International Journal of Education, Management & Global Development
type: channel
description: 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.
publisher: CHRONIVA
language: en
publication name: International Journal of Education, Management & Global Development
issn: 3121-9276
items: ADEQUATE FUNDING AS A CATALYST FOR EFFECTIVE ACADEMIC PLANNING UNITS IN NIGERIAN TERTIARY INSTITUTIONS
items: NIGERIA’S FOREIGN POLICY AND TERTIARY EDUCATION DEVELOPMENT: CHALLENGES AND STRATEGIC PATHWAYS FOR SUSTAINABLE GROWTH
items: https://journals.chroniva.org/index.php/IJEMGD/article/view/142
items: MIDDLE EAST CRISIS AND WOMEN’S SOCIO-ECONOMIC STATUS IN NIGERIA
items: ACADEMIC VERBS AND ACADEMIC PHRASES IN RESEARCH WRITING IN TERTIARY INSTITUTIONS: IMPORTANCE, CHALLENGES OF POOR USAGE, AND IMPLICATIONS FOR SCHOLARLY COMMUNICATION
items: CHALLENGES HINDERING STATE GOVERNMENTS FROM ACCESSING UNIVERSAL BASIC EDUCATION (UBE) COUNTERPART FUNDS IN NIGERIA
items: DEVELOPING GREEN CURRICULUM FOR SUSTAINABLE BASIC EDUCATION IN NIGERIA
items: TEACHER EDUCATION IN NIGERIA: HISTORICAL DEVELOPMENT, ACHIEVEMENTS, AND CHALLENGES
items: CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF TERTIARY INSTITUTIONS IN THE FEDERAL CAPITAL TERRITORY, ABUJA.
items: IMPACT OF UNSTABLE EDUCATIONAL POLICIES ON EDUCATIONAL MANAGEMENT IN NIGERIA
items: PROMOTING CLEAN ENERGY IN NIGERIAN SCHOOLS FOR EFFECTIVE SCHOOL MANAGEMENT AND SUSTAINABLE DEVELOPMENT
items: ASSESSMENT AND PROCTORING IN OPEN AND DISTANCE E-LEARNING (ODEL) PROGRAMMES
items: THE ROLE OF SCIENCE EDUCATION IN SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA
items: ADEQUATE FUNDING AND DEVELOPMENT OF BASIC EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA
items: AN INVESTIGATION INTO THE CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA.
items: INFRASTRUCTURE DEVELOPMENT AND EFFECTIVE SERVICE DELIVERY IN TERTIARY INSTITUTIONS IN NIGERIA
items: ROLES OF STAKEHOLDERS IN THE IMPLEMENTATION OF THE FG–ASUU AGREEMENT IN NIGERIAN UNIVERSITIES
items: CRITICAL ROLES OF TERTIARY INSTITUTIONS IN PRODUCING EMPLOYABLE GRADUATES, INVENTORS, AND JOB CREATORS IN NIGERIA
items: AN ASSESSMENT OF THE CHALLENGES FACING IMPLEMENTATION OF GREEN SCHOOL POLICIES IN NIGERIA
items: THE ROLE OF TERTIARY EDUCATION IN PROMOTING NATION BUILDING, PEACE MAKING, AND INTERGROUP COLLABORATION IN NIGERIA
items: STRATEGIES TO ATTRACT FOREIGN DIRECT INVESTMENT INTO TERTIARY INSTITUTIONS IN NIGERIA
items: NATIONAL DEBT AND TERTIARY EDUCATION DEVELOPMENT IN NIGERIA
items: NIGERIA’ NATIONAL DEBT AND ITS IMPACT ON EDUCATION DEVELOPMENT IN NIGERIA
items: SUBSIDY REMOVAL POLICIES IN NIGERIA AND THEIR IMPLICATIONS FOR EDUCATION MANAGEMENT
items: ARTIFICIAL INTELLIGENCE AND ADULT EDUCATION DEVELOPMENT IN NIGERIA
items: ADEQUATE FUNDING AND INCLUSIVE EDUCATION DEVELOPMENT IN NIGERIA
items: GREEN BUSINESS ENVIRONMENT IN NIGERIA: PROBLEMS AND SOLUTIONS
items: STRATEGIES FOR DEVELOPING AQUACULTURE AS A TOOL FOR ACHIEVING SUSTAINABLE FOOD SECURITY IN NIGERIA
items: IMPACT OF THE MIDDLE EAST CRISIS WITH EMPHASIS ON IRAQ ON NIGERIA’S SOCIO-ECONOMIC DEVELOPMENT: IMPLICATIONS FOR EDUCATION, HEALTH, SECURITY, AND SOCIAL WELFARE
items: WORK ENVIRONMENT AND ORGANIZATIONAL CULTURE AS CORRELATES OF TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

ADEQUATE FUNDING AS A CATALYST FOR EFFECTIVE ACADEMIC PLANNING UNITS IN NIGERIAN TERTIARY INSTITUTIONS
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Academic planning, Accreditation, Tertiary institutions
  topic: keywords
creator: lbiene KALAGBOR GBEKE
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 165
ending page: 176
doi: 10.66527/yc18vq39

NIGERIA’S FOREIGN POLICY AND TERTIARY EDUCATION DEVELOPMENT: CHALLENGES AND STRATEGIC PATHWAYS FOR SUSTAINABLE GROWTH
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Nigeria’s foreign policy, tertiary education, bilateral agreements, international collaboration, human capital development.
  topic: keywords
creator: biene KALAGBOR GBEKE
creator: Godfrey Chukwumeka NNADIEZE
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 150
ending page: 164
doi: 10.66527/td3w4112

https://journals.chroniva.org/index.php/IJEMGD/article/view/142
type: item
title: 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
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Achievements, Challenges, Nigeria–India Educational Diplomacy, Tertiary Education
  topic: keywords
creator: Ben Ethel Eke
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 138
ending page: 149
doi: 10.66527/ed7sa845

MIDDLE EAST CRISIS AND WOMEN’S SOCIO-ECONOMIC STATUS IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Middle East Crisis, Iran, Women, Socio-Economic Status, Nigeria Economy, Inflation, Gender Studies.
  topic: keywords
creator: Sylvester Nnaemeka Nwodo
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 131
ending page: 137
doi: 10.66527/37bmev90

ACADEMIC VERBS AND ACADEMIC PHRASES IN RESEARCH WRITING IN TERTIARY INSTITUTIONS: IMPORTANCE, CHALLENGES OF POOR USAGE, AND IMPLICATIONS FOR SCHOLARLY COMMUNICATION
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Academic verbs, Academic writing, Academic phrases, Tertiary institutions
  topic: keywords
creator: Niyi Jacob Ogunode
creator: Mark Patience Ukwuori
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 115
ending page: 130
doi: 10.66527/29yw5n78

CHALLENGES HINDERING STATE GOVERNMENTS FROM ACCESSING UNIVERSAL BASIC EDUCATION (UBE) COUNTERPART FUNDS IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Basic education, UBE intervention funds, Political will, Corruption
  topic: keywords
creator: Ihunda Aruchi JAPHET-NWAPI
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 105
ending page: 114
doi: 10.66527/v94fp913

DEVELOPING GREEN CURRICULUM FOR SUSTAINABLE BASIC EDUCATION IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Green curriculum, environmental education, sustainability, Nigerian schools, basic education, climate change education.
  topic: keywords
creator: Ebikabowei MUSAH
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 96
ending page: 104
doi: 10.66527/1j450k02

TEACHER EDUCATION IN NIGERIA: HISTORICAL DEVELOPMENT, ACHIEVEMENTS, AND CHALLENGES
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Teacher education, Nigeria, educational development, teacher training, professionalization
  topic: keywords
creator: Ezinne Nkeiru NWAMARA
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-06
publication date: 2026-06-06
starting page: 85
ending page: 95
doi: 10.66527/5kvrt971

CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF TERTIARY INSTITUTIONS IN THE FEDERAL CAPITAL TERRITORY, ABUJA.
type: item
description: 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
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Tertiary institutions, FCT Abuja, higher education, funding, governance, Nigeria
  topic: keywords
creator: Ihunda Aruchi JAPHET-NWAPI JAPHET-NWAPI
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 76
ending page: 84
doi: 10.66527/cq1cg695

IMPACT OF UNSTABLE EDUCATIONAL POLICIES ON EDUCATIONAL MANAGEMENT IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Educational Management; Educational Policy; Policy Instability; Educational Administration; Policy Implementation; Curriculum Reform; Nigeria
  topic: keywords
creator: Bamson Tamunomiebi
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 66
ending page: 75
doi: 10.66527/q7av6550

PROMOTING CLEAN ENERGY IN NIGERIAN SCHOOLS FOR EFFECTIVE SCHOOL MANAGEMENT AND SUSTAINABLE DEVELOPMENT
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Clean energy, Schools, School Management, Sustainable Development
  topic: keywords
creator: Chinyere Eliphaletphebe Amaewhule
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 55
ending page: 65
doi: 10.66527/cp72dk75

ASSESSMENT AND PROCTORING IN OPEN AND DISTANCE E-LEARNING (ODEL) PROGRAMMES
type: item
description: 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
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Blended learning, Open-access education, Open and Distance e-Learning (ODeL),
  topic: keywords
creator: Ayodele Ebunolu Nwisagbo
creator: Ayotunde Sam-Leeloo Tambari
creator: Amarachi Cynthia Ineye-Briggs Ineye-Briggs
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 34
ending page: 54
doi: 10.66527/gt0mjy03

THE ROLE OF SCIENCE EDUCATION IN SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Science Education; Sustainable Development; Technological Advancement; Scientific Literacy; National Development.
  topic: keywords
creator: Ihunda Aruchi JAPHET-NWAPI
creator: Chinyere Eliphaletphebe Amaewhule
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 22
ending page: 33
doi: 10.66527/aq2nce09

ADEQUATE FUNDING AND DEVELOPMENT OF BASIC EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Basic Education; Educational Funding; Federal Capital Territory; Abuja; Educational Development; Public Schools
  topic: keywords
creator: Michael I. Olumodeji
creator: Victor C. Oyita
creator: Rilwan Abayomi Ajayi
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 11
ending page: 21
doi: 10.66527/8ggda857

AN INVESTIGATION INTO THE CHALLENGES MILITATING AGAINST THE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION IN THE FEDERAL CAPITAL TERRITORY (FCT), ABUJA.
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN NIGERIA
  topic: section
subject: Early Childhood Education; Federal Capital Territory; Abuja; Educational Development; Nursery Education; Pre-primary Education; Educational Challenges.
  topic: keywords
creator: Victor OLUGBENGA AYOKO
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: 1
ending page: 10
doi: 10.66527/43r0qn63

INFRASTRUCTURE DEVELOPMENT AND EFFECTIVE SERVICE DELIVERY IN TERTIARY INSTITUTIONS IN NIGERIA
type: item
description: 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-e…
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Infrastructure Development, Service Delivery, Tertiary Institutions, Nigeria, Academic Performance, Research, ICT Integration, National Development
  topic: keywords
creator: Sunday Simeon ADAKA
rights: Copyright (c) 2026 Copyright (c) International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 116
ending page: 126
doi: 10.66527/4fajz708

ROLES OF STAKEHOLDERS IN THE IMPLEMENTATION OF THE FG–ASUU AGREEMENT IN NIGERIAN UNIVERSITIES
type: item
description: 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="_x0…
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: FG–ASUU Agreement; Stakeholders, Industrial Relations; University Governance; Higher Education Reform; Nigeria
  topic: keywords
creator: Ijuo David IKPE
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 107
ending page: 115
doi: 10.66527/hx63w611

CRITICAL ROLES OF TERTIARY INSTITUTIONS IN PRODUCING EMPLOYABLE GRADUATES, INVENTORS, AND JOB CREATORS IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Employable graduates, Inventors, Job creators, Tertiary institutions
  topic: keywords
creator: Niyi Jacob OGUNODE
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 99
ending page: 106
doi: 10.66527/95dhwc39

AN ASSESSMENT OF THE CHALLENGES FACING IMPLEMENTATION OF GREEN SCHOOL POLICIES IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Green schools, Green school policies, Schools, Policies
  topic: keywords
creator: J.A OLOWONEFA
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 89
ending page: 98
doi: 10.66527/ddsdqq13

THE ROLE OF TERTIARY EDUCATION IN PROMOTING NATION BUILDING, PEACE MAKING, AND INTERGROUP COLLABORATION IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Tertiary Education, Nation Building, Peace Making, Intergroup Collaboration, Nigeria, Civic Responsibility, Social Cohesion
  topic: keywords
creator: Stanley Augustine KAVWAM
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 89
ending page: 88
doi: 10.66527/r4t34898

STRATEGIES TO ATTRACT FOREIGN DIRECT INVESTMENT INTO TERTIARY INSTITUTIONS IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Foreign direct investment (FDI), Tertiary education
  topic: keywords
creator: Doris Ugo-onyeka OKANI
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 74
ending page: 80
doi: 10.66527/pjc02w84

NATIONAL DEBT AND TERTIARY EDUCATION DEVELOPMENT IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: National Debt, Tertiary Education, Teaching Programme
  topic: keywords
creator: Innocent John EJEH
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-29
publication date: 2026-04-29
starting page: 63
ending page: 73
doi: 10.66527/ayjzb332

NIGERIA’ NATIONAL DEBT AND ITS IMPACT ON EDUCATION DEVELOPMENT IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Education, Infrastructure facilities, National Debt
  topic: keywords
creator: Temitope Solomon AJAPE
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 55
ending page: 62
doi: 10.66527/gs9x2190

SUBSIDY REMOVAL POLICIES IN NIGERIA AND THEIR IMPLICATIONS FOR EDUCATION MANAGEMENT
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Subsidies Removal, Policies, Educational Management
  topic: keywords
creator: Grace Simadi Olowonefa
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 43
ending page: 54
doi: 10.66527/wy831s83

ARTIFICIAL INTELLIGENCE AND ADULT EDUCATION DEVELOPMENT IN NIGERIA
type: item
description: 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
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Adult education, artificial intelligence (AI), Education
  topic: keywords
creator: Okafor Ikechukwu MADUKA
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 32
ending page: 42
doi: 10.66527/7gsta880

ADEQUATE FUNDING AND INCLUSIVE EDUCATION DEVELOPMENT IN NIGERIA
type: item
description: 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.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Nigeria
  topic: keywords
subject: development
  topic: keywords
subject: policy
  topic: keywords
subject: makers
  topic: keywords
subject: educators
  topic: keywords
subject: stakeholders
  topic: keywords
subject: financial
  topic: keywords
subject: investment
  topic: keywords
creator: Terkula Joseph CHIA
creator: Olofu Precilla ALLU
creator: Johnson Moronfola ADEGOKE
creator: Michael Mercy MOJISHOLA
creator: Muhammad MUHAMMAD
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 22
ending page: 31
doi: 10.66527/9915xg88

GREEN BUSINESS ENVIRONMENT IN NIGERIA: PROBLEMS AND SOLUTIONS
type: item
description: The concept of a green business environment has become increasingly critical as nations strive to balance economic growth with environmental sustainability. In Nigeria, despite abundant natural resources and a growing entrepreneurial sector, the development of a green business environment faces numerous challenges. This chapter examines the concept of green business environment, identifies key problems hindering its growth, and proposes practical solutions. Six major problems were highlighted: weak enforcement of environmental regulations, limited access to green technology, low environmental awareness among businesses and consumers, financial constraints, poor waste management infrastructure, and corruption coupled with policy inconsistency. Corresponding solutions include strengthening regulatory frameworks, promoting access to green technologies, enhancing environmental awareness, providing financial support and incentives, improving waste management systems, and ensuring transparent and consistent policy implementation. The findings suggest that addressing these challenges requires a multi-faceted approach involving government, private sector, and civil society collaboration. Implementing these strategies can foster a sustainable business ecosystem in Nigeria that contributes to environmental protection, economic growth, and social well-being.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Green business environment, Green investment, Green Financing
  topic: keywords
creator: Leah Musa
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 12
ending page: 21
doi: 10.66527/ssm6eq45

STRATEGIES FOR DEVELOPING AQUACULTURE AS A TOOL FOR ACHIEVING SUSTAINABLE FOOD SECURITY IN NIGERIA
type: item
description: Sustainable food security is a critical concern in Nigeria due to a rapidly growing population, declining wild fish stocks, and increasing demand for protein-rich diets. Aquaculture, the controlled cultivation of fish and other aquatic organisms, offers a viable solution to enhance food availability, improve nutrition, generate employment, and promote rural development. This chapter examines the concept of aquaculture and sustainable food security, highlights key factors that can enhance aquaculture development including government policy support, access to finance, quality inputs, technical knowledge, infrastructure, research, and market development and discusses their implications for sustainable food production. The findings suggest that strengthening policy frameworks, improving technical and financial support, promoting innovative technologies, and enhancing market access can significantly boost aquaculture productivity. By integrating these strategies, aquaculture can contribute effectively to achieving sustainable food security, economic growth, and environmental sustainability in Nigeria.
subject: SUSTAINABLE EDUCATION IN AFRICA - 2
  topic: section
subject: Aquaculture, Sustainable Food Security, Strategies
  topic: keywords
creator: Funmilayo Bosede OYEKANMI
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-25
publication date: 2026-04-25
starting page: 1
ending page: 11
doi: 10.66527/wk1nme46

IMPACT OF THE MIDDLE EAST CRISIS WITH EMPHASIS ON IRAQ ON NIGERIA’S SOCIO-ECONOMIC DEVELOPMENT: IMPLICATIONS FOR EDUCATION, HEALTH, SECURITY, AND SOCIAL WELFARE
type: item
description: 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.
subject: Articles
  topic: section
subject: Education, Health, Security, Social Welfare, Middle East Crisis
  topic: keywords
creator: Kasimu Sani
creator: Fyinbu Solomon JOEL
creator: Samuel Andokari Adda
creator: Ali Nasir. Sharif
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-10
publication date: 2026-04-10
starting page: 258
ending page: 265
doi: 10.66527/sy409g79

WORK ENVIRONMENT AND ORGANIZATIONAL CULTURE AS CORRELATES OF TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
type: item
description: 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 wa…
subject: Articles
  topic: section
subject: Work Environment, Organizational Culture, Teachers’ Commitment, Public Secondary Schools
  topic: keywords
creator: Choice Chimee, Okaforcha
creator: F. C Onwuchulum
rights: Copyright (c) 2026 International Journal of Education, Management & Global Development https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 233
ending page: 244
doi: 10.66527/0j9rbh18