Stakeholders Perception of Economics Teachers Mastery of Professional Skills in Senior Secondary Schools in Federal Capital Territory, Abuja, Nigeria

This paper is aimed to investigate the stakeholder perception of economics teacher mastery of professional skills in senior secondary school in Federal Capital Territory, Abuja, Nigeria. The study was guided by two research questions and two hypotheses were tested. The study adopted a correlation research design. The study population comprised 150 secondary school senior economics students and 20 stakeholders within the schools system in Abaji. Stratified proportionate sampling technique was used to sample 170 respondents from the population of the study. The researchers developed one sets of instruments titled ‘‘Stakeholders perception of Economics Teacher Questionnaire (SPETQ)'' was used for data collection. The instrument was subjected to face and content validation by two experts who are lecturers; two in Department of economics education university of Abuja. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of   (SPETQ) and 0.78 . Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that  most economics teachers have adequate knowledge of  their subject matter, good at lesson plan/lesson note writing skills, effective use of instructional aides, good evaluation skills, good at classroom management skills and marking and recording skills. also revealed that there That most economics teachers performs their job below expectation on the bases of comes to class regularly, gives enough assignment and class exercises, comes to class with his/her lesson plan, marks and records the CA and students exams on time and corrections of failed C.A and assignment in the class. Based on the findings, conclusion was drawn and it was recommended among others that government should provide training programme should be put in place by the government to refresh the economics teachers on the mastery of their professional skills. Some states in Nigeria have started on the job training for their teachers to upgrade the teachers. This should be extended to other states and the government should constant supervision of secondary to ensure that every teacher is doing its work. The principal should ensure effective instructional supervision in order to keep them at par with their foreign counterparts

Two Decades of Universal Basic Education Programme in Nigeria.1999-2019: UBE Implementation, Achievement, Challenges and Suggested Solutions

In September 1999, the UBE was officially launched and passed into law in 2004 as an implementation tool of the government initiative to achieve the Millennium Development Goals in achieving the EFA. Researchers has agreed that the Universal Primary Education (UPE) in Nigeria was also recognized as the predecessor of the present UBE Scheme, which has been directed towards the possibility of increasing the number of attendance or enrollment in schools, as well as the provision of an excellent opportunity to correct the current imbalance. The major objective and aim of the UBE programme is the provision of free, universal and compulsory basic education for every Nigerian child aged 6—15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper thereore will consider the implementation of Universal Basic Education (UBE) in Nigeria -.its achievement, challenges and make some suggestion. The paper hereby made some recommendations that the government should provide adequate fund for the UBE programme. &nbsp

Analysis of Factors Responsible for Poor Patronage of Public Higher Institutions in Nigeria by Competent Foreign Academics

Academic staff of higher institutions are mobile labour force. The nature of academic job permits them to move from one country to another in search of more satisfactory work experience. Academics migrate from country to country where they carry out teaching, research and community services. Presently, in Nigerian higher institutions especially universities there are few employed foreign academics or lecturers. This paper examines the major factors responsible for poor patronage of competent foreign academics in Nigerian higher institutions. Both qualitative and quantitative data were used in the paper. The literatures were sourced both online and from print materials. It was established that quota system policies, inadequate funding, poor salaries, insecurity, inadequate infrastructural facilities, lack of Internationalization policy on higher Education in Nigeria, poor working conditions, unstable academic calendar, poor administration and management model are the factors responsible for the presence of few employed foreign academics in Nigerian higher institutions. The paper recommends that the federal and state government should remove the higher institutions from the federal character employment policy, increase the funding of higher education, increase the salaries of academic staff, provide adequate security and adequate modern infrastructural facilities. Also, the government should come up with Internationalization policy on higher education, improve on the working conditions of academic staff and implement all agreement reached with different union groups in the various higher institutions to avoid strike actions