Recent Submissions

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Open Access
Vocational education as a tool for sustaining Millennium Development Goals (MDGs) and National Economic Empowerment Development Strategy (NEEDS) in Nigeria.
(. HERPNET– Kampala International University, Kampala, Uganda, 2010) Anyikwa, B.; Sule, S.A.
‘The empirical study examined the roles of vocational education in the sustenance of Millennium Development Goals (MDGs) and National Economic Empowerment Development Strategy (NEEDS). MDGs and NEEDs are government deliberate policies to ameliorate or eradicate poverty in Nigeria. In order to accomplish this, four research questions were generated. A sample of 300 teachers was drawn from a population of 1,950 Secondary School Teachers in Lagos State, through the method of simple random sampling. Data were obtained through a carefully structured and validated questionnaire. The data thus obtained were analyzed using descriptive statistical method such as percentage and frequency. Based on the result of the analyses the study confirmed among that students’ as well 1s government affect the implementation of education programme. in Secondary Schools. Consequence upon these, recommendations were made.
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Open Access
Monetary policy, development finance institutions and agricultural sector performance in Nigeria
(Fiscal and Financial Economists Society of Nigeria in conjuction with Fiscal and Monetary Economics Forum, Department of Economics, University of Lagos: Lagos, Nigeria., 2022) Iwegbu, O.; Nwaogwugwu, I.C.
This study examines the relative impact of monetary policy stance and the activities of development finance institutions on agricultural sector performance. The study asserts that the relatively unchanged monetary policy stance of the Central Bank weakens its effectiveness on agricultural sector performance as empirically proven and thus, this study employs the Autoregressive Distributed Lag Model (ARDL) with data spanning through 1981 till 2019 to achieve its objective. The results from the study show that although the monetary policy is effective in stimulating the activities of the agricultural sector in the short run, it is not in ensuring long term improvements of the sector in the long run. However, the activities of the development finance institutions proved effective in enhancing the productivity of the sector by providing liquidities on a long-term basis. The policy implication of this study is that the conventional monetary policy does not stimulate long term improvements in the agricultural sector while activities of the development finance institutions such as the provision of loans are more effective in stimulating the performance of the sector. Monetary authority through regulations will need to devise more effective ways of empowering the ability of the development finance institutions to mobilize financial resources that are needed for the stimulation of the activities of the sector.
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Open Access
A comparative study of the performance of the products of apprenticeship system and technical colleges i1'1.industries in Lagos State.
(Department of Vocational Education, Nnamdi Azikiwe University, Awka, 2015) Odo, M.I
This study was a comparative study of the performance of the products of apprenticeship system and technical colleges i1'1.industries in Lagos State. The. design of the study was a survey. The population for the study was the products of vocational technical colleges and apprenticeship system working in DN Tyre & Rubber, Standard Home Furniture Manufacturing Company Ltd, Wahum Packaging Ltd and Universal Steel Ltd. These were the artisans, craftsmen, and technicians working in the industries ill Ogba. A random sampling technique was used to select 190 respondents. Four research questions and a hypothesis were raised for the study. A structured thirty eight (38) questionnaire items were generated for the study. Frequency, Mean, and Standard deviation were used to annlv:e the data collected. The t-test statistic was used to test the hypothesis at 0.05 level=of significance. The findings of the study showed that apprentices are no! good at reading and. interpreting working drawings and Classification of tools. Consequently, technical college products lacked the knowledge of selecting appropriate tools for working, carrying out maintenance services, trouble shooting, and operating machines. It was also discovered that theoretical knowledge of the apprentices can be enhanced by the use of expert facilitators, enrolling them in part-time vocational schools, off-the job learning and cognitive apprenticeship method of instruction, It was recommended that there is need to reform roadside apprenticeship along the line of modem apprenticeship which combines the learning of theory and practice,
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Open Access
Understanding mentoring: Reflective strategies for school-based adult and technical teachers ’preparation.
(Curriculum of Organization of Nigeria, 2016) Ememe, P.I; Odo, M.I
This study takes 011 the issue of understanding tnentoring: reflective strategies for school-based adult and technical teacher preparation. Survey design was adopted for the study and the population included all the lecturers and students of adult and technical education in University of Lagos, Akoka; Lagos State University, Ojoo; Federal College of Education (Technical) Akoka,· and Yaba College of Technology, Yaba. A sample of 30 lecturers each was randomly selected from Federal College of Education (Technical), Akoka and Yaba College of Technology, Yaba making a total of 60 respondents. All the lecturers in adult education from University of Lagos (J 5) and Lagos State University (J 2) making a total of27 were usedfor the study. Thirty students (30) were sampled from each of the institutions making a total of 120 student respondents and 57 lecturers. Five research questions were raised, mean and standard deviation were used to analyze the data. The findings of the study are: mentoring progamme is not effective in schools, schools do not adopt any strategy in mentoring students, and reflective strategies enhance and enrich mentees' teaching. It was recommended that: institutions should establish mentoring programme, [und and monitor the-progress, teachers to. cooperate with th.e school authority to make the mentoring programme succeed, the mentees should be encouraged to always use reflective strategy in their teaching and institutions to keep record of mentoring programme in the school.
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Open Access
Teachers’ perception on teaching large classes in secondary schools in Ondo State: A case study of Odigbo Local Government Area. Implication for qualitative educational planning
(A PUBLICATION OF THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND PLANNING, UNIVERSITY OF CALABAR, CALABAR - NIGERIA, 2016) Akinsolu, A. O.; Sule, S.A.
The place of teachers, as an essential factor in educational development, is of prime importance, as educational objectives cannot be achieved without them because they are central to the process of education. The increase in student population with a cumulative effect on class size necessitate this study so as to investigate the perception of teachers towards teaching large classes as prevalent in Nigerian schools today with particular reference to Odigbo LGA of Ondo State. 300 teachers randomly selected among teachers in Odigbo LGA of Ondo state. The instrument tagged "Teaching Large Classes Questionnaire" (TLCQ), was used for the collection of data, which were analyzed using frequency count, percentages and t- test statistical tools. Findings revealed that the teachers were not favorably disposed to teaching large classes. The majority were of the view that in such classes, it (s difficult to engage in practical work, there was less concentration on the part of the pupils, teaching is teacher - centered, the level of pupil participation is low and there are heavier demands on facilities and instructional materials. The study further revealed that teachers were of the view that coping strategies such as peer tutoring and instructor - expressiveness and teaching behavior can be employed by the teachers in order to assure quality in teaching and learning in Nigerian schools. The implication of this study for qualitative planning was likewise stressed.