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'". Journal of JOURNAL OF EDUCATIONAL REVIEW hij",., VOL. 3 • No. 2 • APRIL-~UNE 20 1 0

~'nal of Educational Review is the official journal of Higher Education Research and Policy Network _=:::::J ET) published four times in a year March, June, September and December .

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.- 2. Dr. Abiodun O. Ayenl 7. Or, Hazrl .Jatnil Department of Educational Management, School of Educational Studies, om Calhoun (USA) University of tbadan, Ibadan, .' Universiti Sains Malaysia '.J:~IUllent of Criminal Justice and [email protected] 11800 Penang, Malaysia. QY, Jockson StRte U"ivor~ity, 3, Prof. Anuo l. Slkwlbclo Ilnllijnllli/@ynllOo.com n, MS 39217, USA. tnstitute of Distance Education, B. Or Peter Crane as [email protected] , Great North Faculty of Education, EDITOR-IN-CHIEF Road Campus, KABWE. ZAMBtA. University of West tndices, Jamaica. annesikwibe/[email protected], [email protected] '. Joel 8, 8abalola ,'-'=,....••nment of Educational Management, 4, Or, Ben Emunemu g, Dr. Septlmi Kitta, e s y of Ibadan, Ibadan, Nigeria Department of Educational Management, Mkwawa University College of Education, a aJo/[email protected] , tbadan, Nigeria. . [email protected] [email protected] A. Agagu, 10.Jude Ssempebwa "~-~"~ent of Polilical Science, 5. Or, Rosemary Agbonlahor Research Unit, Sch66i-of Postgraduate ARCtS, University of Ibadan, Nigeria Studies, Kampala International ersrty of Ado-Ekiti, Ado- Ekiti, Nigeria [email protected]. University, Kampala, . - [email protected] 6. Or, Afotakemi Oredein jude_ssempebwa@yahoo,co.uk tnstitute of Education, Olabisi Onabanjo MANAGING EDITORS _, Gbolagade Adekanmbl, Unlversity-Aqo-Iwoye, Ogun State, 1, Prof. Muthaiyan Pal ant _ 're for Continuing Education Nigeria, . [email protected] Dept. of Economics, Pondicherry ersity of , Gaborone, CONSULTING EDITORS University, Pondicherry 605 014, India =- .vana [email protected] - - NMB@mopipi,ub.lJw 1. Prot Tom Ngldt University of Zututand, South Africa 2. VIJay Kumar Rev) Adams Onuka [email protected]/u.ac.za Serials Publications ute of Education, 4830/24, Ansari Road, Darya Gan] 2. Prof. Morayo I. Atinmo - ersity of Ibadan, Nigeria. New Delhi-11 0002, India' [email protected] Department of Library and Archival Studies University of Ibadan, Ibadan, Nigeria. 3. Dr. Adeso]t Ont I ASSOCIATE EDITOR mora [email protected] Department of Educationat Foundations, , Akoka- Yaba, • Segun Adedejl 3, Or, Fatuma Chege Lagos, Nigeria, ao/uoni@ye/lOo.com ~ _ a ment of Educational Management, Department of Educational Foundations, ersity of Ibadan, Ibadan, Nigeria. Kenyata University, Nairobi. . EDITORIAL OFFICES _adedeji_ dr@yahoo,co.uk tet [email protected] 1, Serials Publications 4, Dr. Tom Russell 4830/24, Ansari Road, Darya Ganj 'u=:g·:3r·Si:t3·]ii·];tlI.lil;J~t!1!fi33;J=if!j;W ·Association of Institutional Research New Oelhi-110002, India desoji Oni (USA) E·mail: [email protected]. partment of Educational Foundations, trussel/@airweb2.org seria/s@sifycom erslly of Lagos, Akoka- Yaba, Lagos, 5. Dr. Juliet W, Macharia Ph: 011-23245225, aria, ao/[email protected] Department of Communication Studies Web site: www.seriatspubtications.com Moi University, , Kenya. 2, C/o. Dr. Gbolagade Adekanmbl, I EDITORIAL MEMBERS jUliemach@ya/l0o.com Centre for Continuing Education , Kol.de Odekunle , Gaborone, Botswana 6. Or, Piotr T. Nowakowskl man Resources Department The John Paul 11Cathotic University of 3, C/o. Dr Adesojl Onl .c;IerlaInstitute for Social and Economic Lublin, Off Campus Faculty of Social Department of Educational Foundations, Research, Ibadan, Nigeria Sciences, Stalowa, Wola. Potand. University of Lagos, Akoka- Yaba, I<[email protected] [email protected]/ Lagos, Nigeria. ------~------Annual Subscription: Price Per Volume: Rs. 3000 (India) US$ 125 (Foreign)

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VOL. 3 • No. 2 • APRIL-JuNE 201 0

CONTENTS

ractice and Challenges of Higher Education Research in Universities Comfort Olllfllnke Akomolaft 143-151 10 South West, Nigeria

chool-based Assessment in Universal Basic Education: Identifying HO. Owolabi. Sola .Aletan & 153-159 The Concerns of Teachers Ogllnjimi. Mqyowa O.

- ransition from Chalkboard to Digital Whiteboard: Keeping Pace with joel B. Babalola 161-172 allenges of 21" Century Learning Technologies in a Developing Economy

urvey of Availability and Adequacy of Teaching Facilities in South Western TV. Bakar« 173-179 _ -I erian Universities

orrnariou and Communication Technology (leT) Option for Quality S. A Rello, 1H1-186 _ urance (QA) in Tertiary Institution for Sustainable Development J. A. .Adetoro & N. E. Uzoka

nsellors' Perspective on Future University Education in Nigeria in the Dairy 1nyingi Dimkpa 187-194 - ntext of Vision 20-2020

men Emancipation and Social Development: Erwat Euza Akirol~ 195-205 - Iications for Higher Educ~tion Research in Nigeria lsab Emmanlld .Ailenokbuoya, Ileuma S enimet» & Martins Fabllnmi

erarion of Religious Groups Oil Nigerian Campuses: Kuvode n. FtJyoklln 207-2\9 Ing Religious ami Educational

I as a Place of Education for Free Time jadwiga DaJiYkowJka 221-224

...=edor Discomfort: Nigerian adolescent students' Attitude to [imob, M. A. 225-230 iorn Use as an HIV Related l1ehavior

re Universities in Uganda: Growth and Role(s) in the Provision of Henry MlIgabi 231-240

r Education

z: Education Research and Economic Growth in Nigeria Nkang, lniobong Ekong 241-249

-=~',,_hDissemination, Utilization and Commercialization by Lecturers: RO. Odllwa!ye, i-l.O. Owolabi, 251-256 - d of SA. OnaJanya & R A. .fhehll

Education Research in Uganda: Problems and Prospects J. S. Oworye & J. A. qytbade 257-266 aaliry Management: A Tool for Effective Budget Planning and Oye/ola. ldowlI Olllfllnkt, 267-274 _~ •.•_. .••ration Strategies in Nigerian Universities .Adesola, asi« Kehindr & _.:~~_.,. _, __ '~--.".7~-"":" --..,'..-'-,-_._~."==-=--.,--~,-,_--.---==--~----='--,"c-:-,,-:,Ya4Ya. uleefat-Ollldart (MrJ.) 'ord and Image ill the Media: Educational Aspects Piotr 7: Noulrlkolllski 1('.'" 275·279 M irosoau! Kou/tJlrJci

: ligller Education and Rural Development in ZIIC!la. C. C. 2H 1- 2RS ayclsa State of Nigeria

\ Survey on the Personalization ;IIIU Adaptive "l'ccliniqucs C. Het/fah ChriJ/,t/ln Lllho. 2H7-294 ill Intelligent Tutoring Systems I:. Kirubakaran ri'" Sujn; Pa«! JOURNAL OF EDUCATIONAL REVIEW ER VOL .. 3 • NO. 2 • A~J.lIL-.JUNE 2010

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) OPTION FOR QUALITY ASSURANCE (QA) IN TERTIARY INSTITUTION FOR SUSTAINABLE DEVELOPMENT

S. A. BELLO, J. A. ADETORO & N. E. UZOKA Department of Educational Administration, Faculty of Education, University of Lagos, Nigeria

This paper examined the Information and Communication Technology (JCT) options for Quality Assurance in tertiary institutions in Lagos State. The commitmcnt to quality in tertiary institutions must lie :a continuous process, overall and total. leT has become ;t mechanism that could he used to achieve this continuous expansion and improvement of knowledge, skills, and a\lilities in the technological environment. The paper highlights tht: various areas where leT could he used to assure quality in higher education as well as sustainable development. Ch;tllenges facing the me o( leT in higher cducauon in J,

toob; such as mean, standard devt,llIoll, and t test all"lpib (to test the research hypotheses). Rt:sult (10111 the data

'1I1•ilyzcd showed a positive rclatl()n~hip between the dependent variable and indqll"llllent vari,dlle. TillS indicates that the null hypotheses tested were accepted. In essence, the leT options have a great impact on Quality Assurnnce (Q,\) in tcr nar y insriruuuns inl .••gm State. In conclusion, the importance of lel' [rarncworks (options)

fll/" 'Iuality assurance h.is ],CU 11lie imperative tboll edllGltional and institutional

INTRODUCTION National Board for Technical Education (NBTE); The development of any nation depends on the quality National Commission for Colleges of Education - • education and so conscious efforts are made to (NCCE) and the National University Commission re its quality at evt:ry level. One of the greatest (NUC). The National Universities Commission (NUC) cerns of Nigerians has been the issue of standard as a coordinating body for the Universities is charged quality of our educational system. This explains with the responsibility of assuring quality in the he uniform educational standards was established Universities, through accrcditat·ion which is a quality ational Policy on Educatioll (I'C ,2()04) and assurance programme. (Babalola, 2(07) us policy measures put in place by the Federal Highlighting the issue of poor management, Osuji ·ernment to assure quality in our educational (2003) noted that poor planning and management in - m. the universities is as a result of non-availability of The establishment of specific bodies to control reliable, timely and up-to-date data which is attributed in various levels of education is a clear imlid-t0n to the use of manual method of data collection, storage - he commitment of the federal government to and retrieval. It is in the light of these problems and in re quality. Some of these bodies are: The Na.,tional the bid to assure quality in the management of the ;narY'''1~Juca116n'-C6inmtss''ion'{NPEC)ii.·The. ' tertiary rnstitutions _t~a~ l)lU~"-~)!,1!~~~lly,_co!:jun}1l .~tion ','" • -~ '~' '.'-'.' ',,! • B J_O_URNALOF EDUCATIONAL REVIEW, 3(2) 2010 © Serials Publications

with the British Council r c c o rn rn e n d c d the agree Oil what should he a good practice in our tertiary introduction of the Information and Communication inst itut ious. This problem is further co mpouudcd hy Technology (leI) in the challenge of designing and the heterogeneous nature of Nigeria as a multi-ethnic implementing the use of IC'!' in the Federal diversities co uu tr y. 'V(/h:1t is considered a minimum c n tr), with each having Management Information System qualification into the University varies across the (MlS) unit. c o u n t r y. It may lie as a result of the IHcY:1iling Therefore, l n Ior mat io n a n d Co mtnu nic a r ion conditions wi: h the communities in which the tertiary

Tc c h 110 log Y (1 C 'J') 11 a v c () pen c d t h c gat c f (j r institutions arc situated (Ojo 2UDG).

in t cr n a t io n a l "clasSr()Olll", just as we have the 'Ihis study ailllcd at determining W:I)'5 to aS~\IIT instructiona J t clcv isio n in N igeria_ The use () f 1eT lJualit), capacity managelllent to reduce inefficicllcy p ro d uccs positive rc s ult s ill terms of imp ro vc d derives [ro m its cln ims: to reduce the estimated ()nc- performance in prdfdsion:ll training and higher lJualit), third of tertiary institutions' effort spent in dealing assurance in general cducat ion. with errors, wastagcs, and poor quality graduates_ Thi~ The range covered by the l C'I' may include study therefore, focuses on the information and computer-managed instruction, computer-aided communication technology options for assuring ljualit), instruction, drill and practice, tutorials, problem instructions in tertiary instructions, It·is also meant to solving and simulation. lCT-based teaching and realise a credible quality assurance framework, and build telecommunication can be used to provide specialist on a preventive management theory that works on its educational support in the area of basic skills in reading own towards the realization of productivity and

handwriting and even numeracy to students of itinerant excellence ill the system for effective sustain able families living in isolated areas, and some tertiary dcvck lrmcnt_ sututions located in remote areas. With adequate Cl' programme, quality could he assured at all levels RESEARCH QUESTIONS educational institutions (cite). This will also enhance The following research questions were posed for the ucation for sustainable development (Babalola 20(6) study: 1. What arc the perceptions of the experts on STATEMENT OF THE PROBLEM National University Commission (N UC) as a •• number of factors have combined to plummet the quality assurance agency? -ty of education at the tertiary level. Most of these 2_ What ICT developmental Strategies could be - curs include poor governance, poor learning adopted in tertiary institutions in Lagos Slate _- -ironment, weak internal capacity and poor for quality assurance education? • paration of entering students. These administrative 3_ 'la what extent has the l'C'l" helped to promote zoblerns have affected 1CT op tions for Quality quality assurance in tertiary institutions in urance and therefore called for redress. This study Lagos State? mpts to address this question; would there be any 4. Arc the ICT quality assurance benchmarks - --erence in quality assurance in the management of identified in literature valid in tertiary - . al and state owned tertiary institutions in Lagos institutions in Lagos State? te of Nigeria? 5_ To what extent do staff welfare strategies The pursuit of quality assurance for tertiary through IC'F enhance quality assurance In irution should not only be the concern of teachers, tertiary institutions in Lagos State. - educational institutions, but also of the parents, RESEARCH HYPOTHESES dents, the employers of labour, the government e international community. Since each of these The following hypotheses were tested during the study: has its own view about what constitute good (i) There is no significant difference between the cion; it has, consequently, been a difficult task to -... perceptions of the experts on NUC as quality

.. .:....r------, ~_. _ . _ ~.••.•..r_' ._--- FORMATION AND COMMUNICATION TECHNOLOGY (ICT) OPTION FOR QUALITY ASSURANCE... _

assurance agency and IC'I' developmental VALIDITY OF INSTRUMENT strategies adopted for quality assurance by the To ascertain the validity of the instrument, copies of tertiary institutions in Lagos State. the questionnaire were given to experts in measurement (ii) There is no significant difference between the and Evaluation, Educa rio nal Administration and Information and Communication Technology Research Methodology. They were asked to examine (ICl") options for quality assurance and quality the instrument and ascertain whether they were capable assurance benchmarks adopted in tertiary of answering the research questions and be appropriate institutions in J ,agos State. to test the hypotheses. Comments and suggestions (iii) There is no significant difference between the from the experts were used to revise the instrument quality assurance developmental strategies prior to its administration. and staff welfare strategies through leT options for quality assurance education in RELIABILITY OF THE INSTRUMENT Lagos State. Reliability and internal consistency of the instrument RESEARCH DESIGN were established through a pilot study. The reliability coefficient of the instrument was determined by using Sample survey design was- adopted for the study since the split-half method for purpose of establishing the it was concerned with collecting data from a given internal consistency of the instrument. The reliability population in order to explore their opinion. The co-efficient of the instrument was found to he reliable. prou:ss involved in the applic.ltion of t h is design involves the analysis not the opinion of the respondents DATA ANALYSIS· on relation to how lCT options help in Quality To analyse the data descriptive statistics were used to Assurance (QA) education. ob tan the m ean ~~} and the standard qeviation (SD) POPULATION OFTHE STUDY while the t-rest statistical tool was adopted to test the null hypotheses at 0.05 level of significance. The population for this study was made up of all academic staff and students from Examination DATA ANALYSIS AND INTERPRETATION Board, Distance Learning Study centres, Lagos OF RESULTS 'tate University (Anthony Campus), Lagos State Polytechnics, Grace Polytechnic (Ogba Hypothesis One Campus), Lagos State College of Education (Ogba NJllI1-!ypolbeJiJ (HJ: There is no significant difference Campus) and University of Lagos (UN fLAG), Akoka, between the lCT options and Quality assurance L'lgos? benchmarks in tertiary institutions in Lagos State. SAMPLE AND SAMPLING TECHNIQUE The table below shows the performance functions between leT options and quality assurance benchmarks 00 teachers, 12() students, 20 representatives of West in tertiary institutions in J ,agos State. rican Examination Council (WAEC) and Joint _ d m issio n and Matriculation Board (JAMB) Table 1 :xamination Boards) and 1() employers of labour IC'T Options and Quality As s ururrce Benchmarks in onsriruted the sample for this study. Tertiary Institutions in Lagos State Vanab]« N X SD DF P I· I· RESEARCH INSTRUMENT ea! cntita! elevant data for this study were collected using leT options in 10 3.17 0.37 22 estionnaire. The instrument was titled "Questionnaire tertiary institutions o lC'I' options for Quality Assurance (QA) in terti~ry' Qualirj Assurance 14 3.36 (J.1 ()3 22 0.05 1.25 1.72 tirutions in Lagos State." Benchmarks ImIIL JO__ U._R_N_A_L__O_F_E_D.__U_C_A_T_IO_N_A__L_R_E_V_I_E_W_,_3_(_2)_2_0_1_0_©_c_S__e_r_ia_ls__ P_ub_l_ic_a_tio_n_s

Table 1 above shows that the calculated t-value is The table below presents the performance 1.52 while the t-critical value is 1.72 at 0.05 level of fun ct io n s between the Quality Assurance (AQ) significance and 22 degrees of freedom. Since the strategies am] staff welfare strategies through lCT calculated t-value is less than «) the critical t-value, towards Quality Assurance in tertiary institutions in the null hypothesis (H) is accepted. This means that J .agos Stat e. there is no significant difference between the JeT options Tahle 3 and Qlloli[y AJJII!"(Jtlcc benchmarkis in tertiary institutions ill Quality Asauruucc (AQ) Slratq:ic,; and Staff \'(I(-Iraf(- l....t~goJState, Nigeria. Stratcjrics Through ICT Towards Quality Assurance in Tcrtiary Institutions in Lagos State Hypothesis Two Vanahl: N x JIJ IJF /. /. (11): There is no significant difference between the perceptions of experts on NUC as Quality Assurance Staff welfare 14 3.36 0.l84 26 Agency and lCT developmental strategies adopted by strategies tertiary institutions in Lagos State. Quality Assurance 14 2.99 0.529 26 0.05 1.6<1 UO() The table below shows the performance junctions Strategies between the perceptions of experts on N UC as Quality Assurance Agency ami lCT developmental Table 3 above shows that the t-calculatcd value of strategies adopted by tertiary of institutions in Lagos 1.64 obtained is less than t-critical value of 1.706 at State. Assurance Agency and lCT developmental 0.05 level of significance. The null hypothesis (lIOJ strategies adopted by tertiary institutions in Lagos is therefore accepted. This implies that the quality State. assurance strategies is not a function of staff welfare services, since the human capital is the most crucial Table 2 clement (factor) to determine the quality of allY Quality Assurance Agency and ICT Developmcntal Strategies Adapted by Tertiary Institutions in Lagos State instrument be it education or business enterprises.

N X sn IW /' DISCUSSION OF FINlJlt-JGS fa/ cntica] Perception of 10 2.85 0.516 1H As part of measures to save Nigeri:w tertiary experts on NUC

FORMATION AND COMMUNICATION TECHNOLOGY (ICT) OPTION FOR QUALITY ASSURANCE... ••

rocedures. However, there were few benchmarks that the school curriculum. Maximizing the advantages of Jid not enjoy consensus among the academic staff and lCT to qualiry assurance education will involve hey were not considered mandatory to ensure quality adequate funding, proper implementation, monitoring, rh rough leT-based learning. In this sense, the quality provision of technological infrastructure, training and

.1 sura nee benchmarks identified can be considered re-training of teachers, development of software . li'J in the higher education sector in Nigeria in packages and maintenance of electricity reducing • encral, Since there were no responses or feedback station. In addition, an increased awareness of the ~or the open-ended q u e s t io n s of this survcy, it impact of the New lCTs on quality of education is could be concluded that there would not he any needed. In a firm belief; that the development of leT ddirionul benchmarks that need to he included into in Nigeria must be informed by the acknowledged le model. principle that unless Nigeria's lC'l" initiative is rackaged, Moreover, the results of this study could assist networked, and marketed on the world stage, the olicy makers such as University administrators and objective of bridging the digital divide and effectively cccrediring bodies in making reasonable and informed responding to the emerging global competitiveness may dgments with regard to improving the system so that not be fully realized. e distance learning students can also he beneficiaries. RECOMMENDATIONS .ach qualitv assurance strategy of higher instinuions 'ells to he considered, as unintended cOllseLllIences To effectively irnplcrncnt l C'T options for quality

lone area Gin originate from a bad choice in assurance in tertiary institutions in Nigeriu, it requires other. There is need therefore for the educational the combined efforts of the stake-holders in education dminisrrators ill tertiary institutions in the state to give to avert hecoming a victim of the Jigita) divide. It is .T its pride of place in their education prognlll1lm:. therefore recommended that: From the foregoing, it is important to say that the E-lcarning cannot he actualized unless ;\I1d ualiry assurance Nigerian tertiary institutions can be until the existing computer facilities in our proved upon by adopting ICT options. It was also tertiary institutions arc massively upgraded; erified that the most important factor is the human epileptic power supply in Nigeria has to be - ources, i.e. the lecturers, hence the adage holders, worked upon view the power holding

'0 organization can rise beyond the quality of her company of Nigeria is doing needs great man resources". improve men t; a pool of trained IT personnel, course CONCLUSION developer and technicians as well as relevant .ormation and communication Technology (Iel) is skills in various asrects of 1'1'developed in owcrful tool for enhancing quality assurance in the citizcnry will he of tremendous help; iary institutions. The quest for quality by all stake- government should subsidize the cost of ldcrs in education has led to the radical change in e-rools for the common masses to benefit; 001 practices and a unique way of managing the enhancing level of literacy in leT and _ allenges of the technological environment. The computer education should be built into the nagement of tasks, removal of wastages, and l1uality general studies' courses in various tertiary not be achieved without the application of l C'l" in institutions; areas of tertiary institutions operations. improving leT policy implementation process In cognizance of the self-evident indispensability and apart from the efforts being made so far ~ - le .in teaching and learning proc~es, the relevant in implemen ring, na tional I Cl' policy, _ orities have made the acquisition of basic leT skills government should hasten the pace of this -" capabilities rart of the N:Mional Minimum implementation by inter-connecting Niger/an -=-.-.•...:.,... :..: . :::!.'~:;,.""" .:~ ':..";:::-.. -. ,.• -~.~~ ••".:. -" .---.'>.;.,:,,:,,~,,::--:;-~-:-": •.JIIiII,- . '·'_;~:~"":::;"~..~V"~"'.=::J;~~';::;::-~:?-,=r:::;':f....:- •.::.:..-:~.!'t:~~_-:;;...:.:.~ r-;",~7.:"~:t.=:::;;:;::::.;';':4.~...,!.:~-!::-.~;."";-':':"'-~"'" ':!;"~:.;.,::::I'-#-. ',:;..:-.::-:",::;. •.-~- :..•-;.~ -: -;:: .. -;';.-: ~ lIaro for teacher eJllca 1Ii)1l" fillU theIr lncfuslon 111 '.. In tor manon and cornmurucanon technology •

~ JO__ U_R_N_A_L_O __F_E_D_U_C_A_T_I_O_N_A_L__R_E_V_I_E_W_,_3_(2_)_2_0_1_0_~__ S_e_ri_al_s_P_u_b_lic_a_ti_on_s

professionals at home with those in the Babalola,).B.; Aycni, ,\.0.; Adcdcji, S.O.; Sulairnan, ,\.A. & Arikcwuyo, M.O. (2006), EJucation Managfmtllf TbollghfJ & Practice. lbado»: Diaspora; Compllltl' & Plinling 'J ((bnology. Increasing financial allocation to education Federal Government of Nigeria (2004), National Policy Oil Education. those arms of governmcnt and educational Lagos: NERDC Press. sec tors, 5h ould equip tertiary ins titutio ns Okcbukola, I'. (200R), IF/:')' Nigtria Nur! SmnfJ' Uninrsities in Six );'"rJ. under their care with basic leT facilities such GuarJian, 19'h August, page 51. as computer, and intcrucr facilities. Ojo, I..B. (2006), Total Qllali(), Managfmmf & Prorl",1i"ity ImproIJtf1ttllf Al1Jong.rlTeachers & Learners in Private Second"r), School~ in I.:tgos State. Nigeria. A Posr Field Report Presented At the References Dcparrmenr of Education management. u.1.. Nigeria. Feb .. ·:lhal"la. J.1l.1 Akpa, C.o.j. AY':lIi, & S.U. AdcJcji, (20()7). NAI':AI'/ Osuji, F. (200:1), Keynot« Address ~y llolll'lItJbIt MilliJIIY of Er/Nw/iD" at \cc,"". E1"i()' 111111 Q,,(/Ii~y ;11 li~~lltr Er/u('(//ioll, N,\ 1,:1' l'ubliC:llioll. 5'" Meelillg of NI le, Ycnogo~, bavcfsa. Tuesday 19-25''', Ocrnbcr.

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