Educational Illiteracy between Nigeria and China: A Tripartite Comparative Analysis

Idongesit M. Akpan & Tarila A. Ekeuwei

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Abstract

The study focused on approaches to educational illiteracy in Nigeria in China: A Tripartite Comparative Analysis. Holistic development in some countries of the world has been frustrated by the absence of digital awareness and technological creativity which are achieved through the spread of qualitative knowledge in a uniform manner. The poor spread of such knowledge, which has since been embodied into formal education in educational institutions results in educational illiteracy. Hence, countries of the world have instituted different strategies to curb the issue which in some climes like Nigeria and other developing countries of the world has been existential. The aim of the study is to compare the approaches to educational illiteracy between Nigeria and China through a tripartite model. The descriptive research design was adopted, while the sources of data were majorly secondary through the use of internet sources, textbooks, print publications, etc. The structural-functional theory was adopted for the study. It was discovered that there is a colossal disparity between Nigeria and China in terms of structure and pattern of educational institution(s) administration, budgetary allocations to the education sector, and pattern/content of learning, with China faring better than Nigeria. It was recommended that tertiary educational institutions should be established to focus on specific areas to ensure specialization, and expertise, amongst both instructors and students and also to reduce over-crowding in Nigerian tertiary institutions.

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