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1
Eze, Felix John, and Ben E. Odigbo. "Entrepreneurial Education in Higher Institutions and Economic Development." International Journal of Marketing Studies 10, no. 4 (November 24, 2018): 150. http://dx.doi.org/10.5539/ijms.v10n4p150.
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This study undertook an appraisal of entrepreneurial education in higher institutions and the correlation to youths’ economic empowerment national economic development. It was prompted by the problem of growing rate of unemployment amongst the country’s youth population especially the young graduates. The objectives sought were to examine the current rate of youths’ unemployment and the implications on entrepreneurship adoption and Nigeria economic development; determine the key drivers of Asian Tigers economic growth from the 1960 to 2000 and the role of education; and ascertain the extent entrepreneurial education in higher institutions could boost Nigeria’s economic development. The study adopted a combination of survey and desk research. Data analysis was qualitatively and quantitatively done. The quantitative was through Spearman’s correlation coefficient. Results obtained reveal that the high rate of youths’ unemployment and low rate of entrepreneurship adoption by the youths have significant negative effect on the nation’s economic development. The key drivers of economic growth of the Four Asian Tigers between 1960 and 2000 were sound government policies on entrepreneurial, technical & vocational education. That entrepreneurial education in higher institutions can significantly boost Nigeria’s economic development. It was then recommended among other things that: The Nigerian youths must as matter of urgency take entrepreneurship much more serious, as a veritable complement to their educational attainment and as a surety for future greatness in the corporate world, and consequent boosting of the nation’s economy.
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Muftahu, Muhammad, and Nordin Abd. Razak. "Global Movement of Inclusive Higher Education Policies: The Trends and Practices in the Nigerian Higher Education System." Asia Proceedings of Social Sciences 6, no. 3 (July 25, 2020): 254–60. http://dx.doi.org/10.31580/apss.v6i3.1392.
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The concept of inclusion has its origin from special education, which was recently branded by UNESCO as Education for All (EFA). However, looking at it beyond basic education, inclusive higher education is an area that recently got attention even among the developed countries. This is seen as the incorporation of students with different disabilities into various of academic disciplines of their choice in higher education. Similarly, this is expected to come along with policies, practices, and programmes that will govern the flexibility, facilities, and resources that would enable this category of students to complete their studies along with non-disabled peers and take pride in their identity. Consequently, the intention of this paper is to explore the trends and practices of Nigerian higher education system in an effort to ensure inclusive higher education. In order to achieve the stated objectives, this study employed document and content analysis to obtain data and other relevant information from both the macro and micro levels. Accordingly, one of the major findings of this study shows that there was no clear policy in the Nigerian higher education system for inclusive education. However, higher educational institutions were discovered to give a few privileges specifically on entry requirements and provide a few outdated facilities to help this category of students. As a result, this paper strongly recommends immediate policy borrowing and contextualisation for inclusive higher education policies from countries that enacted and implemented such policies with positive outcomes.
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Muftahu, Muhammad, and Hazri Jamil. "The Demographic Shifts in West African Countries: Implications for Access to Higher Education in Nigeria." Asia Proceedings of Social Sciences 6, no. 3 (July 25, 2020): 247–53. http://dx.doi.org/10.31580/apss.v6i3.1391.
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Africa as a continent is so far the fastest growing in the entire world where the projections indicted that the population of the continent would increase by 50% in the next two decades. Presently, the population of the region stands at 1.2 billion and the West African states consist of 15% of the total number while Nigeria accounts for nearly 200 million people with 44% of the people under 15 years old. Consequently, the purpose of this research paper is to see how the demographic change has implications for access to the Nigerian higher education system with a specific focus on university education. In order to understand this phenomenon, this research engaged in secondary data analysis as a technique to obtain information in achieving the study’s objectives. Subsequently, even though the total number of secondary school graduates or output was not accessible for this study, the analysed data from the Joint Admissions and Matriculation Board (JAMB) indicated that 1,687,551 and 1,557,017 students sat for university matriculation examinations in Nigeria for 2016 and 2017 academic sessions respectively, in which 97% of the candidates were seeking admission to universities specifically. Similarly, the data indicated that over 65% of the candidates have met the required points to be admitted into universities. On the other hand, data from the National Universities Commission (NUC) showed that there are a total of 91 public universities in Nigeria including both the federal and state universities with a capacity of less than 500,000, showing that more than 50% of the qualified students will be left unadmitted. Consequently, this study strongly recommends adequate demographic shift consideration while planning the national higher education policies in relation to access to university education and higher educational institutions in general.
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Dominic, Shimawua. "EFFECTIVE PUBLIC POLICIES AND THE RE-INTEGRATION OF EX-CONVICTS: THE NIGERIAN CORRECTIONAL SYSTEM." Education and Science Journal of Policy Review and Curriculum Development 10, no. 1 (January 5, 2021): 97–106. http://dx.doi.org/10.48028/iiprds/esjprcd.v10.i1.08.
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In a recent development, the Nigeria Prison Service was renamed, “the Nigeria Correction Service”, a move that is designed to reorient the department along the lines of emergent demands of justice dispensation on the global scene. This study examined the extent to which the new Nigeria Correction Service can adjust to the laudable objective of repositioning itself for purposes of reformation and re-integration of the nation’s ex-convicts for a better Nigerian society. Data was obtained from secondary materials including books, periodicals, journals, newspapers, the internet, etc. Content analysis was adopted as the mode of analysis while the theory of social integration (Blau, 1960) was employed as the theoretical framework of the study. Findings revealed that the re-orientation of the “service” for purposes of reformation and reintegration of ex-convicts had long been taking place as many of such citizens had either acquired a good measure of education while in prison, learned various vocations, and even attained higher spiritual growths. The study suggested adequate funding to enhance the effort of the service in achieving its objectives.
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Wusu, Onipede, and Uche C. Isiugo-Abanihe. "CONSISTENCY OF THE EFFECTS OF FEMALE EDUCATION ON FERTILITY ACROSS THE NORTH–SOUTH DEMOGRAPHIC DIVIDE IN NIGERIA, 2003–2013." Journal of Biosocial Science 51, no. 1 (April 10, 2018): 138–53. http://dx.doi.org/10.1017/s0021932018000111.
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SummaryMost studies examining the association between female education and fertility have reported an inverse association. However, little is known about the consistency of the relationship, or what level of education triggers an inverse association. This study examined the consistency of the association between female education and fertility across the north–south demographic divide in Nigeria. Data on women aged 40–49 were taken from the 2003, 2008 and 2013 Nigerian DHS data sets. The results showed that female education remained significantly and consistently inversely related to fertility in both the north and south of Nigeria. Women with secondary or higher level of education reported a lower number of children ever born (CEB) than those with primary or no education in both the north and south (p<0.05). The findings suggest that female education has a more effective negative effect on fertility in the south, where the level of female schooling is higher, than in the north, with its limited level of female education. Primary-level female education appeared to be ineffective in reducing fertility in the study sample. Women with primary schooling reported a slightly higher CEB than those who did not have any formal education. Also, age at marriage and child mortality were found to be consistent and significant predictors of fertility in both the north and south (p<0.001). Women who married at relatively higher ages and those who had never lost a child reported a smaller CEB consistently in both the north and south (p<0.001). Therefore, to attain sustainable fertility decline throughout Nigeria, it is imperative that policies aimed at increasing the prevalence and quality of female education are pursued, and there must be a focus on social, physical, environmental and cultural factors influencing age at marriage and child mortality.
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Muftahu, Muhammad. "Diversity in Higher Education: Does Institutional Differentiation Exist in the Nigerian Higher Education System?" Asia Proceedings of Social Sciences 6, no. 3 (July 25, 2020): 261–65. http://dx.doi.org/10.31580/apss.v6i3.1393.
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The concept of inclusive leadership tends to be understood from different perspectives and contexts. However, there is a consensus that inclusive leadership has proven to be one of the effective leadership styles for ensuring sustainable development. Clearly, this is embedded in the leaders’ ability to recognise bias, demonstrate an open mindset, and most importantly have the ability to acknowledge and empower others, especially those at sub-managerial level who are mostly in touch with the realities of policy implementation within an institution. While studies have proven the impactful role of middle-level management towards organisational performance, it was clear that the middle-level management at the universities are those set of leaders that are usually in full engagement with the university community including lecturers and students, thereby making them wholly responsible for the implementation of university policies at micro level. However, this class of leaders seems to be excluded or not fully recognised in deliberating and taking managerial decisions in the university leadership. Consequently, the intention of this paper is to critically conceptualised the six empirically acknowledged concepts of inclusive leaders and leadership framework by Bourke and Dillon which are courage, commitment, cognisance of bias, curiosity, cultural intelligence as well as collaboration and fully contextualised them in higher educational institutions with respect to straightening the relevance of middle-level management in leading universities.
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Alaba, Oluwayemisi O., Olusanya E. Olubusoye, and J. O. Olaomi. "Spatial patterns and determinants of fertility levels among women of childbearing age in Nigeria." South African Family Practice 59, no. 4 (August 28, 2017): 38. http://dx.doi.org/10.4102/safp.v59i4.4735.
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Background: Despite aggressive measures to control the population in Nigeria, the population of Nigeria still remains worrisome. Increased birth rates have significantly contributed to Nigeria being referred to as the most populous country in Africa. This study analyses spatial patterns and contributory factors to fertility levels in different states in Nigeria.
Method: The 2013 Nigerian Demographic Health Survey (NDHS) data were used to investigate the determinants of fertility levels in Nigeria using the geo-additive model. The fertility levels were considered as count data. Negative Binomial distribution was used to handle overdispersion of the dependent variable. Spatial effects were used to identify the hotspots for high fertility levels. Inference was a fully Bayesian approach. Results were presented within 95% credible Interval (CI).
Results: Secondary or higher level of education of the mother, Yoruba ethnicity, Christianity, family planning use, higher wealth index, previous Caesarean birth were all factors associated with lower fertility levels in Nigeria. Age at first birth, staying in rural place of residence, the number of daughters in a household, being gainfully employed, married and living with a partner, community and household effects contribute to the high fertility patterns in Nigeria. The hotspots for high fertility in Nigeria are Kano, Yobe, Benue, Edo and Bayelsa states.
Conclusion: State-specific policies need to be developed to address fertility levels in Nigeria.
(Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp)
S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1292693
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Dada, Joshua Oluwasuji, Solomon Olusola Babatunde, and Racheal Oluwatoyin Adeleye. "Assessment of academic stress and coping strategies among built environment undergraduate students in Nigerian higher education." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 367–78. http://dx.doi.org/10.1108/jarhe-06-2018-0100.
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Purpose Stress has become an important topic in the academic environment. However, studies on academic stress among built environment students have received little attention. The purpose of this paper, therefore, is to assess the causes of academic stress, and its coping strategies among built environment undergraduate students in public higher education institution (HEI) in Nigeria. Design/methodology/approach An extensive literature review was conducted to identify the causes of academic stress and its coping strategies among the students in HEIs, using quantity surveying students as a case. Primary data were elicited through questionnaire survey administered on 189 quantity surveying students in Obafemi Awolowo University, Nigeria. A total of 169 copies of the questionnaire were returned and suitable for analysis. The data obtained were analyzed using the mean score and t-test. Findings The study identified 27 causes of students’ academic stress, and the analysis of the total ranking revealed that 8 out of 27 causes of academic stress were considered important. The results of t-test indicated that except for 5 out of 27 identified causes of student academic stress, there is no statistically significant difference in the perceptions of male and female students. The study further identified 30 coping strategies employed by students in dealing with academic stress, out of which six identified coping strategies were considered important. In addition, the results of t-test revealed that except for 11 out of 30 identified coping strategies, there is no statistically significant difference in the perceptions of male and female students surveyed. Practical implications The identification of the important causes of academic stress and its coping strategies among the students in the public higher education will be useful for the university management to formulate policies toward providing a well-balanced academic environment that is conducive to better learning. In addition, policy recommendations are proposed. Originality/value The findings will help the academic staff and university management to design and implement policies toward refining the teaching procedures in higher education. Also, this study would be of great value to academic staff and university administrators to develop a framework for incorporating stress coping strategies in the higher education curriculum. This study is important as not many empirical studies relating to academic stress and its coping strategies have been conducted in the built environment disciplines.
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Edo, Onome Christopher, Anthony Okafor, and Akhigbodemhe Emmanuel Justice. "Tax Policy and Foreign Direct Investment: A Regime Change Analysis." GATR Journal of Finance and Banking Review VOL. 5 (3) OCT-DEC. 2020 5, no. 3 (December 22, 2020): 84–98. http://dx.doi.org/10.35609/jfbr.2020.5.3(3).
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Objective – Tax policies play significant role in the direction of foreign direct investments. We investigate the proposition that tax policies enacted by military and democratic regimes differ on the influence the foreign direct investments. Methodology/Technique – Our hypotheses are tested using the error correction model as we compare the impact of tax policies on flow foreign direct investments in Nigeria between two dispensations: military rule from 1983 to 1999 and democratic rule from 1999 to 2017. Panel data between 1983 and 2017 were obtained from the databases of the World Bank, Central Bank of Nigeria and the Federal Inland Revenue Services. The explanatory variables include company income tax, value added tax, tertiary education tax and customs and exercise duties. Findings – The study reveals that tax variables during the military regime exerted more explanatory power of 79% compared to the civilian administration of 66% with respect to the impact of corporate taxes on FDI. The effect of company income tax on FDI was more pronounced during the military regime than in the civilian regime. FDI had a higher degree of convergence during the military regime compared to civilian rule, and this is vital for policy assessments and comparison. Novelty – We bring to light new evidences on the effects of taxes polices on FDI. Type of Paper: Empirical Keywords: Corporate taxes; Tax Policies; Foreign Direct Investments; Error Correction Model; Military regime; Civilian regime. Reference to this paper should be made as follows: Edo, O.C; Okafor, A; Emmanuel, A. (2020). Tax Policy and Foreign Direct Investment: A Regime Change Analysis., J. Fin. Bank. Review, 5 (3): 84 – 98 https://doi.org/10.35609/jfbr.2020.5.3(3) JEL Classification: E22, F21, H2, P33.
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Tom-Lawyer, Oris, and Michael Thomas. "Re-examining the Status of the English Language in Anglophone Western Africa: A Comparative Study of Ghana and Nigeria." English Linguistics Research 9, no. 4 (November 1, 2020): 6. http://dx.doi.org/10.5430/elr.v9n4p6.
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This paper re-examines the status of English as a Second Language (ESL) in Anglophone Western Africa by comparing its use in Nigeria and Ghana. The research is based on the premise that the medium of instruction impacts the quality of education (Ferguson, 2013). The significance of the research is that it is one of the first studies to compare the standard of English language usage in the two countries to establish whether there is a positive link between the quality of education and the language of instruction (Williams, 2011). Predicated on a critical literature review, some of the issues and perspectives analysed include educational language policies, the attitude of students, the quality of teachers and the prospects of the language in the two countries. Findings indicate that the implementation of educational language policies remains an important challenge in the two countries, as there has been a falling standard of English usage (though Ghana has a higher standard of English language usage) and a dearth of English specialists. In identifying the factors that impact on the quality of education in Nigeria and Ghana, the paper concludes that English has significant potential in both countries, and if relevant strategies for its improvement are adopted, both countries will benefit from the socio-economic gains inherent in its adoption and use.
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Tralagba, Chris Eriye, and Abasiama G. Akpan. "Developing the Total Student: Model for Learners as Partners in Tertiary Institutions in Nigeria." GIS Business 14, no. 5 (September 12, 2019): 14–20. http://dx.doi.org/10.26643/gis.v14i5.8465.
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In addition to influencing students’ knowledge base, thinking abilities and skills; university education offers the opportunity to promote other aspects of students’ growth as people. University education has an important role in shaping our future society because today’s university students will be tomorrow’s doctors, engineers, business managers, teachers, faith leaders, politicians, citizens, activists, parents and neighbours. While they need to be able to demonstrate key skills and knowledge to enact those roles effectively, they must also demonstrate personal and social responsibility in carrying them out. While much of the current political discourse about higher education is instrumental and economic, this paper aims to lay the foundation for a discourse based on student development. Data was collected through focus group discussions with students in the various colleges in Evangel University, Akaeze - Nigeria, in-depth interviews with lecturers, administrative staff and document analyses of conference papers and journal articles. Findings reveal that the quality of tertiary education is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. In this case, the argument is for leadership of teaching and learning for the purpose of promoting students’ holistic development. The discussion of the findings is based on the findings on a wide range of related literature on learners’ challenges in other universities in Nigeria. The paper concludes that the quality of higher education in tertiary institutions is influenced by factors that have their roots in commercialization, general funding, and human population growth. It was recommended that appropriate policies and indigenous professionals (both academic and administrative) are necessary for improving the quality of higher education in tertiary institutions.
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Opanuga, Abiodun A., Hilary I. Okagbue, Pelumi E. Oguntunde, Sheila A. Bishop, and Opeyemi P. Ogundile. "Learning Analytics: Issues on the Pupil-Teacher Ratio in Public Primary Schools in Nigeria." International Journal of Emerging Technologies in Learning (iJET) 14, no. 10 (May 30, 2019): 180. http://dx.doi.org/10.3991/ijet.v14i10.10129.
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Pupil-teacher ratio (PTR) is one of the key measurements of quality education. This article presents the pupil-teacher ratio for 133 public primary schools in a local government area (LGA) of Ogun State, Nigeria. The data were obtained from a complete enumeration of the records of each school. It was discovered that the average PTR obtained from the data analysis is higher than the national average. Using PTR equals 35 as a benchmark of Nigeria, only 25 (19%) schools out of the 133 schools considered have an acceptable PTR (below 35), 52 (39%) schools have a moderate PTR (between 35 and 50) and 56 (42%) schools have unacceptable and high PTR (above 50). This article shows that there is high pupil-teacher ratio in the country’s public primary schools. This research will be helpful in the following; educational evaluation and assessment, audit and quality assurance, decision makers in the Ministry of Education in gap analysis for recruitment purposes, assessing the level of implementation of policies on education and monitoring of the progress made in attaining development sustainable goals (SDG) as it relates to access to quality education.
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Ingwe, Richard, Joseph K. Ukwayi, and Edward U. Utam. "Federal Revenue Sharing, Marginalisation and Sub-National Inter-Regional Inequality in Human Capital Development in South-Eastern and Southern Nigeria." Quaestiones Geographicae 32, no. 2 (June 1, 2013): 51–68. http://dx.doi.org/10.2478/quageo-2013-0013.
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Abstract Regional development planning/management responds to needs for preventing inequality among regions within nations characterised by multi-culturality and variation among regions, through the planning/management of appropriate programmes and policies. This paper examines inequality in the development of two of Nigeria’s states in the geographical South-East and the political South-South. Among other issues, historical conflicts among various ethno-cultural groups constituting Nigeria and culminating in violence (e.g. the 1967-1970 civil war fought against the programme of Ibo (a socio-cultural group) seceding from Nigeria’s federation to found Biafra) are reviewed. Despite Nigeria’s tragic civil war, inequality persists. We examine inequality resulting from systematic implementation of policies/programmes of Nigeria’s federal government institutions that marginalise Cross River State. Using the methods of comparative analysis and a descriptive case study, we show the consequences of marginalisation policies implemented by the federal government alone or in collaboration with (i.e. in support of) Akwa Ibom State for the development of human capital in Cross River State. The specific acts of marginalisation referred to here include: the ceding of the Bakassi Peninsula - a part of Cross River State - to the Republic of Cameroon in 2005, and more recently (2009) another ceding of 76 oil wells, hitherto the property of Cross River State, to Akwa Ibom State. We argue that, strengthened by marginalising/polarising policies (higher revenue allocation based on derivation principle of oil production), Akwa Ibom’s ongoing implementation of free education policy promises to facilitate its achievement of millennium development goals in basic education by 2015, beyond which it might reach disproportionately higher levels of tertiary educational attainment by 2024 and after. By contrast, the contrived dwindling of oil revenue accruing to Cross River State deprives it of funding for competitive human capital development programme(s). We recommend that Cross River State employs serious monitoring of marginalising schemes against its people considering recent traumatising experience, and plan/implement human capital development programmes aimed to improve its competitiveness under the context of intra-regional inequality.
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Uetela, Pedro. "Higher education and the challenges for economic growth in Mozambique: Some evidence." International Journal of Sociology of Education 4, no. 3 (October 25, 2015): 276. http://dx.doi.org/10.17583/rise.2015.1751.
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<p><span style="font-size: medium;">There has been an increasing debate on higher education (HE) transformation in developing countries over the past decades. The main assumption underlying this focus often centers on the arguments contrary to the dominant narratives, which have been skeptical that HE plays a considerable role for economic and social transformation. The rise of certain Asian economies including Taiwan and South Korea, which were at the same level in terms of GDP with African nation states such as Nigeria, Tanzania and Ghana in the 1960s, has confirmed the theory that maximization of knowledge is key to achieve development. Furthermore, the successful stories from the newly industrialized countries especially the BRICS</span><a title="" href="file://fclar.unesp.ad/FS/Alunos/pedro/Desktop/HE.docx#_ftn1"><strong><strong>[1]</strong></strong></a><span style="font-size: medium;"> have considerably increased the possibilities that Mozambique can learn from borrowed and contextualized policies from those states. In this article, I highlight the main changes that have recently shaped HE policy and governance including today challenges it faces. In so doing, I outline recommendations for both policy makers and higher education leaders on how they can make appropriation of the experiences that have worked in the global context to ensure the creation of local workforce capable of driving both economic and social development in the country based on knowledge investment. </span></p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="file://fclar.unesp.ad/FS/Alunos/pedro/Desktop/HE.docx#_ftnref1"><span style="font-family: Times New Roman;">[1]</span></a> An acronym applied to refer to the newly emerging economies such as Brazil, Russia, India, China and South Africa</p></div></div>
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Ugwuozor, Felix Okechukwu, and Dominic U. Ngwoke. "Assessment of Young People’s Motivation for Pursuit of Higher Degree in the Field of Education: Implications for Educational Philosophy and Teacher Policy in Nigeria." SAGE Open 11, no. 2 (April 2021): 215824402110138. http://dx.doi.org/10.1177/21582440211013810.
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This study assesses students’ motivation for the pursuit of higher degree in the field of Education. Due to their current low-income status (mean value of less than $2 day) and their desired income (mean value of $500 per day) 10 years after acquiring the degree, it is instructive and tractable to examine the income effect of their motivation. Their current low-income status suggests that they are on the average, meeting basic needs such as food and clothing. In addition, their desired income suggests that they desire to possibly move up the zenith of the hierarchies of need. Thus, current income, desired income, choice to work in the educational sector, intended career destination, and (revealed) altruistic motive for teaching in primary and secondary schools after moving up in the ladder of needs were measures of motivation and dependent variables. Ordinary least squares (OLS) and discrete choice models were estimated to identify the determinants of these measures. Results show that very few students had wanted to study Education at undergraduate level. Motivation for their enrolment in postgraduate education, however, is apparently pecuniary and essentially market driven. Most of the students preferred high-paying professions within the education sector—lectureship positions in the tertiary institutions, influencing policies as politicians and political appointees, and running educational businesses. Although, a few students intended to teach in future at the basic level, primary and secondary levels, most of them possess altruistic motives to teach, that is, to mentor students.
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Ushe, Ushe Mike. "Cultism and Violence in Nigerian Universities: A Paradigm for Achieving Religious Academic Excellence." International Journal of Culture and History 6, no. 2 (December 24, 2019): 102. http://dx.doi.org/10.5296/ijch.v6i2.16127.
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Nigerian universities and other institutions of higher learning have in recent times witnessed unprecedented insecurity, persistent violence and educational backdrop, leading to loss of many lives and properties worth millions of naira across the country. Part of the face out of this scourge is the prevailing case of cultism and other forms of violence in Nigerian universities and other higher educational institutions. This has resulted to gruesome arrest, expulsion and murder of many students on account of cult activities on the campuses and other forms of students’ violence which further exposed our universities to insecurity, ritual murders, drug abuse and use of dangerous weapons by cult groups, victimization and regime of terror against fellow students, lecturers, and anyone that stands in the ways of these cult groups on our campuses. This paper discusses the impacts of cultism and other forms of violence on university campuses in Nigeria as a search for achieving sustainable peace and academic excellence. To explore this change, the study employs survey design, questionnaires and face-to-face interviews in collecting data and analysis. The research findings have shown that cultism and other forms of violence are prevalence in Nigerian universities and have increased tremendously in recent decades, reoccurring almost on daily basis. The paper observed that students’ radical activism and union politics, incapability of university and state authorities to enforce minimum standard of students’ civil behaviors on campuses as well as rivalries between cult groups and the wider campus community has drastically affected educational or academic performance of students in contemporary Nigerian society. The paper recommends the restructuring of university educational policies and curriculum, provision of moral education and non-interference of the government and university authorities in the affairs of students’ union politics and activism.
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Nnabuihe, Onyekachi E. "Spaces of Conflict and Conflict of Spaces: Territory and Communal Conflicts in Jos, North Central Nigeria." India Quarterly: A Journal of International Affairs 76, no. 4 (December 2020): 535–51. http://dx.doi.org/10.1177/0974928420961731.
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Communal violence, one of the deadliest forms of political violence in Africa, has characterised Jos and other central Nigerian cities since the 1990s. With origins in colonial land and administrative policies at the inception of the city, communal tensions rooted in local elite competition over ‘indigeneship’ and entitlement to political and government positions, access to higher education and land rights have manifested more forcefully in contemporary time claiming over 5,000 lives. This article focuses on the relationship between collective identity, struggle for space and collective violence. It explores persistent attachment to territory by urban communal groups and violent conflicts over those territorial stakes. It does so because emerging research has focused on land rights, neglecting how conflicts structure territory—the living space—and how territory, in turn, shapes conflict. Inspired by the motivation versus opportunity framework, it relies on focus groups, interviews, oral history, archival documents and secondary sources to generate data.
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Ikemba-Efughi, Ihuoma, and Razaq Raj. "Managerial behaviour and corporate social responsibilities of private education providers in Nigeria: a case of private primary education." Journal of Global Responsibility 11, no. 4 (September 11, 2020): 387–405. http://dx.doi.org/10.1108/jgr-03-2020-0038.
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Purpose This study aims to examine managerial behaviour and corporate social responsibilities of private education providers at the primary education level with a view to establishing the fact that it is indeed the obligatory adoption of ethical policies and socially responsible behaviour that accounts for the positive impact some private education operators have made in the educational sector. The study also examines the areas where the private education providers have not been accountable in their business models, decision-making and operations and thus suggests ways that the private education providers can collaborate with other stakeholders to bring about transformation and better educational outcomes. Design/methodology/approach The positive image of the corporate, social and environmental performance of any organisation to a very large extent is critical to the success of the organization. To underscore the need for managers to be more responsive to the effect their business policies and operations have on the society, this study examined the managerial behaviour and corporate social responsibility (CSR) of private education providers in Nigeria, especially at the primary level – the foundation of the educational system all over the world. The study adopted a mixed method for data collection, involving a survey and focus group discussion. Simple random sampling and purposive sampling were used, respectively, to select the final sample size of respondents made up of stakeholders of private schools – parents, teachers, school proprietors and officials of the Ministry of Education. The multiple regression procedure on Statistical Package for Social Sciences, version 20 was used to analyse data from the survey, whereas ethnographic content analysis was used to analyse data from focus group discussion. While it is evident that most parents and guardian in the global community are choosing the private schools over the public schools because of their perceived accountability or social responsibility that ensures academic success, findings from the study of private schools, especially in the developing countries show that some private education providers fall short in responsible managerial behaviour and corporate responsibility. Socially responsible managerial behaviour has been found to be a deliberate choice which business-savvy managers make and use to gain competitive advantage and secure their businesses. Findings Based on the hypothesis testing, the calculated value of the independent variable on the dependent variable is significant because the probability is less than 0.05 (p < 0.05). The variables under consideration – the obligation to deliver quality education (independent variable) correlated significantly with the dependent variable, the establishment of private schools. Thus, the finding shows that the obligation to deliver quality education and services led to the establishment of private schools. Also, results from the focus group discussion show that the motivation for establishing a school for some private school operators is basically borne out of the need to make a positive impact on society by bringing about positive changes in the educational system. Research limitations/implications A major limitation of the study is the dearth of literature in this area of study – corporate social responsibility in private school. There is a dearth of research in this area because of the perception that private schools or educational entrepreneurs are exploitative (Mars and Ginter, 2012; Paul, 2012). Hence, the study adopted an exploratory approach. Practical implications The practical implication of the study borders on the need for private school managers and operators to collaborate with stakeholder groups – parents, teachers, the government and its regulatory body – the Ministry of Education for better educational outcomes. Social implications The social implication of the study is the need for managers and operators of private schools to deliver cost-effective education so that it can be fairly accessible to a higher percentage of the populace of pupils rather than just a privileged few. This will go a long a to reducing the social inequality among pupils, as a greater population of pupils in Nigeria and many other developing countries are in dilapidated public schools where little or no teaching and learning activities take place. Originality/value This study makes an original contribution to the literature on managerial behaviour and CSR as a strategy for making a positive impact on the stakeholders of an organization/institution as the case may be, increasing business performance and having a competitive advantage. Managerial behaviour and CSR in educational institutions, especially private educational institutions is an area that is scarcely studied and thus, there is a dearth of literature in this area (Mars and Ginter, 2012; Paul, 2012). The present study focuses on managerial behaviour of private primary education providers and operators and this because all over the world, the primary education is the basic and the most vulnerable of all the levels in the educational system.
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Alex-Ojei, Christiana A., Nicole de Wet, and Lorretta F. C. Ntoimo. "Characteristics of men who engage in cross-generational sexual behaviour in Nigeria." Journal of Biosocial Science 52, no. 5 (November 7, 2019): 719–33. http://dx.doi.org/10.1017/s0021932019000749.
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AbstractCross-generational sexual relationships are a major route of transmitting HIV and STI between older and younger generations. However, previous research has focused mainly on the young women in these relationships. This study examined the characteristics of men engaging in non-marital sexual relationships with girls aged 15–19 in Nigeria. The data were drawn from the 2013 Nigeria Demographic and Health Survey, and the analysis was restricted to a sub-sample of 7557 men aged 30–49 who were sexually active in the 12 months prior to the survey. Data analysis was carried out using frequency distributions, chi-squared tests of association and binary logistic regression. It was found that 9.5% of men aged 30–49 reported engaging in cross-generational sexual relationships. Also, being older (OR = 0.35), married (OR = 0.37), having secondary or higher education (OR = 0.70; 0.59) and having sexual debut between ages 18 and 30 (OR = 0.73) were associated with a lower likelihood of having cross-generational sexual relationships. However, Muslim men (OR = 2.10), men from Igbo (OR = 1.90), Hausa/Fulani (OR = 8.47) and Northern and Southern minority tribes (OR = 4.73; 2.49), men living in rural areas (OR = 1.34), men who were over the age of 30 at sexual debut (OR = 2.67) and those with 2–4 and 5 or more lifetime sexual partners (OR = 1.43; 1.58) were significantly more likely to engage in cross-generational sexual relationships. Addressing the challenges of cross-generational sexual relationships can be an effective strategy to reduce the menace of HIV and STI transmission. Men who have low education, those aged 30–34 years, those who initiated sex at an older age, rural dwellers and those who have had several lifetime sexual partners need to be targeted while designing and implementing programmes and policies to reduce cross-generational sexual relationships in Nigeria. These interventions must also take into account the religious and cultural attitudes towards cross-generational sexual relationships, and further investigations should identify men’s motives for engaging in the practice.
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Ogunmola, Omotoso, Christiana Afolabi, Charles Adesina, and Kelechi Ilechukwu. "A comparative analysis of the profitability and technical efficiency of vegetable production under two farming systems in Nigeria." Journal of Agricultural Sciences, Belgrade 66, no. 1 (2021): 87–104. http://dx.doi.org/10.2298/jas2101087o.
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Increasing agricultural productivity enhanced by versatile production systems is critical for sustainable food security and economic development. The study aims to compare the profitability and technical efficiency of vegetable production and factors influencing the technical efficiency of vegetable production between inorganic and organic farming systems in Imo State, Nigeria. Primary data were collected using structured questionnaires comprising 100 vegetable farmers using a multistage sampling procedure. The budgetary analysis and stochastic production frontier model were used to estimate the profitability and the technical efficiencies of the enterprise. An average farmer realized N277,445.24 and N190,506.04 per hectare as profit from inorganic and organic vegetable production and can potentially earn N4.40 and N2.89 on every Naira invested, respectively. However, the inorganic farming system achieved significantly higher returns than the organic farming system. The mean technical efficiencies for organic and inorganic vegetable farmers were 89.57% and 75.64%, respectively. Farm size, labour and the quantity of seeds were the crucial factors that affected the technical efficiency under both farming systems. Also, age, years of education and farming experience were the significant variables that influenced the technical inefficiency of inorganic farmers, whereas years of education and household size significantly influenced the technical inefficiency of organic farmers. This study advocates for subsidized inputs for organic farmers to compensate for their lower yields and policies that would attract young people to vegetable farming to increase the production level.
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Ojiako, Ifeanyi A., G. Tarawali, RU Okechukwu, and JN Chianu. "Household characteristics and market participation competence of smallholder farmers supplying cassava to starch processors in Nigeria." International Journal of Agricultural Research, Innovation and Technology 6, no. 2 (February 27, 2017): 42–56. http://dx.doi.org/10.3329/ijarit.v6i2.31704.
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The household head characteristics of smallholder cassava farmers supplying raw materials to the major commercial starch processors in Nigeria were examined alongside their market participation categories. A multi-stage random sampling technique was used to select 96 farmers working in clusters in the eight cassava producing states. Data were analyzed using a combination of descriptive and inferential statistics, including the use of independent sample t-test technique to compare farmer's characteristics for the farmers' market participation categories. Results revealed that majority of the farmers were farming for subsistence with only 19.80% selling up to 50% of their farm produce as against 80.20% who sold less. Average mean values were found to be higher for the high market participants compared with the low participants for the age, farming experiences, education, farm size, gender, marital status, household size, training, season of harvesting and fertilizer use, but lower for use of credit, improved cassava variety, harvesting method, farming time devotion, and road access. Only farm size, gender and harvesting season at p<0.01 level and training at p<0.05 level were found to be statistically significant in distinguishing the high and low market participation categories. Policies and programmes aimed at promoting market participation among cassava farmers in Nigeria should be more impactful if directed at these significant factors.Int. J. Agril. Res. Innov. & Tech. 6 (2): 42-56, December, 2016
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Adekunle, Chioma Patricia, Augustine Adebayo Kutu, and David Alaba Alori. "SOCIOECONOMIC DETERMINANTS OF WOMEN’S EMPOWERMENT: A CASE OF FARM HOUSEHOLDS IN ABEOKUTA, OGUN STATE." EURASIAN JOURNAL OF ECONOMICS AND FINANCE 9, no. 2 (2021): 67–78. http://dx.doi.org/10.15604/ejef.2021.09.02.001.
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This study examines the socioeconomic determinants of women’s empowerment or bargaining power among married couples living in farm households in Nigeria. A multistage random sampling technique is employed to collect cross-sectional data from 320 farm households aged between 15 to 50 years. Women’s empowerment or bargaining power is measured using 18 questions, and a Tobit regression model is used to analyze all the variables employed. According to the findings, husbands have five more years of formal education than wives and literacy rates are higher for men (62%) than for women (30%). This differenceleads to more decision-making power for men. The result shows that there is a visible gender disparity in the worth and value of assets brought into the marriage, with the men bringing around 34% while that of the women is around 3% making men the main decision-makers and women less empowered. As a policy recommendation, women’s status in society should be enhanced through investment in education and well-being. Additionally, policies and programs aimed at leveraging the bargaining power of the woman in her attempts to make decisions in the household and increasing her empowerment should be formulated and implemented by policymakers.
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Oladosun, Muyiwa, Moses Akanbi, Fagbeminiyi Fasina, and Gbemisola Samuel. "Key predictors of modern contraceptive use among women in marital relationship in South-West region of Nigeria." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 8, no. 7 (June 29, 2019): 2638. http://dx.doi.org/10.18203/2320-1770.ijrcog20193018.
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Background: Nigeria’s population is the seventh largest in the world and is projected to be the fourth largest by 2050. The demographic scenario is akin by persistent high fertility and low contraceptive use. This paper examined factors influencing contraceptive use among women in marital relationship in south-west region which has the highest percentage of use compared to other regions.Methods: A sub-sample of 3,784 women in marital relationship in the south-west region aged 15-49 was extracted from the 38,945 nationally representative samples of the 2013 Nigeria Demographic and Health Survey (NDHS). The dependent variable was contraceptive use, and key predictors include fertility behavior, employment, agents of modernity, and background factors. Logistics regression techniques were used in modeling the multivariate relationships.Results: Results showed that contraceptive use varied significantly by state of residence. It increased (odds = 3.6, p-value=0.000) for respondents with higher education compared to the uneducated. Also it increased (odds = 2.84, P-value=0.000) for the richest sub-group compared to the poorest/poorer category. The odds of using contraceptive increased (odds=2.20, P-value=0.000) for respondents who preferred no other child compared to their counterparts who preferred to have additional; and it decreased (odds=0.37, P-value=0.000) for those who had two or fewer children compared to those who had three or more.Conclusions: Policies and programme intervention should consider education, wealth status, and preference for additional child, and number of living children as key to increasing contraceptive uptake in the region.
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Eze, Jude Nwafor, Coleen Vogel, and Philip Audu Ibrahim. "Assessment of Social Vulnerability of Households to Floods in Niger State, Nigeria." International Letters of Social and Humanistic Sciences 84 (October 2018): 22–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.84.22.
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Flood is known to cause devastating livelihood impacts, suffering and economic damages. To reduce the impact of floods, it is very important to identify and understand the socio-economic factors that determine people’s ability to cope with stress or change. Consequently, the study assesses the social vulnerability of the households to floods in Niger State, in order to provide the empirical evidence necessary for flood adaptation policies and strategies in the state. The data for the research were obtained from the household survey and Dartmouth Flood Observatory. The data obtained were analysed using descriptive and statistical analysis. The results show that flood events in the study area were caused by heavy rainfall, compounded by the opening of the Shiroro dam gate to release the excess flood in the reservoir. Moreover, results of Student “t” test and One-Way Analysis of Variance on socio-economic characteristics show that households’ major economic activities, educational status, household size, income distribution, and membership of cooperative society were significant at p < .05. Since the household respondents who depend primarily on farming, do not have formal education, family size > 10, do not belong to cooperative society and earn less that N21000 per month have higher mean frequency, thus, the predominant households were, therefore, farmers, illiterate, have large family size, poor, and have no access to loan. Thus, the socio-economic characteristics of the households in the study area contribute to their vulnerability to floods by reducing their coping capacity. Based on the results of the assessment, it is recommended that measures are taken to mainstream flood adaptation (livelihood diversification through finance and technical assistance like loans and capacity building) into the development process.
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Chime, Onyinye Hope, Chinonyelu Jennie Orji, Tonna Jideofor Aneke, and Ijeoma Ngozi Nwoke. "Prevalence, Pattern and Predictors of Child Sexual Abuse Among Senior Secondary School Students in Enugu Metropolis." Malaysian Journal of Medical Sciences 28, no. 4 (August 26, 2021): 123–37. http://dx.doi.org/10.21315/mjms2021.28.4.13.
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Objective: Child sexual abuse (CSA) is a growing public health concern with health, academic and psychosocial implications. The aim of this study was to determine the prevalence, pattern and predictors of CSA among secondary school students. Methods: This was a cross-sectional study carried out among adolescents in four secondary schools in Enugu Metropolis , Nigeria. A pretested self-administered questionnaire was used to collect information from 325 adolescents and data was analysed with a significance level set at P ≤ 0.05. Results: The prevalence of CSA in this study was 116 (35.7%). While the majority 20 (40%) of the victims were forced to watch pornography, most of the perpetrators were neighbours 34 (29.3%). A higher proportion of the victims were abused once, 79 (68.1%); when they were between 12 and 18 years old, 62 (53.4%); and at home, 39 (33.6%). Grouped ages, whom the child lived with, father’s and mother’s education, and father’s occupation were statistically significant on bivariate analysis. Predictors of CSA were students in senior secondary school Class 2 (SSS2) and those whose fathers were employed. Conclusion: Our study revealed a high prevalence of CSA. Comprehensive sexuality education and legislative policies should be implemented to educate adolescents and deter perpetrators.
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Thompson, Dorothy, Nsikak-Abasi Etim, and NseAbasi Etim. "Modelling the Factors Influencing Urban Households Food and Nutrition Security Status." Journal La Lifesci 1, no. 4 (December 7, 2020): 9–19. http://dx.doi.org/10.37899/journallalifesci.v1i4.201.
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There was a rapid migration from poor rural areas to swollen urban areas in search of better jobs and life. While some local immigrants have managed to find a better life, most immigrants cannot guarantee the improvement of the quality of life as they hoped. It has become a nightmare of economic and food insecurity. A study was conducted to determine factors affecting food availability, accessibility and affordability for families in Akwa Ibom State, Nigeria. A survey is used to obtain information from 240 households. The Food insecurity Index is used to analyze the state of food insecurity in the study area. Foster, Greer, and Thorbecke (FGT) weighted poverty index was adopted to analyze the incidence and severity of Hunger. Tobit Regression Model is used to analyze household food security determinants. Results of analyses show that hunger is lower in families of skilled workers and higher in families with unskilled workers. The result further showed that the incidence of food insecurity and hunger was 0.61 and directly related to family size. The most critical factors influencing food security are education level, household income level, family size, access to credit facilities, distance to the nearest market, and location of residence. Policies aimed at improving living standards in rural areas are wise policy decisions to prevent conquest of the village.
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Nwabuko, Ogbonna Collins, and Adaunwa Dorathy Okoh. "Retrospective Survey of Sickle Cell Disease in Pregnancy in a Niger-Delta Nigerian Tertiary Health Center." Blood 126, no. 23 (December 3, 2015): 5577. http://dx.doi.org/10.1182/blood.v126.23.5577.5577.
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Abstract Background: The number of sickle cell disease (SCD) females with pregnancy is increasing worldwide today because of better care for sickle cell patients and an increase in life expectancy for these people. This however poses obstetric complications if pregnancy progresses without adequate care and follow-up. This study aimed at determining the prevalence and challenges of SCD among pregnant women seen in ante-natal clinic in a Niger-delta Nigerian tertiary health center. Methodology: This was a-ten-year retrospective study of thirty five thousand, nine hundred and seventy six pregnant women seen at the antenatal clinic of Braithwaite Memorial Specialist Hospital (BMSH) (2003-2013). Biomedical data and hemoglobin (Hb) electrophoresis were obtained using hypothesis generation questionnaires and conventional hemoglobin electrophoretic machines respectively. Data analysis was obtained using SPSS version 16. Result: A total of 35,976 pregnant women registered in the ante-natal clinic within the study period out of which 28,815 (80.09%) were Hb AA, 7,109 (19.77%) were Hb AS, and 52 were Hb SS (prevalence of 1.4 per 1000 pregnant women). The average booking gestational ages of 22.6 and 29.1 weeks were recorded for SCD and non-SCD participants respectively. The higher level of education (Post-secondary and post-graduate) recorded was relatively higher among the SCD (60%) compared to non-SCD (58.05%) population, although this was not statistically significant (Table 1). Hemoglobin concentration below 11 g/dl were recorded by 39.4 % and 80.8% of non-SCD and SCD participants respectively (P=0.001) (Table 2a). The study population recorded 20.8% as Hb AS (Table 2b). Conclusion: The prevalence of sickle cell disease in pregnancy is on the increase in this region. Anemia, late ante-natal booking, and poor educational empowerment rank among the greatest challenges confronting management of sickle cell disease in pregnancy in Nigeria. Therefore, awareness creation and national policies that will scale up the care of sickle cell disease in pregnancy should be topmost priorities in improving their life expectancies in Nigeria. Table 1. Levels of Education: SCD Pregnant women compared to Non-SCD Pregnant Levels of Education Frequency n (%) Total n (%) p-value Non HbSS HbSS Primary (1-6) 71 (0.2) - (0) 71 (0.2) <0.05 JSS (1-3) 810 (2.4) 1 (2) 811 (2.4) >0.05 SS (1-3) 13,308 (39.4) 19 (38) 13,417 (39.7) >0.05 Post-Secondary (Tertiary) 19,419 (57.5) 28 (56) 19,447 (57.2) >0.05 Post-graduate (Masters, Ph.D.) 188 (0.55) 2 (4%) 190 (0.5) <0.05 Total 33,756 (100) 50 (100) 33,806 (100) Table 2. (a) Pattern of Hemoglobin Concentration in HbSS and Non-HbSS Pregnant women Hb Conc. (g/dl) Frequency n (%) Total n (%) p-value Non-HbSS HbSS <11 13,276 (39.2) 42 (80.8) 13,318 (39.3) <0.05 ≥11 20,554 (60.8) 10 (19.2) 20,564 (60.7) <0.05 Total 33,830 (100) 52 (100.0) 33,882 (100) Chi-square: 188.78, p-value = 0.001 Note: Hb Concentration <11.0 g/dl is termed "Anemia in pregnancy" [1],[2]. 34,020 of the registered women had their Hemoglobin concentration documented. References: 1. World Health Organization (WHO). The prevalence of Anemia in women: a tabulation of available information. Geneva, Switzerland:WHO; 1992. WHO/MCH/MSM/92.2. 2. World Health Organization (WHO). Prevention and Management of Severe Anemia in Pregnancy: Report of a Technical Working Group. Geneva, Switzerland: WHO/FNE/MSM/93.5. Disclosures No relevant conflicts of interest to declare.
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Okagua, Joyce, Peace Opara, and Balafama A. Alex-Hart. "Prevalence and determinants of cigarette smoking among adolescents in secondary schools in Port Harcourt, Southern Nigeria." International Journal of Adolescent Medicine and Health 28, no. 1 (February 1, 2016): 19–24. http://dx.doi.org/10.1515/ijamh-2014-0066.
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Abstract Background: Cigarette smoking remains a major preventable public health problem associated with premature deaths worldwide. Adolescence is a unique developmental stage between childhood and adulthood. Smoking is a lifestyle habit acquired during adolescence and into adulthood, with its associated morbidity and mortality. It is therefore important to determine the factors associated with cigarette smoking in these adolescents in order to institute preventive measures and health policies to protect these adolescents early. Objective: This study aims to determine the prevalence of smoking, factors associated with smoking, and knowledge of the harmful effects of smoking in these adolescents. Methods: A cross-sectional study of 1120 adolescents aged 10–19 years selected from 10 secondary schools in Port Harcourt was conducted using a multistage sampling technique. The Global Youth Tobacco Survey (GYTS) core questionnaire was used to collect data from the subjects. A smoker was defined as one who had ever smoked a cigarette or who had one or two puffs, while a current smoker was defined as one who had taken a puff or smoked cigarettes in the last 30 days preceding the day of the questionnaire’s completion. Results: Eighty subjects (7.1%) were smokers. This was significantly (p=<0.001) higher in males (9.7%) than in females (4%). Thirty seven (3.3%) subjects were current smokers. The mean age at which smoking was initiated was 12.47±3.0 years. Twenty six (32.5%) of the smokers reported that they were initiated into cigarette smoking by their friends, 36 (45%) just wanted to experiment, 7 (8.8%) were influenced by media advertisements while 5 (6.3%) were due to parental exposure. Parental history of smoking and poor knowledge of cancer of the lungs as a harmful effect of smoking, was significantly (p=<0.05) associated with cigarette smoking. Conclusion: The prevalence of smoking in adolescents in Port Harcourt is high and is associated with parental smoking and poor knowledge of cancer of the lungs as a harmful effect. We recommend that adolescent health education with an emphasis on the harmful effects of smoking be included in the curriculum of all secondary schools.
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Ibrahim, Najafi Auwalu, Rosli Mahmood, and Muhammad Shukri Bakar. "Strategic improvisation and HEIs performance: the moderating role of organizational culture." PSU Research Review 2, no. 3 (December 14, 2018): 212–30. http://dx.doi.org/10.1108/prr-01-2017-0009.
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PurposeThis study aims to explore the relationships between strategic improvisation, organizational culture and higher education institutions (HEIs) performance. The dynamic nature of today’s environment, increased population and demand and budget cuts have created a lot of pressure on HEIs around the world. Hence, the need for effective human resource capable of providing advanced policies for efficiency and sustainability of these institutions.Design/methodology/approachA total of 229 questionnaires were filled and returned by academic leaders from HEIs in Kano state, Nigeria. The study used partial least squares path modelling to test the hypotheses postulated.FindingsThe major findings indicate that both strategic improvisation and organizational culture dimensions have direct relationship with HEIs performance. However, only innovative culture moderates the relationship between strategic improvisation and HEIs, while bureaucratic culture and supportive culture fail to support the proposed hypothesis.Research limitations/implicationsMore studies are needed to further validate the impact of strategic improvisation (SI) on other public sector performance. Also, future studies should use longitudinal approach to establish at which stage SI has more impact on performance. Also, future studies should identify the difference that exists between units, department and faculty leaders, as some are more likely to engage in SI due to the nature of their specialization.Practical implicationsIt is obvious that HEIs performance is not only limited to organizational factors but also individual characteristics such as ability to improvise. Hence, HEIs should consider SI ability during employment to ensure efficiency, performance and sustainability. Moreover, organizational culture of HEIs needs to be updated and to be more flexible in accommodating new initiatives or failure to encourage display of such ability.Originality/valuePrevious studies especially in the for profit sector have demonstrated the role of SI and organizational culture on performance. Thus, the present study is one of the early studies in the non-profit sector, specifically the HEIs. Moreover, the inconsistent result of the previous findings necessitates the study to test the moderating effect of organizational culture.
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Salihu, Yahaya Ibn. "Relative Effects of Problem and Project-based Learning Techniques on Students Academic Achievement in Building Technology." Asia Proceedings of Social Sciences 4, no. 3 (April 26, 2019): 1–4. http://dx.doi.org/10.31580/apss.v4i3.699.
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The study investigated relative effects of problem and project-based learning techniques on students’ academic achievement in Building Technology. Specifically, the study compared the mean achievement scores of students exposed to problem-based learning and project-based learning against those exposed to conventional lecturer method in Building Technology achievement test. In addition, the study examined the effects of gender on students’ academic achievement with respect to the treatments (teaching methods). Quasi-experimental research design was adopted to carry out the study. Quasi-experimental research design is pre-test, post-test, non-equivalent control group design. [1] described quasi-experimental research design as that design that permits the use of intact classes. The research was carried out in North-central geopolitical zone of Nigeria comprising six states which include: Kogi, Niger, Benue, Kwara, Plateau, Nassarawa and the Federal Capital Territory. Three states (Niger, Kogi and Plateau) were randomly selected out the existing six states in North-central Nigeria. From the three selected states, the three colleges of education that offer Building Technology were sampled with one college of education from each of the three selected states. Hence, the three colleges of education selected are Niger State College of Education, Minna with 47 Building Technology students; Federal College of Education, Pankshin, Plateau State with 56 Building Technology students and Kogi State College of Education, Ankpa with 45 Building Technology students. Therefore, the sample for the study was 148 students of Building Technology for 2017/2018 academic session. The assignment of the classes to teaching methods was done through simple balloting. Hence, Federal College of Education, Pankshin with 56 students of Building Technology was assigned to problem-based learning (PrbL), Niger State College of Education, Minna with 47 students of Building Technology was assigned to project-based learning (PrjL) while Kogi State College of Education, Ankpa with 45 students of Building Technology was assigned to conventional lecture method. Data for this study were obtained with the use of Building Technology Achievement Test (BTAT) instrument containing 50 multiple choice questions. Each questions of the test instrument has four options (a), (b), (c) and (d) out of which one option is the correct answer. The instrument was content-validated by three experts and the reliability established using Kuder Richardson 21 (K-R21) which yielded a reliability coefficient of 0.83. This suggested that the instrument was reliable for data collection for the study. [2] affirmed that reliability coefficients range from 0.00 to 1.00, with higher coefficients indicating higher levels of reliability. Before the commencement of the treatments, all students both in two experimental groups (PrbL and PrjL) and control group were subjected to a pre-test in order to obtain the pre-test achievement scores. The scores obtained by students from the three groups represented their pre-test scores. Thereafter, the actual treatments began and lasted for six weeks in which students in PrbL group were taught Building Technology using Problem-based learning, students in PrjL were taught Building Technology using Project-based learning while students in the control group were taught Building Technology using conventional lecture method. After the sixth week of the treatments, the post-test was administered to the students in their respective groups to obtain the post-test achievement scores. The scripts of the students were collated and marked by the researcher and the students were scored over 50. This is because, any correct answer out of the 50 questions is 1 mark. The data collected from the three groups in the pre-test and post-test were compiled for analysis. The result showed that NCE students of Building Technology taught problem-based learning had mean achievement gain score of 18.07, students taught with project-based learning had mean achievement gain score of 20.23 while students in control group that were taught Building Technology with conventional lecture method had mean achievement gain score of 6.31. The results clearly show that the use of problem and project-based learning techniques appreciably increased academic achievement of NCE students in Building Technology than using conventional lecture method for instructional delivery. The result of [3] revealed that students exposed to problem-based learning method significantly showed high level of achievement motivation than the students of control group. In agreement with the findings of this study, [4] established that project-based learning approach had significantly higher academic achievement effects on students’ academic performance than those taught with traditional teaching method. Similarly, [5] in a study found that students in the treatment group (project-based learning) produced better academic performance than those in control group. The results on effect of gender on the achievement scores of NCE students showed that male students taught Building Technology with problem-based learning method had mean achievement gain of 18.04 while the females taught with problem-based learning method had mean achievement gain of 18.25. On the other hand, male students taught Building Technology with project-based learning had mean achievement gain of 20.22 while the female taught with project-based learning had mean achievement gain score of 22.33 in Building Technology test. For the control group, male students taught Building Technology with conventional lecture method had mean achievement gain score of 7.11 while female students in control group had mean achievement gain score of 7.10. This result indicates that both problem and project-based learning techniques significantly increased academic achievement of male and female students in Building Technology than conventional lecture technique. [6] studied gender differences in electricity interest and achievement scores using problem-based learning. The results showed that there was no significant difference between the mean achievement scores of male and female students when taught electricity using problem based learning approach. Although, students taught with project-based learning had slightly higher achievement gain score than those taught with problem-based learning. The result shows that treatments (Groups) as main factor had a significant effect on students’ achievement in Building Technology test. The F-calculated (F-cal) value of 103.298 and the p-value of 0.000 which is less than 0.05 level of significance indicate significant difference in the mean achievement scores of students taught with problem and project-based learning techniques and conventional lecture method based on the treatments given. For the effect of gender on academic achievement in Building Technology, the result shows that, the F-calculated value of 0.170 and p-value of 0.681 which was greater than 0.05 level of significance indicate that there was no significant difference in the mean achievement scores of male and female students in the Building Technology achievement test. The result of [7] showed no significant gender difference as project-based learning had a positive effect on both male and female students. In the same manner, [8] investigated inquiry project-based learning and found that gender (male and female) differences and academic abilities had no significant moderating effects on the learning dimensions. Interaction effects of gender and instructional techniques (Group*Gender) shows F-calculated (F-cal) value of 0.119 with p-value of 0.888 which is greater than 0.05 level of significance. This indicates that there was no significant interaction effect between the treatments (Groups) and gender of the students in respect to Building Technology achievement test. Based on the findings, the study recommended intensified use of problem-based learning and project-based learning techniques for effective instructional delivery in Building Technology, formulation of relevant policies to strengthen problem-based and project-based learning techniques in Nigerian technical and vocational education for the production of skilled manpower to feed Nigerian Building industry, adequate provision of relevant instructional materials to facilitate quality teaching and learning with project-based and project-based learning techniques and skill update and timely in-service training to teachers and lecturers of technical and vocational education for effective application of problem-based and project-based learning techniques that are interactive and student-centred for instructional delivery.
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Gana, A. J., M. F. Amodu, and S. O. Braimoh. "Engineering Policies and Education for Sustainable Development:- Nigeria Perspective." IOP Conference Series: Materials Science and Engineering 1107, no. 1 (April 1, 2021): 012028. http://dx.doi.org/10.1088/1757-899x/1107/1/012028.
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A., Krishnamoorth. "Role of Education Policies in Indian Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 04-Special Issue (March 31, 2020): 1588–93. http://dx.doi.org/10.5373/jardcs/v12sp4/20201638.
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OGAWA, Yoshikazu. "Chinese Higher Education Policies for Minorities." Comparative Education 1994, no. 20 (1994): 93–104. http://dx.doi.org/10.5998/jces.1994.93.
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Marginson, Simon. "Labor's Economic Policies in Higher Education." Australian Quarterly 62, no. 3 (1990): 256. http://dx.doi.org/10.2307/20635592.
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Zumeta, William. "State Policies and Private Higher Education." Journal of Higher Education 63, no. 4 (July 1992): 363–417. http://dx.doi.org/10.1080/00221546.1992.11778376.
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McLendon, Michael K., and Laura W. Perna. "State Policies and Higher Education Attainment." ANNALS of the American Academy of Political and Social Science 655, no. 1 (August 10, 2014): 6–15. http://dx.doi.org/10.1177/0002716214541234.
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This article introduces a collection of empirical work that examines the role of state policy in promoting students’ progression into and through higher education. We provide an overview of U.S. state policy innovations that have occurred in recent years and we identify both the challenges and opportunities associated with studying public policy and higher education attainment in the states. The article concludes by outlining the perspectives of the articles included in this collection and provides a synopsis of each.
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Searle, Judy. "Higher education admissions policies tested again." Medical Education 37, no. 10 (October 2003): 850–51. http://dx.doi.org/10.1046/j.1365-2923.2003.01616.x.
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Greenbank, Paul. "Institutional admissions policies in higher education." International Journal of Educational Management 20, no. 4 (June 2006): 249–60. http://dx.doi.org/10.1108/09513540610665379.
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Ololube, Nwachukwu, Daniel Egbezor, and Peter Kpolovie. "Education Policies and Teacher Education Programs: Meeting the Millennium Development Goals." Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 21–34. http://dx.doi.org/10.2478/v10099-009-0016-3.
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Education Policies and Teacher Education Programs: Meeting the Millennium Development GoalsThis paper explores the present situation regarding the education policies and teacher education programs in Nigeria in light of the Millennium Development Goals (MDGs) cited in the 2000 United Nations Millennium Declaration. The MDGs declaration helped awaken nations to the need for structural features that empower education policy makers and planners in creating effective educational systems. A survey was used to gather data from teachers and school administrators in Nigeria. The data suggested that both teachers and school administrators are discontented with the lethargic policies and implementation of programs in meeting global standards. In particular, the empiric data could be useful for education policymakers, planners, administrators, and researchers who need information that might help them to improve their activities and deal with the controversial issues.
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Zumeta, William. "State Policies and Private Higher Education: Policies, Correlates, and Linkages." Journal of Higher Education 63, no. 4 (July 1992): 363. http://dx.doi.org/10.2307/1982119.
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Ibe, Patrick Ik, ANGELA CHEKWUBE EKOH-NWEKE, and AUGUSTINE OBELEAGU AGU. "The Influence of Globalization on National Education Policies in Nigeria." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 807–19. http://dx.doi.org/10.31686/ijier.vol8.iss8.2590.
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Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.
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Vargas, Carlos. "Lifelong Learning principles and higher education policies." Tuning Journal for Higher Education 2, no. 1 (December 20, 2014): 91. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp91-105.
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The role of higher education in promoting economic growth and social cohesion has been recognised in multiple international documents, programmes and strategies. Likewise, a number of countries and higher education institutions worldwide have introduced policies that aim at fostering learners’ employability, active citizenship, personal development, knowledge base, competences and capabilities. However, not all these policies have successfully addressed current global trends like the economic downturn, demographic change, the changing nature of the labour market, and pressing social needs. This paper posits that introducing lifelong learning principles to the formulation and implementation of higher education policies may provide more inclusive and comprehensive frameworks for meeting the needs and aspirations of the multiple stakeholders of higher education.
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Larkin, Allyson. "Implications for Canadian Higher Education Internationalisation Policies." Potentia: Journal of International Affairs 4 (October 1, 2012): 73–86. http://dx.doi.org/10.18192/potentia.v4i0.4396.
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The desire to internationalise campuses and to provide students with global learning opportunities is evident in the association of Universities and colleges in Canada (AUCC) report Internationalizing canadian campuses. The report summarises a 2007 survey of canadian university presidents’ institutional internationalisation priorities. In the aUcc report, 95 per cent of university presidents in canada cite the formation of international partnerships and the achievement of global competencies among graduates as top institutional priorities (AUCC 3).
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Masum, Muhammad. "Higher Education in Bangladesh: Problems and Policies." Journal of the World Universities Forum 1, no. 5 (2008): 17–30. http://dx.doi.org/10.18848/1835-2030/cgp/v01i05/56918.
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Rangel, Ernesto, and Antonina Ivanova. "Higher Education Policies and Employment in Mexico." Modern Economy 05, no. 07 (2014): 821–30. http://dx.doi.org/10.4236/me.2014.57075.
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Białecki, Ireneusz. "Goals and Policies of Higher Education Reform." Higher Education in Europe 26, no. 3 (October 2001): 351–66. http://dx.doi.org/10.1080/03797720120115933.
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Goertz, Margaret E., and Linda M. Johnson. "STATE POLICIES FOR ADMISSION TO HIGHER EDUCATION." ETS Research Report Series 1985, no. 2 (December 1985): i—31. http://dx.doi.org/10.1002/j.2330-8516.1985.tb00111.x.
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NORRELL, J. ELIZABETH, and THOMAS H. NORRELL. "Faculty and Family Policies in Higher Education." Journal of Family Issues 17, no. 2 (March 1996): 204–26. http://dx.doi.org/10.1177/019251396017002004.
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This article provides a review of existing policies in higher education institutions that affect faculty and their families, and identifies areas for advocacy and research. Anecdotal evidence suggests that there is great variability in policies both between and within universities and that the effects of certain of these policies may discriminate unfairly against women. Thus dual-career problems and parental concerns are reviewed within the context of gender equity. The implications of these policies for recruitment and retention of faculty and for the tenure and promotion process are considered.
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Berggren, Caroline. "Gender equality policies and higher education careers." Journal of Education and Work 24, no. 1-2 (February 2011): 141–61. http://dx.doi.org/10.1080/13639080.2010.534442.
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Habibi, Nader. "Higher education policies and overeducation in Turkey." European Journal of Higher Education 7, no. 4 (April 16, 2017): 440–49. http://dx.doi.org/10.1080/21568235.2017.1308832.
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