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.
EXTENT OF IMPLEMENTATION OF EDUCATION MANAGEMENT INFORMATION SYSTEMS (EMIS) IN SECONDARY SCHOOLS IN ANAMBRA STATE
The Anambra State secondary school system in undergoing transformation in terms of information management. This has created some challenges which affected the school management in terms of the quality of information being disseminated or used in managing the schools. In the light of this, the researcher was prompted to ascertain the implementation of education management information systems in secondary schools in the state. Four research questions guided the study and four null hypotheses were tested. The study adopted the descriptive survey research design. Population of the study comprised 261principals in the 261 public secondary schools in Anambra state. The entire population was studied. The instrument for data collection was a researcher-developed questionnaire titled “Implementation of Education Management Information Systems Questionnaire” (PIEMISQ). The instrument was validated by three experts and its reliability was determined using Cronbach alpha method. This yielded internal consistency coefficients of 0.72, 0.74, 0.75 and 0.74 respectively for the four sections of the instrument. Data were collected through direct hand-delivery process using five research assistants. Data collected were analyzed using mean ratings and standard deviations to answer the research questions, while the t-test statistics was used to test the hypotheses at 0.05 level of significance. Findings among others indicated that principals of secondary schools in Anambra State do not implement EMIS in planning staff personnel issues, students’ personnel issues, instructional materials and curriculum issues in their schools. It was recommended among others that secondary school principals in the state should undergo in-service training in the implementation of EMIS in planning staff personnel issues, students’ personnel issues, instructional materials and curriculum issues in their schools. The implications of the findings were discussed and conclusion was drawn with accompanying suggestions for further studies.
Anambra, State, Nigeria, secondary, school, system, Education, Management, Information
Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
ACADEMIC BRIEF AS A STRATEGIC INSTRUMENT FOR EFFECTIVE UNIVERSITY MANAGEMENT IN NIGERIA: HISTORICAL DEVELOPMENT, IMPORTANCE AND FUTURE DIRECTIONS
This paper examines the academic brief as a strategic planning instrument for effective university management in Nigeria. The paper traces the historical development of the academic brief within the Nigerian university system and discusses its evolution as an essential document for institutional planning, programme development, quality assurance, and sustainable growth. It explains the concept of an academic brief and highlights its importance in guiding academic planning, human resource development, infrastructure planning, financial management, institutional expansion, monitoring and evaluation, evidence-based decision-making, and regulatory compliance. Finally, practical recommendations are offered to strengthen the preparation, implementation, periodic review, and digitalization of academic briefs in Nigerian universities. The paper concludes that an up-to-date and well-implemented academic brief is indispensable for achieving academic excellence, institutional stability, quality assurance, and sustainable university development in Nigeria.
TEACHERS’ COMPETENCIES AND EXPERIENCE AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ competencies and experience as correlates of students’ academic performance in public secondary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 20,560 students in public secondary schools in six Education Zones in Anambra State. The sample size for the study was 1,028 SS2 students drawn from the population of the study. The sample comprised 5% of the total population of teachers. Stratified random sampling technique was used for the study. The instruments for data collection were researcher-structured questionnaire titled: Teachers’ Competencies Questionnaire (TCQ), Teacher Variables (TV), Teachers’ Professional Development Questionnaire (TPDQ) and Students’ Academic Scores (SAC). The instruments were validated by three experts from Educational Foundations and Measurement and Evaluation. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.75 for TCQ and 0.80 for TPDQ. Pearson Product Moment Correlation was used for the study. The study revealed that teachers’ instructional delivery (r = 0.882; p < 0.000), teachers’ pedagogical competence (r = 0.867; p < 0.000), teachers’ subject knowledge competence (r = 0.795; p < 0.000), teachers’ qualifications (r = 0.795; p < 0.000), teachers’ years of experience (r = 0.771; p < 0.000) and teachers’ professional development (r = 0.771; p < 0.000) have positive and significant relationship with students’ academic performance in public secondary schools in Anambra State. The study concluded that teachers’ competencies and experience have strong positive relationship between students’ academic performance in public secondary schools in Anambra State. The study recommended that educational stakeholders should provide regular workshops and peer-learning platforms where teachers can refine subject delivery strategies, adapt to their areas of specialization and exchange best practices for effective teaching. The study contributed to knowledge by demonstrating that teachers’ competencies and experience are linked to students’ academic performance thus filling a research gap and providing insights for enhancing educational outcomes through effective instructional delivery and teachers’ years of experience.
Teachers’ Competencies, Experience and Students’ Academic Performance
THE IGBO APPRENTICESHIP SYSTEM AND FAMILY BUSINESS SUSTAINABILITY IN SOUTHERN NIGERIA: EMPIRICAL EVIDENCE FROM ANAMBRA STATE
Family-owned enterprises constitute over 70% of employment and contribute approximately 50% of Gross Domestic Product in Nigeria. Despite their economic centrality, survival rates beyond the founding generation remain critically low, with less than 30% of family firms transitioning successfully to the second generation. This high mortality is attributed to weak succession planning, inadequate managerial capacity, poor transfer of tacit knowledge, and limited access to formal finance. In South-Eastern Nigeria, the Igbo apprenticeship system, locally called Imu Ahia, has functioned for centuries as an indigenous institution for entrepreneurial training, wealth redistribution, and intergenerational transfer. Apprentices undergo 5-7 years of structured training under master entrepreneurs, acquiring technical skills, managerial competence, financial discipline, and commercial networks. Upon completion, many receive “settlement” capital, tools, inventory, or shop space to start independent enterprises. While literature extensively documents the system’s role in venture creation and youth employment, empirical evidence on its contribution to long-term family business sustainability is limited. This study addresses that gap by examining five dimensions of the Igbo apprenticeship system and their relationship with family business sustainability outcomes in Southern Nigeria. Anchored in Human Capital Theory and Experiential Learning Theory, the study tests the effects of apprenticeship duration, mentorship quality, settlement strategies, skills/knowledge transfer, and social trust/obligation norms on survival rate, intergenerational transfer, revenue growth, operational continuity, and market adaptability. A quantitative survey design was adopted. 371 questionnaires were administered to apprentices in Anambra State; 356 were validly completed and returned, yielding a 94% response rate. Data were analyzed using descriptive statistics and Pearson correlation via SPSS version 25. Findings reveal significant positive relationships across all five dimensions. Duration of apprenticeship correlated strongly with survival rate at r = 0.624, p < 0.01. Mentorship quality correlated moderately with intergenerational transfer at r = 0.578, p < 0.01. Settlement strategies correlated strongly with revenue growth at r = 0.602, p < 0.01. Skills/knowledge transfer showed the strongest correlation with operational continuity at r = 0.691, p < 0.01. Social trust/obligation norms correlated moderately with market adaptability at r = 0.563, p < 0.01. All five null hypotheses were rejected at the 0.01 significance level. The study concludes that the Igbo apprenticeship system operates as an integrated, coherent mechanism for sustaining family enterprises beyond the founder. It recommends formal policy recognition, documentation of structured training practices, and linkage of apprenticeship graduates to formal financial institutions to strengthen continuity, youth employment, and inclusive economic growth in Nigeria.
Igbo apprenticeship system; Imu Ahia; family business sustainability; succession; mentorship; settlement; social trust; Southern Nigeria
ADEQUATE FUNDING AS A CATALYST FOR EFFECTIVE ACADEMIC PLANNING UNITS IN NIGERIAN TERTIARY INSTITUTIONS
Academic Planning Units occupy a strategic position in the administration and development of tertiary institutions in Nigeria because they coordinate institutional planning, data management, accreditation activities, quality assurance, programme development, and policy implementation. Since the establishment of modern higher education institutions in Nigeria, Academic Planning Units have contributed significantly to institutional growth through enrolment projection, preparation of development plans, coordination of accreditation exercises, and maintenance of educational standards. Despite these achievements, many Academic Planning Units in Nigerian universities, polytechnics, and colleges of education continue to face serious challenges arising from poor funding. Inadequate financial allocation has affected staff development, procurement of modern planning technologies, data management systems, institutional research, monitoring activities, and effective implementation of strategic plans. Consequently, many planning units operate with obsolete equipment, insufficient manpower, and weak operational capacity, thereby reducing institutional efficiency and quality assurance. This study therefore examines the concept of Academic Planning Units, traces their historical development in Nigeria, discusses the problems associated with poor funding, and justifies the need for strengthening the units through adequate financial support. The study further highlights the objectives and functions of Academic Planning Units in promoting effective educational administration and sustainable development in Nigerian tertiary institutions.
Academic planning, Accreditation, Tertiary institutions
NIGERIA’S FOREIGN POLICY AND TERTIARY EDUCATION DEVELOPMENT: CHALLENGES AND STRATEGIC PATHWAYS FOR SUSTAINABLE GROWTH
Nigeria’s foreign policy has increasingly incorporated tertiary education as a strategic tool for promoting international cooperation, human capital development, and global competitiveness. Through initiatives such as bilateral education agreements, academic exchange programmes, and partnerships with international organizations, the country seeks to strengthen the quality and relevance of its higher education system. Despite these efforts, the effective implementation of these policies has been constrained by numerous challenges, including inadequate and unstable funding, policy inconsistency, administrative inefficiencies, weak institutional capacity, brain drain, and poor monitoring mechanisms. The chapter identifies critical gaps in policy execution and highlights the disconnect between foreign educational programmes and national development priorities. The findings reveal that while international collaborations offer significant opportunities for capacity building and knowledge transfer, their impact remains limited due to systemic and structural weaknesses. The study concludes that a more coordinated, transparent, and sustainable policy framework is required to maximize the benefits of foreign engagements in education. It recommends policy consistency, strategic alignment with national needs, diversified funding mechanisms, and strengthened institutional capacity as key pathways for improving outcomes. Ultimately, the paper emphasizes that effective integration of foreign policy and tertiary education is essential for advancing Nigeria’s long-term socio-economic development.
Nigeria’s foreign policy, tertiary education, bilateral agreements, international collaboration, human capital development.
NIGERIA–INDIA EDUCATIONAL DIPLOMACY AND THE DEVELOPMENT OF TERTIARY EDUCATION IN NIGERIA: A SYSTEMATIC REVIEW OF ACHIEVEMENTS, CHALLENGES, AND IMPLICATION FOR EFFECTIVE COUNSELLING FOR POLICY DIRECTIONS
This chapter examines the role of Nigeria–India educational diplomacy in the development of tertiary education in Nigeria. Over the years, bilateral relations between Nigeria and India have expanded beyond trade and political cooperation to include strategic partnerships in education, particularly in higher education development. This chapter adopts a systematic review approach to analyze existing literature, policy documents, and media reports on the contributions of Nigeria India collaboration to tertiary education in Nigeria. The review identifies key achievements such as scholarship provision, capacity building, institutional development, and technological advancement. However, the chapter also highlights persistent challenges, including inadequate funding, policy inconsistency, infrastructural deficits, and brain drain. Drawing from both local and international sources, the study argues that while Nigeria–India collaboration has significantly contributed to human capital development, its full potential remains underutilized due to structural and policy constraints. The paper concludes by emphasizing the need for stronger institutional frameworks, increased investment, and sustained policy commitment to enhance the impact of this bilateral partnership on Nigeria’s tertiary education system.
Achievements, Challenges, Nigeria–India Educational Diplomacy, Tertiary Education
MIDDLE EAST CRISIS AND WOMEN’S SOCIO-ECONOMIC STATUS IN NIGERIA
The Middle East crisis, particularly the persistent tensions involving Iran, Israel, and allied global powers, has generated significant economic and social consequences across developing nations, including Nigeria. This paper examined the effects of the Middle East crisis on the socio-economic status of women in Nigeria. The chapter observed that the crisis has contributed to rising inflation, food insecurity, unemployment, transportation costs, and declining household welfare in Nigeria. Women, who constitute a substantial proportion of Nigeria’s informal economic sector and household caregivers, have been disproportionately affected by these economic disruptions. The study further revealed that many Nigerian women now experience reduced purchasing power, increased unpaid domestic labour, declining business profitability, and worsening poverty conditions due to global oil market instability and economic uncertainty associated with the Middle East conflict. The paper concluded that although the conflict occurs outside Africa, its indirect consequences have deepened gender inequality and economic vulnerability among women in Nigeria. The study recommended stronger social protection policies, targeted economic empowerment programmes for women, agricultural support schemes, and improved economic diversification strategies to reduce the impact of external geopolitical crises on Nigerian women.
Middle East Crisis, Iran, Women, Socio-Economic Status, Nigeria Economy, Inflation, Gender Studies.
ACADEMIC VERBS AND ACADEMIC PHRASES IN RESEARCH WRITING IN TERTIARY INSTITUTIONS: IMPORTANCE, CHALLENGES OF POOR USAGE, AND IMPLICATIONS FOR SCHOLARLY COMMUNICATION
This chapter examined the concepts of academic verbs and academic phrases as essential components of effective research writing and scholarly communication. The chapter discussed the meaning, functions, and importance of academic language in research activities, emphasizing the role of academic verbs and phrases in enhancing clarity, precision, objectivity, coherence, and professionalism in academic writing. The study further explained how academic verbs assist researchers in presenting objectives, analyzing findings, evaluating evidence, and communicating scholarly arguments systematically, while academic phrases help in organizing ideas, linking concepts, and maintaining logical flow in research reports. The chapter also identified common problems associated with poor usage of academic verbs and phrases among students and beginning researchers, including ambiguity, weak arguments, grammatical inconsistencies, poor coherence, and excessive use of informal expressions. Factors responsible for poor academic writing such as inadequate training, weak reading culture, poor exposure to scholarly materials, and insufficient research mentorship were highlighted. The chapter justified the need for improved mastery of academic language in higher institutions due to the increasing demand for quality research output and professional scholarly communication. It was concluded that effective use of academic verbs and academic phrases significantly improves the quality, credibility, and acceptability of research work. The chapter recommended intensive academic writing training, increased exposure to scholarly publications, and continuous practice in research communication among students and researchers.
Academic verbs, Academic writing, Academic phrases, Tertiary institutions
CHALLENGES HINDERING STATE GOVERNMENTS FROM ACCESSING UNIVERSAL BASIC EDUCATION (UBE) COUNTERPART FUNDS IN NIGERIA
This chapter examined the factors preventing many state governments in Nigeria from accessing the Universal Basic Education (UBE) counterpart funds provided by the Federal Government through the Universal Basic Education Commission (UBEC). The chapter observed that despite the huge financial allocations made available for the development of basic education, many states have consistently failed to access these intervention funds due to several administrative, political, and economic challenges. The chapter discussed five major factors responsible for the problem, namely inadequate political will, poor financial capacity of state governments, corruption and diversion of public funds, bureaucratic bottlenecks and weak administrative capacity, and lack of transparency and accountability in educational management. The chapter further explained how the inability of states to access these funds has negatively affected school infrastructure, teacher development, instructional materials, and learners’ academic achievement across public basic schools in Nigeria. Examples from different Nigerian states and reports from newspapers, UBEC publications, and educational studies were used to support the discussion. The chapter concluded that failure to access counterpart funds has continued to undermine the achievement of quality basic education in Nigeria. Recommendations were therefore made on strengthening political commitment, improving educational financing, enhancing transparency, and building institutional capacity for effective management of UBE intervention funds.
Basic education, UBE intervention funds, Political will, Corruption
DEVELOPING GREEN CURRICULUM FOR SUSTAINABLE BASIC EDUCATION IN NIGERIA
This chapter examined the concept of green curriculum and its relevance to the Nigerian basic education system. The chapter discussed the meaning and dimensions of green curriculum as an educational framework designed to promote environmental awareness, sustainable development, ecological responsibility, and practical environmental problem-solving among learners. The study further examined the condition of Nigerian schools in relation to environmental education and highlighted the growing environmental challenges confronting the country, including flooding, desertification, deforestation, poor waste management, pollution, and climate change. The chapter argued that Nigerian schools must move beyond conventional knowledge transmission to curriculum practices that equip learners with sustainability competencies and environmental responsibility. Attention was also given to the strategies for developing green curriculum in Nigerian basic education, including curriculum integration, teacher preparation, community participation, provision of green infrastructure, policy reforms, and experiential learning approaches. The chapter established that green curriculum is essential for producing environmentally conscious citizens capable of supporting national development and environmental sustainability. The chapter concluded that integrating sustainability principles into Nigerian basic education will strengthen environmental literacy, improve learners’ attitudes toward conservation, and prepare future generations to respond effectively to ecological challenges. Recommendations were made for curriculum planners, government agencies, teachers, school administrators, and communities on effective implementation of green curriculum in Nigerian schools.
Green curriculum, environmental education, sustainability, Nigerian schools, basic education, climate change education.
TEACHER EDUCATION IN NIGERIA: HISTORICAL DEVELOPMENT, ACHIEVEMENTS, AND CHALLENGES
This chapter examined the development of teacher education in Nigeria with emphasis on its historical evolution, objectives, achievements, and persistent challenges. The chapter traced the origin of teacher education from the missionary era to the post-independence period when formal teacher preparation institutions were expanded by the Nigerian government. It highlighted the role of teacher education in producing qualified manpower for the educational sector and national development. The chapter also discussed major achievements recorded in teacher education, including expansion of teacher training institutions, professionalization of teaching, improvement in curriculum development, and increased access to teacher preparation programmes. Despite these achievements, the chapter observed that teacher education in Nigeria continues to face serious challenges such as inadequate funding, poor infrastructure, shortage of qualified teacher educators, policy inconsistency, weak teaching practice supervision, low professional status of teachers, and brain drain. The chapter concluded that sustainable educational development in Nigeria depends largely on effective teacher preparation and professional development. It therefore recommended increased funding, policy stability, improved staff welfare, infrastructural development, and stronger quality assurance mechanisms for teacher education institutions.
Teacher education, Nigeria, educational development, teacher training, professionalization
CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF TERTIARY INSTITUTIONS IN THE FEDERAL CAPITAL TERRITORY, ABUJA.
This paper critically examines the challenges militating against the development of tertiary institutions in the Federal Capital Territory (FCT), Abuja. Despite the symbolic status of Abuja as Nigeria’s administrative capital and its concentration of universities, polytechnics, and colleges of education, the performance of these institutions continues to be constrained by structural, administrative, and systemic problems. Adopting a qualitative review approach, the paper identifies seven key challenges: inadequate funding, infrastructural decay, shortage of qualified academic staff, unstable education policies, insecurity within and around campuses, weak governance structures, and frequent industrial actions. The analysis draws from empirical studies and policy reports to demonstrate how these constraints undermine teaching effectiveness, research productivity, and institutional sustainability. The paper concludes that without coordinated reforms in funding, governance, and policy stability, tertiary education in the FCT will continue to experience declining efficiency and reduced global competitiveness
Tertiary institutions, FCT Abuja, higher education, funding, governance, Nigeria
IMPACT OF UNSTABLE EDUCATIONAL POLICIES ON EDUCATIONAL MANAGEMENT IN NIGERIA
Educational management plays a fundamental role in the achievement of educational objectives and national development. In Nigeria, effective educational management depends largely on stable and consistent educational policies capable of supporting long-term planning, efficient administration, quality teaching and learning, and sustainable institutional growth. However, the Nigerian educational system has continued to experience frequent policy changes, weak implementation strategies, political interference, and policy discontinuity, all of which negatively affect educational administration and development. This chapter examined the concept of unstable educational policies and their impact on educational management in Nigeria. The chapter discussed how inconsistent educational reforms and unstable government directives contribute to poor planning, waste of educational resources, decline in teachers’ morale, curriculum instability, weak institutional development, and increased political interference in educational administration. Practical examples were drawn from curriculum reforms, admission policies, examination procedures, infrastructural projects, and educational management practices in Nigeria. The discussion adopted a review approach using relevant scholarly literature and policy studies. Findings revealed that unstable educational policies have continued to create administrative confusion, reduce institutional effectiveness, weaken educational quality, and obstruct sustainable educational development in Nigeria. The chapter concluded that stable, well-planned, and professionally driven educational policies are necessary for improving educational management and achieving national educational goals. The study recommended stronger policy continuity, stakeholder participation, effective implementation strategies, and reduced political interference in educational administration.
Educational Management; Educational Policy; Policy Instability; Educational Administration; Policy Implementation; Curriculum Reform; Nigeria
PROMOTING CLEAN ENERGY IN NIGERIAN SCHOOLS FOR EFFECTIVE SCHOOL MANAGEMENT AND SUSTAINABLE DEVELOPMENT
The growing concern over climate change, environmental degradation, unstable electricity supply, and rising energy costs has increased global advocacy for the adoption of clean energy systems in educational institutions. In Nigeria, many schools continue to experience inadequate electricity supply, excessive dependence on fuel-powered generators, poor energy infrastructure, and increasing operational costs, all of which negatively affect effective school management and sustainable educational development. Clean energy has emerged as an important alternative for improving energy efficiency, promoting environmental sustainability, and enhancing teaching and learning conditions in schools. This chapter examined strategies for promoting clean energy in Nigerian schools and their implications for effective school management and sustainable development. The chapter discussed seven major strategies, including government funding and policy implementation, integration of clean energy education into the curriculum, installation of solar energy systems, public-private partnerships, capacity building for school administrators and teachers, community participation, and promotion of energy conservation practices. Practical examples from Nigerian schools and institutions were used to demonstrate the relevance of renewable energy adoption in educational management. Findings from the review revealed that clean energy can improve electricity supply, reduce environmental pollution, support digital learning, lower school operational costs, and create healthier learning environments. However, challenges such as inadequate funding, poor awareness, weak policy implementation, and shortage of technical expertise continue to limit the adoption of clean energy in Nigerian schools. The chapter concluded that promoting clean energy in schools is essential for effective school management and sustainable national development.
Clean energy, Schools, School Management, Sustainable Development
ASSESSMENT AND PROCTORING IN OPEN AND DISTANCE E-LEARNING (ODEL) PROGRAMMES
The assessment process is a cornerstone of educational systems, serving not only as a mechanism for evaluating learning outcomes but also as a feedback loop that informs instructional strategies and curriculum development. In Open and Distance e-Learning (ODeL) environments, where learners are often geographically dispersed and may have limited direct interaction with instructors, traditional assessment methods face unique challenges and require innovative adaptations. This chapter provides a comprehensive analysis of the theoretical foundations, practical applications, and technological advancements in assessment and proctoring within ODeL programmes. It explores the implications of diverse learner profiles, the role of formative and summative assessments, the integration of technology in remote evaluation, and the ethical considerations surrounding digital proctoring. Drawing from recent literature and case studies, this chapter outlines best practices and future directions for ensuring equitable, effective, and academically sound assessment systems in ODeL settings
Blended learning, Open-access education, Open and Distance e-Learning (ODeL),
Amarachi Cynthia Ineye-Briggs Ineye-Briggs
THE ROLE OF SCIENCE EDUCATION IN SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA
Science education occupies a strategic position in the development of every modern nation because it equips citizens with scientific knowledge, practical competencies, innovative skills, and problem-solving abilities required for economic growth and sustainable national transformation. In Nigeria, the relevance of science education has become increasingly important due to persistent developmental challenges such as unemployment, poverty, insecurity, environmental degradation, poor healthcare delivery, food insecurity, technological dependence, and low industrial productivity. Despite the abundant human and natural resources available in the country, inadequate investment in science and technology education has continued to limit Nigeria’s capacity for innovation and sustainable development. This chapter examined the concept and objectives of science education and discussed its major roles in promoting sustainable development in Nigeria. The chapter specifically explored how science education contributes to technological advancement, environmental sustainability, agricultural development, manpower production, healthcare improvement, and rational thinking among citizens. The discussion adopted a review approach using relevant scholarly literature, policy documents, and empirical studies. Findings revealed that science education remains a fundamental instrument for achieving national development goals and improving the socio-economic conditions of the country. However, challenges such as inadequate funding, shortage of qualified science teachers, poor laboratory facilities, weak policy implementation, and limited research support continue to hinder effective science education delivery in Nigeria. The chapter concluded that strengthening science education through improved funding, teacher training, curriculum innovation, and infrastructural development is essential for sustainable national progress.
Science Education; Sustainable Development; Technological Advancement; Scientific Literacy; National Development.
ADEQUATE FUNDING AND DEVELOPMENT OF BASIC EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA
This chapter examined the importance of adequate funding in the development of basic education in the Federal Capital Territory (FCT), Abuja. Basic education remains the foundation of national educational development because it equips learners with essential literacy, numeracy, social, and life skills necessary for lifelong learning and productive citizenship. Despite the strategic importance of the sector, many public basic schools within the FCT continue to experience financial challenges that affect effective teaching and learning. The chapter was undertaken to justify the need for increased investment in the basic education sector and to examine how adequate funding contributes to educational growth and quality service delivery in schools. Findings from the review revealed that adequate funding plays a significant role in the provision of school infrastructure, recruitment and retention of qualified teachers, supply of instructional materials, improvement of pupils’ academic performance, strengthening of school administration, and promotion of equal access to quality education. The chapter further revealed that schools receiving adequate financial support recorded better learning outcomes and improved educational standards compared to poorly funded schools. The chapter concluded that adequate funding is indispensable for sustainable development of basic education in the FCT. Without sufficient financial investment, many public schools may continue to experience infrastructural decay, shortage of teachers, poor instructional delivery, and declining educational quality. The chapter therefore recommended increased government allocation to education, improved monitoring of educational funds, and stronger collaboration among stakeholders to ensure effective utilization of resources in the basic education sector.
Basic Education; Educational Funding; Federal Capital Territory; Abuja; Educational Development; Public Schools
AN INVESTIGATION INTO THE CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA.
This chapter examined the challenges militating against the development of early childhood education in the Federal Capital Territory (FCT), Abuja. Early childhood education remains a critical foundation for cognitive, emotional, social, and physical development of children, yet its implementation in Abuja continues to face numerous obstacles despite the rapid expansion of nursery and pre-primary institutions across the territory. The chapter was necessitated by the growing concern that many early childhood centres in Abuja are unable to effectively achieve their educational objectives because of persistent administrative, financial, infrastructural, and professional challenges. The discussion adopted a review-based approach through the examination of relevant literature, policy documents, and empirical studies on early childhood education in Nigeria and the FCT in particular. The findings revealed that inadequate funding, shortage of qualified teachers, poor infrastructural facilities, weak policy implementation, high cost of quality education, poor supervision, and political as well as administrative problems constitute major barriers to effective development of early childhood education in the FCT. Practical examples from public and private early childhood centres across Abuja were used to illustrate the realities facing the sector. The chapter concluded that unless urgent measures are taken by government and stakeholders, the objectives of early childhood education in the FCT may remain difficult to attain. The chapter recommended improved funding, recruitment of qualified teachers, strengthening of monitoring mechanisms, and increased government commitment toward the provision of quality early childhood education in Abuja.
Early Childhood Education; Federal Capital Territory; Abuja; Educational Development; Nursery Education; Pre-primary Education; Educational Challenges.
INFRASTRUCTURE DEVELOPMENT AND EFFECTIVE SERVICE DELIVERY IN TERTIARY INSTITUTIONS IN NIGERIA
This chapter critically examines the role of infrastructure development in enhancing effective service delivery in tertiary institutions in Nigeria. Infrastructure is recognized as a fundamental pillar of tertiary education, encompassing academic facilities, administrative systems, residential and social amenities, technological resources, and essential campus utilities. The chapter highlights the direct link between well-developed infrastructure and the quality of teaching, learning, research, administration, and student welfare. Adequate infrastructure facilitates modern pedagogical practices, promotes research and innovation, improves administrative efficiency, expands access to education, and enhances the integration of technology in academic and non-academic processes. The chapter further explores how infrastructure contributes to staff and student well-being, institutional reputation, and competitiveness, all of which are critical for national development. Through a detailed discussion of challenges, including funding gaps, poor maintenance, rapid student population growth, and inadequate planning, the chapter emphasizes the need for strategic investments and policy support. It concludes that infrastructure development is not merely a physical requirement but a strategic necessity for effective service <!-- [if gte vml 1]><v:line id="Straight_x0020_Connector_x0020_15" o:spid="_x0000_s1026" style='position:absolute;left:0;text-align:left; z-index:251659264;visibility:visible;mso-wrap-style:square; mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt; mso-wrap-distance-bottom:0;mso-position-horizontal:absolute; mso-position-horizontal-relative:text;mso-position-vertical:absolute; mso-position-vertical-relative:text' from=".75pt,73.2pt" to="466.5pt,73.2pt" o:gfxdata="[binary] " strokecolor="#4472c4 [3204]" strokeweight=".5pt"> <v:stroke joinstyle="miter"/> </v:line><![endif]--> delivery, institutional performance, and the broader socio-economic transformation of Nigeria.
Infrastructure Development, Service Delivery, Tertiary Institutions, Nigeria, Academic Performance, Research, ICT Integration, National Development
Copyright (c) 2026 Copyright (c) International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
ROLES OF STAKEHOLDERS IN THE IMPLEMENTATION OF THE FG–ASUU AGREEMENT IN NIGERIAN UNIVERSITIES
This study examines the roles of key stakeholders in facilitating the full implementation of the FG–ASUU agreement in Nigerian universities. Stakeholders considered include the Federal Government and its agencies, ASUU as the primary academic labour union, university management and governing councils, regulatory bodies such as the National Universities Commission (NUC), students and student associations, as well as civil society organisations and the media. Using a qualitative position paper approach, the study analyses how each stakeholder contributes to policy operationalisation, monitoring, accountability, and dispute prevention. It also highlights the risks associated with inadequate coordination, role conflict, weak accountability structures, and historical mistrust that have previously undermined agreement implementation. Findings indicate that effective implementation requires a coordinated multi-stakeholder strategy where the Federal Government ensures timely and adequate funding and demonstrates sustained political will; ASUU actively monitors compliance and engages in constructive dialogue; university management and councils operationalise agreement provisions transparently; regulatory bodies provide oversight and enforce accountability; and students and the wider society participate in advocacy, monitoring, and feedback mechanisms. The study concludes that without deliberate engagement and collaboration among all stakeholders, the agreement risks replicating historical patterns of partial implementation and industrial unrest. Consequently, it recommends institutionalised dialogue, strengthened monitoring frameworks, transparency in resource allocation, empowerment of university governance structures, and active stakeholder participation as essential measures to ensure the FG–ASUU agreement achieves its intended objectives of industrial peace, enhanced academic productivity, and <!-- [if gte vml 1]><v:line id="Straight_x0020_Connector_x0020_14" o:spid="_x0000_s1026" style='position:absolute; z-index:251659264;visibility:visible;mso-wrap-style:square; mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt; mso-wrap-distance-bottom:0;mso-position-horizontal:right; mso-position-horizontal-relative:margin;mso-position-vertical:absolute; mso-position-vertical-relative:text' from="415.3pt,173.7pt" to="881.8pt,173.7pt" o:gfxdata="[binary] " strokecolor="#4472c4 [3204]" strokeweight=".5pt"> <v:stroke joinstyle="miter"/> <w:wrap anchorx="margin"/> </v:line><![endif]--> sustainable university reform in Nigeria.
FG–ASUU Agreement; Stakeholders, Industrial Relations; University Governance; Higher Education Reform; Nigeria
CRITICAL ROLES OF TERTIARY INSTITUTIONS IN PRODUCING EMPLOYABLE GRADUATES, INVENTORS, AND JOB CREATORS IN NIGERIA
This chapter examined the critical roles of tertiary institutions in producing employable graduates, inventors, and job creators in Nigeria. It highlighted the growing concern over graduate unemployment and the mismatch between skills acquired in tertiary institutions and labour market demands. The chapter argued that tertiary institutions must go beyond their traditional roles of knowledge transmission to focus on skill acquisition, innovation, and entrepreneurship development. Key roles discussed include curriculum relevance and periodic review, emphasis on practical and experiential learning, promotion of entrepreneurship education, strengthening of research and innovation capacity, industry academia collaboration, and the development of soft skills and work ethics. The chapter established that when these roles are effectively performed, tertiary institutions can significantly contribute to manpower development, economic growth, and national self-reliance. The chapter concludes that repositioning tertiary education is essential for producing graduates who are capable of meeting contemporary economic realities in Nigeria.
Employable graduates, Inventors, Job creators, Tertiary institutions
AN ASSESSMENT OF THE CHALLENGES FACING IMPLEMENTATION OF GREEN SCHOOL POLICIES IN NIGERIA
This study examines the concept of green schools and the role of green school policies in promoting environmental sustainability within the educational system, with particular focus on Nigeria. The paper explores the meaning and components of green schools as institutions that integrate eco-friendly practices into their infrastructure, curriculum, and daily operations. It further discusses green school policies as structured frameworks that guide the implementation of sustainability practices in schools. The study highlights the importance of these policies in fostering environmental awareness, improving students’ health, enhancing teaching and learning, ensuring efficient resource utilization, and contributing to national and global sustainable development goals. Adopting a qualitative review method, relevant literature from textbooks, journal articles, and policy documents was analyzed to provide a comprehensive understanding of the subject. The findings reveal that despite the numerous benefits of green school policies, their implementation in Nigeria is hindered by several challenges, including inadequate funding, low environmental awareness, weak policy enforcement, poor infrastructure, resistance to change, insufficient training, and weak institutional coordination. The study concludes that while green school policies are essential for sustainable development in education, deliberate efforts must be made by government and stakeholders to address these challenges and ensure effective implementation.
Green schools, Green school policies, Schools, Policies
THE ROLE OF TERTIARY EDUCATION IN PROMOTING NATION BUILDING, PEACE MAKING, AND INTERGROUP COLLABORATION IN NIGERIA
Tertiary education in Nigeria extends beyond academic instruction and human capital development to play a critical role in fostering national unity, peace, and intergroup collaboration. In a country characterized by ethnic, religious, and cultural diversity, tertiary institutions serve as essential platforms for cultivating understanding, dialogue, and cooperative relationships among different groups. This chapter examines the roles of tertiary education in promoting nation building, peacemaking, and intergroup collaboration. It explores how institutions develop skilled and responsible citizens, foster national unity, generate research for conflict resolution, cultivate ethical leadership, promote dialogue and tolerance, and engage communities in social development. The chapter highlights that effective tertiary education not only equips graduates with knowledge and technical skills but also instills civic consciousness, ethical behavior, and collaborative competencies necessary for sustaining social cohesion and national development. Recommendations are provided to enhance the capacity of tertiary institutions to fulfill these <!-- [if gte vml 1]><v:line id="Straight_x0020_Connector_x0020_11" o:spid="_x0000_s1026" style='position:absolute; left:0;text-align:left;z-index:251659264;visibility:visible;mso-wrap-style:square; mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt; mso-wrap-distance-bottom:0;mso-position-horizontal:absolute; mso-position-horizontal-relative:text;mso-position-vertical:absolute; mso-position-vertical-relative:text' from="0,39.15pt" to="474pt,39.15pt" o:gfxdata="[binary] " strokecolor="#4472c4 [3204]" strokeweight=".5pt"> <v:stroke joinstyle="miter"/> </v:line><![endif]--> critical roles.
Tertiary Education, Nation Building, Peace Making, Intergroup Collaboration, Nigeria, Civic Responsibility, Social Cohesion
STRATEGIES TO ATTRACT FOREIGN DIRECT INVESTMENT INTO TERTIARY INSTITUTIONS IN NIGERIA
Attracting foreign direct investment (FDI) into tertiary education in Nigeria has become increasingly important in the face of inadequate funding, declining infrastructure, and the growing demand for quality higher education. This paper examines practical strategies for mobilizing foreign investment into Nigerian tertiary institutions as a means of improving capacity, innovation, and global competitiveness. Key strategies identified include strengthening institutional governance and transparency, promoting public-private partnerships, enhancing research and innovation capacity, implementing investment-friendly policies, internationalizing higher education, and improving infrastructural facilities. The paper argues that a well-coordinated approach involving government, institutional leadership, and private sector stakeholders is essential for creating an enabling environment that attracts sustainable foreign investment. The study concludes that FDI can significantly transform Nigeria’s tertiary education system if properly harnessed, and it recommends targeted reforms to maximize its benefits.
Foreign direct investment (FDI), Tertiary education
NATIONAL DEBT AND TERTIARY EDUCATION DEVELOPMENT IN NIGERIA
This chapter examines the relationship between national debt and tertiary education development in Nigeria, with emphasis on its impact on the core functions of higher institutions—teaching, research, community service, and staff training. Adopting a conceptual and analytical approach, the study explores how Nigeria’s rising debt profile and increasing debt servicing obligations constrain government spending on tertiary education. The findings reveal that excessive national debt reduces fiscal space, leading to inadequate funding of universities, polytechnics, and colleges of education. This underfunding negatively affects the quality of teaching programmes through overcrowded classrooms, outdated facilities, and limited instructional resources. It also weakens research productivity due to insufficient grants, poor laboratory infrastructure, and limited global collaboration. Furthermore, community service programmes are undermined, reducing institutional engagement with society, while staff training and development suffer due to lack of financial support, resulting in skill gaps and brain drain. The chapter concludes that the growing burden of national debt poses a serious threat to the sustainability, quality, and accessibility of tertiary education in Nigeria. It recommends prudent debt management, increased investment in education, diversification of funding sources, strengthening of intervention agencies, and enhanced support for research and staff development as key strategies for improving tertiary education outcomes.
National Debt, Tertiary Education, Teaching Programme
NIGERIA’ NATIONAL DEBT AND ITS IMPACT ON EDUCATION DEVELOPMENT IN NIGERIA
This chapter examines Nigeria’s national debt and its implications for education development, with particular focus on funding, infrastructure provision, instructional resources, and teacher recruitment. The study adopts a conceptual and analytical approach, drawing on existing literature and policy reports to explain how the rising debt burden constrains government expenditure on education. Findings reveal that increasing debt servicing obligations significantly reduce the fiscal space available for educational investment, resulting in persistent underfunding of the sector. This underfunding manifests in inadequate infrastructure, limited access to instructional materials, and challenges in recruiting and retaining qualified teachers. The chapter further highlights that the continued neglect of education due to debt pressures undermines human capital development, widens inequality, and slows national growth. It concludes that while borrowing can support development when effectively managed, excessive national debt poses serious risks to sustainable education development in Nigeria. The chapter recommends prudent debt management, increased budgetary allocation to education, diversification of funding sources, improved financial accountability, and enhanced investment in infrastructure and human resources as critical strategies for strengthening the education sector.
Education, Infrastructure facilities, National Debt
SUBSIDY REMOVAL POLICIES IN NIGERIA AND THEIR IMPLICATIONS FOR EDUCATION MANAGEMENT
This chapter examined subsidy removal policies in Nigeria and their implications for education management. The study adopted a review-based approach, drawing on existing literature to analyze both the gains and pains associated with subsidy removal within the education sector. Findings revealed that subsidy removal has the potential to generate increased government revenue, which can be redirected toward improving educational funding, infrastructure development, teacher welfare, and administrative efficiency. However, the chapter also established that the policy has significant adverse effects, including rising educational costs, increased operational expenses for institutions, declining staff welfare, and widening inequality in access to education. These challenges place considerable pressure on educational managers, who must navigate resource constraints while striving to maintain quality and equity in education delivery. The chapter concludes that while subsidy removal can support long-term educational development, its success depends largely on transparent implementation, effective resource allocation, and strong policy frameworks that prioritize education.
Subsidies Removal, Policies, Educational Management
ARTIFICIAL INTELLIGENCE AND ADULT EDUCATION DEVELOPMENT IN NIGERIA
The advent of artificial intelligence (AI) has opened new frontiers in education, presenting transformative opportunities for adult learning in Nigeria. Adult education, which encompasses literacy, vocational training, and lifelong learning, faces persistent challenges in the country, including limited access, inadequate instructional resources, and a shortage of qualified educators. This chapter examines the impact of AI on adult education development in Nigeria, highlighting its role in enhancing access, personalizing learning experiences, automating assessment, supporting instructors, promoting digital literacy, and improving cost efficiency. While AI provides numerous benefits, its adoption also presents challenges such as the digital divide, data privacy concerns, limited digital skills among learners and educators, and the need for culturally relevant content. The chapter concludes that strategic integration of AI, supported by robust infrastructure, policies, and training, can significantly enhance the quality and reach of adult education in Nigeria, contributing to national development and lifelong learning initiatives
Adult education, artificial intelligence (AI), Education
ADEQUATE FUNDING AND INCLUSIVE EDUCATION DEVELOPMENT IN NIGERIA
Adequate funding is a critical factor in the successful development of inclusive education in Nigeria. Inclusive education ensures that all learners, including those with disabilities, marginalized groups, and disadvantaged backgrounds, have equitable access to quality learning opportunities. Despite policy frameworks supporting inclusive education, inadequate financial resources have hindered effective implementation, resulting in limited access, poor learning outcomes, and inequities in educational participation. This chapter examines the importance of adequate funding for inclusive education in Nigeria, highlighting its impact on access, teaching quality, equity, specialized programs, monitoring and evaluation, and community engagement. The discussion underscores that strategic financial investment is essential for overcoming systemic barriers, enhancing educational outcomes, and promoting social inclusion. The chapter concludes with recommendations for policy makers, educators, and stakeholders to prioritize funding, capacity building and resource optimization to ensure sustainable inclusive education development in Nigeria.