Skip to main content

EXTERNAL STAKEHOLDERS PARTICIPATION IN THE MANAGEMENT OF EDUCATIONAL FACILITIES IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA. Sunday T. Afangideh and Balafama Ipalibo-Wokoma

International Journal of Research and Development Studies
Volume 7, Number 2, 2016
ISSN: 2056 – 2121


EXTERNAL STAKEHOLDERS PARTICIPATION IN THE MANAGEMENT OF EDUCATIONAL FACILITIES IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA.

Sunday T. Afangideh and Balafama Ipalibo-Wokoma
Department of Educational Management
Faculty of Education, University of Port Harcourt, Nigeria

ABSTRACT
Educational facilities play critical but important roles in the life of school systems. As a result, the management of school facilities is given serious consideration by both internal and external stakeholders. This study examines external stakeholders participation in the management of educational facilities in public secondary schools in Rivers State, Nigeria. Two research questions and 2 hypotheses guided the study, which employed the descriptive survey as the design. The population of the study was 527 public and private secondary schools, with a corresponding number of 527 principals, from where a sample of 264 principals (124 from public schools &
140 from private schools) was selected, using the stratified random sampling technique. The instrument of the study was a 16-item instrument titled External Stakeholders Participation in Educational Facilities Management Scale (ESPEFMS), with a reliability of 0.95 designed by the researchers in the modified 4-point likert scale model. Mean, weighted mean, and aggregate weighted mean scores were used in answering the research questions, while critical ratio statistics was used in testing the hypotheses at 0.05% alpha level. The findings of the study show that external stakeholders participate in the maintenance and security of educational facilities, just as it has been recommended that school authorities should encourage external stakeholders’ continuous participation by ensuring that facilities provided are maintained for effective utilization.
Keywords:    External stakeholders, External stakeholders Participation, Management of Educational Facilities.

INTRODUCTION
          The school is an institution in society that has the responsibility of transmitting the cultural knowledge, skills, and values of a people from one generation to another. This description implies and confirms that it is the school that keeps societies alive for generations yet unborn. Arising from this all important role of the school, it becomes imperative that society should also endeavour to keep the school alive if the school must continue to also keep the society alive. This is suggestive of a symbiotic relationship between the school and society.
          One way of ensuring that the school remains afloat to deliver the purposes of its existence to society is the deliberate and indeliberate efforts at managing the various components and elements of the school. Obasi (2004), sees educational management as the process of formulating policies along the lines of societal needs, planning and executing these policies in order to meet those needs using available human and material resource. But, in the opinion of Agabi (2002), educational management is the rational process of organizing and coordinating the use of both material and human resources available to education in the pursuance of the educational goals or objectives of a given society. In this study, educational management has to do with efforts by school leaders to harness the human, material, and unseen resources of education, in pursuance of the goals of the society through the education system. Educational management encompasses the management of school finances, personnel, facilities, environment, decisions, communication, instructional programmes and school image. This list enjoys scholarly backings in Abraham (2002), Agabi (2002), Akpakwu (2012), Aliezi (2015), and Okwori and Ede (2012), among other scholars of educational organizations. As an addendum to the foregoing, Abraham (2002), also lists the scope of educational management to include management of school business services, school records, co-curricular activities, guidance and counseling and maintenance of school discipline. All

External Stakeholders Participation in the Management of Educational
Facilities in Secondary Schools in Rivers State, Nigeria.

these are done to ensure that teaching and learning go on smoothly in the school system for the attainment of societal goals.

          Professionally speaking, the task of educational management is the exclusive preserve of the education expert, who has been given the professional knowledge, skills and attitudes for leadership in learning organizations. However, with the changes in society, coupled with persistent citizen pressure, the task of managing schools has become a diversified endeavour. Anwuka (1992), establishes that today, communities show more interests in the management of school affairs, because of the need to monitor achievements and institutional responsiveness, give supports to the institution, responsiveness to democratic principles which require that individuals and groups should have a say in taking decisions on issues that will affect them. Whether professionally or citizen influenced, school management is carried out by people who have stakes in what goes on in schools and are technically referred to as stakeholders.
          Following from the foregoing presentation, it is pertinent to note that educational institutions are managed by people who have stakes in the schools. Conceptually, stakeholders refer to those individuals or groups who have an interest in and/or affected by the goals, operations or activities of the organization or the behaviour of its members (Worthington, 2006). For Boundless.com (n.d), a stakeholder is a person or organization with a legitimate interest in a given situation, action or enterprise. Stakeholders may also be seen as individuals, groups or organizations that are affected by the consequences and outcomes of organizational decisions. Therefore, if the presentation by Worthington (2006) and Boundless.com are things to go by, it would therefore not be out of place to state that stakeholders are those who are affected positively by the existence of certain organizations. They include customers, clients, distributors, wholesalers, retailers, suppliers, partners, creditors, communities, governments, labour unions, competitors, the general public, employees, environment and other groups, and organizations (Boundless.com, n.d.; & Mullins, 2007).
          Two types of stakeholders are distinguished. These are internal and external stakeholders. In the presentation by the National College of Teaching Leadership (2001), internal stakeholders are those individuals or groups, who directly produce and consume the products while the external stakeholders are those individuals or groups who have interests in the products but do not produce or consume directly. This latter presentation must have influenced Business Dictionary.com (2015) perception of external stakeholders as a party such as consumers, suppliers or lenders, that influence and is influenced by an organization but is not a member of it.
          In the school system, external stakeholders are those individuals and groups who influence and are influenced by all the activities and components of the school system from outside the boundaries of the school. These individuals and organizations are very important in schools. They exercise different types of power over schools and try to influence their decisions through the application of economic or political pressure. They are accommodated in schools because of seven major reasons.

These include that:
i.              They have the power to hold the school to account for its performance;
ii.             Their decisions have impacts on the schools;
iii.            Schools are expected to be responsive to the views of the stakeholders
iv.           Schools often need to work in partnership with the stakeholders to achieve their school goals
v.            Schools have to work in collaboration with the stakeholders to ensure that children achieve high standard.
vi.           There is increasing expectation that schools will work with their agencies and organizations to meet the needs of the children and young people.
vii.          Schools have important curricular with other organizations as both of them purchase and supplier knowledge.

International Journal of Research and Development Studies
Volume 7, Number 2, 2016

So far, presentations in this study have centered on school management, stakeholders, and external stakeholders to the neglect of other keywords, one of which is management of educational facilities. But, from the presentations made, we can conveniently say that external stakeholders take part in the management of educational facilities. Educational facilities are those things in schools which enable a skillful teacher achieve levels of instructional effectiveness that far exceeds what is possible when they are not provided. (Ekemezie, 2012). Put differently, Akpakwu (2012), considers school facilities to refer to the school site, buildings, equipment and playground which are designed to facilitate effective teaching and learning, and also enhance the physical and emotional needs of staff, students, and the general public. It is no wonder, Ekemezie (2012), see them as the essential facilities that engineer effective teaching and learning. School facilities include school buildings, libraries, laboratories, classrooms, recreational facilities, instructional materials, chalkboards, furniture, assembly halls, a workshop, cafeteria, health centres, toilets and lavatories, fire safety, and office equipment and supplies (Ekemezie, 2012; Osaigbovo, 2007; Osakwe, 2011; Agabi 2004).
          School facilities perform major functions in schools. These include the following:
i.              They help to facilitate teaching and learning
ii.             They influence learner’s attitude, behaviour, and cognitive learning
iii.            Provide learners with a broad range of experiences that broaden the capacity of learners and enhances their creativity skills and competences
iv.           Contribute to the educational attainments of the child
v.            Attract experienced and qualified teachers to teach in the schools.
Following from the above, it becomes extremely imperative that there is need for the proper management of educational facilities. Educational facilities management involves the systematic process of rationalizing the provision, use and maintenance of educational facilities within an educational institution to ensure their optimal utilization and achievement of educational objectives both in the immediate and in the future given the available resources. For Afangideh (2010) and Aliezi (2015), educational facilities management involves planning, procurement, allocation, utilization, maintenance and security.
          In tandem with the thesis of this study, two aspects of facilities management are considered. These are maintenance and security of educational facilities.
On the maintenance of educational facilities, Osaigbovo (2007), Afangideh (2010), Aliezi (2015), opine and found out that individuals and groups external to the schools can help in re-roofing of blown off roofs, repair of damaged walls, repairs of damage buildings, repair of broken furniture, repair of broken ceiling, rescuing of buildings from overgrown weeds, repair of cracked walls, repainting of walls with instigatim diagrams and inscriptions and replacement of damaged doors and windows. These have been corroborated by Agabi (2004), Ekemezie (2012), and Nwadiani (1995) (as cited in Ekemezie, 2012).
          On the aspect of security, educational experts like Agabi (2004), Aliezi (2015), N.S.T. Afangideh (Personal Communication, October 15, 2015), and Akpakwu (2012) establish and comment that external stakeholders can provide security officials from communities, frequent checks on school facilities, sponsorship of janitors to care for school facilities, holding security meetings with school heads on the use of school facilities, presenting reports on the usages of school facilities, appointing secret personnel to monitor the movements and usages of school facilities in communities and maintaining inventory of all facilities they provide to the schools.
          It will therefore be gratifying, if school administrators are assisted in the management of educational facilities. This captured the interest of the researchers for a work on stakeholders participation in the management of educational facilities at the secondary level of education.

Statement of the Problem
          Management in education encompasses major and minor aspects of school life: This includes the management of school personnel, finances, facilities, environment, decision, communication, instructional programmes, and school image. In Nigeria, there seems to be
External Stakeholders Participation in the Management of Educational
Facilities in Secondary Schools in Rivers State, Nigeria.

growing interests in the management of educational services as responses to the deregulated stance or position of Nigeria’s national policy on education, which welcomes private sector and community participation in the provision and management of educational services at all levels. This explains why educational services are provided and managed by managers within and outside the school environment. Because of this policy caveat, sometimes, conflicts arise in respect of who should perform which function(s). A major cause of conflict is that school administrators believe that certain aspects of school management should be the exclusive preserve of internal school leaders as a result of the professional requirements which they possess. This position usually sets them against external groups who also have stakes in school management. This conflict is not in the best interest of the school system and society. Consequently, it becomes imperative that efforts be made to provide empirical information on the aspects of school management which internal and external stakeholders should participate in school administration. This study was therefore contemplated to examine external stakeholders participation in the management of educational facilities at the secondary level of education in Rivers State of Nigeria.

Aims and Objectives of the Study
          The aim of the study was to investigate into external stakeholders participation in the management of educational facilities in secondary schools in Rivers State of Nigeria.
          Specifically, the study sought to;
1.            ascertain the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria.
2.            determine how external stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria.
Research Questions
The following research questions were answered in the study;
1.            In what ways do external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria?
2.            How do external stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria?
Hypotheses
The following null hypotheses were tested in the study at 0.05 level of significance.
1.            There is no significant difference between the mean ratings of public and private secondary school principals on the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria. 
2.            There is no significant difference between the mean ratings of public and private secondary school principals on how external stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria.

METHODOLOGY
          The design for the study was the descriptive survey. The population of the study was the 527 public and private senior secondary schools in Rivers State (247 & 280, respectively). These corresponding number of 527 principals also acted as participants, from where a sample of 264 (124 & 140, respectively) was drawn as the sample, using the stratified random sampling technique. Respondents of the study responded to a validated 16 item instrument titled ‘External Stakeholders Participation in School Facilities Management Scale’ (ESPSFMS), designed by the researchers in the modified 4-point likert scale with a reliability co-efficient of 0.95, established using the Cronbach Alpha Statistics. Mean scores, mean sets and aggregate mean scores were used in answering the research questions while critical ratio statistics were performed and used in testing the hypotheses at 0.05% alpha level.

RESULTS
Research Question 1: In what ways do external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria?
International Journal of Research and Development Studies
Volume 7, Number 2, 2016

Table 1:                Mean Responses of Public and Private Secondary School Principals on the Ways External Stakeholders Participate in the Maintenance of Educational Facilities in Secondary Schools in Rivers State, Nigeria.
S/N

MEAN RESPONSES
Remarks

1.
Outsiders who have interest in your school assist in the re-roofing of blown off roofs
3.09
3.03

3.06
Agreed
2.
Interested persons from communities do help in the repairs of damaged school walls
2.94
3.02

2.98
Agreed
3
Groups from the community assist in the repairs of damaged buildings
2.80
2.72

2.76
Agreed
4.
Concerned carpenters assist in the repairs of broken school furniture
2.94
2.58

2.76
Agreed
5.
Church members in school environments mobilize their members to rescue school buildings from overgrown weeds
2.99
2.77

2.88
Agreed
6.
Some repairs of broken roof ceilings have been carried out by people in the school external environment
2.71
2.79

2.75
Agreed
7.
People from the school external environment assist in the repairs of cracked walls through sponsorship
2.75
3.07

2.91
Agreed
8.
Community people help in the periodic repainting of school walls with instigating diagrams
2.86
2.72

2.79
Agreed
9.
Individuals from communities sponsor the replacement of damaged doors
2.84
2.62

2.72
Agreed

Criterion mean =2.50
AW  = 2.84
Agreed
Legend                                                                                              Scale
= Mean: Public Secondary School Principals      1.00 – 2.49 – Disagreed
= Mean: Private Secondary School Principals    2.50 – 4.00 – Agreed
 = Weighted mean
AW  = Aggregate Weighted mean

          Data on Table 1 show that all the items had weighted mean scores above the criterion mean of 2.50 and were agreed on as the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State. In summary, with an aggregate weighted mean of 2.84, above the criterion mean of 2.50, public and private secondary school principals agreed that external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria, through assisting in the re-roofing of blown off roofs, helping in the repairs of damaged school walls, assisting in the repairs of broken school furniture, mobilizing people to rescue school buildings from overgrown weeds, repairs of broken roof ceilings, repairs of cracked walls, periodic repainting of school walls with instigating diagrams and sponsorship of replacements of damaged doors.

Research Question 2: How do external stakeholders participate in securing of educational facilities in secondary schools in Rivers State, Nigeria?









External Stakeholders Participation in the Management of Educational
Facilities in Secondary Schools in Rivers State, Nigeria.

Table 2:           Mean Responses of Public and Private Secondary School Principals on how External Stakeholders Participate in Securing Educational Facilities in Secondary Schools in Rivers State, Nigeria.  
S/N

MEAN RESPONSES
Remarks


10.
Community people who have interest in schools provide personnel that help in securing school facilities
3.06

2.81

2.94
Agreed
11.
Interested people outside the school environment carry out frequent checks on the state of school facilities
2.93

2.81

2.87
Agreed
12.
External stakeholders in schools sponsor janitors who care for school facilities
2.97

2.87

2.92
Agreed
13.
External stakeholders in schools hold security meetings with school heads on the state of school facilities
2.97

2.60

2.79
Agreed
14.
Some individuals from communities monitor the movements of school facilities under usage by community members
2.93

2.55

2.74
Agreed
15.
Stakeholders in school affairs present periodic reports on the usages of school facilities in communities
2.97

2.85

2.91
Agreed
16.
Stakeholders in school affairs maintain inventories of facilities they provide to schools
2.72

2.73

2.73
Agreed

Criterion =2.50
AW  =
2.84
Agreed
* The legend and scale for Table 1 applies
          Data on Table 2 show that all the items had weighted mean scores above the criterion mean of 2.50, and were adjudged as how external stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria. In summary, with an aggregate weighted mean of 2.84, above the criterion mean of 2.50, public and private secondary school principals agreed that external stakeholders participate in securing educational facilities by providing personnel that help in securing school facilities, carrying out frequent checks on the state of school facilities, sponsoring janitors to care for school facilities, holding security meetings with school heads on the state of school facilities, monitoring the movements of school facilities in community usage, presenting periodic reports on school facilities in community usage and maintaining inventories of facilities they provide their schools.

Ho­1:    There is no significant difference between the mean ratings of public and private secondary school principals on the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria.

Table 3:                Comparison of the Mean Ratings of Public and Private Secondary School Principals on the Ways External Stakeholders Participate in the Maintenance of Educational Facilities in Secondary Schools in Rivers State, Nigeria.
Subject
N
SD
CCR
t-crit
df
Result
Public secondary school principals 
121
26.07
1.65
3.29
1.96
257
Significant
(Reject)
Private secondary school principals 
138
25.28
2.30
Legend
N – Number of respondents
 - Mean
SD – Standard Deviation
CCR – Calculated Critical Ratio
t. crit – t – critical value
df – degree of freedom

Data on Table 3 show summaries of subjects, means, standard deviations and critical ratio test of difference between the mean ratings of pubic and private secondary school principals on the ways
International Journal of Research and Development Studies
Volume 7, Number 2, 2016

external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria. The critical ratio value, calculated and used in testing the hypothesis, stood at 3.29, using 257 degrees of freedom, at 0.05 level of significance. 
          At 0.05 level of significance and 257 degrees of freedom, the calculated value of 3.29 is greater than the critical t. value of 1.96. Hence, a significant difference exists between the responses of the principals. Following from this observation the researcher conveniently rejected the null hypothesis in favour of the alternative that there is a significant difference between the mean ratings of public and private secondary school principals on the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria.

Ho2:    There is no significant difference between the mean ratings of public and private secondary school principals on how external stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria.

Table 3:            Comparison of the Mean Ratings of Public and Private Secondary School Principals on the Ways External Stakeholders Participate in Securing Educational Facilities in Secondary Schools in Rivers State, Nigeria.
Subject
N
SD
CCR
t-crit
df
Result
Public secondary school principals 
121
21.06
5.21
4.93
1.96
257
Significant
(Reject)
Private secondary school principals 
138
30.87
22.74
*        The legend for table 3 applies

Data on Table 4 show summaries of subjects, means, standard deviations and critical ratio test of difference between the mean ratings of public and private secondary school principals on how eternal stakeholders participate in securing educational facilities in secondary schools in Rivers State, Nigeria. The critical ratio value calculated and used in testing the hypothesis, stood at 4.93 while the critical t. value stood at 1.96, using 257 degrees of freedom, at 0.05 level of significance.
          At 0.05 level of significance, and 257 degrees of freedom, the calculated value of 4.93 is greater than the critical t. value of 1.96. Hence, a significant difference exists between the mean responses of the principals. In the light of this observation, the researchers rejected the null hypothesis in favour of the alternative that there is a significant difference between the mean ratings of public and private secondary school principals on how external stakeholders participate in securing educational facilities in secondary schools in Rivers State.

DISCUSSION OF FINDING AND IMPLICATIONS
External Stakeholders Participation in the Maintenance of School Facilities
          First, it was found out that external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria, through assisting in the re-roofing of blown off roofs, helping in the repairs of damaged buildings, assisting in the repairs of damaged school furniture, mobilizing people to rescue school buildings from overgrown weeds, repairs of broken roof ceilings, repairs of cracked walls, periodic repainting of school walls with instigating diagrams and sponsorship of replacement of damaged doors.
          Also, a corresponding third finding from hypothesis testing established a significant difference between the mean ratings of public and private secondary school principals on the ways external stakeholders participate in the maintenance of educational facilities in secondary schools in Rivers State, Nigeria. These findings agree with Osaigbovo (2007), Afangideh (2010), Aliezi (2015), Agabi (2004), Ekemezie (2012) and Nwadiani (1995) (as cited in Ekemezie, 2012). The trend of the findings may not be unconnected with some community-based school programmes which the Rivers State Government introduced and adopted in recent years. These programmes include the Public/Private Partnership (PPP) in educational provision and management, the Community-Based Education Committees (CBEC), and the World Bank Assisted/Community School
External Stakeholders Participation in the Management of Educational
Facilities in Secondary Schools in Rivers State, Nigeria.

Projects that have helped in the maintenance of facilities in schools. This implies that these principals maintain sound relationship with their stakeholders.

External Stakeholders Participation in Securing Educational Facilities
          Also, it was found out that external stakeholders participate in securing educational facilities by providing personnel that help in securing school facilities, carrying out frequent checks on the state of school facilities. Sponsoring janitors to care of school facilities, holding security meetings with school heads on the state of facilities in schools, monitoring the movement of school facilities in community usage, providing periodic reports on school facilities in community usage and maintaining inventories of facilities they provide to their schools.
          Also, a corresponding finding from hypothesis testing established a significant difference between the mean ratings of public and private secondary school principals on how external stakeholders participate in securing educational facilities in secondary schools in Rivers State.
These findings agree with Aliezi (2015), Agabi (2004), N.S.T. Afangideh (Personal Communication, October 15, 2015) and Akpakwu (2012). These researchers and scholars have in their empirical studies and theoretical expositions found and established that external stakeholders participate in securing educational facilities through the methods identified in the findings. This may be explained in the fact that school administrators are in close relationships with the stakeholders and that the stakeholders also show greater interests in the education of their wards, hence the need to protect the facilities for the continuous education of their children.

CONCLUSION
Based on the findings of this study, it is concluded that when the enabling environment is provided, stakeholders participate in the maintenance and securing of education facilities in schools.

RECOMMENDATION
1.            Secondary School administrators should continue to provide the enabling environment for stakeholders’ continuous participation in the maintenance of educational facilities in their schools.
2.            School administrators should endeavour to reciprocate the gestures of the stakeholders in securing school facilities by making effective and adequate usages of the facilities to elicit good performance.

REFERENCE
Abraham, N. M. (2003). Basic concepts in educational administration. In J. M. Kosemani (Ed.). Introduction to education. Port Harcourt: Hamaz Global.

Abraham, N. M. (2003). Educational administration in Nigeria. Port Harcourt: Pam Unique.

Afangideh, S. T. (2010). Deregulation of educational services and quality assurance. Germany: Lambert Academic Publishing.

Agabi, O. G. (2002). Educational planning. In J. M. Kosemani (Ed.). Introduction to education. Port Harcourt: Hamaz Global.

Akpakwu, S. O. (2012). Educational management: Theory and practice. Makurdi: Destiny Ventures.

Aliezi, E. M. (2015). External stakeholders participation in secondary school administration in Rivers State. Unpublished M.Ed Thesis Department of Educational Management, University of Port Harcourt.
International Journal of Research and Development Studies
Volume 7, Number 2, 2016

Anwukah, T. G. (1992). Community participation in educational decision making in Nigeria: The gap between philosophy and practice. Journal of Education, 1(2), 126 – 134.

Boundless.com (n.d.). Stakeholders. Retrieved April 14, 2015, from https://www.boundless.com/management/textbook/boundless.

BusinessDictionary.com (2015). External stakeholders. Retrieved April 10, 2015, from www.google.com/url?sa=t&rct=j$q=$

Ekemezie, C. A. (2012). Transforming secondary school education in South Eastern Nigeria through effective maintenance of school physical facilities. Nigerian Journal of Educational Administration and Planning, 12(3), 15 – 30.

Mullins, L. J. (2007). Management and organizational behaviour. Edinburg, England: Pearson Education.

National College for Teaching Leadership (2011). Internal and external stakeholders. Retrieved April 09, 2015, from http://www.nationalcollege.org.uk/transfer/open/c.

Obasi, F. N. (2004). The nature and scope of educational management. In P.O.M. Nnabuo, N. C. Okorie, O. G. Agabi & L.E.B. Igwe (Eds.). Fundamentals of educational management (1-20). Owerri: Versatile.

Okwori, A. & Ede, S. (2012). Management issues in education. Makrudi: Aboki.

Osaigbovo, J. O. (2007). School facility management. Port Harcourt: Unicampus.

Osakwe, R. N. (2011). Enhancing teaching and learning process through appropriate learning environment in the school system. Nigerian Journal of Teacher Education and Teaching, 1(1), 1- 10.


Worthington, I & Britton, C. (2006). The business environment (Fifth edition) Financial Times. New York: Prentice Hall. 

Comments

Popular posts from this blog

GEOELECTRIC INVESTIGATION OF THE GROUNDWATER RESOURCE POTENTIAL IN PARTS OF OMUMA LOCAL GOVERNMENT AREA, RIVERS STATE, SOUTH EASTERN NIGER DELTA

GEOELECTRIC INVESTIGATION OF THE GROUNDWATER RESOURCE POTENTIAL IN PARTS OF OMUMA LOCAL GOVERNMENT AREA, RIVERS STATE, SOUTH EASTERN NIGER DELTA Womuru Edwin Nnamdi and Ibim, Dagogo Franklin Department of Physics, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria Email: edwinwomuru@gmail.com ABSTRACT Four Schlumberger vertical electrical soundings (VES) were carried out in Omuma, South Easthern Niger Delta, Nigeria. The vertical electrical sounding data were modeled using resist software into four layers. The first layer is the top soil while that of the other layers varied between sand, coarse grained sand and gravelly sand. The most common lithology is coarse grained sand. The result

AN ASSESSMENT OF NATIONAL POVERTY ERADICATION PROGRAMME ON WEALTH CREATION IN BENUE STATE

  ISSN: 2276 - 4201 Volume 6, Number 1, 2017 International Journal of Innovations in Management Science and Information Technology AN ASSESSMENT OF NATIONAL POVERTY ERADICATION PROGRAMME ON WEALTH CREATION IN BENUE STATE Kpelai S. Tersoo Department of Business Management Benue state University, Makurdi, Benue State, Nigeria Mail:simonkpelai@gmail.com ABSTRACT Poverty is pervasive and widespread among underdeveloped countries.  For several decades, global discussions on underdeveloped countries revolve around poverty related problems.  Countries in Sub-Saharan Africa are currently with the highest level of poverty.  This study examines the current strategies adopted by the Federal

CORRUPTION AND VALUE RE-ORIENTENTION IN NIGERIA: IMPLICATION TO SCIENCE EDUCATION

CORRUPTION AND VALUE RE-ORIENTENTION IN NIGERIA: IMPLICATION TO SCIENCE EDUCATION 1 Paulina R. Danladi, 2 Aisha Mohammed and 3 Hafsatu A. Bello 1 Department of Mathematics, 2&3 Department of Biology Federal College of Education, Yola, Adamawa State, Nigeria ABSTRACT This paper focuses on Corruption and Value Re-Orientation in Nigeria: Implication to Science Education. The paper defines what corruption and value re-orientation are doing dishonest illegal or immoral things in order to gain money or power and value re-orientation as the principles of right of an individual or social change according to Advance Learner Dictionary. Corruptions in Science also discussed in detailed among which are vaccine defenders, human guinea pig, vaccine-autism among others. Challenges of value re-orientation in Nigeria include parental care, societal influence and drug abuse is discussed in details. Also there is need for value re-orientation in Nigeria among which are religions and ethni...