Student-Teacher Ratio and Infrastructural Development in Nigerian Universities: Issues, Challenges and the Way Forward (Published)
The article discussed the students – teacher ratio and infrastructural development in Nigerian universities: issues, challenges and the way forward. Secondary data were used to support the points raised in the article. The secondary data were sourced from print media and online publication by recognized institutions and individual authors. There are many issues with student – teacher ratio in Nigerian universities, such as class overcrowding, teacher stress, etc. And, there many challenges facing student – teacher ratio, which include inadequate funding, inadequate infrastructural facilities, lack of political will, inadequate qualified teaching staff, weak quality assurance agencies, among others. To solve these numerous challenges, this article recommends that the government should increase the funding of universities, the government should embark on massive construction of classrooms/lecture halls, our political leaders and all office holders should develop a strong political will, employment of more qualified teachers/lecturers, among others.
Keywords: Challenges, Issues, infrastructural development, student – teacher ratio
Assessment of the Impact of Bayelsa State Education Development Trust Fund on Secondary Education in Bayelsa State, Nigeria (Published)
In Bayelsa State, Nigeria, the research evaluated the “effect of the Bayelsa State Education Development Trust Fund (BSDTF) on secondary education.” Determining the degree to which BSDTF improves staff and infrastructure development in secondary schools was the main goal of the study, which used a descriptive survey research approach. A sample of 120 instructors and 69 senior BSDTF staff members were chosen by simple random selection, and the population consisted of 5,432 teachers at government-owned secondary schools and 87 BSDTF employees. A standardised questionnaire called the “Bayelsa Education Development Trust Fund and Secondary Education Questionnaire,” which was trial-tested and verified by professionals, was used to gather data. The Cronbach Alpha Formula yielded a reliability value of 0.89. The study questions were answered using “mean and standard deviation, and the hypotheses were evaluated using t-test statistics.” With no discernible changes between teachers’ and BSDTF personnel’s comments, the results showed that BSDTF had a little impact on staff and infrastructure development in secondary schools. To properly carry out BSDTF’s primary responsibilities, it is advised that infrastructure development be given first priority and that secondary school teachers be trained.
Keywords: Bayelsa state education development trust fund, Secondary Education, Staff Development, infrastructural development