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Assessment of Global Hunger and Food Security Among Women in South East, Nigeria
Entrepreneurship Education for Empowering Rural Dwellers in Enugu State
Teachers-resource readiness for the implementation of entrepreneurship education as a compulsory subject in public senior secondary schools in South- East, Nigeria
ASSESSMENT OF NON-FORMAL EDUCATION PROGRAMMES IN POVERTY ALLEVIATION IN NORTH-CENTRAL, NIGERIA
ASSESSMENT OF THE IMPLEMENTATION OF ADULT BASIC LITERACY PROGRAMME IN CROSS RIVER STATE, NIGERIA
ASSESSMENT OF LEARNING RESOURCE DESIGNS FOR ENHANCEMENT OF TEACHING AND LEARNING IN NATIONAL OPEN UNIVERSITY OF NIGERIA (NOUN), IN SOUTH-EAST NIGERIA
APPRAISAL OF QUALITY ASSURANCE MEASURES IN TERTIARY DISTANCE EDUCATION PROGRAMMES IN SOUTH EAST NIGERIA
HUMAN RESOURCE MANAGEMENT PRACTICES FOR QUALITY ASSURANCE IN ADULT EDUCATION PROGRAMMES IN SOUTH-EAST, NIGERIA
Evaluation of Distance Education Programmes of Nigerian Universities
Administration of Extension Education in Imo State: A Case Study of Imo State University Continuing Education Programme. (ICEP).
Assessment Of United Nations Development Programme (UNDP) Activities In Adults Education In The South-East Geopolitical Zone Of Nigerian
Assessment Of United Nations Development Programme (UNDP) Activities In Adults Education In The South-East Geopolitical Zone Of Nigerin
The purpose of the study was to evaluate the Arts Education programme of the National Open University of Nigeria in the South East study centres. The study used the Context, Input, Process, Product evaluative model. The population of the study comprised of 1492 subjects viz 57 academic staff, 75 senior administrative staff and 1360 Arts Education students of the NOUN. Using stratified random sampling a sample size of 424 respondents made of all 57 academic staff, all 75 senior administrative staff and 292 students was drawn for the study. Each stratum of the subjects was served a set of questionnaire for data collection. Both checklist and observation schedule were also used to collect data for the study. The validity and reliability of the instruments were established through face validation and the use of Cronbach Alpha. Means and standards were used to answer the research questions while t-test statistic was used to test hypotheses at 0.05 level of significance. The result of the study showed that facilities in use in the NOUN study centres for arts education degree programme are adequate; Course materials in use for the implementation of the arts education degree programme of the NOUN in the South East study centres were found to be adequate; support services rendered to the students of arts education degree programme in the NOUN South East study centres are of high extent; senior administrative staff showed a high extent of administration of arts education degree programme while the students indicated a very high extent of administration of the same programme in the South East study centres; there was low extent of compliance to National Universities Commission benchmark with respect to teaching methods used for facilitating arts education degree programme of NOUN in South East study centres; the South East study centres of NOUN had fairly adequate personnel used in the implementation of the arts education degree programme; that funding of the arts education degree programme of NOUN in the South East study centres was found out to be of low extent while the number and graduation pattern of arts education degree programmes are encouraging. These findings and their educatinal implications were discussed based on which recommendations were made. The researcher also drew attention to the limitations of the study and made suggestions for further study.
The main purpose of this study was to investigate the strategies for effective management of adult education agency in Enugu-State. Six specific purposes, each with corresponding research questions, were posed and six hypotheses postulated. The study adopted descriptive survey research design. The population of the study is 828. A sample of 508 was purposively drawn for the study. The instrument for data collection was a 24 item structured questionnaire tagged Strategies for Effective Adult Education Agency Management Questionnaire (SEAEAMQ), modeled on a four point rating options as follows: very appropriate (VA), appropriate (A), inappropriate (IA), very inappropriate (VI). The instrument was validated by three experts; two from Adult Education Department and one from the Department of Education Foundation. The grand reliability co-efficient of .896 was obtained.
Data collected was analyzed using mean, standard deviation and T-test. The findings of the study revealed that for management strategies in adult education agency in Enugu State to be effective, funding strategies should include: government at federal and state levels dedicating at least 3 percent of their education budget to adult education; NGOs in the community should assist in funding adult education in form of cash, facilities and supplies. The findings further revealed among others that experts in adult education should be involved in planning the programmes. The findings also revealed that motivational strategies for management of adult education agency should include: the state agency to pay facilitator stipends equivalent to their counterparts in primary and secondary schools as stipulated in international adult literacy benchmark; the state agency should provide adequate infrastructural facilities in adult education centres. The data analyzed revealed among others that in staff retention strategies, the state agency should organize workshops seminars and conference regularly for coordinators, facilitators and other staff members. Based on the findings, it was recommended among others that government should provide allowances for the supervisors.
Moreover, the evaluation strategies among others for management of adult education agency, the programme monitoring teams should usually visit adult education personnel regularly to evaluate their performances.
The study was embarked upon to find out the strategies for improving the integration of ICT in the distance education programmes of National Teachers’ Institute in Akwa Ibom and Cross River States, Nigeria. Four specific objectives with four corresponding research questions were formulated, and four null hypotheses were formulated to guide the study. The descriptive survey research design was used for the study. Literature pertinent to the study was reviewed. The population for the study consisted of five thousand seven hundred and twenty two (5,722) instructors and students of NTI programmes in Akwa Ibom and Cross River States. The multi stage sampling technique was used to select two hundred and ninety seven (297) respondents across both states, comprising 282 instructors and 15 students used for the study. The instrument for data collection was a forty-four (44) item questionnaire (SIIICTDEP). Five experts from Adult Education and Science Education Departments, University of Nigeria, Nsukka validated the instruments. The reliability of the instrument was established using Cronbach Alpha method on 20 subjects and a correlation co efficient of .72 was obtained and was adjured reliable for embarking on the study. Two hundred and ninety seven (297) copies of the questionnaires were administered to the respondents and returned dully filled, giving 100 percent return rate. Percentage, mean and standard deviation were used to answer the research questions while t-test statistics was used to test the null hypothesis at.05 level of significance. The result of the study showed that continuous training and retraining of NTI instructors and students on ICT skills acquisition programmes; increasing fund allocation for procurement of ICT facilities for NTI DE programmes; donations of ICT facilities to NTI institutions; formulating policies to reduce cost of newer technologies by the government among others were some of the strategies that can improve ICT integration in their NTI DE programmes to a high extent. It was also found that the challenges that militate against the effective integration of ICT in the NTI DE programmes of these states to a very high extent were poor funding of NTI institutions; high cost of ICT facilities; and non- availability of ICT facilities in NTI institutions. There was no significant difference between the mean responses of instructors and students across both states on economic strategy of providing special grants to NTI institutions for installation of ICT facilities; and on the challenge of non- availability of ICT facilities in NTI institutions. The major implication of the findings of this study is that if the strategies are adopted, the integration of ICT will be improved to a high extent hence, their mode of delivery and quality of their programmes will be improved thereby reducing their drop-out rates. Based on the findings, the major recommendations among others were that Federal Government should increase fund allocation for the procurement of ICT for NTI DE programmes; and budgetary allocation for education should cover provision of ICT to NTI institutions. Also, Federal and State Government, NGOs and philanthropists should give special grants and also donate ICT to NTI institutions; this will make available funds for ICT integration and also enhance the availability of ICT facilities for effective integration. Again, policy makers should formulate policies to reduce cost of newer technologies, and also policies that will bring about reduction in tax and rate payable for the procurement of ICT facilities, by so doing the cost of ICT facilities will be reduced making it affordable and accessible, this will in turn enhance its effective integration in the NTI programmes of these states.