International Journal of Education, Management & Global Development
International Journal of Education, Management & Global Development (IJEMGD) is a multidisciplinary, peer-reviewed journal that publishes high-quality research across education, management, public administration, development studies, and global policy. The journal provides a platform for scholars, practitioners, and policymakers to explore the intersections between learning systems, organizational effectiveness, and global development challenges.
IMPACT OF THE MIDDLE EAST CRISIS WITH EMPHASIS ON IRAQ ON NIGERIA’S SOCIO-ECONOMIC DEVELOPMENT: IMPLICATIONS FOR EDUCATION, HEALTH, SECURITY, AND SOCIAL WELFARE
This study examines the socio-economic implications of the Middle East crisis, with particular emphasis on Iraq, on Nigeria’s development. Although geographically distant, conflicts in the Middle East significantly influence Nigeria through global oil market fluctuations, geopolitical instability, and economic interdependence. The study adopts a qualitative analytical approach, drawing on secondary data from reputable local and international sources. It finds that volatility in oil prices, often triggered by crises in Iraq and the broader Middle East, has mixed consequences for Nigeria’s economy, contributing to inflation, fiscal instability, and reduced real investment in key social sectors. The education sector is affected through declining household income and inconsistent government funding, while the health sector faces rising operational costs and reduced accessibility. Security challenges are exacerbated by economic stress and the indirect spread of global instability, and social welfare conditions deteriorate due to increased cost of living and poverty levels. The study concludes that Nigeria’s vulnerability to external shocks underscores the need for economic diversification and stronger social protection systems. Policy recommendations are provided to mitigate these impacts and enhance national resilience.
Education, Health, Security, Social Welfare, Middle East Crisis
Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
EDUCATIONAL PLANNING IN NIGERIA: PROBLEMS AND WAY FORWARD
In Nigeria, educational planning has faced numerous challenges that has affected the development of education because educational planning is vital to the realization of the education objectives.. In this paper, the presenter will at the concept of education and educational planning. The paper will also explore the various factors that have contributed to these challenges and propose potential solutions to address them. The paper is a seminal paper and it’ depends on secondary data. The secondary data was collected from both online and print resources. Specifically, the seminal paper identified poor funding, inadequate data for planning, constraints of skilled personnel, political problem, constraints of inadequate planning tools, constraints of implementation, administrative bottleneck, inadequate training, poor forecasting, gap between planners and the implementers, lack of planning tools and facilities and corruption as challenges militating against educational planning in Nigeria. Additionally, the paper recommends increment in the funding of educational planning, generation of current educational data, employment of adequate professional education planners, provision of adequate planning tools, provision of constant training for educational planning in the ministries of education, deployment of technology to curtain corruption in educational administration, acquisition of modern forecasting equipment,
Education, Educational planning, Problems
Odunola Lovelynn Boluwatife MOGBEYITEREN
WORK ENVIRONMENT AND ORGANIZATIONAL CULTURE AS CORRELATES OF TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The main purpose of the study was to examine work environment and organizational culture as correlates of teachers’ commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study comprised of 5149 teachers in the 267 public secondary schools in Anambra State. The sample of this study consisted 554 teachers as respondents’ constituting 10% of the population. This study adopted stratified random sampling technique and simple random sampling technique. The instruments for data collection were three structured questionnaires designed by the researcher, titled ‘Workplace Empowerment Questionnaire (WEQ), and Teachers Commitment Questionnaire (TCQ). The instruments were subjected to face and construct validation by three senior lecturers, two from Educational Management and one from Measurement and Evaluation, all from Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the results produced reliability coefficients of 0.75 for work environment, 0.91 for organizational culture and 0.82 for teachers’ commitment, which were considered highly reliable and suitable for the study. Pearson Product Moment Relationship was used to answer research questions 1-2, while test of significance of Pearson Product Moment Relationship was used to test hypotheses 1-2, at 0.05 level of significance. The findings showed that neither school work environment nor organizational culture significantly influences teachers’ commitment in public secondary schools in Anambra State. This suggests that teachers’ commitment may be more strongly driven by intrinsic motivations, personal values, and external socio-economic conditions than by institutional factors. Based on the findings, it was recommended that Government should improve teachers’ remuneration, incentives, and welfare packages to address external socio-economic factors influencing commitment. Professional development programmes should be strengthened to enhance teachers’ intrinsic motivation and sense of professional identity.
Work Environment, Organizational Culture, Teachers’ Commitment, Public Secondary Schools
IMPLICATIONS OF THE MIDDLE EAST CRISIS ON TERTIARY EDUCATION DEVELOPMENT IN NIGERIA
This study examines the implications of the Middle East crisis on the development of tertiary education in Nigeria. In an increasingly interconnected global academic environment, conflicts in one region often produce far-reaching consequences for education systems in other parts of the world. The paper explores how instability in the Middle East affects Nigerian tertiary institutions through disruptions in international academic collaboration, reduced student mobility, economic fluctuations linked to global oil markets, and the psychological impact on students. Using a review-based approach, the study draws on evidence from international organizations, scholarly publications, and media reports to analyze these dynamics. The findings reveal that although Nigeria is geographically distant from the conflict zone, its higher education system is indirectly influenced through global academic and economic linkages. The paper concludes that the Middle East crisis poses significant challenges to the growth and sustainability of tertiary education in Nigeria, thereby necessitating strategic responses from policymakers and educational stakeholders.
Middle East crisis, Tertiary Education, Students mobility
TEACHERS’ WORK-RELATED FACTORS AS PREDICTORS OF TEACHERS’ ORGANISATIONAL BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ work-related factors as predictors of teachers’ organizational behaviour in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consist 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. Teachers’ Work-Related Factors Questionnaire (TWRFQ) and Teachers’ Organizational Behaviour Questionnaire (TOBQ) was used for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficients were established at 0.82 for TWRFQ and 0.88 for TOBQ. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that principals’ leadership behaviour and teachers’ workload exhibited a moderate positive and significant predictive value on teachers’ organizational behaviour in public secondary schools in Anambra State. The study concluded that teachers’ work-related factors are positive and significant predictors of teachers’ organizational behaviour in public secondary schools in Anambra State. Based on the findings, the study recommended that principals in public secondary schools in Anambra State should find opportunities to interact with their teachers to communicate their leadership practices and seek guidance on barriers or challenges they face in allocating instructional resources. This will improve teachers’ organizational behaviour in public secondary schools in Anambra State.
Teachers’ work-related factors, teachers’ organizational behaviour
ARTIFICIAL INTELLIGENCE AS A TOOL FOR ENHANCING TRANSPARENCY AND MERITOCRACY IN THE SELECTION OF PRINCIPAL OFFICERS IN NIGERIAN UNIVERSITIES.
The chapter discussed the Artificial Intelligence as a Tool for Enhancing Transparency and Meritocracy in the Selection of Principal Officers in Nigerian Universities. The Chapter study concluded that the integration of AI into the selection process of Principals officers of the universities in Nigeria will enhance transparency and meritocracy in the selection of principal officers in Nigerian universities. Artificial intelligence provides a practical and innovative pathway for enhancing the selection process of principal officers in Nigerian universities. By standardizing criteria, reducing bias, improving transparency, supporting evidence-based decisions, and strengthening accountability mechanisms, AI can significantly mitigate the crises associated with leadership selection. Based on these findings, the chapter recommends that the Federal Ministry of Education, in collaboration with the National Universities Commission (NUC), should develop a standardized AI-guided framework for the selection of principal officers in Nigerian universities. This framework should clearly define selection criteria, evaluation indicators, and ethical guidelines to ensure uniformity, transparency, and compliance across federal, state, and private universities. Artificial intelligence should be integrated strictly as a decision-support system rather than a substitute for governing councils and selection committees. Final appointment decisions should remain the responsibility of statutory bodies, with AI-generated assessments serving as objective inputs to guide deliberations and reduce subjectivity.
Principals’ officers, University system, Selection process
CURRICULUM IMPLEMENTATON IN NIGERIAN SCHOOLS: CHALLENGES AND SOLUTIONS
Curriculum implementation is a decisive stage in the educational process, as it determines how planned educational objectives are translated into actual teaching and learning experiences. In Nigeria, despite continuous curriculum reforms aimed at improving relevance, quality, and national development outcomes, effective implementation remains a major challenge across all levels of schooling. This chapter examines the concept of curriculum and curriculum implementation, with particular emphasis on the Nigerian school system. It identifies and analyzes key challenges militating against effective curriculum implementation, including inadequate funding, shortage of qualified teachers, poor teacher motivation and welfare, insufficient instructional materials and facilities, overcrowded classrooms, weak supervision and monitoring, frequent policy changes, ineffective school leadership, and adverse socio-economic and environmental factors. The chapter further proposes practical and sustainable solutions to these challenges, such as increased education funding, recruitment and proper deployment of qualified teachers, continuous professional development, improved supervision, policy stability, and strengthened school leadership. By critically discussing both the challenges and solutions, the chapter contributes to a deeper understanding of curriculum implementation issues in Nigeria and provides policy-relevant insights for improving teaching and learning outcomes. Ultimately, effective curriculum implementation is presented as a critical pathway to enhancing the quality of education and achieving national development goals in Nigeria.
Curriculum, Curriculum implementation, Challenges
EVALUATING THE BENEFITS OF THE FG ASUU AGREEMENT PACT 2026 IN THE DEVELOPMENT OF UNIVERSITIES IN NIGERIA.
The development of university education in Nigeria has been persistently challenged by inadequate funding, poor infrastructure, weak research capacity, unfavorable conditions of service, and recurrent industrial actions, particularly between the Federal Government and the Academic Staff Union of Universities (ASUU). In response to these challenges, the Federal Government and ASUU entered into the FG–ASUU Agreement Pact 2026 as a renegotiated framework aimed at stabilizing the university system and promoting sustainable development. This chapter evaluates the benefits of the FG–ASUU Agreement Pact 2026 in the development of universities in Nigeria. Using a conceptual and analytical approach, the chapter examines key areas of impact including academic staff welfare, research and innovation, infrastructural revitalization, institutional governance, industrial harmony, and learning continuity. The analysis reveals that the agreement has the potential to enhance staff motivation, reduce brain drain, improve research output, strengthen university autonomy, and stabilize academic calendars. The chapter concludes that the FG–ASUU Agreement Pact 2026 represents a strategic policy instrument for revitalising Nigerian universities, provided its provisions are fully implemented, adequately funded, and continuously monitored.
Academic Staff Union of Universities (ASUU), Federal Government, University education
EMOTIONAL INTELLIGENCE AND TEACHERS’ JOB PERFORMANCE IN NIGERIAN SCHOOLS: STRATEGIES FOR EFFECTIVE EMOTIONAL MANAGEMENT
Teaching is an emotionally demanding profession that requires teachers to manage stress, interpersonal relationships, and classroom challenges effectively. In Nigeria, many teachers experience emotional difficulties arising from heavy workloads, poor working conditions, inadequate support systems, and administrative pressures, which negatively affect their job performance and well-being. This chapter examines strategies for supporting teachers to improve emotional management in the workplace. Using a conceptual and analytical approach, the chapter discusses key support strategies including emotional intelligence training, stress management programmes, counselling services, supportive school leadership, improved working conditions, peer support systems, promotion of work–life balance, reflective practices, and positive school climate development. The chapter highlights that effective emotional support mechanisms can enhance teachers’ emotional stability, reduce burnout, improve instructional delivery, and promote professional commitment. The chapter concludes that supporting teachers’ emotional well-being is essential for improving educational quality and sustaining the teaching profession in Nigeria.
Emotional Intelligence, Teachers’ Job Performance, Schools
THE ROLE OF EDUCATIONAL PSYCHOLOGY IN ENHANCING LEARNING AND ACADEMIC ACHIEVEMENT
Educational psychology is the scientific study of how learners acquire knowledge, develop skills, and perform in educational settings. This chapter examines the role of educational psychology in enhancing learning and academic achievement, emphasizing its relevance in improving teaching strategies, learner engagement, and educational outcomes. The chapter provides a detailed discussion of the concepts of learning and academic achievement, highlighting their interrelationship and importance for national development. It further explores six critical roles of educational psychology: understanding learner development and individual differences, enhancing motivation and engagement, promoting effective learning strategies, addressing learning difficulties and behavioral challenges, guiding curriculum development and instructional design, and improving assessment and feedback mechanisms. By applying these principles, educators can create supportive, learner-centered environments that maximize students’ potential and contribute to overall educational quality. The chapter underscores the importance of integrating educational psychology into the Nigerian educational system to foster improved academic performance, human capital development, and sustainable national growth.
Academic achievement, Emotional Intelligence, Schools
CHALLENGES FACING INNOVATION EDUCATION IN NIGERIA
Innovation education is critical for fostering creativity, problem-solving, critical thinking, and entrepreneurship, all of which are essential for sustainable national development. In Nigeria, however, the effective implementation of innovation education faces numerous challenges, including inadequate funding, poor infrastructure, outdated curricula, limited teacher capacity, socio-economic disparities, weak research culture, and policy gaps. This chapter examines these challenges in detail and analyzes their impact on the quality, accessibility, and effectiveness of innovation education in Nigeria. The chapter further explores practical solutions, including increased investment, curriculum reform, teacher capacity development, infrastructural improvements, promotion of digital literacy, equitable access, strengthened research and development, and effective governance. By addressing these challenges, Nigeria can enhance the effectiveness of innovation education and leverage it as a catalyst for economic growth, technological advancement, social inclusion, and sustainable national development.
INNOVATION, EDUCATION, AND NATIONAL DEVELOPMENT
Innovation and education are pivotal drivers of sustainable national development, particularly in developing countries such as Nigeria. This chapter examines the role of innovation-oriented education in promoting economic growth, social development, and environmental sustainability. It highlights how integrating creativity, critical thinking, problem-solving, research, and entrepreneurship into the educational system equips learners with the skills and competencies necessary to address national challenges. The chapter also explores the contribution of innovation education to human capital development, technological advancement, job creation, and the reduction of socio-economic inequalities. Furthermore, it identifies key challenges hindering the effective implementation of innovation-driven education in Nigeria, including inadequate funding, poor infrastructure, curriculum gaps, and limited teacher capacity. The study underscores the urgency of strategic investments, policy reforms, and institutional support to ensure that education serves as a catalyst for sustainable national development in Nigeria.
Innovation, education , pivotal, drivers, sustainable, national, development
BANDITRY AND ITS IMPLICATIONS FOR ACCESS, SAFETY, AND EDUCATIONAL DEVELOPMENT IN NIGERIA
Banditry has emerged as a major security challenge in Nigeria, with far-reaching consequences for the education sector. This chapter examines the effects of banditry on access to education, safety within school environments, and overall educational development. It highlights how persistent insecurity leads to school closures, reduced enrollment and attendance, increased dropout rates, and disruption of academic activities, particularly in banditry-prone regions. The study further explores the safety risks faced by learners and educators, including fear, psychological trauma, and threats to life, which undermine effective teaching and learning. Additionally, the chapter analyzes how banditry damages educational infrastructure, discourages teacher retention, diverts educational resources toward security concerns, and widens regional and socio-economic inequalities. The chapter underscores that banditry poses a serious threat to human capital development and national growth, emphasizing the need for coordinated security, educational, and community-based interventions to protect education and ensure learning continuity in Nigeria.
Banditry, Education, Educational Development, Schools
ECONOMIC HARDSHIPS AND THEIR IMPLICATIONS FOR ACCESS, QUALITY, AND EQUITY IN THE NIGERIAN EDUCATION SYSTEM
Economic hardship remains a major constraint to the development of education in Nigeria, affecting learners, households, institutions, and policy implementation. Persistent challenges such as poverty, inflation, unemployment, rising cost of living, and inadequate public funding have significantly influenced access to education, the quality of educational delivery, and equity within the education system. This chapter examines the effects of economic hardships on educational access, quality, and equity in Nigeria using a critical and analytical approach. It highlights how financial constraints limit school enrollment and retention, contribute to underfunding of educational institutions, weaken teacher motivation, and widen socio-economic, gender, and regional disparities in educational opportunities. The chapter further emphasizes that vulnerable populations—including children from low-income households, rural communities, girls, and learners with disabilities—are disproportionately affected. The study underscores the need for integrated policy responses that combine economic reforms with targeted educational interventions to ensure inclusive, equitable, and quality education in Nigeria. Addressing economic hardship is therefore essential for strengthening human capital development and achieving sustainable national development.
Access to Education, Economic Hardships, Quality education
STRATEGIES TO PROMOTE GENDER EQUALITY IN NIGERIAN SCHOOLS
Gender equality in education is a fundamental human right and a critical factor for sustainable development, yet disparities between male and female students continue to persist in Nigerian schools. These disparities are influenced by socio-cultural norms, economic constraints, policy gaps, and gender stereotypes that affect access to, participation in, and outcomes of education. This chapter examines strategies to promote gender equality in Nigerian schools by addressing both structural and societal barriers. Key strategies discussed include the formulation and enforcement of gender-sensitive policies, curriculum reform, teacher training, community engagement, equitable resource allocation, mentorship and leadership programs, systematic monitoring, and advocacy for gender awareness. By integrating these strategies, schools can foster inclusive learning environments that empower all students, reduce dropout rates, enhance academic performance, and cultivate leadership skills among both genders. The chapter also highlights the interconnectedness of school-based interventions and broader societal change, emphasizing that promoting gender equality in education is essential for national development, social equity, and the realization of sustainable development goals.
CIRCULAR ECONOMY AND THE NIGERIAN EDUCATION SYSTEM: OPPORTUNITIES, CHALLENGES, AND PATHWAYS FOR SUSTAINABLE EDUCATIONAL DEVELOPMENT
The circular economy (CE) offers a sustainable alternative to traditional linear models of production and consumption by emphasizing resource efficiency, waste reduction, recycling, reuse, and sustainable practices. In the Nigerian education system, which faces challenges such as resource scarcity, high operational costs, environmental waste, and inefficient management, integrating circular economy principles presents significant opportunities for sustainability, cost reduction, and innovation. This chapter explores the concept of circular economy, its relevance to education, and the potential benefits for Nigerian schools, colleges, and universities, including enhanced environmental sustainability, cost savings, skills development, and institutional resilience. It also examines the key challenges of implementation, such as limited awareness, inadequate infrastructure, high initial costs, resistance to change, policy gaps, and inequities in access to resources. The chapter concludes by emphasizing the need for strategic planning, policy support, capacity building, and investment in sustainable infrastructure and digital systems to facilitate effective adoption of circular economy practices. By addressing both the opportunities and barriers, this chapter provides a framework for promoting sustainable educational development in Nigeria.
Circular Economy, Education System, Paperless
PAPERLESS EDUCATIONAL SYSTEM IN NIGERIA: PROBLEMS AND SOLUTIONS
The increasing integration of digital technologies in education has led to the emergence of paperless educational systems, which aim to minimize or eliminate the use of paper in teaching, learning, and administrative processes. In Nigeria, traditional paper-based practices have contributed to inefficiencies, high operational costs, poor record management, and limited access to information. This chapter examines the concept of a paperless educational system and explores its potential to enhance administrative efficiency, improve accessibility, reduce operational costs, and promote environmental sustainability. It also discusses the major challenges facing the adoption of paperless systems in Nigeria, including infrastructural deficits, limited digital literacy, resistance to change, high implementation costs, cybersecurity threats, and inequitable access to technology. The chapter concludes by highlighting practical strategies and policy interventions that can facilitate the successful implementation of paperless education in Nigeria. By addressing both the benefits and the barriers, this chapter provides a comprehensive framework for educational stakeholders seeking to modernize the Nigerian education system and align it with global digital trends.
DIGITALIZATION AND EDUCATIONAL MANAGEMENT IN NIGERIA: IMPLICATIONS FOR ADMINISTRATIVE EFFICIENCY, ACCOUNTABILITY, AND SUSTAINABLE EDUCATIONAL DEVELOPMENT
Digitalization has become a critical driver of transformation in educational systems across the world, offering innovative approaches to improving governance, service delivery, and institutional performance. In Nigeria, educational management continues to face challenges such as inefficient administrative processes, weak accountability mechanisms, poor data management, and limited stakeholder engagement. This chapter examines the role of digitalization in enhancing educational management, accountability, and administrative efficiency in the Nigerian education sector. It explores the conceptual foundations of digitalization and educational management, analyzes how digital technologies improve planning, coordination, monitoring, and resource utilization, and discusses the implications for institutional governance and sustainable educational development. The chapter also highlights key challenges associated with digital transformation, including infrastructural deficits, limited digital capacity, financial constraints, and resistance to change. It concludes that while digitalization offers significant opportunities for strengthening educational management in Nigeria, its effectiveness depends on strategic policy frameworks, institutional readiness, and sustained investment in digital infrastructure and human capacity.
Digitalization, Educational Management, Sustainable education
ARTIFICIAL INTELLIGENCE AND EDUCATIONAL PLANNING IN NIGERIA: PROSPECTS, CHALLENGES, AND POLICY IMPLICATIONS FOR SUSTAINABLE EDUCATIONAL DEVELOPMENT
Educational planning is central to achieving efficiency, equity, and sustainability in national education systems. In Nigeria, persistent challenges such as poor data management, rapid population growth, inadequate resource allocation, and weak monitoring mechanisms have continued to limit effective educational planning. Recent advances in artificial intelligence (AI) present new opportunities for addressing these challenges through data-driven decision-making, predictive analytics, and intelligent planning systems. This chapter examines the role of artificial intelligence in supporting educational planning in Nigeria, with particular emphasis on its applications in data management, enrolment forecasting, manpower planning, resource allocation, school mapping, and policy monitoring. The chapter also critically discusses the challenges associated with AI adoption, including infrastructural deficits, limited technical capacity, high implementation costs, ethical concerns, and institutional resistance to change. Furthermore, the policy implications of integrating AI into educational planning are explored, highlighting the need for supportive regulatory frameworks, capacity building, and sustainable investment. The chapter concludes that while artificial intelligence holds significant potential for transforming educational planning in Nigeria, its effectiveness depends on deliberate policy action, institutional readiness, and context-sensitive implementation strategies aimed at promoting inclusive and sustainable educational development.
INFLUENCE OF DOMESTIC VIOLENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOL IN ANAMBRA STATE
The study investigated the influence of domestic violence on academic achievement of students in public secondary school in Ogidi Education Zone in Anambra State. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive survey research design. The population of the study comprised 2,964 Senior Secondary Two (SS2) Students in Public Secondary Schools in Ogidi Education Zone in Anambra State. The sample of the study consisted of 296 students. Proportionate stratified random sample technique was used to draw the sample. Domestic Violence Questionnaire (DVQ) developed by Omobi (2020) was used for data collection. The Students' Scores in English language was used to measure the academic achievement. The instrument was subjected to face validation. The reliability of the instrument was established using Cronbach Alpha Coefficient values of 0.67 for physical violence 0.70 for psychological violence, were obtained. Mean, standard deviation and t-test were used for data analysis. The findings of the study revealed that physical violence and psychological violence, had negative influence on academic achievement of Students. Based on the findings, it was recommended that counsellors should be proactive in identifying students experiencing psychological distress through regular interactions assessment, and referrals from teachers and peers. This will enable them provide individualized and group counselling services that address emotional challenges, such as anxiety, low-self-esteem and stress
Domestic Violence, Academic Achievement and Secondary School Students.
HYBRID LEARNING AS A TRANSFORMATIVE PATHWAY: SUPERIOR OUTCOMES OF INTEGRATED FORMAL EDUCATION AND APPRENTICESHIP TRAINING FOR NIGERIAN YOUTH ENTREPRENEURS
This study examined the effectiveness of integrating formal entrepreneurship education with practical apprenticeship training to enhance youth entrepreneurial outcomes in Nigeria, addressing systemic barriers and formalization challenges. Employing a convergent parallel mixed-methods design, quantitative data were collected from 595 youth entrepreneurs (aged 21-35) across six locations (Lagos, Onitsha, Rivers State, Abuja, Kano, and others) using a 49-item structured questionnaire on a 5-point Likert scale. Qualitative data were gathered via semi-structured interviews with 15 purposively selected participants. Quantitative analysis utilized SPSS and AMOS for descriptive statistics, t-tests, ANOVA, chi-square, correlation, multiple regression, and structural equation modeling. Qualitative data underwent thematic analysis with NVivo. Findings indicate strong support for hybrid models (composite M=4.40), which yield superior venture viability (M=4.28 vs. 3.49 for education-only), 84.6% three-year survival rates (vs. 53.9% education-only), 27.3% annual revenue growth, and 5.1 average employees. Formalization intentions rise 88% under integrated incentive packages, with hybrid training increasing odds by 120%. The study concludes that hybrid learning bridges theory-practice gaps, fostering resilient, scalable ventures, while incentive frameworks can double formalization rates from 31.4%. Recommendations include mandating hybrid curricula with private sector partnerships, phased tax holidays and simplified registration, coordinated ecosystem support targeting demographics, and standardized metrics for program evaluation.
ADEQUATE FUNDING AND EFFECTIVE IMPLEMENTATION OF ECONOMICS PROGRAMMES IN NIGERIAN SECONDARY SCHOOLS
The teaching and learning of Economics in Nigerian secondary schools is critical for developing students’ understanding of economic principles, decision-making skills, and preparedness for higher education and national development. However, inadequate funding has historically constrained the effective implementation of Economics programmes, resulting in insufficient teaching materials, limited teacher training, and poor student performance. This study examines the importance of adequate funding for Economics programmes in secondary schools, highlighting its benefits for curriculum delivery, instructional quality, teacher professional development, and student engagement. The paper argues that proper financial investment ensures availability of teaching resources, supports capacity building for teachers, promotes technology integration, and enhances overall learning outcomes. The findings underscore the need for sustained government and institutional support to strengthen Economics education and improve academic performance in Nigerian secondary schools.
Adequate Funding, Economic programme, Implementation
EFFECT OF BLENDED LEARNING UTILIZATION ON THE SELF-ESTEEM OF BIOLOGY STUDENTS IN SENIOR SECONDARY SCHOOLS, FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA
This study examine the effect of blended learning utilization on the self-esteem of Biology students in senior secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria, with particular focus on students’ level of self-esteem and gender-based differences in their perceptions. A descriptive survey research design was adopted for the study. The population comprised all senior secondary school Biology students in public secondary schools in the FCT, Abuja. Using a multistage sampling technique, a sample of 381 students drawn from intact classes participated in the study. Data were collected using a structured questionnaire titled Biology Students’ Self-Esteem towards Blended Learning Questionnaire (BSSEBLQ), which was validated by experts and yielded a reliability coefficient of 0.85 using Cronbach’s Alpha method. Data were analysed using mean, standard deviation, and independent samples t-test at a 0.05 level of significance. Findings revealed that Biology students exhibited a high level of self-esteem towards blended learning, as indicated by a mean score of 2.91, which exceeded the benchmark mean of 2.50. The results further showed that there was no statistically significant difference between male and female students in their level of self-esteem towards blended learning, t(379) = 0.67, p > 0.05. This indicates that blended learning positively influences students’ self-esteem irrespective of gender. The study concluded that blended learning is an effective instructional approach for enhancing the self-esteem of Biology students in senior secondary schools. It was recommended that Biology teachers and educational stakeholders promote the integration of blended learning strategies in classroom instruction to foster students’ confidence, engagement, and inclusive learning experiences.
Blended learning, self-esteem and gender
MANAGERIAL STRATEGIES, LECTURERS’ ACADEMIC ROLE PERFORMANCE AND STUDENTS’ POTENTIALS DEVELOPMENT IN ENTREPRENEURSHIP EDUCATION IN FEDERAL UNIVERSITIES IN NORTH CENTRAL, NIGERIA
The study investigated managerial strategies, lecturers’ academic role performance and students’ potentials development in entrepreneurship education in Federal Universities in North Central, Nigeria. Nine research objectives, nine research questions, and nine null hypotheses were raised to guide the study at 0.05 level of significance. Literatures related to this study were reviewed under conceptual framework. Correlational survey research design was adopted by the researcher and the population was 2,441, comprising 7 Universities Heads of Departments, 168 lecturers and 2,273 students from seven Federal Universities in North Central States, Nigeria. A sample size of 373 students and 60 lecturers were used for the study. The researcher developed three instruments for data collection which were structured by the researcher. They included: Managerial Strategies for Student Potential Development in Entrepreneurship Education Questionnaire (MSSPDEEQ). Lecturers’ Academic Role Performance (LARP) and Students’ Potential Development in Entrepreneurship Education Questionnaire (SPDEEQ). Data collected were analyzed using mean scores, standard deviation and the hypotheses were tested at 0.05 level of significant using simple linear regressions statistics. Findings from the study showed that management adopted effective curriculum development strategies for students’ potentials development in entrepreneurship education to a high extent in Federal Universities in North Central, Nigeria. Management used institutional framework strategy to a high extent for students’ potentials development in Entrepreneurship Education in Universities in North Central, Nigeria, Management adopted resource allocation managerial strategy to a high extent for students’ potentials development in Entrepreneurship Education in Federal Universities in North Central, Nigeria, Management used student support service managerial strategy to a high extent for students’ potentials development in entrepreneurship education in Federal Universities in North Central, Nigeria, Management adopted monitoring and evaluation managerial strategy to a high extent for students’ potentials development in entrepreneurship education in Federal Universities in North Central, Nigeria, Management adopted digital infrastructural managerial strategy to a high extent for students’ potentials development in entrepreneurship education in Federal universities in North Central, Nigeria. The researcher recommended that based on the study findings, management should continue to adopt effective curriculum development strategy to develop student potentials in entrepreneurship education in Federal Universities in North Central, Nigeria. Management should also continue to use institutional framework strategy to develop= student potentials in entrepreneurship education in Federal Universities in North Central, Nigeria etcetera. The researcher concluded based on the study findings that management should adopt all the managerial strategies for student potentials development in entrepreneurship education in Federal Universities in North Central, Nigeria. It was also concluded that lecturers’ academic role performance was in high extent for student potentials development in Entrepreneurship Education. Student potentials development in entrepreneurship education was concluded to be in high extent in Federal Universities in North Central, Nigeria.
Managerial Strategies; Lecturers’ Academic Role Performance; Students’ Potential Development; Entrepreneurship Education
COUNSELLING FOR DIVERSIFIED PRODUCTIVE CAPACITY BUILDING AND SUSTAINABLE DEVELOPMENT: THE TEACHING/LEARNING PARADIGM
This study investigates the role of counseling in fostering diversified productive capacity building and sustainable development within the teaching and learning paradigm at Rivers State Universities. Specifically, it examines how counseling enhances individual competencies and skills, builds psychological resilience, and facilitates adaptability and innovation among both lecturers and students. Employing a descriptive survey design, the study had a population of 75,073 lecturers and students from two Rivers State-owned universities. The research sampled 702 respondents comprising 291 lecturers and 411 students from a population of 75,073 individuals across two state-owned universities. Data were collected using the "Counselling as a Tool for Diversified Production Capacity Building and Sustaining Development from the Teaching/Learning Paradigm Questionnaire “The instrument demonstrated high reliability (Cronbach’s alpha = 0.91). Analytical methods included mean scores, standard deviations, and z-test statistics at a 0.05 significance level. Findings indicate that counseling significantly enhances individual competencies and skills, with mean scores averaging 3.21, and contributes to building psychological resilience (mean = 3.14) and facilitating adaptability and innovation (mean = 3.22) among lecturers and students. All aspects assessed were rated at a "Very High Extent," surpassing the cutoff point of 3.00. Furthermore, hypotheses tested revealed no significant differences between lecturers' and students' perceptions across all three dimensions, suggesting a uniform recognition of counseling's benefits within the university community. The study concludes that counseling is instrumental in promoting personal and professional growth, psychological resilience, and innovative capabilities essential for sustainable development. It recommends the establishment of structured counseling programs, the integration of psychological resilience training, and the promotion of emotional intelligence development within university counseling services. These initiatives are vital for enhancing the overall academic environment and preparing individuals to meet the challenges of a dynamic and competitive workforce.
Counseling, Productive Capacity Building, Sustainable Development, Psychological Resilience, Adaptability, Innovation, Higher Education, Rivers State Universities
ORGANIZATIONAL CLIMATE AND TEACHERS’ WORK COMMITMENT AS PREDICTORS OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN NORTH-CENTRAL NIGERIA
This study examined the relationship between organizational (school) climate, teachers’ commitment to work, and students’ academic performance in public senior secondary schools in North-Central Nigeria. The study was anchored on four theoretical frameworks: the Open–Closed Continuum Theory (Halpin & Croft, 1963), Herzberg’s Two-Factor Theory of Motivation (1959), Becker’s Side-Bet Theory of Commitment (1960), and Elger’s Theory of Academic Performance (2007). Relevant literature and empirical studies related to organizational climate, teachers’ commitment, and students’ academic outcomes were extensively reviewed. The study adopted a correlational and ex post facto research design. Nine research objectives, nine research questions, and eight hypotheses were formulated to guide the investigation. The population comprised 1,889 principals and 23,367 teachers drawn from 1,889 public senior secondary schools in North-Central Nigeria. A sample of 25 principals and 357 teachers was selected from six educational zones across three states in the region using a multi-stage sampling technique. Data were collected using three instruments: the Organizational Climate Questionnaire (OCQ), the Teachers’ Commitment to Work Questionnaire (TCWQ), and a proforma on students’ academic performance covering the 2014/2015 to 2023/2024 academic sessions. The instruments were validated, and reliability tests conducted on the OCQ and TCWQ yielded reliability coefficients of 0.68 and 0.70 respectively. Mean and standard deviation were used to answer the research questions, while simple linear regression was employed to test hypotheses one to six, and multiple regression analysis was used for hypotheses seven and eight. The findings revealed a significant relationship among organizational climate, teachers’ commitment to work, and students’ academic performance in public senior secondary schools in North-Central Nigeria. The study concluded that a supportive school climate and a high level of teachers’ commitment significantly enhance students’ academic performance. Consequently, it was recommended that school principals should sustain positive organizational climates and strengthen supervisory practices that promote teachers’ commitment through effective classroom management, lesson planning, continuous assessment, and timely feedback to improve students’ academic outcomes.
Organizational, Climate, management, academic, performance, teachers, relationship, Motivation, commitment
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TOWARDS A PAPERLESS BASIC EDUCATION SYSTEM IN NIGERIA: ADDRESSING ADMINISTRATIVE, ACADEMIC, AND ENVIRONMENTAL CHALLENGES
The persistent reliance on paper-based processes in Nigeria’s basic education system continues to generate administrative inefficiencies, constrain academic effectiveness, and exacerbate environmental challenges. Despite rapid global advancements in information and communication technologies (ICTs), many primary and junior secondary schools in Nigeria still depend heavily on manual documentation for record-keeping, instructional delivery, assessment, and communication. This position paper examines the imperative of transitioning towards a paperless basic education system in Nigeria, with specific attention to administrative, academic, and environmental dimensions. Adopting a qualitative, analytical, and argumentative design, the study synthesizes evidence from academic literature, policy documents, and international reports to interrogate the limitations of paper-based practices and justify the adoption of digital alternatives. The analysis reveals that a paperless system can significantly enhance administrative efficiency through improved data management, transparency, and decision-making; promote academic effectiveness by supporting interactive, learner-centered instruction and early digital literacy; and advance environmental sustainability by reducing paper consumption, waste generation, and ecological degradation. The paper argues that transitioning to a paperless basic education system is not merely a technological option but a strategic necessity for achieving quality, inclusive, and sustainable education in line with national development priorities and Sustainable Development Goal 4. Policy-oriented recommendations are advanced to support context-sensitive implementation, equitable access, capacity building, and long-term sustainability of paperless initiatives in Nigeria’s basic education sector.
Administrative, Academic, and Environmental Sustainability
PERCEIVED INFLUENCE OF PRINCIPALS’ CONFLICT MANAGEMENT STRATEGIES, TEACHERS’ COMMITMENT TO WORK AND STUDENTS’ ACADEMIC PERFORMANCE IN UPPER BASIC SCHOOLS IN NORTH CENTRAL NIGERIA
This study investigated perceived influence of principals’ conflict management strategies, teachers’ commitment to work and students’ academic performance in Upper Basic Schools in North Central Nigeria. This study was anchored on three theories; The theory of Conflict Management by (Max Weber in 1906), Side-bet theory on Commitment to Work by (Becker Holland in 1960), and the theory of Academic Performance by (Don Elger in 2007). The study adopted correlational survey and Ex post factor research design. Eleven research objectives, eleven research questions and ten hypotheses were developed respectively for the study. The population of the study comprised of 1,837 principals and 22,464 teachers in 1,837 Upper Basic Schools in the North- Central Nigeria. Multi-stage sampling technique was used in selecting the number of principals, schools and teachers for the study. The instruments used for data gathering were Perceived Influence of Principals’ Conflict Management Strategies Questionnaire” (PIPCMSQ), Teachers’ Commitment to Work Questionnaire’ (TCTWQ) and Students’ Academic Performance Results from 2014/2015-2023/2024 academic sessions. The instruments were validated and the PIPCMSQ and TCTWQ were tested for reliability which yielded reliability indices of 0.72 and 0.77 respectively. Mean and standard deviation were used to answer the research questions while simple linear regressions was used to test hypotheses 1 – 9 and multiple regressions was used to test hypothesis 10. Findings from the study revealed that principals practice avoidance, collaborative, negotiating, compromising and competing management strategies to a high extent in Upper Basic Schools in North Central Nigeria. Findings from the study showed that there was a significant relationship between principals’ conflict management strategies, teachers’ commitment to work and students’ academic performance. The study showed there was a significant inter-relationship among perceived influence of principals’ conflict management strategies, teachers’ commitment to work and students’ academic performance in Upper Basic Schools in North Central Nigeria. The study recommended that principals in Upper Basic Schools of North Central should sustain those conflict management strategies in resolving conflict so that teachers can be committed towards enhancing students’ academic performance in schools
Conflict Management Strategies; Teachers’ Commitment to Work; Students’ Academic Performance; School Leadership; Upper Basic Schools; North Central Nigeria
COUNSELLING FOR SKILLS DEVELOPMENT, CREATIVITY AND PRODUCTIVE SUSTAINABLE GROWTH IN BAYELSA STATE.
The work investigated the role of Counselling for Skills Development, Creativity and Productive Sustainable Growth in Bayelsa State. The exploratory research development design was adopted for this study. Four research questions and four hypotheses were stated to guide the study. Sample size of 120 counsellors randomly drawn from the secondary schools in Bayelsa State. The counselling for creativity and skills development questionnaire (CCSDQ) was developed and administered on the counselors. The reliability of the instrument was established through test-retest method, using Pearson product moment correlation where the reliability coefficient (r) = 0.73 was gotten. Mean scores were used to answer the research questions, while z-test and ANOVA were used to analyze the hypotheses at 0.05 level of significance. Results indicated that there was no significant difference in terms of gender, there was significant difference in the location of counselors and there was difference in terms of educational qualification, everyone can also benefit from counselling in developing skills, improving creativity and enhancing positive growth in the individual. Recommendation is that counselors should be periodically exposed to undergo professional training.
Counselling, skills, development, creativity, productive, growth.
EFFECT OF PHET STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN PHYSICS IN FEDERAL CAPITAL TERRITORY, ABUJA
The study investigated the effect of PHET strategy on senior secondary school students' achievement in Physics in Abuja Municipal Area Council, Abuja. The study used quasi-experimental research design involving the non-randomized pretest, posttest, control group design. The population of the study comprised 6,638 SS II Physics students from 15 public secondary schools in Abuja Municipal Area Council, Abuja. The sample for this study consisted of 195 SS II Physics students from two senior secondary schools in Abuja Municipal Area Council. Data were collected using Physics Achievement Test (PAT). The reliability coefficients of 0.88 was obtained for PAT through Kuder-Richardson 21 method. Descriptive statistics of mean and standard deviation was used to answer the research questions while null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 alpha level of significance. The findings revealed that students taught Physics using PhET simulation strategy achieved significantly higher scores compared to students taught using conventional method. The ANCOVA analysis confirmed this difference as highly significant, with an extremely large effect size suggesting that approximately 94.0% of the variance in posttest achievement scores could be explained by the teaching method. Based on outcomes of the findings, the study recommended among others that the Federal Ministry of Education and Nigerian Educational Research and Development Council (NERDC) should integrate PhET simulation strategy into the national Physics curriculum for senior secondary schools.
PHET, Strategies, Senior, Secondary, Schools, Nigeria, FCT, Abuja