TEACHERS PERCEIVED PROBLEMS OF CURRICULUM IMPLEMENTATION IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE OF NIGERIA.

The study investigated teachers’ perceived problems of curriculum implementation in tertiary institutions. The need for this study was borne out of the concern over prevalent questions raised against the standard of the education system.  Three objectives were pursued; to identify perceived problems, causes, and possible solutions to curriculum implementation. 480 purposively selected teachers of tertiary institutions constituted sample for the study. A validated questionnaire with 3 sections constructed by the researchers formed the main instrument of the study. Data generated were subjected to statistical analysis using frequencies, means and ranking. The findings revealed the most frequently occurring problems, causes and possible solutions of the curriculum implementation. Based on the results obtained from the study, it was recommended that heads of departments and deans of faculties should be made to incorporate the task of monitoring their colleagues to the administrative task, a review of the curriculum to meet contemporary need of the society and the  need for a paradigm shift of some educational policies to result oriented policies so as to enhance proper curriculum  implementation. Keywords: Teachers’ Perceived problems, curriculum, curriculum implementation, Tertiar

Evaluation of Cross River State Access of Matching Grants for the Implementation of UBE Policies between 2010 and 2014

This study focused on the evaluation of access of matching grants for the implementation of UBE policies in upper basic in Cross River State, Nigeria. To achieve the purpose of this study, a research question was posed to guide the study. Data were generated from SUBEB office and downloaded from UBE web site (www.ubec.com). The result was presented in Tables A and B and simple percentages. The results obtained revealed that matching grants are yearly made available to states but Cross River State access to the grants to facilitate the implementation of UBE policies in upper basic schools between 2010 and 2014 is very low. Considering the finding of the study, it was recommended that to improve access to matching grants allotted by the federal government, the provision of counterpart fund policy should not be a condition to enable poor states access the grants that are lying dormant in billion of naira or such fund should be deducted not source from the allocation to states. If this is put in place, the national body (UBEC) rather than state body (SUBEB) should be charged with the responsibility of disbursement, procurement, execution and monitory of all projects covered by the grant for accountability. Keywords: Implementation, Policies, UBE, Matching grant, Counterpart fundin

Universal Basic Education Programme for Global Competitiveness: A Need for Paradigm Shift

When the goal of UBE, “Education For All” (EFA) which is in line with the Millennium Development Goals (MDGs) was envisaged from the conception of the scheme, little did anyone know that fourteen years after, the policy would not make a significant achievement in competing with systems in other developed nations of the world. Recent reports show that it would take Nigeria more than 70 years before all children will have access to primary education. This paper is a call on needed paradigm shift in UBE for global competitiveness. The paper x-rays the matters arising in the scheme to include the quota policy, placing of ceiling on the number of pupils to be registered in a state among others. The paper also highlighted some envisaged problems of the implementation of the programme to include policy standard and objectives, policy resources, inter-governmental communication and enforcement, the characteristics of implementing agencies and the economic, social and political conditions and as well the disposition of policy implementers. The paper called for paradigm shift in the area of human, financial, infrastructural resources as well as quality assurance and social mobilization. Suggestion is therefore made that the scheme should be given attention like any other sector. Keywords: Basic Education, Universal, Competiveness, Implementation, Education for All

Social Structural Changes as Prerequisite for Social Transformation and Peacebuilding in Nigerian Fragile Democracy

Peace has become the most essential and scarce commodity in Nigeria and the world over. The political and economic development of Nigeria today anchored on peace. This paper therefore, examines social structural changes as prerequisite for social transformation and peacebuilding in Nigerian fragile democracy.  The paper resumed with clarification of the concepts of peacebuilding and democracy where Nigerian democracy was described as defective, nascent and fragile. To change this ugly face ascribed to Nigerian democracy, approaches and needed changes for peace building in Nigerian democracy was the core of the paper. In line with the thought of this paper, peacebuilding through economic dimension and democratic education were captured as ways forward. Keywords: Peacebuilding, democracy, social structural change, developmen

Prediction of Self-Concept and Anxiety on the Tendency of Postgraduate Students with Learning Disabilities (LD) to Acquire Research Skills in Two Public Universities of Cross River State, Nigeria: Implications for Counseling

Background: Acquisition of research skills provide the forum for incorporating Nigerian graduate students with disabilities and university lecturers into the international scientific culture and the developing knowledge economy. Aim: This study investigated the prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in two Public Universities of Cross River State, Nigeria: Implications for counseling. Two objectives of the study were stated to guide the study and to achieve the purpose of the study. Two research questions were formulated, which were converted to two statements of hypotheses. A literature review was carried out based on the variables under study. Method: The survey research design was considered most suitable for the study. A stratified random sampling technique was adopted in selecting the 49 respondents sampled for the study. A validated 20 items four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement. The reliability estimates of 0.81 of the instruments were established using the Cronbach Alpha method. A simple Linear regression statistical tool was used to test the hypotheses formulated for the study. The hypotheses were tested at a 0.05 level of significance. Results: The results obtained from the data analysis revealed a significant prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in the study area. Conclusion: Based on the findings of the study, it was therefore recommended, among others, that internal seminars and workshops should be organized by Graduate schools every quarter of the year, where each postgraduate student delivers a standard paper, and this should be made compulsory. This will encourage sharing knowledge and increase skills and zeal for using knowledge and more research publications

Academic Stress and Parental Pressure as Predictors of Psychological Health in Covid-19 Emergency Times among School Children with Intellectual Disabilities in Calabar Metropolis, Cross River State, Nigeria: The Implication for Counseling

Background: Academic stress and parental pressure have been shown to be important factors associated with psychological health. However, the internal mechanism between them is still not clear. Aim: This study assessed the joint significant influence of the predictor variables (academic stress and parental pressure) as predictors of psychological health in COVID-19 emergency times among school children with disabilities in Calabar metropolis, Cross River State, Nigeria: The implication for counseling. One study objective was stated, and one statement of hypothesis was posed. A literature review was carried out based on the variable under study. Method: The research design that was adopted in this study is correlational research design. A simple random sampling technique was adopted to select the 234 respondents sampled for the study from a population of 2,344. A validated 35-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement. The reliability estimates 0.89 of the instruments were established using the Cronbach Alpha method. A multiple Linear regression statistical tool was used to test the hypotheses formulated for the study. The hypothesis was tested at a 0.05 level of significance. Results: The results obtained from the data analysis revealed that there is a joint significant influence of the predictor variables (academic stress and parental pressure) on psychological health in COVID-19 emergency times among school children with learning disabilities. Conclusion: Sometimes, stress and pressure can be motivating at the mild stage. However, at the severe stage, it could lead to frustration, social pressure, family workload, and cognitive overload, which in turn influences an individual to use and abuse substances in order to escape from unpleasant feelings of life situations. It was recommended that Parents should advise students on how to perform well academically rather than setting standards that may put so much pressure on students, which may have a negative impact on the psychological health of the students