We aim to lead research into Literacy and the Knowledge economy, especially in the context of Sub-Saharan Africa. This will include studies on the role of native intelligence to the greater society.

The development of a literate society is a pre-requisite for the emergence of a knowledge economy. Without massive investment and promotion of literacy education, we will be bereft of citizen empowerment, engagement, experiential values and evidential consequences in social change.

Therefore, using a qualitative approach, we shall explore the causal correlation that subsists between literacy education, emergence of knowledge economy and sustainable development.

Literacy is basic in andragogic context for facilitating citizens’ values re-orientation, attitudinal change. The acquisition of vocational or functional skills and operational knowledge is beneficial both to the individual, and to the collective, as a literate society lends to the reduction of vulnerability and increased sustainability of development.

Consequently, the resultant outcomes will be a knowledge driven economy which is essential for the attainment of the sustainable development goals. Education in the Niger Delta seems to be at its lowest ebb due to the rising wave of violence in the various institutions of learning. Most students of higher institutions in the Niger Delta today were born in the era of Military dictatorships. Consequently, an ample opportunity of learning and cultivating democratic ethos was not guaranteed; hence their internalisation of the culture of violence.

In recent times, conflict in the Niger Delta is no longer news as militance has taken its toll on the people, leaving behind a long list of casualties. Many people lack access to quality education due to the agitation, restiveness and insurrection arising from the bitterness, anger and frustration from the consequences of oil production on local resources and economics and the pattern of the distribution of the wealth accruing from oil.

It has been observed that the conventional education system seems to have failed to reflect the vast range of ideas, expressions, expectations and understanding from the variety of disciplines that relate to the current processes of learning in the face of the ongoing information and communication technology age. This is more or less because the conventional education systems in respect of curriculum are poorly planned, equipped, implemented and prepared to deal with the current challenges and opportunities inherent in the emerging ICT, particularly in the areas of internet and in the predicted information society.

Most of the problems involved with education and violence have been identified. This would be useful and greatly rewarding to school authorities and government when making policies in the future. The result of the finding would be a great extent to help government, school and students alike to bring back life to education in Niger Delta.

The Centre intends to lead research into Literacy and the Knowledge economy, especially in the Niger Delta. This will include studies on the role of native intelligence to the greater society.


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