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Academic literature on the topic 'Nigeria. National Universities Commission'
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Journal articles on the topic "Nigeria. National Universities Commission"
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Hanh, Nguyen Duc, Vu Quynh Loan, and Nguyen My Viet. "Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria." Higher Education Studies 10, no. 2 (2020): 133. http://dx.doi.org/10.5539/hes.v10n2p133.
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The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.
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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 (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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Ekhosuehi, Virtue, Augustine Osagiede, and Wilfred Iguodala. "A procedure for distributing recruits in manpower systems." Yugoslav Journal of Operations Research 25, no. 3 (2015): 445–56. http://dx.doi.org/10.2298/yjor131219031e.
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In this paper, we treat the following problem: Given a stable Gani-type personflow model and assuming no negative recruitment, what recruitment distribution at the n ? step is capable of generating a staff-mix that closely follows the desired structure? We relate the problem to the challenge of universities in Nigeria towards reaching the desired academic staff-mix by rank specified by the National Universities Commission (NUC). We formulate a population-dynamic model consisting of aggregate-fractional flow balance equations within a discrete-time Markov chain framework for the system. We use MATLas a convenient platform to solve the system of equations. The utility of the model is illustrated by means of academic staff flows in a university-faculty setting in Nigeria.
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Aribaba, F. O., O. A. Ahmodu, J. O. Adedokun, S. A. Yusuff, and V. I. Omada. "The Role of Educational Institution in Fostering Entrepreneurship Development in Nigeria." Journal of Educational and Social Research 9, no. 4 (2019): 179–87. http://dx.doi.org/10.2478/jesr-2019-0068.
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Abstract The study examines the role educational institution plays in fostering entrepreneurship development in Nigeria. The study employed survey research design using primary source of data through the administration of structured questionnaire on twelve (12) selected Federal Universities from the total population of forty-three (43) Federal Universities as approved by the National Universities Commission (NUC, 2019). This was determining through the use of multi-stage sampling technique. The multi-stage sampling techniques are simple ransom and quota sampling techniques. The techniques were used to draw the sample size of five-hundred and four (504) respondents from sampled Universities. The total number of questionnaires that was returned is four-hundred and ninety-nine (499). Regression statistics and Analysis of Variance revealed the coefficient and P-value of vocational centre (0.154069951; P=0.000495<0.05); entrepreneurship exhibition (0.368947844; P=9.03E-18>0.05); professional entrepreneurs (0.162502515; P=4.9E-05>0.05) and seed capital (0.289112176; P=3.24E-11>0.05) respectively. This was an indication that there was a positive significant exists between the explanatory variables with entrepreneurship development in Nigeria at 5% level of significant. The implication is that the federal government should not only empower the youths but to invest in youth entrepreneurship because the youths are the future of the country. Based on these findings, the study therefore recommends that educational stakeholders should be monitoring the entrepreneurship activities in Nigerian Universities. They should also dwell more on practical training for students irrespective of their vocational area of study; and introduce some benefits to well deserving creative students in order to enhance the entrepreneurial culture among the students.
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Aliyu, Mukhtar Shehu, Mukhtar Salisu Abubakar, Abubakar Mukhtar Yakasai, and Abdulkarim Garba. "MODELLING NIGERIAN PUBLIC UNIVERSITIES PERFORMANCE THROUGH TOTAL QUALITY MANAGEMENT." Journal of Applied Structural Equation Modeling 2, no. 1 (2018): 59–73. http://dx.doi.org/10.47263/jasem.2(1)06.
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The aim of this research is to examine the effects of total quality management on the performance of public universities in Nigeria. University education serves as a means of producing individuals who possess the academic and mental capability, which is expected to help in the production of high-level manpower to the various sectors of the economy. To answer the research questions, one hypothesis is formulated: (a) there is a significant relationship between total quality management and performance of public universities in Nigeria. Data were collected by means of self-administration of a questionnaire completed by academic leaders randomly selected. The questionnaires developed from the prior research were used to measure the total quality management, while performance measurement was based on subjective evaluation involving self-reported measures. The findings revealed that significant relationship exists between total quality management and performance of public universities in Nigeria. The finding of this study would be of relevance to policymakers, such the National Universities Commission (NUC) being the regulator of university education in Nigeria.University Vice Chancellors as administrators can benefit from the study’s outcome. The Tertiary Education Trust Fund (TETFUND) is also a beneficiary of the study finding as it will guide them in resource allocation across the universities. The study recommends that future studies should be conducted on other variables that can predict university performance.
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Umar, Umar Habibu, Mustapha AbuBakar, Abubakar Jamilu Baita, Tasiu Tijjani Kademi, and Md Harashid Haron. "Do academic and professional institutions promote the awareness and knowledge of Islamic banking and finance in Nigeria?" Journal of Islamic Accounting and Business Research 12, no. 3 (2021): 401–17. http://dx.doi.org/10.1108/jiabr-05-2020-0171.
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Purpose The purpose of this study is to examine the contribution of academic and professional institutions in promoting the awareness and knowledge of Islamic banking and finance in Nigeria. Design/methodology/approach The data were generated through a documentary research method by examining the Benchmark Minimum Academic Standards (BMAS) for Nigerian universities and Nigerian university curricula for the relevant undergraduate programs, as well as examination syllabi and training brochures for the relevant professional associations. Findings The study found that universities do not promote significantly the awareness and knowledge of Islamic banking and finance. Similarly, the relevant professional associations through their examinations and training programs contribute little or nothing to the promotion of awareness and knowledge. Research limitations/implications This study solely relied upon documentary evidence upon which the findings were based. In addition, for academic institutions, only undergraduate BMAS and curricula were examined. Practical implications There should be collaborations between the National University Commission of Nigeria, relevant Islamic and non-Islamic professional bodies and Nigerian Universities to ensure that courses (subjects) that could promote the awareness and knowledge of Islamic banking and finance are fully integrated into academic and professional curricula and training programs. Social implications The integration of an adequate number of relevant courses/topics into academic curricula and professional institution examination syllabi and their Mandatory Continuing Professional Development programs would greatly contribute to the production of competent and skillful employees to work for the growth and development of the Islamic banking and finance industry. Originality/value This study provides better ways of ensuring that knowledgeable and qualified employees are produced to work for the sustainability of the global Islamic banking and finance industry.
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Anih, Paul C., Chicheta F. Nissi, and Uduakobong E. Akpan. "Real Estate Entrepreneurial Training and Education in Tertiary Institution: An Antidote to Unemployment." Baltic Journal of Real Estate Economics and Construction Management 7, no. 1 (2019): 172–89. http://dx.doi.org/10.2478/bjreecm-2019-0011.
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Abstract Real estate entrepreneurship training and education in tertiary institutions can be a source of remedy to unemployment in Nigeria. World Bank (2019) reveals that Nigeria unemployment rate was 6.03 % in the year 2018 and the country ranked 83rd with high unemployment. The aim of the research is to examine the perception and responses of undergraduates of Estate Management and Valuation on entrepreneurship training and education for professional competence. The University of Uyo was studied and particularly Estate Management undergraduates during the academic years of 2014/2015–2018/2019. The method of the research was a descriptive study. Data were obtained from the mean scores of the class assessments (CAs) and the examination scores (ESs) administered to the students on selected courses related to entrepreneurial education. The students’ performance was used as an indicator for their willingness to adhere to entrepreneurial education in Real Estate Management and Valuation. The National Universities Commission grading scale was adopted (A = 70–100; B = 60–69; C = 50–59; D = 45–49; E = 40–44; F = 0–39). The finding shows that the score for all the courses was above 50 %. The entrepreneurial study was 62 %, which was “B” grade of National Universities Commission scale. The study, therefore, concludes that the students of estate management were willing to adhere to entrepreneurial training and education from their scores. The study recommends the provision of adequate learning environment, qualified teaching staff and provision of technical resources.
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Archibong, Ijeoma Aniedi, and Mbe Egom Nja. "Towards Improved Teaching Effectiveness in Nigerian Public Universities: Instrument Design and Validation." Higher Education Studies 1, no. 2 (2016): 78. http://dx.doi.org/10.5539/hes.v1n2p78.
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This research is conducted to examine what is currently evaluated with respect to teaching in Nigerian publicuniversities and to produce instruments that would be useful for examining the course and teaching effectiveness ofcourse lecturers. Telephone interview of ten (10) professors in ten public Nigerian Universities is used to elicitinformation on the current state of evaluation of teaching while a document analysis reveals the concerns ofNational Universities Commission with lecturers during programme accreditation. Finding indicates that teachingeffectiveness is grossly ignored in the lecturer appraisal process. An 18 item questionnaire and another 15 itemquestionnaire measuring teaching and course effectiveness respectively is constructed. After a test retest procedureusing four lecturers and four courses, the instruments yielded a reliability coefficient ranging from -0.568 to 0.591for lecturers and 0.548 to 0.944 for the courses. The correlation coefficient values clearly reveal that the courseevaluation and lecturers’ evaluation forms were adequate to generate information on the course and lecturereffectiveness. It is therefore recommended, among other things that the National Universities Commission (NUC) asa regulatory body should make the evaluation of teaching a mandatory policy for all universities.
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Yinka, Ibijola Elizabeth. "Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education." International Journal of Education and Practice 3, no. 2 (2015): 104–13. http://dx.doi.org/10.18488/journal.61/2015.3.2/61.2.104.113.
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Ayoku, Ojedokun A., and Victoria Nwamaka Okafor. "ICT skills acquisition and competencies of librarians." Electronic Library 33, no. 3 (2015): 502–23. http://dx.doi.org/10.1108/el-08-2013-0155.
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Purpose – The purpose of this paper is an audit of information technology (IT) skills set of librarians in some Nigerian university libraries with the aim of examining their relevance and adequacy to the digital environment. Nigerian universities as knowledge creators and their libraries as gatekeepers of knowledge are rapidly witnessing the introduction of various IT. One of the challenges facing IT/digital library projects in Nigeria has been the readiness of the university libraries in terms of knowledge and skills to implement the digital and electronic library services. Design/methodology/approach – This paper used the survey approach. The sampling technique for the selection of the universities was stratified and for the librarians (respondents), census. The sampling frame was the approved list of universities released by the National Universities Commission as of the time of this study. The data were analysed using the Statistical Package for the Social Sciences. Findings – The findings of this paper revealed that many of the respondents do have knowledge and skills of email use and word processing tasks but lack knowledge of search engines and directories other than Google and Yahoo, respectively. Many of them do not know how to evaluate and catalogue e-resources; have no knowledge of subject gateways, specialised databases and some open-access library databases; have no knowledge of database management; are not skilled in Web design; and are equally not familiar with Web design applications. Originality/value – The study recommends management support for IT skills training and/or continuous professional development to improve the librarians. Librarians are also challenged and encouraged to explore the range of training resources available over the Internet for self-development.