportion of people living in poverty with nearly half of its population below the international poverty level of $1 a day. This means that, some 300 million people face the daily struggle of surviving on less than that income … Between 1990 – 1999. The number of poverty in the region increased by ¼ and over 6 million per year. If current trend continues, Africa will be the only region where a number of poor people in 2015 will be higher than in 1990. It will account for nearly ½ of the poor in developing world, up from less than a fifth in 1990… (United Nations MDG report 2006). Although this United Nations account of poverty is for the entire Africa countries, Nigeria happened to be one of the countries that the UN Millennium Declaration 2000 rated as having income poverty and hunger affecting more than half of our population. This study took its framework from inclusive leadership as the art of influencing people in terms of income and resource distribution through a subsumed democratization process. This process will not be complete without education as a tool for human capital development. The purpose of this study therefore is to assess the extent to which people oriented Transformative Leadership and Education would be used to address poverty issues as a Millennium Development Goal (MDG) one and its expressed dynamics. An unstructured questionnaire was used to address eight identified dynamics of poverty in Nigeria which include extreme poverty and hunger; household income and standard of living; access to basic education and quality of participation; child right to education; basic health awareness and protection of ecological values. A 25 – item questionnaire titled Inclusive Leadership in Education for Poverty Alleviation Questionnaire (ILEPAQ) was used to generate non – parametric data around the around the identifiable poverty variables. Both descriptive and inferential statistics were used with graphical illustrations of relevant data. Based on the findings of the study, projections and recommendations were made for relevant authorities, institutions, agencies and persons concerned. The research findings will help to identify critical actors and change agents for down streaming programme and innovations of government and private agencies to the grassroot for actual action based poverty alleviation.
The picture painted by the United Nations Development Report in 2002 about a compassionate society goes a long way to illustrate factors responsible for people’s inability to achieve goals for human emancipation. He posited that the global society is not a very compassionate society, though we are quite fond of describing ourselves as one world, one planet, one humanity, and one global society. The blunt reality is that we are at least two worlds, two planets, two humanities, two global societies – one embarrassingly rich and the other desperately poor, and the distance between these two worlds are widening, not narrowing.
We cannot really call it a compassionate society when the richest one – fifth of the world consumes 80 per cent of the natural resources of this planet and commands an income 78 times higher than the poorest one – fifth of the world. Also, it cannot be really called a compassionate society when there is so much wasted food on the table of the world’s rich at a time when 800 million people go hungry every night and 160 million children are severely malnourished and when billion adults grope around in the darkness of illiteracy, and when 1.3 billion people survive in absolute poverty on less than one dollar a day....
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