Reforming Education through User Fees: Ability and Willingness to Pay For University Education in Calabar, Nigeria

This study explored user fees as a policy option in transforming university system in Calabar-Nigeria and its implications for ability and willingness to pay for the cost of schooling. The study was expected to provide a baseline information on the policy-planning process of user fees in solving revenue and financing problems of the university system for efficiency. This survey inferential design study had two research questions and one hypothesis that guide the investigation. With the use of stratified random sampling technique, 460 parents were drawn from the parents’ population in the two universities’ locations. Data collection was carried out using a researchers’ constructed instrument called “Household Reaction To Cost of Schooling Questionnaire (HRTCOSQ)”. Descriptive statistics (using tables and percentages) and Ordinary Least Square Regression Analysis were used to statistically analyze data collected for the study. Results obtained revealed that households in Calabar were able and willing to pay for the cost of schooling. The low income group households were willing to pay more for the male than the female children. The desirability of the user fees as a policy option depended on the ability and willingness of the household to pay for the cost of schooling. It is therefore recommended that the user fees should be adopted by university’s administration to raise revenue while government should provide scholarship to brilliant students from low-income households to cushion effects for equity. Keywords: Household, user fees, cost, reforming, university education

Editorial: Conducting Evidence-based Research: Interventions and Observational Analytic Studies

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An appraisal of the Philosophy of Nigerian Education for Sustainable Livelihood in Nigeria (2008 - 2012).

The philosophy of Nigerian education seems not to guarantee good lives for citizens of Nigeria. The macro-economic indicators for five years (2008 – 2012) now continuously recorded increase growth rates in Nigeria but without significant development. Therefore, the purpose of this study was to determine the extent to which the philosophy of Nigerian education could justify sustainable livelihood in Nigeria. This study was designed to provide baseline information for macro policy-management on education in order to enhance the welfare of Nigerian citizens. The study adopted a descriptive survey design in Cross River State of Nigeria as a study area. One research question and one hypothesis were applied to guide the study while the related literatures were reviewed. The population of study was 2,395 university teachers and out of which 250 was drawn using a simple random sampling technique. Researchers’ constructed instrument was used to collect information from the respondents. Data was statistically analyzed using tables, mean rating and population t-test statistics. Results obtained revealed that the contemporary socio-economic trends of the philosophy of Nigerian education have not accelerated sustainable livelihood in Nigeria. Basic needs provision among the geo-political zones of Nigeria indicated disparities. Therefore, it was recommended that better measures of economic development such as Human Development Index (HDI) be utilized to ensure sustainable livelihood in Nigeria. Keywords: Livelihood, sustainable, philosophy, education, socio-economic trends

Comparative Analysis of Satisfaction with the Use of Ready-Made Spectacles and Custom-Made Spectacles among School Children in Nigeria: A Randomised Controlled Trial

Refractive error is an important cause of visual impairment in Cross River State (CRS), Nigeria. Optical services and spectacles are not readily available to school children for the treatment. The aim of this study was to compare satisfaction with the use of ready-made spectacles and custom-made spectacles in the treatment of refractive error for school eye health programme. A one month double-blinded randomised controlled trial was used to evaluate satisfaction, symptoms, vision and planned continued use of ready-made and custom-made spectacles in school children 6 -17 years with ≥ 1 diopter of uncorrected refractive error. The sample size for each arm was 63. This research was funded by African Vision Research Institute (AVRI). Full ethical approval was obtained from the ethics committee CRS Ministry of Health, Nigeria. Data was analysed using SPSS and EPI info. Out of the 2110 children refracted with non-cycloplegic method, 243 (11.5%) has significant refractive error and only 104(82.5% response rate) met the inclusion criteria for the intervention study. There was no difference (p >0.05) in satisfaction (96.2% vs 96.2%) and  symptoms ( headache 5.8% vs7.7%; eye strain 3.8% vs 1.9%  ) in the use of ready-made vs custom-made spectacles to the 1 month follow up. Ready-made spectacles are recommended for eye health programmes in schools because it is a cost effective strategy for treatment of refractive errors. The ready-made spectacles should be available in different frame pupillary distance for various powers to reduce discomfort associated with frame induced prismatic effect. Keywords: Eye health, vision care, school-aged children, ready-made spectacles, custom-made spectacle

Embracing diversity in the educational landscape: Resource supply and inclusive education in secondary schools

Several studies have examined the challenges affecting the smooth implementation of inclusive education; focusing on resource inadequacies. However, these studies primarily relied on descriptive statistics: describing resource availability but not assessing their impact on policy implementation. The current study addresses this gap by analysing the extent of critical resource supply for implementing inclusive education and its influence on policy implementation. A descriptive survey design was adopted, targeting 281 principals from public secondary schools across three educational zones in Cross River State. Stratified proportionate sampling was used in selecting 120 principals as the sample. Data collection involved a structured questionnaire with an acceptable validity and a reliability indices. Descriptive statistics were used to answer the research questions, and Simple and multiple linear regression were used to test the hypotheses at the .05 level of significance. The findings of the study revealed low supply levels of physical, human, and financial resources for implementing inclusive education in secondary schools. The extent of inclusive education implementation was also found to be low. The study further indicated that the supply of physical, human, and financial resources collectively affected policy implementation, with physical resources having a greater impact. These results have practical implications for the government and stakeholders; emphasising the need for adequate physical, human, and financial resources to implement inclusive education in secondary schools. Keywords

Beginning teacher educators development and faculty workload management of Universities in Cross River State of Nigeria

This study aimed at investigating the beginning teacher educator’s development and faculty workload management of universities in Cross River State of Nigeria. The study was expecting to provide the baseline information on the faculty workload management of universities in enhancing the job training of beginning teacher educators for improved task performance. The survey inferential design study has two null hypotheses to guide the study. “Beginning teacher education development and Workload Management Opinion Survey (BTEDWMOS)” was self-developed, validated by two measurement evaluation experts, tested for reliability (with an index of 0.83), and administered to 84 newly employed (1-3years) academic staff drawn from  the population of academic staff in the faculty of education of the two universities using purposive sampling technique. The data obtained were analyzed using percentage counts, population t-test and independent t-test statistics. The findings revealed that the development of the beginning teacher educators were significantly high. The development of the beginning teacher educators were not significantly different in gender and age while it was significantly different in work experience, qualification and computer literacy on faculty workload management. It was concluded that faculty workload management could be used to engender the level of development of the beginning teacher educators in the universities. It was, therefore, recommended that the right type of teachers be recruited to ensure increase productivity and professional standards

Visual status and prevalence of eye disorders among school-age children in southern Nigeria

Aim: This study assessed the types and prevalence of eye problems among school-age children in Cross River State (CRS), Nigeria. Method: The study design was a cross-sectional analytic survey of 2418 school children aged 6–17 years from seven public and three private schools in CRS, selected using the multistage random sampling technique. Ethical approval was obtained from the Ethical Committee, CRS Ministry of Health, Nigeria. The following tests were carried out on all children enrolled in the study: researcher-administered semi-structured questionnaires, LogMAR visual acuity measurements, external and internal eye examinations, non-cycloplegic auto-refractions, retinoscopy and subjective refractions. Quality assurance was carried out to validate the data collected, and data were analysed using SPSS and EPI info. Results: A total of 2418 school children were enumerated, and 2110 (87.3%) were examined; 1117 (52.9%) were girls, and 1250 (59.2%) were 6–11 years old, while 860 (40.8%) were 12–17 years old, and 77% attended public schools. The majority, 1895 (89.9%) of the children examined, had never had an eye examination. The prevalence of eye diseases among the school children was 32.1%, and the major causes were conjunctivitis 397 (18.8%; confidence interval [CI] 19.2–13.0), refractive error 243 (11.5%; CI 10.2–13.0), glaucoma suspects 52 (2.5%; CI 1.9–3.2), amblyopia 7 (0.3%; CI 0.0–0.7) and corneal opacity 4 (0.2%; CI 0.1–0.5). Analysis using chi-square tests and logistic regression shows a positive higher association of refractive error in private (16.7%) than public schools (9.9%) (crude odds ratio [COR] 1.8150; adjusted odds ratio [AOR] 1.9129, p < 0.001), higher socio-economic status of parents (COR 2.3402, AOR 1.9819, p < 0.001), older age group (COR 1.7258, AOR 1.8202, p < 0.001) and girls (13.1%) versus boys (9.8%) (COR 0.7200, AOR 0.7144, p < 0.001). Conclusion: Physical and eye health examination of children before school entry is strongly recommended. The application of 2 D lens for children who fail a standard visual acuity test should be routine during vision screening to ensure that significant refractive errors are not missed