Physical Infrastructure and Learning Resources Interventions of TETFund as Correlate of University Goals Achievement in Southwest, Nigeria (Published)
This study examined the relationship between TETFund interventions specifically physical infrastructure and learning resources and the achievement of university goals in public universities in Southwest Nigeria. Using a descriptive survey research design, the study sampled 660 academic and non-academic staff across four randomly selected public universities. Data were collected using two validated and reliable instruments: the TETFund Interventions Questionnaire (TIQ) and the University Goals Achievement Questionnaire (UGAQ), which measured variables such as physical infrastructure, learning resources, academic excellence, graduate employability, programme quality, and community engagement. Reliability coefficients of 0.89 (TIQ) and 0.84 (UGAQ) were obtained via test-retest procedures. Data were analysed using Pearson’s Product Moment Correlation at a 0.05 level of significance. Findings revealed a statistically significant relationship between TETFund physical infrastructure interventions and university goals achievement (r = 0.718, p < 0.05), as well as between learning resources interventions and university goals achievement (r = 0.604, p < 0.05). These results imply that TETFund’s support in enhancing educational infrastructure and learning materials significantly contributes to institutional performance, including improved teaching, research quality, and administrative efficiency. Based on these findings, the study recommends increased and sustained TETFund investment in university infrastructure and learning resources, regular monitoring and maintenance of facilities, and greater stakeholder engagement in project planning and implementation.
Keywords: TETFund, University, goals achievement, learning resources, physical infrastructure
Transforming University Knowledge Production towards the Promotion of Inclusive Development in Nigeria (Published)
Nigeria has been seemingly inelastic to global changes in terms of joining the post-industrial revolution. Renaissance of knowledge in Africa was identified as a potent factor for economic growth by World Bank (IBRD). This factor could create opportunities to leap frogging in selected areas of economic growth and resolution of social problems in the region. Hence, this study examined transforming university knowledge production towards the promotion of inclusive development in Nigeria. This survey design study provided a baseline information for supporting university knowledge-driven inclusive economic growth and equitable income distribution in order to promote inclusive development in the nation. Secondary data from National Bureau of statistics and other data sources were obtained to answer three research questions raised in the study. Using the simple descriptive statistics, results obtained revealed low capacity in university knowledge production which yielded a low Gross Domestic Product (GDP) per capita and low knowledge Economy Index (KEI), but with high inclusive growth in Nigeria. The market-driven inclusive growth resulted in not having specific targets such as employment generation and income distribution. Therefore, it was recommended among others that government should create enhanced social and education environment. This will ensure sustained growth as well as equity/ fairness in income distribution towards the promotion of inclusive development.
Keywords: Development, Knowledge, Production, University, inclusive