Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria (Published)

This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was drawn using the simple random sampling technique. A checklist and a self-structured questionnaire were instruments used to collect data for the study. The checklist was designed to ascertain the adequacy of educational resources in junior secondary schools in Rivers State. The questionnaire, which was entitled: “Implementation of Inclusive Education Policy Questionnaire (IIEPQ),”was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by three experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively. Frequency counts, percentages, mean scores and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that the dearth and inadequacy of educational resources that can facilitate inclusive practices show that Rivers State is not yet on track to attaining the SDG 4, which centres on education for all (EFA). Based on the findings, it was recommended, among others, that Rivers State Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education.

Keywords: Implementation, Inclusion, Inclusive Education, Policy, attainment, practices and Sustainable Development Goals (SDGs).

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria (Published)

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords.  Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

 

 

Keywords: Exploration, Nigeria, Policy, Universal Basic Education, education quality, schools

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries (Published)

This article is a comparative analysis on financing of higher education in eleven African countries; Botswana, Ghana, Kenya, Lesotho, Malawi, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia. Existing trends and practices on loans and scholarships in relation to capitation, policy and recoveries were compared in the eleven countries that were also member state countries to the Association of the African Higher Education Financing Agencies (AAHEFA). Data was collected at the 2019 AAHEFA conference held in Lusaka, Zambia, where eleven chief executive officials or their representatives from country loans and scholarship related institutions shared comprehensive reports related to funding of higher education in the eleven countries. The data collected was analysed thematically. The article shows that the eleven African countries shared several similarities and differences ranging from management structures, education prioritization, capitation, recovery methods and policies. High demand for student funding against limited resources and loan recovery methods were among the emerging similarities. The differences included variations in funding patterns, policy differences among funding agencies and nebulous management structures. It argues that since most of these loans boards are in their infancy, they needed to learn very fast on how to manage granting and recovery of loans.

Citation: Chirwa I.N., Masaiti G., Mwale N., Mkandawire S.B., Mulenga I.M., Sichula N.K. (2022) Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries, British Journal of Education, Vol.10, Issue 16, 67-88

Keywords: Financing, Higher Education, Loans, Policy, capitation, recovery, scholarships

Minimum Standards and Accountability in Colleges of Education in Nigeria (Published)

This paper discussed issues of minimum standards and accountability in colleges of education system in Nigeria. Minimum standards in education system have been a critical issue since 1970 after the government take-over of schools from voluntary agencies. The issue needs to be addressed include: proliferation of educational institutions, varied mode of instructional delivery, non-observation of admission policy, increased examination malpractices, frequent strike actions and other disruptions that water down standards in education. These necessitated the researchers to examine the existing Minimum Standard in colleges of Education in Nigeria for the purpose of instilling uniformity in the system. The study x-rayed accountability and the degree of excellence towards the achievement of the goals of the National Commission for Colleges of Education in Nigeria. The paper highlighted problems and prospects of the commission and how to improve standards through the Governing Council and Teacher Registration Council of Nigeria

Keywords: Accountability, Minimum Standards, Policy, Quality control, Standards in Education