Promoting Open Educational Resources (OER) in Theological/Religious Education in Nigeria
Creators
Description
One of the biggest challenges facing Theological/
Religious Education in Nigeria is access to quality learning materials.
For instance at the Trinity (Union) Theological College, Umuahia, it
was difficult for lecturers to access suitable and qualitative materials
for instruction especially the ones that would suit the African context
and stimulate a deep rooted interest among the students. Some
textbooks written by foreign authors were readily available in the
School Library, but were lacking in the College bookshops for
students to own copies. Even when the College was able to order
some of the books from abroad, it did not usher in the needed
enthusiasm expected from the students because they were either very
expensive or very difficult to understand during private studies. So it
became necessary to develop contextual materials which were
affordable and understandable, though with little success. The
National Open University of Nigeria (NOUN)’s innovation in the
development and sharing of learning resources through its Open
Courseware is a welcome development and of great assistance to
students. Apart from NOUN students who could easily access the
materials, many others from various theological/religious institutes
across the nation have benefited immensely. So, the thesis of this
paper is that the promotion of open educational resources in
theological/religious education in Nigeria would facilitate a better
informed/equipped religious leadership, which would in turn impact
its adherents for a healthier society and national development.
Adopting a narrative and historical approach within the context of
Nigeria’s educational system, the paper discusses: educational
traditions in Nigeria; challenges facing theological/religious
education in Nigeria; and benefits of open educational resources. The
study goes further to making recommendations on how OER could
positively influence theological/religious education in Nigeria. It is
expected that theologians, religious educators, and ODL practitioners
would find this work very useful.
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Additional details
References
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