Implementation of Educational Policy for Socio – Economic and Political Emancipation in Nigeria (Published)
The study examined the influence of the implementation of Nigerian Educational Policy on socio – economic and political emancipation in Nigeria. It specifically examined how the implementation of the policy could socially, economically and politically assist in the emancipation of people i.e. the Nigerian citizens. The study revealed that educational policies in Nigeria are capable of making an average Nigerian, self – reliant economically and socially. It further revealed that proper implementation of the policy could improve the political awareness and participation of the citizens. It was concluded that Nigerian educational policy paved way for socio-economic and political emancipation; however, effective and proper implementation brings development to Nigeria. Educational policies in Nigeria should be tailored to suit the social, economic and political aspirations of Nigerians. The problems militating against effective implementation of educational policies were highlighted. Based on the conclusions of the study, it was recommended that the challenges facing the effective implementation of educational policies should be addressed by government and all stakeholders. Since teachers are the implementers of educational policies, qualified teachers should be employed, trained and retrained on how to implement national educational policy in such a way that socio – economic and political emancipation would be achieved. Policy makers and educational experts need to work together to design national policies that would give way to economically self – reliant citizens, they need to work as partners in progress with teachers to ensure that the policy is implemented accordingly, also the cultural backgrounds of all ethnic groups in Nigeria should be taken into consideration whenever educational policies are reviewed.
Citation: Adesua, V. O. (2022) Implementation of Educational Policy for Socio – Economic and Political Emancipation in Nigeria, British Journal of Education, Vol.10, Issue 10, pp.51-59
An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure (Published)
This paper examined the level of implementation of the Universal Basic Education (UBE) program in Delta State of Nigeria. The study used a descriptive survey to assess the views of UBE teachers and staff on the successful implementation of the UBE Program in Delta State. The study population includes all UBE teachers and staff in the 25 Local Government Areas of Delta Province. The sample size was 240 teachers and 120 UBE staff. The tool used in data collection was a questionnaire. The tool was certified by testing experts and a reliability coefficient of 0.82 was obtained. Two research questions and two hypotheses were used. The research questions were analyzed using central points while the hypothetical hypotheses were analyzed using the chi-square table. The significance level was set at 0.05. The study revealed that the UBE Program was poorly implemented in Delta State and inadequate resources and infrastructure. It was recommended, among other things, that the State Government should provide all the resources and infrastructure required for the successful implementation of the UBE Program in Delta State, to be done.
Citation: Ossai A.G. (2022) An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure, British Journal of Education, Vol.10., Issue 9, pp. 59-68
Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya (Published)
Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics.
Citation: Christine Arego, Lydia Wamocha and Eunice Majanga (2022) Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya, British Journal of Education, Vol.10., Issue 6, pp. 67-78
Critical Thinking as a Crucial Issue in Education: The Effect of the Teacher`s Performance and Cross-Culture Response (Published)
The movement to the information age has focused attention on good thinking as an important element of life success (Huitt, 1995; Thomas & Smoot, 1994). These changing conditions require new outcomes, such as critical thinking, to be included as a focus of schooling. Old standards of simply being able to score well on a standardized test of basic skills, though still appropriate, cannot be the sole means by which we judge the academic success or failure of our students.The purpose of this brief overview is to review what we know about critical thinking, how it might be differentiated from creative thinking, and to suggest future research and implementation activities.
Citation: Kamal Osman Sharfi Mohamed (2022) Critical Thinking as a Crucial Issue in Education: The Effect of the Teacher`s Performance and Cross-Culture Response, British Journal of Education, Vol.10, Issue 5, pp. 59-66
The Availability of Physical and Human Resources on the Implementation of Adult Education Programmes in Cross River State, Nigeria (Published)
This study investigated the availability of physical and human resources on the implementation of adult education programmes in Cross River State, Nigeria. Two research questions were formulated. Descriptive survey research design was adopted for the study. A sample of 600 respondents were selected from eighteen local government areas using stratified and simple random sampling techniques. The instrument used for data collection was 20 items, modified rating scale questionnaire titled “Availability of Physical and Human Resources and Implementation of Adult Education programmes Rating Scale (APHRIAEPRS)” was used for data collection. The instrument was dully validated by experts and its reliability estimate was established at .84 using Chronbach Alpha reliability method. Data collected were analysed using simple percentages. The findings from the results revealed that availability of physical resources on the implementation of adult education programmes was inadequate while availability of human resources for the implementation of adult education programmes was 50% average in the study area. Based on the findings, it was recommended among others that there should be adequate provision of physical resources to boost the implementation of adult education programmes
Citation: Ekpenyong David Oboqua and Aniekwu, Recheal Ogechukwu (2022) The Availability of Physical and Human Resources on the Implementation of Adult Education Programmes in Cross River State, Nigeria, British Journal of Education, Vol.10, Issue 4, pp. 58-68
An Assessment of the Implementation of Staff Development Programmes for Manpower Sustainability in Public Secondary Schools in Cross River State, Nigeria (Published)
This study assessed the implementation of staff development programmes for manpower sustainability in Cross River State public secondary schools, Nigeria. Descriptive survey design was adopted for the study. Three research questions were raised to guide the study to a logical conclusion. The population of the study was made up of 246 secondary school administrators selected through census approach and used for the study. A researcher-designed questionnaire titled: Implementation of Staff Development Programme Survey (ISDPS) was used to elicit information from the respondents. The instrument was validated by three experts in Measurement and Evaluation, and two specialists in Educational Administration and Planning. Split-half reliability test was employed to determine the reliability of the instrument. The reliability co-efficient obtained for the instrument ranged from 0.84 to 0.91 which showed that the instrument was adequate enough for the study. Data obtained were analysed using descriptive statistics, frequency and percentages. Findings revealed that there is low implementation of induction/orientation programmes for newly recruited teachers in Cross River State public secondary schools. There is a low implementation of in-service training programmes for teachers in Cross River State public secondary schools. There is a low implementation of Information and Communication Technology training programmes for teachers in Cross River State public secondary schools. It was therefore recommended among others that the school administrators in Cross River State should encourage the teachers to engage in training and re-training programmes in order to enhance their competency in the school system.
Teachers Perception and Practice of Automatic Promotion in English Speaking Primary Schools in Cameroon (Published)
Differences in the perception and outcomes of automatic promotion may be due to discrepancies in its implementation. Automatic promotion was conceived in Cameroon to be accompanied by support mechanisms and it is necessary to find out teachers’ perceptions and practice of automatic promotion especially against a backdrop of the inability of many primary school pupils to read and write. Teachers have a firsthand experience about the outcomes of automatic promotion. Their perception and practice may provide a basis for improving quality. Thus the study was a survey that incorporated a 15-item closed ended questionnaire and an interview. 275 primary school teachers and examiners of the First School Leaving Certificate Examination took part. Data were analyzed descriptively using frequencies and means. Findings revealed a negative perception of automatic promotion and discrepancies between the conception and implementation of automatic promotion which may explain the drop in quality. Implications and recommendations are discussed.
Teachers’ Perception on the Challenges of 9-Year Basic Education Curriculum Implementation in Edo State. (Published)
This study is carried out to find out the challenges faced in the implementation of the revised 9-year BEC in Edo state. The population for the study comprises all the school teachers from Lower, Middle and Upper Basic teachers in Edo State, Nigeria. A total population of two thousand eight hundred and eighty-four (2884) was focused for the study in Akoko Edo Local Government area. The sample of this study was six hundred (600) respondents selected across the state from public Lower, Middle and Upper Basic schools. Purposive sampling technique was used to group the state in terms of Senatorial District in the state.Random sampling techniques was used to select two (2) Local Government each from each senatorial district. Proportional sampling techniques was used to select five (5) schools in each Local Government making thirty schools (30). Strategfied sampling technique was used to select twenty (20) respondents from each schools selected in all the Local Government respectively. A total number of 600 respondents was selected from the 30 schools in the six (6) Local Government for the study. The research hypothesis there is no significance difference on the perceived challenges by teachers’ on the implementation of the revised 9-year BEC on the basis of year of experience was accepted and adequate recommendations were made.
Exploring Total Quality Management (TQM) Approaches in Higher Education Institutions in a Globalized Environment- Case Analysis of UK and Sweden (Published)
Universally, the role of Higher Education is changing and getting becoming more and more integrated with the process of economic development and prosperity by contributing to the intellectual capital of many a country and act as a source of physical and social capital. This integrated global phenomenon is throwing multitudes of critical challenges in terms of developing qualitative approach towards managing higher education in a global platform with a clear objective to bring uniformity in many critical areas and reduce the gap of discrimination in terms of quality of education towards knowledge and skill building. This prudent approach and quality focus will make higher education not only more integrated with the global standards but also contribute to the talent equation of any country perfectly ready to take on global challenges and contribute towards economic growth and prosperity. The genesis of this research comes from the above backdrop which added to my quest to explore Total Quality Management (TQM) approach to Higher Education in a globalized environment with special focus on practices in United Kingdom and Sweden and analyze the practices of University College in Sweden. The quest to adopt TQM approach is to make the Higher Education Institutions (HEIs) more qualitative in the knowledge generation and dissemination as measured in the three most critical areas of Teaching, Research and Consulting as a part of extended activities. Total Quality Management (TQM) is inevitably common factor that will shape the strategies of Higher Education Institutions in their attempt to satisfy major stakeholders like students, industry, society etc. This research is an attempt to explore adoption of Total Quality Management (TQM) in HEIs as adopted by various industry and created bigger and better value delivery to its’ respective stakeholders and contributed richly to the economic development and prosperity of the nation. The adoption of Total Quality Management in education sector will have profound impact on the critical dimensions such as: Consistency, Fitness to purpose, Value for money, Transformative. The evolution of various internationally recognized quality agencies like EQNA in Europe and QAA (Quality Assurance Agency) in United Kingdom is making the tough task of bringing and managing quality in Higher Education Institution possible and creating a framework for meeting the increasing expectations of stakeholders in alignment with the changes in external environment. Last but not the least, TQM is a general management technique can be applied to Higher Education Institutions to define and attain quality with a focus to meet and exceed the expectations of stakeholders by instituting the process of continuous improvement. Over the last few years, TQM has been applied in the education industry. Majority of the applications have been in the administrative side of the institutions, but some institutions have applied TQM to curriculum development and delivery area.
PERFORMANCE CONTRACT IN KENYAN PUBLIC UNIVERSITIES; IMPLEMENTATION ISSUES AND STRATEGIES (Review Completed - Accepted)
The purpose of the study was to investigate performance contract implementation issues and strategies in Kenya, a case study of Moi University.The objectives of study were to; investigate performance contract implementation issues in relation to staff performance review; asses performance contract issues in relation to consequences of signing performance Contract ;establish staff issues in relation to implementation of performance contract policy for lecturers.A case study was used to guide this study which utilized mixed method approach. The target population was 761 academic staff and 994 non academic staff. Purposive sampling was used to select 19 staff of high cadre. Proportionate stratified sampling was used to get 50% of the departments from each school and from departments in the administrative unit. A total of 170 academic staff and118 non academic staff participated in this study. Data was collected using questionnaires and interview shedules. Data was analyzed using descriptive statistics whereby frequencies and percentages were used. The study found out that employees were not allowed to participate and contribute in setting targets at the beginning of the contract period. Furthermore, it was found out that signing of performance contract led to improved service delivery,greater job satisfaction and customer satisfaction. However, good work is not noticed, recognized and rewarded and no sanctions were made at the end of the contract period. It was recommended that the institution should ensure that staff are allowed to participate and contribute in setting the realistic and achievable targets in their departments at the beginning of the contract period. The government through universities should design a reward or sanction system as they implement the signing of Performance Contract in government institutions. It was further recommended that; for proper implementation, more training on the content of the performance contract should be done. It is hoped that the findings of this study will form a basis for formulation of policies on strategies for effective implementation of performance contract in gorvenment institutions. Furthermore, policy solutions will be provided on challenges of implementing performance contracting. .