Students’ Welfare Services and Educational Stability in Public Universities in the Oyo State, Nigeria

The study identified the welfare services that are in existence in tertiary institutions in the Oyo State; examined the level of student's satisfaction with the available welfare services as well as the relationship between welfare services and students' educational stability in public universities in the Oyo State. A descriptive survey research design was used for the study. The population for the study comprised of all the final year undergraduates from the two public universities in the Oyo State. A questionnaire titled Students' Welfare Services and Educational Stability Questionnaire (SWSESQ) was used to gather information for the study. Data collected were analysed, using both descriptive and inferential statistics. Research questions raised were answered using frequency counts, percentages, and mean, while Pearson product Moment Correlation (PPMC) was used to test the hypothesis formulated at a 0.05 level of significance. The results showed that there was a moderate level of welfare services and there was no significant relationship between the students’ welfare services and educational stability in the public universities in the Oyo State. The study concluded that students’ welfare cannot determine educational stability in public universities in the Oyo State

Effective Management of Tertiary Education in Nigeria as a Panacea to Good Governance and National Security

Tertiary education is widely accepted in Nigeria today as a form of investment in human capital development that yields economic benefits and contributes significantly to the nation’s future wealth and development by increasing the productive and consumptive capacity of the citizens. Tertiary education equips the individual with relevant knowledge, skills and attitudinal orientation required to progress in one’s chosen career in life and contribute meaningfully to the economic growth and security of the nation, through purposeful governance. Ironically, tertiary education in Nigeria today is facing myriads of problems. Effective management of the tertiary education entails that the administrators of the tertiary institutions must identify these critical problems and harness judiciously available resources towards alleviating them. Effective management of tertiary education in Nigeria as a panacea for good governance and national security depends greatly upon the quality and quantity of all resources earmarked for this level of education, by all its stakeholders as well as prudential management of the resources.

PROFESSIONALIZATION OF TEACHING THROUGH FUNCTIONAL TEACHER EDUCATION IN NIGERIA

This paper specifically focuses on professionalization of teaching profession through functional Teacher Education in Nigeria. The first part of the paper examines the concept of teaching, professionalization and functional Teacher education in Nigeria. The second aspect examines the strategies for professionalization of teaching in Nigeria. The third aspect focuses on the problems of professionalization of teaching in Nigeria. The paper is concluded with the implication of professionalization of teaching through functional teacher education

INFLUENCE OF SCHOOL TYPE AND LOCATION ON SCHOOL PLANT PLANNING IN SOUTH WEST NIGERIAN SECONDARY SCHOOLS

ABSTRAC

Head Teachers' School Plant Management Skills: For Effective Delivery of Educational Goals in OSUN State Primary Schools

This paper examined head teachers’ school plant management skills for effective delivery of educational goals in Osun State primary schools. The study adopted the descriptive research design. The population of the study consisted of all 9,870 teachers in Osun State primary schools. The sample of 385 teachers was randomly selected. Head Teachers’ School Plant Management Skills for Effective Delivery Questionnaire (ETSPMSDQ) was used to collect data. The data were analysed descriptively and inferentially. The result showed that present condition of the school environment was conducive for pupils to learn (x ̅=3.23), and the classrooms were located in an area that save from dangers (x ̅=3.30). The findings equally showed that head-teachers in Osun State primary schools ensured daily cleaning of school surroundings (x ̅=3.61), inspected the school facilities daily to ascertain their condition (x ̅=3.39) and replaced worn out school plants using internally generated revenue (x ̅=2.70). The study further showed that challenges encountered by head-teacher in maintaining available physical facilities in Osun State primary schools were financial constraints for plants maintenance (x ̅=2.83) and misused of the facilities by pupils (x ̅=2.52). The study further indicated that there is significant relationship between the head-teachers’ school plant management skills and present condition of physical facilities for effective delivery in Osun State primary schools (r = 0.754, df = 383 & p<0.05). The study concluded that the school plant management skills adopted by the head teachers had significantly contributed and positively improved the present condition of physical facilities for effective delivery of educational goals in Osun State primary schools