Open and Distance Learning for Sustainable Development

17 – 19). Hence, the number of women suffering from HIV/AIDS continues to increase in spite of
the global level of the crisis.
Akudinobi, (2005) found that many young people in Oraifite, Ekwusigo Local Government Area
still do not believe that HIV/AIDS is a reality. In some areas e.g. Ekwerazu, Ahiazu Local
Government, of Imo State, infected persons are discriminated against (Ohaegbulem, 2007). AIDS
education therefore cannot be overemphasised. Apart from embarking on campaign through
ODL, the rights of men and women to be informed through formal education in schools is today a
welcome programme in school’s curriculum. ODL becomes a more aggressive option to provide
continuous education through the media (television, radio, magazines, newspapers, signposts) for
adults of all walks of life. The stigmatisation attached to the disease because of the general belief
that HIV/AIDS is promiscuity driven may begin to reduce. People will no longer be afraid of
undergoing HIV test. Infected patients will be open to counselling and voluntarily accept
Antiretroviral (ARV) treatment.
Also, this paper examines promotion/maintenance of healthy environment to reduce the rate of
infant diseases. Environmental issue is as much a universal problem as HIV/AIDS. With the
current explosion on environmenal issue as it affects the health of human beings, ODL can go
beyond what science education in Nigeria has failed to address.
The danger of uncontrolled usage of chemicals, dumping of toxic wastes, oil spillage, mining,
radiation especially for children aged 1-5 is frightening. In Africa, it is estimated that one-fifth of
total number of children in the region do not live to their 5 th birthday because of environmental
related diseases (WHO, 2003). Malaria, diarrhoea, acute respiratory and skin infections, are some
of the diseases. Agwubike(1985) estimated that about 3,000 children in Nigeria die yearly from
the poor environment related disease such as diarrhoea disease. Research conducted in three
health centres in Azia, Ihiala Local Government showed that out of 80 children brought to the
health centres in April 2008, 50 were treated for malaria and diarrhoea, 30 for both anaemia and
malaria. Unfortunately, some children who survive malaria may suffer long-term consequences of
the infection. According to Gracey (1997), malaria and diarrhoea are major environmental
diseases that lead to death of many children.
Children have the right to healthy environment and to attain their highest potentials as they grow
to maturity. The disregard for the environment in all forms may be curbed by increase in learning
activities (formal or informal) which may continue to create equal but reverse the effect of the
discomfort of humanity (Gusau 2007). The state of affairs in Nigerian cities calls for conscious
enlightenment of the public if the environment must be conserved.
Though efforts are being made at both Federal and State levels to manage waste in the cities, the
problem of heaps which seem to have characterised urban environments in Nigeria has become
the most intractable problem facing the general public.
ODL may introduce into the curriculum for distance learning, environmental sustainability for
human life. If the essence of technology is to solve human problems, one may infer that
conservation of the environment may also supply answers to human development questions. “Can
human beings live long? Can they escape avoidable diseases?
People are the real health of the nation, basic objective of development is to create an enabling
environment for people to enjoy long healthy creative lives. (HDR 1990-9).
Therefore, applying ODL can make considerable impact on humanity’s understanding of
development by placing the dimension of human health at the centre of sustainable development.
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