Nigerian Languages, Ethnicity and Formal Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
One of the major concerns of African scholars is the wide linguistic and educational gaps that exist among different ethnic groups within the same country. To bridge the gaps between inter-ethnic class and struggle, there is a need to put into consideration, the linguistic and educational set up of the country. Overall, this paper examines Nigerian languages, ethnicity and formal educational practices. It contributes to the very large literature on the conformity, formation and the question of identity, culture and language in Nigerian formal education. This work concurrently links linguistic identity to educational choice in Nigeria. The work concludes that ethnicization has become the highest level of threat to national integration thereby causing a lot of wobble in our democracy. One can then deduce that ethnic sentiments spring from man’s innate (linguistic) and educational tendency to display allegiance to a particular group. The work suggests a review of the National Policy on education. The study also suggests ways of managing ethnicity and developing educationally and culturally through interaction with government agencies that disseminate policies through various indigenous languages. It also recommends the sustainability of functional education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it