The work investigated private sectors participation and educational development of Secondary school in Abia State.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The term private connotes personal and that which belongs to an individual, group of people and not by the government
- Private sectors therefore are those parts of the economy which are owned by individuals.
Examples are wealthy individuals, Non-Governmental Organizations (NGOs), Alumni associations, Community Based Organizations (CBOs) etc.
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The term private connotes personal and that which belongs to an individual, group of people and not by the government
- Private sectors therefore are those parts of the economy which are owned by individuals.
Examples are wealthy individuals, Non-Governmental Organizations (NGOs), Alumni associations, Community Based Organizations (CBOs) etc.
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
Women in STEM: Closing the Gender Gap to National Transformationiosrjce
The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
This study examined strategies for enhancing student’s enrollment into Home Economics Education in tertiary institutions in Edo state. The study was a descriptive survey. A total of 21 lecturers participated in the study. No sampling technique was adopted as all the 21 lecturers in the 4 tertiary institutions who lectures Home Economics Education in Edo State were used for the study. Three research questions were raised and answered in the study. A validated questionnaire was used for data collection while the weighted average mean was adopted for data analysis. Findings from the study revealed that there has been dwindling enrollment into Home Economics Education in tertiary institutions in Edo State. Some of the factors responsible for the state of enrolment are negative attitude of parents, poor institutional funding and low awareness of the relevance of Home Economics Education to the students. Strategies if adopted is capable of enhancing the enrolment were; increased funding of tertiary institutions by the government, provision of well equipped laboratories and libraries, creating awareness among parents and students, giving of loans to graduates of Home Economics to aid their business and students should spent longer period in industrial attachment. One of the recommendations proffered was that the existing tertiary institutions offering Home Economics Education should be properly funded by the government.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
Women in STEM: Closing the Gender Gap to National Transformationiosrjce
The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
This study examined strategies for enhancing student’s enrollment into Home Economics Education in tertiary institutions in Edo state. The study was a descriptive survey. A total of 21 lecturers participated in the study. No sampling technique was adopted as all the 21 lecturers in the 4 tertiary institutions who lectures Home Economics Education in Edo State were used for the study. Three research questions were raised and answered in the study. A validated questionnaire was used for data collection while the weighted average mean was adopted for data analysis. Findings from the study revealed that there has been dwindling enrollment into Home Economics Education in tertiary institutions in Edo State. Some of the factors responsible for the state of enrolment are negative attitude of parents, poor institutional funding and low awareness of the relevance of Home Economics Education to the students. Strategies if adopted is capable of enhancing the enrolment were; increased funding of tertiary institutions by the government, provision of well equipped laboratories and libraries, creating awareness among parents and students, giving of loans to graduates of Home Economics to aid their business and students should spent longer period in industrial attachment. One of the recommendations proffered was that the existing tertiary institutions offering Home Economics Education should be properly funded by the government.
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
Insights on Problems and Prospects of Data Collection and Distribution in Nig...GBENROAYODEJI
The impact of data in the actualization of higher education goals in Nigeria cannot be understated because data is the management tools for planning and implementing decisions for effective administration. Data generation, collection and dissemination has over the time being faced with manipulation and corruption in higher institutions in Nigeria. However, this study focuses on tackling the challenges that prevent the effective use of data in Nigerian higher institutions.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Influence of Strategic Communication on Growth of Students’ Population in Sel...Dr. Amarjeet Singh
The study sought to investigate the influence of
strategic communication on the growth of students’
population in selected private universities in Kenya. The study
was guided by resource-based theory. The study utilized
descriptive research design. Random sampling technique was
used to select research respondents. The study targeted
private universities in north rift, south rift and Nyanza region
of Kenya. The unit of observations was staff and students in
various departments and faculties existing in the institutions.
The study used purposive sampling to select research
respondents. Questionnaire was the main instrument for data
collection. Descriptive and inferential statistics with the aid of
SPSS version 23.0 were used to analyze collected data and
presented using frequency distribution tables and bar graphs.
The findings indicated that if strategic communication is
changed by one unit, the growth of student population will
increase by a margin of 0.440. The study concludes that
strategic communication plays a critical role in growing
students’ population in private universities. It is also
recommended that private universities should consider using
professional bloggers to build the publicity of the institution.
Top management of the private universities will get insight on
various strategic issues with regard to student population
through the recommendations of the study. Scholars in the
field of strategic management will find the study useful as it
will form basis of future references.
Extent of Utilization of E-Learning Resources for Instructional Delivery by O...Premier Publishers
The need to equip prospective office technology managers with competencies for sustained relevance in the era of office automation necessitated the study to determine the extent e-learning resources are utilized for instructional delivery by Office Technology and Management lecturers in polytechnics in South-East Nigeria. One research question guided the study and two null hypotheses were tested. Descriptive survey design was adopted for the study. The population of 80 lecturers in all the public polytechnics in the area was studied without sampling because the size was small. A 5-point rating scale questionnaire containing 23 items, and validated by experts was used for data collection. Pilot test was used to establish the reliability of the instrument with Cronbach Alpha and a reliability coefficient value of 0.79 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity of the respondents’ views while the hypotheses were tested with t-test at 0.05 level of significance. Findings revealed that the lecturers rarely utilize e-learning resources for instructional delivery. Based on the findings, it was concluded that inadequate utilization of e-learning resources in the programme is a major contributory factor to the ineffective duty performance of the products in offices of the current era. Consequently, it was recommended that management of the polytechnics should sponsor their lecturers to short time courses and conferences to equip them with competencies for e-learning utilization in order to improve the quality of their products.
Teacher education: meeting the global demand and challenges in tertiary insti...SubmissionResearchpa
Education is regarded as a tool of national growth in most societies and no nation can survive today in the face of the influence of globalization without training and providing qualitative education to her citizens. The teacher is at the center of the teaching and socialization process situate in the school and towards the realization of a nation’s educational policy. This role is also complimentary to the functions performed by the agencies of socialization such as the family, mass media, religious organizations, peer group, and non-government organizations. Consequently, the paper examined the nature, importance, roles and challenges of teacher education in meeting the global demand in Nigerian. The paper identified institutional corruption at all levels of teacher education, quality of programme and products, weak admission policy of students, poor facilities provision and management as part of its challenges in Nigeria. Five recommendations were made which includes the provision of adequate facilities, e-learning environments and improved security in collaboration with the host communities. by Dagogo A. F. Daminabo 2020. Teacher education: meeting the global demand and challenges in tertiary institutions in Nigeria. International Journal on Integrated Education. 3, 6 (Jul. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i6.439. https://journals.researchparks.org/index.php/IJIE/article/view/439/438 https://journals.researchparks.org/index.php/IJIE/article/view/439
The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is costeffective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
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Challenges of human capacity development in federal universities in akwa ibom and cross river states, nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.9, 2012
Challenges of Human Capacity Development in Federal Universities
in Akwa Ibom and Cross River States, Nigeria
Charles P. Akpan* Comfort R. Etor
Department of Educational Administration & Planning, Faculty of Education, University of Calabar, P.M.B. 1115
Calabar. Cross River State, Nigeria.
*E-mail of the corresponding author: drcpakpan@yahoo.com
Abstract:
The study investigated the challenges of human capacity development in Universities and the possible strategies for
improvement. Three research questions were posed to guide the study. A survey design was adopted and simple
random sampling technique was used to select a sample of 500 lecturers from a population of 1,819 academic staff
from two Federal Universities in Nigeria. The instrument for data collection was a questionnaire developed by the
researchers and was titled “Challenges of Human Capacity Development Questionnaire (CHCDQ)”. The instrument
was a 5-point Likert scale. Cronbach alpha reliability method was used to ascertain the reliability of the instrument
and a reliability coefficient of 0.88 was obtained. Data collected were analyzed using descriptive statistics – means,
standard deviations, frequencies and percentages. Results of the study revealed that inadequate funding,
corruption/examination malpractice, lack of effective monitoring/supervision of teaching and learning, lack of
committed teachers, students’ poor attitude towards learning, inadequate facilities and certificate racketeering were
identified as constraints to human capacity development in Universities. Male and female lecturers did not differ in
their mean rating of the challenges of human capacity building. In the light of these findings, it was recommended
among other things that the government should adequately fund federal Universities in Nigeria to enhance quality
human capacity building and lecturers should be given adequate incentives to motivate them to be committed to the
training of students for quality outputs.
Key words: Challenges, Human Capacity, Development, University , Education.
1. Introduction
Human capacity development means the art of educating individuals in order to bring out their talents, potentials and
innate abilities for the service of the society. The Wikipedia Encyclopedia (2011) states that human capacity building
refers to strengthening the skills, knowledge, competencies, and abilities in individual to survive, adapt and thrive in
the fast changing world. Human capacity building efforts in tertiary institutions involve teaching and training of
students. These provide the students with new skills, knowledge and attitudes for grappling with their jobs on
graduation. While Etuk (2004) views human capacity building or manpower development as the process of educating
and training people for productive employment role, Ushie (2004) describes it as a process which deals with the
development of human competence, skills and attitude for meeting the demands of the nation occupationally,
professionally, administratively and technically. Human capacity building is of great importance to any nation. In
support of this fact, Alozie (2004) reiterates that a country which is unable to develop the skills and knowledge of her
people and use them effectively in the national economy will be unable to develop anything else.
Universities are established to fulfill a statutory function of educating and training higher manpower to provide
professional, technical and other socio-economic services for the development of the nation. It is against this
understanding that the Federal Republic of Nigeria (2004) in its national policy on education states that, higher
education provides the platform for preparing and producing young graduates, such as, engineers, doctors, architects,
surveyors, accountants, lawyers, lecturers, and so on, as manpower needs in government, industry and other
professions. The Universities are expected to produce graduates who are competent to meet the manpower demands
in all sectors of the nation’s economy to enhance effective implementation of national development programmes. In
the course of performing this onerous task of human capacity building, the universities in Nigeria are constantly
faced with various challenges ranging from poor funding, inadequate facilities, cultism, examination malpractice,
certificate racketeering, to poor attitude of students towards learning.
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The issue of poor funding of universities in Nigeria has been of major concern to the various stakeholders in the
education sector. As rightly pointed out by Omole (2009), it is adequate funding of tertiary education, particularly
the university education that would solve other problems in the system as well as other sectors of the economy. It is
the universities and other tertiary institutions that are expected to train or build human capacity for service to the
larger society. According to Akintoye (2008) and Tilak (2009), inadequate funding of Universities results in poor
supply of training materials and infrastructure and the effect shows in lack of materials, facilities and equipment for
effective teaching and learning as well as paucity of quality staff. The Federal Government budgetary allocation to
education in Nigeria is far below the UNESCO education funding benchmark which stipulates that each developing
nation must allocate not less than 26% of its annual budget to the education sector. This impact negatively on the
activities relating to human capacity building in universities. Akpan, Ntukidem, Ekpiken and Etor (2009) in their
study state that academic programme could be well structured in educational institutions but the delivery method
could be poor due to inadequate or lack of essential instructional facilities for effective teaching and learning
Ogu (2008) submits that inadequate infrastructures and poor maintenance of facilities in the Nigerian Universities are
seriously affecting effective teaching/learning and research work. Ogu (2008) further states that the traditional
source of funding (federal support) has not kept pace with the growing demand for higher education in the country.
This is because the imbalance between demand and available resources is aggravated by the increasing cost of higher
education, driven by the number of students seeking admission into the universities.
Some university teachers are not committed to their duties and this has adversely affected effective teaching and
quality of graduates from the system. Obanya (2010) reports that university teachers should have the requisite
aptitude, rather than only the requisite qualifications. Such aptitudes would include broad-based knowledge, lifelong
learning skills, capacity for team-work, and capacity for practice- oriented teaching. Thus, a university teacher
should be able to manage knowledge and its application in such a way that it would enhance students’ learning in
their disciplines.
University teachers are expected to be in constant touch with current trends in knowledge to be able to effectively
and positively affect students’ learning. As rightly observed by Babalola (2008), there is knowledge explosion in the
world today, and most university teachers have probably found it difficult to update their course contents because of
lack of access to the internet. In support of this, Adekanmbi (2008) states that a sizeable number of staff in African
Universities does not have access to the internet. Obanya (2010) and Abama (2009) in their study report that for
effective teaching and learning to take place in our universities, there should be among other things, occasional
supervision and continuing pedagogical improvement opportunities throughout a lecturer’s career in the system.
Recently a new challenge emerged in some universities where teachers are expected to publish in all continents of
the world before they are promoted to the ranks of Associate Professor and Professor. This development has its
merits and demerits, but it appears that the demerits tend to outweigh the merits. Babalola (2008) cautions that this
over-emphasis on publications is at the expense of teaching effectiveness in the Nigerian Universities, as there is the
tendency for the teachers to spend more time on activities that will result in their promotions than in
teaching/learning activities. The approach to the recruitment of university teachers is another area of problem. People
are employed without any input from the relevant departments as to the suitability or otherwise of the candidates.
This has resulted in departments having so many newly recruited redundant teachers, leaving the workload on the
few existing and willing teachers.
The quality of students admitted into our higher institutions is another area of concern because the quality of students
admitted to a large extent determines the quality of outputs (graduates) from the system. Babalola (2008) pointed out
that the end results of admitting unqualified students into the universities are the escalating incidences of cultism,
indiscipline, corruption, examination malpractice and other fraudulent practices. Since such students would naturally
find it very difficult to cope with the rigors of academic work, they seek to console themselves by resorting to other
activities like cultism thereby turning the universities, the citadel of learning into centers of violence resulting in
destruction of lives and property in the campuses (Rotimi, 2005). Curran & Rosen (2006) report that this group of
students are not interested in academic work, do not attend lectures with the hope of resorting to examination
malpractices and sorting of grades to pass examinations. These constraints could adversely affect quality human
capacity building in our universities for sustainable national development. It is against this background that
researchers were motivated to find out the challenges of human capacity development in our universities and to
proffer the way forward.
University education aims at raising the productivity of the people by helping to improve their idea, knowledge,
attitude, skills, initiative, enterprise and adaptability. It is expected to make the graduate fluid, flexible and very
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functional in a competitive world of today. Unfortunately this is not the true situation in our universities. The
universities are faced with a plethora of challenges in their efforts to develop human capacity for the nation.
Underfunding and subsequent paucity of facilities and poor learning materials still characterize the system. The
students are not committed to their studies; hence increase in examination malpractices, cultism and other vices. The
battered teachers grappling with “publish or perish” syndrome, un-conducive teaching/learning environment, are no
longer motivated to take their teaching duties seriously. At this juncture, it is pertinent to ask the question “what are
the challenges of human capacity building in universities?”. This study is poised to provide answer to this question.
2. Purpose of the Study
The aim of the study is to find out the challenges of human capacity development in federal universities in Akwa
Ibom and Cross River States of Nigeria. Specifically, the study examined
i. The challenges of human capacity development in universities.
ii. Male and female lecturers rating of the challenges of human capacity development in universities.
iii. The strategies for improving human capacity development in universities.
3. Research Questions
The following research questions were formulated to guide the study.
i. What are the challenges of human capacity development in universities?
ii. How do male and female lecturers perceive the challenges of human capacity development in universities?
iii. What are the strategies for improving human capacity development in universities?
4. Research Methodology
4.1 Research design
The survey design was adopted for this study. This design was used because the study involved the use of
representative sample from a population and the drawing of conclusion based on analysis of data.
4.2 Population
The study covered two universities, University of Uyo in Akwa Ibom State and University of Calabar in Cross River
State. The population of the study covered all the academic staff of the two Federal Universities. The total population
of academic staff was 1,819 in the two universities. A breakdown of the population showed that university of
Calabar had 889 academic staff, while university of Uyo had 930 academic staff.
4.3 Sampling technique and sample
Simple random sampling technique was used to select 270 lecturers from University of Calabar and 230 lecturers
from University of Uyo. This gave a total sample size of 500 respondents. The simple random sampling technique
was adopted to ensure that each subject had equal and independent chance of being selected.
4.4 Research instrument
The instrument for data collection was a questionnaire developed by the researchers and was titled “Challenges of
Human Capacity Development Questionnaire (CHCDQ)” for lecturers. The instrument was face-validated by an
expert in educational research. The instrument consisted of two sections. Section A sought personal data of the
respondents such as gender, age, years of teaching experience, qualification and rank/status. Section B consisted of
10 items. Nine of them had 5 response options each, ranging from one to five, where one (1) was the least score and
five (5) was the highest score. The respondents were required to rate the challenges of human capacity development
in Universities by ticking one of the 5 options against each item. The 10th item was an open ended question which
required the respondents to suggest two possible strategies for improving human capacity development in the
universities.
To determine the reliability of the instrument, it was trial- tested by administering it to 50 lecturers who were not part
of the selected sample. The Cronbach alpha reliability method was used to ascertain the reliability of the instrument
and a reliability coefficient of 0.88 was obtained. This value was high enough for the instrument to be considered
reliable.
4.5 Method of data collection
The instrument was administered to the respondents in their various institutions. Copies of the questionnaire were
filled and returned on the spot. All the 500 copies of the questionnaire were retrieved and found valid for analysis
4.6 Data analysis
Descriptive statistics (means, standard deviations, frequencies and percentages) were used for data analysis. An item
with a mean rating of 3.00 was regarded as significant, while a mean rating of less than 3.00 was regarded as not
significant. The mean score of 3.00 was determined by adding 5+4+3+2+1 and dividing the result by the number of
the response scale which was 5.
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5. Results
5.1 Research Question I
What are the challenges of human capacity development in universities?
The answer to this question is presented in Table I
*Insert table I
The data in Table I show that the grand mean of 3.23 is greater than the accepted mean of 3.00 indicating that the
items on Table I have been accepted by the respondents as the challenges of human capacity development in
universities. However, item-by-item analysis reveals that items 1-7 have mean scores greater than the accepted mean
of 3.00 while items 8 and 9 have mean scores less than 3.00 and are therefore not accepted as challenges of human
capacity development in universities. The table also reveals that the greatest challenge of human capacity
development in universities is inadequate funding with a mean score of 3.88 and it is ranked first, followed by
corruption/examination malpractice with a mean score of 3.67. Lack of effective monitoring/supervision of teaching
and learning is ranked third position with a mean score of 3.54, while lack of committed teachers is ranked 4th
position with a mean score of 3.30. The ranking of the challenges follows in that order with the least being admission
procedure which is ranked 9th position with a mean score of 2.26.
5.2 Research Question 2
How do male and female lecturers perceive the challenges of human capacity development in universities?
The answer to this question is presented in Table 2.
*Insert table 2
The data in Table 2 reveal the grand mean score of male lecturers to be 3.16 with a standard deviation of 1.21 while
the grand mean score of the female lecturers is 3.27 with a standard deviation of 1.20. These two grand means are
greater than the accepted mean score of 3.00. The two grand means suggest that male and female lecturers do not
differ in their mean ratings of the challenges of human capacity development in universities. However, item-by-item
analysis shows that male and female lecturers differ to some extent in their mean rating of items 6 (inadequate
facilities for effective teaching and learning) and 7 (certificate racketeering). The mean score of males for item 6 is
2.59 which is less than the accepted mean of 3.00 and therefore item 6 is not accepted by the male lecturers as a
challenge while the female lecturers with a mean score of 3.41 accept it as a challenge of human capacity
development. Item 7 with a mean rating of 3.40 is accepted by the male lecturers as a challenge, while the female
lecturers with a mean rating of 2.84 do not accept item 7 as a challenge of human capacity development in
universities. Table 2 also shows that both male and female lecturers do not differ in their mean ratings of items 1, 2,
3, 4, 5, 8 and 9.
5.3 Research Question 3
What are the effective strategies for improving human capacity development in universities?
The answer to this question is presented in Table 3.
*Insert table 3
The data in table 3 are presented in a descending order, that is, from the highest to the least. Table 3 shows that
260(52%) respondents identify adequate funding of universities as a major strategy for improving human capacity
development in universities. Sixty-five respondents representing 13% identify stiffer penalties for staff and students
who aid and abet examination malpractice, certificate racketeering, and fake admission practices, while 43(8.60%)
respondents submit the provision of adequate and quality infrastructural, instructional and research facilities as
another strategy for improving human capacity development in the universities.
6. Discussion of Findings
The study shows that respondents rate inadequate funding as the most serious challenge of human capacity
development in universities. This particular challenge is a major one because if sufficient finance is not provided
adequate quantity and quality human and material resources cannot be procured for use in the development of human
capacity needed for the economic development of the country. This finding is supported by the works of Akintoye
(2008) and Tilak (2009) who report that inadequate funding of universities result in poor supply of training materials
and infrastructures as well as paucity of quality of staff. The finding of this study also reveal that
corruption/examination malpractice, lack of effective monitoring/supervision of teaching and learning, lack of
committed teachers, students poor attitude towards learning, inadequate facilities for effective teaching/learning and
certificate racketeering are rated as other challenges of human capacity development in universities in Nigeria. These
findings are not surprising when the prevailing conditions in our universities are considered. The academic
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programmes could be well structured, but the delivery method could be poor due to inadequate or lack of essential
instructional facilities for effective teaching and learning (Akpan, Ntukidem, Ekpiken and Etor, 2009). Thus, lack of
facilities constitutes a factor militating against effective development of human capacity in our universities.
Inadequate provision of infrastructures and poor maintenance of existing ones seriously affect effective teaching and
learning in Nigerian universities (Ogu, 2008).
Corruption/examination malpractice is identified in this study as a challenge to human capacity development. This
could be attributed to the quality of students admitted into the universities. This finding is supported by Babalola
(2008) who reports that the end results of admitting unqualified students into the universities are the escalating
incidences of cultism, indiscipline and examination malpractices. Thus, the academically deficient student is likely to
get involved in examination malpractice in order to get the grade he/she wants. This greatly affects the quality of the
out puts (graduates) of the higher institutions in terms of the skills, knowledge, ideas and values they acquired.
Another finding of this study reveals that male and female lecturers do not differ significantly in their mean rating of
the challenges of human capacity development in universities. This finding depicts that gender is not an important
factor in lecturers’ perception of the challenges of human capacity building in the universities. Male and female
lecturers are alike in many respects and if both of them learn the same thing they can perceive learnt habit the same
way.
The study also shows that respondents have suggested a number of strategies that can be adopted to enhance human
capacity development in our universities. It is important to note that the suggested strategies include adequate
funding of universities, stiffer penalties for teachers and students who aid and abet examination malpractice and
provision of adequate and quality infrastructural, instructional and research facilities. These have been listed as being
prominent among others. The issue of inadequate funding of higher institutions in Nigeria has become a serious
concern. Proprietors of universities (Federal and State) should as a matter of necessity devote substantial amounts of
the national and state budgets to the funding of higher education to enable the institutions provide the required
manpower, infrastructural facilities and equipment for teaching, learning and research for the development of human
capacity that will add value to the national economy. In support of this fact, Omole (2009) points out that it is
adequate funding of tertiary education, particularly the university education that would solve other problems in the
system as well as other sectors of the economy.
Conclusion
In the light of the findings of this study, it could be concluded that the major challenge of human capacity building in
our universities is inadequate funding, followed by corruption/ examination malpractice. Insufficient funding of
universities hinders effective management of universities generally by institutional administrators. Inadequate
funding makes it difficult for university administrators to procure and provide needed facilities for quality human
capacity development. The prevalent of examination malpractice makes students to develop poor attitude towards
learning with the hope that they will manipulate examination grades through “sorting” in their own favor.
Recommendations
It is therefore recommended that:
Government should realize the importance of the role of universities in human capacity building for sustainable
national development and increase the funding of universities substantially. The education funding bench mark
stipulated by UNESCO which is that each developing nation must allocate not less than 26% of its annual budget to
education sector should be fully implemented in Nigeria.
Teachers and students who are found guilty of corruptions and examination malpractice in universities should be
shown the way out. This will help to sanitize the university system. Pre-examination orientation programme should
be organized for students, particularly for newly admitted students. In this way students would be exposed to the
effect of examination malpractices in their academic pursuits and the punishments associated with them.
Lecturers should be given adequate incentives to motivate them to put in more effort and be committed to the
training of the students for quality outputs.
Both the government and management of universities should upgrade learning facilities to meet global standard for
effective human capacity development.
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References
Abama, E. A. (2002). Educational supervision at school level. In G. O. Akpa (Ed.) The 21st century principal
in Nigeria..(pp.28-40) Jos, Nigeria: Ichejum Publications.
Adekanmbi, G. (2008). Neo-liberal ideology and the future of higher education in Africa: Vital lesson for
Nigeria. A paper presented at the second annual lecture of Professor Grace Mbipom’s Foundation, University of
Calabar, Nigeria.
Akintoye, I. R. (2008). Optimising output from tertiary educational institutions via adequate funding: A
lesson from Nigeria. International Research Journal of Finance and Economics. Euro-Journal Publishing Inc.
[online,] Available: http://www.eurojournals.com/financee.html.
Akpan, C. P., Ntukidem, P. J., Ekpiken, W. & Etor, R. (2009). The challenges of teacher education in Nigeria.
International Journal of Internet Education. 4, 169-178
Alozie, P. I. (2004). Education and national development. Critique of NEPAD. In Uya O. E., Denga, D., Emeh,
J. and Okoro J. (Eds.) Education for sustainable democracy. The Nigerian experience. (Pp.237-267) Calabar,
Nigeria: University of Calabar Press.
Babalola, J. .B. (2008). Modeling Nigerian universities system for effective learning and global relevance:
Past, present and perspective. Prepared for graduate school, University of Calabar, Nigeria.
Curran, J. M. and Rosen, D. E. (2006). Student’s attitude towards college courses: An examination of
influences and intentions. Journals of Marketing Education, 28 (2), 135-14. doi: 10.1177/0273475306288401
http://dx.doi.org/10.1177/0273475306288401
Etuk, E. J. (2004). Education and manpower development in Nigeria. In O. E. Uya, D. Denga, J. Emeh, & J.
Okoro. (Eds.) Education for sustainable democracy: The Nigerian experience. (Pp.167-177) Calabar, Nigeria.
University of Calabar Press.
Federal Republic of Nigeria (2004). National policy on education. (4th ed.) Abuja, NERDC Press (Section 8).
Nnachi, R. O. (2009). Curriculum implementation at the tertiary level of Nigerian Education, Curriculum
Theory and Practice, Journal of Curriculum Organization of Nigeria 3, (1 &2), 186-195.
Obanya, P. (2010). System re-engineering and institutional re-branding for building a world class University:
The Nigerian perspective. A paper presented at the fourth annual lecture of Professor Grace Mbipom
Foundation, University of Calabar, Nigeria.
Ogu, E. (2008). Challenges facing Nigerian universities. (online) Available:
http://nigeriaworld.com/article/2008/sep/300.html
Omole, W. (2009). Rethinking tertiary education financing in Nigeria. The National Scholars. 6 (1). 4 - 8.
Tilak, J. B. G. (2009). Financing higher education in sub-saharan Africa. A paper presented at the third
annual lecture of Professor Grace Mbipom Foundation, University of Calabar, Nigeria.
Rotimi, A. (2005). Violence in the citadel: The menace of secret cult in the Nigerian universities. Nordic
Journal of African Studies. 14 (17). 79-98. (online) Available: http://www.njas.helsinki.fi
Ushie, E. M. (2004). Education and effective human resource development in organizations. In O. E. Uya, D.
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Denga, J. Emeh & J. Okoro (eds.) Education for sustainable democracy. The Nigerian experience. (Pp.222-236)
Calabar, Nigeria: University of Calabar Press.
Wikipedia Free Encyclopedia (2011). Capacity Building. (online) Available: http://en.wkipedia.org
About the Authors
First author: Dr. Charles P. Akpan was born in Oku Abak, Abak Local Government Area of Akwa Ibom State,
Nigeria in 2nd January, 1959. I obtained my B.Sc (Hons) Ed. (chemistry) in 1988, M.Ed (educational administration
and planning) in 2000 and Ph.D (educational administration and planning) in 2004. All my degrees were obtained
from the University of Calabar, Calabar, Cross River State, Nigeria. I am a senior lecturer in the Department of
Educational Administration and Planning, University of Calabar, Calabar, Nigeria. I have served the department and
the University in various capacities including Acting Head of Department. Among the award received for hard work,
good leadership and service to the community include: Fellow of the Nigerian Institute of Democracy and Good
Governance (FNIDGG), Lagos, Nigeria, Fellow of the African Institute of Peace and Conflict Management
(FAIPCM). Accra, Ghana and Fellow of the Association of Public Policy Administrators of Nigeria (FAPPAN)
Lagos, Nigeria. My area of specialization is educational administration and planning and my research articles have
appeared in many reputable academic journals within and outside Nigeria. I am a member of the Nigerian
Association of Educational Administration and Planning (NAEAP), Educational Management Association of South
Africa (EMASA), Commonwealth Council for Educational Administration and Management (CCEAM), among
others.
Second Author: Dr. (Mrs.) Comfort R. Etor was born on the 29th March, 1957. I obtained my first degree, B.Ed
(Elementary Education) in 1995, M.Ed (Educational Administration and Planning) in 2002 and Ph.D (Educational
Administration and Planning) in 2006. All my degrees were obtained from the University of Calabar, Calabar, Cross
River State, Nigeria. My area of specialization is Educational Administration and Planning. I have published
scholarly academic articles in journals, national and international. I am currently a lecturer 1 in the Department of
Educational Administration and Planning, University of Calabar, Calabar, Cross River State, Nigeria. I have received
many awards for hard work including the 2012 award of excellence by the national union of Centre for Educational
Services (CES) Students, University of Calabar Chapter, Nigeria. I am a member of the Nigerian Association of
Educational Administration and Planning (NAEAP).
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Table I
Lecturers’ Rating of the Challenges of Human Capacity Development in Universities (n=500)
Items X SD Rank order
1. Inadequate funding 3.88 1.01 1st
2. Corruption/Examination
malpractice 3.67 1.11 2nd
3. Lack of effective monitoring/
supervision of teaching
and learning 3.54 1.15 3rd
4. Lack of committed teachers 3.30 1.20 4th
5. Students poor attitude
towards learning 3.28 1.12 5th
6. Inadequate facilities for
effective teaching/learning 3.27 1.23 6th
7. Certificate racketeering 3.12 1.30 7th
8. Teacher’s recruitment
procedure 2.75 1.57 8th
9. Admission procedure 2.26 1.66 9th
Grand Mean 3.23 1.26
Decision range: Mean score of 3.00 and above is agreed or accepted, while mean score below 3.00 is disagreed or
not accepted.
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Table 2
Male and Female Lecturers’ Rating of the Challenges of Human Capacity Development in Universities (n=500).
S/N Items Male (n=300) Female (n=200)
X SD Decision X SD Decision
1. Inadequate funding 3.80 1.02 Accepted 3.96 1.00 Accepted
2. Corruption/examination 3.59 1.25 Accepted 3.75 0.97 Accepted
malpractice
3. Lack of effective
monitoring/supervision 3.68 1.13 Accepted 3.56 1.17 Accepted
of teaching & learning
4. Lack of committed 3.34 1.10 Accepted 3.36 1.30 Accepted
teachers
5. Students poor attitude 3.24 1.26 Accepted 3.30 1.20 Accepted
towards learning
6. Inadequate facilities for 2.59 1.18 Not 3.41 1.02 Accepted
effective teaching and accepted
learning
7. Certificate racketeering 3.40 1.20 Accepted 2.84 1.40 Not
accepted
8. Teachers’ recruitment 2.06 1.25 Not 2.56 1.07 Not
procedure accepted accepted
9. Admission procedure 2.80 1.50 Not 2.70 1.64 Not
accepted accepted
Grand mean 3.16 1.21 3.27 1.20
Decision Range: Mean score of 3.00 and above is accepted; while mean score of below 3.00 is not accepted.
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Table 3
Respondent’s submission of the strategies for improving Human Capacity Development in Universities.
Strategies No. of Subjects Percentage
1. Adequate funding of universities 260 52.00
2. Stiffer penalties to staff and students who aid
and abet examination malpractice, certificate
racketeering, falsification of credentials and fake
admission practices. 65 13.00
3. Adequate and quality infrastructural, instructional
and research facilities should be provided. 43 8.60
4. Team work should be encouraged among lecturers. 27 5.40
5. Quality service delivery should be ensured. 24 4.80
6. Compulsory ICT training for staff and students to
enhance teaching and learning efficiency. 22 4.40
7. Rigorous screening for appointment of lecturers
to ensure that qualified persons are appointed
based on merit . 18 3.60
8. The government and management of universities
should upgrade learning facilities to meet global
standard and challenges. 15 3.00
9. Training of staff on emergent issues before
introducing innovations so as to improve on the
skills and competences of staff. 11 2.20
10. Provision of effective advisement and counseling
services for students. 9 1.80
11. A committee for monitoring and supervision of
teaching and learning should be instituted in
each university. 6 1.20
Total 500 100
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