Articles
<![CDATA[Public Universities Fees Hike in Nigeria: Reasons, Social Implications and Suggestions for Decision Making for Effective University Administration in Nigeria ]]>
<![CDATA[OGUNODE, Niyi Jacob]]>;
<![CDATA[ODANWU, Gladys Nkiruka]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 2 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i2.4007
<![CDATA[The paper discussed the social implications of fees hike in public universities in Nigeria. Secondary data were used in the paper. The data were collected from both print and online publications. The paper submitted that stakeholders in tertiary education especially the universities have made their position known on the fee hike in Nigerian universities. Stakeholders like the National Association of Nigerian Students (NANS) and the Academic Staff Union of Nigerians Universities have opposed the idea of university fees hike and advised the government not to increase the fees in the various universities. Also, the paper in the areas of reasons given by universities in Nigeria for the fess increment identified; increment in cost of administration, low subvention from the government and poor internally generated revenue. On the social implications of fee hikes in Nigeria, the paper identified a likely reduction in university enrolment, retention and graduate output, an increment in the prostitution rate among female students, an increment in criminal activities, insecurity problems and poor human capital development. The paper concluded that the suggestions of the government on fees increment to enable public universities to generate more revenue and to be able to contribute to the internal management of the various universities is a welcome idea. But increment in the fees of various universities with the present economic challenges of inflation and high poverty rate and without any social programme designed or put in place to reduce the impacts of fees hike on the students and parents is not the best decision. Based on this, the paper hereby recommended that the federal and state government should launch a bursary and scholarship programme for students in tertiary institutions across the country. Private institutions and religious organizations should be encouraged to commence scholarship programmes for students. Fees increment in any university should be agreed upon by the stakeholders in various universities before implementation. The government should implement 15-20% budget allocation to education of as recommended by UNESCO.]]>
<![CDATA[Supervision of Economics Programme in Post-Basic Education and Career Development (PBECD) in Nigeria ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Tanimola, FABIYI, Olawale]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 3 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i3.4172
<![CDATA[This paper examined the challenges militating against effective supervision of the Economics Programme in Post-Basic Education and Career Development (PBECD) in Nigeria. Secondary data were used to provide empirical support for the paper. Data were collected from both print materials and online publications. The paper identified inadequate funding, shortage of supervision materials, inadequate transport facilities, poor communication skills, shortage of Economics Supervisors, poor human relations skills, insecurity and poor capacity development as problems hindering effective supervision of the Economics Programme in Post-Basic Education and Career Development (PBECD) in Nigeria. The paper recommended the following: Increment in the funding of Economics supervision in the Post-Basic Education and Career Development (PBECD) in Nigeria.]]>
<![CDATA[Funding of Public Universities Panacea for Effective Implementation of Core Curriculum and Minimum Academic Standards (CCMAS) in Nigeria ]]>
<![CDATA[F, Ohiare-Udebu M.]]>;
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Sarafadeen, RAUF Olaiya]]>;
<![CDATA[AYOKO, Victor Olugbenga]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 4 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i4.4220
<![CDATA[Recently, the National Universities Commission released the Core Curriculum and Minimum Academic Standards (CCMAS) for official implementation in Nigerian universities. Implementation of the curriculum such as the Core Curriculum and Minimum Academic Standards (CCMAS) required both availabilities of human and materials resources in the right quantities and qualities. Adequate funding is key for an effective curriculum implementation. This paper discussed the importance of adequate funding of the Nigerian university system as a panacea for the effective implementation of the Core Curriculum and Minimum Academic Standards (CCMAS) in the universities. Secondary data were employed. The data were collected from print and online publications. This paper posits that adequate funding of the Nigerian university system will lead to the effective implementation of the Core Curriculum and Minimum Academic Standards (CCMAS) in Nigerian universities. Adequate funding will also guarantee the provision of adequate staff (academic and non-academic staff), infrastructure facilities, instructional materials, capacity-building programmes and curriculum monitoring and evaluation. It is suggested that the federal and state governments should adequately fund the universities for effective implementation of the Core Curriculum and Minimum Academic Standards (CCMAS) curriculum in universities across the country.]]>
<![CDATA[Instructional Supervision in Nigerian Schools: Problems and Solutions ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Ibrahim, Abdullahi]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 4 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i4.4285
<![CDATA[This paper discussed challenges hindering effective instructional supervision of schools in Nigeria. Secondary data were used in the paper. The secondary data were gathered from print materials and online publications. The paper identified poor funding, shortage of supervisors, inadequate transportation facilities, poor capacity building programme, insecurity, shortage of supervision materials, poor communication skills, corruption and political instability as challenges hindering effective instructional supervision of schools in Nigeria. The paper hereby recommended an increment in the funding of school supervision.]]>
<![CDATA[Analysis of Factors Militating Against Autonomy in Public Universities in Nigeria ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Ibrahim, Usman Kudu]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 4 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i4.4286
<![CDATA[This paper examined the problems that have militated against university autonomy in Nigeria. Secondary data were used to provide empirical support for the paper. Data were collected from both print materials and online publications. The paper concluded that integration of the federal universities into the Integrated Payroll and Personnel Information System (IPPIS), centralization of the university system, centralization of admission, governing council dominance, poor implementation of the university Autonomy Bill and poor funding model of public universities are the tools used by the Nigerian government to undermine universities autonomy in Nigeria. Based on these challenges, the paper hereby suggested that the federal government should remove all federal universities from the Integrated Payroll and Personnel Information System (IPPIS) platform and implement the University Autonomy Bill Act of 2004.]]>
<![CDATA[School Administrators in Basic Education in Nigeria ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Mbata , Felicia Oganeze]]>;
<![CDATA[AYOKO, Victor Olugbenga]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i6.4471
<![CDATA[This paper discussed the challenges Basic school administrators are facing in Nigeria. Secondary data were employed in the presentation. The data were collected from both print and online publications. The paper concluded that inadequate funds, Shortage of professional teachers, inadequate infrastructure facilities, insecurity problems, shortage of instructional materials, poor motivation and a high population of students are some of the challenges Basic school administrators are facing in Nigeria. To solve the challenges, the paper hereby recommended increment in the funding of Basic schools, employment of more teachers, provision of more infrastructure facilities, and instructional materials, motivation of school administrators and provision of adequate security in Basic schools.]]>
<![CDATA[Motivational Strategies and Teachers’ job Performance in Post-Basic Education and Career Development (PBECD), Nigeria ]]>
<![CDATA[Josiah, Hayab Fortune]]>;
<![CDATA[Audu, Bandekaji Chris]]>;
<![CDATA[Ogunode, Niyi Jacob]]>
<![CDATA[ International Journal on Integrated Education Vol. 6 No. 7 (2023): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v6i7.4579
<![CDATA[This paper discussed motivational strategies and teachers’ job performance in Post-Basic Education and Career Development (PBECD) in Nigeria. Secondary data was adopted for the paper and the secondary data were sourced from print and online publications. The paper identified decision making, payment of salaries and allowance, provision of conducive environment, provision of instructional resources, promotion and award, appreciation, praise, commendations as motivational strategies for improving the job performance of teachers in Post-Basic Education and Career Development (PBECD). Based on this findings, the suggested the following: that government should organize training for school administrators of Post-Basic Education and Career Development (PBECD) on monetary and non-monetary motivational strategies and on how they can use them effectively to motivate teachers working on them. School administrators of Post-Basic Education and Career Development (PBECD) should ensure they use more of non-monetary motivational strategies in the schools because studies showed that teachers love when their boss appreciate their efforts by thanking them praising them, giving them awards, commendation letters and promotions. School administrator should ensure staff are promoted as of when due.]]>
<![CDATA[Mentoring in Tertiary Education in Nigeria ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Aisha, Haruna]]>;
<![CDATA[Johnson, Ebute]]>
<![CDATA[ International Journal on Economics, Finance and Sustainable Development (IJEFSD) Vol. 5 No. 7 (2023): International Journal on Economics, Finance and Sustainable Development (IJEFSD ]]>
Publisher : <![CDATA[Research Parks Publishers ]]>
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DOI: 10.31149/ijefsd.v5i7.4659
<![CDATA[The sustainable development of the university system depends on an effective mentorship programme. Mentoring is the practical means of transferring of university culture, value, ethics and profession to the next generation. It is a way of ensuring that the university system maintains a particular standard and even improved. It is unfortunate that most universities’ mentoring programme In Nigeria is faced with a lot of problems. This paper looked at problems that has militated against the development of academic mentoring in the Nigerian universities. Secondary data were used in the paper and they were gathered from print publications and online journals. The paper identified lack of mentorship policy, strike Actions, poor funding, and inadequate attention from mentors, abuse of mentorship norms, lack of trust, poor communication, academic conflict and lack of freedom of mentees to express their ideas as problems that has militated against the development of mentorship programme in the universities in Nigeria. Based on these problems, the paper recommended that National Universities Commission should direct universities to institutionalization mentoring programme. Government should implement all agreement reached with different trade unions in the universities to prevent strike actions. Government should increase the funding of university education in Nigeria. National Universities Commission should organize workshops for senior academic on effective skills for mentorship in the universities. National Universities Commission should organize workshops for the junior lecturers (mentees) on mentoring processes and guide line for effective mentorship in the university system. This will help the mentees to learn the process of being mentored.]]>
<![CDATA[Mobile School And Educational Sustainability In Nigeria ]]>
<![CDATA[Ogunode, Niyi Jacob]]>
<![CDATA[ International Journal on Integrated Education Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE) ]]>
Publisher : <![CDATA[Researchparks Publishing ]]>
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DOI: 10.31149/ijie.v9i1.5562
<![CDATA[The article discusses the importance of integrating mobile schools into Nigeria's educational system. It is a strategic paper. The paper makes use of secondary data. Print and online publications supplied the secondary data. As to the study, some of the advantages of integrating mobile schools into Nigeria's educational system includes increased availability of education, encouraging diversity and inclusion, flexible and cost-effective learning, disaster response, and integration of technology. The study recommends the Federal Ministry of Education formally integrate mobile instruction into the national education policy in accordance with these findings, ensuring certain that it is recognized, promoted, and supervised as an aspect of the Universal Basic Education (UBE) framework. Sufficient money ought to be made aside by the government and development partners to establish and sustain mobile schools, including funding the provision of instructional materials, transport, and teacher incentives. To give teachers the skills and flexibility needed to thrive in mobile learning contexts and work alongside nomadic or displaced populations, specialized training programs need to be developed.]]>
<![CDATA[International Organizations Programmes Implementation in Nigeria: Problems and Ways Forward ]]>
<![CDATA[Ogunode, Niyi Jacob]]>;
<![CDATA[Ukozor , Conrad Ugochukwu]]>;
<![CDATA[Agbo, Richmond Chijioke]]>
<![CDATA[ International Journal of Global Sustainable Research Vol. 2 No. 3 (2024): March 2024 ]]>
Publisher : <![CDATA[MultiTech Publisher ]]>
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DOI: 10.59890/ijgsr.v2i3.1620
<![CDATA[The paper explores the obstacles to the implementation of international organizations' programs and projects in Nigeria, using social role theory and secondary data. The study found that inadequate funding, poor financial bilateral agreements, lack of data, insecurity, corruption, bureaucratic problems, and political interferences hinder the success of these organizations. The paper recommends increased funding for international organizations, adherence to financial organizations' paths, and the creation of an ICT system to curb corruption. It also suggests timely communication with international organizations to ensure their programs are implemented as planned. The findings underscore the need for effective governance and support for international organizations in Nigeria.]]>
