Now showing 1 - 3 of 3
- ItemOpen AccessQuality and equity in Nigerian educational system: a panacea for economic empowerment, development strategy and social justice(The International Academic Forum, 2015) Uzoka, N.E.; Igwe, R.O.This paper relates to Education: Social Justice and Social Change. It examines the issues of quality and equity in Nigerian educational system and how it enhances national economic and development strategy that brings about social justice. The study sets out to identify the general problems and needs facing the country in the field of education that is hindering the realization of quality, equity and social justice. It further examines the accessibility and difference in the quality of education being offered in the urban and rural areas, and highlights the reasons behind the high level of repetition and drop-out rates in the rural schools. Four research questions and four hypotheses were formulated to guide the study. A descriptive survey design was employed targeting all the principals and ministry of education officials in the four, out of the six geo-political zones in Nigeria (South-West, South-East, North-East, and North-Central). Stratified and simple random sampling techniques were used to select one hundred (lOO) principals and twenty-five (25) ministries of education officials from each of the selected geo-political zone bringing the total number to five hundred (500) participants. Questionnaire and interview were used as instruments of data collection, while descriptive and inferential statistics were employed for data analyses. Some of the findings of the study revealed that there are differences in the quality of education and accessibility to education in the rural and urban areas. Most schools in the rural areas do not have adequate and qualified teachers. Moreover, there is apparent lack of infrastructure and educational resources. The study recommends, among others that there is need to offer quality education to every Nigerian child whether in the rural or urban areas and an educational system that is responsive to current national demands and conducive to sustainable development that will enhance social justice.
- ItemOpen AccessQuality assurance in secondary education in Nigeria: The roles of school administrator and student leaders(University of Lagos, Akoka, 2011) Sule, S.A.; Sofoluwe, A.O.; Olatokunbo, O.C.The paper critically examined the roles of secondary school administrator and student leaders in assuring quality in secondary school education system. No country is likely to go far beyond the threshold of development unless it ensures that most of its people receive a good basic education. And reaching the threshold for sustainable development requires that the majority of the population completes primary and secondary education of good quality. At moment, secondary education in Nigeria is in a mess. This accounts why 1110Stparents patronize private secondary schools nowadays. The paper discussed extensively the roles of administrators and school leaders in hringing about quality in the school system. Some of these roles include; the student leaders must ensure that regular dialogue is held with the school management on how to guarantee quality instructional delivery in the school system, organi:e the entire students on the need to take their studies seriously, work in collaboration with the qualify assurance department or committee to ensure that quality services are provided in the school system, there is need to improve or employ modern teaching methods and techniques in the classroom, there is need to harmonize the internal and external criteria of quality 'assurance raising standard of excellence of the education system, effective supervisory system should be injected into the system by the school principal, etc.
- ItemOpen AccessOrganisational culture and knowledge sharing attitudes among academic staff in public colleges of education, Lagos State, Nigeria(Department of Information Resource Management, Babcock University, 2019-01-15) Ige, N.A.; Oladejo, M.A.; George, A.P.Today, knowledge is an invaluable organizational key resource, whose effective sharing is fundamental to the attainment of the organisational goals. This study investigated organisational culture and knowledge sharing attitudes among academic staff in public colleges of education, Lagos State, Nigeria. The study is guided by four null hypotheses, using the descriptive research design. A self-constructed, validated, and reliable instrument (r=.85) was used for data collection. Stratified disproportionate random sampling technique was used to select two institutions and 300 participants. One-Sample t-test and Pearson Product-Moment Correlation were used to test all the hypotheses at .05 significant level. Findings showed that knowledge sharing attitudes among academic staff was poor [t (299) = 212.05, p≤.05]. Also, knowledge sharing was positively, moderately and significantly related with leadership (r (298) =.428; p≤0.05) and social networking (r (298) =.531; p≤0.05). Finally, there was a positive and strong significant relationship between collegial collaborations and knowledge sharing attitudes (r (298) =.711; p≤0.05). An organization’s ability to share knowledge among staff members is vital to its competitive advantage. It is therefore recommended among other things that institutional authorities should formulate policies that will ensure free flow of knowledge, and also encourage effective collegial collaborations among academic staff.